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
|
The ability to design, make, acquire, and apply skills and technologies is important in the world today and key in the education of citizens for the future.
The Applied Design, Skills, and Technologies (ADST) curriculum is an experiential, hands-on program of learning through design and creation that includes skills and concepts from traditional and First Peoples practice; from the existing disciplines of Business Education, Home Economics and Culinary Arts, Information and Communications Technology, and Technology Education; and from new and emerging fields. It fosters the development of the skills and knowledge that will support students in developing practical, creative, and innovative responses to everyday needs and challenges.
Design involves the ability to combine an empathetic understanding of the context of a challenge, creativity in the generation of insights and solutions, and critical thinking for analyzing and fitting solutions to context. To move from design to final product or service requires skills and technology.
| Major Units and Topics | Assessment | Requirements |
|
• Designs can be improved with prototyping and testing.
• Skills are developed through practice, effort, and action.
• The choice of technology and tools depends on the task.
|
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
The Ignite Theatre class meets weekly on Wednesdays and will cover Arts Education 5 and Careers 5. In Ignite Theatre students learn performing arts concepts through weekly practice and are committed to a high standard of excellence as they develop skills in acting, singing, and choreography to produce high-caliber musicals. Our educational community of committed students, talented instructors and amazing parents feel like family and together will put on six professional performances of ‘The Newsies’ in May 2021 with impressive costumes and set design. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
|
Formative and summative assessment of the Grade 5 core and course competencies incorporating audition evaluation form, oral presentation, songs, choreography, performance rubric, self-assessment, observations of growth and working from feedback, homework assignments, and others. |
Attendance at weekly classes Sept to May. Application and acceptance into the class via Cvent link is required; see https://learninggroups.ca/ These courses are added internally. Completion of all assignments Commitment from students and parents regarding volunteer committees and attendance through Theatre week in May. Review all communication sent from the CC coordinator.
|
Arts Education Grade 5 is a required course for Grade 5 in B.C. The Arts Education curriculum strives to encourage students’ artful habits of mind through engaged arts learning. The curriculum includes a general arts program, as well as four core discipline-specific programs – dance, drama, music, and visual arts – that capture the language, activities, and experiences unique to each of those disciplines.
| Major Units and Topics | Assessment | Requirements |
| Engaging in creative expression and experiences expands people’s sense of identity and belonging. Artists experiment in a variety of ways to discover new possibilities and perspectives. Dance, drama, music, and visual arts are each unique languages for creating and communicating. Works of art influence and are influenced by the world around us. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
Career Education grade 4-5 is a required course for Kindergarten in B.C. The Career Education curriculum strives to encourage students’ to learn through self-discovery, growth in competence and the ability to learn from experiences in educational, work-related and personal life contexts. In Career Education grade 4-5, career-life development is largely about the expanding sense of self, positive community engagement, and reflection on learning and goal-setting. Students develop an awareness of their personal interests and strengths, and the roles and responsibilities of family, school, and community in supporting their lifelong learning journey.
| Major Units and Topics | Assessment | Requirements |
|
Public identity is influenced by personal choices and decisions. Exploring our strengths and abilities can help us identify our goals Leadership requires listening to and respecting the ideas of others. Family and community relationships can be a source of support and guidance when solving problems and making decisions. Good learning and work habits contribute to short- and long-term personal and career success. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible).
|
What is love? Is love something we feel, or something we do, or is it both? Is love just liking something a lot, or is there more to it than that? If we can use the word “love” to describe how we feel about ice cream but also how we feel about our families or our friends, isn’t that a little confusing? Obviously, families are much more important than ice cream.
So love might be a confusing word, but thankfully a lot of really good stories and poems are about love, and reading and writing stories and poems about love can be a helpful way to learn about it. When we read a story about how people show love to their families or their pets it can help us to make connections in our hearts to similar experiences in our own lives. When we write stories about people that we care about, that can help us realize just how much we care about them. It might even help us to love them more.
So that’s what English Language Arts 5 is all about. You get to read and write stories and poems about love because love might be a little confusing, but love might just be one of the most powerful forces on Earth.
| Major Units and Topics | Assessment | Requirements |
| Creative Writing The Miraculous Journey of Edward Tulane Novel Study Short Stories and Poetry Literature Circles Media Studies Oral Storytelling | Short Story assignment Book Talk presentation Best Poems assignment What is Love paragraphs Oral Storytelling project | Required Texts: |
What is love? Is love something we feel, or something we do, or is it both? Is love just liking something a lot, or is there more to it than that? If we can use the word “love” to describe how we feel about ice cream but also how we feel about our families or our friends, isn’t that a little confusing? Obviously, families are much more important than ice cream.
So love might be a confusing word, but thankfully a lot of really good stories and poems are about love, and reading and writing stories and poems about love can be a helpful way to learn about it. When we read a story about how people show love to their families or their pets it can help us to make connections in our hearts to similar experiences in our own lives. When we write stories about people that we care about, that can help us realize just how much we care about them. It might even help us to love them more.
So that’s what English Language Arts 5 is all about. You get to read and write stories and poems about love because love might be a little confusing, but love might just be one of the most powerful forces on Earth.
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 |
| Creative Writing The Miraculous Journey of Edward Tulane Novel Study Short Stories and Poetry Literature Circles Media Studies Oral Storytelling | Short Story assignment Book Talk presentation Best Poems assignment What is Love paragraphs Oral Storytelling project | Students must have access to Zoom with a working camera and microphone Required Texts: |
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
|
Mathematics 5 is a required course for Grade 5 in B.C. Mathematical values and habits of mind go beyond numbers and symbols; they help us connect, create, communicate, visualize, and reason, as part of the complex process of problem solving. These habits of mind are valuable when analyzing both novel and complex problems from a variety of perspectives, considering possible solutions, and evaluating the effectiveness of the solutions. When developed early in life, mathematical habits of mind help us see the math in the world around us and help to generate confidence in our ability to solve everyday problems without doubt or fear of math.
| Major Units and Topics | Assessment | Requirements |
|
Numbers describe quantities that can be represented by equivalent fractions. Computational fluency and flexibility with numbers extend to operations with larger (multi-digit) numbers. Identified regularities in number patterns can be expressed in tables. Closed shapes have area and perimeter that can be described, measured, and compared.
| This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family.
|
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
Physical Education is a required course for all K-9 grades. Grade 3-5 main goals are for students to learn about adopting healthy personal practices and strategies to protect ourselves and others, they are also expected to learn how movement skills and strategies help us learn how to participate in different types of physical activities and environments. The Physical and Health Education (PHE) curriculum aims to empower students to develop a personalized understanding of what healthy living means to them as individuals and members of society in the 21st century. The PHE curriculum focuses on well-being — the connections between physical, intellectual, mental, and social health.PHE is designed to develop the knowledge, skills, and understandings that students need for lifelong physical health and mental well-being.Students can apply the knowledge, processes, and skills learned to their daily lives while engaging in an exploration of what healthy living means and looks like for them. With the uniqueness of each student in mind, the curriculum facilitates a deep understanding of both physical and health literacy to provide students with the theoretical and practical foundations to embrace their interests and passions and have a healthy active lifestyle.
| Major Units and Topics | Assessment | Requirements |
|
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
This class meets weekly on Tuesdays and will cover Science 5, Social Studies 5, Arts Education 5 and Physical and Health Education 5. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as some homework to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
| Science: Sun, Earth and moon in space. Living things sense and respond to their environment. Matter and changing Phases. Energy Transformations. Social Studies: Aspects of life of various First Nations People groups. Mapping skills. Explorers of Canada, Effects on First Nations peoples and use of Canada’s resources. Conflict and cooperation with First Nations Peoples. BC’s history in joining Canada. Confederation. Arts Education: Music including rhythm, worship songs, First Nations songs, composers and famous pieces. Visual Art including learning specific Canadian artists and First Nations techniques. Artistic projects connected to Social Studies and Science themes. Physical and Health Education: Physical literacy and skill building including kicking, hitting, aim and scoring, passing, dribbling through drills and relays. Play is the Way games and basketball, volleyball, badminton, baseball, hockey, ultimate frisbee and soccer. Exercise through the week at home and family discussions of health topics, like healthy food and body image. Social, mental and community health discussions. *topics are subject to change from year to year
|
Formative and summative assessment of the Grade 5 core and course competencies through varied strategies including group sharing and activities, oral or written assignments, and participation. |
Attendance at weekly classes September through May. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all assignments Attendance at weekly classes from September through June. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all course assignments; in-class and at home components. Review all communication sent from the CC coordinator and teacher, generally through email.
|
This class will cover Science 5, Social Studies 5 and PHE 5; Wisdom will meet on Wednesdays and Thrive on Tuesdays. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as homework to complete all course requirements. This class meets weekly on Wednesdays. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Social Studies: Canada’s People and Government, Legacies of Canada’s Policies and Practices (immigration, minorities, natural resources, multiculturalism) Science: Human Body Systems, Simple Machines and Energy, Rocks and Minerals, Homogenous Solutions PHE: Healthy Personal Practices and Strategies, Emotional and Mental Health, Active Living *topics are subject to change from year to year |
Formative and summative assessment of the grade 5 core and course competencies incorporating varied strategies including presentations, oral or written assignments, collaborative activities, research and participation. |
Attendance at weekly classes from September through June.
Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally.
Completion of all course assignments; in-class and at home components.
