Students are expected at all times to act in a reasonable and responsible manner.
RIGHTS AND RESPONSIBILITIES
I HAVE THE RIGHT TO LEARN IN THIS SCHOOL.
It is my responsibility to arrive on time, to be prepared to work, to be ready to listen to instructions, to work quietly and if I have a question or concern, to ask politely.
I HAVE THE RIGHT TO HEAR AND BE HEARD.
It is my responsibility to listen courteously and attentively when others are speaking and to speak politely.
I HAVE THE RIGHT TO BE RESPECTED IN THIS SCHOOL.
It is my responsibility to refrain from teasing or annoying other people or hurting their feelings.
I HAVE THE RIGHT TO BE SAFE IN THIS SCHOOL.
It is my responsibility to refrain from threatening, punching, kicking or physically harming others and to play safely.
I HAVE THE RIGHT TO PRIVACY AND TO MY OWN PERSONAL SPACE.
It is my responsibility to respect school property, the personal property of others and to respect their right to privacy.
RESPECT YOURSELF, OTHER PEOPLE AND THE ENVIRONMENT.
ACCIDENT INSURANCE – All students in PEI Public schools are now covered under a provincial accident insurance plan. This is paid for by the Department of Education.
BUS SERVICE – Students and parents who have questions or concerns about bus service are asked to contact the transportation supervisor. Expectations regarding behavior on the busses will be described and enforced by individual drivers with support from the school administration.
EXTRACURRICULAR ACTIVITIES – In addition to the various programs that are offered in the classroom, there is a large variety of activities offered outside the classroom. The following is a list of activities that are usually conducted at Westisle:
- Badminton
- Golf
- Softball
- Band
- Intramurals
- Student Council
- Basketball
- Legislative Page-Program
- Track and Field
- Baseball
- PEI-Quebec Exchange
- Volleyball
- Busker Club
- Rugby
- Yearbook
- Cross Country
- Skills Canada
- Youth Parliament
- Drama
- Soccer
- Westisle Armover Club
FOOD SERVICE – Full and partial meal services are available in the cafeteria at noon hour. Students may also bring lunches from home but, in either case, all food is to be consumed in the cafeteria (lower floor area). Students are expected to clean the table after eating by putting leftovers in the garbage cans and returning trays to the appropriate places. As well, students are required to sort their garbage according to the Island Waste Watch guidelines which are posted throughout the cafeteria.
(GROUP) TEEN PARENT SUPPORT – meets weekly at the school. The group provides pregnant and parenting young mothers a chance to get together. The group offers education and support regarding healthy choices in nutrition, parenting and lifestyle issues. For more information contact Janie Bulger@ Kids West Inc. – phone 853-3437.
LEARNING CENTER – The Learning Center, located in room 412 (connected to the library), helps students build confidence and improve performance in school. Personalized programs and support are available to all students. Our goal is to motivate students to achieve success.
LIBRARY – Students are urged to use this area and its resources for study, research and quiet reading. This area is closely supervised and students who use it for social purposes (talking, etc.), will be asked to leave. All materials taken from the Resource Centre must be signed out at the main desk. Students are responsible for the care and return of all such materials and will be required to pay for any loss or damage incurred.
LOCK & LOCKERS – Lockers are assigned to students so they can keep books and other possessions in a relatively safe place. Everyone must have his/her own locker. Only locks provided by the school can be used and these can be obtained from the homeroom teacher in September. Students are reminded that the lockers are the property of the school and lockers must never house illegal or prohibited items. In the interest of safety, the administration of the school may conduct searches of student lockers from time to time. Students may or may not be given prior notification of these searches. Students should exercise great caution with respect to what is stored in their lockers. Housing contraband, offensive documents (e.g. hate literature), or any other prohibited items in lockers (whether the items are yours or not) will result in consequences based on the school’s Code of Conduct and the RCMP may be notified. Since lockers provide limited security, personal items such as money, jewelry, etc., should not be left in lockers.
LOST AND FOUND – Any items found within the school are brought to the main office where they may be claimed by the owners.
PARENTS’ COUNCIL – Westisle has an active Parents’ Council (School Council) which meets regularly to discuss issues, represent parent concerns and give advice to the principal. The Council is comprised of a parent representative from each of the nine feeder school districts (7 elementaries – 2 junior highs), two teachers, president of the Student Council and the principal. All parents/guardians are welcome to attend the meetings.
REPORT CARDS – Report cards will be sent home twice each semester. Mid-semester report cards and end-of-semester report cards need not be returned.
SCENT REDUCTION POLICY – Due to the increased sensitivity to environmental odors, we would appreciate your co-operation in helping us provide a scent-reduced environment for our students and staff. Thank you. Students not following this scent-reduction policy will be spoken to first by the teacher and if the problem persists, the office will get involved.
SCHOOL CANCELLATIONS – Notice of school closings due to weather conditions will be broadcast on island radio stations or at https://www.princeedwardisland.ca/en. When school is closed for a storm, there will be no school activities that day.
SCHOOL TRIPS – Teachers, students and parents are reminded that the PEI Department of Education Early Learning and Culture requires forms to be filled out by the student/parent and teacher/coach/advisor for all co-curricular and extra-curricular out of school trips. Parents are also reminded that students taking their own vehicle for any of the above must fill out the appropriate forms. Parents must also be aware that students are not allowed to transport other students to any school functions. All forms are available at the main office.
SPORTS – Athletics will form a large part of school life at Westisle. We usually have a full schedule of inter-school sports including volleyball, badminton, basketball, cross-country, golf, power-lifting, track and field, softball, soccer and rugby. All students are eligible for interscholastic sports. Watch for the time and place to sign up for the various teams. All team members are subject to the rules and regulations which will be explained when you sign up for a sport.
Athlete of the Year – The Male and Female Athlete of the Year Award shall be awarded annually to the student Athlete who best displays the qualities of outstanding athletic ability, sportsmanship, determination, and academic success. All coaches and the principal shall form the selection committee.
STUDENT STORE – Basic school supplies and various items of clothing including footwear are available in the school’s student store during noon hours.
STUDENT SERVICES – Two counsellors are available to help students with personal, vocational and educational concerns. Assistance is available on course selection, university and college information, scholarships and student loan information, student assessment, study skills and emotional support. Students are urged to take advantage of this service as well as the career resources available in the guidance area.
STUDENT VEHICLES AND PARKING – Students are allowed to bring a vehicle to school provided they drive responsibly. Students must use the designated student parking area only. Parking in the School Board parking lot or compound is strictly prohibited and may result in a charge under the Trespass Act or the vehicle may be towed. As well, irresponsible driving or parking violations may result in the student having the privilege of driving to school revoked. We remind you that the speed limit is 20KM/H maximum at Westisle. We do not encourage students to take other students to and from school because of risks of legal liability. Students are reminded that parking is at their own risk. Westisle and the Public Schools Branch are not responsible for loss/damage to vehicles on our property.
TELEPHONES – One telephone for student use is available in the school. Please keep conversations brief so as not to inconvenience others. Calls must be made when classes are not in session. Phones in the main office may be used in cases of emergency. Secretaries will take messages for students from parents/guardians, or messages which are of an emergency nature only. Parents in the Tyne Valley area can call the school Toll Free (1-800-663-3338).
TEXTBOOKS – Textbooks will be issued to students by subject teachers and are to be properly cared for throughout the year. Any student losing a book during the year or failing to take proper care of any book will be required to pay as determined by the Department of Education prices. Failure to make compensation for lost or damaged books will result in report cards, diplomas, etc…being withheld by the school. Lost or damaged books will be replaced in accordance with the following scale.
New Book or Good Book Full Value
Fair Condition Half Value
Students have a responsibility to refrain from:
- social media – in a negative manner
- fighting and other forms of physical abuse and intimidation
- verbal abuse
- alcohol and drug use on school property, at school functions and/or during school hours
- vandalism and destruction of school property
- tampering with fire alarms
- bringing weapons to school (knives, guns, etc.)
- profanity
- wearing clothing displaying indecent wording and/or graphics
- public displays of affection beyond hand holding (i.e. kissing, etc.)
- skipping classes
- stealing
- driving a vehicle in a reckless manner and/or with excessive speed on school premises
- parking of vehicles in places other than designated student parking areas
- smoking on PSB property
- wearing hats or hoods in school
- littering
- cheating and plagiarism
- bringing to school and/or using firecrackers, stink bombs and water pistols/water balloons.
- inciting an incident
Violations of any of the above will be dealt with according to the severity of the problem with appropriate consequences ranging from warnings and counseling to suspensions. In severe situations the Public Schools Branch reserves the right to expel a student from school. At all times the rules and regulations of the Public Schools Branch as established in the Communities for Learning documents will be applied.
SUGGESTED CONSEQUENCES
- FIGHTING – minimum 5 day suspension depending upon the severity of the fight. RCMP may be notified to lay charges.
- HARASSMENT, VERBAL ABUSE, INTIMIDATION AND INAPPROPRIATE USE OF SOCIAL NETWORKING – minimum 1 – 5 day suspension depending upon the severity of the situation. RCMP may be notified to lay charges.
- VANDALISM, DESTRUCTION AND/OR THEFT OF SCHOOL OR PERSONAL PROPERTY – minimum 1 – 5 day suspension, restitution, and/or notification of RCMP.
- ALCOHOL/DRUG/DRUG USE AND/OR POSSESSION – minimum 5 day suspension and/or notification of RCMP to lay charges. 10 to 20 day suspension may result from severe infractions (e.g. trafficking or repeat offences).
- PULLING OF FIRE ALARMS/DAMAGING FIRE DETECTORS FOR MISCHIEF – 3 day suspension and notification of RCMP to lay charges.
- BOMB SCARE – minimum 5 day suspension and notification of the RCMP to lay charges.
- PROHIBITED WEAPONS – minimum 10 day suspension and notification of RCMP to lay charges.
- ITEMS THAT CAN BE USED AS A WEAPON – warning and removal of weapon(s) to the Main Office first offense; possible suspension and notification of the RCMP. Minimum 3 day suspension and notification of RCMP for second offense.
- RECKLESS DRIVING/SPEEDING – minimum 1 day suspension and removal of driving privileges on school property for a period of time.
- PERSISTENT PROFANITY – minimum 1 day suspension.
- VAPING/SMOKING ON PSB PROPERTY – progressive discipline beginning with a 1 day suspension.
- INDECENT CLOTHING – prohibited from wearing again; minimum 1 day suspension for subsequent offenses.
- PERSISTENT PARKING IN RESTRICTED AREAS – Warning, removal of driving privileges to school for a period of time. Vehicle may be towed at the owner’s expense.
- SKIPPING CLASSES – warning for first offense, for a subsequent offense, action will be determined by administration.
- FIRECRACKERS AND STINK BOMBS – confiscation and 1 day suspension.
- WATER PISTOLS AND WATER DEVICES – confiscation, cleanup (where necessary) and warning. A one day suspension for 2nd offense.
- PERSISTENT REFUSAL TO FOLLOW ANY TEACHER’S/STAFF MEMBER’S INSTRUCTIONS – removal from class for 1 day or suspension from school depending upon the severity of the situation.
CHEATING AND PLAGIARISM – cheating is a dishonest act that calls into question one’s integrity. If, for example, someone cheats on a test or an assignment, that person has demonstrated a lack of respect for their work, course, teacher and themselves.
