Leveled Coding in Tynker is designed to introduce students to coding and the Design Process using Tynker's online courses and tools.
Students will start with an introduction to Tynker, learning how to use Tynker's tools to create their own coding projects. Following this introduction students will complete one of Tynker's leveled courses, checking in with the course teacher, whom they can access for help and support along the way. The module will conclude when students complete a design challenge in Tynker's "Blank Project" workspace.
At the beginning of the module, students will meet with the module teacher to decide which Tynker course to complete. This will ensure that students are working at the right difficulty level, based on their previous experience and learning.
Students can take Leveled Coding in Tynker multiple times between grades 5 and 9. In this way, students will be able to complete several of Tynker's courses between grades 6 and 9 and can progress from block coding to line coding.
| Major Units and Topics | Assessment | Requirements |
| Tynker Programming Lessons Design Project
| Tynker lessons will be marked for completion. | A computer with an internet connection.
|
Course Overview: This ADST Module introduces students to many of the tools they will need to use in order to be successful in HCOS online courses. Topics covered include Moodle, Zoom, email, file management, screenshots, screen recording, online communication guidelines, scanning and digitizing documents, presentation programs, recording video presentations, and more. This module culminates in a final presentation.
Time Commitment: This module satisfies ⅓ of the ADST requirements for students in grades 6-9. There are 17 lessons which take between 15-45 minutes. Many of the lessons are short and practical, introducing skills that students will practice and further develop in their future studies. Most of the lessons end with review questions or a short assignment. The final project may take several hours to complete.
This module can be taken at any point in grades 5-9 which is why you will see it offered at each grade level, but please note it is the same module offered at each grade so it can only be taken once.
| Major Units and Topics | Assessment | Requirements |
| Moodle
Zoom
File Management
Screenshots
Screen Capturing
Digitizing Your Work
Cameras and Scanners
Recording Yourself
Digital Presentations | Various small assignments The final presentation will be | Computer with webcam
A digital camera or scanner
|
This course focuses on a variety of reading strategies designed to increase comprehension and engagement with various elements of the story. The structured writing program incrementally introduces a variety of writing skills and genres.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
A selection of short stories and 2 novel studies: Dancing Through Writing Units; keyword outlining | Weekly formative assessment Summative assessment on novel |
Novels: “Dancing Through
Skype or Zoom chat contact |
This course focuses on a variety of reading strategies designed to increase comprehension and engagement with various elements of the story. The structured writing program incrementally introduces a variety of writing skills and genres.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
A selection of short stories and 2 novel studies: Dancing Through Writing Units; keyword outlining | Weekly formative assessment Summative assessment on novel |
Novels: “Dancing Through
Skype or Zoom chat contact |
This course focuses on a variety of reading strategies designed to increase comprehension and engagement with various elements of the story. The structured writing program incrementally introduces a variety of writing skills and genres.
| Major Units and Topics | Assessment | Requirements |
|
A selection of short stories and 2 novel studies: Dancing Through Writing Units; keyword outlining | Weekly formative assessment Summative assessment on novel |
Novels: “Dancing Through
Skype or Zoom chat contact |
In Math 5 there are ten units of study. Each unit will include engaging lesson videos, practice activities, assignments, and some units will include a project where students can apply the skills learned in a real life scenario.
Math 5 - Synchronous: Students meet with their teacher once a week, in a virtual class on Zoom. The teacher will introduce the lesson and assignment for the week, give instructions, lead discussion, and prepare the students for the week’s work.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
Students will explore the
Students will participate in | The course is assessed using Assessment will include: Project work will include | Computer:
Printer/Scanner:
Students will need to have *Math 5 - Synchronous: Students commit to keeping pace with the class and to attending the weekly meeting which will last approximately 15 minutes. Students must download Zoom
|
In Math 5 there are ten units of study. Each unit will include engaging lesson videos, practice activities, assignments, and some units will include a project where students can apply the skills learned in a real life scenario.
This is the traditional online model of “any time, any pace, any place”. The student works on the course independently. The teacher is available on Skype to help with questions, editing writing.
| Major Units and Topics | Assessment | Requirements |
|
Students will explore the
Students will participate in | The course is assessed using Assessment will include: Project work will include | Computer:
Printer/Scanner:
Students will need to have *Math 5 - Synchronous: Students commit to keeping pace with the class and to attending the weekly meeting which will last approximately 15 minutes. Students must download Zoom
|
In Science 5 there are four major units of study, Biology, Physics, Chemistry and Earth Science. The course is designed to be an engaging online learning experience for students which includes videos, readings, hands-on activities, experiments, projects, and more.
In this Synchronous version of the course, students meet with their teacher once a week, in a virtual class on Zoom. The teacher will introduce the lesson and assignment for the week, give instructions, lead discussion, and prepare the students for the week’s work. Students commit to keeping pace with the class and to attending the weekly meeting which will last approximately 15 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
Unit 1: Biology Students will explore the human body Unit 2: Earth Science Our Earth is created from many materials Unit 3: Chemistry Students will dive into Chemistry with a study of Unit 4: Physics Students will learn about the 6 different simple | Quizzes to check factual There are a variety of hands on Activities include creating a | Student will be required a Computer: Laptop or Desktop
Printer/Scanner: Access to a
Students will need to have an
|
In Science 5 there are four major units of study, Biology, Physics, Chemistry and Earth Science. The course is designed to be an engaging online learning experience for students which includes videos, readings, hands-on activities, experiments, projects, and more.
This is the traditional Online model of “any time, any pace, any place”. The student works on the course independently. The teacher is available on Skype to help with questions, editing writing.
| Major Units and Topics | Assessment | Requirements |
|
Unit 1: Biology Students will explore the human body Unit 2: Earth Science Our Earth is created from many materials Unit 3: Chemistry Students will dive into Chemistry with a study of Unit 4: Physics Students will learn about the 6 different simple | Quizzes to check factual There are a variety of hands on Activities include creating a | Student will be required a Computer: Laptop or Desktop Printer/Scanner: Access to a Students will need to have an
|
The Rosetta Stone Foundations program is comprised of : Language Training, Games & Activities, LiveTutoring, Meetings with your Teacher, and Projects.
1.Language Training teaches a second language the same way you learned your first language: by pairing words to images, easily and naturally. RosettaStone mimics this process, using rich visual imagery to help learners think in a new language and to perfect pronunciation.
2. Games & Activities help cement the learners’ understanding by engaging in a wide range of activities designed to sharpen language skills.
3. Live Tutoring allows for interaction with other learners and builds confidence in an online, real-time interactive environment. By joining sessions of Live Tutoring, you practice and refine your conversational skills with native-speaking tutors. Each session builds on and reinforces what you have been learning in LanguageTraining.
4. Meeting with your teacher provides another opportunity for you to refine your conversational skills, ask questions, and reinforce what you are learning in the RSF program.
5. Term Projects: Culture and Christian Worldview projects are also required.
| Major Units and Topics | Assessment | Requirements |
|
Unit 1 Language Basics: Unit 2 Greeting and Introductions: | Language training Homework (Extended Live Tutoring 30% Live sessions with Projects 30% | Computer and |
Designed for the beginner German student in Grade 5-9 (no prerequisites). Students will do interactive lessons through the Rosetta Stone Foundations website and complete some cultural assignments in Moodle.
| Major Units and Topics | Assessment | Requirements |
| Rosetta Stone Level 1 |
|
Working computer with
Rosetta Stone Foundations
USB Headset with microphone
|
Mandarin 5 uses the Rosetta Stone program (units 1 and 2, level 1) that consists of language lessons (speaking, listening, pronunciation, writing, review), games activities and live tutorials as well as cultural and FFPOL projects. Students are immersed in the world of Mandarin Chinese language and have the choice of completing the course in Pin Yin, simplified and traditional Chinese. Projects include the activation project which reflect cultural comparisons, First Peoples perspectives, social and cultural activities and an interview with a native Mandarin speaker.
| Major Units and Topics | Assessment | Requirements |
| Unit 1 Language Basics:
Creative Works Project
Unit 2: Greetings and Introduction:
Interview Project
| Students will be assessed on the accuracy of their pronunciation, matching pictures to the correct phrases, writing, comprehension, games activities and listening skills. Criterion and the rubric for the activation and creative works project are found in the Moodle course. | Unit 1: Students will complete all language lessons in this unit, 4 live tutorials and at least 6 hours of games activities along with the activation project and creative works project. Students should also complete their first live teacher meeting, plan for their second live teacher meeting shortly after half of their course is complete. Unit 2: Students will complete all language lessons in this unit, 4 more live tutorials for a total of 8 live tutorials by the time this unit is complete and at least 12 hours of games activities along with the interview project where students interview a native Mandarin Chinese speaker. Students should also complete their second and third live teacher meeting, review their progress in Moodle to ensure that all components outlined in the course are completed and they have submitted completion.
|
The Rosetta Stone Foundations (we call it “Rosetta Stone” for short) program is comprised of three parts: 2 units of language training, games and activities, and live tutoring. The course is designed for students to work at their own pace, but with prescribed time allotments for weekly work, towards an end date in the school year that they choose. They learn new material, practice it in an engaging game or activity setting, interact with a live tutor and submit projects to demonstrate what they are able to do with their new language.
| Major Units and Topics | Assessment | Requirements |
| Activation Project UNIT 1 – Language Basics UNIT 2 – Greetings and Introductions
|
| Students need regular access to an internet connected computer, a headset and the ability to print and upload assignments. Time commitment for this course is prescribed to be 3 days per week, at least 20 minutes for lessons followed by at least 10 minutes for games and activities.
|
This course focuses on the way God shaped Canada through historical events and the people involved, and through the unique geographical factors which are Canada. Students will use the textbook Connections Canada (Oxford publishers) as a base for introducing and understanding the story of Canada’s early development. A variety of learning activities and responses will encourage students to empathize with the people who experienced these events and to express their learning in assignments and in their actions.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
Introduction: Unit 1 Canda’s Founding People: Unit 2 Coming to Canada: Unit 3 Government: 1st Nations Unit 4: Communities Unit 5: Transportation and Unit 6: Resources of Canada Unit 7 Renewing our world | Weekly formative assessment Summative assessment in |
Connections Canada Skype or Zoom contact |
This course focuses on the way God shaped Canada through historical events and the people involved, and through the unique geographical factors which are Canada. Students will use the textbook Connections Canada (Oxford publishers) as a base for introducing and understanding the story of Canada’s early development. A variety of learning activities and responses will encourage students to empathize with the people who experienced these events and to express their learning in assignments and in their actions.
| Major Units and Topics | Assessment | Requirements |
|
Introduction: Unit 1 Canda’s Founding People: Unit 2 Coming to Canada: Unit 3 Government: 1st Nations Unit 4: Communities Unit 5: Transportation and Unit 6: Resources of Canada Unit 7 Renewing our world | Weekly formative assessment Summative assessment in |
Connections Canada Skype or Zoom contact |
In this eight week module, students will have the opportunity to use their imagination and design skills to think creatively to solve given problems.
They will explore the design thinking process using the 3D digital environment known as Minecraft.
In each lesson, students are given a mission to design a plan to solve a challenge in various Minecraft settings. They will learn to use the steps from the design process to plan, test, improve, and share their finished products.
This module can be taken at any point in grades 6-7 which is why you will see it offered at each grade level, but please note it is the same module offered at each grade so can only be taken once.
| Major Units and Topics | Assessment | Requirements |
| For the missions, students will: Design and build a 3D maze (powered with redstone) that challenges players to answer questions about digital citizenship.
| Rubrics for each mission focus on how well students describe their process for each design thinking step. | Time Commitment: Requirements:
|
This ADST Module will introduce students to the Lego Mindstorm EV3 robotics kit and block-based coding. Students will build robots from instructions, will program a driving base, and will be introduced to the various sensors and motors in the kit. Using the Design Process, students will build their own emergency response robot for their final project.
Time Commitment: There are 18 lessons in this module. Most lessons are less than one hour long, including time to build with Lego. Some lessons are shorter (less than 30 minutes) while a few will require a student to build a larger robot, which could take several hours.
Important: Students will be able to borrow the Lego Mindstorm Kit from the Learning Commons for 8 weeks only. Because of this, students will need to complete this module in 8 weeks.
This module can be taken at any point in grades 6, 7, 8, or 9 which is why you will see it offered at each grade level, but please note it is the same module offered at each grade so it can only be taken once.
| Major Units and Topics | Assessment | Requirements |
| What is a Robot?
| Written assignment on Sensors and Actuators |
A computer with a webcam and microphone and highspeed internet connection.
|
Leveled Coding in Tynker is designed to introduce students to coding and the Design Process using Tynker's online courses and tools.
Students will start with an introduction to Tynker, learning how to use Tynker's tools to create their own coding projects. Following this introduction students will complete one of Tynker's leveled courses, checking in with the course teacher, whom they can access for help and support along the way. The module will conclude when students complete a design challenge in Tynker's "Blank Project" workspace.
At the beginning of the module, students will meet with the module teacher to decide which Tynker course to complete. This will ensure that students are working at the right difficulty level, based on their previous experience and learning.
Students can take Leveled Coding in Tynker multiple times between grades 5 and 9. In this way, students will be able to complete several of Tynker's courses between grades 6 and 9 and can progress from block coding to line coding.
| Major Units and Topics | Assessment | Requirements |
| Tynker Programming Lessons Design Project
| Tynker lessons will be marked for completion. | A computer with an internet connection.
|
Food, fun and learning. This hands-on course is filled with information about food safety, nutrition and practical food preparation and cooking skills.
| Major Units and Topics | Assessment | Requirements |
| Students will learn the basics of food preparation, nutrition, consumer awareness, plus some simple cooking and baking skills. Using elements of the design process, they will prepare, sample, and tweak recipes to create their own custom muffins to share with friends and family. | In the activities of the course, students will follow and apply the design process, which includes defining, ideating, prototyping, testing, making, and sharing. | Students will need access to basic cooking equipment in a home kitchen, and will need to purchase ingredients. Students will need a computer with internet access to access course content, including streaming videos. Students may choose to print recipes or follow them on their device. Students will need a camera or cell phone with a camera to take photographs of some projects and activities. Time Commitment:
|
Students will jump right into cooking in this action-packed, breakfast-themed cooking course. Learn about basic nutrition and savvy shopping, then design a custom brunch for friends and family using the skills and recipes you have learned.
| Major Units and Topics | Assessment | Requirements |
| Students will learn the basics of food preparation, nutrition, consumer awareness, plus some simple cooking and baking skills. Using elements of the design process, they will prepare, sample, and tweak recipes to create their own custom brunch to share with friends and family. | In the activities of the course, students will follow and apply the design process, which includes defining, ideating, prototyping, testing, making, and sharing. | Students will need access to basic cooking equipment in a home kitchen, and will need to purchase ingredients. Students will need a computer with internet access to access course content, including streaming videos. Students may choose to print recipes or follow them on their device. Students will need a camera or cell phone with a camera to take photographs of some projects and activities. Time Commitment:
|
This course focuses on a variety of reading strategies designed to increase comprehension and engagement with various elements of the story. The structured writing program incrementally introduces a variety of writing skills and genres.
This course is designed for students who did not take Online English 5
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
A selection of short stories and 2 novel studies: “Holes” by Writing Units; keyword | Weekly formative assessment Summative assessment on |
“Holes” by Louis Sacher Zoom or Skype contact |
This course focuses on a variety of reading strategies designed to increase comprehension and engagement with various elements of the story. The structured writing program incrementally introduces a variety of writing skills and genres.
This course is designed for students who did not take Online English 5
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
A selection of short stories and 2 novel studies: “Holes” by Writing Units; keyword | Weekly formative assessment Summative assessment on |
“Holes” by Louis Sacher Zoom or Skype contact |
This course focuses on a variety of reading strategies designed to increase comprehension and engagement with various elements of the story. The structured writing program incrementally introduces a variety of writing skills and genres.
This course is designed for students who did not take Online English 5
| Major Units and Topics | Assessment | Requirements |
|
A selection of short stories and 2 novel studies: “Holes” by Writing Units; keyword | Weekly formative assessment Summative assessment on |
“Holes” by Louis Sacher Zoom or Skype contact |
This course focuses on a variety of reading strategies designed to increase comprehension and engagement with various elements of the story. The structured writing program incrementally introduces a variety of writing skills and genres.
This course is designed for students who have previously completed the Online English 5 course.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
A selection of short stories and 2 novel studies: “Holes” by Writing Units; keyword | Weekly formative assessment Summative assessment on |
“Holes” by Louis Sacher Zoom or Skype contact |
This course focuses on a variety of reading strategies designed to increase comprehension and engagement with various elements of the story. The structured writing program incrementally introduces a variety of writing skills and genres.
This course is designed for students who have previously completed Online English 5
| Major Units and Topics | Assessment | Requirements |
|
A selection of short stories and 2 novel studies: “Holes” by Writing Units; keyword | Weekly formative assessment Summative assessment on |
“Holes” by Louis Sacher Zoom or Skype contact |
In Math 6 there are twelve units of study. Each unit will include engaging lesson videos, practice activities, assignments, and some units will include a project where students can apply the skills learned in a real life scenario.
Math 6 - Synchronous: Students meet with their teacher once a week, in a virtual class on Zoom. The teacher will introduce the lesson and assignment for the week, give instructions, lead discussion, and prepare the students for the week’s work.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
Students will explore the
Students will participate in numerous | The course is assessed using Assessment will include: Project work will include | Computer:
Printer/Scanner: Access
Students will need to have *Math 6 - Synchronous: Students commit to keeping pace with the class and to attending the weekly meeting which will last approximately 15 minutes. Students must download Zoom in order to participate in weekly meetings.
|
In Math 6 there are twelve units of study. Each unit will include engaging lesson videos, practice activities, assignments, and some units will include a project where students can apply the skills learned in a real life scenario.
This is the traditional online model of “any time, any pace, any place”. The student works on the course independently. The teacher is available on Skype to help with questions, editing writing.
| Major Units and Topics | Assessment | Requirements |
|
Students will explore the
Students will participate in numerous | The course is assessed using Assessment will include: Project work will include | Computer:
Printer/Scanner: Access
Students will need to have
|
In Science 6 there are four major units of study, Biology, Physics, Chemistry and Earth Science. The course is designed to be an engaging online learning experience for students which includes videos, readings, hands-on activities, experiments, projects, and more.
In this synchronous module, students meet with their teacher once a week, in a virtual class on Zoom. The teacher will introduce the lesson and assignment for the week, give instructions, lead discussion, and prepare the students for the week’s work. Students commit to keeping pace with the class and to attending the weekly meeting which will last approximately 15 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
Unit 1: Biology Eww! Gross! This unit is sure to Unit 2: Physics We’ll explore Newton’s Three laws Unit 3: Chemistry Do we have any food lovers? Unit 4: Earth Science Come explore our universe, created | Quizzes to check factual There are a variety of hands on Each unit includes an intriguing |
Student will require a Printer/Scanner: Access to
Students will need to have an
*Science 6 - Synchronous:
|
In Science 6 there are four major units of study, Biology, Physics, Chemistry and Earth Science. The course is designed to be an engaging online learning experience for students which includes videos, readings, hands-on activities, experiments, projects, and more.
This is the traditional online model of “any time, any pace, any place”. The student works on the course independently. The teacher is available on Skype to help with questions, editing writing.
| Major Units and Topics | Assessment | Requirements |
|
Unit 1: Biology Eww! Gross! This unit is sure to Unit 2: Physics We’ll explore Newton’s Three laws Unit 3: Chemistry Do we have any food lovers? Unit 4: Earth Science Come explore our universe, created | Quizzes to check factual There are a variety of hands on Each unit includes an intriguing |
Student will require a Printer/Scanner: Access to
Students will need to have an
*Science 6 - Synchronous:
|
The Rosetta Stone Foundations program is comprised of: Language Training, Games & Activities, LiveTutoring, Meetings with your Teacher, and Projects.
1.Language Training teaches a second language the same way you learned your first language: by pairing words to images, easily and naturally. RosettaStone mimics this process, using rich visual imagery to help learners think in a new language and to perfect pronunciation.
2. Games & Activities help cement the learners’ understanding by engaging in a wide range of activities designed to sharpen language skills.
3. Live Tutoring allows for interaction with other learners and builds confidence in an online, real-time interactive environment. By joining sessions of Live Tutoring, you practice and refine your conversational skills with native-speaking tutors. Each session builds on and reinforces what you have been learning in LanguageTraining.
4. Meeting with your teacher provides another opportunity for you to refine your conversational skills, ask questions, and reinforce what you are learning in the RSF program.
5. Term Projects: Culture and Christian Worldview projects are also required.
| Major Units and Topics | Assessment | Requirements |
|
Unit 3: Work and School: Unit 4: Shopping: Landmarks | Language training Homework (Extended Live Tutoring 30% Live sessions with Projects 30% |
1 year of French Computer and USB |
Designed for the beginner German student in Grade 5-9 as a continuation of German Level A (prerequisite: German Level A). Students will do interactive lessons through the Rosetta Stone Foundations website and complete some cultural assignments in Moodle.
| Major Units and Topics | Assessment | Requirements |
| Rosetta Stone Level 1 |
|
Working computer with
Rosetta Stone Foundations
USB Headset with microphone
|
Mandarin 6 uses the Rosetta Stone program (units 3 and 4, level 1) that consists of language lessons (speaking, listening, pronunciation, writing, review), games activities and live tutorials as well as cultural and FFPOL projects. Students are immersed in the world of Mandarin Chinese language and have the choice of completing the course in Pin Yin, simplified and traditional Chinese. Projects include the activation project which reflect cultural comparisons, First Peoples perspectives, social and cultural activities and an interview with a native Mandarin speaker.
| Major Units and Topics | Assessment | Requirements |
| Unit 3 Work and School:
Creative Works Project
Unit 4 Shopping:
Interview Project
| Students will be assessed on the accuracy of their pronunciation, matching pictures to the correct phrases, writing, comprehension, games activities and listening skills. Criterion and the rubric for the activation and creative works project are found in the Moodle course. | Unit 3: Students will complete all language lessons in this unit, 4 live tutorials and at least 6 hours of games activities along with the activation project and creative works project. Students should also complete their first live teacher meeting, plan for their second live teacher meeting shortly after half of their course is complete. Unit 4: Students will complete all language lessons in this unit, 4 more live tutorials for a total of 8 live tutorials by the time this unit is complete and at least 12 hours of games activities along with the interview project where students interview a native Mandarin Chinese speaker. Students should also complete their second and third live teacher meeting, review their progress in Moodle to ensure that all components outlined in the course are completed and they have submitted completion.
|
The Rosetta Stone Foundations (we call it “Rosetta Stone” for short) program is comprised of three parts: 2 units of language training, games and activities, and live tutoring. The course is designed for students to work at their own pace, but with prescribed time allotments for weekly work, towards an end date in the school year that they choose. They learn new material, practice it in an engaging game or activity setting, interact with a live tutor and submit projects to demonstrate what they are able to do with their new language.
| Major Units and Topics | Assessment | Requirements |
| Activation Project UNIT 3 – Work and School UNIT 4 – Shopping
|
| Students need regular access to an internet connected computer, a headset and the ability to print and upload assignments. Time commitment for this course is prescribed to be 3 days per week, at least 20 minutes for lessons followed by at least 10 minutes for games and activities.
|
Since God is the Author of life, the Creator of Heaven and Earth, this course looks at His Work and asks, “What is His Good Purpose?” We will explore various concepts of Geography/ History as they shape and inform culture. We will examine Canada and compare with other countries in our wonderful world. We will use various online sources for information to gain insight into how other people live and look at life, beginning to understand how our worldview shapes our lives. Students will complete a variety of assignments and projects to share their learning and be challenged to consider what they are reading and thinking with a Christian worldview.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Module1. Canada A brief overview of our Module 2. Global Village Investigating Japanese Module 3. Aspects that Cities - examination of Module 4. Government Includes a look at Indigenous | Weekly formative assessment Summative assessment in |
Skype or Zoom contact Good internet access
|
Since God is the Author of life, the Creator of Heaven and Earth, this course looks at His Work and asks, “What is His Good Purpose?” We will explore various concepts of Geography/ History as they shape and inform culture. We will examine Canada and compare with other countries in our wonderful world. We will use various online sources for information to gain insight into how other people live and look at life, beginning to understand how our worldview shapes our lives. Students will complete a variety of assignments and projects to share their learning and be challenged to consider what they are reading and thinking with a Christian worldview.
| Major Units and Topics | Assessment | Requirements |
| Module1. Canada A brief overview of our Module 2. Global Village Investigating Japanese Module 3. Aspects that Cities - examination of Module 4. Government Includes a look at Indigenous | Weekly formative assessment Summative assessment in |
Skype or Zoom contact Good internet access
|
Leveled Coding in Tynker is designed to introduce students to coding and the Design Process using Tynker's online courses and tools.