Review all communication sent from the CC coordinator and teacher, generally through email.
|
This class meets weekly on Thursdays and will cover Science 5, Social Studies 5, and Arts Education 5. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as some homework to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Science: Living things in their environment. Matter and its phases. Energy Transformations. Motion of the earth and moon and resulting patterns. Social Studies: Map Skills. Canada’s natural resources. European Contact with First Peoples of Canada, Early Explorers, Fur Trade, Immigration to Canada, Canadian Railway, Gold Rush, Arts Education: Visual Art elements and techniques. Music elements and participation. Aboriginal art. Art Appreciation. Collage and texture. *topics are subject to change from year to year | Formative and summative assessment of the Grade 5 core and course competencies incorporating varied strategies including group sharing and activities, oral or written assignments, and participation. |
Attendance at weekly classes from September through June. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all course assignments; in-class and at home components. Review all communication sent from the CC coordinator and teacher, generally through email.
|
This weekly class will meet Thursdays and cover Science 5, Social Studies 5, and PHE 5. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as some home activities to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Social Studies: Conflict Caused by Economic Self-interest, Global Issues, Systems of Government, Impact of Media Science: Human Body, Everyday Mixtures, Newton’s Three Laws and Balancing Forces, Solar System PHE: Physical Literacy, Group Games in a variety of sports and developing ball skills and overall fitness. FITT and SAID principles. Healthy living choices, Taking care of Self, Healthy relationships, Facets of good whole health *topics are subject to change from year to year | Formative and summative assessment of the grade 5 core and course competencies incorporating varied strategies including group sharing, oral or written assignments, collaborative activities, and participation. |
Attendance at 30 weekly classes from September through May. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all course assignments; in-class and at home components. Review all communication sent from the CC coordinator and teacher, generally through email.
|
This class meets weekly on Thursdays and will cover Science 5, Social Studies 5, and Arts Education 5. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as some home activities to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Science: Diversity of living things, habitats, food chains, ecosystems. Landforms and Erosion. Matter. Thermal Energy. Social Studies: Building community. Citizenship and culture. Many aspects of Canada’s Indigenous peoples (food, tools, art, transportation, homes, etc.). Global Indigenous People groups. Arts Education: Activities integrated into Science and Social Studies unit studies may include but are not limited to: -Readers’ Theatre/drama -Study/discuss artists and their work - use mixed media/ materials to create art projects inspired by their learning |
Formative and summative assessment of the Grade 5 core and course competencies incorporating varied strategies including group sharing, oral or written assignments, collaborative activities, and participation. |
Attendance at weekly classes for 30 weeks Application and acceptance into the class via Cvent link is required; see https://learninggroups.ca/ These courses are added internally. Completion of assignments Review all communication sent from the CC coordinator and teacher, generally through email.
|
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
|
Science and scientific literacy play a key role in educating citizens of today for the world of tomorrow. Critical to succeeding in this endeavour are the core competencies that provide students with the ability to think critically, solve problems, and make ethical decisions; to communicate their questions, express opinions, and challenge ideas in a scientifically literate way; and to exercise an awareness of their role as ecologically literate citizens, engaged and competent in meeting the responsibilities of caring for living things and the planet.
| Major Units and Topics | Assessment | Requirements |
|
Biology: •Multicellular organisms have organ systems that enable them to survive and interact within their environment. Chemistry: • Solutions are homogeneous. Physics: • Machines are devices that transfer force and energy. Earth Space: • Earth materials change as they move through the rock cycle and can be used as natural resources. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
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 |
The aim of the Français langue première (French Language Arts) curriculum is to help students become informed and educated citizens, capable of exerting a positive influence on the society in which they live.
Through the discovery and exploration of literature, art, and culture, students will deepen their understanding of general culture. By developing critical and creative thinking, they will demonstrate discernment, sensitivity, insight, and open-mindedness.
| Major Units and Topics | Assessment | Requirements |
|
• Texts create a portrait of an era and a population’s values, practices, and beliefs. • The meaning of a text is a function of form as well as words. •Using references and examples gives our arguments more credibility. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
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), story readings 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: Activation project, people and common activities, third-person pronouns and plurals, definite and indefinite articles, singular, plural, gendered nouns, subject-verb agreement, greetings and farewells, common foods, animals, everyday items, direct objects, negation, direct mixed-gendered “they”, using “what” to ask a question, yes/no questions, present progressive tense, adjectives, personal pronouns, colours, sizes, professions, first and second person pronouns, nouns, direct objects, quantity comparisons, numbers 1-6, household and clothing words, using “who” and “how many” to form a question, quantity comparison. Creative Works Project Unit 2: Greetings and Introductions Family relationships, possessive pronouns, numbers 7-12, people’s ages, questions words, compound subjects, family relationships, household words, rooms in the house, nouns, articles, common appliances, prepositions, syllables, family relationships, discussing the self, identifying your country of origin, personal pronouns, names of several cities and countries, titles and addresses, words for city landmarks, greetings, question words, colours, predicate adjectives, articles of clothing, adjectives to describe self, personal physical states 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, 3 live teacher sessions tutorials and story recordings along with the activation project and creative works project. Students will also have their first teacher meeting discuss any questions as they start the course.
Unit 2: Students will complete all language lessons in this unit, 3 live teacher sessions tutorials and story recordings along with the interview project where students interview a native Mandarin Chinese speaker. Students will also have their general, live teacher meetings to 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 |
The primary goal of Social Studies education is to give students the knowledge, skills, and competencies to be active, informed citizens who are able to think critically, understand and explain the perspectives of others, make judgments, and communicate ideas effectively. Social Studies curriculum is based on a Know-Do-Understand model. There are four key features of the curriculum structure: Big Ideas, Curricular Competencies, Content, and Elaborations.The goal of this more open curriculum is to allow teachers to spend more time delving deeper into key topics and focus less on simply rushing through a long list of factual details in an attempt to cover all of the required topicsThe shift to less prescriptive learning standards places greater emphasis on acquiring and developing key disciplinary thinking skills. These skills are built around six major historical and geographical thinking concepts: significance, evidence, continuity and change, cause and consequence, perspective, and ethical judgment. The focus on disciplinary thinking means that students will be involved in developing their own understanding of important concepts, rather than simply receiving that knowledge from textbooks, the teacher, or other authoritative sources.
| Major Units and Topics | Assessment | Requirements |
|
Canada’s policies and treatment of minority peoples have negative and positive legacies. Natural resources continue to shape the economy and identity of different regions of Canada. Immigration and multiculturalism continue to shape Canadian society and identity. Canadian institutions and governments reflect the challenge of our regional diversity. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
In this ADST module, students will have the opportunity to use their imagination and design skills to think creatively to solve given problems. There is no official start date so students will follow their own pace and schedule that can be set up in Encom. It is suggested to complete it in 8 weeks.
They will explore the design thinking process using the 3D digital environment known as Minecraft. Note: Although Minecraft is the technology students will be using, this is not a course on how to play Minecraft. Minecraft will be the tool students use to learn and demonstrate the “Design Thinking” process.
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 6-9 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 can only be taken once.
| Major Units and Topics | Assessment | Requirements |
|
| 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.
|
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:
|
The ability to design, make, acquire, and apply skills and technologies is important in the world today and key in the education of citizens for the future.
The Applied Design, Skills, and Technologies (ADST) curriculum is an experiential, hands-on program of learning through design and creation that includes skills and concepts from traditional and First Peoples practice; from the existing disciplines of Business Education, Home Economics and Culinary Arts, Information and Communications Technology, and Technology Education; and from new and emerging fields. It fosters the development of the skills and knowledge that will support students in developing practical, creative, and innovative responses to everyday needs and challenges.
Design involves the ability to combine an empathetic understanding of the context of a challenge, creativity in the generation of insights and solutions, and critical thinking for analyzing and fitting solutions to context. To move from design to final product or service requires skills and technology.
| Major Units and Topics | Assessment | Requirements |
|
• Design can be responsive to identified needs. • Complex tasks require the acquisition of additional skills. • Complex tasks may require multiple tools and technologies. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
The Ignite Theatre class meets weekly on Wednesdays and will cover Arts Education 6 and Careers 6. In Ignite Theatre students learn performing arts concepts through weekly practice and are committed to a high standard of excellence as they develop skills in acting, singing, and choreography to produce high-caliber musicals. Our educational community of committed students, talented instructors and amazing parents feel like family and together will put on on professional performances of ‘Mary Poppins’ in May 2022 with impressive costumes and set design. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
|
Formative and summative assessment of the Grade 6 core and course competencies incorporating audition evaluation form, oral presentation, songs, choreography, performance rubric, self-assessment, observations of growth and working from feedback, homework assignments, and others. |
Attendance at weekly classes Sept to May. Application and acceptance into the class via Cvent link is required; see https://learninggroups.ca/ These courses are added internally. Completion of all assignments Commitment from students and parents regarding volunteer committees and attendance through Theatre week in May. Review all communication sent from the CC coordinator.
|
The Arts Education curriculum strives to encourage students’ artful habits of mind through engaged arts learning. The curriculum includes a general arts program, as well as four core discipline-specific programs – dance, drama, music, and visual arts – that capture the language, activities, and experiences unique to each of those disciplines.
| Major Units and Topics | Assessment | Requirements |
|
• Engaging in creative expression and experiences expands people’s sense of identity and community. • Artistic expressions differ across time and place. •Dance, drama, music, and visual arts are each unique languages for creating and communicating. •Engaging in the arts develops people’s ability to understand and express complex ideas. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
Career Education grade 6-7 is a required course for Kindergarten in B.C. The Career Education curriculum strives to encourage students’ to learn through self-discovery, growth in competence and the ability to learn from experiences in educational, work-related and personal life contexts. In Grades 6-9, students continue to reflect on, self-assess, and set goals in personal competency development and determine their strengths and preferences as they explore career-life concepts such as identity, leadership, personal planning, and transferable skills. Students are introduced to increasingly diverse experiential learning opportunities and ways in which family, mentors, and community networks support their continued career-life development.
| Major Units and Topics | Assessment | Requirements |
|
Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community Practising respectful, ethical, inclusive behaviour prepares us for the expectations of the workplace. Leadership represents good planning, goal-setting, and collaboration. Safe environments depend on everyone following safety rules. New experiences, both within and outside of school, expand our career skill set and options. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible).
|
| 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. |
When you look in the mirror, what do you see?
The scientific answer is that you see a piece of glass with a thin layer of silver nitrate behind it, which causes light to reflect back at you and produce an image of your face. But that’s not what I was asking. When you look in a mirror, do you see beauty?
And what is beauty, anyway? Is it people that you see in fashion magazines or is it hugs in the arrivals terminal of the airport? Is it perfectly filtered selfies on social media, or is it a quiet moment under a tree, gazing at a slightly shimmering lake?
That’s what English Language Arts 6 is all about: asking the question, “What is beauty?” and then looking for the answer by reading and writing stories, novels, poems, and other texts. It’s about seeing where the world is broken, but that somehow, beauty can find a way to grow, even in the most difficult circumstances.
After all, beauty is everywhere if you look for it. Even when you look in the mirror — especially when you look in the mirror.
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 |
| Media and Advertising Wonder Novel Study Short Stories and Poetry Literature Circles Creative Writing Oral Storytelling | Make Your Own Media message Wonder What Happens story extension assignment Best Poems assignment What is Beauty paragraphs Oral Storytelling project | Students must have access to Zoom with a working camera and microphone Required Texts: Optional Text: |
When you look in the mirror, what do you see?
The scientific answer is that you see a piece of glass with a thin layer of silver nitrate behind it, which causes light to reflect back at you and produce an image of your face. But that’s not what I was asking. When you look in a mirror, do you see beauty?
And what is beauty, anyway? Is it people that you see in fashion magazines or is it hugs in the arrivals terminal of the airport? Is it perfectly filtered selfies on social media, or is it a quiet moment under a tree, gazing at a slightly shimmering lake?
That’s what English Language Arts 6 is all about: asking the question, “What is beauty?” and then looking for the answer by reading and writing stories, novels, poems, and other texts. It’s about seeing where the world is broken, but that somehow, beauty can find a way to grow, even in the most difficult circumstances.