It should be noted that if someone knowingly helps another person to cheat they are equally responsible and as a result will be held accountable.
PENALTIES AT WESTISLE FOR CHEATING:
- 1st offence – 0% for the work in question, administration and parents notified.
- repeat offense under another subject teacher will result in 0% for the work in question; administration and parents notified and academic counselling arranged with guidance.
- repeat offense for the same subject teacher may result in loss of credit for the course.
USE OF INAPPROPRIATE LANGUAGE
- The first offence will result in a warning from the teacher and the incident will be documented by that teacher.
- The second offence will result in the teacher calling home and the incident will be recorded on the school’s computer system.
- The third offence will result in an office referral.
- If there are subsequent instances of inappropriate language being used by that student, the action will be determined by the teacher and administration.
DRESS CODE (ADAPTED JUNE 2022 IN CONSULTATION WITH STUDENT COUNCIL, SCHOOL COUNCIL AND TEACHING STAFF)
Students and staff are expected to dress in a manner that contributes to the learning atmosphere of the school. School attire should reflect an attitude of pride in self, school and community. A part of learning is the making of appropriate decisions on suitable types of dress for various activities. Clothing and footwear should conform with established health and safety requirements for the intended activity (e.g., health and physical education classes, science classes, sporting events, technical education, etc.).
In keeping with our expectations to provide a safe and respectful learning environment, the following restrictions will apply:
- no clothing referring to illegal substances or activities
- no clothing displaying sexual innuendo, profanity or violence
- no clothing degrading gender, racial groups or ethnic background.
- All tops require straps. Mesh or backless shirts should have a layer of clothing underneath.
The administration reserves the right to ask students to cover up or change if clothing is inappropriate or unsuitable for school.
CELL PHONE POLICY
General Cell Phone Use: Cell phones and other electronic devices are permitted during transition times (ie: breaks and lunch) . Please understand that the expectations may differ between classes and teachers.
Consequences:
- 1st incident – a warning is issued; device is returned at the end of the day,
- 2nd incident -device is retained by the school until the end of the day and can only be retrieved by a parent/guardian;
- 3rd incident- parent/guardian meeting will be required before the cell phone is returned.
Inappropriate Use of Cell Phones: May include, but is not limited to the following list: pictures of students/staff, social media posts, air dropping pictures.
Consequences:
- 1st incident – 2 day suspension and a written letter of apology may be required before the student returns to school,
- recurring incidents – 3-5 day suspension and a written letter of apology may be required before the student returns to school.
On the Bus: Cell phones must be turned off and stored away from immediate access during bus travel so as to promote the protection of privacy and confidentiality, discourage potential harassment, and create minimal distraction for the driver.
- Note: Devices such as MP3 Players which are used only for playing music and are limited to the use of the individual student (i.e. used with earphones) may be used while riding on a school bus provided there is no disruptive influence or disturbance created on the bus. For safety reasons, such devices must be turned off when students are boarding or disembarking from the bus.
RETURNING GRADUATE AND FOURTH YEAR STUDENT POLICY – Students who have already graduated from high school and wish to return to upgrade their skills in order to gain entry to a post-secondary program or to complete a trades program may be able to do so. A flexible program of studies may be set up in consultation with administration and/or guidance which may involve the student taking only the course(s) needed. The student’s behavior must be appropriate at all times in order to remain in the program.
Westisle Composite High School operates under the philosophy that all non-graduate students must have a full load of courses. However, we do recognize that there are circumstances and situations where it would be in the best interests of all concerned that some returning fourth year students be scheduled with less than a full complement of courses. Students not living up to the conditions of the contract may have the privilege withdrawn and face other disciplinary measures. Parents will be mailed a copy of the contract.
ATTENDANCE POLICY – Regular attendance is one of the primary reasons students are successful in high school. According to the School Act, the responsibility for attending regularly lies with the students and their parents/guardians. It is the aim of Westisle Staff to work with students and parents in maintaining a high level of attendance so that each student may experience success. We encourage parents to inform us if their son/daughter is absent because of injury, sickness, or any other reason. That information will be communicated to the appropriate subject teacher. We, on the other hand, will inform parents as early as possible of unnecessary absences. In addition, we will suggest some strategies that teachers may use to encourage high attendance by all students. Students should check individual course outlines regarding the above.
Daily Attendance/Interventions
Each subject teacher will be responsible for monitoring and reporting the attendance of students registered in each of his/her classes. Parents will be informed by phone when a student has missed 5 classes in a course or when a student has missed 3 consecutive days. The teacher will also enter this contact with the parents on the school’s computer system.
If the student misses 10 classes, 15 classes and 20 classes in a course parents will be notified by letter.
Homework & Illness
When students are absent from class, it is their responsibility to contact someone from their classes to see what they have missed (or see their teachers upon their return). If an absence is anticipated to be 3 or more days, parents are encouraged to contact the school to have homework collected to be picked up. Please note that we will need some time to gather this homework so a 24-hour turn-around is in place (i.e. call Wednesday and work is ready Thursday).
LATE POLICY – Avoidable lates are both discourteous and disruptive to fellow students and teachers. If either the reasons for being late or the frequency of lateness becomes a concern, disciplinary action will be taken. Leaving class early without the teacher’s permission is not permitted. Again, if either the reasons or the frequency of leaving early becomes a concern, disciplinary action will be taken.
The daily schedule is as follows:
8:55 – 10:10 Period 1
10:10 – 10:15 break
10:15 – 11:30 Period 2
11:30 -12:20 Lunch
12:20 – 1:35 Period 3
1:35-1:40 break
1:40 – 2:55 Period 4
Students not in their classroom/shop/lab two minutes following the times listed above will be considered late. Teachers/administrators will provide a Westisle late slip when having detained a student.
Procedures For Lates/Leaving Class Early
- The first late is noted by the teacher.
- The second late is a warning.
- The third will result in a call home and the incident will be recorded on the school’s computer system.
- The fourth late will result in an office referral and this will lead to a period of suspension.
- The fifth late will lead to an out of school suspension.
- Any subsequent lates will result in an office referral (action to be determined by the teacher and the administration).
SOCIAL NETWORKING POLICY – The Internet is an electronic highway which connects computers all over the world. The P.E.I. Department of Education promotes access to and use of computers by students, educators and other users. Access to the Internet will provide students with additional learning materials and research opportunities.
While access to the Internet offers many benefits, some material is objectionable. Software and services have been purchased and installed to assist in restricting access to objectionable material. However, a determined user can always discover undesirable material.
Student Responsibilities
Students are required to adhere to the rules established for Internet access and use.
- Students will be provided with access to the Internet provided that the signed Internet Use Agreement has been received by the designated school personnel and school rules are followed.
- Students may view, quote from and copy published web pages for their personal use and for research purposes provided that the source of information is acknowledged and that copyrights and school rules are respected.
- Students may not give their passwords to other persons or use passwords of others.
- Students may download software programs only with the approval of the supervising teacher and provided that copyrights are respected.
- Students may access discussion groups and news groups only in accordance with school rules.
- Students who receive obscene information or threatening messages will immediately report the event to the supervising teacher.
- Students will not use the Internet for illegal activities, to harass others or to conduct commercial transactions through their school Internet account.
The use of the Internet is a privilege and inappropriate use may result in the cancellation of the privilege and/or other disciplinary measures. Inappropriate use will be determined at the discretion of the supervising teacher. In addition, law enforcement agencies may be contacted.
Liability
The Department of Education, Early Learning and Culture make no warranties of any kind, whether expressed or implied, for the service being provided and are not responsible for any damages a student or other user may suffer. This includes, but is not limited to, loss of data resulting from delays, non-deliveries, or service interruptions for any reasons or caused by a user’s own errors or omissions. Use of any information obtained via the Internet is at a user’s own risk. The Department of Education, Early Learning and Culture specifically deny any responsibility for the accuracy or quality of information obtained through these services. The Department of Education, Early Learning and Culture disclaim liability for errors, omissions, damages or actions of any kind resulting from student use of the Internet.
Communication between students through social networking (Facebook, Twitter, Youtube, blogs, wikis, etc.) whether inside or outside of the school environment must not cause harm or discomfort to individuals or involve any form of harassment that would negatively impact the school. Harassment in any form, including comments posted electronically, is unacceptable. Inappropriate, demeaning, harassing, or threatening messages shall be subject to disciplinary action. Police may be contacted and the actions could result in suspension, expulsion and/or criminal charges. Using any technology to bypass any security systems on school computers is also a violation of this policy.
ALCOHOL AND DRUG USE POLICY – Westisle has a “Zero Tolerance” policy regarding alcohol and drug use. Students are not to use or be in possession of any illegal drugs and/or alcohol while involved in any school sponsored activity.
Consequences for violation of policy on alcohol and drug use:
In addition to a school suspension, (length to be decided by the Westisle administration), the student will:
- (1) be removed from the activity in which the violation occurred for 1 calendar year.
- not be permitted to participate in overnight travel for a period of 1 calendar year.
- not be permitted to participate in any extra-curricular activities for a minimum period of 3 school months. After the 3 month period, students wishing to participate in extra-curricular activities must submit a written request to administration and appear before the extra-curricular appeals committee.
- become involved in counselling with the school’s guidance dept. and/or with the Student Assistance Program coordinator.
Students and parents must be aware that when some students are caught with and/or consuming alcohol/drugs at a school activity in a group setting (i.e. school dances, hotel room, locker room, outside an exit, etc.) all students in that group will be considered responsible except when those not indulging can show conclusively that they took concrete steps to disassociate themselves from the unacceptable activity.
An information form is to be signed by both the student and parent/guardian so each can acknowledge the Extra-curricular Activities Policy for Westisle Composite High School. Please
return the completed information form to the appropriate coach/advisor at the beginning of each sport/activity.
VAPING/SMOKING POLICY – Westisle is a smoke free place. Consequently, the policy of the School specifies that smoking and the use of tobacco products or “look alike” products (i.e. electronic cigarettes or vaporizers) is not permitted in buildings or vehicles owned by the Board or in private vehicles on school property or on any Public Schools Branch property. Consequences to students who violate the policy are as follows:
- First violation- A one day suspension with a phone contact and letter to the parents and a research study component.
- Second violation- A three day suspension with a telephone call and letter to parents indicating the specifics of the suspension including the education and research components and that a further violation will result in a more lengthy suspension.
- Third violation- A five day suspension with a letter to parents and a meeting with the student and parents to discuss the specifics of the suspension and the problem. The student will also be given a preventative or rehabilitative consequence so they will better understand the long term effects of smoking.
- Fourth violation- A five day suspension with parents notified that they must contact the Director of the school to arrange a meeting before the student will be reinstated. The reinstatement process will include a meeting with the parents to outline the terms under which the student will be permitted to return to school. NOTE: At any of the first three violations in the disciplinary process, the school will require students to meet specific other terms in order to return to regular classes or school. For example – writing an essay on smoking; doing research on the harmful effects of smoking; visiting with and talking to health care providers or health victims of smoking. Suspensions administered by the Principal in violations one, two, and three may involve in-school and out-of-school suspensions, at the discretion of the Principal, and in combination with the rehabilitative strategies suggested above.