Students will start with an introduction to Tynker, learning how to use Tynker's tools to create their own coding projects. Following this introduction students will complete one of Tynker's leveled courses, checking in with the course teacher, whom they can access for help and support along the way. The module will conclude when students complete a design challenge in Tynker's "Blank Project" workspace.
At the beginning of the module, students will meet with the module teacher to decide which Tynker course to complete. This will ensure that students are working at the right difficulty level, based on their previous experience and learning.
Students can take Leveled Coding in Tynker multiple times between grades 5 and 9. In this way, students will be able to complete several of Tynker's courses between grades 6 and 9 and can progress from block coding to line coding.
| Major Units and Topics | Assessment | Requirements |
| Tynker Programming Lessons Design Project
| Tynker lessons will be marked for completion. | A computer with an internet connection.
|
In English 7, there are four major units of study: Novel Study, Media and Stereotypes, Poetry, Memoirs. The course is designed to be an engaging online learning experience for students which includes videos, reading, forum posts and writing.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
Unit 1: Introduction Language and text can be a Unit 2: My Name is Seepeetza How do our confrontations with How do these confrontations Exploring stories and other texts UNIT 3 – Media and Stereotypes Media influences our perspective Exploring and sharing multiple Questioning what we hear, read, UNIT 4 – Poetry Who and what influence our self- Exploring stories and texts helps UNIT 5 – Memoirs
You can explore your memories, Exploring stories and other texts | Formative activities to interact Forums to share Planning steps & feedback then Reflective formative quick write Steps to produce PSA with Summative presentation & peer Participation in Forum discussions Steps with feedback in the process Read and reflect then respond activities Scaffolded steps to writing a |
Novels: “My Name is Seepeetza” by Shirley Stirling
“Petey” by Ben Mikaelsen
|
In English 7, there are four major units of study: Novel Study, Media and Stereotypes, Poetry, Memoirs. The course is designed to be an engaging online learning experience for students which includes videos, reading, forum posts and writing.
| Major Units and Topics | Assessment | Requirements |
|
Unit 1: Introduction Language and text can be a Unit 2: My Name is Seepeetza How do our confrontations with How do these confrontations Exploring stories and other texts UNIT 3 – Media and Stereotypes Media influences our perspective Exploring and sharing multiple Questioning what we hear, read, UNIT 4 – Poetry Who and what influence our self- Exploring stories and texts helps UNIT 5 – Memoirs
You can explore your memories, Exploring stories and other texts | Formative activities to interact Forums to share Planning steps & feedback then Reflective formative quick write Steps to produce PSA with Summative presentation & peer Participation in Forum discussions Steps with feedback in the process Read and reflect then respond activities Scaffolded steps to writing a |
Novels: “My Name is Seepeetza” by Shirley Stirling
“Petey” by Ben Mikaelsen
|
In Math 7 there are ten units of study. Each unit will include engaging lesson videos, practice activities, assignments, and some units will include a project where students can apply the skills learned in a real life scenario.
Math 7 - Synchronous: Students meet with their teacher once a week, in a virtual class on Zoom. The teacher will introduce the lesson and assignment for the week, give instructions, lead discussion, and prepare the students for the week’s work.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
Students will explore the
Students will participate in numerous | The course is assessed using Assessment will include: Project work will include There will be a final exam | Computer: Printer/Scanner:
Students will need to have *Math7 - Synchronous: Students commit to keeping pace with the class and to attending the weekly meeting which will last approximately 15 minutes. Students must download Zoom in order to participate in weekly meetings.
|
In Math 7 there are ten units of study. Each unit will include engaging lesson videos, practice activities, assignments, and some units will include a project where students can apply the skills learned in a real life scenario.
This is the traditional online model of “any time, any pace, any place”. The student works on the course independently. The teacher is available on Skype to help with questions, editing writing.
| Major Units and Topics | Assessment | Requirements |
|
Students will explore the
Students will participate in numerous | The course is assessed using Assessment will include: Project work will include There will be a final exam | Computer: Printer/Scanner:
Students will need to have
|
In Science 7 there are four major units of study, Biology, Physics, Chemistry and Earth Science. The course is designed to be an engaging online learning experience for students which includes videos, readings, lab experiences, projects interactive applets and more.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
Physics: students will explore electromagnetic force, investigate resources to generate electricity,
Chemistry: students explore types
Biology: students will take an imaginary journey with Charles Darwin to learn
Earth Science: students explore how
| Quizzes to check factual understanding are a regular As well, there are a variety of Activities include creating: lab reports, informational posters, compare/contrast diagrams, |
Students need regular access to an internet connected computer and the ability to print and upload assignments.
Most supplies for labs and projects can be found around the house.
Time commitment for this course is approximately 3 hours per week.
|
In Science 7 there are four major units of study, Biology, Physics, Chemistry and Earth Science. The course is designed to be an engaging online learning experience for students which includes videos, readings, lab experiences, projects interactive applets and more.
| Major Units and Topics | Assessment | Requirements |
|
Physics: students will explore electromagnetic force, investigate resources to generate electricity,
Chemistry: students explore types
Biology: students will take an imaginary journey with Charles Darwin to learn
Earth Science: students explore how
| Quizzes to check factual understanding are a regular As well, there are a variety of Activities include creating: lab reports, informational posters, compare/contrast diagrams, |
Students need regular access to an internet connected computer and the ability to print and upload assignments.
Most supplies for labs and projects can be found around the house.
Time commitment for this course is approximately 3 hours per week.
|
The Rosetta Stone Foundations program is comprised: Language Training, Games & Activities, LiveTutoring, Meetings with your Teacher, and Projects.
1.Language Training teaches a second language the same way you learned your first language: by pairing words to images, easily and naturally. RosettaStone mimics this process, using rich visual imagery to help learners think in a new language and to perfect pronunciation.
2. Games & Activities help cement the learners’ understanding by engaging in a wide range of activities designed to sharpen language skills.
3. Live Tutoring allows for interaction with other learners and builds confidence in an online, real-time interactive environment. By joining sessions of Live Tutoring, you practice and refine your conversational skills with native-speaking tutors. Each session builds on and reinforces what you have been learning in LanguageTraining.
4. Meeting with your teacher provides another opportunity for you to refine your conversational skills, ask questions, and reinforce what you are learning in the RSF program.
5. Term Projects: Culture and Christian Worldview projects are also required.
| Major Units and Topics | Assessment | Requirements |
|
Unit 5: Travel: Destinations, Unit 6: Past and Future: Correspondence, Meaning and | Language training Homework (Extended Live Tutoring 30% Live sessions with Projects 30% |
2 years of French Computer and USB |
Designed for the beginner German student in Grade 5-9 as a continuation of German Level B (prerequisite: German Level B). Students will do interactive lessons through the Rosetta Stone Foundations website and complete some cultural assignments in Moodle.
| Major Units and Topics | Assessment | Requirements |
| Rosetta Stone Level 2 (Units 5 and 6) |
|
Working computer with
Rosetta Stone Foundations
USB Headset with microphone
|
Mandarin 7 uses the Rosetta Stone program (units 5 and 6, level 2) that consists of language lessons (speaking, listening, pronunciation, writing, review), games activities and live tutorials as well as cultural and FFPOL projects. Students are immersed in the world of Mandarin Chinese language and have the choice of completing the course in Pin Yin, simplified and traditional Chinese. Projects include the activation project which reflect cultural comparisons, First Peoples perspectives, social and cultural activities and an interview with a native Mandarin speaker.
| Major Units and Topics | Assessment | Requirements |
| Unit 5 Travel:
Creative Works Project
Unit 6 Past and Future:
Interview Project
| Students will be assessed on the accuracy of their pronunciation, matching pictures to the correct phrases, writing, comprehension, games activities and listening skills. Criterion and the rubric for the activation and creative works project are found in the Moodle course. | Unit 5: Students will complete all language lessons in this unit, 4 live tutorials and at least 6 hours of games activities along with the activation project and creative works project. Students should also complete their first live teacher meeting, plan for their second live teacher meeting shortly after half of their course is complete. Unit 6: Students will complete all language lessons in this unit, 4 more live tutorials for a total of 8 live tutorials by the time this unit is complete and at least 12 hours of games activities along with the interview project where students interview a native Mandarin Chinese speaker. Students should also complete their second and third live teacher meeting, review their progress in Moodle to ensure that all components outlined in the course are completed and they have submitted completion.
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Rosetta Stone Foundations courses are comprised of five components:
Language Lessons - Teaches by pairing words to images using rich visual imagery and interactive software to help learners think in a new language and to perfect pronunciation
Games & Activities - Allows learners to play games online, connect with language learners around the world and practice the new language learned in their lessons with other learners at a similar level
Live Tutoring Sessions - Allows learners to practice and refine conversational skills with native-speaking tutors building on and reinforcing what has been learned in Rosetta Lessons.
Projects. In addition to the Rosetta Stone requirements, additional culture specific projects are also required.
Live meetings with the course teacher. Face to Face sessions with the teacher to practice and discuss what the student had learned in their lessons.
Students are expected to complete three 30 minute sessions per week, alternating time spent between Language Lessons (20 minutes) and Games & Activities (10 minutes) each session. Student will attend Live Tutoring sessions every four weeks. In addition to the Rosetta Stone content, students will be required to submit 3 term projects to their teacher.
| Major Units and Topics | Assessment | Requirements |
| Lesson 1: Destinations: ● Types of buildings ● Types of stores ● Asking for directions ● Following directions Lesson 2: Directions and Location Public transportation ● Directional language ● Vehicles ● Verbs used with modes of transportation ● Various kinds of transportation stations Lesson 3: Time, Arrivals and Departures Travel itineraries ● Specific time words ● Additional modes of transportation ● Numbers 70-99 ● Useful vocabulary for airports and train stations Lesson 4: Weather Today and Tomorrow Travel destinations ● Weather language ● Temperature ● Kinds of precipitation ● Talking about the weather in the future Lesson 5: Milestone Each unit concludes with a Milestone, an interactive capstone activity that lets the learner practice key skills learned and apply new language knowledge in Communication, Acquire, interpret, and present information real-life situations.
|
Games: Term Projects Cultural Projects Live Tutoring sessions | Level 1 |
A study of 4 Ancient civilizations: Egyptian, Chinese, Roman and Greek using a variety of academic websites for student investigation as “Culture Investigation Agents” recruits.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
Unit 1: Ancient Egypt Unit 2: Ancient China Unit 3: Ancient Greece Unit 4: Ancient Rome Each unit involves students | Weekly formative assessment on research skills, writing and reflection in student work. A summative assessment is given for the projects presented at the end of each unit. | Reliable internet function. Skype or Zoom for interaction |
A study of 4 Ancient civilizations: Egyptian, Chinese, Roman and Greek using a variety of academic websites for student investigation as “Culture Investigation Agents” recruits.
| Major Units and Topics | Assessment | Requirements |
|
Unit 1: Ancient Egypt Unit 2: Ancient China Unit 3: Ancient Greece Unit 4: Ancient Rome Each unit involves students | Weekly formative assessment on research skills, writing and reflection in student work. A summative assessment is given for the projects presented at the end of each unit. | Reliable internet function. Skype or Zoom for interaction |
This Minecraft Applied Design Skills and Technology 8/9 module will introduce students to programming and the design process in a 3D digital environment. Following a pre-set process, students will plan, test, improve and share 3D products (maze, program and virtual diorama) using Minecraft.
Students will be asked to show proper online etiquette and discuss issues related to sharing information and products online. Students will learn to program with visual and text editors. They will interact with digital technology and show competence with the tools as they are guided to explore and create using the diversely utilized and powerful resource known as Minecraft.
| Major Units and Topics | Assessment | Requirements |
| Tutorial World - In this lesson, you traverse a Tutorial World with six zones. The first five zones teach basic skills used in Minecraft, and the sixth zone opens you to the world of Minecraft to practice your new skills.. Custom Skins - This lesson will take you through the steps needed to research, plan and create your own custom skin to ensure you are projecting the image and message you are intending to those who see your avatar. Turtle Canyon - The following lesson will help you understand how to use programs to complete tasks within Minecraft. You will have to navigate the world, command turtles and program turtles to explore and solve puzzles. In this lesson, you travel through four zones. These zones teach basic skills needed to program turtles in Minecraft. Binary - This lesson is intended to introduce some computer history and explain what binary is while teaching you how to count in binary. aMAZEing Turtles - This lesson plan is meant to introduce you to programing turtles using the lua language. This lesson will help you understand how to use lua to complete programming tasks within Minecraft. Workplace Safety and Technology - The technologies we create and use can dramatically affect our working methods, and even affect our bodies and physical environments. The creation and use of a product can create pollution, waste and damage or improve land, resource collection, processing and quality of life. When a product or technology is created there can be positive and negative consequences that the user should consider.
| Rubrics with expectations are used for each assignment. | Time Commitment: Requirements:
|
Course Overview: This ADST Modules will introduce students to concepts of robotics including sensors, microprocessors, actuators, circuits, resistors, Ohm’s law, and line coding. Students will complete several of the projects found in the official Arduino Starter Kit. Students will build projects by following instructions. They will modify the project and then share a video of their work using FlipGrid. The module will conclude with a design project in which students will create their own electronic device to improve life at home.
Time Commitment: There are 18 lessons in this module. Most lessons are 1 to 2 hours long, including the time to build and troubleshoot the circuits and complete the lesson quizzes. Some lessons are shorter (less than 30 minutes) while the design project could take several days and many hours to complete.
This module can be taken at any point in grades 8-9 which is why you will see it offered at each grade level, but please note it is the same module offered at each grade so it can only be taken once.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Arduino Safety Ohm’s Law and Resistors Building 6 Projects from the Arduino Projects Book The Design Process Final Design Project
| Arduino projects will be presented through video using Flipgrid Frequent short quizzes Design Project will be assessed by the teacher and student Self-Assessment of the Design Process steps | Students will need to purchase the official Arduino Starter Kit which costs approximately $130 and includes all the necessary parts and the course textbook Computer with webcam and microphone
|
This ADST Module will build upon the concepts covered in Lego Robotics 1. Students will test the limits of the various sensors and motors, learn about gears, experiment with various coding action blocks, and will complete several design challenges as they lead up to their final project: designing a self-driving vehicle using the Design Process.
This module can be taken at any point in grades 8- 9 which is why you will see it offered at each grade level, but please note it is the same module offered at each grade so it can only be taken once.
Time Commitment: There are 18 lessons in this module. Most lessons are less than one hour long, including time to build with Lego. Some lessons are shorter (less than 30 minutes) while a few will require a student to build a larger robot, which could take several hours.
Important: Students will be able to borrow the Lego Mindstorm Kit from the Learning Commons for 8 weeks only. Because of this, students will need to complete this module in 8 weeks.
| Major Units and Topics | Assessment | Requirements |
| What is a Robot? Building Lego from Plans Using Motors and Sensors Introduction to Lego Programming The Design Process Final Design Project
| Written assignment on Sensors and Actuators |
A computer with a webcam and microphone and highspeed internet connection.
|
Leveled Coding in Tynker is designed to introduce students to coding and the Design Process using Tynker's online courses and tools.
Students will start with an introduction to Tynker, learning how to use Tynker's tools to create their own coding projects. Following this introduction students will complete one of Tynker's leveled courses, checking in with the course teacher, whom they can access for help and support along the way. The module will conclude when students complete a design challenge in Tynker's "Blank Project" workspace.
At the beginning of the module, students will meet with the module teacher to decide which Tynker course to complete. This will ensure that students are working at the right difficulty level, based on their previous experience and learning.
Students can take Leveled Coding in Tynker multiple times between grades 5 and 9. In this way, students will be able to complete several of Tynker's courses between grades 6 and 9 and can progress from block coding to line coding.
| Major Units and Topics | Assessment | Requirements |
| Tynker Programming Lessons Design Project
| Tynker lessons will be marked for completion. | A computer with an internet connection.
|
This course will reveal the nature, character and attributes of God in light of Scripture to give teens a better grasp of who God is. It is based on the premise that the more we know and understand God through a careful study of His Word, the greater will be our personal challenge to maintain a right relationship with Him.
Time Commitment:
Based on a semester pacing, this course is based on five, 45 to 60 minute lesson parts every week.
| Major Units and Topics | Assessment | Requirements |
| Knowing God, Attributes of God, Character and Existence Creation, World Religions | Students will be assessed (via a series of assignment work, projects, etc.) on their understanding of who God is, His attributes, and characteristics, and humanity’s place in light of this. | “Let God Be God” |
English 8 is about tribes and stories.
Our tribe is a group of people that we identify with - a group that we are part of, whether it is our family, our community, our religious community, our ethnic background, or our nationality. A tribe can be fans of the same hockey team or the same music band. A tribe can be a church. If you have stories in common with a group of people, you’re part of a tribe. In the first part of English 8, students will be figuring out who their tribe is, and learning to tell the stories of their people.
The second part of the course talks about the shadow side of being part of tribes. What happens when we start to think that our tribe is superior to other tribes? What if we start to hate people from other groups because we are blinded by loyalty to our own? How do we obey the great commandment to love our neighbour as ourselves, and how can hearing other people’s stories help us to have compassion for others? For this part of the course, students will be studying two novels, The Outsiders by S.E. Hinton, and Wonder by R.J. Palacio.
In the final part of the course, students will have a chance to tell their family’s story through a documentary, slideshow, or magazine. Hopefully this will help them to have a sense of healthy pride in their own family’s story, and will help them connect with their families in a new way.
Synchronous: Students meet with their teacher in a virtual class on Zoom. Cameras are on as our purpose is to build community. The teacher will introduce the lesson and assignment for the week, give instructions, lead discussion, and prepare the students for the week’s work. Students commit to keeping pace with the class and to attending the weekly meeting which will last approximately 15-30 minutes.
Time Commitment:
This course consists of 28 lessons. Each lesson is designed to take approximately one week, with most weeks comprised of three 40 minute sessions. Students who wish to complete the course in a single semester can complete the lessons at their own pace.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Unit 1: Learning to Tell Your Story
Unit 2: The Outsiders Novel Study
Unit 3: Us vs. Them
Unit 4: Wonder Novel Study
Unit 5: Family Documentary
| Various written assignments Rubrics are used throughout Written feedback is also Various written assignments Rubrics are used throughout Written feedback is also |
Students are required to Students may borrow or The Outsiders by S.E. Hinton
Wonder by R.J. Palacio
Synchronous students will need a webcam and microphone.
|
English 8 is about tribes and stories.
Our tribe is a group of people that we identify with - a group that we are part of, whether it is our family, our community, our religious community, our ethnic background, or our nationality. A tribe can be fans of the same hockey team or the same music band. A tribe can be a church. If you have stories in common with a group of people, you’re part of a tribe. In the first part of English 8, students will be figuring out who their tribe is, and learning to tell the stories of their people.
The second part of the course talks about the shadow side of being part of tribes. What happens when we start to think that our tribe is superior to other tribes? What if we start to hate people from other groups because we are blinded by loyalty to our own? How do we obey the great commandment to love our neighbour as ourselves, and how can hearing other people’s stories help us to have compassion for others? For this part of the course, students will be studying two novels, The Outsiders by S.E. Hinton, and Wonder by R.J. Palacio.
In the final part of the course, students will have a chance to tell their family’s story through a documentary, slideshow, or magazine. Hopefully this will help them to have a sense of healthy pride in their own family’s story, and will help them connect with their families in a new way.
This is the traditional Online model of “any time, any pace, any place.” The student works on the course independently. The teacher is available on Zoom to help with questions and writing development.
Time Commitment:
This course consists of 28 lessons. Each lesson is designed to take approximately one week, with most weeks comprised of three 40 minute sessions. Students who wish to complete the course in a single semester can complete the lessons at their own pace.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Unit 1: Learning to Tell Your Story
Unit 2: The Outsiders Novel Study
Unit 3: Us vs. Them
Unit 4: Wonder Novel Study
Unit 5: Family Documentary
| Various written assignments Rubrics are used throughout Written feedback is also Various written assignments Rubrics are used throughout Written feedback is also |
Students are required to Students may borrow or The Outsiders by S.E. Hinton
Wonder by R.J. Palacio
|
Literacy Foundations Math is designed to help students who have fallen behind with their Math skills. Specifically this course is built to support students heading into Workplace Math 10, and Workplace Math 11. As you go through this course you will build the toolkit required to be successful in the lower streams of Math in Grade 10 and 11. This is the paper-based option where a textbook and 3 additional paper resources need to be printed off and completed.
If a student is multiple grades behind in their Math level, this is the course for them.
| Major Units and Topics | Assessment | Requirements |
| Unit 1: Number Unit 2: Fractions, Decimals, Percentages Unit 3: Geometry Unit 4: Exponents Unit 5: Circles and Volume Unit 6: Algebra and Graphing Unit 7: Statistics and Probability | When a student completes “Bridge the Gap Math” Each Unit wraps up with a summative assessment There are additional units that are printed off and worked through. | “Bridge the Gap Math” by Laurie Beesting Laptop/Computer Google Chrome web browser (not a Requirement but a STRONG suggestion) Printer Scanner (you can use your smart phone if you don’t have a scanner) StudyForge (optional: it’s a $30 subscription and provides students with the entire course in video format) |
Literacy Foundations Math is designed to help students who have fallen behind with their Math skills. Specifically this course is built to support students heading into Workplace Math 10, and is followed up with Literacy Foundations Math Level 6. As you go through this course you will build the toolkit required to be successful in the lower streams of Math Grade 10 and 11. There are many units but they are bite-sized.
| Major Units and Topics | Assessment | Requirements |
| Operations with Integers Decimals and Fractions Multiplying and Dividing Fractions
Percents
Exponents
Algebra
Cartesian Plane
Circles Volume
Ratios and Proportions
Line Graphs
Probability
| Each chapter is split into Lessons where you are required to complete 3 things:
Each chapter then has an assignment to gauge if the concepts have been learned. Each chapter wraps up with a summative assessment called the ‘Chapter Challenge’ and includes 3 things:
| Laptop Google Chrome web browser (not a Requirement but a STRONG suggestion) Printer Scanner (you can use your smartphone if you don’t have a scanner) |
In Math 8 there are ten units of study. Each unit will include engaging lesson videos, practice activities, assignments, and some units will include a project where students can apply the skills learned in a real life scenario.
Math 8 - Synchronous: Students meet with their teacher once a week, in a virtual class on Zoom. The teacher will introduce the lesson and assignment for the week, give instructions, lead discussion, and prepare the students for the week’s work.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
Students will explore the
Students will participate in | The course is assessed using Project work will include There will be a final exam | Computer:
Printer/Scanner: Access
Students will need to have
*Math 8 - Synchronous:
|
In Math 8 there are ten units of study. Each unit will include engaging lesson videos, practice activities, assignments, and some units will include a project where students can apply the skills learned in a real life scenario.