After all, beauty is everywhere if you look for it. Even when you look in the mirror — especially when you look in the mirror.
| Major Units and Topics | Assessment | Requirements |
| Media and Advertising Wonder Novel Study Short Stories and Poetry Literature Circles Creative Writing Oral Storytelling | Make Your Own Media message Wonder What Happens story extension assignment Best Poems assignment What is Beauty paragraphs Oral Storytelling project | Required Texts: Optional Text: |
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
|
Mathematics 6 is a required course for Grade 6 in B.C. Mathematical values and habits of mind go beyond numbers and symbols; they help us connect, create, communicate, visualize, and reason, as part of the complex process of problem solving. These habits of mind are valuable when analyzing both novel and complex problems from a variety of perspectives, considering possible solutions, and evaluating the effectiveness of the solutions. When developed early in life, mathematical habits of mind help us see the math in the world around us and help to generate confidence in our ability to solve everyday problems without doubt or fear of math.
| Major Units and Topics | Assessment | Requirements |
| Mixed numbers and decimal numbers represent quantities that can be decomposed into parts and wholes.
Computational fluency and flexibility with numbers extend to operations with whole numbers and decimals. Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations. Properties of objects and shapes can be described, measured, and compared using volume, area, perimeter, and angles. Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family.
|
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
Physical Education is a required course for all K-9 grades. The Grade 6-9 main goals are for students to learn how healthy choices influence our physical, emotional and mental well-being and gain understanding of how physical literacy and fitness contribute to our successes and enjoyment in physical activity. The Physical and Health Education (PHE) curriculum aims to empower students to develop a personalized understanding of what healthy living means to them as individuals and members of society in the 21st century. The PHE curriculum focuses on well-being — the connections between physical, intellectual, mental, and social health.PHE is designed to develop the knowledge, skills, and understandings that students need for lifelong physical health and mental well-being.Students can apply the knowledge, processes, and skills learned to their daily lives while engaging in an exploration of what healthy living means and looks like for them. With the uniqueness of each student in mind, the curriculum facilitates a deep understanding of both physical and health literacy to provide students with the theoretical and practical foundations to embrace their interests and passions and have a healthy active lifestyle.
| Major Units and Topics | Assessment | Requirements |
|
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
This class meets weekly on Tuesdays and will cover Science 6, Social Studies 6, and Physical and Health Education 6. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as some homework to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
| Social Studies: Conflict Caused by Economic Self-interest, Global Issues, Systems of Government, Impact of Media
Science: Human Body, Everyday Mixtures, Newton’s Three Laws and Balancing Forces, Solar System PHE: Active Living, Building Physical Literacy and Fitness, Impact of Change, How healthy Choices influence Well-Being, Inclusion and Empathy in Communities Developing skills in kicking, hitting, aim and scoring, passing, dribbling. Play is the Way games and soccer, basketball, volleyball, badminton, baseball, dodgeball, California kickball, and hockey. Exercise through the week at home and family discussions of health topics. The FITT and SAID principles. Healthy food and body image. Social, mental and community health discussions. *topics are subject to change from year to year
|
Formative and summative assessment of the Grade 6 core and course competencies through varied strategies including group sharing and activities, oral or written assignments, and participation. |
Attendance at weekly classes September through May. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all assignments Attendance at weekly classes from September through June. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all course assignments; in-class and at home components. Review all communication sent from the CC coordinator and teacher, generally through email.
|
This class will cover Science 6, Social Studies 6 and PHE 6; Wisdom will meet on Wednesdays and Thrive on Tuesdays. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as homework to complete all course requirements. This class meets weekly on Wednesdays. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Social Studies: Indigenous History, Ancient Civilizations, Interactions between past civilizations and exchanges between cultures, Government Science: Elements and Compounds, Geological Climate Changes over time, Diversity and Survival of Living Things, Electromagnetic Force PHE: Invasion Games, Sports and activities, Similarities and Differences, Healthy Choices Influence Well-being, Changes and Influences, Safety Strategies *topics are subject to change from year to year | Formative and summative assessment of the grade 6 core and course competencies incorporating varied strategies including presentations, oral or written assignments, collaborative activities, research and participation. |
Attendance at weekly classes from September through June. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all course assignments; in-class and at home components. Review all communication sent from the CC coordinator and teacher, generally through email.
|
This class meets weekly on Thursdays and will cover Science 6, Social Studies 6, and Applied Design, Skills and Technology 6. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as some homework to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Science: Newton’s Laws of Motion. Astronomy/Our Solar System. Mixtures in Chemistry. Systems of Multicellular organisms and interaction with the environment. Social Studies: Systems of government. Urbanization and migration. Regional and International conflict. Economic policies and resource management, including effects on indigenous peoples. Effects of Media. Choice of one ADST below Applied Design, Skills and Technology (A): Woodworking. Sewing and Crocheting. Moodle course ADST: Introduction to ADST and the Design Process Applied Design, Skills and Technology (B): Coding and Computer Programming. Robotics using Dash. Computers and Communications Devices with 3D printing. *topics are subject to change from year to year | Formative and summative assessment of the Grade 6 core and course competencies incorporating varied strategies including group sharing and activities, oral or written assignments, and participation. |
Attendance at weekly classes from September through June. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all course assignments; in-class and at home components. Review all communication sent from the CC coordinator and teacher, generally through email.
|
This weekly class will meet Thursdays and cover Science 6, Social Studies 6, and PHE 6. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as some home activities to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
S Social Studies: Conflict Caused by Economic Self-interest, Global Issues, Systems of Government, Impact of Media Science: Human Body, Everyday Mixtures, Newton’s Three Laws and Balancing Forces, Solar System PHE: Physical Literacy, Group Games in a variety of sports and developing ball skills and overall fitness. FITT and SAID principles. Healthy living choices, Taking care of Self, Healthy relationships, Facets of good whole health *topics are subject to change from year to year | Formative and summative assessment of the grade 6 core and course competencies incorporating varied strategies including group sharing, oral or written assignments, collaborative activities, and participation. |
Attendance at 30 weekly classes from September through May.
Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally.
Completion of all course assignments; in-class and at home components.
Review all communication sent from the CC coordinator and teacher, generally through email.
|
This class meets weekly on Thursdays and will cover Science 6, Social Studies 6, and Arts Education 6. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as some home activities to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Science: Diversity of living things, habitats, food chains, ecosystems. Landforms and Erosion. Matter. Thermal Energy. Social Studies: Building community. Citizenship and culture. Many aspects of Canada’s Indigenous peoples (food, tools, art, transportation, homes, etc.). Global Indigenous People groups. Arts Education: Activities integrated into Science and Social Studies unit studies may include but are not limited to: -Readers’ Theatre/drama -Study/discuss artists and their work - use mixed media/ materials to create art projects inspired by their learning |
Formative and summative assessment of the Grade 6 core and course competencies incorporating varied strategies including group sharing, oral or written assignments, collaborative activities, and participation. |
Attendance at weekly classes for 30 weeks Application and acceptance into the class via Cvent link is required; see https://learninggroups.ca/ These courses are added internally. Completion of assignments Review all communication sent from the CC coordinator and teacher, generally through email.
|
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:
|
Science and scientific literacy play a key role in educating citizens of today for the world of tomorrow. Critical to succeeding in this endeavour are the core competencies that provide students with the ability to think critically, solve problems, and make ethical decisions; to communicate their questions, express opinions, and challenge ideas in a scientifically literate way; and to exercise an awareness of their role as ecologically literate citizens, engaged and competent in meeting the responsibilities of caring for living things and the planet.
| Major Units and Topics | Assessment | Requirements |
|
Biology: • Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment. Chemistry: • Everyday materials are often mixtures. Physics: • Newton’s three laws of motion describe the relationship between force and motion. Earth Space: • The solar system is part of the Milky Way, which is one of billions of galaxies. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible).
|
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 |
The aim of the Français langue première (French Language Arts) curriculum is to help students become informed and educated citizens, capable of exerting a positive influence on the society in which they live.
Through the discovery and exploration of literature, art, and culture, students will deepen their understanding of general culture. By developing critical and creative thinking, they will demonstrate discernment, sensitivity, insight, and open-mindedness.
| Major Units and Topics | Assessment | Requirements |
|
•In illustrated texts, pictures and words complement one another, since the meaning of a picture can be different from that of words. • The plot of a story is defined through the decisions and actions of the characters, and the context in which they find themselves. •Texts enable students to consolidate or transform their perceptions. • Aboriginal narratives are part of Canada’s Francophone history and culture. • Communicating in French helps to develop a sense of belonging to a Francophone community. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
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), story readings 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: Activation project, workplaces, times of day and time-of-day greetings, question words: “when” and “where, ”time- and place-related prepositions, numbers 13-20, calendar time, days of the week, polite language, preposition: “with”, visiting a friend, parts of the body, sensory words, languages user speaks/does not speak, numbers 21-69 names of languages, reflexive verbs, morning washing routine, bedroom and bathroom objects, new adjectives Creative Works Project Unit 4 Shopping: Shopping, names of several stores, things commonly bought, verbs about places and objects, express likes and dislikes, compare things, things to do around town, sports, cost of items, common currencies, common shopping phrases, different forms of payment, describing objects one shops for, comparatives, quantity, comparison words, 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, 3 live teacher sessions tutorials and story recordings along with the activation project and creative works project. Students will also have their first teacher meeting discuss any questions as they start the course. Unit 4: Students will complete all language lessons in this unit, 3 live teacher sessions tutorials and story recordings along with the interview project where students interview a native Mandarin Chinese speaker. Students will also have their final, general live teacher meeting to 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.
|
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.
|
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
|
The primary goal of Social Studies education is to give students the knowledge, skills, and competencies to be active, informed citizens who are able to think critically, understand and explain the perspectives of others, make judgments, and communicate ideas effectively. Social Studies curriculum is based on a Know-Do-Understand model. There are four key features of the curriculum structure: Big Ideas, Curricular Competencies, Content, and Elaborations.The goal of this more open curriculum is to allow teachers to spend more time delving deeper into key topics and focus less on simply rushing through a long list of factual details in an attempt to cover all of the required topicsThe shift to less prescriptive learning standards places greater emphasis on acquiring and developing key disciplinary thinking skills. These skills are built around six major historical and geographical thinking concepts: significance, evidence, continuity and change, cause and consequence, perspective, and ethical judgment. The focus on disciplinary thinking means that students will be involved in developing their own understanding of important concepts, rather than simply receiving that knowledge from textbooks, the teacher, or other authoritative sources.
| Major Units and Topics | Assessment | Requirements |
|
Economic self-interest can be a significant cause of conflict among peoples and governments. Complex global problems require international cooperation to make difficult choices for the future. Systems of government vary in their respect for human rights and freedoms Media sources can both positively and negatively affect our understanding of important events and issues. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
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 ability to design, make, acquire, and apply skills and technologies is important in the world today and key in the education of citizens for the future.