The school will maintain a record of all smoking violations and associated correspondence.
*Any suspension of 5 days or more will result in the student not being permitted to participate in any extra-curricular activities for a period up to 12 months. After 3 months, students wishing to participate in extra-curricular activities must submit a written request to administration and appear before the extra-curricular appeals committee to have those privileges reinstated.
Westisle has a large variety of extracurricular activities in which students may participate. These are meant to be fun and growth experiences for the students to help to round out their high school education. It is here that many fond memories of high school are made. There is a certain commitment for students entering into extracurricular activities. The following policy deals with sporting events as well as attending conferences, band, drama, exchange trips, intramurals, SADD, Students Council, yearbook, youth parliament, and any other activities and clubs at the school.
Coaches
- Coaches must have Level I Canadian Coaching Certificate, or be working toward that goal within the first year of coaching a Westisle team.
- Must obtain a security check from the RCMP.
- Must submit a full list of players, and contact numbers for players, to the Athletic Director.
- Will not have a “Taxi-Squad” or “Practice only” players.
- Will be expected to practice on Non-Game days.
- Will provide a full season schedule, complete with game dates as well as practice days, (and times for each) to each athlete and the Athletic Director.
- Will make sure their home facility is prepared for all home games.
- Will make sure transportation is secured for all away games.
- Will not cancel practice prior to a PEISAA Playoff game.
- Will not allow “initiation, or “hazing” of any kind, for grade 10 or rookie players.
- Will not allow any player to drive themselves to any game.
- Will report all home game results to proper media.
- Are discouraged from using personal vehicles to transport athletes to and from game or practices and will not be reimbursed for any use of personal vehicles.
- Will supervise their teams at all times. Coaches will not leave their team with any other coach unless previously arranged (i.e., at restaurants).
- Will travel with their team whenever possible.
- Will make clear to each athlete, coach’s philosophy regarding cutting athletes, making rosters, and playing time.
- Will host a parent’s meeting after the final roster is determined and prior to or directly after their team’s first home game (the purpose of parents meeting is to go over all important information regarding philosophy, financial commitments, season etc.).
- Will report on every injury incurred by their team.
Athletes
- Must attend at least 3 practices or “try-outs” before being considered for any team.
- All teams/groups/clubs (including the band) should operate on the principle that the team is a class away from the school. The conduct of the team/group members must be the same as what is expected of them in school (reasonable and responsible behavior).
- Must be present at school on “game day” in order to play (except if they have a valid excuse such as a doctor’s appointment, field trip).
- Must demonstrate a reasonable state of fitness at try-outs. Athletes who cannot meet fitness standards, as prescribed by the coach, may be released from try-outs.
- Athletes must be able to commit 100% to their team. Athletes missing practices or games may be subject to penalties or suspensions from the athletic program.
- Athletes who do not show up for a PEISAA Provincial playoff or Championship game will be suspended from the Athletic Program for one calendar year (unless the athlete has a medical excuse or pressing family commitment).
- Athletes will refrain from consuming alcohol, tobacco, drugs as well as any other substances
on school property
on any other school’s property
in any public place or area
“sips”, “tastes” are considered drinking
must understand that students are not legally permitted to drink - Athletes will attend all practices and games. It will be the athlete’s responsibility to make arrangements for:
Part time jobs
Driver Education
Hair appointments
Extra help
etc. - Any missed practice can happen only with the approval of the coach.
- Quitting any team without proper excuse will result in a one calendar year suspension from the athletic program.
- Athletes will strictly adhere to game day dress code:
Men – No jeans, hats, work boots – must wear a dress shirt and tie (shirt tucked in)
Women – No jeans or jean skirts – Slacks or dress pants are fine
Athletes will look neat, tidy, and respectable
- 12. Athletes not following game day dress codes will not be allowed to dress, play or travel with their team and will incur a one game suspension (to be instituted by their coach).
- Athletes must report any injury, regardless of the severity, in order for coaches to fill out the appropriate forms (for insurance applications).
- All participants are reminded that they are student athletes (emphasis on student). Playing on a school team or participating in any other extracurricular activity is a privilege, not a right. Any student failing more than one out of their 4 courses becomes ineligible to participate in extracurricular activities until such a time as they show that they have turned things around (usually the next marking period). A student has the right to appeal this decision before the academic/extracurricular council. Students must also be trying their hardest and completing the work in the course(s) they are failing. Attendance, attitude, and full participation in class will also be considered.
- Athletes must pay an athletic fee of $30.00 to the coach before the first league game. This fee is to be paid only once during the school year. The fee will be used to finance athletic activities (e.g. awards banquet).
- All students involved in extracurricular activities are to take part in the school fundraiser.
PHILOSOPHY IN SPORT
“A” Teams
- “A” teams are to be developmental and as such will be comprised of primarily Grade 10 & 11 students who demonstrate the same commitment as “AA” athletes.
- “A” teams may carry one or two Grade 12 athletes who can demonstrate positive leadership and can make a significant athletic contribution.
- “A” teams will carry an appropriate number of player substitutes. One or two substitutes will not be considered appropriate. Grade 12 athletes will not be used to fill up an “A” team roster.
- “A” teams will expect all athletes to demonstrate a reasonable level of fitness before acceptance on any “A” team.
“AA” Teams
- “AA” teams are to be Elite Athletically Competitive Teams competing at the highest level in the province, in short, our best athletes.
- “AA” teams expect a high level of commitment from their athletes, first academically, second in time and fitness.
- “AA” teams will expect all athletes to demonstrate a reasonable level of fitness before acceptance on any “AA” team.
FUNDRAISING – Fundraising for extracurricular and co-curricular events is strictly regulated. Westisle carries out one major fundraiser per year, usually a sales campaign in the fall and spring. Otherwise student teams, organizations or groups are not allowed to go out into the community to raise funds. Two exceptions are yearbook ads and graduation prize donations.
Fundraising is permitted within the confines of the school. From time to time a group may be granted permission to fundraise in the community but it must receive prior approval of the Principal. As well, the fundraiser should provide a service to the community and should not in any way be a nuisance to the public. All funds raised come under the control of the particular team or organization and are not intended for individual consumption in any way. Funds not spent in a school year by a particular team or organization will be carried over to the next school year to be used by a subsequent team or organization of same or similar purpose.
Students enrolled in Apprenticeship Trades courses may be granted up to 1000 hours toward their Red Seal certification by the PEI Apprenticeship Board, provided they obtain a 70% average in all trades courses. Students who do not meet these requirements may not be granted hours by the Provincial Apprenticeship Board. (Note: Cosmetology students must have a 75% average to have their credits recognized by the PEI Hairdressers’ Association and obtain a license in Prince Edward Island). MAT801A is not a required course, but hours will be credited if an apprenticeship student achieves a 70% or greater in the course.
Students achieving below the provincial requirement may still receive Westisle credits if they have a passing grade. Students whose performance is unsatisfactory may be removed from the trades program.
Westisle Composite High School uses a credit system. A credit course is one consisting of 110/120 hours of instructional time for the school year. Students earn credits for all courses passed, and as they progress through the school, credits are accumulated; students do not repeat grades, but may have to repeat individual core subjects. A student will take eight credits each year for a total of 24 credits in three years. Exceptions may be made for special circumstances, as determined by the administration.
- The minimum number of credits required for senior high school graduation (Grade 12) is twenty (20) credits.
- The number of compulsory credits which a senior high school student must take to receive the Prince Edward Island Senior High School Graduation Certificate is twelve (12) credits. These compulsory credits must be taken from the following areas:
(a) 3 English credits, one of which must be at the 600 level;
(b) 2 math credits (post secondary institutions may require 3 or more math credits);
(c) 2 science credits;
(d) 2 social studies credits, one of which must focus on Canadian social studies (APA801X, CAS401A, GEO421A, HIS421F/J, LAW521A, LAW521F, LAW531A, HIS621A, HIS621B, or POL621A);
(e) 1 physical education credit (PED401A)*;
(f) 1 career education and personal development credit (CEO401A)*;
(g) 1 credit from a designated list that fosters creativity or innovation (see the Senior High Program of Studies and List of Authorized Materials for list), or one of the following French language courses (FRE421A, FRE421F, FRE521A, FRE521F, FRE621A, OR FRE621F).
* Under exceptional circumstances, exemptions may be granted for PED401A or CEO401A. All exemption requests shall be forwarded to the Director of English Curriculum or the Director of French Curriculum at the Department of Education, Early Learning and Culture for approval.
- Students who leave school without fulfilling the requirements for the Provincial Senior High School Graduation Certificate may be given a Provincial Certificate of Accomplishment. In order to receive this certificate, a student shall require a minimum of twenty (20) credits, including:
(a) 3 language arts credits;
(b) 2 mathematics credits;
(c) 2 science credits;
(d) 2 social studies credits;
Students who receive a Provincial Certificate of Accomplishment and return to school to complete additional credit courses at a later date will have their transcript updated accordingly. The Provincial Senior High School Graduation Certificate will be granted when students fulfill the appropriate requirements. - The number of Grade 12 level credits which a student is required to complete is five (5) full course credits.
- Full-course credits will consist of 110 hours of instruction time. A student will be awarded a credit upon completion of the course and a pass mark of 50%.
- The requirements for entry into post-secondary institutions, apprenticeship programs, or the workplace may require additional and/or specific courses.
PRINCIPAL’S LIST – Each semester a principal’s list of students will be published. This list will consist of all students who have achieved an average of 80% (320 marks) or more in all four courses for that semester, with the condition that no course have a mark of less than 70%. This list includes students of all grades and course levels. *For those students who are eligible to graduate with a high school diploma.
ACADEMIC EXCELLENCE – No mark lower than 80%, average of 90% (720 marks compliment). *For those students who are eligible to graduate with a high school diploma.
GOVERNOR GENERAL MEDAL CRITERIA
A Governor General’s bronze medal will be awarded to the graduating student who achieves the highest average based on all courses taken at the 500, 600, 700 and 800 level regardless of the grade during which the course is attempted. Each student may have a different number of courses used for their average. The winner will be confirmed by a verification committee consisting of the principal, a vice-principal and a guidance counsellor.
HONOURS CERTIFICATE
To be recognized as a Public Schools Branch Honour graduate, a student must:
- Successfully complete the Provincial Graduation Requirements, and
- Achieve an aggregate of 480 in six (6) Grade 12 courses (600 and 800 level), one of which is English, and
- Have no mark lower than 70% in the six (6) Grade 12 courses included in the aggregate calculation.
COURSE SELECTION – This section has been prepared to assist all students in planning their programs of study for the whole school year. It includes a description of all courses offered for the coming academic year, the requirements for graduation, and general information about the school. Students and parents are asked to study this booklet with care. Teachers, guidance counsellors, and administrators are prepared and willing to assist any students and parents in the selection of an appropriate program.
TIMETABLING – This is done for both semesters prior to the school year. Some changes can be made at the beginning of each semester but frequently requested changes are not possible due to class size or times at which courses are offered. It is, therefore, very important that students’ initial course requests indicate definitely what they want for the year; otherwise they may find that later requests for course changes cannot be made. In the past, some students have registered for a certain course on a trial basis figuring that if they found it too difficult they would change. However, this is rarely possible because classes which have been established rarely have openings for more students.