This is the traditional online model of “any time, any pace, any place”. The student works on the course independently. The teacher is available on Skype to help with questions, editing writing.
| Major Units and Topics | Assessment | Requirements |
|
Students will explore the
Students will participate in | The course is assessed using Project work will include There will be a final exam | Computer:
Printer/Scanner: Access
Students will need to have
|
In Science 8 there are four major units of study, Biology, Physics, Chemistry and Earth Science. The course is designed to be an engaging online learning experience for students which includes videos, readings, lab experiences, projects interactive applets and more.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
|
Biology: take an in-depth look at the
Physics: explore the properties of light
Chemistry: learn about the elements
| Quizzes to check factual As well, there are a variety of Activities include creating a cell | Students need regular access Most supplies for labs and
Time commitment for this
|
In Science 8 there are four major units of study, Biology, Physics, Chemistry and Earth Science. The course is designed to be an engaging online learning experience for students which includes videos, readings, lab experiences, projects interactive applets and more.
| Major Units and Topics | Assessment | Requirements |
|
Biology: take an in-depth look at the
Physics: explore the properties of light
Chemistry: learn about the elements
| Quizzes to check factual As well, there are a variety of Activities include creating a cell | Students need regular access Most supplies for labs and
Time commitment for this
|
The Rosetta Stone Foundations program is comprised: Language Training, Games & Activities, LiveTutoring, Meetings with your Teacher, and Projects.
1.Language Training teaches a second language the same way you learned your first language: by pairing words to images, easily and naturally. RosettaStone mimics this process, using rich visual imagery to help learners think in a new language and to perfect pronunciation.
2. Games & Activities help cement the learners’ understanding by engaging in a wide range of activities designed to sharpen language skills.
3. Live Tutoring allows for interaction with other learners and builds confidence in an online, real-time interactive environment. By joining sessions of Live Tutoring, you practice and refine your conversational skills with native-speaking tutors. Each session builds on and reinforces what you have been learning in LanguageTraining.
4. Meeting with your teacher provides another opportunity for you to refine your conversational skills, ask questions, and reinforce what you are learning in the RSF program.
5. Term Projects: Culture and Christian Worldview projects are also required.
| Major Units and Topics | Assessment | Requirements |
|
Unit 7: Friends and Social Life: Unit 8: Dining and Vacations: Dining | Language training Homework (Extended Live Tutoring 30% Live sessions with Projects 30% |
3 years of French Computer and USB |
Designed for the intermediate German student in Grade 5-9 as a continuation of German Level C (prerequisite: German Level C). Students will do interactive lessons through the Rosetta Stone Foundations website and complete some cultural assignments in Moodle.
| Major Units and Topics | Assessment | Requirements |
| Rosetta Stone Level 2 (Units 7 and 8) |
|
Working computer with
Rosetta Stone Foundations
USB Headset with microphone
|
The Rosetta Stone Foundations (we call it “Rosetta Stone” for short) program is comprised of three parts: 2 units of language training, games and activities, and live tutoring. The course is designed for students to work at their own pace, but with prescribed time allotments for weekly work, towards an end date in the school year that they choose. They learn new material, practice it in an engaging game or activity setting, interact with a live tutor and submit projects to demonstrate what they are able to do with their new language.
| Major Units and Topics | Assessment | Requirements |
| Activation Project UNIT 7 – Friends and Social Life UNIT 8 – Dining and Vacation
|
| Students need regular access to an internet connected computer, a headset and the ability to print and upload assignments. Time commitment for this course is prescribed to be 3 days per week, at least 20 minutes for lessons followed by at least 10 minutes for games and activities.
|
This course will examine three foundational peoples and cultures from around the world in the Medieval Era, Europe, Middle East, and Asia. To get a better perspective, we will also look at the foundational beliefs and knowledge that each culture comes to the exchange with so we can better understand the emergence of the First Global Era.
We are now offering a synchronous option where students meet as a group with the course teacher via video conferencing at a set time each week. This option is designed to develop community, go over each week’s lesson briefly, ask questions, etc.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| The Cultural, European,
The First Global Era | Students will be assessed on their understanding of the issues, ideas, events, and key players of the times and places of the Medieval Era; using critical thinking and strong writing skills along the way. | Students are required to stream |
This course will examine three foundational peoples and cultures from around the world in the Medieval Era, Europe, Middle East, and Asia. To get a better perspective, we will also look at the foundational beliefs and knowledge that each culture comes to the exchange with so we can better understand the emergence of the First Global Era.
| Major Units and Topics | Assessment | Requirements |
| The Cultural, European,
The First Global Era | Students will be assessed on their understanding of the issues, ideas, events, and key players of the times and places of the Medieval Era; using critical thinking and strong writing skills along the way. | Students are required to stream |
This Minecraft Applied Design Skills and Technology 8/9 module will introduce students to programming and the design process in a 3D digital environment. Following a pre-set process, students will plan, test, improve and share 3D products (maze, program and virtual diorama) using Minecraft.
Students will be asked to show proper online etiquette and discuss issues related to sharing information and products online. Students will learn to program with visual and text editors. They will interact with digital technology and show competence with the tools as they are guided to explore and create using the diversely utilized and powerful resource known as Minecraft.
| Major Units and Topics | Assessment | Requirements |
| Tutorial World - In this lesson, you traverse a Tutorial World with six zones. The first five zones teach basic skills used in Minecraft, and the sixth zone opens you to the world of Minecraft to practice your new skills.. Custom Skins - This lesson will take you through the steps needed to research, plan and create your own custom skin to ensure you are projecting the image and message you are intending to those who see your avatar. Turtle Canyon - The following lesson will help you understand how to use programs to complete tasks within Minecraft. You will have to navigate the world, command turtles and program turtles to explore and solve puzzles. In this lesson, you travel through four zones. These zones teach basic skills needed to program turtles in Minecraft. Binary - This lesson is intended to introduce some computer history and explain what binary is while teaching you how to count in binary. aMAZEing Turtles - This lesson plan is meant to introduce you to programing turtles using the lua language. This lesson will help you understand how to use lua to complete programming tasks within Minecraft. Workplace Safety and Technology - The technologies we create and use can dramatically affect our working methods, and even affect our bodies and physical environments. The creation and use of a product can create pollution, waste and damage or improve land, resource collection, processing and quality of life. When a product or technology is created there can be positive and negative consequences that the user should consider.
| Rubrics with expectations are used for each assignment. | Time Commitment: Requirements:
|
Leveled Coding in Tynker is designed to introduce students to coding and the Design Process using Tynker's online courses and tools.
Students will start with an introduction to Tynker, learning how to use Tynker's tools to create their own coding projects. Following this introduction students will complete one of Tynker's leveled courses, checking in with the course teacher, whom they can access for help and support along the way. The module will conclude when students complete a design challenge in Tynker's "Blank Project" workspace.
At the beginning of the module, students will meet with the module teacher to decide which Tynker course to complete. This will ensure that students are working at the right difficulty level, based on their previous experience and learning.
Students can take Leveled Coding in Tynker multiple times between grades 5 and 9. In this way, students will be able to complete several of Tynker's courses between grades 6 and 9 and can progress from block coding to line coding.
| Major Units and Topics | Assessment | Requirements |
| Tynker Programming Lessons Design Project
| Tynker lessons will be marked for completion. | A computer with an internet connection.
|
The world is a complex and beautiful place created by God for us to enjoy. The Visual Arts offer a unique opportunity for students to develop their craft, to imitate and emulate what they see created around them and through recorded history. We live in a large canvas full of colour, beauty, sound, and life.
Image development involves students engaging actively in a purposeful design process. Students will use a variety of common art materials, technologies, and processes to organize the visual elements and principles of design.
Students will be expected to maintain a sketchbook, create an advertising campaign for a band, practice one and two point perspective drawing techniques, visit and reflect on an art gallery, view works of note from art history and create a personalized version of a selected master work.
| Major Units and Topics | Assessment | Requirements |
| Art Diary Elements and Principles of
Drawing One & Two Point
Art Gallery Visit & Art
Lunching with the Masters...
| Sketchbook/Art Diary Major Assignments Process images |
Access to a scanner or camera
Various Art materials such as
|
Bible 9 is centred on the idea of mastering one's Bible study skills. Some of the topics covered include the origin and inspiration of the Bible as well as how it came to us and the writing of the canon. Other topics taught in this course focus on translation issues, paraphrasing versus standard translations and how to do a 3-step inductive bible study. This course will focus on the Bible, how to read it, the question of inspiration, translation, the use of induction when studying scripture, Biblical themes, literary themes, application, and devotional usage.
Time Commitment:
Based on a semester pacing, this course is based on 5, 45 to 60 minute lessons parts every week.
| Major Units and Topics | Assessment | Requirements |
| Inspiration of Scripture, Canon of Scripture, Translation, Inductive Bible Study, Themes, Literary Devices, Biblical Application | Students will be assessed (via a series of assignment work, projects, etc.) on their understanding of the Bible, how it’s comprised (scriptural canon), the issue of inspiration, literary devices, application of its use, etc | “Mastering Bible Study Skills”. Students will be working through |
English 9 begins by helping the students to connect to stories from around the world, and hearing about some of the challenges that people around the world are facing today. Students will read “Iqbal,” view documentaries about global issues, engage with poetry, media studies and choose a second novel that deals with a global issue that interests them. We are now offering a synchronous option where students meet as a group with the course teacher via video conferencing at a set time each week. This option is designed to develop community, go over each week’s lesson briefly, ask questions, etc.
| Major Units and Topics | Assessment | Requirements |
| Global Stories, Exploring Global Issues, Other Ways of Telling a Story. | Students will be assessed on novel studies, poetic and literary devices, and media studies that will help them use critical thinking skills. | Students are required to stream |
This online, Synchronous module of English 9 begins by helping the students to connect to stories from around the world, and hearing about some of the challenges that people around the world are facing today. Students will read “Iqbal,” view documentaries about global issues, engage with poetry, media studies and choose a second novel that deals with a global issue that interests them. We are now offering a synchronous option where students meet as a group with the course teacher via video conferencing at a set time each week. This option is designed to develop community, go over each week’s lesson briefly, ask questions, etc.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Global Stories, Exploring Other Ways | Students will be assessed on novel studies, poetic and literary devices, and media studies that will help them use critical thinking skills. | Students are required to stream |
Literacy Foundations Math is designed to help students who have fallen behind with their Math skills. Specifically this course is built to support students heading into Workplace Math 10, followed by Workplace Math 11. As you go through this course you will build the toolkit required to be successful in the lower streams of Math in Grade 10 and 11. There are many units but they are bite-sized.
| Major Units and Topics | Assessment | Requirements |
| Rational Numbers Exponents
Square Roots and Pythagoras
Linear Relations
Linear Equations
Shapes
Measurement
| Each chapter is split into Lessons where you are required to complete 3 things:
Each chapter then has an assignment to gauge if the concepts have been learned. Each chapter wraps up with a summative assessment called the ‘Chapter Challenge’ and includes 3 things:
| Laptop/computer Google Chrome web browser (not a Requirement but a STRONG suggestion) Printer Scanner (you can use your smart phone if you don’t have a scanner) |
In Science 9 there are four major units of study, Biology, Physics, Chemistry and Earth Science. This course is designed to be an engaging, online learning experience for students which includes videos, readings, labs experiences, projects, interactive applets and more.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Biology: learn about genetics, Physics: electricity is all around
Chemistry: Everything in the
Earth Science: The earth is our only
| Quizzes to check factual As well, there are a variety of Activities include making a DNA |
Students need regular access
Most supplies for labs and
Time commitment for this
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In Science 9 there are four major units of study, Biology, Physics, Chemistry and Earth Science. This course is designed to be an engaging, online learning experience for students which includes videos, readings, labs experiences, projects, interactive applets and more.
| Major Units and Topics | Assessment | Requirements |
| Biology: learn about genetics, Physics: electricity is all around
Chemistry: Everything in the
Earth Science: The earth is our only
| Quizzes to check factual As well, there are a variety of Activities include making a DNA |
Students need regular access
Most supplies for labs and
Time commitment for this
|
The Rosetta Stone Foundations program is comprised: Language Training, Games & Activities, LiveTutoring, Meetings with your Teacher, and Projects.
1.Language Training teaches a second language the same way you learned your first language: by pairing words to images, easily and naturally. RosettaStone mimics this process, using rich visual imagery to help learners think in a new language and to perfect pronunciation.
2. Games & Activities help cement the learners’ understanding by engaging in a wide range of activities designed to sharpen language skills.
3. Live Tutoring allows for interaction with other learners and builds confidence in an online, real-time interactive environment. By joining sessions of Live Tutoring, you practice and refine your conversational skills with native-speaking tutors. Each session builds on and reinforces what you have been learning in LanguageTraining.
4. Meeting with your teacher provides another opportunity for you to refine your conversational skills, ask questions, and reinforce what you are learning in the RSF program.
5. Term Projects: Culture and Christian Worldview projects are also required.
| Major Units and Topics | Assessment | Requirements |
|
Unit 10: Places and Events: | Language training Homework (Extended Live Tutoring 30% Live sessions with Projects 30% |
4 years of French Computer and USB |
Designed for the intermediate German student in Grade 5-9 as a continuation of German Level D (prerequisite: German Level D). Students will do interactive lessons through the Rosetta Stone Foundations website and complete some cultural assignments in Moodle.
| Major Units and Topics | Assessment | Requirements |
| Rosetta Stone Level 3 (Units 9 and 10) |
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Working computer with Internet Required Rosetta Stone Foundations
USB Headset with
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The Rosetta Stone Foundations (we call it “Rosetta Stone” for short) program is comprised of three parts: 2 units of language training, games and activities, and live tutoring. The course is designed for students to work at their own pace, but with prescribed time allotments for weekly work, towards an end date in the school year that they choose. They learn new material, practice it in an engaging game or activity setting, interact with a live tutor and submit projects to demonstrate what they are able to do with their new language.
| Major Units and Topics | Assessment | Requirements |
| Activation Project UNIT 9 – Home and Health UNIT 10–Life and World
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| Students need regular access to an internet connected computer, a headset and the ability to print and upload assignments. Time commitment for this course is prescribed to be 3 days per week, at least 30 minutes for lessons followed by at least 15 minutes for games and activities.
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In Socials 9, students will follow threads of Canadian history up to 1919. Rather than a brief overview of this time period, students are going to look in-depth at crucial moments in the past that continue to shape and define countries and cultures around the world today, including Canada. This era was a time of nations striking out to discover new lands, to conquer and grow their empires. It was a time of exploration, colonization, and adapting to new realities. There were also global wars and major revolutions and political stirrings that the world had never seen before.
In this synchronous course option, students meet as a group with the course teacher via video conferencing at a set time each week. This option is designed to develop community, go over each week’s lesson briefly, ask questions, etc.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Exploration History, Settlement History, Aboriginal History in Canada, Military, Rebellion and Political | Students will be assessed on | Students are required to stream Students must also be able to |
In Socials 9, students will follow threads of Canadian history up to 1919. Rather than a brief overview of this time period, students are going to look in-depth at crucial moments in the past that continue to shape and define countries and cultures around the world today, including Canada. This era was a time of nations striking out to discover new lands, to conquer and grow their empires. It was a time of exploration, colonization, and adapting to new realities. There were also global wars and major revolutions and political stirrings that the world had never seen before.
| Major Units and Topics | Assessment | Requirements |
| Exploration History, Settlement History, Aboriginal History in Canada, Military, Rebellion and Political | Students will be assessed on | Students are required to stream
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Designed for the beginning Drafting student (no prerequisite), this course prepares students to enter a Drafting 11 course. Students in collaboration with parent and teacher will create their own curriculum from a variety of resources
| Major Units and Topics | Assessment | Requirements |
| Design opportunities Drafting terminology Drawing standards and conventions Scales for different types of drawings Drafting styles, including perspective, mechanical drafting, and architectural drawing Modelling using computer-aided design (CAD) and computer-aided manufacturing (CAM) software Coding for creating 3D representations of design solutions Equipment and tools for manual and computer-aided drafting | This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Working computer with Internet required. |
In Electronics and Robotics 10, students will learn to build circuits using various components and robot elements. Working with Arduino, students will write code to integrate sensors and actuators with a microcontroller for a specific purpose. The course will conclude with a final design project which will walk students through the design process and culminate with a presentation.
| Major Units and Topics | Assessment | Requirements |
| Coding and Circuitry
Independent Study
Design Project
| Lesson projects will be submitted by video in Flipgrid. | Students will need to purchase an |
Family & Society is a four-credit ADST course that is an elective course. Because this is an individualized course, students have the freedom and flexibility to accomplish course goals as they wish. Throughout the course, students will research how issues such as residential schools, economic crises, war & displacement, migration, natural disasters, etc. influence and impact families.
Students will determine what cultural factors define the term “family”? As well as what God’s word says about family.
They will choose an idea to pursue for their 4 main projects while keeping other viable ideas open. Students are expected to submit their project to the class digital magazine.
While students are free to meet requirements in their own way, there are resources and assignment suggestions in place for those who require it.
| Major Units and Topics | Assessment | Requirements |
|
Course is based on 4 major projects. Above those projects, students are expected to complete smaller assignments to meet other competencies for grade 10 Family & Society.
| Students will complete 4 projects which will contribute to most of their grade. Students are free to be very creative with these projects and how they wish to display their learning (essay, collage, PowerPoint, etc) | Computer (access to Moodle, digital magazine & research) Additional resources to be determined with teacher.
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It is amazing that God not only made us to need food, but also to enjoy it!
Food Studies 10 gives students an opportunity to explore hands on learning through an individualized approach. With a focus on practical cooking, students explore and gain skills in cooking a variety for recipes. They will also explore topics such as safety, nutrition and global issues in food. Students will work with their teacher to create a Learning Plan for their course, and report on their progress through cooking updates and project work.
| Major Units and Topics | Assessment | Requirements |
| Hands on cooking! Kitchen Safety Health and Nutrition First Peoples’ traditional food practices Food in a Global Village | Assessment through this course is done via weekly updates on cooking and project work. Students are encouraged to explore the majority of this course through hands on learning. |
Access to kitchen tools and appliances A variety of ingredients Access to the internet for researching recipes, techniques and project work |
Media Design 10 will enable students to explore and gain skills in the creation of digital art using professional software. Students will learn and apply principles of design and storytelling while creating personalized projects in Photoshop, graphic & character design, video & movie production, sound design, web design and/or photography. This class requires the use of a computer, though no prior computer experience is required. The visual communication skills learned in this course will enhance your skillset for a wide variety of careers ranging from Technology and Arts to Business and Sciences.
Students may participate in activities such as:
Editing and creating compositions in Adobe Photoshop
Using graphics software to create illustrations, logos
Editing video and create short movies
Learning principles of cinematography, lighting and storytelling for movies & animation.
Creating simple websites
Learning basic photographic principles
| Major Units and Topics | Assessment | Requirements |
| Personal design choices require self-exploration and refinement of skills. Social, ethical, and sustainability considerations impact design choices.
Tools and technology have an impact on people’s lives.
| This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Possible software resources:
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Designed for the beginning Metalwork student (no prerequisite), this course prepares students to enter a Metalwork 11 course. Students in collaboration with parent and teacher will create their own curriculum from a variety of resources.
| Major Units and Topics | Assessment | Requirements |
| This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Access to Metal working tools and machines. Working computer with Internet required.
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Designed for the beginning Metalwork student (no prerequisite), this course prepares students to enter a Metalwork 11 course. Students in collaboration with parent and teacher will create their own curriculum from a variety of resources.
| Major Units and Topics | Assessment | Requirements |
| Design opportunities Proper storage and organization of tools and equipment Selection of metal for size, shape, and finish Common gauges of metal Identification of ferrous and non-ferrous materials and carbon content Start-up, shutdown, and handling procedures for compressed gas cylinders Precision measurement Cutting threads Mechanical fasteners and fastening methods Methods for laying out, forming,and joining metal Precision grinding Computer numerical control (CNC) applications Reading and preparing drawings, plans, and cutting lists Ethics of cultural appropriation in design process | This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. |
Access to Metal working tools and machines. Working computer with Internet required.
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Designed for students that are interested in everything power, including internal and external combustion, alternative energy sources and related topics . Students in collaboration with parent and teacher will create their own curriculum from a variety of resources.
| Major Units and Topics | Assessment | Requirements |
| Internal and external combustion Components of a combustion engine Non-fuel power systems Disassembly and assembly sequences Engine terminology Lubrication and antifriction Hydraulic and pneumatic systems Transfer and conversion of energy Hand tools and power tools specific to mechanical repair and maintenance Torques and tolerances for specific operations Fasteners and fittings Energy transmission and conversion systems Technologies that reduce energy use and waste Historical and potential future impact of energy, power, and transportation systems on society and the environment Alternate energy sources | This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. |
Hand tools and power tools specific to mechanical repair and maintenance. Working computer with Internet required.
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Designed to provide flexibility for students to study a number of different areas in the Technology Education field. It is expected that at least six topics from the content column will be selected from at least two curricular areas to best meet the needs of the students. Students in collaboration with parent and teacher will create their own curriculum from a variety of resources.
| Major Units and Topics | Assessment | Requirements |
| Content areas from: Woodwork 10
| This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Various hand tools and power tools specific to individual content areas.
Working computer with Internet required.
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Textiles 10 is a four-credit ADST course that is an elective course. Because this is an individualized course, students have the freedom and flexibility to accomplish course goals as they wish. Throughout the course, students will identify and use appropriate tools, technologies, materials, and processes for production.
They will choose an idea to pursue for their 3 main sewing projects as well as one non-sewing project while keeping other viable ideas open. Students are expected to submit their non-sewing project to the class digital magazine.
While students are free to meet requirements in their own way, there are resources and assignment suggestions in place for those who require it.
| Major Units and Topics | Assessment | Requirements |
| Sewing project #1 Non-sewing project Above those projects, students
| Students will complete 3 sewing projects which will contribute to most of their grade. The non- sewing project is another larger project that will be graded heavily. Smaller assignments will be graded accordingly. | Computer (access to Moodle, digital magazine & research) Sewing machine in good working order.
Patterns, fabric, notions.
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Web Development encompasses the evolving processes, systems, and tools for creating, communicating, storing, retrieving, and modifying information. As students design, share, and adapt knowledge in critical, ethical, purposeful, and innovative ways, they gain perspective on the long-term implications of life in a digital, connected world and develop skills to responsibly take ownership of these technologies to augment learning and benefit society.
Web Development builds on students’ natural curiosity, inventiveness, and desire to create and work in practical ways. It gives them skills to be able to carve out a place in the world for them to create, be heard, and produce meaningful experiences.
Biblical Integration: We are called to disciple the world through a relationship with Jesus Christ. We have been given gifts that we must strengthen and find ways to use them to help others. Never before has the world needed people with such a digital and technological skill set that is changing literally every day. By understanding what God wants of our lives we can then hone our talents and skills to serve him.
| Major Units and Topics | Assessment | Requirements |
| This course consists of 10 units with various lessons and activities. The projects and assignments are accomplished through understanding, practicing, memorizing, and adapting the code which takes time. On average each concept takes about 1.5 to 2 weeks to try, implement, adapt, and master using three, 2 hour sessions each week. The major project that spans throughout the course is a comprehensive project that should exhibit the student’s mastery over the topics found in the course. Furthermore, the final project begins at the end of the course and can take anywhere from 3 to 5 weeks to complete. | Students are required to view and read each unit and its corresponding lesson(s). They will then use the lesson’s code and concept(s) as reference to try to implement the code on their own and make adaptations where needed. Students will also have to debug errors in their code to achieve the desired outcome - often without direct guidance. Once finished, images of the student’s screen must be taken and submitted to the teacher with the modified HTML file associated with the unit and lesson. | a computer that can access the internet Access to Adobe Suite would be beneficial |
Designed for the beginning Woodworking student (no prerequisite), this course prepares students to enter a Woodwork 11 course. Students in collaboration with parent and teacher will create their own curriculum from a variety of resources.
| Major Units and Topics | Assessment | Requirements |
| Project design opportunities Importance of woodwork in historical and current cultural contexts of First Nations, Métis, or Inuit communities, and other cultural contexts Ethics of cultural appropriation in design process Identification, characteristics, properties, and uses of wood from various species Choices related to the sustainable use of wood Uses and creation of plans and drawings Techniques for stock breakout and woodworking using a variety of tools and equipment, including stationary power equipment Function, uses, and role of portable and stationary power equipment in the creation of a project Function and use of hand tools | This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Access to Woodworking tools and machines. Working computer with Internet required.
