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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 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 |
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| 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.
|
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| 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:
|
| Major Units and Topics | Assessment | Requirements |
| Bible 6 is a study of 12 Christian doctrines. A doctrine is a set of beliefs and practices common to a group of people. Even though there are some differences in how various churches do things, or differences in what they believe it means to be a follower of Jesus, there are several common beliefs that nearly all Christians worldwide have agreed upon through the years. This course will look at the following Christian doctrines: Bible, God, Jesus, Holy Spirit, Sin, Salvation, Church, Future Things, Angels and Demons, Satan/Hell, Prayer, Communion and Baptism. | Individual weekly assignments - 50% of the course mark 3 comprehensive quizzes - 20% of the course mark Doctrinal Book Project – 15% of the course mark Memorization Project – 15% of the course mark | Each doctrine will be studied over a period of 2 weeks. There will be 3 comprehensive quizzes through the course. In the 2 week study students will hear an audio message from the writer of the course, memorize a portion of Scripture, read and respond to a lesson, watch and respond to a relevant video clip, do an activity, work on a major course project and participate in their own personal devotional time. The course is designed to take approximately 15 minutes/day, 5 days a week. |
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
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| A selection of short stories and poems engage students in a 2 novel studies: “Holes” by Writing Units; keyword | Weekly formative assessment Summative assessment on | “Holes” by Louis Sacher and “Anne of Green Gables” 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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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 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 assignments 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 participating in the weekly zoom meetings which will last up to 30 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 |
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| 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.
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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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| 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.
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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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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.
|
The name TechLAB stands for the three subjects that are covered by this hybrid program: ADST (Applied Design, Skills, and Technology), English Language Arts, and Bible. Put those together, and you get TechLAB .
Technology is the focus of TechLAB, with students learning about coding, robotics, electronics, and how to use online programs and tools. While that is awesome, what’s even better is that students will also complete English Language Arts and Bible while creating projects, following instructions, making presentations, reading a techy novel, considering poetry written by bots, researching the ethics of AI, and discussing global technology issues, and more. TechLAB has been designed for students who are interested in technology. If your child struggles with motivation to read, write, or engage thoughtfully with their schoolwork, the topics and assignments in TechLAB will grab their attention as they think about the future, the world, and technology. Furthermore, many assignments in TechLAB are submitted in video format, helping students grow in both written and verbal communication skills as they relate to technology.
TechLAB encourages students to think of their role in the world and body of Christ as creative people, made in the image of God. Students will read and write about God the Father as creator, the Holy Spirit who lives within us, and Jesus and the power of his grace. Stewardship and ethics are touched on several times throughout the year. Each week, there is an optional class meeting on Zoom, where students will discuss technology and current events, tackle coding problems together, pray for needs, discuss Biblical themes, encourage each other, and can ask questions about the course material and get help with projects and lessons. These meetings are intended to enrich your student’s learning and provide additional support. Student attendance at these online meetings is not required.
The world is becoming increasingly technological. TechLAB will help to prepare your student to be a thoughtful and skilled participant in the digital world that is emerging. TechLAB can be completed only once in grades 7,8,or 9.
This module can be taken at any point in grades 7-9 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.
Asynchronous option: This is the traditional Online model of “any time, any pace, any place.” The student works on the course independently. In TechLAB, students can choose the order in which they work on their modules. The teacher is available on Zoom to help with questions, troubleshoot coding problems, and develop writing skills. While asynchronous students will be greatly encouraged to join the weekly Zoom meetings, these meetings will be optional for students who choose to do the course at their own pace.
Synchronous: The first 15 minutes of the weekly Zoom meeting will introduce the lessons and assignments for the week, give instructions, and clarify expectations. Synchronous students commit to keeping pace with the class and to attending at least the first 15 minutes of the weekly meeting. While synchronous students will be greatly encouraged to stay for the rest of the meeting, the next 45 minutes of the meeting are optional. The TechLAB Weekly Meeting is scheduled for Mondays 10:30 – 11:30.
The synchronous option meets weekly. Yearly schedules can be found here.