CREDIT SYSTEM – Westisle operates on a semester system where the school year is divided into two semesters. The first semester runs from September to January and the second runs from February to June. During each semester the students are required to take four courses with each course being worth one credit. Thus, if the required work is completed at a passing level (50% or better), a student has the possibility to accumulate eight credits each year. In the run of a three year high school program, students have the opportunity to take twenty-four different courses and they are required to have a total of twenty credits for graduation. A more detailed description of the Department of Education graduation requirements may be found in the section entitled “Graduation Requirements”. The benefit of the semester system is found in the variety of course offerings and in the flexibility in scheduling. Of concern in this system is the need to be attending class regularly as a significant amount of material is covered in each class.
COURSE CODING SYSTEM – All courses offered at Westisle Composite High School are assigned unique course identification codes. Each code is composed of seven characters and is accompanied by a course title.
Example: Code MAT421A Title ACADEMIC MATHEMATICS
- The first three letters in the code indicate the area of study. Each area of study has its own abbreviation such as ENG for English courses and MAT for mathematics courses.
- The first numeric character indicates the year in which the course is intended to be taken, as follows:
4 – grade 10
5 – grade 11
6 – grade 12
7 – grade 10 or 11
8 – grade 11 or 12
- The second numeric character indicates the level of difficulty of the course, as follows:
0 – a course open to all students (may not be accepted by some universities or colleges)
1 – a course at the advanced or enriched level (university preparatory)
2 – a course at the academic level (university preparatory)
3 – a course at the general level (not university preparatory)
5 – a course at the practical level (for students experiencing academic difficulty)
6- Modified Courses – Specific students may receive “modified” courses as part of their practical program only when there is not a practical course available in the area of study or when one cannot be scheduled. A modified course may be offered in classrooms where the original course is being offered or as a separate class for a similar group of students. Course modification is a process which changes the prescribed curriculum to meet a student’s special needs. Modified courses do not provide the same credit as a prescribed course.
- The third numeric character indicates the credit value of the course as follows:
1 – 1 credit
2 – 2 credits
4 – 4 credits
- The last letter in the code distinguishes among courses which would otherwise have the same coding:
A or B – English language courses, F or G – French immersion courses, X or Y – local program courses
ADAPTATION/MODIFICATION OF COURSES
Adaptation – A documented process that allows a student with special needs to participate in a prescribed curriculum (course) with changes in format, instructional strategies and/or assessment procedures that retain the learning outcomes of the curriculum. This adaptation may include alternative formats, instructional strategies and/or assessment procedures. Full credit will be granted for such courses but adaptations used will be documented and kept on file.
Modification – A process which changes the prescribed curriculum to meet a student’s special needs. Modified courses do not provide the same credit as a prescribed course. Details of the modified course must be included in the student’s file and the transcript should indicate that the course has been modified.
Transition Action Plan (TAP) (Senior High) – A written record that documents the collaborative process for the development of an individualized plan for a student with special educational challenges. The plan identifies goals, objectives and skills the student needs to make a successful transition from school to post school environments. This plan includes actions and activities that may be critical to the achievement of the student’s goals.
COURSE CHANGE PROCEDURE – Students should have a course change request filled in if:
- There is a blank in their schedule.
- They fail a course and need it for graduation in June.
- The student wants to switch from the academic to the general stream
Requests can be made only through a student’s homeroom teacher. These requests are numbered as they come to the office and are processed in sequence.Phone calls from home cannot speed up this process.
If a student fails a core course (ex: MAT421A), that student would only expect to take it again starting in September.
PLANNING YOUR PROGRAM – In selecting courses, the following guidelines should be considered:
- Decide what your educational goals are (e.g. university entrance, business training, trades training, cosmetology, etc); then select the courses and level of difficulty that will enable you to attain these objectives.
- It is possible to take some courses at one level of difficulty and others at a higher or lower level depending on your abilities, interests and educational objectives. It is usually to the student’s advantage to choose courses at the highest level at which he/she can work effectively.
- Plan your program as far as it is possible to do so. Many subjects such as languages, mathematics and sciences have to be taken in a sequence; therefore, it is wise to check the requirements or pre-requisites for admission to each course. Several courses can be taken without any prerequisites.
- Except for certain cases, school policy requires a student to take a total of eight credits each year. In the final year, five subjects must be at the grade twelve level.
- It is ultimately the student’s responsibility to determine the purpose of his/her school career; select your courses sensibly so that they satisfy your needs and objectives. Do your best to be as successful as possible.
- We, the teaching staff, give you one guarantee: If you do everything you can do to be a successful student, we will do everything we can to help you.
ENGLISH 421A
This integrated Language Arts course is designed to help students reach a high level of skill in all three strands of the English Language Arts Curriculum: Speaking and Listening, Reading and Viewing, and Writing and other Ways of Representing. This course is grounded in fundamental skills that ensure students are prepared for the variety of pathways they may take after high school. This course will include a balanced literacy program with a variety of resources to engage students in meaningful activities that will support their development in the ten specific curriculum outcomes.
ENG421A, ENG451A, AND ENG621A are sequential courses. There may, however be exceptional circumstances in which a student transfers into ENG521A, or ENG621A from another program.
ENG471A/B – English (Bridging Program)
This course will focus on essential literacy skills. Throughout the course, students will examine a range of strategies that will support them throughout the reading process. Students will apply these strategies before, during and after reading. Students will examine purpose, structure and characteristics of text, and will also refine writing skills to construct a variety of texts. Speaking and listening is a foundational element of this course where students will demonstrate effective communication skills. Students will also examine oral texts.
Although this course will not be graded with a percentage, student achievement will be reflected on a continuum of learning. This continuum will measure student achievement within the three strands of this course: Speaking and Listening, Reading and Viewing, and Writing and Other Ways of Representing. Students will keep a portfolio of learning that will illustrate their growth in the Specific Curriculum Outcomes. Students and teachers will co-construct pathways to graduation. Successful students may choose to take a second 471 course or proceed to English 571. Students are encouraged to work towards English 671 C by graduation.
ENG471C – English (Bridging Program)
This course will focus on essential literacy skills. Throughout the course, students will examine a range of strategies that will support them throughout the reading process. Students will apply these strategies before, during and after reading. Students will evaluate purpose, structure and characteristics of text and will also refine writing skills to construct increasingly complex texts (narrative, expository, persuasive, and visual/multimedia). Speaking and listening is a foundational element of this course where students will demonstrate effective communication skills. Students will also evaluate speaker’s verbal and nonverbal language.
Although this course will not be graded with a percentage, students will be regularly evaluated on a continuum of learning. This continuum will measure student achievement within the three strands of this course: Speaking and Listening, Reading and Viewing, and Writing and Other Ways of Representing. Successful students will demonstrate achievement of essential literacy skills. Students will keep a portfolio of learning that will illustrate their growth in the Specific Curriculum Outcomes. Students and teachers will co-construct pathways to graduation. Students may transition to the academic program or proceed to English 571C.
Please note: there are no prerequisites for English 471C.
WRITING 421A (WRT421A)
This course is designed to support students as they strive to meet the writing demands of academic-level high school courses and post-secondary study. Instruction is focused on the writing process (pre-writing, drafting, revising, editing, and publishing/sharing) and the research process (topic selection, researching, note taking, planning, writing, and documenting sources). Practical strategies are explicitly taught and modelled to support each stage of the above processes. Extended practice with these strategies prepares students to approach any writing task with added confidence and expertise.
Students will receive instruction on how to adapt their writing to suit a variety of audiences and purposes, employing a wide range of formats such as essays, paragraphs, e-mails, reports, personal journals, letters, and many others. The essential elements of clear and effective writing (ideas, organization, voice, word choice, sentence fluency, and conventions) are emphasized throughout.
PLEASE READ: Academic students who wish to pursue post-secondary studies in mathematics, science, engineering and some business programs will need to take the following math courses: MAT421A, MAT521B, MAT621B and MAT611B. Students who are wishing to pursue post-secondary studies in non-math/science area (e.g. university arts programs) should take MAT421A, MAT521A, and MAT621A.
MAT421A FOUNDATIONS OF MATHEMATICS AND PRE-CALCULUS 10 (MAT421A)
This is an introductory academic high school mathematics course which is a prerequisite for all other academic courses. Included are such topics as measurement systems, surface area and volume, right triangle trigonometry, exponents and radicals, polynomials, linear relations and functions, linear equations and graphs, and solving systems of linear equations.
Recommendation: students have a strong background in grade nine mathematics.
MAT421K-APPRENTICESHIP AND WORKPLACE MATHEMATICS 10 (MAT421K)
MAT421K is an introductory high school mathematics course which demonstrates the importance of essential skills. MAT421K, combined with the grade eleven course (MAT521K) and a grade twelve course (MAT621K or MAT801A), will meet the requirements necessary to enter some community college programs. This course includes topics such as measurement, area, the Pythagorean Theorem, trigonometry, geometry, unit pricing and currency exchange, income and basic algebra.
MAT521A FOUNDATIONS OF MATHEMATICS 11 (MAT521A) Prerequisite: MAT421A
This is a second-level mathematics course which is designed to provide students with the mathematical understandings and critical-thinking skills identified for post-secondary studies in programs that do not require the study of theoretical calculus. The topics covered are logical reasoning, angles and triangles, trigonometry, statistics and probability, systems of linear inequalities, quadratic functions, and proportional reasoning.
Note: Students cannot receive credit for both MAT521A and MAT521B
MAT521B – PRE-CALCULUS 11 (MAT521B-9999)
This is a second-level mathematics course which is designed to provide students with the mathematical understandings and critical-thinking skills identified for entry into post-secondary programs that require the study of theoretical calculus. The topics covered are sequences and series, trigonometry, quadratic functions, radical functions, rational functions, absolute value functions, systems of equations, and inequalities.
Note: Students cannot receive credit for both MAT521A and MAT521B.
Recommendation: Students have a minimum average of 70% in MAT421A
SCI421A ACADEMIC SCIENCE (SCI421A)
This course introduces students to topics that are relevant in today’s world. It should inspire students to continue their study in the sciences in later years. Units of study include: Chemical Reactions; Motion; Sustainability of Ecosystems; Weather Dynamics. Learning experiences and opportunities in this course will support students continuing on to the International Baccalaureate Programme. SCI421A is a prerequisite for BIO521A, CHM521A and PHY521A.
SCI431A GENERAL SCIENCE (SCI431A)
This course introduces students to concepts that are relevant in today’s world. It encourages students to become interested and inquisitive in a variety of scientific topics. The course is divided into four units: Ecosystems; Chemical Reactions; Physics; and Weather Systems. Lab and field activities will complement the curriculum.
SCI701A APPLIED SCIENCE (SCI701A )
SCI701A is a physical science course that develops students’ scientific and technological knowledge and skills through the use of technology and a robotics design and construction context. It contains a balance of theory, design, and experimental activities that builds students scientific and technological literacy using the processes of inquiry, problem solving, and decision-making. In a collaborative environment, this course will provide opportunities for those students interested in careers related to applied technology, engineering, in the skilled trades.