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The Work Experience 10 course is designed to support and empower students as they enter the workforce. Safety is a big part of this process as we want to ensure these young workers know their rights and stay safe. Students need to have secured employment, complete 100 hours of work and complete safety and employability assignments.
| Major Units and Topics | Assessment | Requirements |
| Safety Employability Work and Reflection | There are two main safety assignments a test and a series of reflections based on safety videos. The employability assignments includes personal reflection as well as some skill building aspects including the rights and responsibilities of a worker in the workplace. Students are required to keep a work log, gather a workplace assessment from their supervisor and reflect upon the work they completed and skills they have developed. |
Students need to have secured or plan to secure work or volunteer work where they will be able to complete 100 hours of work experience. Access to a printer is highly suggested for printing of lab assignments and notes pages.
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People perceive much of the world through how they see it. God created a complex and beautiful place filled with detail and minutia. The visual arts offer a unique opportunity for students to develop their perception of the world, their craft to imitate and emulate what they see created around them and through recorded history. We live in a large canvas full of colour, beauty, sound, and life. Image development involves students engaging actively in a purposeful design process. Students will use a variety of common art materials, technologies, and processes to organize the visual elements and principles of design. Students will be expected to maintain a sketchbook, learn how to apply colour and use value. They will be asked to research individuals from Art History and express and investigate identity through a mask making assignment.
| Major Units and Topics | Assessment | Requirements |
| Art Diary How to Draw Beetles in Colour How to Draw a Tiger in Oil Pastels Plaster Masks, Identity and Self Expression Picasso Heads Canadiana Art History and Replicas in various media Interpreting a Biblical Narrative | Sketchbook/Art Diary entries Major Assignments Process images | Access to a scanner or camera to capture Various Art materials such as paper, pencils,
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The Art Studio 10 course is intended to allow students to interact with a broad selection and combination of materials, technologies and processes. Students are asked to investigate art from different perspectives roles and traditions. It is hoped that through projects and sketchbooks students will investigate personal and communal identity. Students have a great opportunity to communicate to an audience, to visually communicate as a form of worship exploring how they can live out the great commission through visual communication and socially responsible statements in their compositions.
| Major Units and Topics | Assessment | Requirements |
| Sketchbook Art History
Major Assignment Focuses
| This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Access to a scanner or camera to capture Various Art materials such as paper,
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This course is for people singing in ensemble settings including Concert Choir, Chamber Choir and/or Vocal Jazz
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections
| Written assignments Practicing and skill-building Critical thinking, application Portfolios of music (these are | 120 hours of time spent on 6 update assignments
6 critical thinking assignments
2 portfolios of music (including
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This course is for people singing in ensemble settings including Concert Choir, Chamber Choir and/or Vocal Jazz
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique ExpressionRepertoire Music & Meaning Music & Society Personal connections
| Written assignments Practicing and skill-building Critical thinking, application Portfolios of music (these are | 120 hours of time spent on 6 update assignments 6 critical thinking assignments 2 portfolios of music (including
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This course is for people singing in ensemble settings including Concert Choir, Chamber Choir and/or Vocal Jazz
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections
| Written assignments Practicing and skill-building Critical thinking, application Portfolios of music (these are | 120 hours of time spent on 6 update assignments 6 critical thinking assignments 2 portfolios of music (including
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A general music course for students playing piano, ukulele, banjo, drums, solo voice, or any other type of music that wouldn’t typically be found in a campus school music class.
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections with music
| Written assignments Practicing and skill-building Critical thinking, application and Portfolios of music (these are the |
120 hours of time spent on music 6 update assignments 6 critical thinking assignments 2 portfolios of music
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This course is for those who love to dance and more importantly love to choregraph. The assignments are focused on choreography, the history of choreography and self-reflection about pieces you've dance in and created yourself. If you have a passion for dance this course is for you!
| Major Units and Topics | Assessment | Requirements |
| Elements of dance and compositional skills are the foundation of choreography. Dance offers unique ways of exploring our identity and sense of belonging. Choreographers use the dancer's body as an instrument to translate movement ideas from abstract to concrete. Choreographers communicate through creative expression in dance. Choreographers collaborate through critical reflection, creative co-operation, and the exchange of ideas. | An individualized student learning plan will be created to facilitate personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Students should be enrolled a local dance program within their community. If this isn't an option, please contact the teacher before enrollment. |
This course is for students who are participating in a regular dance class of any genre! Join fellow dancers as you share your experiences, reflect on your growth and look a bit deeper into some of the impact dance has had on the different countries, generations and you!
| Major Units and Topics | Assessment | Requirements |
| Dance offers unique ways of exploring our identity and sense of belonging. Individual and collective expression is rooted in history, culture, community and values. Growth as a dance and choreographer requries perseverance resilience and reflection. The body is an instrument for artistic expression. Traditions, perspectives, worldviews, and stories are shared through aesthetic experiences. | An individualized student learning plan will be created to facilitate personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. The hybrid version of the course has:
| Students should be enrolled a local dance program within their community. If this isn't an option, please contact the teacher before enrollment. |
Are you focussing on a specific technique, style, or genre in your dance learning? This course allows for a deep dive into a specific area, honing skills while looking at the large impact that dance has universally.
| Major Units and Topics | Assessment | Requirements |
| Growth as a dancer require perseverance, resilience and risk taking. Dancers collaborate through critical reflection, creative co-operation, and the exchange of ideas. Dance technique and performance skills are embodied and developed in a variety of genres or styles. Dancers create, perform, and respond to dance as an art form. Aesthetic experiences have the power to transform the way we see, think and feel. | An individualized student learning plan will be created to facilitate personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Students should be enrolled a local dance program within their community. If this isn't an option, please contact the teacher before enrollment. |
This course is a great fit for students involved in acting classes, drama coop, improv troupe, or a church drama team. It is possible to pursue this course from home, but students must be highly self-motivated and willing to work together with the teacher to create a personalized, project-based course.
| Major Units and Topics | Assessment | Requirements |
| Drama 10 provides students with an opportunity to
| Drama 10 will begin with Activation criteria will be determined as a part of the | A typical guideline is one drama course at a time and |
Instrumental music courses include guitar, jazz band, concert band, or strings/orchestra playing.
This music course is a hybrid music course, meaning that while you have a lot of freedom to choose the repertoire, genre, level, and environment for your music, there are online assignments for you to complete to show that all curricular goals have been met and to demonstrate your skill level and understanding of music.
Note that this course is not appropriate for vocal work or piano playing. For solo vocal work or piano playing, please take the Contemporary Music course. For ensemble singing, please take either the Contemporary Music course or the Choral Music course.
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections with music | Written assignments Practicing and skill-building Critical thinking, application and analysis of musical topics Portfolios of music (these are the largest component of assessment) | 120 hours of time spent on music between lessons, practicing, performances and written work 6 update assignments 6 critical thinking assignments 2 portfolios of music
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Instrumental music courses include guitar, jazz band, concert band, or strings/orchestra playing.
This music course is a hybrid music course, meaning that while you have a lot of freedom to choose the repertoire, genre, level, and environment for your music, there are online assignments for you to complete to show that all curricular goals have been met and to demonstrate your skill level and understanding of music.
Note that this course is not appropriate for vocal work or piano playing. For solo vocal work or piano playing, please take the Contemporary Music course. For ensemble singing, please take either the Contemporary Music course or the Choral Music course.
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections with music
| Written assignments Practicing and skill-building Critical thinking, application and analysis of musical topics Portfolios of music (these are the largest component of assessment) | 120 hours of time spent on music between lessons, practicing, performances and written work 6 update assignments 6 critical thinking assignments 2 portfolios of music
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Instrumental music courses include guitar, jazz band, concert band, or strings/orchestra playing.
This music course is a hybrid music course, meaning that while you have a lot of freedom to choose the repertoire, genre, level, and environment for your music, there are online assignments for you to complete to show that all curricular goals have been met and to demonstrate your skill level and understanding of music.
Note that this course is not appropriate for vocal work or piano playing. For solo vocal work or piano playing, please take the Contemporary Music course. For ensemble singing, please take either the Contemporary Music course or the Choral Music course.
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections with music | Written assignments Practicing and skill-building Critical thinking, application and analysis of musical topics Portfolios of music (these are the largest component of assessment) | 120 hours of time spent on music between lessons, practicing, performances and written work 6 update assignments 6 critical thinking assignments 2 portfolios of music
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Instrumental music courses include guitar, jazz band, concert band, or strings/orchestra playing.
This music course is a hybrid music course, meaning that while you have a lot of freedom to choose the repertoire, genre, level, and environment for your music, there are online assignments for you to complete to show that all curricular goals have been met and to demonstrate your skill level and understanding of music.
Note that this course is not appropriate for vocal work or piano playing. For solo vocal work or piano playing, please take the Contemporary Music course. For ensemble singing, please take either the Contemporary Music course or the Choral Music course.
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections with music | Written assignments Practicing and skill-building Critical thinking, application and analysis of musical topics Portfolios of music (these are the largest component of assessment) | 120 hours of time spent on music between lessons, practicing, performances and written work 6 update assignments 6 critical thinking assignments 2 portfolios of music
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This course is a great fit for students involved with musical theatre classes, coop, or production in their community.
| Major Units and Topics | Assessment | Requirements |
| Musical Theatre 10 provides students with an opportunity to
| Students will share their progress in learning through the following:
An online Moodle website will serve as a tool to support students in tracking their progress for this course.
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Students must be involved with musical theatre classes, coop, or production in their community. A typical guideline is one theatre course at a time and one course per production.
Students involved in more than one theatre production (100 hrs+/each) are eligible to take more than one theatre course at a time, but should discuss this with their HCOS theatre teacher before enrolling in the second course.
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Visual Arts Photography 10 is a Fine Arts course focusing on a beginner’s look at photography in society, history, culture and media. Throughout the course students will learn why we take pictures as well as the basic fundamentals of how to take a good photo.
| Major Units and Topics | Assessment | Requirements |
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| Students must have a camera of some |
The Studio Art 2D 10 course is intended to allow students to interact with a broad selection and combination of 2D materials, technologies and processes. Typically this is a painting and drawing course. Here 2D digital work is also considered a drawing or painting medium. Students are asked to investigate art from different perspectives roles and traditions. It is hoped that through projects and sketchbooks students will investigate personal and communal identity. Students have a great opportunity to communicate to an audience, to visually communicate as a form of worship exploring how they can live out the great commission through visual communication and socially responsible statements in their compositions.
| Major Units and Topics | Assessment | Requirements |
| Sketchbook Art History Major Assignment Focuses | This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Access to a scanner or camera to capture images and share work. Various Art materials such as paper, pencils, pencil crayons and either acrylic or watercolour paint. |
The Studio Arts 3D 10 course is intended to allow students to interact with a broad selection and combination of 3D materials, technologies and processes. Students are asked to investigate art from different perspectives roles and traditions. It is hoped that through projects and sketchbooks students will investigate personal and communal identity. Students have a great opportunity to communicate to an audience, to visually communicate as a form of worship exploring how they can live out the great commission through visual communication and socially responsible statements in their compositions.
| Major Units and Topics | Assessment | Requirements |
| Sketchbook Art History
Major Assignment Focuses
| This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Access to a scanner or camera to capture images and share work. Various Art materials such as paper, pencils, pencil crayons, carving tools and selected 3D materials such as soapstone, wood or wool fibre.
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This course is a great fit for students eager to develop and demonstrate their performance skills through theatre classes, coop, or production in their community.
| Major Units and Topics | Assessment | Requirements |
| Theatre Company 10 provides students with an opportunity to
| Students will share their progress in learning through the following:
An online Moodle website will serve as a tool to support students in tracking their progress for this course. | Students must be involved with theatre performance classes and/or performing in a theatre production in order to take this course. A typical guideline is one theatre course at a time and one course per production. Students involved in more than one theatre production (100 hrs+/each) are eligible to take more than one theatre course at a time, but should discuss this with their HCOS theatre teacher before enrolling in the second course.
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This course is a great fit for students eager to develop and demonstrate their design skills in lighting, sound, costuming, make-up, set, management, and/or direction.
| Major Units and Topics | Assessment | Requirements |
| Theatre Production 10 provides students with an opportunity to
| Students will share their progress in learning through the following:
An online Moodle website will serve as a tool to support students in tracking their progress for this course. |
Students must be working on lighting, sound, set, costume, and/or management for an actual theatre production in their community to take this course A typical guideline is one theatre course at a time and one course per production. Students involved in more than one theatre production (100 hrs+/each) are eligible to take more than one theatre course at a time, but should discuss this with their HCOS theatre teacher before enrolling in the second course.
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Career Life Education is the first course of two Grad Program Career Education courses. CLE is about preparing for BC Graduation and beginning to think about life beyond secondary school. In this course, the student takes time to consider who they have been created to be and dream about where they hope to go. They will examine the following questions, who am I, where am I going, how do I get where I want to go, who can support me, and what tools do I need for the journey? Together, teacher, parents and the student will explore the student’s plans and hopes, as well as get to know their gifts and talents. This course will be using the leading Career Education Resource in Canada called, My Blueprint as a resource and digital portfolio space. In Career Life Education it is important that the student takes time to self-reflect and listen to what the Lord is calling them towards. In this, we recognise that the student is beginning to prepare for the amazing future God has prepared in advance for them.
| Major Units and Topics | Assessment | Requirements |
| The course Big Ideas and Competencies Unit 1: Who Am I? Unit 2: Where am I going? Unit 3: How do I get where I want to go? Unit 4: Who will support me on my journey? Unit 5: What do I need for my journey? | Students will be creating a This portfolio is shared with a | Completed Grade 9 Career Education |
Career Life Education is the first course of two Grad Program Career Education courses. CLE is about preparing for BC Graduation and beginning to think about life beyond secondary school. In this course, the student takes time to consider who they have been created to be and dream about where they hope to go. They will examine the following questions, who am I, what is my plan, what tools do I need for the journey? Students will also think about their connections and support network as they begin to plan for their post-secondary transition as well as how they plan for their future in a changing world. This course it a lot about self-reflection and listening to what the Lord is calling the student towards and in this we recognise that the student is beginning to prepare for the amazing future God has prepared in advance for them.
| Major Units and Topics | Assessment | Requirements |
| The course Big Ideas and Unit 1: Who am I? Unit 2: What is my plan? Unit 3: Tools for the journey Unit 4: Skills and Balance in a Changing World Unit 5: Final Project: | Students complete various | Completed Grade 9 Career Education |
Christian Studies 10 Online is a survey course that provides an overview of the Redemptive Story, which begins in the Old Testament and develops an intricate connection to the essential truths and hope of Christ that culminate in the New Testament. By going through and reflecting on the salient truths of key Old Testament writings, doctrines, principles and narratives, students arrive at a working knowledge of the historical-theological foundations of "the Christian story." Through an enjoyable and personalized interaction with this material - where a variety of interesting and relevant applications are made by the student throughout the study - they will come to "realize" (make real) a lifelong living framework on which they can build, strengthen, reaffirm and nourish an authentic, well informed faith.
There are many benefits to taking this course, which include:
developing a meaningful chronology of the scriptures,
recognizing that the scriptures could not be written by natural man - when compared with other human writings contemporaneous with the Bible in early times - and that the God of the Bible is unique in every respect when contrasted to pagan varieties in antiquity,
understanding key doctrines and their significance for personal, communal and cultural life,
valuing the enduring richness and necessity of the many biblical narratives and how they have guided, protected and defined Christians through the ages,
developing a thorough and thoughtful biblical literacy on key truths and principles - and in particular, recognizing the intrinsic connection between the entire biblical story and the coming Christ, the saving Christ and the glorified and resurrected Christ, and
bearing witness to the variety of themes that characterize and resolve human struggle since the beginning of time (i.e. rise and fall of nations, implications of moral failure, prosperity and poverty, self-reliant living, and the precarious nature of the human heart more generally).
Students who have taken Christian Studies 10 report that the comprehensive working framework of the Bible developed in this course has impacted their view of the significance of the Bible, both personally and as a historic document. It has challenged and deepened what is often a fragmented (sometimes purely devotional) and inherited understanding of the Bible; first, by going to the roots of the Bible's meanings, and thereafter following its remarkably comprehensive and relevant connections to human livelihood through time. Students will learn how to use biblical study aids, such as concordances, word study guides, cross-referencing materials, maps and parallel interpretations on passages. They will also be given opportunity to prepare a short instructive devotional or mini-sermon in order to acquaint them with leadership in ministry.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
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Topics covered include Bible | Assessment varies from unit projects to forum posts. | Assignments and readings |
The focus of Christian Studies 10 is to examine how we can best live out the law of love given by Jesus. The first term’s unit, Ethics, is designed to provide a framework for students to decide what ethical systems, both secular and Christian, give the best answers to ethical dilemmas they may face in their life. The Epistles unit is designed to give students a greater understanding of the New Testament Epistles, particularly as they relate to the instructions for living well as the people of God. The Leadership unit will examine leadership through a Christian lens. The hope is that students will have an understanding of different belief structures around leadership, with the servant leadership of Christ being the ultimate model to aspire to.
| Major Units and Topics | Assessment | Requirements |
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The purpose of Christian Studies 10 is to equip students with a deeper knowledge and understanding of the Bible and the historical foundations of the Christian faith so they can more effectively attest to (believe) and demonstrate (live out) the hope of Christ within them. Learning is aimed at developing a biblical literacy of the Old Testament, notably to lay a foundation for the redemptive work of Christ and to demonstrate how a living promise (covenant) issues a call upon all who would believe to be restorative agents in the world (Isaiah 61).
By working through guided inquiries in Bible Study, Biblical Literacy and Christian Living students will become competent at bringing faith to bear on broader learning and living activities, confident to take up their unique vocation as redemptive agents in the marketplace. Given the personal nature of biblical study and working out one’s salvation, students will be given ample opportunity to manifest learning through personal interactions with bigger questions about God, faith, culture and everyday human struggles.
In this regard, Christian Studies is designed for students to “work out their faith” (Phil 2:12) and to “show themself approved” (II Tim 2:15) so they can embody and exemplify “the goal of biblical instruction: a pure heart, a good conscience and sincere faith” (I Tim 1:5). In short, Christian Studies 10 aspires to provide students with bigger encounters between faith and everyday life so they can authenticate what they claim to believe and be more fully acquainted with the hope and freedom that is theirs across all aspects of life.
| Major Units and Topics | Assessment | Requirements |
| In-Depth Bible Study allows the student to be Biblical Literacy brings the student into a historical relationship with Christian faith so they can become Christian Living provides opportunities for the student Worldview. As a result of “working out their faith” | The online course relies largely on topical Character and scenario studies, mini sermons, short form biblical analysis activities and A number of options are available for A final reflective paper will be done on a personal inquiry that compares Christian Quizzes are optional. Students are also allowed to submit work from personal devotional studies in lieu of some formal coursework. |
The purpose of Christian Studies 10 is to equip students with a deeper knowledge and understanding of the Bible and the historical foundations of the Christian faith so they can more effectively attest to (believe) and demonstrate (live out) the hope of Christ within them. Learning is aimed at developing a biblical literacy of the Old Testament, notably to lay a foundation for the redemptive work of Christ and to demonstrate how a living promise (covenant) issues a call upon all who would believe to be restorative agents in the world (Isaiah 61).
By working through guided inquiries in Bible Study, Biblical Literacy and Christian Living students will become competent at bringing faith to bear on broader learning and living activities, confident to take up their unique vocation as redemptive agents in the marketplace. Given the personal nature of biblical study and working out one’s salvation, students will be given ample opportunity to manifest learning through personal interactions with bigger questions about God, faith, culture and everyday human struggles.
In this regard, Christian Studies is designed for students to “work out their faith” (Phil 2:12) and to “show themself approved” (II Tim 2:15) so they can embody and exemplify “the goal of biblical instruction: a pure heart, a good conscience and sincere faith” (I Tim 1:5). In short, Christian Studies 10 aspires to provide students with bigger encounters between faith and everyday life so they can authenticate what they claim to believe and be more fully acquainted with the hope and freedom that is theirs across all aspects of life.
| Major Units and Topics | Assessment | Requirements |
| In-Depth Bible Study allows the student to be Biblical Literacy brings the student into a historical relationship with Christian faith so they can become Christian Living provides opportunities for the student Worldview. As a result of “working out their faith” | The course may include topical Students may also choose to A number of options are available A final reflective paper will be done Students are also allowed to submit |
How we see ourselves has a great impact on how we live in and interact with God's world. Biblical Foundations I focuses on exploring our identity in Christ. Students will explore topics of identity, create a personal creed and examine Biblical examples of how God can shape who we are. Students will also participate in a study on the Gospel of John.
This course is a 2-credit module. It is suggested that students also complete the remaining 2 credits in Christian Studies 10 through Individualized study.
| Major Units and Topics | Assessment | Requirements |
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There are 5 major topics / Examining Identity
A study on the Gospel of John Examining personal creed Examining Change/ Response | Assessment in this course varies from journal responses, video viewing responses, forum response and examining specific Scriptures |
Assignments, videos and Students should have |
Students will continue their exploration of identity in an individualized manner, in consulation and planning with the teacher.
| Major Units and Topics | Assessment | Requirements |
| This is an individualized course, Activation criteria will be determined | Completion of Biblical Foundations - Part 1 |
IF YOU ARE SELECTING THIS COURSE, ALSO SELECT THE OTHER COURSES THAT ARE PART OF THIS COMBO:
• Humanities 10 - Social Studies 10 (4 credits)
• Humanities 10 - Literary Studies 10 (2 credits)
• Humanities 10 – Composition 10 (2 credits)
Humanities 10 is far more than just a 4 in 1 course credit arrangement. Although students receive full credit for four important graduation program courses, the integrated approach, which Humanities 10 employs, blends the literary and cultural developments of the times with enduring biblical reference points. The eight episode modules follow Canadian history from 1914 to the present and are best understood as a testimony to the promise and failure of progress and modernity - that is, the propensity of human beings to enlarge, expand, ascend, or otherwise prove one's personhood in moral and cultural space. Humanities 10 is not bounded by these dates. While journeying through periods of war and peace, fragmentation and reform it is hoped that students will engage an innovative framework that first considers the late modern basis for social order, and thereafter work through learning interventions that compel them to recover their 'voice' in view of 20th century developments that remain formative on human thought and practice today. The possibilities are limitless with this multifaceted and multi-genre program.
| Major Units and Topics | Assessment | Requirements |
| This is a synchronous hybrid multi-credit 8-episode program. 8 monthly Assignment Sets Participation in Weekly Lectures and Tutorials | Enthusiasm for robust biblical engagement with historical and literary themes. |
The key question for Composition 10 is, “What does it mean to be human?” Questions that go along with that include, “What is the human condition?” “What reasons are there for hope in humanity?” and “How do we wrestle with the realities of human evil and our hope for redemption?”
The vision for this course is to ask these questions by responding to a variety of types of literature through paragraph, essay, and creative writing forms. Each of the texts that was chosen wrestles with the realities of the human condition in some way. The hope is that students will have an opportunity to consider important questions about their own nature through the examination of this literature, with the goal of moving them toward a hopeful vision of redemption and reconciliation.
| Major Units and Topics | Assessment | Requirements |
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This self-paced online course blends Composition 10 and Literary Studies 10 together for a total of 4 credits. Students will develop their composition and literary analysis skills while exploring the power of literature and the nature of justice.Preview the Course Here
| Major Units and Topics | Assessment | Requirements |
| Major units include the following: Reading and Writing Well
To Kill a Mockingbird
Choice between
First Peoples
Final Project: Variations on a Theme
| Formative and summative assignments are woven throughout the course, providing students with opportunities to develop and demonstrate their skills in a variety of ways. Major assignments include the following: Theme Song Project, To Kill a Mockingbird Essay, The Merchant of Venice Test & Project or WWII Lit Circle Responses & Book Review, Reconciliation Project, Multigenre Final Project, Final Exam. | If you want to pursue all four ELA10 credits via the online route, please sign up for the Online Combo or Online Synchronous version of ELA:Literary Studies 10. Two 2 credit ELA10 courses are required for graduation in BC. This online course blends Composition 10 and Literary Studies 10 together for a total of 4 credits. Students are required to stream videos contained within the course content, as well as the ability to print and upload assignments. Requires external resources: To Kill a Mockingbird, World War II novel, and selected short stories.