Time Commitment: TechLAB meets the requirements for three subjects in one set of assignments and lessons. As a result, TechLAB requires a significant commitment of time and energy. Students should plan to work on TechLAB for 4-7 hours per week, for 32 weeks. However, because working with Lego, coding games, and building circuits can be great fun and is highly challenging, it is not uncommon for students to spend many extra hours bringing their design ideas to life. While this can add on a lot of time, the experience is enriching and satisfying for students.
| Major Units and Topics | Assessment | Requirements |
| Technology Modules In the first week of classes, students will choose three of the following ADST Modules to complete during the year:
Core Modules These modules teach specific English and ADST competencies and delve into Biblical Attributes and worldview.
| Video submissions of robotics projects and presentations in Flipgrid.
Written paragraphs, reports, short answers, creative writing assignments, and essays.
Each step of the design process will be assessed by the teacher and the student’s self-assessment.
Final projects will be assessed by the teacher and student
Rubrics are used throughout the course. | A computer, webcam, microphone and high-speed internet connection.
Choice of two novels:
Library by Chris Grabenstein
Students who choose to complete the Arduino module will need to purchase the Arduino Starter Kit (approximately $125). Students can use curriculum funds to purchase the Arduino Starter Kit.
Students who choose to complete one of the Lego Robotics modules will be able to reserve one of our Lego Kits for 8 weeks during the year for no extra cost. The Lego Software works best on PC’s. Please contact the teacher if you do not have access to a PC and would like to take this course.
Students who choose to complete the Tynker module will be set up with a Tynker account at no extra cost. |
| Major Units and Topics | Assessment | Requirements |
| Bible & is a walk through the Old Testament - "Big Picture" style. We will talk about well-known Biblical characters but the focus of this course is not to just read bible stories over again, but rather to start putting it all together as one BIG STORY. We will look at the Old Testament as God's story of His quest to get back onto right relationship with His creation. We will see how the history of the Children of Israel leads us right to Jesus | Individual weekly assignments - 60% of the course mark 3 comprehensive quizzes - 20% of the course mark TimeLine Project – 20% of the course mark Bonus marks for Scripture memorization | Each week there will be some reading to do in your own Bibles, you will listen to an audio clip, sometimes you will watch a movie or a portion of one, listen to music, build a pyramid out of sugar cubes or just write a short reflection on one of the weekly lessons. throughout the course you will be doin one major project which will be to build a 'Timeline Notebook". When the course is complete, you will have a record of how the story of God and His people unfolded. Students are also encouraged to participate regularly in a faith community, have their own personal devotional time, pray and memorize Scripture. |
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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
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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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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.
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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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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 |
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| 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 |
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| 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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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 |
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| 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
|
Mandarin 8 uses the Rosetta Stone program (units 7 and 8, 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 7 Friends and Social Life: Activation project, social life, leisure-time activities, activity planning, formal imperative, months of the year, planning an event, methods of communicating, how to write and say dates, informal imperative, numbers 100 through 1,000, types of parties, possession, phone etiquette, demonstrative words: “this,” “that,” “these” and “those”, adverbs of place: “here” and ”there”, party language, comparisons, accepting/declining an invitation
Creative Works Project
Unit 8 Dining and Vacation:
New form of the future, food and restaurant language, landmarks, architectural features, musical instruments, art media, religious buildings, emotions, sight-seeing verbs, sequencing words, common vacation activities, places to go on vacation, things to see on vacation, vacation-themed clothing, weather
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. 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 7: 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 completed Unit 8: 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 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.
|
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| 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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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) |
Mathematics 9 builds upon the fundamental course work in previous years by exploring more complex arithmetic related to the topics of financial literacy, rational numbers, and proportional reasoning. It introduces and explores newer these topics: exponents, polynomials, linear relations, linear equations and statistics.