HISTORY 421A (HIS421A) ANCIENT AND MEDIEVAL HISTORY
This survey course in ancient and medieval history traces the evolution and the principal events in human history. Students will be introduced briefly to the periods of pre-history before focusing more intently on ages and eras beginning with the Paleolithic Age (Stone Age). The course follows a chronological path exploring the ancient civilizations of Mesopotamia and Egypt; the cultural achievements of the Greeks and the Romans; the rise of Christianity, Islam, and other religions; and the Feudal System.
GEOGRAPHY 421A (GEO421A) GEOGRAPHY OF CANADA
This course explores Canada’s distinct and changing character and the geographic systems and relationships that shape it. Students will investigate the interactions of natural and human systems within Canada, as well as Canada’s economic, cultural, and environmental connections to other countries. Students will use a variety of geo-tools and technologies, inquiry and communication methods to analyze and evaluate geographic issues, and to present their findings.
CANADIAN STUDIES 401A (CAS401A)
Canadian Studies 401A is designed to meet the needs of students with a wide range of abilities and interests, and will engage students in a broad overview of historical and contemporary factors that form and continue to influence our identity as a country. Areas of study vary from geography to history, to economics, culture, and citizenship. Interdependence is a persistent theme of our global world and will extend grade nine Atlantic interdependence to a broader Canadian context.
ABORIGINAL PEOPLES 801X (APA801X)
Aboriginal Peoples of Atlantic Canada 801 is a full credit course open to all students at the grade 11 and 12 levels. The course will seek to reflect in a positive way all aspects of Mi’Kmaq culture, history, language, folklore, government and spirituality. To this end, Aboriginal Peoples of Atlantic Canada 801 will draw on the stories, experiences and world view of the Mi’Kmaq First Nation peoples, both locally and regionally.
Through participation in this course all students will come to appreciate the potential of a multi-cultural society which brings together many peoples with different backgrounds and perspectives.
FRENCH IMMERSION 421F (FRE421F)
This course integrates lexic development, grammar, composition, literature and culture. At this level, the emphasis is on the written text; whether it be fiction or non-fiction, students are exposed to a variety of genres. Students are asked to improve their writing skills through a variety of structured and progressive assignments; students will be asked to give short oral presentations and become acquainted with short drama activities. Culture is integrated throughout the course.
HISTORY 421G (HIS421G)
This course has been developed around the fundamental concept of citizenship. Its aim is to engage students in the process of historical thinking and exploration. As students find themselves encouraged or lead by essential questioning, they are required to study Canadian history from the first Aboriginal settlements to today’s preoccupations.
The main objective of this course is to simplify the development of historic conscience in order to enable students to understand better contemporary Canada.
ADC701A – Applied Digital Communications
ADC701A is designed to develop foundational skills and knowledge needed to use digital tools in a practice that is ethical, responsible, and reflective of the academic, social, and personal lives of students. Learners will have the opportunity to develop knowledge and enhance skills in keyboarding, word processing, visual presentations, spreadsheets, and coding. Learners will consume, curate, evaluate, create, and share digital content to express themselves and develop an awareness of their own digital wellbeing. Through practice and application, learners will discover potential interests and pathways that connect to real-world issues, and cultivate passion and purpose.
BUSINESS 701A (BUS701A)
This course provides students with an introduction to the functional areas and concepts of business. Topics to be covered include economics, production, human resource management, marketing, accounting, finance, leadership and management, entrepreneurship, and international business. Within the final unit, students will demonstrate their ability to apply these concepts to practical real-world situations by completing a business evaluation.
Students will make connections among the various themes by exploring local, regional, national and global business events, and infusing them into the dialogue and discussions on the topics covered within the course. This course provides students with the confidence and competence to engage in the world of business while building a solid foundation for students interested in pursuing further studies in ACC621A, ECO621A, and ENT621A.
This course will have entrance recognition at Holland College, with the curriculum designed to link to post secondary opportunities in the study of Accounting and Business.
CAREER EXPLORATIONS AND OPPORTUNITIES (CEO401A)
Career Explorations and Opportunities is a course which enables students to develop the skills they need to become self-directed individuals who set goals, make thoughtful decisions, and take responsibility for pursuing their goals throughout life. Students will develop a personal career portfolio as they move through the career development process focusing on the following questions: Who am I? What are my opportunities? What are my next steps and why? What is my action plan? Throughout this process, students will increase self-awareness, explore a wide range of education and career options, think critically about their decisions, develop financial literacy skills, and begin planning their career pathway.
By helping students understand the knowledge, skills, and attitudes considered essential in today’s labour market, this course helps to prepare students to achieve greater success in our ever-changing global economy. It also provides opportunities for students to learn how to manage their lives more purposefully and effectively, enhance their personal well-being, and realize their full potential.
ENTREPRENEURSHIP 521A (ENT521A)
Prerequisite – (A sincere desire to become involved in business)
This course is designed to introduce students to the business application of enterprising knowledge, skills and abilities. Students will explore and develop their entrepreneurial competencies as they cooperate on the planning and implementation of a mini-venture and individually plan a business venture.
Topics will include: identifying opportunities, assessing risk, generating and refining ideas, marketing, organization options, financing and financial management.
Learning resources will include speakers, videotapes, software, and current print resources. Learning activities will involve group and individual projects.
This course will have entrance recognition at Holland College with the curriculum designed to link to post- secondary opportunities in the study of Accounting and Business.
University of Prince Edward Island Dual Credit
Students who have successfully completed 3 of the following business courses: BUS701A (required), ACC621A, ENT521A and ECO621A and have achieved a grade of 70% or higher in each of the courses, will be eligible to receive a UPEI elective course (BUS-1010) within their Bachelor of Business Administration Program.
PHYSICAL EDUCATION 401A (PED401A)
The purpose of PED401A (Wellness) is to develop confident and competent students who understand, appreciate, and engage in a balanced, healthy, and active lifestyle. This curriculum contributes to fostering optimal wellness while recognizing there are many factors that promote well-being at every stage in a young person’s development. Throughout PED401A, opportunities are provided for students to attain and maintain a healthy “mind, body, and spirit”. Young people can acquire the understandings, skills, and confidence needed, for example, to create a personal plan for wellness, balance the dimensions of wellness, establish a norm of safety, experience how body mass affects physical fitness, and develop a deep sense of the spiritual dimension of overall well-being.
This course will broaden, extend, and reach beyond traditional ideas of fitness and health. It is a way of doing and is a compliment and extension of learning from K-9 physical education curriculum. This curriculum is committed to and appreciates what students do, think, feel, and believe about their wellness. It is a positive, active approach to living and will enhance the quality of life we should enjoy when the physical, psychological, or spiritual, social, and environmental dimensions in our lives are balanced. No dimension should be neglected or overemphasized.
CARPENTRY 701A (CAR701A)
Introduction to Carpentry Technology is a project based course where students can expect to be engaged in carpentry projects that will develop their technical skills and challenge their critical thinking. CAR701A provides students the opportunity to develop technical skills with tools, equipment, and safe work practices within a Carpentry setting. Students will be challenged to apply math concepts to solve technical problems and develop their literacy skills through design and drawing techniques. Students are expected to develop safe work habits, effective time/project management skills and work effectively with others.
CAR701A is the prerequisite course for all 800 level CTE-Carpentry Technology courses.
SMALL ENGINES 701Y (MEC701Y)
This introductory course to small engine repair will cover shop and personal safety, hand and power tools, measuring tools, theory and operation, maintenance and service, fuel system, ignition system, lubrication, and starter systems. Upon completing this course the student should have a better understanding of the principles of small two and four cycle engines. This course is not a pre-requisite for the Automotive Apprenticeship Program. See AUT701A
COSMETOLOGY 701X (COS701X)
Description: Intended to encourage self-awareness and self-development in preparation for work with the public, this course covers topics such as appearance, communication skills, and personality development. This is not a hairdressing course. Students intending to use COS 701X Cosmetology as the prerequisite for COS 702A/B Cosmetology should be aware they will require (at the academic or general levels only) one each: English, Math, Science, Social Studies, COS701X and one other course.
WELDING 701A (WEL701A) – Shielded Metal Arc Welding (SMAW) Level 1
The SMAW Level 1 course is the entry level course to Welding Technology. Students will be introduced to tools, equipment, theories and practices that are common to the trade with a constant emphasis on safe work habits. Students will develop attention and concentration skills that will allow them to minimize the hazards associated with welding. The course will focus on the SMAW process to establish a basic foundation of welding skills. Students may also experience other welding processes as determined by the course projects.
This is a recommended prerequisite course for all other Welding Technology courses.
ELECTRONICS/ELECTRICITY 701X (ELE701X)
The student will develop skills and knowledge in the following: electrical safety; electrical terms and units; electrical diagrams and symbols; wiring techniques (soldering, splicing, printed circuits); electrical measurement and testing; basic electrical theory; circuit design and construction; project design and construction; electronic components; electronic circuits; integrated circuits; trouble shooting techniques; electric motor and small appliance repair and utilize circuit simulation software for circuit design and measurements. There is an emphasis on teamwork and project work.
INTRODUCTION TO AUTO SERVICE TECHNOLOGY (AUT701A)
Introduction to Auto Services introduces students to tools, equipment, theories, and practices common to the trade with a constant emphasis on safe work habits. In this course, students will learn how to communicate effectively and present themselves professionally; assemble components using a variety of fasteners and adhesives; perform basic heating, cutting, and welding procedures; diagnose and service wheels and tires, and perform basic maintenance.
This course is a prerequisite for all other CTE-Automotive courses.
CRAFTS (CRA701Y)
CRA701Y is an introductory course in arts and crafts making. Students gain a broader understanding of different hobbies and activities that could help them make things…
DRAMATIC ARTS (DRA701A )
DRA701A is an introductory course in drama, focusing on the personal growth of the student. Through extensive work in improvisation in both small and large groups, students gain confidence as they explore and communicate ideas, experiences, and feelings in a range of dramatic forms. Students will analyze, experience, and perform scripts through the study of movement and speech. Students will be required to create, collect, record, explore, and reflect in their logbook/blog and portfolio on a regular basis.
DRA701A is the foundation of all future course work in drama and theatre. This course is a recommended perquisite for DRA801A/DRA621A.
FRENCH 421A CORE FRENCH (FRE421A)
The French 421A is composed of modules organized according to the experience and interests of teenagers. There are four recommended modules: Canadians, Childhood Memories, Volunteering, and Getting a Driver’s License. Both oral and written communication skills are developed in the context of authentic situations and French is the working language of the classroom. For each module studied, the student will be responsible for completing a final project or task and all work in that unit will contribute to the achievement of that goal. Evaluation will be based on listening, reading comprehension, and written and oral production.
Introductory Computer Science (CMP521A)
Introduction to Computer Science provides exposure to four big ideas: data analysis, prototyping, computer literacy, and programming skill development. The course focuses on the introduction of principles, methodologies, and skills that provide a foundation for understanding how computer science can enable students to better understand the world in which they live. Students will strive to complete meaningful work using a range of tools and software that builds resilience, confidence, and competency in computer science.
This is an introductory level course and no prerequisites are required.
FOODS/NUTRITION 421A (FDS421A)
FDS421A will provide the student with an understanding of nutritional science and food preparation. The focus of the course is on personal and family wellness in relation to healthy eating, using Canada’s Food Guide.