The Applied Design, Skills, and Technologies (ADST) curriculum is an experiential, hands-on program of learning through design and creation that includes skills and concepts from traditional and First Peoples practice; from the existing disciplines of Business Education, Home Economics and Culinary Arts, Information and Communications Technology, and Technology Education; and from new and emerging fields. It fosters the development of the skills and knowledge that will support students in developing practical, creative, and innovative responses to everyday needs and challenges.
Design involves the ability to combine an empathetic understanding of the context of a challenge, creativity in the generation of insights and solutions, and critical thinking for analyzing and fitting solutions to context. To move from design to final product or service requires skills and technology.
| Major Units and Topics | Assessment | Requirements |
|
• Design can be responsive to identified needs. • Complex tasks require the acquisition of additional skills. • Complex tasks may require multiple tools and technologies. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
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 the engineering design process. While many students think that is awesome, what’s even better is that students will also complete English Language Arts and Christian Studies while creating hands-on projects, following technical instructions, making visual presentations, reading a techy novel, discussing digital ethics, and wrestling with local and global issues related to technology.
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 activate their imagination as they think about the world, the future, and the impact of technology. Students will build projects with Lego Mindstorm Robot Inventor kits and design videogames in Tynker. Furthermore, many assignments in TechLAB are submitted in video format, helping students develop excellence in both written and verbal communication skills.
TechLAB encourages students to think of their role in the world and the 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, compassion, morality, and ethics are touched on 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 together, discuss Biblical topics, and have time to 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.
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 7/8 can be completed only once in grade 7 or 8. TechLAB 7/8 is limited to 24 students for 2021-22. Once the program is full, it will no longer be available in Encom. Please email the course instructor if you would like your student placed on the waitlist.
Asynchronous:
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, 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.
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 3-6 hours per week, for 30 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 projects 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, grammar quizzes, 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:
The Lego Mindstorm Robot Inventor kits will be loaned to each student for 3 months. Students will be set up with a Tynker account at no extra cost. |
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 the engineering design process. While many students think that is awesome, what’s even better is that students will also complete English Language Arts and Christian Studies while creating hands-on projects, following technical instructions, making visual presentations, reading a techy novel, discussing digital ethics, and wrestling with local and global issues related to technology.
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 activate their imagination as they think about the world, the future, and the impact of technology. Students will build projects with Lego Mindstorm Robot Inventor kits and design videogames in Tynker. Furthermore, many assignments in TechLAB are submitted in video format, helping students develop excellence in both written and verbal communication skills.
TechLAB encourages students to think of their role in the world and the 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, compassion, morality, and ethics are touched on 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 together, discuss Biblical topics, and have time to 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.
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 7/8 can be completed only once in grade 7 or 8. TechLAB 7/8 is limited to 24 students for 2021-22. Once the program is full, it will no longer be available in Encom. Please email the course instructor if you would like your student placed on the waitlist.
Synchronous:
Weekly Zoom meetings 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 the weekly meeting, which will be 45 minutes long. See the Sychronous course schedule 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 3-6 hours per week, for 30 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 projects 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, grammar quizzes, 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:
The Lego Mindstorm Robot Inventor kits will be loaned to each student for 3 months. Students will be set up with a Tynker account at no extra cost. |
The Ignite Theatre class meets weekly on Wednesdays and will cover Arts Education 7 and Careers 7. In Ignite Theatre students learn performing arts concepts through weekly practice and are committed to a high standard of excellence as they develop skills in acting, singing, and choreography to produce high-caliber musicals. Our educational community of committed students, talented instructors and amazing parents feel like family and together will put on on professional performances of ‘Mary Poppins’ in May 2022 with impressive costumes and set design. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
|
Formative and summative assessment of the Grade 7 core and course competencies incorporating audition evaluation form, oral presentation, songs, choreography, performance rubric, self-assessment, observations of growth and working from feedback, homework assignments, and others. |
Attendance at weekly classes Sept to May. Application and acceptance into the class via Cvent link is required; see https://learninggroups.ca/ These courses are added internally. Completion of all assignments Commitment from students and parents regarding volunteer committees and attendance through Theatre week in May. Review all communication sent from the CC coordinator.
|
The Arts Education curriculum strives to encourage students’ artful habits of mind through engaged arts learning. The curriculum includes a general arts program, as well as four core discipline-specific programs – dance, drama, music, and visual arts – that capture the language, activities, and experiences unique to each of those disciplines.
| Major Units and Topics | Assessment | Requirements |
|
• Through art making, one’s sense of identity and community continually evolves. • Experiencing art challenges our point of view and expands our understanding of others. •Dance, drama, music, and visual arts are each unique languages for creating and communicating. • Experiencing art is a means to develop empathy for others’ perspectives and experiences. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
Career Education grade 6-7 is a required course for Kindergarten in B.C. The Career Education curriculum strives to encourage students’ to learn through self-discovery, growth in competence and the ability to learn from experiences in educational, work-related and personal life contexts. In Grades 6-9, students continue to reflect on, self-assess, and set goals in personal competency development and determine their strengths and preferences as they explore career-life concepts such as identity, leadership, personal planning, and transferable skills. Students are introduced to increasingly diverse experiential learning opportunities and ways in which family, mentors, and community networks support their continued career-life development.
| Major Units and Topics | Assessment | Requirements |
|
Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community Practising respectful, ethical, inclusive behaviour prepares us for the expectations of the workplace. Leadership represents good planning, goal-setting, and collaboration. Safe environments depend on everyone following safety rules. New experiences, both within and outside of school, expand our career skill set and options. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible).
|
| 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
|
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.
|
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
|
Mathematics 7 is a required course for Grade 7 in B.C. Mathematical values and habits of mind go beyond numbers and symbols; they help us connect, create, communicate, visualize, and reason, as part of the complex process of problem solving. These habits of mind are valuable when analyzing both novel and complex problems from a variety of perspectives, considering possible solutions, and evaluating the effectiveness of the solutions. When developed early in life, mathematical habits of mind help us see the math in the world around us and help to generate confidence in our ability to solve everyday problems without doubt or fear of math.
| Major Units and Topics | Assessment | Requirements |
|
Decimals, fractions, and percents are used to represent and describe parts and wholes of numbers Computational fluency and flexibility with numbers extend to operations with integers and decimals. Linear relations can be represented in many connected ways to identify regularities and make generalizations. The constant ratio between the circumference and diameter of circles can be used to describe, measure, and compare spatial relationships. . Data from circle graphs can be used to illustrate proportion and to compare and interpret. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family.
|
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
Physical Education is a required course for all K-9 grades. The Grade 6-9 main goals are for students to learn how healthy choices influence our physical, emotional and mental well-being and gain understanding of how physical literacy and fitness contribute to our successes and enjoyment in physical activity. The Physical and Health Education (PHE) curriculum aims to empower students to develop a personalized understanding of what healthy living means to them as individuals and members of society in the 21st century. The PHE curriculum focuses on well-being — the connections between physical, intellectual, mental, and social health.PHE is designed to develop the knowledge, skills, and understandings that students need for lifelong physical health and mental well-being.Students can apply the knowledge, processes, and skills learned to their daily lives while engaging in an exploration of what healthy living means and looks like for them. With the uniqueness of each student in mind, the curriculum facilitates a deep understanding of both physical and health literacy to provide students with the theoretical and practical foundations to embrace their interests and passions and have a healthy active lifestyle.
| Major Units and Topics | Assessment | Requirements |
|
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
This class meets weekly on Tuesdays and will cover Science 7, Social Studies 7, and Physical and Health Education 7. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as some homework to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Social Studies: Conflict Caused by Economic Self-interest, Global Issues, Systems of Government, Impact of Media Science: Human Body, Everyday Mixtures, Newton’s Three Laws and Balancing Forces, Solar System PHE: Active Living, Building Physical Literacy and Fitness, Impact of Change, How healthy Choices influence Well-Being, Inclusion and Empathy in Communities Developing skills in kicking, hitting, aim and scoring, passing, dribbling. Play is the Way games and soccer, basketball, volleyball, badminton, baseball, dodgeball, California kickball, and hockey. Exercise through the week at home and family discussions of health topics. The FITT and SAID principles. Healthy food and body image. Social, mental and community health discussions. *topics are subject to change from year to year
|
Formative and summative assessment of the Grade 7 core and course competencies through varied strategies including group sharing and activities, oral or written assignments, and participation. |
Attendance at weekly classes September through May. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all assignments Attendance at weekly classes from September through June. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all course assignments; in-class and at home components. Review all communication sent from the CC coordinator and teacher, generally through email.
|
This class will cover Science 7, Social Studies 7 and PHE 7; Wisdom will meet on Wednesdays and Thrive on Tuesdays. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as homework to complete all course requirements. This class meets weekly on Wednesdays. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Social Studies: Indigenous History, Ancient Civilizations, Interactions between past civilizations and exchanges between cultures, Government Science: Elements and Compounds, Geological Climate Changes over time, Diversity and Survival of Living Things, Electromagnetic Force PHE: Invasion Games, Sports and activities, Similarities and Differences, Healthy Choices Influence Well-being, Changes and Influences, Safety Strategies *topics are subject to change from year to year | Formative and summative assessment of the grade 7 core and course competencies incorporating varied strategies including presentations, oral or written assignments, collaborative activities, research and participation. |
Attendance at weekly classes from September through June.
Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally.
Completion of all course assignments; in-class and at home components.
Review all communication sent from the CC coordinator and teacher, generally through email.
|
This class meets weekly on Thursdays and will cover Science 7, Social Studies 7, and Applied Design, Skills and Technology 7. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as some homework to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Science: Newton’s Laws of Motion. Astronomy/Our Solar System. Mixtures in Chemistry. Systems of Multicellular organisms and interaction with the environment. Social Studies: Systems of government. Urbanization and migration. Regional and International conflict. Economic policies and resource management, including effects on indigenous peoples. Effects of Media. Choice of one ADST below Applied Design, Skills and Technology (A): Woodworking. Sewing and Crocheting. Moodle course ADST: Introduction to ADST and the Design Process Applied Design, Skills and Technology (B): Coding and Computer Programming. Robotics using Dash. Computers and Communications Devices with 3D printing. *topics are subject to change from year to year | Formative and summative assessment of the Grade 7 core and course competencies incorporating varied strategies including group sharing and activities, oral or written assignments, and participation. |
Attendance at weekly classes from September through June. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all course assignments; in-class and at home components. Review all communication sent from the CC coordinator and teacher, generally through email.
|
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.
|
Science and scientific literacy play a key role in educating citizens of today for the world of tomorrow. Critical to succeeding in this endeavour are the core competencies that provide students with the ability to think critically, solve problems, and make ethical decisions; to communicate their questions, express opinions, and challenge ideas in a scientifically literate way; and to exercise an awareness of their role as ecologically literate citizens, engaged and competent in meeting the responsibilities of caring for living things and the planet.
| Major Units and Topics | Assessment | Requirements |
|
Biology: • Evolution by natural selection provides an explanation for the diversity and survival of living things. Chemistry: • Elements consist of one type of atom, and compounds consist of atoms of different elements chemically combined. Physics: • The electromagnetic force produces both electricity and magnetism. Earth Space: • Earth and its climate have changed over geological time. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible).
|
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 |
The aim of the Français langue première (French Language Arts) curriculum is to help students become informed and educated citizens, capable of exerting a positive influence on the society in which they live.