As math education develops beyond the fundamental operations of addition, subtraction, multiplication and division, the concepts and skills become more complex and conceptual. As such, Mathematics 9 will give students a solid foundation for these deeper algebraic and abstract ideas.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Financial Literacy - Students build upon their basic understanding of money but exploring topics like budgets and balance sheets, while also learning the basics of simple and complex interest. Exponents - This unit introduces the concept of exponents as it relates to both numerical values and algebraic values. The chapter explores the important rules of how to use exponents in various mathematical contexts. Polynomials - This chapter introduces the concept of the polynomial and how it is defined. It explores how polynomials can be manipulated to combine like terms as well as using the application of the distribution property. Rational Numbers – This chapter explores the fundamental mathematical operations but using any and all rational numbers including negative numbers, fractions and decimals. Linear Relations – This chapter introduces the concept of the Cartesian coordinate plane and how to plot points in two-dimensions. It further explores the concept of lines of best fit the corresponding aspect of interpolation and extrapolation. Linear Equations – This chapter covers the very important concept in algebra of “solving for x.” Students will explore how to manipulate linear equations such that x is on one side of the equation and everything else is put on the other side. Proportional Reasoning – This chapter further explores the concept of similarity using ratios and scales. How do blueprints for a house work? And what makes a shape proportional to another? Statistics – This chapter introduces the idea of probability and explores concepts like averages, medians and modes. It also covers the concept of bias in data collection and analysis. | Assignments: In each chapter there are study notes to be filled out, an assignment (or a project) and a chapter test. NOTE: A student at the beginning of the course will choose 2 of 4 possible projects to complete. For the chapters in which they’ve chosen to do a project, they will not need to complete the assignment. |
Mathematics 9 builds upon the fundamental course work in previous years by exploring more complex arithmetic related to the topics of financial literacy, rational numbers, and proportional reasoning. It introduces and explores newer these topics: exponents, polynomials, linear relations, linear equations and statistics.
As math education develops beyond the fundamental operations of addition, subtraction, multiplication and division, the concepts and skills become more complex and conceptual. As such, Mathematics 9 will give students a solid foundation for these deeper algebraic and abstract ideas.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Financial Literacy - Students build upon their basic understanding of money but exploring topics like budgets and balance sheets, while also learning the basics of simple and complex interest. Exponents - This unit introduces the concept of exponents as it relates to both numerical values and algebraic values. The chapter explores the important rules of how to use exponents in various mathematical contexts. Polynomials - This chapter introduces the concept of the polynomial and how it is defined. It explores how polynomials can be manipulated to combine like terms as well as using the application of the distribution property. Rational Numbers – This chapter explores the fundamental mathematical operations but using any and all rational numbers including negative numbers, fractions and decimals. Linear Relations – This chapter introduces the concept of the Cartesian coordinate plane and how to plot points in two-dimensions. It further explores the concept of lines of best fit the corresponding aspect of interpolation and extrapolation. Linear Equations – This chapter covers the very important concept in algebra of “solving for x.” Students will explore how to manipulate linear equations such that x is on one side of the equation and everything else is put on the other side. Proportional Reasoning – This chapter further explores the concept of similarity using ratios and scales. How do blueprints for a house work? And what makes a shape proportional to another? Statistics – This chapter introduces the idea of probability and explores concepts like averages, medians and modes. It also covers the concept of bias in data collection and analysis. | Assignments: In each chapter there are study notes to be filled out, an assignment (or a project) and a chapter test. NOTE: A student at the beginning of the course will choose 2 of 4 possible projects to complete. For the chapters in which they’ve chosen to do a project, they will not need to complete the assignment. |
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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
|
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
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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 |
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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| 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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Mandarin 9 uses the Rosetta Stone program (units 9 and 10, 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 9 Home and Health: Activation project, backyard, related verbs and nouns, comparison words, kitchen, bathroom, living roomChore-related verbs, sports, exercise, time-related adverbs: “always,” “never” and “sometimes, body parts, minor injuries, first aid, Creative Works Project Unit 10 Life and World: Subjunctive mood, pronouns and adverbs: “everyone,” “everything,” “probably” and “nothing, geography, birth, marriage, death, present perfect, present perfect continuous, cardinal directions, new countries, oceans, types of trees, climatic regions, possessive pronouns, animals, new adjectives, possessive pronoun 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 9: 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 10: 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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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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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.
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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Activation Project UNIT 9 – Home and Health UNIT 10–Life and World
|
| 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 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 assignments 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 participating in the weekly zoom meetings which will last up to 30 minutes.
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. |
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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 |
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 |
Have you ever wanted to connect and meet HCOS students in a meaningful way? Then this is the course for you! In this synchronous course, we will follow the outline of the online CLE course together. In our weekly meetings, we will be talking with working individuals who are living out their faith within their careers in a series called, “Christians in the Workplace”. You will get to hear from a pastor, grocery store manager, nurse, counselor, doctor, teacher, electrician, engineer, urban planner, accountant, personal trainer and more! We will then apply our learning to help you examine who am I, what is my plan, what tools do I need for the journey? This course it a lot about self-reflection and listening to what the Lord is calling you towards and in this we recognise that you are just beginning to prepare for the amazing future God has prepared in advance for you.
| 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 mentor/guardian. | Completed Grade 9 Career Education |
IF YOU ARE SELECTING THIS OPTIONAL ADDITIONAL COURSE TO THE HUM10 PROGRAM, 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 – Literary Studies 10 (2 credits)
Humanities 10 is far more than just a 4 in 1 plus 1 course credit arrangement. The option to add Leadership 10, featuring a deep dive into the joy of Gospel Leadership, is an efficient way to build a high school graduation transcript attractive to both post-secondary employers and institutions of higher education.