Kitchen skills, meal planning and food preparation will be developed through foods lab experiences. Students may be interested in Foods and Nutrition for personal development, as an introduction to post-secondary education possibilities, or a career in food services.
This is a recommended prerequisite course for all Culinary Skills courses.
CHILD DEVELOPMENT (CHD521X)
The goal of this course is to help young people prepare for their future role as parents or other types of care givers. Topics include: a study of male and female reproductive systems, the process of conception and fertilization, the development of the embryo and fetus, family planning, a study of the physical, emotional, social intellectual development at various ages, parenting, health, etc. This course will have entrance recognition at Holland College with the curriculum designed to link to post secondary opportunities in the study of Child Care and Human Services.
MUSIC 421A (MUS421A)
Music 421A will refine and build upon the musical concepts, knowledge, and skills of the grade nine instrumental music program. The music 421A course will explore and investigate pieces from a variety of styles and time periods with a specific emphasis on Canadian content and the Baroque Era. Students will be expected to choose one piece from the Baroque time period as a musical study. Through the strands of Create and Perform, Listen and Perform, and Read and Perform, students will be introduced to scale identification of whole tone; interval identification: major and perfect ascending; relative harmonic and melodic minor scales/arpeggios of C, Eb, Ab. They will demonstrate an understanding of the following musical expressions: affectuoso, brillante, expressivo, glissando, risoluto. Students will be expected to perform a solo and be an independent part in a small ensemble.
Prerequisite – 9 MUSA (Grade 9 Music) or permission from teacher (based on musical level).
VOCAL MUSIC 421B (MUS421B)
This course is designed for the student who has an interest in choral music. It includes theory and history of choral music as well as instruction to choral methods. Students will practice reading through solfege. They will relate these elements to each other and to singing encountered through performance. Listening skills will be developed as instruction in materials of choral music will be offered. Students will learn proper vocal care and maintenance. They will be exposed to a variety of choral singing genres including classic, vocal jazz, gospel, and show choirs.
VISUAL ARTS (ART401A)
This introductory course is to provide a study of basic art skills such as drawing, painting, printmaking and creating three-dimensional forms. There is a strong emphasis on the elements of art, basic colour theory and drawing skill development. Students will learn to put their art into a context of art history from Prehistoric cultures to Greek and Roman times. As well, students will learn to critically view and articulate about visual images that they view and create. Students will be required to create, collect, record, explore and reflect in their workbook on a regular basis. This course is a recommended prerequisite for ART501A.
FISHERIES 701X (FIS701X)
This is an introductory course preparing students for further education in the marine industry. The course will introduce students to marine law, navigation, safety and vessel stability. It will also provide students with an overview of the types of fish and shellfish harvested on PEI and their economic impact on the province. Students will get to explore some marine equipment including electronics, marine engine/transmissions, haulers & winches, etc. Students will also be introduced to radio operations and basic fishermen skills (ex. knots, trap building, and net mending). Conservation, enhancement and management of the fisheries resources will also be explored.
ENGLISH 521A
ENG521A examines major genres such as drama, poetry, fiction, nonfiction and visual/multimedia. While recognizing the diverse community of learners, ENG521A requires all students to apply previously attained knowledge and skill in new ways, thus leading them to higher levels of achievement and increasing their skill in Speaking and Listening, Reading and Viewing, Writing and Representing.
ENG421A, ENG521A, AND ENG621A are sequential courses. There may, however, be exceptional circumstances in which a student transfers into ENG521A or ENG621A from another program.
ENG621A – Prerequisite: ENG421A, ENG521A
This course is, for most students, the last high school course in English prior to entering post –secondary studies. Therefore, in writing, attention is given to argumentative texts; and in literature, the study of form becomes more important. The reading of various genres in earlier years is continued in this course. Research continues to be a major component with students applying the inquiry process, gathering sophisticated research to support their work. Furthermore, the process approach to writing is continued.
ENG421A, ENG521A, and ENG621A are sequential courses. There may, however, be exceptional circumstances in which a student transfers into ENG521A or ENG621A from another program.
ENGLISH (BRIDGING PROGRAM) 571A/B
This course is designed to support students working towards essential literacy skills. Students will continue to improve before, during and after reading strategies to evaluate increasingly complex texts. Students will write in a variety of forms while improving written communication. Students will also experience a range of learning opportunities in research and oral communication. Although this course will not be graded with a percentage, student achievement will be reflected on a continuum of learning. This continuum will measure student achievement within the three strands of this course: Speaking and Listening, Reading and Viewing, and Writing and Other Ways of Representing. Students will keep a portfolio of learning that will illustrate their growth in the Specific Curriculum Outcomes. Students and teachers will co-construct pathways to graduation. Students choose to take a second 571 course or they may transition to English 671A or 671C.
ENGLISH (BRIDGING PROGRAM) 571C
This course is designed to support students in refining their literacy skills. Students will apply before, during and after reading strategies to evaluate increasingly complex texts. Students will also be expected to independently apply research skills and critique how identify and gender are portrayed in texts. Students will develop oral communication in formal and informal settings and write for a variety of purposes and audiences. Students will demonstrate their writing skills in a variety of genres (narrative, expository, persuasive, and visual/multimedia). Although this course will not be graded with a percentage, student achievement will be reflected on a continuum of learning. This continuum will measure student achievement within the three strands of this course: Speaking and Listening, Reading and Viewing, and Writing and Other Ways of Representing. Students will keep a portfolio of learning that will illustrate their growth in the Specific Curriculum Outcomes. Students and teachers will co-construct pathways to graduation. Students may transition to the academic program or proceed to English 671C.
GENERAL ENGLISH 631A
Students in this course will read a wide variety of text and write a wide variety of forms to help them make meaning of the world they experience now, and will experience as adults. Students will be provided with opportunities to speak clearly and with confidence and to listen attentively and respond appropriately in a small or a large group setting. As well, students will be provided with an assortment of visual communications to deepen their understanding and appreciation for this medium.
PLEASE READ: Academic students who wish to pursue post-secondary studies in mathematics, science or engineering will need to take the following math courses: MAT421A, MAT521B, MAT621B and MAT611B. Students who are wishing to pursue post-secondary studies in non-math/science area (e.g. university arts programs) should take MAT421A, MAT521A, and MAT621A.
MAT521A FOUNDATIONS OF MATHEMATICS 11 – Prerequisite: MAT421A
This is a second-level mathematics course which is designed to provide students with the mathematical understandings and critical-thinking skills identified for post-secondary studies in programs that do not require the study of theoretical calculus. The topics covered are logical reasoning, angles and triangles, trigonometry, statistics and probability, systems of linear inequalities, quadratic functions, and proportional reasoning.
Students cannot receive credit for both MAT521A and MAT521B
MAT521B – PRE-CALCULUS 11
This is a second-level mathematics course which is designed to provide students with the mathematical understandings and critical-thinking skills identified for entry into post-secondary programs that require the study of theoretical calculus. The topics covered are sequences and series, trigonometry, quadratic functions, radical functions, rational functions, absolute value functions, systems of equations, and inequalities.
Note: Students cannot receive credit for both MAT521A and MAT521B. It is recommended students have 70% in MAT421A.
MAT521K – APPRENTICESHIP AND WORKPLACE MATHEMATICS II
MAT521K continues the exploration of how essential skills are used in the workplace and in everyday life. MAT521K, combined with a Grade 12 mathematics course (MAT631A or MAT801A) will meet the requirements to enter some community college programs. This course includes topics such as surface area and volume, trigonometry, scale diagrams, compound interest, financial mathematics, slope, proportional reasoning, and statistics.
MAT611B CALCULUS - Prerequisite: MAT621B (mark of 65% in MAT521B is recommended)
This is an introductory calculus course which is intended for students planning to enrol in post-secondary programs that require the study of calculus, such as science or engineering programs. It introduces students to topics such as limits and continuity, derivatives and their applications, and integrals and their applications.
It is recommended that students have a strong background in MAT621B.
MAT621A FOUNDATIONS OF MATHEMATICS 12 (MAT621A-0011)
This is a third level mathematics course which is intended for students planning to enrol in post-secondary programs that do not require the study of calculus, such as arts programs. It introduces students to topics such as financial mathematics, logical reasoning, probability, combinatorics, functions, and polynomial, exponential, logarithmic, and trigonometric functions.
Note: Students cannot receive credit for both MAT621A and MAT621B, or both MAT621A and MAT521E.
MAT621B PRE-CALCULUS 12 – Prerequisite: MAT521B
This is a third level mathematics course which is intended for students planning to enrol in post-secondary studies that require the study of calculus, such as science or engineering programs. It introduces students to topics such as transformations, functions, trigonometry, exponential functions, logarithmic functions, function operations, and combinatorics. This course is a prerequisite for MAT611B. Note: Students cannot receive credit for both MAT621A and MAT621B.
MAT801A APPLIED MATHEMATICS
This course emphasizes essential mathematical skills that are used in various trades-related careers. Students are involved with a variety of hands-on activities directly related to mathematics and trade-related courses. MAT801A will meet the requirements for some community college programs. The units of study include mathematical essentials, construction/housing, electrical, spatial sense, and fabrication.
Apprenticeship students must get a 70% or higher to successfully fulfil apprentices certificate.
AGRISCIENCE 801A – Prerequisite: SCI421A or SCI431A
This course seeks to promote an appreciation and understanding of the scientific principles and technology applied to the study of agriculture.
The major topics include:
- Overview of Agriscience;
- Soil and Water Management;
- Plant Biology;
- Crop Production;
- Green Spacing;
Some course content is flexible to allow teachers and students to take advantage of selecting crops or areas of special interest.
Note: Students who take AGS801A Agriscience may not take AGS621 Agriscience.
ANIMAL SCIENCE 621A – Prerequisite: SCI421A
This course is designed to develop an appreciation and awareness of livestock and poultry industries in Canada and PEI, careers directly and indirectly related to agriculture, and issues of food safety and animal welfare.
The major topics include:
- Overview of Animal Science;
- Genetics and Reproduction;
- Animal Nutrition;
- Animal Care and Management.
AGR621A requires students to follow a guided inquiry process that will result in an investigation and presentation of an animal care and management issue.
Note: Students who take AGR621A Animal Science may not take AGR801A Animal Science.
ANIMAL SCIENCE 801
This course is designed to develop an appreciation and awareness of livestock and poultry industries in Canada and PEI, careers directly and indirectly related to agriculture, and issues on food safety and animal welfare.
The major topics include:
- Overview of Animal Science;
- Genetics and Reproduction;
- Animal Nutrition;
- Animal Care and Management.
Some course content is flexible to allow teachers and students to take advantage of selecting animals or areas of special interest.
Note: Students who take AGR801A Animal Science may not take AGR621A Animal Science.
AGRISCIENCE 621A (AGS621A-3151)
This course seeks to promote an appreciation and understanding of the scientific principles and technology applied to the study of agriculture.
The major topics include:
- Overview of Agriscience
- Soil and Water Management
- Plant Biology
- Crop Production;
- Green Spacing.
AGS621A requires students to follow a guided inquiry process that will result in an investigation and presentation of a crop production issue.
Note: Students who take AGS621A Agriscience may not take AGS801A Agriscience.