Through the discovery and exploration of literature, art, and culture, students will deepen their understanding of general culture. By developing critical and creative thinking, they will demonstrate discernment, sensitivity, insight, and open-mindedness.
| Major Units and Topics | Assessment | Requirements |
|
Literature invites us to reflect on the human condition by presenting elements from real life in an imaginary form. Words have connotative and denotative values that shape the perception of the audience. The themes of certain texts reflect the concerns of the era in which they were written. By analyzing different stylistic choices, we learn to develop our own writing style. To express oneself well, it is essential to follow language conventions, use a rich vocabulary, and pay attention to text organization. Through their interactions, Aboriginal peoples and Francophone communities in Canada influence each other’s languages and cultures. Communicating in French helps to develop a sense of belonging to a Francophone community. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
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), story readings 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: Activation project, types of buildings, types of stores, asking for directions, following directions, public transportation, directional language, vehicles, verbs used with modes of transportation, various kinds of travel itineraries. specific time words, additional modes of transportation, numbers 70-99, useful vocabulary for airport travel destinations, weather language, temperature, kinds of precipitation, talking about the weather in the future Creative Works Project Unit 6 Past and Future: Past tense, indirect objects, correspondence, future tense, indirect objects, asking for clarification, school subjects, imperfect tense, different levels of school and students, jobs and workplaces, contrast between past tense and imperfect tense, polite ways to make requests 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, 3 live teacher sessions tutorials and story recordings along with the activation project and creative works project. Students will also have their first teacher meeting discuss any questions as they start the course.
Unit 6: Students will complete all language lessons in this unit, 3 live teacher sessions tutorials and story recordings along with the interview project where students interview a native Mandarin Chinese speaker. Students will also have 2 general meetings with the teacher to review their progress in Moodle to ensure that all components outlined in the course are completed and they have submitted completion.
|
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 |
The primary goal of Social Studies education is to give students the knowledge, skills, and competencies to be active, informed citizens who are able to think critically, understand and explain the perspectives of others, make judgments, and communicate ideas effectively. Social Studies curriculum is based on a Know-Do-Understand model. There are four key features of the curriculum structure: Big Ideas, Curricular Competencies, Content, and Elaborations.The goal of this more open curriculum is to allow teachers to spend more time delving deeper into key topics and focus less on simply rushing through a long list of factual details in an attempt to cover all of the required topicsThe shift to less prescriptive learning standards places greater emphasis on acquiring and developing key disciplinary thinking skills. These skills are built around six major historical and geographical thinking concepts: significance, evidence, continuity and change, cause and consequence, perspective, and ethical judgment. The focus on disciplinary thinking means that students will be involved in developing their own understanding of important concepts, rather than simply receiving that knowledge from textbooks, the teacher, or other authoritative sources.
| Major Units and Topics | Assessment | Requirements |
|
Geographic conditions shaped the emergence of civilizations. Religious and cultural practices that emerged during this period have endured and continue to influence people. Increasingly complex societies required new systems of laws and government. Economic specialization and trade networks can lead to conflict and cooperation between societies. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
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 ability to design, make, acquire, and apply skills and technologies is important in the world today and key in the education of citizens for the future.
The Applied Design, Skills, and Technologies (ADST) curriculum is an experiential, hands-on program of learning through design and creation that includes skills and concepts from traditional and First Peoples practice; from the existing disciplines of Business Education, Home Economics and Culinary Arts, Information and Communications Technology, and Technology Education; and from new and emerging fields. It fosters the development of the skills and knowledge that will support students in developing practical, creative, and innovative responses to everyday needs and challenges.
Design involves the ability to combine an empathetic understanding of the context of a challenge, creativity in the generation of insights and solutions, and critical thinking for analyzing and fitting solutions to context. To move from design to final product or service requires skills and technology.
| Major Units and Topics | Assessment | Requirements |
|
• Design can be responsive to identified needs. • Complex tasks require the acquisition of additional skills. • Complex tasks may require multiple tools and technologies. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
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 the engineering design process. While many students think that is awesome, what’s even better is that students will also complete English Language Arts and Christian Studies while creating hands-on projects, following technical instructions, making visual presentations, reading a science fiction novel, discussing digital ethics, and wrestling with local and global issues related to technology.
TechLAB 8/9 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 activate their imagination as they think about the world, the future, and the impact of technology. Students will build projects with the Lego Mindstorm EV3 kits and learn electronics and coding with Arduino. With teacher permission, students may study coding in Tynker instead of learning Arduino. Furthermore, many assignments in TechLAB are submitted in video format, helping students develop excellence in both written and verbal communication skills.
TechLAB encourages students to think of their role in the world and the 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. Restoration, community, wisdom, and righteousness are discussed 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 together, discuss Biblical topics, encourage each other, and have time to 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.
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 8/9 can be completed only once in grade 8 or 9. TechLAB 7/8 is not a prerequisite for this program. TechLAB 8/9 is limited to 34 students for 2021-22. Once the program is full, it will no longer be available in Encom. Please email the course instructor if you would like your student placed on the waitlist.
Asynchronous:
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, 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.
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 3-6 hours per week, for 30 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 projects 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 two 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, grammar quizzes, 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. Novel:
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. The Lego Mindstorm EV3 kits are loaned to each student for up to 4 months. Students will be set up with a Tynker account at no extra cost. |
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 the engineering design process. While many students think that is awesome, what’s even better is that students will also complete English Language Arts and Christian Studies while creating hands-on projects, following technical instructions, making visual presentations, reading a science fiction novel, discussing digital ethics, and wrestling with local and global issues related to technology.
TechLAB 8/9 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 activate their imagination as they think about the world, the future, and the impact of technology. Students will build projects with the Lego Mindstorm EV3 kits and learn electronics and coding with Arduino. With teacher permission, students may study coding in Tynker instead of learning Arduino. Furthermore, many assignments in TechLAB are submitted in video format, helping students develop excellence in both written and verbal communication skills.
TechLAB encourages students to think of their role in the world and the 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. Restoration, community, wisdom, and righteousness are discussed 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 together, discuss Biblical topics, encourage each other, and have time to 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.
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 8/9 can be completed only once in grade 8 or 9. TechLAB 7/8 is not a prerequisite for this program. TechLAB 8/9 is limited to 34 students for 2021-22. Once the program is full, it will no longer be available in Encom. Please email the course instructor if you would like your student placed on the waitlist.
Synchronous:
Weekly Zoom meetings 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 the weekly meeting, which will be 45 minutes long. See the Sychronous course schedule 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 3-6 hours per week, for 30 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 projects 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 two 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, grammar quizzes, 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. Novel:
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. The Lego Mindstorm EV3 kits are loaned to each student for up to 4 months. Students will be set up with a Tynker account at no extra cost. |
The Ignite Theatre class meets weekly on Wednesdays and will cover Arts Education 8 and Careers 8. In Ignite Theatre students learn performing arts concepts through weekly practice and are committed to a high standard of excellence as they develop skills in acting, singing, and choreography to produce high-caliber musicals. Our educational community of committed students, talented instructors and amazing parents feel like family and together will put on professional performances of ‘Mary Poppins’ in May 2022 with impressive costumes and set design. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
|
Formative and summative assessment of the Grade 8 core and course competencies incorporating audition evaluation form, oral presentation, songs, choreography, performance rubric, self-assessment, observations of growth and working from feedback, homework assignments, and others. |
Attendance at weekly classes Sept to May. Application and acceptance into the class via Cvent link is required; see https://learninggroups.ca/ These courses are added internally. Completion of all assignments Commitment from students and parents regarding volunteer committees and attendance through Theatre week in May. Review all communication sent from the CC coordinator.
|
The Arts Education curriculum strives to encourage students’ artful habits of mind through engaged arts learning. The curriculum includes a general arts program, as well as four core discipline-specific programs – dance, drama, music, and visual arts – that capture the language, activities, and experiences unique to each of those disciplines.
| Major Units and Topics | Assessment | Requirements |
|
• Individual and collective expression can be achieved through the arts. • Creative growth requires patience, readiness to take risks, and willingness to try new approaches. •Dance, drama, music, and visual arts are each unique languages for creating and communicating. • Artists often challenge the status quo and open us to new perspectives and experiences. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
Career Education grade 8-9 is a required course for Kindergarten in B.C. The Career Education curriculum strives to encourage students’ to learn through self-discovery, growth in competence and the ability to learn from experiences in educational, work-related and personal life contexts. In Grades 6-9, students continue to reflect on, self-assess, and set goals in personal competency development and determine their strengths and preferences as they explore career-life concepts such as identity, leadership, personal planning, and transferable skills. Students are introduced to increasingly diverse experiential learning opportunities and ways in which family, mentors, and community networks support their continued career-life development.
| Major Units and Topics | Assessment | Requirements |
|
Reflecting on our preferences and skills helps us identify the steps we need to take to achieve our career goals. The value of work in our lives, communities, and society can be viewed from diverse perspectives. Achieving our learning goals requires effort and perseverance. Adapting to economic and labour market changes requires flexibility. Our career paths reflect the personal, community, and educational choices we make. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible).
|
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. The content and skills in this course are generally consistent with expectations at the grade 8 math level.
| 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
|
Mathematics 8 is a required course for Grade 8 in B.C. Mathematical values and habits of mind go beyond numbers and symbols; they help us connect, create, communicate, visualize, and reason, as part of the complex process of problem solving. These habits of mind are valuable when analyzing both novel and complex problems from a variety of perspectives, considering possible solutions, and evaluating the effectiveness of the solutions. When developed early in life, mathematical habits of mind help us see the math in the world around us and help to generate confidence in our ability to solve everyday problems without doubt or fear of math.
| Major Units and Topics | Assessment | Requirements |
|
Number represents, describes, and compares the quantities of ratios, rates, and percents. Computational fluency and flexibility extend to operations with fractions. Discrete linear relationships can be represented in many connected ways and used to identify and make generalizations. The relationship between surface area and volume of 3D objects can be used to describe, measure, and compare spatial relationships. Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family.