In Mark 8: 43-45, we are given a glimpse into the essence of Gospel Leadership.
And calling the crowd to him with his disciples, he said to them, “If anyone would come after me, let him deny himself and take up his cross and follow me. For whoever would save his life will lose it, but whoever loses his life for my sake and the gospel's will save it.
Along with receiving full credit for the core Humanities program, students who serve at home, at church, and/or in the community can get valuable course credit and recognition for their efforts. Encouragement and guidance through debriefing sessions focusing on the Gospel Leadership model are a key aspect of this additional feature to the core Humanities 10 program.
| Major Units and Topics | Assessment | Requirements |
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Virtual Live Event Log Leadership Journal Mentor Interview Event Leadership | Access to volunteer or paid leadership opportunities at home, at church, and/or in the community is an asset. |
Servanthood is a crucial aspect of Gospel Leadership. A crucial part of Gospel Leadership is submission. In the Leadership 10 course, students will explore and examine Biblical examples of leadership and begin to develop an understanding of how their own talents and giftedness interface with the principles of Gospel Leadership.
In Mark 8: 43-45, we are given a glimpse into the essence of Gospel Leadership.
And calling the crowd to him with his disciples, he said to them, “If anyone would come after me, let him deny himself and take up his cross and follow me. For whoever would save his life will lose it, but whoever loses his life for my sake and the gospel's will save it.
Leadership fundamentally is a spiritual endeavour that involves submission and obedience to the leading of the Spirit of God.
In Leadership 10, students will have the opportunity to develop and employ leadership skills. This will require reflection and prayer over experiences and projects while working in community with peer leaders interested in blessing both HCOS and surrounding local communities.
| Major Units and Topics | Assessment | Requirements |
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Topic 1: The Example of Gospel Leadership
Topic 2: The Foundation of Gospel Leadership
Topic 3: The Humility of Gospel Leadership
Topic 4: The Courage of Gospel Leadership
Topic 5: The Purpose of Gospel Leadership
| Major Event 1: 15% Major Event 2: 15% Major Event 3: 15% Major Event 4: 15% Virtual Live Event Log: 20% Leadership Journal: 20% |
No prerequisites.
Access to volunteer or paid leadership opportunities at home, at church, and/or in the community is an asset and will enable efficient course completion.
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Course description to come.
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Course description to come.
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Course description coming soon.
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Course description coming soon.
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Course description coming soon.
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Imagine that you were offered a chance to go out for lunch with a man who had travelled the world, whose writing was part of the best-selling collection of books of all time, who had been unjustly imprisoned on multiple occasions, had been severely beaten with whips by his own people five times, who had been shipwrecked, and who’d had angry mobs throw rocks at him until they thought he was dead. Would going for lunch with that person intrigue you? Do you think you might be able to hear some pretty amazing stories?
Unfortunately, you won’t be able to go out for lunch with this man, because he’s dead. And he’s actually been dead for quite a while. However, many aspects of his life story have been written down, and many of his letters have been carefully preserved. The person, of course, is the Apostle Paul.
In this module, you will have the opportunity to learn about Paul’s life, to study his letters, and hopefully be shaped and changed by them. There is even the possibility that Paul might help you to see God in a new way, or your faith in a new way, or even your purpose in life in a new way. Sure, you can’t have lunch with the guy, but keep reading. It might just be the next best thing.
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Do you remember what it was like the first time you had a chance to babysit your little brother or sister? Mom and dad put you in charge, and once they went out the door, you clenched your eleven year old fist and said something like this: “Mwa ha ha! The power! The absolute power!”
Leadership, though, is not about abusing your authority to compel somebody to do what you want them to do. If you want to be an effective leader, you’ll need a better method than brute force and fear.
That’s where Jesus comes into the conversation. Leadership, he said, is not about lording it over people -- the ancient equivalent of being a big bully boss -- but about serving. It isn’t about getting to the top of the heap, it is about willingly helping people out who are at the bottom of the heap. It isn’t about sending other people out to sacrifice themselves for you, it was about sacrificing yourself for others.