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This synchronous online course blends Composition 10 and Literary Studies 10 together for a total of 4 credits. Students will develop their composition and literary analysis skills while exploring the power of literature and the nature of justice. Weekly class meetings on Zoom provide additional guidance, support, and interaction.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Major units include the following: Reading and Writing Well To Kill a Mockingbird Choice between
First Peoples Final Project: Variations on a Theme
| Formative and summative assignments are woven throughout the course, providing students with opportunities to develop and demonstrate their skills in a variety of ways. Major assignments include the following: Theme Song Project, To Kill a Mockingbird Essay, The Merchant of Venice Test & Project or WWII Lit Circle Responses & Book Review, Reconciliation Project, Multigenre Final Project, Final Exam. | Students enrolling in this particular course must also enrol in ELA: Literary Studies 10 (Online Synchronous). Linear pacing only. Students must be prepared to start in September, invest approximately 3-4 hrs/week, continuing up to mid-June.
Students are required to stream videos contained within the course content, as well as the ability to print and upload assignments. Requires external resources: To Kill a Mockingbird, World War II novel, and selected short stories.
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Individualized Creative Writing 10 is for students interested in creative expression through language.
| Major Units and Topics | Assessment | Requirements |
| Students will have direct input into selection of major units and topics, allowing them to express themselves creatively, while developing their skills through writing and design processes. There are many excellent curriculum options available to guide students through this course; suggestions will be provided by the teacher. | An individualized student learning plan will be created to facilitate personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. An online Moodle website will serve as a tool to support students in tracking their progress for this course. Students are invited to share an introductory autobiography or personal response to text of choice as their course activation assignment. | Two 2 credit ELA10 courses are required for graduation in BC. These can be combined or completed separately. |
IF YOU ARE SELECTING THIS COURSE, ALSO SELECT THE OTHER COURSES THAT ARE PART OF THIS COMBO:
• Humanities 10 - Christian Studies 10 (4 credits)
• Humanities 10 - Literary Studies 10 (2 credits)
• Humanities 10 – Social Studies 10 ( credits)
Humanities 10 is far more than just a 4 in 1 course credit arrangement. Although students receive full credit for four important graduation program courses, the integrated approach, which Humanities 10 employs, blends the literary and cultural developments of the times with enduring biblical reference points. The eight episode modules follow Canadian history from 1914 to the present and are best understood as a testimony to the promise and failure of progress and modernity - that is, the propensity of human beings to enlarge, expand, ascend, or otherwise prove one's personhood in moral and cultural space. Humanities 10 is not bounded by these dates. While journeying through periods of war and peace, fragmentation and reform it is hoped that students will engage an innovative framework that first considers the late modern basis for social order, and thereafter work through learning interventions that compel them to recover their 'voice' in view of 20th century developments that remain formative on human thought and practice today. The possibilities are limitless with this multifaceted and multi-genre program.
| Major Units and Topics | Assessment | Requirements |
| This is a synchronous hybrid multi-credit 8-episode program. 8 monthly Assignment Sets Participation in Weekly Lectures and Tutorials | Enthusiasm for robust biblical engagement with historical and literary themes. |
IF YOU ARE SELECTING THIS COURSE, ALSO SELECT THE OTHER COURSES THAT ARE PART OF THIS COMBO:
• Humanities 10 - Christian Studies 10 (4 credits)
• Humanities 10 - Social Studies 10 (4 credits)
• Humanities 10 – Composition 10 (2 credits)
Humanities 10 is far more than just a 4 in 1 course credit arrangement. Although students receive full credit for four important graduation program courses, the integrated approach, which Humanities 10 employs, blends the literary and cultural developments of the times with enduring biblical reference points. The eight episode modules follow Canadian history from 1914 to the present and are best understood as a testimony to the promise and failure of progress and modernity - that is, the propensity of human beings to enlarge, expand, ascend, or otherwise prove one's personhood in moral and cultural space. Humanities 10 is not bounded by these dates. While journeying through periods of war and peace, fragmentation and reform it is hoped that students will engage an innovative framework that first considers the late modern basis for social order, and thereafter work through learning interventions that compel them to recover their 'voice' in view of 20th century developments that remain formative on human thought and practice today. The possibilities are limitless with this multifaceted and multi-genre program.
| Major Units and Topics | Assessment | Requirements |
| This is a synchronous hybrid multi-credit 8-episode program. 8 monthly Assignment Sets Participation in Weekly Lectures and Tutorials | Enthusiasm for robust biblical engagement with historical and literary themes. |
Individualized Literary Studies 10 is for students interested in a particular form, genre, theme, era, geographical area, or in the study of literature in general.
| Major Units and Topics | Assessment | Requirements |
| Students will have direct input into selection of major units and topics, allowing them to follow their passion and at the same time: • increase literacy skills through close reading of appropriately challenging texts
• develop balance and broaden their understanding of themselves and the world
• develop higher-level thinking and learning skills There are many excellent curriculum options available to guide students through this course; suggestions will be provided by the teacher.
| An individualized student learning plan will be created to facilitate personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. An online Moodle website will serve as a tool to support students in tracking their progress for this course. Students are invited to share an introductory autobiography or personal response to text of choice as their course activation assignment. | Two 2 credit ELA10 courses are required for graduation in BC. These can be combined or completed separately. |
The key question for Literary Studies 10 is, “What does it mean to be human?” Questions that go along with that include, “What is the human condition?” “What reasons are there for hope in humanity?” and “How do we wrestle with the realities of human evil and our hope for redemption?”
The vision for this course is to ask these questions through a variety of types of literature. Classics and canonical texts are used, as well as a literature from a variety of different voices, including women, minorities, and First Peoples. Each of the texts that was chosen wrestles with the realities of the human condition in some way. The hope is that students will have an opportunity to consider important questions about their own nature through the examination of this literature, with the goal of moving them toward a hopeful vision of redemption and reconciliation.
| Major Units and Topics | Assessment | Requirements |
| Lord of the Flies essay Dystopian novel review Final project answering the question, “What does it mean to be human?” | Students are required to attend 30 face-to-face 30-60 minutes per week of at-home work is required |
This self-paced online course guides students through Literary Studies 10, which covers 2 of the 4 required ELA10 credits. This course is for students who will be pursuing the other 2 credit ELA module through an individualized course or are coming to the school after having already completed 2 of the 4 ELA credits elsewhere.Students will develop their literary analysis skills while exploring the power of words and the nature of justice.
| Major Units and Topics | Assessment | Requirements |
| Major units include the following: -Reading and Writing Well
-To Kill a Mockingbird
Choice between:
-First Peoples
| Formative and summative assignments are woven throughout the course, providing students with opportunities to develop and demonstrate their skills in a variety of ways. Major assignments include the following: Theme Song Project, To Kill a Mockingbird Essay, The Merchant of Venice Test & Project or WWII Lit Circle Responses & Book Review, Reconciliation Project. | If you want to pursue all four ELA10 credits via the online route, please sign up for the Online Combo or Online Synchronous version of ELA:Literary Studies 10. Students are required to stream videos contained within the course content, as well as the ability to print and upload assignments. Requires external resources: To Kill a Mockingbird, World War II novel, and selected short stories.
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This synchronous online course blends Composition 10 and Literary Studies 10 together for a total of 4 credits. Students will develop their composition and literary analysis skills while exploring the power of literature and the nature of justice. Weekly class meetings on Zoom provide additional guidance, support, and interaction.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Major units include the following: Reading and Writing Well To Kill a Mockingbird Choice between:
First Peoples Final Project: Variations on a Theme | Formative and summative assignments are woven throughout the course, providing students with opportunities to develop and demonstrate their skills in a variety of ways. Major assignments include the following: Theme Song Project, To Kill a Mockingbird Essay, The Merchant of Venice Test & Project or WWII Lit Circle Responses & Book Review, Reconciliation Project, Multigenre Final Project, Final Exam. | Students enrolling in this particular course must also enrol in ELA: Composition 10 (Online Synchronous). Linear pacing only. Students must be prepared to start in September, invest approximately 3-4 hrs/week, continuing up to mid-June.
Students are required to stream videos contained within the course content, as well as the ability to print and upload assignments. Requires external resources: To Kill a Mockingbird, World War II novel, and selected short stories.
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Individualized New Media 10 is for students interested in media, journalism, film, or digital communications.
| Major Units and Topics | Assessment | Requirements |
| Students will have direct input into selection of major units and topics, resulting in a program of study centred on personal interests, needs, and abilities, while at the same time allowing for a range of local delivery methods. New Media 10 recognizes that digital literacy is an essential characteristic of the educated citizen. There are a variety of resource options available to guide students through this course; suggestions will be provided by the teacher.
| An individualized student learning plan will be created to facilitate personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. An online Moodle website will serve as a tool to support students in tracking their progress for this course. Students are invited to share an introductory autobiography or personal response to text of choice as their course activation assignment. | Two 2 credit ELA10 courses are required for graduation in BC. These can be combined or completed separately. |
Individualized Spoken Language 10 is for students interested in performance, storytelling, spoken word poetry, or public speaking.
| Major Units and Topics | Assessment | Requirements |
| This course provides students with an opportunity to develop their spoken communication skills through processes of questioning, exploring, and sampling. Students will also study, draft, and use language to create original pieces in a variety of modes. This course would be a great fit for students involved in community theatre, storytelling, spoken word, Toastmasters, 4H or Cadets Effective Speaking programs. There are a couple great curriculum options suited to guiding students through this course at home; suggestions will be provided by the teacher.
| An individualized student learning plan will be created to facilitate personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. An online Moodle website will serve as a tool to support students in tracking their progress for this course. Students are invited to share an introductory autobiography or personal response to text of choice as their course activation assignment. | Two 2 credit ELA10 courses are required for graduation in BC. These can be combined or completed separately. |
Foundations of Math and Pre-Calculus 10 is designed to help students develop the mathematical understanding and critical thinking skills required to continue their studies in math. The course is designed to be an engaging online learning experience for students which includes videos, projects, interactive applets and more.
| Major Units and Topics | Assessment | Requirements |
| Exponents Polynomials Functions & Relations Linear Relations Systems of Equations Trigonometry Financial Literacy | Fill in the blank notes packages and practice questions (with detailed solutions) Unit assignments completed to mastery Chapter tests Projects in Systems of Equations, Trigonometry, and Financial Literacy |
Scientific Calculator (graphing calculator optional, but not required) Access to a printer is recommended to print assignments and note packages.
Ability to scan assignments (scanner or scanning app)
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Synchronous Foundations of Math and PreCalculus 10 satisfies the math 10 graduation requirement (math 11 is also required) and helps to prepares for Pre-Calculus 11 or Foundation of Math 11. Students learn a variety of Algebra concepts and are introduced to trigonometry. This course begins in September and has weekly Zoom classes.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Linear Relations - Equations of a line - Slope - Graphing lines Linear Systems - Intersection point of 2 lines - Algebraic and Graphical solution Polynomials - Multiplication of binomials - Factoring of trinomials Exponents and Prime Numbers - Exponent laws - Prime number factorization - Greatest Common Factor - Least Common Multiple Functions and Relations - Definition of a function - Function notation - Domain and range or functions Trigonometry of Right Triangles - Primary trigonometric ratios - Pythagorean Theorem Financial Literacy - Income tax - Types of income | Each student will watch the video lessons, complete notes based on the videos and practice questions. Students will then have the opportunity to demonstrate mastery of concepts through assignments before writing a chapter test. This course has 3 projects where students use enquiry based learning to deepen understanding. The course ends with a final exam | Students will need access to a computer (with internet, speakers, mic and camera), printer, pencil, papers and a scientific calculator. A graphing calculator is also permitted but not required. |
Individualized/Hybrid FPC math 10 satisfies the math 10 graduation requirement (math 11 is also required) and helps to prepares for Pre-Calculus 11 or Foundation of Math 11. Students learn a variety of Algebra concepts and are introduced to trigonometry. Students are able to select from a variety of textbooks to learn the major topics in the course.
| Major Units and Topics | Assessment | Requirements |
| Linear Relations - Equations of a line - Slope - Graphing lines Linear Systems - Intersection point of 2 lines - Algebraic and Graphical solution Polynomials - Multiplication of binomials - Factoring of trinomials Exponents and Prime Numbers - Exponent laws - Prime number factorization - Greatest Common Factor - Least Common Multiple Functions and Relations - Definition of a function - Function notation - Domain and range or functions Trigonometry of Right Triangles - Primary trigonometric ratios - Pythagorean Theorem Financial Literacy - Income tax - Types of income | Each student submits work from their textbooks. They also complete 6 topic quizzes, 2 projects,3 mini-assignments and a course review quiz. | There are many textbook options and include: - Foundation and Pre-Calculus Math 10 by Pearson - Mathematics 10 BC Edition by Dynamic Classroom - Theories and Problems for Foundation and Pre-Calculus Math 10 by Crescent Beach Publication It is also possible to use American books like Saxon, Teaching Textbook and Math-U-See. In general students using an American book should start FPC math 10 at the midpoint of Algebra 1. Typically they will complete Algebra 1 and then start Algebra 2. Other textbooks may also work for this course. Please consult the course teacher to discuss other options. |
This Math is geared towards students that aren’t heading into high academics in post-secondary (Sciences, Engineering, Nursing, Computer Programming). It teaches hands-on, real-life, applicable math content and helps develop skills through project-based learning. This online version of the course uses StudyForge where students complete lessons by watching videos and then completing online practice questions. Prior knowledge needed to be successful in this course: how to use all aspects of BEDMAS, how to plot on an x and y axis, knowledge of shapes, and simple algebra.
| Major Units and Topics | Assessment | Requirements |
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| Students learn the course content via the Lessons and these are marked for a “completion” grade. Assignments are used as indicators to see if students are ready for the tests. Tests are completed online to check understanding of the content and to gauge Math skills. There are also 3 projects that allow students a chance to try out their Math skills in a meaningful way. |
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This Math is geared towards students that aren’t heading into high academics in post-secondary (Sciences, Engineering, Nursing, Computer Programming). It teaches hands-on, real-life, applicable math content and helps develop skills through project-based learning. Prior knowledge needed to be successful in this course: how to use all aspects of BEDMAS, how to plot on an x and y axis, knowledge of shapes, and simple algebra.
| Major Units and Topics | Assessment | Requirements |
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| This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. |
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This Math is geared towards students that aren’t heading into high academics in post-secondary (Sciences, Engineering, Nursing, Computer Programming). It teaches hands-on, real-life, applicable math content and helps develop skills through project-based learning. This hybrid version of the course will utilize a workbook to teach the concepts but will also have a moodle page where students will complete a chapter challenge based on what they learned and it is also where the projects for the course will be. Prior knowledge needed to be successful in this course: how to use all aspects of BEDMAS, how to plot on an x and y axis, knowledge of shapes, and simple algebra.
| Major Units and Topics | Assessment | Requirements |
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| Chapter Challenges based on the chapters in the Mathworks work books. Projects that were designed specifically for homeschool learners |
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This Math is geared towards students that aren’t heading into high academics in post-secondary (Sciences, Engineering, Nursing, Computer Programming). It teaches hands-on, real-life, applicable math content and helps develop skills through project-based learning. This online version of the course uses StudyForge where students complete lessons by watching videos and then completing online practice questions. Prior knowledge needed to be successful in this course: how to use all aspects of BEDMAS, how to plot on an x and y axis, knowledge of shapes, and simple algebra.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
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| Students learn the course content via the Lessons and these are marked for a “completion” grade. Assignments are used as indicators to see if students are ready for the tests. Tests are completed online to check understanding of the content and to gauge Math skills. There are also 3 projects that allow students a chance to try out their Math skills in a meaningful way. |
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The Adventure Discipleship Program is a unique opportunity for adventurers at heart - an opportunity to explore and be encouraged to grow your passion for Christ within the context of exploring outdoor adventure. In the program, students will be engaged in discipleship, build leadership skills and learn practical outdoor recreational skills while earning high school credits. The program builds toward a multi-day group expedition in the natural beauty of God’s Creation, with locations ranging from the mountains (Fall program), to a week long coastal backpacking trip (Spring program). Students will also be encouraged to gain industry level certification in outdoor skill areas of choice.
| Major Units and Topics | Assessment | Requirements |
| Successful completion of the program will grant students 12 credits. | Please note that students must fill out an application and be accepted into the program to be signed up for Adventure Discipleship courses. Please contact James Nelson for information, or to request an application packet: jnelson@onlineschool.ca |
The Adventure Discipleship Program is a unique opportunity for adventurers at heart - an opportunity to explore and be encouraged to grow your passion for Christ within the context of exploring outdoor adventure. In the program, students will be engaged in discipleship, build leadership skills and learn practical outdoor recreational skills while earning high school credits. The program builds toward a multi-day group expedition in the natural beauty of God’s Creation, with locations ranging from the mountains (Fall program), to a week long coastal backpacking trip (Spring program). Students will also be encouraged to gain industry level certification in outdoor skill areas of choice.
| Major Units and Topics | Assessment | Requirements |
| Successful completion of the program will grant students 12 credits. | Please note that students must fill out an application and be accepted into the program to be signed up for Adventure Discipleship courses. Please contact James Nelson for information, or to request an application packet: jnelson@onlineschool.ca |
PHE10 is a four-credit course that fulfills the Grade 10 PHE requirements for graduation with a B.C. Dogwood Diploma.
| Major Units and Topics | Assessment | Requirements |
| Physical literacy Healthy and active living Social and community health Mental well-being *All assignments are found at the course in Moodle
| 6-8 Completed Sports Logs of Activity 3 Fitness Tests Written Assignments | Working computer with Internet required. Equipment and clothing required for a variety of sporting activities
Home and community resources where activities may be completed
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PHE10 is a four-credit course that fulfills the Grade 10 PHE requirements for graduation with a B.C. Dogwood Diploma.
| Major Units and Topics | Assessment | Requirements |
| Physical literacy Healthy and active living Social and community health Mental well-being *All assignments are found at the course in Moodle
| 6-8 Completed Sports Logs of Activity 3 Fitness Tests 5 Written Assignments (Intro, Goal Setting, Nutrition, Gratitude Journal and Safety Asn) As this is an Individualized course, a Student Learning Plan (SLP) will be created for personalized learning and so students will have a lot of choice in completing a variety of physical and written activities that line up with the course outcomes. |
Working computer with Internet required. Equipment and clothing required for a variety of sporting activities
Home and community resources where activities may be completed
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Disclaimer: this course used to be known as Biology 11 but has changed significantly and now is largely a course about evolutionary processes. Warning: lots of the content is very non-biblical but I state what I believe and what HCOS believes and do my best to teach the content required in a way that provides a Christian worldview. I recommend this course for students heading into the Sciences at university (included Nursing, and Medicine). The 3 major topics are Processes of Life, Processes of Evolution, and Organization of Life. In the Online version of this course students watch lesson videos, take notes, learn key vocabulary, complete interesting assignments, complete engaging projects/labs, and perform research on a variety of topics.
| Major Units and Topics | Assessment | Requirements |
| Taxonomy - Phylogenetics and classification Evolution -Variation, natural selection, microevolution, macroevolution, speciation MicroBiology - Bacteria, viruses, cell types MacroBiology - Diversity of life, organization, Biological Processes - Respiration, phyotosynthesis, mitosis, meiosis, reproduction | Chapter Tests and Quizzes throughout the course. Labs that include formal lab write-ups. In-depth Projects that will include online research, personal study, and lots of freedom to dive deep. | Laptop Google Chrome web browser (not a Requirement but a STRONG suggestion) Printer Scanner (you can use your smart phone if you don’t have a scanner) Ruler Resources for Labs but they are common (ex. Banana, shampoo, salt, glassware) |
Science 10 is a required course for graduation in B.C. It covers topics in four streams of science: Biology, Chemistry, Physics and Astronomy.
| Major Units and Topics | Assessment | Requirements |
| DNA is the basis for all living things Energy Change, atomic rearrangement and chemical processes Energy is conserved, and its transformation can affect living things and the environment The formation of the universe can be explained by the Big Bang Theory | Each unit has various options for chapter assignments that serve a variety of types of learners (ie. model building, worksheets, videos, etcs.) There are a number of lab experiments to choose from, with a requirement that 3 are completed Each unit ends with the option to do a unit test or an inquiry project Final exam once all coursework is completed | BC Science Connections 10 Textbook Most experiment materials can be commonly found in the household |
Science 10 is a required course for graduation in BC. There are four major units of study, Biology, Physics, Chemistry and Earth Science. The course is designed to be an engaging online learning experience for students which includes videos, readings, lab experiences, projects interactive applets and more.
A strong background in the Chemistry concepts taught in Science 9 is required.
| Major Units and Topics | Assessment | Requirements |
| Biology
Earth Science
Physics
Chemistry
| There are a number of projects throughout the Science 10 course. Biology:
Earth Science:
Physics:
Chemistry:
| Student will require a few resources for lab Access to a printer is necessary in order to
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Science 10 is a required course for graduation in B.C. It covers topics in four streams of science: Biology, Chemistry, Physics and Astronomy.
| Major Units and Topics | Assessment | Requirements |
| DNA is the basis for all living things Energy Change, atomic rearrangement and chemical processes Energy is conserved, and its transformation can affect living things and the environment The formation of the universe can be explained by the Big Bang Theory | This is an individualized course, a student learning plan Activation criteria will be determined in the creation of an SLP.
| Resources and textbooks will be determined with the student |
Science 10 is a required course for graduation in BC. There are four major units of study, Biology, Physics, Chemistry and Earth Science. The course is designed to be an engaging online learning experience for students which includes videos, readings, lab experiences, projects interactive applets and more.
A strong background in the Chemistry concepts taught in Science 9 is required.
This course offers a weekly live class meeting where upcoming assignments are discussed and student questions are addressed. Students choose a linear or Semester 1 pacing. Weekly meetings are recorded and available for viewing if students miss the weekly meeting.
Students are made aware of the pacing needed to stay on track; however, it is up to the parent and student to monitor pacing.
| Major Units and Topics | Assessment | Requirements |
| Biology
Earth Science
Physics
Chemistry
| There are a number of projects throughout the Science 10 course. Biology:
Earth Science:
Physics:
Chemistry:
| Student will require a few resources for lab Access to a printer is necessary in order to
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American Sign Language is a beginner ASL course intended to introduce the student to signing. Signing is a useful skill that can open up for you a world of understanding and interacting with a new group of people. This is an individualized course that has endless possibilities to fulfill the course requirements but there is a moodle course set up designed to guide and teach the students sign language through an online video series, which is a communication-focused curriculum- Lifeprint,com. ASL is a language expressed through the hands and face. ASL is more than learning a language and memorizing signs. It has its own grammar, culture, history, terminology and other unique characteristics. ASL 10 is an introduction to the culture and grammar of this language.
| Major Units and Topics | Assessment | Requirements |
| Topics include: basic vocabulary, grammar, history, fingerspelling, numbers, terminology, and Deaf culture. | Assignments: There are a variety of assignments in this course: computer-marking quizzes, and logging of hours. There are also several creative assignments such as learning to sign your story, and looking at a variety of autobiographies as well as topics of interest within the deaf culture. There are generally choices given in every assignment so you can choose what suits you best. |
This course is for students who have taken several years of Core French and wish to continue their study. For this course students will develop their reading, writing, listening and speaking skills. Students will work with a French speaker in their community and/or work with their teacher on a regular basis online. Reflection is also an important part of learning a language.
| Major Units and Topics | Assessment | Requirements |
| Speaking: Practising and Reading: Students will read Writing: Students will write a Learning about francophone Specific competencies include:
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The Rosetta Stone Foundations Core French program (RSF for short) comprises five (5) parts: 1. Language Training, 2. Games & Activities, 3. Live Tutoring, 4. three projects, and 5. three live sessions with your teacher. This is predominantly an aural/oral course.
| Major Units and Topics | Assessment | Requirements |
| Unit 11 Everyday Things (kitchen, taking items along with oneself, measurement): Unit 12 Places and Events: | Activation Component, Language Training (4 lesson subunits covering vocabulary, pronunciation, grammar, comprehension, reading, writing, speaking); 8 Live Tutoring sessions; 30 hours Games & Activities: 3 projects covering research of a famous French person, interview, and a cultural project; 3 Live sessions with teacher comprising review of learning to date plus open-ended questions. | Computer with audio speakers and microphone or headset with mic plus internet access. Grade 9 French or equivalent (discretion of teacher), RSF activation. |
The Rosetta Stone Foundations program is comprised: Language Training, Games & Activities, LiveTutoring, Meetings with your Teacher, and Projects.