BIOLOGY 521A
Prerequisite: SCI421A
This is the first science course in which the focus is entirely on the life sciences. Biology 521A will provide students with the opportunity to increase their scientific literacy by developing foundational knowledge and skills as well as the opportunity to make connections between the life sciences, technology, society, and the environment.
The units of study include:
- Biodiversity
- Interactions Among Living Things;
- Maintaining Dynamic Equilibrium (systems: Circulatory, Respiratory, Digestive, Excretory, Immune)
- Matter and Energy for Life
BIOLOGY 621A
Prerequisite: BIO521A
This is the second science course in which the focus is entirely on the life sciences. Biology 621A builds upon, in part, the knowledge and skills obtained in Biology 521A and will provide students with the opportunity to increase their scientific literacy by continuing to develop foundational knowledge and skills as well as the opportunity to make connections between the life sciences, technology, society, and the environment.
The units of study include:
- Maintaining Dynamic Equilibrium II (systems: Nervous, Endocrine)
- Reproduction and Development
- Genetic Continuity
- Evolution, Change and Diversity
- Return to Table of Contents
BIOLOGY–ADVANCED PLACEMENT 621AP– AP BIOLOGY
Prerequisite: Biology 521 (minimum mark of 80%) and Chemistry 521 (minimum mark of 80%), and teacher recommendation.
AP Biology is an advanced level biology course for students who plan to pursue post-secondary studies in sciences, especially those planning to continue with further studies in the field of biology. The course builds on the knowledge and skills obtained through Biology 521 and Chemistry 521 and should only be taken by students who have successfully completed both of these courses. AP Biology is designed to be the equivalent of a two-semester college introductory biology course. It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology.
The course is divided into three general areas: Molecules and cells (25%); Heredity & Evolution (25%); Organisms and Populations (50%). There will be significant lab work involved, and students will be provided with the opportunity to perform some open-ended investigations. Upon completion of the course, students may opt to write an AP exam which is recognized at many universities; successful completion of the exam may result in students being awarded an introductory biology credit, allowing them to take upper level biology courses in their first year. There will be significant requirements for out-of-class work, including lab work, research, and independent study. Success in this course will require a significant commitment on the part of the student.
BIOLOGY 801A
Prerequisite: SCI431A or SCI421A
This course is designed to introduce students to the structure, function, and interrelation of the various systems in the human body that are required to maintain homeostasis.
The units of study include:
- Homeostasis; * Respiratory Systems; * Endocrine System;
- Nutrition; * Excretory System; * Reproductive System;
- Digestive System * Skeletal System; * Embryonic Development;
- Circulatory System; * Muscular System; * Genetic
- Blood and Immunity: * Nervous System;
BIO801A will provide students with the opportunity to develop knowledge, skills, and science-technology-society-environment connections concerning the functioning of their body. In addition, students will hopefully develop positive attitudes towards, and an appreciation for, the life sciences.
CHEMISTRY 521A
Prerequisites: SCI421A and MAT421A
This is the first science course in which the focus is entirely on the attitudes, skills, knowledge and STSE connections involving chemistry. Chemistry 521A builds upon the knowledge and skills found in the unit called Chemical Reactions in Science 421A. The units of study in Chemistry 521A include: Unit 1 – Stoichiometry, Unit 2 – From Structures to Properties, Unit 3 – Organic Chemistry. Chemistry 521A provides the quantitative foundation as well as the chemical structure and properties required for the future study of chemistry.
CHEMISTRY 621A
Prerequisite: CHM521A
This is the second course in which the focus is entirely on the attitudes, skills, knowledge and STSE connections involving chemistry. Chemistry 521A provides the foundation for the units of study in Chemistry 621A. The units of study in chemistry 621A include: Unit 1- Thermochemistry, Unit 2 – From Solutions to Kinetics to Equilibrium, Unit 3 – Acids and Bases, Unit 4 – Electrochemistry.
CHEMISTRY – ADVANCED PLACEMENT 621AP
This is the second course in which the focus is entirely on the attitudes, skills, knowledge, and STSE connections involving chemistry. Chemistry 521A provides the foundation for the units of study in Chemistry AP.
The units of study in Chemistry 621AP include:
- Unit 1 – Thermochemistry
- Unit 2 – From Solutions to Kinetics to Equilibrium
- Unit 3 – Acids and Bases
- Unit 4 – Electrochemistry
In addition to the provincial curriculum, students will be responsible for addressing AP Chemistry expectations.
Prerequisite: Chemistry 621A
SCI701A APPLIED SCIENCE (SCI701A – 0012)
SCI701A is a physical science course that develops students’ scientific and technological knowledge and skills through the use of technology and a robotics design and construction context. It contains a balance of theory, design, and experimental activities that builds students scientific and technological literacy using the processes of inquiry, problem solving, and decision-making. Furthermore, this course provides students with an opportunity to investigate energy resources in order to help them appreciate the importance of energy and alternate fuel sources. As well, students will explore a range of career opportunities in the area of applied science.
PHYSICS 521A
Prerequisite: SCI421A and MAT421A
This is the first science course in which the focus is entirely on the attitudes, skills, knowledge and STSE connections involving physics. Physics 521A builds upon the knowledge and skills found in the unit called Motion in Science 421A.
The units of study in Physics 521A include:
- Unit 1 – Kinematics (study, and description, of motion)
- Unit 2 – Dynamics (study of forces that explain motion)
- Unit 3 – Momentum and Energy
- Unit 4 – Waves
Physics 521A provides the quantitative and theoretical foundation for the units of study in Physics 621A by introducing wave motion and examining, in one-dimension, the topics of Kinematics, Dynamics, and Momentum.
PHYSICS 621A
Prerequisites: PHY521A and MAT521A/B
This is the second course in which the focus is entirely on the attitudes, skills, knowledge, and STSE connections involving Physics. Physics 521A provides the foundation for the units of study in Physics 621A. Topics related to kinematics, dynamics, and energy in Physics 621A will include analysis in two-dimensions.
The units of study in Physics 621a include:
- Unit 1 – Force, Motion, Work and Energy
- Unit 2 – Fields
FRENCH 521A
FRE521A is a continuation of the FRE421A program but with different themes which include Extreme Weather, Planning a Trip, Lifestyles – Knowing Yourself, Crime and Violence, and The Theatre
FRENCH IMMERSION 521F
Prerequisite: FRE421F
This course is a continuation of FRE421F with more emphasis on literature including plays, novels, short stories and graphic novels. Students are expected to improve their communicative skills, both written and orally, as well as present several projects throughout the semester individually and in groups.
LAW521F (LAW521F-2065)
This is an introductory law course designed to give students an overview of the following legal topics: Introduction to the Canadian legal system, rights of the individual, criminal law, civil law, the Young Offenders Act, family law, the law on drugs and alcohol, and immigration laws. Students will be expected to research and examine current legal issues and case studies.
FRENCH 621A (FRE621A-0063)
The same philosophy, methodology, and organization of modules is used in FRE621A as is outlined at the two previous levels. The themes identified for this level are Racism and Discrimination, The Arts, The Media, Life After School, and Technology in Society.
FRENCH IMMERSION 621F (FRE621F-0065)
Prerequisite: FRE521F
This course continues to emphasize the development of communication skills. Emphasis is on literature, and oral and written expression, with attention given to the functional aspect of grammar.
SOCIOLOGY (SOC621F-0067)
This course is an introduction to social and psychological issues and is designed to develop students’ understanding of society and of their own needs and motivations. Students will learn social science research procedures involving experiments, surveys and reports. Learning activities also include discussions, debates, role-playing, case studies, and exposure to a variety of print and non-print media. The course embraces four major themes:
- Human Communication;
- Social Institutions;
- The Impact of Culture;
- The Individual in Society.
Optional Themes: Prejudice and Discrimination, The Economically Underprivileged in Society.
Note: These are elective courses and do not replace the core English courses.
CREATIVE WRITING 521A
The course encourages students to develop creative ideas and express them through writing in a variety of forms and genres. The four major genres featured are poetry, short fiction, play writing and non-fiction, although teachers may explore additional creative forms to accommodate student interest. Students will compile a portfolio of their writing.
Other regular features of the course include reading, peer and teacher conferencing, and journal writing. As they reflect on and discuss their own and others’ writing, students will have opportunity to develop and practise the behaviours of effective readers, speakers and listeners. Regular mini-lessons on language conventions and usage will help students edit their own and others’ work.
The purpose of Creative Writing 521A is to provide multiple opportunities, beyond those provided in the core English courses, for students to refine their writing skills through experiences in creative writing.
COMMUNICATIONS 801A
This course is designed to help the student become proficient with the fundamental principles of communication in order to be successful in an ever-changing marketplace. Emphasis is placed on six strands of the communication process: reading with comprehension, writing with clarity and purpose, speaking with confidence and precision, listening with sensitivity and perception, viewing with understanding, and representing as a means of exploration. In addition, students will acquire technological skills needed for tomorrow’s workplace which include: word processing skills, advanced features of e-mail, and effective Internet searching. This course will have entrance recognition at Holland College, with the curriculum designed to link to post secondary opportunities in the study of Office Systems Administration and Business Administration.
DRAMATIC ARTS DRA701A
DRA701A is an introductory course in drama, focusing on the personal growth of the student. Through extensive work in improvisation in both small and large groups, students gain confidence as they explore and communicate ideas, experiences, and feelings in a range of dramatic forms. Students will analyse, experience, and perform scripts through the study of movement and speech.
Students will be required to create, collect, record, explore, and reflect in their logbook/blog and portfolio on a regular basis.
DRA701A is the foundation for all future course work in drama and theatre. This course is a recommended prerequisite for DRA801A/DRA621A.
DRAMATIC ARTS DRA801A
This course will focus on the technical aspects of theatre production. Students will be expected to work collaboratively with their classmates on a class production. It will building upon technical skills, concepts, techniques, ideas, knowledge, and experiences in DRA701A, plus they will be introduced to a foundational component that will explore and examine theatre production, script writing and acting. Students will critically view the technical approach to dramatic works and discuss their finds using the skills of a persuasive argument. They will examine dramatic genres, time periods, and styles, and apply this knowledge to the technical production of a dramatic work.
Students are expected to develop and demonstrate growth in their proficiency of technical skills; use of artistic concepts; exploration of media and techniques; gathering of information and knowledge; reflecting historical and cultural awareness; divergent thinking when problem solving; support for the values and principles of sustainability in our world; and communication of ideas, thoughts, feelings, and inspirations.
This course has a strong emphasis on self-criticism and working independently. Students will continue to create, collect, record, explore, and reflect in their logbook/blog and portfolio on a regular basis. Students will be expected to develop and reassess their artist statement throughout the course. Prerequisite: DRA701A or permission from the teacher (based on level of skill and knowledge)
DRAMATIC ARTS DRA621A
This course will focus on the creation of a collaborative dramatic work of art through a Project Based Learning (PBL) approach. It will build upon the skills, concepts, techniques, ideas, knowledge, and experiences in DRA701A, plus they will be introduced to a foundational component that will explore and analyse theatre production, script writing, and acting. Students will critically view dramatic works using the skills of a persuasive argument. They will examine dramatic genres, time periods, and styles and apply this knowledge to the creation of their selected focus in their dramatic work. Students will present the results of the PBL in a performance and in a reflective presentation.