The “Learning to Lead Like Jesus” module will look closely at what Jesus taught about servant leadership and at how he modelled leadership during his life. Then, you will be given an opportunity to lead somewhere in your own community. Where can you lead? How can you serve? How can you make a difference in the world?
| Major Units and Topics | Assessment | Requirements |
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| Students must complete all lessons and assignments Each lesson is designed to take approximately 60 minutes, with the final practicum assignment taking approximately 10 hours for field work and two hours of reflection and journaling time
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There’s a saying that not everything old is bad, and not everything new is good. This is definitely true for music, for visual works of art, for books, and for catch phrases used by teenagers. Some new books are lit, but some old books are pretty groovy. Some books that are new you might think are the GOAT, but others are pretty lame, or if you grew up in the 90’s, gnarly or bogus.
There are also books, some that are well over a thousand years old, that continue to be read and appreciated in spite of their age. Some authors, long after they have died, continue to speak to the church and impart their wisdom. Some more recent books have also come to be seen as classics, achieving wide readership and acceptance in many different church traditions.
In this module, you will have the opportunity to read two books that have been widely influential in the Christian faith and are considered to be classics. All of the book selections that have been chosen have had an impact on the way Christians understand and live out their faith in Jesus Christ. Choose wisely -- perhaps they will impact you too.
| Major Units and Topics | Assessment | Requirements |
|---|---|---|
| Students will select two books from a list of 15 Christian classics. |
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In the darkest days of World War II, many people faced incredibly difficult moral choices. Some had to choose whether to risk the lives of their families in order to hide their Jewish neighbours. Others who had been taught to always tell the truth had to decide whether lying could be permissible if it kept someone safe from harm. Others, facing starvation, needed to determine whether stealing would be justifiable to stave off death through hunger.
Choices like this are a test for anyone who has a desire to live a morally pure life. There are so many difficult questions to ask. How does a person decide what is right and wrong? Is it morally acceptable to do something that is wrong in order to prevent something else wrong from happening? Are there firm rules governing what is right and wrong, or are there simply principles to live by which need to be examined on a case-by-case basis? If someone believes in the centrality of scripture, how can the Bible be used to inform moral choices two or three thousand years after it was written?
This module will give you an opportunity to learn some important skills for wrestling with what’s right. You will have an opportunity to exercise your moral muscles, so when the time comes and you are faced with your own ethical dilemmas in life you will be ready.
| Major Units and Topics | Assessment | Requirements |
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assignments
60 minutes, with the final project taking 6-10 hours total |
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 students also have the option to add
• Humanities 10 - Leadership 10 (4 credits)
Humanities 10 is far more than just a 4 in 1 plus 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.
Furthermore, the option to add Leadership 10, featuring a deep dive into the joy of Gospel Leadership, is an efficient way to build a high school graduation transcript attractive to both post-secondary employers and institutions of higher education. The possibilities are limitless with this multifaceted and multi-genre program.
IMPORTANT NOTE: Students who have finished Christian Studies 10 previously as a singular course can get credit for Humanities 11 - Christian Studies 11 as long as it is completed in conjunction with Humanities 10 - Literary Studies + Composition 10 and Humanities 10 - Social Studies 10.
| 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. |
Course description coming soon.
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Course description coming soon.
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Course description coming soon.
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This self-paced online course guides students through Composition 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 writing skills while exploring the power of literature and the nature of justice.
NOTE: This is not a 4-credit course.
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Individualized Composition 10 is for students who would like to strengthen their skills in expository, opinion, persuasive, descriptive and/or narrative writing.
NOTE: This is not a 4-credit course.
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This synchronous hybrid course specifically supports reluctant and/or developing writers in bringing their foundational composition skills up to grade-level. Jump In! (available in paperback and digital formats) is the primary text. Weekly class meetings on Zoom provide additional guidance and interaction. Assignments are built upon personally selected topics of interest, allow opportunities for revision, and can be developed further for credit in New Media 10 or Spoken Language 10. Flexible workload options available for those on IEP.
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This synchronous hybrid course specifically supports reluctant and/or developing writers in bringing their foundational composition skills up to grade-level. Jump In! (available in paperback and digital formats) is the primary text. Weekly class meetings on Zoom provide additional guidance and interaction. Assignments are built upon personally selected topics of interest, allow opportunities for revision, and can be developed further for credit in New Media 10 or Spoken Language 10. Flexible workload options available for those on IEP.