|
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
Physical Education is a required course for all K-9 grades. The Grade 6-9 main goals are for students to learn how healthy choices influence our physical, emotional and mental well-being and gain understanding of how physical literacy and fitness contribute to our successes and enjoyment in physical activity. The Physical and Health Education (PHE) curriculum aims to empower students to develop a personalized understanding of what healthy living means to them as individuals and members of society in the 21st century. The PHE curriculum focuses on well-being — the connections between physical, intellectual, mental, and social health.PHE is designed to develop the knowledge, skills, and understandings that students need for lifelong physical health and mental well-being.Students can apply the knowledge, processes, and skills learned to their daily lives while engaging in an exploration of what healthy living means and looks like for them. With the uniqueness of each student in mind, the curriculum facilitates a deep understanding of both physical and health literacy to provide students with the theoretical and practical foundations to embrace their interests and passions and have a healthy active lifestyle.
| Major Units and Topics | Assessment | Requirements |
|
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
This class meets weekly on Tuesdays and will cover Science 8, Social Studies 8, and Physical and Health Education 8. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as homework to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Social Studies: Significant Changes Due to Conflict and Contact, Exploration, Expansion and Colonization, Tensions Created by Opposing Ideas, Inventions, Philosophical and Cultural Shifts in Society Science: Life Processes at the Cellular Level, Behaviour of Matter, Energy Transfer, Plate Tectonics Physical and Health Education: Physical Literacy, Active Living Principles, Healthy Choices for Well-Being, Benefits of healthy Relationships, Advocating for Community Health Exercise through the week at home and family discussions of health topics including nutrition, media messages and Internet safety. *topics are subject to change from year to year
|
Formative and summative assessment of the Grade 8 core and course competencies through varied strategies including group sharing and activities, oral or written assignments, and participation. |
Attendance at weekly classes September through May. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all assignments Attendance at weekly classes from September through June. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all course assignments; in-class and at home components. Review all communication sent from the CC coordinator and teacher, generally through email.
|
This class meets weekly on Tuesdays and will cover Science 9, Social Studies 9, and Physical and Health Education 9. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as some homework to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Social Studies: Significant Changes Due to Conflict and Contact, Exploration, Expansion and Colonization, Tensions Created by Opposing Ideas, Inventions, Philosophical and Cultural Shifts in Society Science: Life Processes at the Cellular Level, Behaviour of Matter, Energy Transfer, Plate Tectonics Physical and Health Education: Physical Literacy, Active Living Principles, Healthy Choices for Well-Being, Benefits of healthy Relationships, Advocating for Community Health Exercise through the week at home and family discussions of health topics including nutrition, media messages and Internet safety. *topics are subject to change from year to year
|
Formative and summative assessment of the Grade 9 core and course competencies through varied strategies including group sharing and activities, oral or written assignments, and participation. |
Attendance at weekly classes September through May. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all assignments Attendance at weekly classes from September through June. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all course assignments; in-class and at home components. Review all communication sent from the CC coordinator and teacher, generally through email.
|
This class will cover Science 8, Social Studies 8 and ADST 8 ; Wisdom will meet on Wednesdays and Thrive on Tuesdays. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as homework to complete all course requirements. This class meets weekly on Wednesdays. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Social Studies: Federal Election, Confederation of Canada, Revolutions, WWI Science: Cellular Reproduction, Periodic Table and Formation of Compounds, Electric Current and Circuits, The biosphere, geosphere, hydrosphere, and atmosphere ADST: Design process, Handicrafts such as crochet, 3D printing, Robotics *topics are subject to change from year to year | Formative and summative assessment of the grade 8 core and course competencies incorporating varied strategies including presentations, oral or written assignments, collaborative activities, research and participation. |
Attendance at weekly classes from September through June.
Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally.
Completion of all course assignments; in-class and at home components.
Review all communication sent from the CC coordinator and teacher, generally through email.
|
This class meets weekly on Thursdays and will cover Science 8, Social Studies 8, and Applied Design, Skills and Technology 8. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as homework to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Science: Life processes of cells. Electromagnetic Energy as particle and wave. Kinetic molecular theory and theory of the atom. Geology and Theory of Plate Tectonics.
Social Studies- Human and environmental factors and effect on population. Exploration, colonization, urbanization, migration and conflict in the Medieval World and Renaissance. Choice of one ADST below Applied Design, Skills and Technology (A): Woodworking. Sewing and Crocheting. Moodle course ADST: Introduction to ADST and the Design Process Applied Design, Skills and Technology (B): Computational Thinking and Digital Literacy with computer programming. Robotics using Dash. Computers and Communications Devices with 3D printing. *topics are subject to change from year to year | Formative and summative assessment of the Grade 8 core and course competencies incorporating varied strategies including group sharing and activities, oral or written assignments, and participation. |
Attendance at weekly classes from September through June. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all course assignments; in-class and at home components. Review all communication sent from the CC coordinator and teacher, generally through email.
|
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
|
Science and scientific literacy play a key role in educating citizens of today for the world of tomorrow. Critical to succeeding in this endeavour are the core competencies that provide students with the ability to think critically, solve problems, and make ethical decisions; to communicate their questions, express opinions, and challenge ideas in a scientifically literate way; and to exercise an awareness of their role as ecologically literate citizens, engaged and competent in meeting the responsibilities of caring for living things and the planet.
| Major Units and Topics | Assessment | Requirements |
|
Biology: • Life processes are performed at the cellular level. Chemistry: • The behaviour of matter can be explained by the kinetic molecular theory and atomic theory. Physics: • Energy can be transferred as both a particle and a wave. Earth Space: • The theory of plate tectonics is the unifying theory that explains Earth’s geological processes. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible).
|
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 |
The aim of the Français langue première (French Language Arts) curriculum is to help students become informed and educated citizens, capable of exerting a positive influence on the society in which they live.
Through the discovery and exploration of literature, art, and culture, students will deepen their understanding of general culture. By developing critical and creative thinking, they will demonstrate discernment, sensitivity, insight, and open-mindedness.
| Major Units and Topics | Assessment | Requirements |
|
The effectiveness of an argument lies as much in the way ideas are organized as in the argument itself. Our environment influences our perceptions and shapes our texts. Through their texts, authors share their identity, culture, perception of the world, and portrait of the era with readers. By organizing ideas and relying on a variety of sources, the originator supports his or her point of view and influences the recipient. To express oneself well, it is essential to follow language conventions, use a rich vocabulary, and pay attention to text organization. Through their interactions, Aboriginal peoples and Francophone communities in Canada influence each other’s languages and cultures. Communicating in French helps to develop a sense of belonging to a Francophone community. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
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), story reading 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. |
Unit 7: Students will complete all language lessons in this unit, 3 live teacher sessions tutorials and story recordings along with the activation project and creative works project. Students will also have their first teacher meeting discuss any questions as they start the course.
Unit 8: Students will complete all language lessons in this unit, 3 live teacher sessions tutorials and story recordings along with the interview project where students interview a native Mandarin Chinese speaker. Students will also have 2 general meetings with the teacher to 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 |
The primary goal of Social Studies education is to give students the knowledge, skills, and competencies to be active, informed citizens who are able to think critically, understand and explain the perspectives of others, make judgments, and communicate ideas effectively. Social Studies curriculum is based on a Know-Do-Understand model. There are four key features of the curriculum structure: Big Ideas, Curricular Competencies, Content, and Elaborations.The goal of this more open curriculum is to allow teachers to spend more time delving deeper into key topics and focus less on simply rushing through a long list of factual details in an attempt to cover all of the required topicsThe shift to less prescriptive learning standards places greater emphasis on acquiring and developing key disciplinary thinking skills. These skills are built around six major historical and geographical thinking concepts: significance, evidence, continuity and change, cause and consequence, perspective, and ethical judgment. The focus on disciplinary thinking means that students will be involved in developing their own understanding of important concepts, rather than simply receiving that knowledge from textbooks, the teacher, or other authoritative sources.
| Major Units and Topics | Assessment | Requirements |
|
Contacts and conflicts between peoples stimulated significant cultural, social, political change. Human and environmental factors shape changes in population and living standards. Exploration, expansion, and colonization had varying consequences for different groups. Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
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 ability to design, make, acquire, and apply skills and technologies is important in the world today and key in the education of citizens for the future.
The Applied Design, Skills, and Technologies (ADST) curriculum is an experiential, hands-on program of learning through design and creation that includes skills and concepts from traditional and First Peoples practice; from the existing disciplines of Business Education, Home Economics and Culinary Arts, Information and Communications Technology, and Technology Education; and from new and emerging fields. It fosters the development of the skills and knowledge that will support students in developing practical, creative, and innovative responses to everyday needs and challenges.
Design involves the ability to combine an empathetic understanding of the context of a challenge, creativity in the generation of insights and solutions, and critical thinking for analyzing and fitting solutions to context. To move from design to final product or service requires skills and technology.
| Major Units and Topics | Assessment | Requirements |
|
• Social, ethical, and sustainability considerations impact design. • Complex tasks require the sequencing of skills. • Complex tasks require different technologies and tools at different stages. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
The Ignite Theatre class meets weekly on Wednesdays and will cover Arts Education 9 and Careers 9. In Ignite Theatre students learn performing arts concepts through weekly practice and are committed to a high standard of excellence as they develop skills in acting, singing, and choreography to produce high-caliber musicals. Our educational community of committed students, talented instructors and amazing parents feel like family and together will put on professional performances of ‘Mary Poppins’ in May 2022 with impressive costumes and set design. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Auditions: solo song, choreography, scene work
Watch video clips of Disney’s Mary Poppins to improve performance
Vocal Warm-Up and Training: increase vocal range, develop pitch, lyrics, tempo, harmonies
Choreography: dance movements and sequential patterns in rhythm to music with partners.
Acting: blocking, understand the intent and purpose, mood, events, emotion and convey with appropriate body movements.
Character Sketch
Develop British accent
Set and strive to achieve weekly goals in vocal work, choreography, scene work
Stop N’ Starts addressing areas to improve. Write bio for program
Perform in a variety of settings
Tour and orientation of theatre, coordinate Sets, Flys, lighting, aerials choreography, music, props and costumes to smooth out transitions.
Discussion on social order of the day | Formative and summative assessment of the Grade 9 core and course competencies incorporating audition evaluation form, oral presentation, songs, choreography, performance rubric, self-assessment, observations of growth and working from feedback, homework assignments, and others. |
Attendance at weekly classes Sept to May.
Application and acceptance into the class via Cvent link is required; see https://learninggroups.ca/ These courses are added internally.
Completion of all assignments
Commitment from students and parents regarding volunteer committees and attendance through Theatre week in May.