Language Training teaches a second language the same way you learned your first language: by pairing words to images, easily and naturally. RosettaStone mimics this process, using rich visual imagery to help learners think in a new language and to perfect pronunciation.
Games & Activities help cement the learners’ understanding by engaging in a wide range of activities designed to sharpen language skills.
Live Tutoring allows for interaction with other learners and builds confidence in an online, real-time interactive environment. By joining sessions of Live Tutoring, you practice and refine your conversational skills with native-speaking tutors. Each session builds on and reinforces what you have been learning in LanguageTraining.
Meeting with your teacher provides another opportunity for you to refine your conversational skills, ask questions, and reinforce what you are learning in the RSF program.
Term Projects: Culture and Christian Worldview projects are also required.
| Major Units and Topics | Assessment | Requirements |
| Unit 11: Everyday Unit 12: Places and | Language training activities 30% Homework (Extended Activities) 10% Live Tutoring 30% Live sessions with teacher 10% Projects 30% | Computer and USB headset |
Designed for the beginning German student (no prerequisite), this course prepares students to enter a German 11 course. Students in collaboration with parent and teacher will create their own curriculum from a variety of resources that include grammar, culture, conversation, reading, writing, speaking, and listening.
| Major Units and Topics | Assessment | Requirements |
| Cognates German phonemes German declination Common, high-frequency First People’s perspectives German cultural festivals German communities in German works of art | Activation Project An online language program Monthly conversation meetings with teacher Min. 12 cultural writing samples Cultural activities - German A Grammar workbook | Working computer with Internet required. Headset with microphone may be needed. Purchase of textbook/workbook. |
Mandarin 10 uses the Rosetta Stone program (units 11 and 12, level 3) that consists of language lessons (speaking, listening, pronunciation, writing, review), games activities and live tutorials as well as cultural and FFPOL projects. Students are immersed in the world of Mandarin Chinese language and have the choice of completing the course in Pin Yin, simplified and traditional Chinese. Projects include the activation project which reflect cultural comparisons, First Peoples perspectives, social and cultural activities and an interview with a native Mandarin speaker.
| Major Units and Topics | Assessment | Requirements |
| Unit 11 Everyday things:
Creative Works Project
Unit 12 Places and events:
Interview Project
| Students will be assessed on the accuracy of their pronunciation, matching pictures to the correct phrases, writing, comprehension, games activities and listening skills. Criterion and the rubric for the activation and creative works project are found in the Moodle course. | Unit 11: Students will complete all language lessons in this unit, 4 live tutorials and at least 7 hours of games activities along with the activation Unit 12: Students will complete all language lessons in this unit, 4 more
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Designed for the intermediate Spanish student (prerequisite Spanish 9) this course prepares students to enter a Spanish 11 course. Students will do interactive lessons, games, and virtual tutoring through the Rosetta Stone Foundations website and complete a few external assignments through Moodle.
| Major Units and Topics | Assessment | Requirements |
| Rosetta Stone Level 3 (Units 11 and 12) |
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Working computer with Internet required.
Headset with microphone recommended.
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Designed for students with some Spanish experience (Spanish 9) this course prepares students to enter a Spanish 11 course. Students will create their own curriculum from a variety of resources that include grammar, culture, conversation, reading, writing, speaking, and listening.
| Major Units and Topics | Assessment | Requirements |
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Describing people, objects, Expressing interests, opinions,
Asking questions
Making comparisons
Describing activities, situations,
Hispanic culture and contribution to society
First people’s perspectives
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*Assessments are tailored to students’ needs and interests |
Working computer with Internet required.
Headset with microphone may be needed.
Purchase of textbook/workbook optional.
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IF YOU ARE SELECTING THIS COURSE, ALSO SELECT THE OTHER COURSES THAT ARE PART OF THIS COMBO:
• Humanities 10 - Christian Studies 10 (4 credits)
• Humanities 10 - Literary Studies 10 (2 credits)
• Humanities 10 – Composition 10 (2 credits)
Humanities 10 is far more than just a 4 in 1 course credit arrangement. Although students receive full credit for four important graduation program courses, the integrated approach, which Humanities 10 employs, blends the literary and cultural developments of the times with enduring biblical reference points. The eight episode modules follow Canadian history from 1914 to the present and are best understood as a testimony to the promise and failure of progress and modernity - that is, the propensity of human beings to enlarge, expand, ascend, or otherwise prove one's personhood in moral and cultural space. Humanities 10 is not bounded by these dates. While journeying through periods of war and peace, fragmentation and reform it is hoped that students will engage an innovative framework that first considers the late modern basis for social order, and thereafter work through learning interventions that compel them to recover their 'voice' in view of 20th century developments that remain formative on human thought and practice today. The possibilities are limitless with this multifaceted and multi-genre program.
| Major Units and Topics | Assessment | Requirements |
| This is a synchronous hybrid multi-credit 8-episode program. 8 monthly Assignment Sets Participation in Weekly Lectures and Tutorials | Enthusiasm for robust biblical engagement with historical and literary themes. |
Social Studies 10 Individualized concerns the story of Canada from the beginning of the twentieth century to the present. Students will study the key events, personalities, and themes that have shaped and continue to shape Canada’s evolution as an independent nation and member of the global community. Students will be challenged to develop historical empathy and be invited to engage in a variety of inquiries that sharpen their appreciation for Canada’s historical legacy and struggle to maintain a society that promotes human flourishing, hope, and justice. The individualized SS10 program offers a teacher-generated assignment package that can be used in full or in part. If there is a SS10 curricula to which a family is particularly endeared, an effort will be made to accommodate within the Ministry of Education curricular competencies.
| Major Units and Topics | Assessment | Requirements |
| This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Completion of Social Studies 9 recommended. |
Social Studies 10 concerns the story of Canada from the beginning of the twentieth century to the present. Students will study the key events, personalities, and themes that have shaped and continue to shape Canada’s evolution as an independent nation and member of the global community. Students will be challenged to develop historical empathy and be invited to engage in a variety of inquiries that sharpen their appreciation for Canada’s historical legacy and struggle to maintain a society that promotes human flourishing, hope, and justice. In addition, students will be encouraged to reflect on how the triune God calls us into harmonious and compassionate communities, how God’s omniscience, omnipotence, and omnipresence give us confidence that history has a purpose and a direction, and that every human being, created in the image of God (the Imago Dei) has a ‘will to meaning’. “I make known the end from the beginning, from ancient times, what is still to come. I say, ‘My purpose will stand, and I will do all that I please.’” - Isaiah 46:10.
| Major Units and Topics | Assessment | Requirements |
| Canadian History
| Unscrambles: 5% | Completion of Social Studies 9 recommended. |
Social Studies 10 concerns the story of Canada from the beginning of the twentieth century to the present. Students will study the key events, personalities, and themes that have shaped and continue to shape Canada’s evolution as an independent nation and member of the global community. Students will be challenged to develop historical empathy and be invited to engage in a variety of inquiries that sharpen their appreciation for Canada’s historical legacy and struggle to maintain a society that promotes human flourishing, hope, and justice. In addition, students will be encouraged to reflect on how the triune God calls us into harmonious and compassionate communities, how God’s omniscience, omnipotence, and omnipresence give us confidence that history has a purpose and a direction, and that every human being, created in the image of God (the Imago Dei) has a ‘will to meaning’. “I make known the end from the beginning, from ancient times, what is still to come. I say, ‘My purpose will stand, and I will do all that I please.’” - Isaiah 46:10.The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Canadian History
| Unscrambles: 5% | Completion of Social |
Accounting 11 is a survey course which guides students through the Accounting cycle, equipping them with the necessary skills to perform all bookkeeping tasks for a service-oriented business. The principles of double-entry accounting are learned in a sequential fashion, starting with foundational debit and credit concepts, and advancing to the final stages of financial reporting; ultimately, students learn all steps necessary to complete the Accounting Cycle, which is performed from start to finish in a final project. Along the way, students will do a variety of inquiries, exploring such topics as ethical reporting, financial accountability, careers in the field, and understanding financial performance; they will also have opportunities to develop competencies related to personal budgeting while learning invaluable spreadsheet skills. Many students who enjoy Accounting 11 go on to Financial Accounting 12, which deals with the merchandise accounting, taxation and financial analysis. It is not uncommon for students who do well in Accounting 11 and 12 to go into a related field after high school. As well as having practical benefit, for both career and personal enrichment, the study is enjoyable for its hands-on workbook approach to learning which is rife with examples and light on cumbersome reading. The course is designed so that any learner can succeed, whether or not they manifest strong numeric competencies.
| Major Units and Topics | Assessment | Requirements |
|---|---|---|
| This is an individualized course operated through a hybrid (teacher guided) learning model, so readings and assignments will be distributed to students through Moodle. Students will hand in assignments that largely consist of question and answer, case studies, accounting exercises and personal reflection tasks; they will do two major projects which allow them to integrate concepts learned through a real life application. Students will analyze financial results and write summaries, led by personal observations supported by evidence. Finally, students will from time to time reflect on ethical problems in the field of Accounting and engage in various forms of inquiry to resolve those problems in relation to a criteria. |
Designed for the beginning Mechanics student (no prerequisite), this course prepares students to enter an Automotive 11 course. Students, in collaboration with parent and teacher, will create their own curriculum from a variety of resources.
| Major Units and Topics | Assessment | Requirements |
| Simple automotive repair and maintenance Social, legal, and ethical Use of technical information and manuals for the purpose of diagnostics and Fundamental automotive tools Lifting equipment and procedures Chassis and body Engine diagnostic support systems Emerging and alternative energy Fundamentals of engine operation Vehicle systems Vehicle safety systems Design for the life cycle | This is an individualized course, | Hand tools and power tools
Working computer with
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Designed for the intermediate Drafting student (prerequisite Drafting 10), this course prepares students to enter a Drafting 12 course. Students in collaboration with parent and teacher will create their own curriculum from a variety of resources.
| Major Units and Topics | Assessment | Requirements |
| Simple drafting design projects Geometric construction to create Drawing management and problem Use of scale and proportion when Geometric dimensioning and Types, sizes, and applications of Applicable visual formats and media Technical problem solving using Design for the life cycle Ethics of cultural appropriation and | This is an individualized course, and so an student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. |
Working computer with |
Film and Television 11 provides opportunities for students to develop the knowledge, skills and attitudes they need to respond to and create film and television works. Combining both technical skill and artistic interpretation, students will learn basic scriptwriting, storyboarding, camera technique, lighting, sound, and editing skills through various practical film and video assignments. This experience introduces students to the standards of the film and television industry and students will also examine the important roles that film and television plays in society today.
| Major Units and Topics | Assessment | Requirements |
| Moving images offer dynamic ways to explore identity and sense of belonging Growth as an artist requires perseverance, resilience, and reflection. Aesthetic experiences provided by moving images can effect change in artists, audiences, and environments. Production of moving images develops creativity, innovation, and collaboration in a variety of contexts. History, culture, and community can influence film and television productions.
| This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Possible software resources:
Required Equipment:
Nice to Have Equipment:
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It is amazing that God not only made us to need food, but also to enjoy it!
Food Studies 11 encourages students to explore hands on learning through an individualized approach. With a focus on practical cooking, students explore and gain skills in cooking a variety for recipes. They will also explore topics such as safety, nutrition, meal planning, marketing and global issues in food. Students will work with their teacher to create a Learning Plan for their course, and report on their progress through cooking updates and project work.
| Major Units and Topics | Assessment | Requirements |
| Potential topics include (but are not limited do): Hands on cooking! Kitchen Safety Nutrition Meal and recipe design Exploring food labels and marketing First Peoples’ nutritional food practices Food in a Global Village | Assessment through this course is done via weekly updates on cooking and project work. Students are encouraged to explore the majority of this course through hands on learning. |
Access to kitchen tools and appliances A variety of ingredients Access to the internet for researching recipes, techniques and project work |
Today’s print media is full of colourful graphics, short stories, reader entry points and fantastic images. Top-rated magazines, websites, books, advertisements and more contain professional use of graphics, layout, photography, typography and colour. This is your opportunity to participate in a creative, fun and exciting course that helps students learn the ins and outs of graphic production for the real world.
Graphic Production 11 is a project-based, hands-on course where students will learn the basics of digital photography, photo manipulation, page layout and graphic design through the use of contrast, repetition, alignment and proximity.
| Major Units and Topics | Assessment | Requirements |
| Design for the life cycle includes consideration of social and environmental impacts. Design choices require the evaluation and refinement of skills. | This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Possible software resources:
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Interpersonal & Family Relationships 11 is a four-credit ADST course that is an elective course. Because this is an individualized course, students have the freedom and flexibility to accomplish course goals as they wish. Throughout this course, students will investigate components of healthy relationships and how to thrive and reciprocate in a variety of interpersonal relationships. They will research the nature of committed relationships and compare the world’s view of relationships with the view God displays in His word. Other relationship issues will be investigated through this course.
They will choose an idea to pursue for their 4 main projects while keeping other viable ideas open. Students are expected to submit their project to the class digital magazine.
While students are free to meet requirements in their own way, there are resources and assignment suggestions in place for those who require it.
| Major Units and Topics | Assessment | Requirements |
| Project #1 Project #2 Project #3 Project #4 Above those projects, students are expected to complete smaller assignments to meet other competencies for grade 11 Interpersonal & Family Relationships.
| Students will complete 4 projects which will Smaller assignments will be graded accordingly. |
Computer (access to Moodle, digital magazine & research) Additional resources to be determined with teacher.
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Do you want to effectively develop a wide range of digital media arts skills across various software platforms? If so, this diverse and multi-faceted course is for you. Throughout this course, students will explore topics that cover a wide range of digital media. Topics include web design, image editing, photography, graphic design, and digital video production. In this course students will learn how to use Adobe Photoshop, Adobe Dreamweaver, Adobe Lightroom and much more. Students will use the elements and principles of good design to drive all of their digital design projects.
A strong interest in computer software is recommended but no prior experience is necessary. Media Design 11 can help develop interest for a career in digital media and students can further expand their abilities after completion of this course with Media Design 12.
| Major Units and Topics | Assessment | Requirements |
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Personal design choices require self-exploration, evaluation, and the refinement of skills. Tools and technologies can influence people’s lives.
| This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Possible software resources:
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Designed for the intermediate Metalwork student (prerequisite Metalwork 10), this course prepares students to enter a Metalwork 12 course. Students in collaboration with parent and teacher will create their own curriculum from a variety of resources.
| Major Units and Topics | Assessment | Requirements |
| Simple metalworking and design Orthographic and pictorial drawings Measuring instruments Tables and charts for tolerancing and machining Operation and safety of stationary power equipment and stationary non-power equipment in the processing of material Size and lay out of metal Types of metals and alloys and their characteristics Selection of metal type, size, structural shape, and finish for specific applications Ferrous and non-ferrous metals and their applications Heat treatments Welding and cutting Common mechanical fastening methods Forging and foundry applications Design for the life cycle Ethics of cultural appropriation in design process
| This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Access to Metal working tools and machines. Working computer with Internet required.
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Textiles 11 is a four-credit ADST course that is an elective course. Because this is an individualized course, students have the freedom and flexibility to accomplish course goals as they wish. Throughout the course, students will identify and use appropriate tools, technologies, materials, and processes for production.
They will choose an idea to pursue for their 3 main sewing projects as well as one non-sewing project while keeping other viable ideas open. Students are expected to submit their non-sewing project to the class digital magazine.
While students are free to meet requirements in their own way, there are resources and assignment suggestions in place for those who require it.
It is expected that students in textiles 11 have some sewing experience and are prepared to master more complex sewing techniques.
| Major Units and Topics | Assessment | Requirements |
| Three signifcant sewing projects Non-sewing project (research, creativity) Above those projects, students are expected to complete smaller assignments to meet other competencies for grade 12 textiles. | Students will complete 3 sewing projects which will contribute to most of their grade. The non-sewing project is another larger project that will be graded heavily. Smaller assignments will be graded accordingly. | Computer (access to Moodle, digital magazine & research) Sewing machine in good working order. Patterns, fabric, notions. |
Designed for the intermediate Woodworking student (prerequisite Woodwork 10), this course prepares students to enter a Woodwork 12 course. Students in collaboration with parent and teacher will create their own curriculum from a variety of resources.
| Major Units and Topics | Assessment | Requirements |
| Simple woodworking and design Orthographic and pictorial drawings Preparation of a bill of materials and a cutting list Measuring instruments Problem-solving techniques using ratio, proportion, and geometry Selection and identification of wood species appropriate for a given purpose Material conservation and sustainability Operation of stationary power equipment in the processing of material Hand-tool processes in the creation of a product Machine and equipment set up, change, and adjustment Project finishing methods Design for the life cycle Ethics of cultural appropriation in design process | This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Access to Woodworking tools and machines. Working computer with Internet required.
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The Work Experience 12 course is designed to support and empower students as they enter the workforce. Safety is a big part of this process as we want to ensure these young workers know their rights and stay safe. Students need to have secured employment, complete 100 hours of work and complete safety and employability assignments.
Students can take this course twice for a total of 8 credits (Work Experience 12A and Work Experience 12B)
| Major Units and Topics | Assessment | Requirements |
| Safety Employability Work and Reflection | There are two main safety assignments a test and a series of reflections based on safety videos. | Students need to have secured or plan to secure work or volunteer work where they will be able to complete 100 hours of work experience. Access to a printer is highly suggested for printing of lab assignments and notes pages.
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The Art Studio 11 course is intended to allow students to interact with a broad selection and combination of materials, technologies and processes. Students are asked to investigate art from different perspectives, roles, and traditions. It is hoped that through projects and sketchbooks students will investigate personal and communal identity, how artists transform materials into art, and see how the art that people create reflects community, history and society. Students are given the opportunity to share visually and communicate as a form of worship, exploring how they can live out the great commission through visual communication and socially responsible statements in their compositions.
| Major Units and Topics | Assessment | Requirements |
| Sketchbook Art History Project
Major Assignment Focuses
Course and Personal Reflection
| This is an individualized course, | Access to a scanner or camera Various Art materials such as
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This course is for people singing in ensemble settings including Concert Choir, Chamber Choir and/or Vocal Jazz
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections
| Written assignments Practicing and skill-building Critical thinking, application Portfolios of music (these are | 120 hours of time spent on 6 update assignments
6 critical thinking assignments
2 portfolios of music (including
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This course is for people singing in ensemble settings including Concert Choir, Chamber Choir and/or Vocal Jazz
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections
| Written assignments Practicing and skill-building Critical thinking, application Portfolios of music (these are | 120 hours of time spent on 6 update assignments 6 critical thinking assignments 2 portfolios of music (including
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This course is for people singing in ensemble settings including Concert Choir, Chamber Choir and/or Vocal Jazz
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections
| Written assignments Practicing and skill-building Critical thinking, application Portfolios of music (these are | 120 hours of time spent on 6 update assignments 6 critical thinking assignments 2 portfolios of music (including
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This course is for students who write and/or record music using computer technology. It is a very flexible course that can encompass everything from DJ/remixing to singer/songwriter work. Students should be motivated to work with computer software such as Garage Band, Cubase, Reaper, Ableton, Bitwig, or other DAWs being used to record their music, and have the interest and ability to play or program music instruments, whether physically or virtually in software.
| Major Units and Topics | Assessment | Requirements |
| DAW choices VST instruments VST effects Mixing Chord progressions Melody Rhythm Song structures Sound design & arrangement Use of internet for marketing & distribution of music
| Samples of music will be assessed for compositional skill and recording quality Students will be assessed based on growth and refinement of recordings Students will be assessed based on response to feedback Students will be assessed on their application of music and music technology topics to their own work A student learning plan will be created after initial consultation between student and teacher to determine areas of interest, available technology, musical proficiency, and personal goals | 120 hours of time spent on music between lessons, practicing, performances and written work Minimum of 10 recordings, with refinements & edits expected based on feedback Ability to use computer hardware and software to record musical compositions (free software for all aspects of this course is available and will be researched) Use of youtube and internet tutorials Ability to write/compose/arrange music at a basic level
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A general music course for students playing piano, ukulele, banjo, drums, solo voice, or any other type of music that wouldn’t typically be found in a campus school music class.
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections with music
| Written assignments Practicing and skill-building Critical thinking, application and Portfolios of music (these are the |
120 hours of time spent on music 6 update assignments 6 critical thinking assignments 2 portfolios of music
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This course is for those who love to dance and more importantly love to choregraph and builds on experience of Dance Choreography 10 (although not a requirement) The assignments are focused on choreography, the history of choreography and self-reflection about pieces you've dance in and created yourself. If you have a passion for dance this course is for you!
| Major Units and Topics | Assessment | Requirements |
| Choreography is created using elements of dance and compositional skills. Choreographers make purposeful artistic choices to create and communicate meaning. Choreographers use the dancer's body through which to translate the movement of ideas. Dance engages us in artistic works from multiple perspectives. Choreographers collaborate through critical reflection, creative co-operation, and the exchange of ideas. | An individualized student learning plan will be created to facilitate personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Students should be enrolled a local dance program within their community. If this isn't an option, please contact the teacher before enrollment. |
This course is for students who are participating in a regular dance class of any genre! Join fellow dancers as you share your experiences, reflect on your growth and look a bit deeper into some of the impact dance has had on the different countries, generations and you!
| Major Units and Topics | Assessment | Requirements |
| Dance offers unique aesthetic experiences that explore our identity and sense of belonging and have the ability to effect change. Dance is informed by the history, culture, and community in which it exists. Growth as a dance and choreographer requries perseverance, resilience and risk taking. Artistic ability in dance is fully realized through a holistic relationship between body and mind. Purposeful artistic choices by the dancer and choreographer enhance the aesthetic expereince.
| An individualized student learning plan will be created to facilitate personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. The hybrid version of the course has:
| Students should be enrolled a local dance program within their community. If this isn't an option, please contact the teacher before enrollment. |
Are you focussing on a specific technique, style, or genre in your dance learning? This course allows for a deep dive into a specific area, honing skills while looking at the large impact that dance has universally. Content builds on Dance Technique and Performance 10, although not a prerequiste for the course.
| Major Units and Topics | Assessment | Requirements |
| Growth as a dancer require perseverance, resilience and risk taking. Dancers collaborate through critical reflection, creative co-operation, and the exchange of ideas. Dancers can enhance their technique and skills with expereince in a variety of genres or through specialization. Dance is an art form that combines the language of dance with the ability to create and perform. Aesthetic experiences have the power to transform our perspective. | An individualized student learning plan will be created to facilitate personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Students should be enrolled a local dance program within their community. If this isn't an option, please contact the teacher before enrollment. |
This course is a great fit for students involved in acting classes, drama coop, improv troupe, or a church drama team. It is possible to pursue this course from home, but students must be highly self-motivated and willing to work together with the teacher to create a personalized, project-based course.
| Major Units and Topics | Assessment | Requirements |
| Drama 11 provides students with an opportunity to
| Drama 11 will begin with the collaborative creation of a personalized student learning plan (SLP). As such, the assessment methods will be created in conjunction with the goals of the student. Activation criteria will be determined as a part of the SLP creation process. | A typical guideline is one drama course at a time and one course per production. |
Instrumental music courses include guitar, jazz band, concert band, or strings/orchestra playing.