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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. | Please sign up for the online synchronous course options for BOTH English Language Arts: Composition 10 AND English Language Arts: Literary Studies 10. 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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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. Major Units and Topics Assessment Requirements
| Major Units and Topics | Assessment | Requirements |
|---|---|---|
| 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.
| Please sign up for BOTH English Language Arts: Composition 10 (combo) AND English Language Arts: Literary Studies 10 (combo) courses. This online course blends Composition 10 and Literary Studies 10 together to meet the 4-credit requirement for grade 10 Language Arts. |
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. |
This synchronous hybrid course uses Writing Fiction in High School as a guide for developing foundational writing skills and literary understanding through fun, bite-sized creative writing exercises. Weekly class meetings on Zoom provide additional guidance and interaction. Assignments, submitted via Moodle website, allow opportunities for personal choice and revision. Flexible workload options available for those on IEP.
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An online Moodle website will serve as a tool to support students in tracking their progress for this course.
Activation Assignments consist of an introductory autobiography & personal response to literary work.
Formative and summative assignments are woven throughout the course, providing students with opportunities to develop and demonstrate their skills through a variety of forms; no tests or exams.
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Humanities 10 is far more than just a 4 in 1 plus 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.
Furthermore, the option to add Leadership 10, featuring a deep dive into the joy of Gospel Leadership, is an efficient way to build a high school graduation transcript attractive to both post-secondary employers and institutions of higher education. The possibilities are limitless with this multifaceted and multi-genre program.
If you are selecting this course, also select the courses below to ensure you are enrolled in all the necessary courses:
Humanities 10 students also have the option to add
| Major Units and Topics | Assessment | Requirements |
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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 - Christian Studies 10 (4 credits)
• Humanities 10 – Composition 10 (2 credits)
Humanities 10 students also have the option to add
• Humanities 10 - Leadership 10 (4 credits)
Humanities 10 is far more than just a 4 in 1 plus 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.
Furthermore, the option to add Leadership 10, featuring a deep dive into the joy of Gospel Leadership, is an efficient way to build a high school graduation transcript attractive to both post-secondary employers and institutions of higher education. 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. |
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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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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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. |
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. |
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. |
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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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.
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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.
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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.
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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.
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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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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 | 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 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.
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| 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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Designed for the intermediate French student in Grade 10-12 as a continuation of French Level E (prerequisite: French Level E). 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 11 and 12) |
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Working computer with Internet Required
Rosetta Stone Foundations
USB Headset with microphone
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Designed for the intermediate French student in Grade 10-12 as a continuation of French Level E (prerequisite: French Level E). Students will do interactive lessons through the Rosetta Stone Foundations website and complete some cultural assignments in Moodle.
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 assignments 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 participating in the weekly zoom meetings which will last up to 60 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| Major Units and Topics | Assessment | Requirements |
| Rosetta Stone Level 3 (Units 11 and 12) |
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Working computer with Internet Required
Rosetta Stone Foundations
USB Headset with microphone
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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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Spanish 10 is a beginning-intermediate course intended for students with Spanish 5-9 or equivalent. This course covers Units 11 and 12 in Rosetta Stone Foundations and prepares students for Spanish 11.
The Rosetta Stone lessons will be accompanied by other learning activities, such as group conversation sessions, games and stories, oral and written activities, two cultural projects, two formal (virtual) assessments with the teacher, and a final (home-proctored) exam. This course can be completed in a minimum of 15 weeks.
| 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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Spanish 10 is a beginning-intermediate course intended for students with Spanish 5-9 or equivalent. This course covers Units 11 and 12 in Rosetta Stone Foundations and prepares students for Spanish 11.
The Rosetta Stone lessons will be accompanied by other learning activities, such as group conversation sessions, games and stories, oral and written activities, two cultural projects, two formal (virtual) assessments with the teacher, and a final (home-proctored) exam.
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 assignments 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 participating in the weekly zoom meetings which will last up to 60 minutes.
The synchronous option meets weekly. Yearly schedules can be found here.
| 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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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 students also have the option to add
• Humanities 10 - Leadership 10 (4 credits)
Humanities 10 is far more than just a 4 in 1 plus 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.