Review all communication sent from the CC coordinator.
|
The Arts Education curriculum strives to encourage students’ artful habits of mind through engaged arts learning. The curriculum includes a general arts program, as well as four core discipline-specific programs – dance, drama, music, and visual arts – that capture the language, activities, and experiences unique to each of those disciplines. In Grade 9 they can focus on 1 of these aspects or do general studies.
| Major Units and Topics | Assessment | Requirements |
| • Identity is explored, expressed, and impacted through dance experiences. • Dance provides opportunities to gain insight into perspectives and experiences of people from a variety of times, places, and cultures. • Dance uses a unique sensory language for creating and communicating. • Collaborative dance experiences can build community and nurture relationships with others. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
The Arts Education curriculum strives to encourage students’ artful habits of mind through engaged arts learning. The curriculum includes a general arts program, as well as four core discipline-specific programs – dance, drama, music, and visual arts – that capture the language, activities, and experiences unique to each of those disciplines. In Grade 9 they can focus on 1 of these aspects or do general studies.
| Major Units and Topics | Assessment | Requirements |
|
• Identity is explored, expressed, and impacted through drama experiences. • Drama provides opportunities to gain insight into perspectives and experiences of people from a variety of times, places, and cultures • Drama uses a unique sensory language for creating and communicating. • Collaborative drama experiences can build community and nurture relationships with others. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
The Arts Education curriculum strives to encourage students’ artful habits of mind through engaged arts learning. The curriculum includes a general arts program, as well as four core discipline-specific programs – dance, drama, music, and visual arts – that capture the language, activities, and experiences unique to each of those disciplines.
| Major Units and Topics | Assessment | Requirements |
|
•Identity is explored, expressed, and impacted through arts experiences. • The arts provide opportunities to gain insight into the perspectives and experiences of people from a variety of times, places, and cultures •Dance, drama, music, and visual arts each use their own unique sensory language for creating and communicating. • Creative arts experiences can build community and nurture relationships with others. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
The Arts Education curriculum strives to encourage students’ artful habits of mind through engaged arts learning. The curriculum includes a general arts program, as well as four core discipline-specific programs – dance, drama, music, and visual arts – that capture the language, activities, and experiences unique to each of those disciplines. In Grade 9 they can focus on 1 of these aspects or do general studies.
| Major Units and Topics | Assessment | Requirements |
| •Identity is explored, expressed, and impacted through music experiences
• Music provides opportunities to gain insight into perspectives and experiences of people from a variety of times, places, and cultures. • Music uses a unique sensory language for creating and communicating. • Collaborative music experiences can build community and nurture relationships with others. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
The Arts Education curriculum strives to encourage students’ artful habits of mind through engaged arts learning. The curriculum includes a general arts program, as well as four core discipline-specific programs – dance, drama, music, and visual arts – that capture the language, activities, and experiences unique to each of those disciplines. In Grade 9 they can focus on 1 of these aspects or do general studies.
| Major Units and Topics | Assessment | Requirements |
| •Identity is explored, expressed, and impacted through music experiences
• The visual arts provide opportunities to gain insight into perspectives and experiences of people from a variety of times, places, and cultures. • The visual arts use a unique sensory language for creating and communicating. • Art experiences can build community and nurture relationships with others. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
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
|
Career Education grade 8-9 is a required course for Kindergarten in B.C. The Career Education curriculum strives to encourage students’ to learn through self-discovery, growth in competence and the ability to learn from experiences in educational, work-related and personal life contexts. In Grades 6-9, students continue to reflect on, self-assess, and set goals in personal competency development and determine their strengths and preferences as they explore career-life concepts such as identity, leadership, personal planning, and transferable skills. Students are introduced to increasingly diverse experiential learning opportunities and ways in which family, mentors, and community networks support their continued career-life development.
| Major Units and Topics | Assessment | Requirements |
|
Reflecting on our preferences and skills helps us identify the steps we need to take to achieve our career goals. The value of work in our lives, communities, and society can be viewed from diverse perspectives. Achieving our learning goals requires effort and perseverance. Adapting to economic and labour market changes requires flexibility. Our career paths reflect the personal, community, and educational choices we make. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible).
|
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.
If a student is multiple grades behind in their Math level, this is the course for them. The content and skills in this course are generally consistent with expectations at the grade 9 math level.
| 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.
| 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 is a required course for Grade 9 in B.C. Mathematical values and habits of mind go beyond numbers and symbols; they help us connect, create, communicate, visualize, and reason, as part of the complex process of problem solving. These habits of mind are valuable when analyzing both novel and complex problems from a variety of perspectives, considering possible solutions, and evaluating the effectiveness of the solutions. When developed early in life, mathematical habits of mind help us see the math in the world around us and help to generate confidence in our ability to solve everyday problems without doubt or fear of math.
| Major Units and Topics | Assessment | Requirements |
|
The principles and processes underlying operations with numbers apply equally to algebraic situations and can be described and analyzed. Computational fluency and flexibility with numbers extend to operations with rational numbers. Continuous linear relationships can be identified and represented in many connected ways to identify regularities and make generalizations. Similar shapes have proportional relationships that can be described, measured, and compared. Analyzing the validity, reliability, and representation of data enables us to compare and interpret. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family.
|
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
Physical Education is a required course for all K-9 grades. Grade 9 main goal is for students to learn how to advocate for the health and well-being of others. It connects us to our community and that daily participation in different types of physical activity influences physical literacy and personal health and fitness goals.. The Physical and Health Education (PHE) curriculum aims to empower students to develop a personalized understanding of what healthy living means to them as individuals and members of society in the 21st century. The PHE curriculum focuses on well-being — the connections between physical, intellectual, mental, and social health.PHE is designed to develop the knowledge, skills, and understandings that students need for lifelong physical health and mental well-being.Students can apply the knowledge, processes, and skills learned to their daily lives while engaging in an exploration of what healthy living means and looks like for them. With the uniqueness of each student in mind, the curriculum facilitates a deep understanding of both physical and health literacy to provide students with the theoretical and practical foundations to embrace their interests and passions and have a healthy active lifestyle.
| Major Units and Topics | Assessment | Requirements |
|
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
This class will cover Science 9, Social Studies 9 and ADST 9; Wisdom will meet on Wednesdays and Thrive on Tuesdays. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as homework to complete all course requirements. This class meets weekly on Wednesdays. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
|
Social Studies: Federal Election, Confederation of Canada, Revolutions, WWI Science: Cellular Reproduction, Periodic Table and Formation of Compounds, Electric Current and Circuits, The biosphere, geosphere, hydrosphere, and atmosphere ADST: Design process, Handicrafts such as crochet, 3D printing, Robotics *topics are subject to change from year to year | Formative and summative assessment of the grade 9 core and course competencies incorporating varied strategies including presentations, oral or written assignments, collaborative activities, research and participation. |
Attendance at weekly classes from September through June.
Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally.
Completion of all course assignments; in-class and at home components.
Review all communication sent from the CC coordinator and teacher, generally through email.
|
This class meets weekly on Thursdays and will cover Science 9, Social Studies 9, and Applied Design Skills and Technology 9. This synchronous face-to-face class will incorporate varied collaborative and independent activities through different modes of learning as well as some homework to complete all course requirements. For more information, see the Learning Groups website.
| Major Units and Topics | Assessment | Requirements |
| Science: Life processes of cells. Electromagnetic Energy as particle and wave. Kinetic molecular theory and theory of the atom. Geology and Theory of Plate Tectonics.
Social Studies- Human and environmental factors and effect on population. Exploration, colonization, urbanization, migration and conflict in the Medieval World and Renaissance. Choice of one ADST below Applied Design, Skills and Technology (A): Woodworking. Sewing and Crocheting. Moodle course ADST: Introduction to ADST and the Design Process Applied Design, Skills and Technology (B): Computational Thinking and Digital Literacy with computer programming. Robotics using Dash. Computers and Communications Devices with 3D printing. *topics are subject to change from year to year | Formative and summative assessment of the Grade 9 core and course competencies incorporating varied strategies including group sharing and activities, oral or written assignments, and participation. |
Attendance at weekly classes from September through June. Completed Online Application link and acceptance required; see the Learning Groups website for further details. These courses are added internally. Completion of all course assignments; in-class and at home components. Review all communication sent from the CC coordinator and teacher, generally through email.
|
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
|
Science and scientific literacy play a key role in educating citizens of today for the world of tomorrow. Critical to succeeding in this endeavour are the core competencies that provide students with the ability to think critically, solve problems, and make ethical decisions; to communicate their questions, express opinions, and challenge ideas in a scientifically literate way; and to exercise an awareness of their role as ecologically literate citizens, engaged and competent in meeting the responsibilities of caring for living things and the planet.
| Major Units and Topics | Assessment | Requirements |
|
Biology: • Cells are derived from cells. Chemistry: • The electron arrangement of atoms impacts their chemical nature. Physics: • Electric current is the flow of electric charge. Earth Space: • The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. | This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible).
|
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 |
The aim of the Français langue première (French Language Arts) curriculum is to help students become informed and educated citizens, capable of exerting a positive influence on the society in which they live.
Through the discovery and exploration of literature, art, and culture, students will deepen their understanding of general culture. By developing critical and creative thinking, they will demonstrate discernment, sensitivity, insight, and open-mindedness.
| Major Units and Topics | Assessment | Requirements |
|
Authors can cast a critical gaze on social issues through their works. Stage adaptations offer a way to look at a work differently. Certain texts are timeless and, as such, reflect values that transcend the social context from which they emerge. The “character effect” depends on both implicit and explicit elements To express oneself well, it is essential to follow language conventions, use a rich vocabulary, and pay attention to text organization. Through their interactions, Aboriginal peoples and Francophone communities in Canada influence each other’s languages and cultures. Communicating in French helps to develop a sense of belonging to a Francophone community. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
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) |
|
Working computer with Internet Required Rosetta Stone Foundations
USB Headset with
|
Mandarin 9 uses the Rosetta Stone program (units 9 and 10, level 3) that consists of language lessons (speaking, listening, pronunciation, writing, review), story reading 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 room, chore-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, 3 live teacher sessions tutorials and story recordings along with the activation project and creative works project. Students will also have their first teacher meeting discuss any questions as they start the course.
Unit 10: Students will complete all language lessons in this unit, 3 live teacher sessions tutorials and story recordings along with the interview project where students interview a native Mandarin Chinese speaker. Students will also have 2 general meetings with the teacher to 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 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.
|
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.
|
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.