This music course is a hybrid music course, meaning that while you have a lot of freedom to choose the repertoire, genre, level, and environment for your music, there are online assignments for you to complete to show that all curricular goals have been met and to demonstrate your skill level and understanding of music.
Note that this course is not appropriate for vocal work or piano playing. For solo vocal work or piano playing, please take the Contemporary Music course. For ensemble singing, please take either the Contemporary Music course or the Choral Music course.
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections with music | Written assignments Practicing and skill-building Critical thinking, application and analysis of musical topics Portfolios of music (these are the largest component of assessment) |
120 hours of time spent on music between lessons, practicing, performances and written work 6 update assignments 6 critical thinking assignments 2 portfolios of music
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Instrumental music courses include guitar, jazz band, concert band, or strings/orchestra playing.
This music course is a hybrid music course, meaning that while you have a lot of freedom to choose the repertoire, genre, level, and environment for your music, there are online assignments for you to complete to show that all curricular goals have been met and to demonstrate your skill level and understanding of music.
Note that this course is not appropriate for vocal work or piano playing. For solo vocal work or piano playing, please take the Contemporary Music course. For ensemble singing, please take either the Contemporary Music course or the Choral Music course.
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections with music | Written assignments Practicing and skill-building Critical thinking, application and analysis of musical topics Portfolios of music (these are the largest component of assessment) |
120 hours of time spent on music between lessons, practicing, performances and written work 6 update assignments 6 critical thinking assignments 2 portfolios of music
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Instrumental music courses include guitar, jazz band, concert band, or strings/orchestra playing.
This music course is a hybrid music course, meaning that while you have a lot of freedom to choose the repertoire, genre, level, and environment for your music, there are online assignments for you to complete to show that all curricular goals have been met and to demonstrate your skill level and understanding of music.
Note that this course is not appropriate for vocal work or piano playing. For solo vocal work or piano playing, please take the Contemporary Music course. For ensemble singing, please take either the Contemporary Music course or the Choral Music course.
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections with music | Written assignments Practicing and skill-building Critical thinking, application and analysis of musical topics Portfolios of music (these are the largest component of assessment) |
120 hours of time spent on music between lessons, practicing, performances and written work 6 update assignments 6 critical thinking assignments 2 portfolios of music
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Instrumental music courses include guitar, jazz band, concert band, or strings/orchestra playing.
This music course is a hybrid music course, meaning that while you have a lot of freedom to choose the repertoire, genre, level, and environment for your music, there are online assignments for you to complete to show that all curricular goals have been met and to demonstrate your skill level and understanding of music.
Note that this course is not appropriate for vocal work or piano playing. For solo vocal work or piano playing, please take the Contemporary Music course. For ensemble singing, please take either the Contemporary Music course or the Choral Music course.
| Major Units and Topics | Assessment | Requirements |
| Practicing Performing/Portfolios Technique Expression Repertoire Music & Meaning Music & Society Personal connections with music | Written assignments Practicing and skill-building Critical thinking, application and analysis of musical topics Portfolios of music (these are the largest component of assessment) |
120 hours of time spent on music between lessons, practicing, performances and written work 6 update assignments 6 critical thinking assignments 2 portfolios of music
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This course is a great fit for students involved with musical theatre classes, coop, or production in their community.
| Major Units and Topics | Assessment | Requirements |
| Musical Theatre 11 provides students with an opportunity to
| Students will share their progress in learning through the following:
An online Moodle website will serve as a tool to support students in tracking their progress for this course. | Students must be involved with musical theatre classes, coop, or production in their community. A typical guideline is one theatre course at a time and one course per production. Students involved in more than one theatre production (100 hrs+/each) are eligible to take more than one theatre course at a time, but should discuss this with their HCOS theatre teacher before enrolling in the second course.
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Visual Arts Photography 11 is a Fine Arts course designed for students who would like to learn how to take great pictures using a dSLR camera. They will learn all about the different modes, exposures, white balances etc. that they can manipulate in order to take next-level images.
| Major Units and Topics | Assessment | Requirements |
| Getting to Know Your Camera
The Exposure Family
Lighting
Composition
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| Students must have a dSLR camera for this course. |
The Studio Arts 2D 11 course is intended to allow students to interact with a broad selection of 2D materials, technologies and processes. In general this may be considered a drawing and painting course, digital painting is also acceptable. Most textile based work should be considered 3D (there are exceptions). Students are asked to investigate art from different perspectives roles and traditions. It is hoped that through projects and sketchbooks students will investigate personal and communal identity, how artists transform materials into art and see how the art people creates reflects community, history and society. Students have a great opportunity to share visually and communicate as a form of worship exploring how they can live out the great commission through visual communication and socially responsible statements in their compositions.
| Major Units and Topics | Assessment | Requirements |
| Sketchbook Art History Project
Major Assignment Focuses
Course and Personal Reflection
| This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Access to a scanner or camera to capture images and share work. Various Art materials such as paper, pencils, pencil crayons and either acrylic or watercolour paint.
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The Studio Arts 3D 11 course is intended to allow students to interact with chosen 3D materials, technologies and processes. Students are asked to investigate art from different perspectives roles and traditions. It is hoped that through projects and sketchbooks students will investigate personal and communal identity, how artists transform materials into art and see how the art people creates reflects community, history and society. Students have a great opportunity to share visually and communicate as a form of worship exploring how they can live out the great commission through visual communication and socially responsible statements in their compositions.
| Major Units and Topics | Assessment | Requirements |
| Sketchbook Art History Project
Major Assignment Focuses
Course and Personal Reflection
| This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Access to a scanner or camera to capture images and share work. Various Art materials such as paper, pencils, pencil crayons, carving tools and selected 3D materials such as soapstone, wood or wool fibre. These will vary from student to student depending on their choice of media investigation.
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This course is a great fit for students eager to develop and demonstrate their performance skills through theatre classes, coop, or production in their community.
| Major Units and Topics | Assessment | Requirements |
| Theatre Company 11 provides students with an opportunity to
| Students will share their progress in learning through the following:
An online Moodle website will serve as a tool to support students in tracking their progress for this course. | Students must be involved with theatre performance classes and/or performing in a theatre production in order to take this course. A typical guideline is one theatre course at a time and one course per production. Students involved in more than one theatre production (100 hrs+/each) are eligible to take more than one theatre course at a time, but should discuss this with their HCOS theatre teacher before enrolling in the second course.
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This course is a great fit for students eager to develop and demonstrate their design skills in lighting, sound, costuming, make-up, set, management, and/or direction.
| Major Units and Topics | Assessment | Requirements |
| Theatre Production 11 provides students with an opportunity to
| Students will share their progress in learning through the following:
An online Moodle website will serve as a tool to support students in tracking their progress for this course. |
Students must be working on lighting, sound, set, costume, and/or management for an actual theatre production in their community to take this course A typical guideline is one theatre course at a time and one course per production. Students involved in more than one theatre production (100 hrs+/each) are eligible to take more than one theatre course at a time, but should discuss this with their HCOS theatre teacher before enrolling in the second course.
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In Mark 10: 42-45, we are given a glimpse into servant leadership.
And Jesus called them to him and said to them, “You know that those who are considered rulers of the Gentiles lord it over them, and their great ones exercise authority over them. But it shall not be so among you. But whoever would be great among you must be your servant, and whoever would be first among you must be slave of all. For even the Son of Man came not to be served but to serve, and to give his life as a ransom for many.”
Leadership fundamentally is a spiritual endeavour that involves sacrifice, humility, weakness, and a deep sensitivity to the leading of the Spirit of God.
In Leadership 11, you are going to have the opportunity to develop and employ leadership skills. This will require that you reflect on and pray over your experiences and projects while working in community with peer leaders interested in blessing both HCOS and their surrounding local communities.
| Major Units and Topics | Assessment | Requirements |
| Unit 1: Theory -Leaders from Church History Unit 2: The Planning Process Unit 3: Executing a Plan Unit 4: Debriefing and Reflecting | Major Event 1: 15% Major Event 2: 15% Major Event 3: 15% Major Event 4: 15% Breakfast Club Log: 20% Leadership Journal: 20% | Past participation in Breakfast Club recommended but not required. |
The focus of Christian Studies 11 is to examine how we can best live out the law of love given by Jesus. The first term’s unit, Ethics, is designed to provide a framework for students to decide what ethical systems, both secular and Christian, give the best answers to ethical dilemmas they may face in their life. The Epistles unit is designed to give students a greater understanding of the New Testament Epistles, particularly as they relate to the instructions for living well as the people of God. The Leadership unit will examine leadership through a Christian lens. The hope is that students will have an understanding of different belief structures around leadership, with the servant leadership of Christ being the ultimate model to aspire to.
| Major Units and Topics | Assessment | Requirements |
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The purpose of Christian Studies 10 is to equip students with a deeper knowledge and understanding of the Bible and the historical foundations of the Christian faith so they can more effectively attest to (believe) and demonstrate (live out) the hope of Christ within them. Learning is aimed at developing a biblical literacy of the Old Testament, notably to lay a foundation for the redemptive work of Christ and to demonstrate how a living promise (covenant) issues a call upon all who would believe to be restorative agents in the world (Isaiah 61).
By working through guided inquiries in Bible Study, Biblical Literacy and Christian Living students will become competent at bringing faith to bear on broader learning and living activities, confident to take up their unique vocation as redemptive agents in the marketplace. Given the personal nature of biblical study and working out one’s salvation, students will be given ample opportunity to manifest learning through personal interactions with bigger questions about God, faith, culture and everyday human struggles.
In this regard, Christian Studies is designed for students to “work out their faith” (Phil 2:12) and to “show themself approved” (II Tim 2:15) so they can embody and exemplify “the goal of biblical instruction: a pure heart, a good conscience and sincere faith” (I Tim 1:5). In short, Christian Studies 10 aspires to provide students with bigger encounters between faith and everyday life so they can authenticate what they claim to believe and be more fully acquainted with the hope and freedom that is theirs across all aspects of life.
| Major Units and Topics | Assessment | Requirements |
| In-Depth Bible Study allows the student to be Biblical Literacy brings the student into a historical relationship with Christian faith so they can become Christian Living provides opportunities for the student Worldview. As a result of “working out their faith” | The online course relies largely on topical Character and scenario studies, mini sermons, short form biblical analysis activities and A number of options are available for A final reflective paper will be done on a personal inquiry that compares Christian Quizzes are optional. Students are also allowed to submit work from personal devotional studies in lieu of some formal coursework. |
Welcome to Intro to Christian Apologetics and Philosophy of Religion! In this course you’ll be introduced to a general overview of the field of Christian Apologetics, which is an area of biblical study that focuses on giving a rational defense for the Christian faith, dealing with topics like logic, truth, worldviews, world religions, cults, the existence of God, and the theory of evolution. It is my hope that this course will equip you to be able to give sound reasons for the foundation of your Christian worldview, enrich your own personal faith, and ignite a desire to dig deeper into apologetic issues beyond the scope of this course!
| Major Units and Topics | Assessment | Requirements |
| Worldviews The Existence of God Evolution Biblical Apologetics
| Journal Entries Online lessons, practice Student responses (paragraph Midterm and Final Exams |
IF YOU ARE SELECTING THIS COURSE, ALSO SELECT THE OTHER COURSES THAT ARE PART OF THIS COMBO:
• Humanities 11 - Literary Studies 11
• Humanities 11 - Explorations in Social Studies 11
Humanities 11 is far more than just a 3 in 1 course credit arrangement. Although students receive full credit for three important graduation program courses, the integrated approach, which Humanities 11 employs, blends the literary and cultural developments of the times with enduring biblical reference points. The eight episode modules follow world history from 1900 to the present. On the tombstone of one of the most famous people of the 20th C there is only one word: Imagine. This is the word that the world has embraced, and the church has largely lost. We need to regain our understanding of it and how the utilization of it is necessary to understand history, art, politics, economy, philosophy, theology, justice . . . Janine Langan, professor of art history and the founder of the Christianity and Culture program at the University of Toronto, made this comment regarding her vision for her Christianity and Culture program: "My contention is that there is nothing more fundamental than the imagination, and that our loss of respect for it is directly linked to religious apathy." In Humanities 11 we are going to explore the world through the lens of the imagination.
| Major Units and Topics | Assessment | Requirements |
| This is a synchronous hybrid multi-credit 8-episode program. 8 monthly Assignment Sets Participation in Weekly Lectures and Tutorials | Enthusiasm for robust biblical engagement with historical and literary themes. |
Composition 11 is designed to support students as they refine, clarify, and adjust their written communication through practice and revision. Students will read and study compositions by other writers and be exposed to a variety of styles as models for the development of their writing. The course provides opportunities for students to, with increasing independence, study, create, and write original and authentic pieces for a range of purposes and real-world audiences. They will expand their competencies through processes of drafting, reflecting, and revising to build a body of work that demonstrates expanding breadth, depth, and evidence of writing for a range of situations. They will develop confidence in their abilities as they consolidate their writing craft.
The following are possible areas of focus within Composition 11:
• narrative, expository, descriptive, persuasive, and opinion pieces
• planning, drafting, and editing processes
• writing for specific audiences and specific disciplines
• how to cite sources, consider the credibility of evidence, and evaluate the quality and reliability of the source
| Major Units and Topics | Assessment | Requirements |
| The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. People understand text differently depending on their worldviews and perspectives. Texts are socially, culturally, geographically, and historically constructed. Language shapes ideas and influences others. Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. People are empowered by being able to communicate effectively Engagement with writing processes can support creativity and enhance clarity of expression. | Students will do a wide variety of assignments throughout the course, totalling 14 pieces of formal work. Assignments and types to be determined by the chosen curriculum, teaching parent, and consulting teacher. The support teacher is available for consultation, provides feedback on student assignments, reports grades to the Ministry, and gives support to the student and family throughout the course. | Computer with internet access. Subject curriculum resources. |
Creative Writing 11 is designed for students who are interested in developing confidence and refining their writing skills through self-expression for various creative purposes. The course provides students with in-depth opportunities to explore personal and cultural identities, memories, and stories in a wide range of genres. Within a supportive community, students will collaborate and strengthen their skills through writing and design processes. Creative Writing 11 is grounded in the exploration and application of writing processes, inviting students to express themselves creatively as they reflect on, adjust, and extend their writing skills.
The following are possible areas of focus within Creative Writing 11:
• short fiction and poetry – suggested content includes flash-fiction (micro-fiction, drabble, non-fiction, twitterature), graffiti, sub-genres (e.g., adventure, children’s literature, comic/graphic, fantasy, fan fiction, historical fiction, horror, sci-fi, dystopian, suspense, thriller, tragedy, romance), drama, script writing, poetry, authenticity versus sentimentality, literary devices and techniques, various forms, the relationship between form and function
• creative non-fiction – suggested content includes columns, features, articles, queries, captions, layout, reporting, interviews, reviews (fashion, movie), advertising, titles, bylines, sample readings
• memoir – suggested content includes place-based writing, narrative, film memoir, sample readings
| Major Units and Topics | Assessment | Requirements |
| The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. Texts are socially, culturally, geographically, and historically constructed. Language shapes ideas and influences others. Creative writers take risks and persevere. Creative writers are observant of the world. Writers write for authentic audiences and real-world purposes. | Students will do a wide variety of assignments throughout the course, totalling 14 pieces of formal work. Assignments and types to be determined by the chosen curriculum, teaching parent, and consulting teacher. The support teacher is available for consultation, provides feedback on student assignments, reports grades to the Ministry, and gives support to the student and family throughout the course. | Computer with internet access. Subject curriculum resources. |
Over the duration of this course you will study God’s creation as it pertains to the natural order of the Earth, its make-up, its internal and surface processes and workings, issues related to the geological timetable and finally the Earth’s relationship to the universe. It is hoped you will gain not only a greater scientific appreciation for these things, but also the wonder of who the Creator behind it all is. Where possible, the course will seek to offer more than one perspective of key issues and not just leave the student in a closed system view of reality; for very often there is much more than what meets the eye and much more complexity in these things than is often broadcast in our world.
| Major Units and Topics | Assessment | Requirements |
| Rocks | Students will be assessed on their understanding of the issues, theories, key scientific facts related to the Earth Sciences. They will also be encouraged and supported while they acquire research skills to help them develop their responses; using critical thinking and strong writing skills along the way. | Students are required to stream videos, download and complete tests, forum, and many other assignments online and upload many of their assignments within Moodle. |
IF YOU ARE SELECTING THIS COURSE, ALSO SELECT THE OTHER COURSES THAT ARE PART OF THIS COMBO:
• Humanities 11 - Christian Studies 11
• Humanities 11 - Explorations in Social Studies 11
Humanities 11 is far more than just a 3 in 1 course credit arrangement. Although students receive full credit for three important graduation program courses, the integrated approach, which Humanities 11 employs, blends the literary and cultural developments of the times with enduring biblical reference points. The eight episode modules follow world history from 1900 to the present. On the tombstone of one of the most famous people of the 20th C there is only one word: Imagine. This is the word that the world has embraced, and the church has largely lost. We need to regain our understanding of it and how the utilization of it is necessary to understand history, art, politics, economy, philosophy, theology, justice . . . Janine Langan, professor of art history and the founder of the Christianity and Culture program at the University of Toronto, made this comment regarding her vision for her Christianity and Culture program: "My contention is that there is nothing more fundamental than the imagination, and that our loss of respect for it is directly linked to religious apathy." In Humanities 11 we are going to explore the world through the lens of the imagination.
| Major Units and Topics | Assessment | Requirements |
| This is a synchronous hybrid multi-credit 8-episode program. 8 monthly Assignment Sets Participation in Weekly Lectures and Tutorials | Enthusiasm for robust biblical engagement with historical and literary themes. Students are required to download and complete or print assignments, scan (either by taking pictures or physically scanning) and upload their assignments. This course also requires attendance of LIVE biweekly lectures and tutorials with the teaching team using ZOOM video conferencing. Humanities 11 is best completed as a linear program starting in September but other special arrangements can be made if necessary after consultation with the Hum11 teaching team. |
Literary Studies 11 is a four-credit English course that fulfills the Language Arts 11 requirement. It is a survey of historical and contemporary literature that has students consider the question, "What does it mean to be human?" Exploring a range of perspectives on the human condition, Literature Studies 11 looks to texts like Lord of the Flies, Macbeth, dystopian novels/film, short fiction, poetry, music, and other genres. These texts plot a course through the human experience, encountering both the dark capacities of the human heart, as well as the transformative and redemptive possibilities that are also a part of the human story. Students of Literature Studies will grapple with the nuances of the human experience to help formulate their own answer to the age-old question, “What are we?” all while increasing their literacy and critical-thinking skills.
Preview the Course Here
| Major Units and Topics | Assessment | Requirements |
| Unit 1 - Course Introduction - What does it mean to be human? Unit 2 - Lord of the Flies Novel Study Unit 3 - Macbeth Drama Study Unit 4 - Dystopian Literature Novel Study and Film Unit Unit 5 - Non-Fiction Literature Unit 6 - Short Fiction & Poetry Unit 7 - Final Project
| Students will do a wide variety of assignments throughout the course, based on the novels, plays, and readings in the course. Assignment types range from forums, paragraph responses, essays, interviews, creative writing, presentations, and a culminating project in Unit 7. | Computer with internet access needed. External resources: Lord of the Flies by William Golding Macbeth, by William Shakespeare - (No Fear Shakespeare recommended) Gattaca (1997 film) (may be rented or borrowed from library) One of the following novels: The Road by Cormac McCarthy 1984 by George Orwell Fahrenheit 451 by Ray Bradbury The Hunger Games by Suzanne Collins |
The key question for Literary Studies 11 is, “What does it mean to be human?” Questions that go along with that include, “What is the human condition?” “What reasons are there for hope in humanity?” and “How do we wrestle with the realities of human evil and our hope for redemption?”
The vision for this course is to ask these questions through a variety of types of literature. Classics and canonical Grade 11 texts are used, as well as a literature from a variety of different voices, including women, minorities, and First Peoples. Each of the texts that was chosen wrestles with the realities of the human condition in some way. The hope is that students will have an opportunity to consider important questions about their own nature through the examination of this literature, with the goal of moving them toward a hopeful vision of redemption and reconciliation.
| Major Units and Topics | Assessment | Requirements |
| Lord of the Flies essay Macbeth in-class performance Dystopian novel review Various reflections, class discussions, and forums Final project answering the question, “What does it mean to be human?” | Students are required to attend 30 face-to-face 1.5 to 2 hours per week of at-home work is |
Literary Studies 11 allows students to delve deeply into literature. Students can explore specific themes, periods, authors, or areas of the world through literary works (fiction and non-fiction) in a variety of media. Giving students the choice of a range of literary topics allows them to follow their passion and at the same time:
• increase their literacy skills through close reading of appropriately challenging texts
• enhance their development of the English Language Arts curricular competencies, both expressive and receptive
• expand their development as educated global citizens
• develop balance and broaden their understanding of themselves and the world
• further develop higher-level thinking and learning skills
The following are possible areas of focus in Literary Studies 11:
• canonical literature by era (Middle Ages, Renaissance, Restoration, Romantic, Victorian, 20th century)
• genre-specific studies (poetry, short stories, novels, drama, graphic novels, children’s literature)
• world literature
• diasporic literature
• feminist literature
• Canadian literature
• First Peoples texts
• specific author studies
• specific topic, theme, or inquiry
• literature by era (Middle Ages, Renaissance, Restoration, Romantic, Victorian, 20th century)
| Major Units and Topics | Assessment | Requirements |
| The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. People understand text differently depending on their world views and perspectives Texts are socially, culturally, geographically, and historically constructed. Language shapes ideas and influences others. Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. | Students will do a wide variety of assignments throughout the course, totalling 14 pieces of formal work. Assignments and types to be determined by the chosen curriculum, teaching parent, and consulting teacher. The support teacher is available for consultation, provides feedback on student assignments, reports grades to the Ministry, and gives support to the student and family throughout the course. | Computer with internet access. Subject curriculum resources. |
New Media 11 is a program of studies designed to reflect the changing role of technology in today’s society and the increasing importance of digital media in communicating and exchanging ideas. This course is intended to allow students and educators the flexibility to develop an intensive program of study centred on students’ interests, needs, and abilities, while at the same time allowing for a range of local delivery methods. New Media 11 recognizes that digital literacy is an essential characteristic of the educated citizen. Coursework is aimed at providing students with a set of skills vital for success in an increasingly complex digital world by affording numerous opportunities to demonstrate understanding and communicate increasingly sophisticated ideas through a wide variety of digital and print media. Compared with New Media 10, New Media 11 features tasks and texts of greater complexity and sophistication. As well, the Grade 11 course extends the depth and breadth of topics and activities offered in New Media 10.