Furthermore, the option to add Leadership 10, featuring a deep dive into the joy of Gospel Leadership, is an efficient way to build a high school graduation transcript attractive to both post-secondary employers and institutions of higher education. 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. 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 10 is best completed as a linear program starting in September but other special arrangements can be made if necessary after consultation with the Hum10 teaching team. |
Abbotsford and Chilliwack CCPlus
Martin Luther King Jr. said, “The arc of the moral universe is long, but it bends toward justice.” Looking at the last 100 years of history could cause us to question the truth of this quote. After all, the Holocaust, Hiroshima and Nagasaki, the Vietnam War, and genocide in Rwanda and Yugoslavia are clear evidence of the depth of human sin. However, the past 100 years has also has many advancements for justice, such as the Universal Declaration of Human Rights, desegregation and the end of apartheid, and the fall of communism in many parts of the world. And where has God been in all of this? What does the Bible say about God’s heart for justice, and how is Christ’s work of reconciliation and redemption tied into the pursuit of justice on this side of eternity? In Humanities 10, students will not only gain a better understanding of the last 100 years of human history from a Canadian perspective, but they will have the opportunity to read, write, and speak about who we are as the human race. They will hopefully develop their own hearts for justice, in the hopes that in the next 100 years the moral arc of the universe will bend a little farther in the right direction.
Grade 10 students who enrol in this Humanities course through the Abbotsford or Chilliwack CC+ will earn credit for Literary Studies 10, Composition 10, Social Studies 10, and Christian Studies 10 for a total of 12 credits.
Grade 11 students who completed Humanities at CC+ in a previous year can also register to earn credit for Literary Studies 11, Social Studies 10, and Christian Studies 11 for a total of 12 credits
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This course is delivered through Abbotsford and Chilliwack Community Connections. Registration for these courses must be completed through Learning Groups. Classes will meet for 30 weeks. Approximately half of instructional time will be face to face in Community Connections. The other half will be delivered in an online format, with students completing weekly assignments in each of the courses. |
Langley CCPlus
Click Course Schedule for a detailed description of expectations including weekly classes, online lectures, virtual sessions, and field trips.
Humanities 10/11 (Langley CC plus) includes the following course combinations:
• Humanities 10/11 - Social Studies 10/11 (4 credits)
• Humanities 10/11 - Christian Studies 10/11 (4 credits)
• Humanities 10/11 - Literary Studies and/or Composition 10/11 (4 credits)
• Humanities 10/11 - Leadership 10/11 (4 credits)
Note that grade levels assigned depend on courses completed in prior years according to a student’s official transcript of grades.
Humanities 10/11 is far more than just a 16 credit arrangement. Although students receive full credit for a number of important graduation program courses, the integrated approach, which Humanities 10/11 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 10/11 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.
Furthermore, adding Leadership 10/11, featuring a deep dive into the joy of Gospel Leadership, is an efficient way to build a high school graduation transcript attractive to both post-secondary employers and institutions of higher education. The possibilities are limitless with this multifaceted and multi-genre program.
| Major Units and Topics | Assessment | Requirements |
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home-initiated activities/excursions. |
This course is delivered through Langley Community Connections. Registration for these courses must be completed through Learning Groups.
Attendance of weekly FACE-TO-FACE classes and LIVE lectures/ tutorials with the teaching team using ZOOM video conferencing. 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 |
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| 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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Career Life Connections and the capstone project are a required component of graduation in BC. Students will explore personal career-life development, connections within their community and career-life planning.
| Major Units and Topics | Assessment | Requirements |
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Career Life Connections and the capstone project are a required component of graduation in BC. Students will explore personal career-life development, connections within their community and career-life planning.
| 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 Career Life Education |
Have you ever wanted to connect and meet fellow HCOS graduating students in a meaningful way? Then this is the course for you! In this synchronous course, we will follow the outline of the online CLC course together. In our weekly meetings, we will be talking with working individuals who are living out their faith within their careers in a series called, “Christians in the Workplace”. You will get to hear from a pastor, grocery store manager, nurse, counselor, doctor, teacher, electrician, engineer, urban planner, accountant, personal trainer and more! In Career Life Connections, you will take your learning in CLE and from our series look at specifically what it looks like to work “Christianly.” You will explore and make decisions on personal career-life development, connections within their community and career-life planning. You will also complete the Capstone Project and share this with others in our class.
| Major Units and Topics | Assessment | Requirements |
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