Synchronous course 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
|
The primary goal of Social Studies education is to give students the knowledge, skills, and competencies to be active, informed citizens who are able to think critically, understand and explain the perspectives of others, make judgments, and communicate ideas effectively. Social Studies curriculum is based on a Know-Do-Understand model. There are four key features of the curriculum structure: Big Ideas, Curricular Competencies, Content, and Elaborations.The goal of this more open curriculum is to allow teachers to spend more time delving deeper into key topics and focus less on simply rushing through a long list of factual details in an attempt to cover all of the required topicsThe shift to less prescriptive learning standards places greater emphasis on acquiring and developing key disciplinary thinking skills. These skills are built around six major historical and geographical thinking concepts: significance, evidence, continuity and change, cause and consequence, perspective, and ethical judgment. The focus on disciplinary thinking means that students will be involved in developing their own understanding of important concepts, rather than simply receiving that knowledge from textbooks, the teacher, or other authoritative sources.
| Major Units and Topics | Assessment | Requirements |
|
Emerging ideas and ideologies profoundly influence societies and events. The physical environment influences the nature of political, social, and economic change. Disparities in power alter the balance of relationships between individuals and between societies. Collective identity is constructed and can change over time. |
This is an individualized course and a student learning plan will be created for personalized learning for each student. As such, the assessment methods will be created with consideration of the resources being utilized and based on communication strategies with each family. |
Resource materials for this course will be determined in conjunction with the parent, teacher, and student (when possible). |
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.
|
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:
|
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.
|
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.
|
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.
|
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.
|
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.
|
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. |
|
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.
|
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.
Students who enrol in this course also need to enrol in the Workplace Saftey Module to access the forms and training provided there as they prepare to set up their job placements.
| 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.
|
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,
|
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,
|
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
|
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
|
You have a unique voice that deserves to be heard! Join other talented young singers across BC as we create four virtual choir videos in this authentically online ensemble. This powerhouse course counts towards your graduating elective credits and will propel you to the next level as a musician. We will be empowering you in topics like; how can I record myself well at home; what is the best new music right now; what vocal styles work best for my voice; what musical tools do I need to collaborate with other musicians; how can I become more powerful as a singer and more. This year will be unique for many of us in the music world; why not take the time to create something meaningful as a group with this online ensemble.
| Major Units and Topics | Assessment | Requirements |
|
Vocal Techniques and Personal Style; R&B, Gospel, Soul etc. Recording Techniques (developing an on-camera presence etc.) Personal Musical Exploration (inquiry based learning on musical topics of your choice) Tools of the trade (ear training, harmonizing techniques, sight-reading) Powerhouse Vocals (social justice movements and freedom fighters that have used song to overcome oppression (ex. Estonia)
|
A variety of formative and summative options. Formative testing will involve at-home practice sessions where students sing passages from each song until they reach 80% accuracy. Students will attend online weekly “vocal coaching sessions” where they will develop skills and submit samples of their work. Summative assessments will include inquiry based learning on each student’s musical interests and passion projects. Our final four summative submissions will be the recordings of yourself that you submit to be part of the four virtual choir pieces | No prior experience required but it will be helpful. This course will build on your current musical skill (beginner to advanced).
Each student needs, in the least, access to a cell phone or computer microphone for self-recording.
Students will be encouraged to use more advanced technology if they already own/have access to it.
|
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
|
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
|
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
|
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
|
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
|
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
|
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.
|
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.
|
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 |
|
| 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.
|
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.
|
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.
|
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.
The synchronous class schedule can be viewed here.
| 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.
The Synchronous course schedule can be viewed here.
| Major Units and Topics | Assessment | Requirements |
|
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 |
|
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.
|
This individualized course option is designed for students who wish to create their own program of study within the focus areas that HCOS has identified as part of their Christian Studies curriculum. Students are encouraged to choose 2-4 of the competencies below to focus on and then consult with their supervising teacher to develop a plan for learning and assessment. This is a 4-credit course, which should equate to the equivalent of one full semester or a linear program of study.
| Competency | Elaborations |
| HEAD
|
|
| HEART
|
|
| HANDS
|
|
This individualized course option is designed for students who wish to create their own program of study within the focus areas that HCOS has identified as part of their Christian Studies curriculum. Students are encouraged to choose 1 or 2 of the competencies below to focus on and then consult with their supervising teacher to develop a plan for learning and assessment. This is a 2-credit course, which should equate to the equivalent of a half semester or half of a linear year program of study.
| Competency | Elaborations |
| HEAD
|
|
| HEART
|
|
| HANDS
|
|
Becoming a People of Promise is part two of a two-part series that explores the vital teachings of the Old Testament. In this section, students through a focus on wisdom and prophetic literature discover their purpose as a people of promise to all nations. Students can take one or both sections (the historical foundations, and the prophetic and wisdom books) to develop a working literacy of the Old Testament that will deepen their understanding of the essential teachings of the Christian faith in a modern way.
While the learning is aimed at becoming literate of the Old Testament, the intent of the course is to lay a foundation for how a living promise (to be fulfilled in a coming Messiah) issues a call on all who believe to be restorative agents in the world (Isaiah 61). By working through engaging and well laid-out readings and activities, students will become more confident in their faith so they can become competent at bringing their faith to bear on broader learning and living activities.
In this regard, the two parts are designed for students to “work out their faith” (Phil 2:12) and to “show themself approved” (II Tim 2:15) so they can embody and exemplify “the goal of biblical instruction: a pure heart, a good conscience and sincere faith” (I Tim 1:5). In short, the Old Testament survey courses aspire to provide students with bigger encounters between personal faith and everyday life so they can authenticate what they claim to believe and be more fully acquainted with the hope and freedom that is theirs in Christ.
| Major Units and Topics | Assessment | Requirements |
|---|---|---|
| Unit 1 Outline of the Wisdom of the Old Testament Analysis of the major events and characters in each book Application of the major themes in each book to current realities
Unit 2 Knowledge of the Major Prophets and their times Analysis of the major challenges and why they matter to God Application of the major themes in each book to current issues in culture
Unit 3 Examine the purpose and themes of the minor prophets Analysis of the major events and restorative hope in each book Application of the themes and how they compel us to a higher call | Option 1: Three assignment modules and a final open reflection Option 2: Three assignment modules, two mini-sermons and a final open reflection
| None |
Discovering The Need for a Saviour is part one of a two-part series that explores the vital teachings of the Old Testament, first laying the groundwork for why we need a Saviour and then discovering our purpose as a people of promise to all nations. Students can take one or both sections (the historical foundations, and the prophetic and wisdom books) to develop a working literacy of the Old Testament that will deepen their understanding of the essential teachings of the Christian faith in a modern way.
While the learning is aimed at becoming literate of the Old Testament, the intent of the course is to lay a foundation for the redemptive work of Christ and to demonstrate how a living promise issues a call on all who would believe to be restorative agents in the world (Isaiah 61). By working through interesting and well laid-out readings and activities, students will become more confident in their faith so they can become competent at bringing their faith to bear on broader learning and living activities.
In this regard, the two parts are designed for students to “work out their faith” (Phil 2:12) and to “show themself approved” (II Tim 2:15) so they can embody and exemplify “the goal of biblical instruction: a pure heart, a good conscience and sincere faith” (I Tim 1:5). In short, the Old Testament survey courses aspire to provide students with bigger encounters between personal faith and everyday life so they can authenticate what they claim to believe and be more fully acquainted with the hope and freedom that is theirs in Christ.
| Major Units and Topics | Assessment | Requirements |
|---|---|---|
| Unit 1 A deeper understanding of the Bible A stronger relationship with God A demonstration of Bible study skills
Unit 2 The connection between Old and New Testaments An understanding of the requirements of a Messiah The fulfilled promises of a coming Messiah
Unit 3 An overview of Prophecies regarding Jesus Claims made by Christ regarding His deity A thorough knowledge of the attributes of God An understanding of the divine roles played by Jesus | Option 1: Three assignment modules and a final open reflection Option 2: Three assignment modules, two mini-sermons and a final open reflection
| None |
Have you ever asked yourself ‘Who am I?’ If so - you are not alone! Many books and movies include deep moments where the main character either struggles to discover who they are and what their purpose is.
How we see ourselves has a great impact on how we live in and interact with God's world. “Discovering Who You Are” focuses on exploring our identity in Christ, which changes everything. Students will explore topics of identity, explore how interests and passions shape us and examine Biblical examples of how God can shape who we are. Students will also participate in an overview study of the life of Jesus through reading the Gospel of John, because knowing Jesus helps us know who we are.
| Major Units and Topics | Assessment | Requirements |
| 1-2. Exploring Identity | Reflection journals | This is a two credit module, representing half a traditional course Students will work through lessons and complete assignments |
Ever asked yourself questions about the New Testament, like “How did we get our Bible?” or “How do I know the Bible is inspired by God?” or “What sources outside the Bible confirm the existence of Jesus?” Or maybe, “What evidence is there that Jesus actually rose from the dead?” or “How can a loving God allow things live evil and hell?” or “How can I share my faith in a thoughtful and intelligent way?” If you have, you’ll be right at home in this course!
This course is an Apologetics introduction module that explores some of these significant topics, Apologetics being a branch of theology that attempts to provide a rational defense for the truth claims of Christianity. In it, you can expect to learn more about how historians, archeologists, and theologians throughout history and in our modern age have articulated how faith aligns with experience and evidence.
Students are prompted throughout the course to also engage with their heart responses to these big questions, putting them side by side with the more intellectually-focused topics.
*Note: If you intend to take both this course and Christian Studies: Exploring Science, Philosophy, and Faith, we recommend doing the 'Exploring Science, Philisophy and Faith' first, as they collectively build a ground-up case for the veracity of the Christian worldview. However, these modules can be done separately, and neither is a prerequisite for the other.
| Major Units and Topics | Assessment | Requirements |
|---|---|---|
|
|
|
Ever wondered about big foundational faith questions like “What is truth?” or “How do I know that God exists?” or “What’s the difference between Christianity, other religions, and Jehovah’s Witnesses and Mormons?” or “Can naturalistic evolution account for the origin and diversity of life?” If so, you’re in the right place!
This course is an Apologetics introduction module that delves into some of these significant topics, Apologetics being a branch of theology that attempts to provide a rational defense for the truth claims of Christianity. In it, you can expect to learn more about how philosophers, scientists, and theologians throughout history and in our modern age have grappled with how faith aligns with experience and evidence.
Students are prompted throughout the course to also engage with their heart responses to these big questions, putting them side by side with the more intellectually-focused topics.
*Note: If you intend to take this course and Christian Studies: Exploring the History, the Bible, and the Evidence for Christ, we recommend doing this course first, as they collectively build a ground-up case for the veracity of the Christian worldview. However, these modules can be done separately, and neither is a prerequisite for the other.
| Major Units and Topics | Assessment | Requirements |
|---|---|---|
|
|
|
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.
| Major Units and Topics | Assessment | Requirements |
|
|
|
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 |
|
| 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
|
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. |
|
|
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 |
|
|
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.
The synchronous course schedule can be viewed here.
| 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 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.
| Major Units and Topics | Assessment | Requirements |
|---|---|---|
|
|
|
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.
| Major Units and Topics | Assessment | Requirements |
|---|---|---|
|
|
|
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.
|
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.
| Major Units and Topics | Assessment | Requirements |
|---|---|---|
|
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.
|
|
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
The synchronous course schedule can be viewed here.
| Major Units and Topics | Assessment | Requirements |
|
|
|
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.
The sychronous class schedule can be viewed here.
| 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: T |