The following are possible focus areas in New Media 11:
• media and film studies – suggested content/topics include the globalization of the media industry, influence of media on users’ perceptions, and documentaries in the age of digital media
• journalism and publishing – suggested content/topics include the changing roles and structures within news organizations; and risks, challenges, and opportunities associated with professional journalism
• digital communication – suggested content/topics include blogging, writing for the web, writing for social media, gaming, and podcasting
| Major Units and Topics | Assessment | Requirements |
| The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. People understand text differently depending on their worldviews and perspectives. Texts are socially, culturally, geographically, and historically constructed. Language shapes ideas and influences others. Digital citizenship requires both knowledge of digital technology and awareness of its impact on individuals and society. | Students will do a wide variety of assignments throughout the course, totalling 14 pieces of formal work. Assignments and types to be determined by the chosen curriculum, teaching parent, and consulting teacher. The support teacher is available for consultation, provides feedback on student assignments, reports grades to the Ministry, and gives support to the student and family throughout the course. | Computer with internet access. Subject curriculum resources. |
Spoken Language 11 is designed to support students as they refine, clarify, and adjust their spoken communication through practice and revision. The course provides opportunities for students to, with increasing independence, study, create, write, and present original and authentic pieces for a range of purposes and real-world audiences. They will expand their competencies through processes of drafting, reflecting, and revising to build a body of work that demonstrates expanding breadth, depth, and evidence of spoken language genres for a range of situations. They will develop confidence in their abilities as they consolidate their spoken language skills.
The following are possible areas of focus in Spoken Language 11:
• performance – suggested content/topics include spoken word/slam poetry, poetry recitation, oral storytelling, readers’ theatre, radio/podcasts/video posts
• oral tradition – suggested content/topics include oratory, local story knowledge, oral history
• professional applications – suggested content/topics include speech writing/presenting, proposals, interviewing, event facilitation, radio/podcasts/video posts (information items), voice-overs
| Major Units and Topics | Assessment | Requirements |
| The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. People understand text differently depending on their worldviews and perspectives. Texts are socially, culturally, geographically, and historically constructed. Language shapes ideas and influences others. Voice is powerful and evocative. | Students will do a wide variety of assignments throughout the course, totalling 14 pieces of formal work. Assignments and types to be determined by the chosen curriculum, teaching parent, and consulting teacher. The support teacher is available for consultation, provides feedback on student assignments, reports grades to the Ministry, and gives support to the student and family throughout the course. | Computer with internet access. Subject curriculum resources. |
Individualized/Hybrid FOM 11 satisfies the math 11 graduation requirement and helps to prepare students for Foundation of Math 12. Students typically use iWrite Foundation of Math 11 by Absolute Value Publications for this course. This course covers a wide variety of math topics.
| Major Units and Topics | Assessment | Requirements |
| Mathematical Reasoning
Angle relationships
Linear inequalities and Systems
Quadratic functions
Statistics
Scale Models
Financial Literacy
| Each student submits work from their textbooks. They also complete an activation project,4 topic quizzes, projects,2 topic projects and a course review quiz. |
Typically student will use iWrite Foundation of Math 11 by Absolute Value Publications. (Black cover is the most recent edition). Other textbooks may also work for this course. Please consult the course teacher to discuss other options. |
FOM 11 satisfies the math 11 graduation requirement and helps to prepare students for Foundation of Math 12. This course covers a wide variety of math topics including logical reasoning, statistics, graphs of parabolas and more.
| Major Units and Topics | Assessment | Requirements |
| Mathematical Reasoning
Angle relationships
Linear inequalities and Systems
Quadratic functions
Statistics
Scale Models
Financial Literacy
| Each student will watch the video lessons, complete notes based on the videos and practice questions. Students will then have the opportunity to demonstrate mastery of concepts through assignments before writing a chapter test. This course has 3 projects where students use enquiry based learning to deepen understanding. The course ends with a final exam | Students will need access to a computer (with internet, speakers, mic and camera), printer, pencil, papers and a scientific calculator. A graphing calculator is also permitted. |
PreCalculus 11 satisfies the math 11 graduation requirement and helps to prepare students for PreCalculus 12. This course covers more advanced algebra skills including radical, rational and quadratic equations. In addition students learn about oblique triangle trigonometry. Students are able to select from a variety of textbooks to learn the major topics in the course.
| Major Units and Topics | Assessment | Requirements |
| Radical Expressions and Equations
Rational Expressions and Equations
Solving Quadratic Equations
Graphing Quadratic Equation
Trigonometry (angles in standard position)
Trigonometry (Oblique triangles)
Financial Literacy
| Each student submits work from their textbooks. They also complete 6 topic quizzes, 2 projects, 3 mini-assignments and a course review quiz. |
There are many textbook options and include:
It is also possible to use American books like Other textbooks may also work for this course. |
Pre-Calculus 11 is designed to help students continue on the path to math or science-based post secondary studies. We will focus on the continued development of algebraic thinking, problem solving and critical thinking skills, and the application of math in real life situations.
Pre-Calculus 11 requires that students have completed Foundations of Math and Pre-Calculus 10.
| Major Units and Topics | Assessment | Requirements |
| Factoring Polynomials Quadratic Functions Quadratic Equations Rational Equations Radicals Trigonometry Financial Literacy | Fill in the blank notes packages and practice questions (with detailed solutions) Unit assignments completed to mastery Chapter tests Projects in Quadratics, Trigonometry, and Financial Literacy | Scientific Calculator (graphing calculator optional, but not required) Access to a printer is recommended to print assignments and note packages. Ability to scan assignments (scanner or scanning app)
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This math is geared towards students that are not heading into high academics in post-secondary (Sciences, Engineering, Nursing, Computer Programming). It teaches hands-on, real-life, applicable Math content and helps develop skills through project-based learning. This hybrid version of the course will utilize a workbook to teach the concepts but will also have a moodle page where students will complete the chapter challenge based on what has been learned and it is also where the projects for the course will be.
Mythbuster: You can still be accepted into College and University programs if you take this level of Math.
| Major Units and Topics | Assessment | Requirement |
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| Chapter Challenges based on the chapters in the Mathworks work books. Projects designed to allow students to be curious and learn something new. |
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This math is geared towards students that are not heading into high academics in post-secondary (Sciences, Engineering, Nursing, Computer Programming). It teaches hands-on, real-life, applicable Math content and helps develop skills through project-based learning.
Mythbuster: You can still be accepted into College and University programs if you take this level of Math.
| Major Units and Topics | Assessment | Requirement |
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| This is an individualized course, a student learning |
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This Math is geared towards students that are not heading into high academics in post-secondary (Sciences, Engineering, Nursing, Computer Programming). It teaches hands-on, real-life, applicable Math content and helps develop skills through project-based learning. This online version of the course uses StudyForge where students complete lessons by watching videos and then completing online practice questions.
Mythbuster: You can still be accepted into College and University programs if you take this level of Math.
| Major Units and Topics | Assessment | Requirements |
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| Students learn the course content via the Lessons and these are marked for a “completion” grade. Assignments are used as indicators to see if students are ready for the tests. Tests are completed online to check understanding of the content and to gauge Math skills. There are also 3 projects that allow students a chance to try out their Math skills in a meaningful way. |
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Active Living 11 (formerly known as Physical Education 11) is primarily concerned with three themes: Health and well-being, Safety, and Participation.
Students are expected to be able to do the following:
Re. Health and well-being
1. Develop lifelong habits of participation in physical activities
2. Maintain personal health
Re. Safety
3. Demonstrate safety, fair play, and leadership in physical activities
4. Explain how the use of proper techniques prevents injury
Re. Participation
5. Plan and organize an event involving preferred physical activity
6. Apply methods of monitoring and adjusting exertion levels in physical activity
7. Plan ways to overcome potential barriers to participation in physical activities
The individualized Active Living 11 program offers a teacher-generated assignment package that can be used in full or in part. If there is an Active Living 11 curricula to which a family is particularly endeared, an effort will be made to accommodate within the Ministry of Education curricular competencies.
| Major Units and Topics | Assessment | Requirements |
| This is an individualized course, a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created in conjunction with the goals of the student. | Completion of Physical and Health Education 10 recommended. |
Fitness and Conditioning is one of the three Physical and Health Education options for Grade 11 and 12. The course is designed to reflect training towards personal goals while performing movements safely, following proper technique, making healthy choices and participating in a variety of activities.
| Major Units and Topics | Assessment | Requirements |
| -Based on personal fitness goals set at the beginning of the course, physical activity will be recorded in a log and submitted every 10 hours for a total of 80 hours. -Reflection questions will be assigned four times throughout the course. -Principles of Training will be researched then a Personal Fitness Program will be designed and demonstrated at the end of the course. | -Activity log -Reflections -Principles of Training Research -Fitness Program Design -Fitness Program Demonstration | Students will require access to the internet and a phone or other recording device. Most students will also need access to some fitness equipment such as weights, bands, medicine balls, or mats - but this will vary student-to-student, based on their goals.
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Outdoor Education 11 provides students with an opportunity to explore outdoor pursuits and engage in skill development, while also examining safety/ risk management and the natural environment. Students will navigate their course through hands on and project based learning, and continue to explore their love for Creation and outdoor activity.
| Major Units and Topics | Assessment | Requirements |
| This course explores the following big ideas: Big Idea 1: Participation in outdoor activities allows for the development of skills in a complex and dynamic environment. Big Idea 2: Spending time outdoors allows us to develop an understanding of the natural environment and ourselves. Big Idea 3: Participating safely in outdoor activities requires communication, teamwork, and collaboration. | Assessment varies, and will include: Risk management plans Training routines Activity / fitness logs Projects Self evaluation / reflection | Students are required to be active in |
This course focuses on the idea of measuring the atom, molecules and molecules, basic chemical reactions and solution chemistry. Students will expand on their learning to a variety of experiments and real life applications.
| Major Units and Topics | Assessment | Requirements |
| Atoms and molecules are the Organic chemistry and its
The mole is a quantity used to
Matter and energy are conserved within chemical reactions
Solubility within a solution is determined by the nature of the solute and the solvent.
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| Completion of Science 10 Apologia - Exploring Creation
Extra resources provided
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This course focuses on the idea of measuring the atom, molecules and molecules, basic chemical reactions and solution chemistry. Students will expand on their learning to a variety of experiments and real life applications.
| Major Units and Topics | Assessment | Requirements |
| Atoms and molecules are the Organic chemistry and its
The mole is a quantity used
Matter and energy are conserved
Solubility within a solution is
| This is an individualized course, Activation criteria will be | Completion of Science 10 |
There are five major units of study in this mainly theoretical course. The course is designed to be an engaging online learning experience for students which includes videos, readings, assignments, projects and some lab experiences.
A strong background in the chemistry topics from Science 9 and 10 as well as math skills is required.
| Major Units and Topics | Assessment | Requirements |
| Structure and Matter
Measurement and Matter
Matter and energy are conserved Solution Chemistry
Organic Chemistry
| There are a variety of written, Labs:
| Scientific calculator Access to a printer is
Access to an image taking
Labs:
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This course will guide students in a personal discovery of creation as it pertains to the natural order of the Earth, the laws and processes by which it is governed, issues related to the geological timetable and finally the Earth’s place in the created order of the universe. Students will explore these concepts through a Christian worldview that seeks to also evaluate competing worldviews in order to equip them with the ability to evaluate each from a biblical perspective. Students will be encouraged to engage in readings, experiments, and personal discovery projects in order to experience the course material in a visual and kinaesthetic manner. This process will enable them to celebrate the immense creativity with which the earth was created and help them to further develop their faith through an appreciation of the mysterious ways in which God created.
| Major Units and Topics | Assessment | Requirements |
| Unit 1 Geology Unit 2 The Dynamic Earth
Unit 3 Water and Water Systems
Unit 4 Meteorology
Unit 5 The Environment
Unit 6: Astronomy
Final assignment
| If student chooses to use text other than recommended by teacher they will be required to complete assignments that may include but are not limited to reader response questions, powerpoint presentations, experiments and creative explorative assignments. If student chooses to use recommended text they will complete the following:
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Lab activity materials (type of materials depends on choice of lab activities- often household items) Creative activity materials (often simple household items) Teacher recommended text or other chosen resources
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This course will take you on a tour of living things and the world around you. You will consider how systems become more complex, how things are classified based on their characteristics, and explore the artistry and ingenuity of a Creator who designed amazing complex systems. Ideas about the origins of living things will also be explored as a natural extension of this study of life. This hybrid option provides a general overall framework with an abundance of options for students to select as they plan and complete their coursework.
| Major Units and Topics | Assessment | Requirements |
| Life is a result of interactions at the molecular and cellular levels.
Organisms are grouped based on common characteristics.
Evolution occurs at the population level.
| Activation Criteria:
Students have choice, but will complete content-based assignments in each unit, 3 lab activities (with formal lab write ups), and 4 projects over the course. Formative Assessment:
Summative Assessment
| Science 10 recommended but not required. Student will be required to obtain a few resources for lab activities (dependant on which activities they select). Most of the resources can be found easily at home, the grocery store or the hardware store. Specialty items, such as dissection specimens and kits can be ordered online.
Students should plan to purchase a textbook (some suggested ones)
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This course will take you on a tour of living things and the world around you. You will consider how systems become more complex, how things are classified based on their characteristics, and explore the artistry and ingenuity of a Creator who designed amazing complex systems. Ideas about the origins of living things will also be explored as a natural extension of this study of life. This individualized option allows you to fully tailor your study of biology around a unique resource or area of focus.
| Major Units and Topics | Assessment | Requirements |
| Life is a result of interactions at the molecular and cellular levels.
Organisms are grouped based on common characteristics.
Evolution occurs at the population level.
Evolution occurs at the population level.
| Students will work individually with the course 1. Activation Assignment - to be determined on an 2. Work samples demonstrating that the 3. Lab activities and formal write ups that allow for 4. 2-3 deeper learning activities or projects that | Science 10 is highly recommended, but not required. Access to an upper level biology text (either a physical text or an online version), for example
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Physics 11 is designed to engage students about the way the world around them works. There are plenty of hands-on experiments to spark interest in Physics. Students will have both a conceptual and mathematical understanding of the topics of motion, forces and energy. They will also explore the topics of nuclear fission and Einstein’s Theory of Relativity.
| Major Units and Topics | Assessment | Requirements |
| Kinematics Newton’s Laws Momentum
Forces
Wave Motion and Geometric Optics
Nuclear Fission and Fusion
Special Relativity
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Completion of Science 10 Apologia - Exploring Creation with Physics textbook
Most materials for experiments can be found in the common household
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Physics 11 is the first opportunity students have to dive deeply into our intricately designed world of energy and forces! These two culprits are responsible for everything from roller coasters, parachuting, car crashes, listening to acoustic bliss from your favourite band, to enjoying steaming hot cups of coffee, warming your hands by a fire, and playing on your favourite battery-powered devices, to name only a few of the phenomena we experience in our lives every day. Well, hopefully not the crashes.
Technically, these events fall under the more scientific concepts of kinematics, dynamics, momentum, electricity, circuits and waves, etc. But more importantly, in this course, students will find themselves absorbed and inspired - through animated instructional videos and other engaging materials - by a feast of real-life applications and discoveries of these very same concepts. This course is designed to propel students on an exciting journey toward a solid and firm understanding of the fascinating physical world that exists all around them.
| Major Units and Topics | Assessment | Requirements |
| Kinematics Forces Newton's laws Energy Electricy Circuits Waves | Students complete online practice Lab activities and application projects | Science 10 Access to a computer Zoom or Skype to |
Science for Citizens 11 is a course that allows the student to explore topics in science that they will encounter in everyday life. It is designed to build an understanding of scientific concepts while encouraging them to critically analyze the world around them.
| Major Units and Topics | Assessment | Requirements |
| Earth Systems Public and Private Health Practices Personal and Workplace Safety Innovations and Technologies | Each unit has 2 required assignments and one required mini-project Final project to conclude the course: either creation of an innovative technology or a research project | The Moodle page hosts the required resources and videos. |
Science for Citizens 11 is a course that allows the student to explore topics in science that they will encounter in everyday life. It is designed to build an understanding of scientific concepts while encouraging them to critically analyze the world around them.
| Major Units and Topics | Assessment | Requirements |
| Earth Systems Public and Private Health Practices Personal and Workplace Safety Innovations and Technologies | Each unit has 2 required assignments and one required mini-project Final project to conclude the course: either creation of an innovative technology or a research project | Resources and textbooks will be determined between the student and the teacher. |
American Sign Language 11 is a continuation from ASL 10. It is meant to be a course that furthers the students’ ability to confidently sign and learn about the Deaf culture. This is an individualized course that can be planned with the teacher or the student can also work through a Moodle course where the student can follow through the course which is an instructor guided online independent study course. Through this Moodle course the learning takes place online.
| Major Units and Topics | Assessment | Requirements |
| Topics include: Continuation of ASL 10, basic vocabulary, grammar, history, fingerspelling, numbers, terminology, and Deaf culture. | Assignments: There are a variety of assignments in this course: self-marking quizzes, midterm and a final. There are also several creative assignments such as responses to videos, creative expressions, scripture memorization and self evaluation. There are generally choices given in every assignment so you can choose what suits you best. |
This course is for students who have taken several years of Core French, including French 10 and wish to continue their study. For this course students will develop their reading, writing, listening and speaking skills. Students will work with a French speaker in their community and/or work with their teacher on a regular basis online. Reflection is also an important part of learning a language.
| Major Units and Topics | Assessment | Requirements |
| Speaking: Practising and Reading: Students will Writing: Students will Learning about Specific competencies
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The Rosetta Stone Foundations Core French program (RSF for short) comprises five (5) parts: 1. Language Training, 2. Games & Activities, 3. Live Tutoring, 4. Three projects, and 5. Three live sessions with your teacher. This is predominantly an aural/oral course.
| Major Units and Topics | Assessment | Requirements |
| Activation: Unit 13 - Cultural Tourism, Outdoor Recreation, Art & Art Museum, Fine Dining Unit 14 - Professions and Hobbies: Jobs & hobbies, Office communication, exploration and research, sending and receiving Unit 15 - At Home and Around Town: Moving house, household repairs, children & play, cars & driving Unit 16 - Style and Personal Wellness: Clothing care, getting ready, health and cleaning, groceries and cooking | Activation Component, Language Training (4 lesson subunits covering vocabulary, pronunciation, grammar, comprehension, reading, writing, speaking); 8 Live Tutoring sessions; 30 hours Games & Activities: 3 projects covering research of a famous French person, interview, and a cultural project; 3 Live sessions with teacher comprising review of learning to date plus open-ended questions. | Computer with audio speakers and microphone or headset with mic plus internet access. Grade 9 French or equivalent (discretion of teacher), RSF activation. |
This course is for students who are exploring French for the first time or who have not yet acquired the bases. For this course students will develop their reading, writing, listening and speaking skills. Students will work with their teacher on a regular basis online, as well as working independently at home. Reflection is also an important part of learning a language and will be included in the course.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
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Introduction: alphabet, Here I am: Presenting and My ideal day: vocabulary La francophonie: learning Le Petit Prince: Novel study Research project on a |
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This course is for students who have never taken French or have not established foundations. For this course students will develop their reading, writing, listening and speaking skills. Students will work with a French speaker in their community and check in with their teacher on a regular basis online. Reflection is also an important part of learning a language.
| Major Units and Topics | Assessment | Requirements |
| Basics: French alphabet, Ability to communicate using:
Stories, lives of Canadian francophones, | An initial assignment is
| A French speaking tutor, |
The Rosetta Stone Foundations program is comprised: Language Training, Games & Activities, LiveTutoring, Meetings with your Teacher, and Projects.
Language Training teaches a second language the same way you learned your first language: by pairing words to images, easily and naturally. RosettaStone mimics this process, using rich visual imagery to help learners think in a new language and to perfect pronunciation.
Games & Activities help cement the learners’ understanding by engaging in a wide range of activities designed to sharpen language skills.
Live Tutoring allows for interaction with other learners and builds confidence in an online, real-time interactive environment. By joining sessions of Live Tutoring, you practice and refine your conversational skills with native-speaking tutors. Each session builds on and reinforces what you have been learning in LanguageTraining.
Meeting with your teacher provides another opportunity for you to refine your conversational skills, ask questions, and reinforce what you are learning in the RSF program.
Term Projects: Culture and Christian Worldview projects are also required.
| Major Units and Topics | Assessment | Requirements |
| Unit 13: Tourism and Unit 14: Professions and Unit 15: At Home and Unit 16: Style and | Language training activities 30% Homework (Extended Activities) 10% Live Tutoring 30% Live sessions with teacher 10% Projects 30% | Computer and USB headset |
Designed for the intermediate German student (prerequisite: German 10), this course prepares students to enter a German 12 course. Students in collaboration with parent and teacher will create their own curriculum from a variety of resources that include grammar, culture, conversation, reading, writing, speaking, and listening.
| Major Units and Topics | Assessment | Requirements |
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Gender, case, and number Increasingly complex vocabulary,
Distinguishing features of major German
German works of art
First Peoples perspectives Ethics of cultural appropriation and | An online language program Monthly conversation meetings Minimum of 12 cultural writing Cultural activities - German food, A Grammar workbook | Working computer with Headset with microphone Purchase of textbook/workbook.
Prerequisite: German 10
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Designed for the beginning German student (no prerequisite), this course prepares students to enter a German 11 course. Students in collaboration with parent and teacher will create their own curriculum from a variety of resources that include grammar, culture, conversation, reading, writing, speaking, and listening.
| Major Units and Topics | Assessment | Requirements |
| German phonemes German letter patterns
Gender, case, and number
First Peoples perspectives
Common, high-frequency vocabulary, sentence structures, and expressions
Cultural aspects of German communities around the world
Past, present, and future time frames
Elements of common texts and stories
German works of art
Ethics of cultural appropriation and plagiarism
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Activation Project An online language program
Monthly conversation meetings with teacher
Min. 12 cultural writing samples
Cultural activities - German food, books, movies, music
A Grammar workbook
| Working computer with Internet required. Headset with microphone may be needed. Purchase of textbook/workbook. |
Designed for the beginning Spanish student (no prerequisite), this course prepares students to enter a Spanish 11 course. Students will create their own curriculum from a variety of resources that include grammar, culture, conversation, reading, writing, speaking, and listening.
| Major Units and Topics | Assessment | Requirements |
| Describing people, objects, and locations Expressing interests, opinions, and beliefs
Asking questions
Making comparisons
Describing activities, situations, and events using present, past, and future tense
Hispanic culture and contribution to society
First People’s perspectives
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*Assessments are tailored to students’ needs and interests |
Working computer with Internet required. Headset with microphone may be needed.
Purchase of textbook/workbook optional.
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Mandarin 11 uses the Rosetta Stone program (units 13-16, level 4) that consists of language lessons (speaking, listening, pronunciation, writing, review), games activities and live tutorials as well as cultural and FFPOL projects. Students are immersed in the world of Mandarin Chinese language and have the choice of completing the course in Pin Yin, simplified and traditional Chinese. Projects include the activation project which reflect cultural comparisons, First Peoples perspectives, social and cultural activities and an interview with a native Mandarin speaker.
| Major Units and Topics | Assessment | Requirements |
| Unit 13 Tourism and Recreation:
Creative Works Project
Unit 14 Professions and Hobbies:
Contributions Chinese People Project
Unit 15: At home and around town:
Unit 16: Style and Personal Wellness:
Interview Project
| Students will be assessed on the accuracy of their pronunciation, matching pictures to the correct phrases, writing, comprehension, games activities and listening skills. Criterion and the rubric for the activation and creative works project as well as the Contributions of Chinese People and the Interview are found in the Moodle course. | Unit 13: Students will complete all language lessons in this unit, 2 live tutorials and at least 3.5 hours of games activities along with the activation project and creative works project. Students should also complete their first live teacher meeting, plan for their second live teacher meeting shortly after half of their course is complete. Unit 14: Students will complete all language lessons in this unit, 2 more live tutorials for a total of 4 live tutorials by the time this unit is complete and at least 7 hours of games activities along with the interview project where students interview a native Mandarin Chinese speaker. Students should also complete their second and third live teacher meeting, review their progress in Moodle to ensure that all components outlined in the course are completed and they have submitted completion.
Unit 15: Students will complete all language lessons in this unit, 2 more live tutorials for a total of 6 live tutorials by the time this unit is complete and at least 10.5 hours of games activities along with the interview project where students interview a native Mandarin Chinese speaker. Students should also complete their second and third live teacher meeting, review their progress in Moodle to ensure that all components outlined in the course are completed and they have submitted completion. By the end of Unit 15, students should have their next project (Contributions of Chinese People) completed.
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