Throughout this course, students are expected to develop and demonstrate growth in their proficiency of skills; use of artistic concepts; exploration of media and techniques; gathering of information and knowledge; reflecting historical and cultural awareness; divergent thinking when problem-solving; support for the values and principles of sustainability in our world; and communication of ideas, thoughts, feelings, and inspirations.
This course has a strong emphasis on self-criticism and working independently. Students will continue to create, collect, record, explore, and reflect in their logbook/blog and portfolio on a regular basis. Students will be expected to develop and reassess their statement throughout the course.
Prerequisite: DRA701A or permission from the teacher (based on level of skill and knowledge).
VISUAL ARTS 401A
This introductory course is to provide a study of basic art skills such as drawing, painting, printmaking and creating three-dimensional forms. There is a strong emphasis on the elements of art, basic colour theory and drawing skill development. Students will learn to put their art into a context of art history from Prehistoric cultures to Greek and Roman times. As well, students will learn to critically view and articulate about visual images that they view and create. Students will be required to create, collect, record, explore, and reflect in their workbook and portfolio on a regular basis. This course is a recommended prerequisite for ART501A.
CREATIVE MULTI-MEDIA
Creative Multimedia students will acquire basic web and multimedia production skills through practical experience with digital media technologies. The course will be taught from a design point-of-view and will be activity-based. Creations will be presented in a web or CD portfolio format. Modules include Digital Designs Principles, Digital Imaging, Animation, Audio/Video Editing and Web Authoring. This is an introductory level course and no pre-requisites are required.
VISUAL ARTS 501A
Prerequisite: ART401A, or permission of the teacher (based on level of skill shown).
This course builds upon the knowledge, skills, ideas and experiences introduced in ART401A. Students are expected to use more sophisticated drawing, painting, printmaking and sculpturing/crafting techniques in their art making. The main focus of the course is to develop originality in their compositions through applying a working knowledge and skills of the elements and principles of art and design and spatial understanding. Students will learn to critically view using the appropriate vocabulary to examine the art and the artists of the Renaissance to the Impressionistic time period and apply the knowledge in their art making. There is a stronger emphasis on self-criticism and working independently. Students will continue to create, collect, record, explore and reflect in their workbook on a regular basis.
ART601A INDEPENDENT STUDY IN VISUAL ARTS
This course builds upon the skills, concepts, media, techniques, ideas and experiences in ART501A. Students are expected to develop and demonstrate growth in their proficiency of skills; use of artistic concepts; exploration of media and techniques; gathering of information and knowledge, reflecting historical and cultural awareness, divergent thinking when problem-solving; support for the values and principles of sustainability in our world; and communication of ideas, thoughts, feelings, and inspirations. Students will reflect on and share how the above is combined in their artwork to create and express a strong visual statement/message. Students will critically view an artwork using the skills of a persuasive argument. They will examine art and artists of the modern and contemporary art movements, and apply this knowledge to their artwork. Students will select and describe three pieces of artwork that represent their growth in a year-end exhibition. The ART601A course has a strong emphasis on self-criticism and working independently. Students will continue to create, collect, record, explore and reflect in their workbook and portfolio on a regular basis. Students will be expected to reassess their artist statement periodically throughout the semester and add, delete, and modify to represent their way of thinking, doing, and expressing.
Prerequisite required: ART501A or permission from the teacher (based on level of skill and knowledge).
VISUAL ARTS 621A
This course builds upon the skills, concepts, media, techniques, ideas and experiences in ART501A. Students are expected to develop and demonstrate growth in their proficiency of skills; use of artistic concepts; exploration of media and techniques; gathering of information and knowledge; reflecting historical and cultural awareness; divergent thinking when problem-solving; support for the values and principles of sustainability in our world; communication of ideas, thoughts, feelings, and inspirations. Students will reflect on and share how the above is combined in their artwork to create and express a strong visual personal statement/message.
Students will critically view a comparative study of two artworks using the skills of a persuasive argument. They will examine art and artists of the Modern and Contemporary art movements and apply this knowledge to their artwork and writings.
In the first half of the semester students will be expected to use their artistic statement and artwork as a guide to select an artist/culture/artistic style to research for an inquiry base project. Students are expected to present their research in both a visual and written form. In the second half of the semester students are expected to create a community based project that develops a close relationship between investigation and a purposeful, creative process in their artwork and writings. The community based project will encourage students to understand themselves and our relationship to each other and our wider community. Both the inquiry based project and the community based project encourage a respect for cultural and aesthetic differences and promote creative thinking and problem-solving.
Students will be expected to exhibit and present a body of three artworks that supports their exploration, research, and experience from the following:
- The development of their artistic thought and voice;
- Their Inquiry Based Project
- Community Based Learning Project
The 621A Visual Arts course has a strong emphasis on self-criticism and working independently. Students will continue to create, collect, record, explore, and reflect in their workbook and portfolio on a regular basis. Students will be expected to reassess their artist statement periodically throughout the semester and add, delete, modify to represent their way of thinking, doing and expressing.
Prerequisite required: ART501A or permission from the teacher (based on level of skill and knowledge).
MUSIC 521A
This course builds upon the musical concepts, knowledge and skills of MUS421A. Students will be expected to refine, build upon and explore the musical concepts of rhythm and metre, pitch and harmony, form, expression, and content through the three strands of Create and Perform, Listen and Perform, and Read and Perform. They will demonstrate an understanding of the following musical expressions: ad libitum, alla marica, ben maracato, con forza, con spirit, furioso, quasi, and vigoroso. In MUS521A students will be introduced to rhythmic dictation in compound time, pentatonic scale identification; melodic dictation, chord identification of augmented, diminished, or dominant 7th, identification of intervals played simultaneously; major, minor, and perfect; and identification of chord change. They will demonstrate that they are able to play major scales/arpeggios/thirds: A and E concert; relative harmonic and melodic minor scales/arpeggios of Db, G. D concert; and read and play pentatonic scale. Through the context of music, students will explore the characteristics of the Classical Era. They will be expected to choose one composer from this time period to do a musical study. Students will also examine their own Canadian culture and how music plays a role in creating and defining that culture.
Prerequisite – MUS421A or permission from teacher (based on musical level).
MUS621A
This course is built upon the musical concepts, knowledge and skills studied in MUS521A. Students are expected to refine these concepts, knowledge and skills. They will also be introduced to new concepts, knowledge and skills through creating, listening, and performing. They will explore chords in four voices (open and closed positions) and demonstrate an understanding of the following musical expressing: a capella, attaca, con fuoco, decisom, mesto, and troppo.
Through creating and performing, students will harmonize to familiar simple melodies and compose using a selected forum with harmonization. They will be expected to read and perform major scales/arpeggios/thirds at increased tempi: C F Bb Eb Ab Db/C# G D E plus Gb/F# B/Cb. Students will listen and perform intervals (augmented, diminished, ascending and descending) and identify intervals played simultaneously augmented and diminished. They will study the characteristics if the Romantic Era and the Twentieth Century (Canadian works will be part of this context). Students are expected to choose one composer from two time periods for a musical study.
Prerequisite: MUS521A or permission from teacher (based on musical level).
MUSIC 521B
This course is a continuation of 421B. Students will progress to a higher level of theory and singing. The theory aspect will include choral music composition, sight, singing, and solfege. Students will be introduced to conducting techniques. They will continue to study choral music history and listening.
Prerequisite: MUS421B
MUS621B (MUS621B-0044)
This course is a continuation of 521B. The theory aspect will include advanced choral music composition, form/analysis, sight singing, and solfege. A project paper will be included on an aspect of the history of choral music. Students will be expected to achieve a high level of technique, interpretation, and ability in choral music. Students will have the opportunity for solo performance within the choral group.
Prerequisite – MUS521B.
GEOGRAPHY 521A GLOBAL STUDIES
This course investigates the study of geography, its method and tools, and the application of geographic inquiry practices in making sense of the world around us. Students will explore patterns that exist in the natural world linking land, oceans, natural resources and climates, and human activity. Because of the inherent interplay between people and place, current issues are an integral part of the Global Studies course although the emphasis is on physical geography concepts. The course is organized into three units of study: Geographic Methods, Physical Patterns, and Cultural Patterns. A Global Classroom Initiative component of the course provides a unique PEI – Kenya link during the final unit of the course.
HISTORY 521A MODERN WORLD SURVEY
Although there are no prerequisites for this course, HIS421A is an asset. Students should have some background in the research and writing of essays.
HIS 521A – Modern World Survey (New Course)
History 521A is a contemporary study of the 20th Century with emphasis on conflict and the lessons learned from significant world events. The course provides students with a broad comparative analysis of many countries’ responses to the forces, events and personalities of the 20th Century. The focus will be on the impact of historical events and legacies of the early modern world on present‐day society. A chronological survey of topics will include the Industrial Age and Imperialism, World War One and World War Two, The Cold War, the counterculture of the 1960’s, conflict in the Middle East, the emergence of global superpowers, and changing global patterns in the 21st Century. There will be a significant focus of instruction and assessment on outcomes relative to the world wars and the Cold War era. Students of HIS 521A will demonstrate their capacity to interpret evidence, assess and defend positions, conduct inquiry related to our course topics.
LAW521A
This course is an introduction to Canadian Law with an exploration of fundamental concepts such as the history and purpose of law, development of law, and administration of law in Canada. The course is organized into units that include Foundations of Law, Criminal Law, and Civil Law. Another unit, based upon an inquiry approach, provides an opportunity for students to further explore specific areas of interest that are not included in the core units such as Family Law, Contractual Law, Aboriginal Law, Media and Internet Law, and other areas of interest.
CANADIAN LAW
This course is similar to Law 521 in that it provides an introduction to many of the same concepts. Students will be able to enhance their understanding of Canadian Law through the use of case studies and explorations of legal issues. The course is organized into three units: Foundations of Law, Criminal Law, and Civil Law. The Civil Law unit also includes a section on Family Law. Topics of study include fundamentals of law, the Charter of Rights and Freedoms, criminal and civil law procedures, youth and law, sentencing, and remedies and defences, among other areas of interest.
WORLD GEOGRAPHY 531A
This course investigates the study of geography, its methods and tools, and the application of geographic inquiry in making sense of the world around us. With guidance and teacher-directed inquiry models and investigations, students will develop inquiry and literacy skills while studying world geography. Students will explore patterns that exist in the natural world that link land, oceans, natural resources, climates, and human activity. Current issues will be an integral part of the World Geography course although the emphasis will remain on physical geography concepts. Students will engage in a geographic inquiry that may also form the basis of their active citizenship project. The course is organized into three units. Geographic Methods, Physical patterns of the World, and Cultural Patterns of the World.
INTRODUCTORY ECONOMICS 621A
The major areas of study within this course include fundamental economic theories, microeconomics, macroeconomics, and global economic concepts. Students will also move through the inquiry process by exploring an economics topic that is of interest to them. The overall objective of the course is to provide students with the knowledge and skills needed to understand economic concepts and issues, and to prepare them for effective decision-making, responsible citizenship, and critical analysis. Economic issues are rooted in social, political, and environmental problems that require a great deal of attention and have important consequences. It is therefore vital that senior high school students have the opportunity to understand the fundamental principles and concepts of this subject matter, as well as develop and acquire economic literacy so they can respond to the challenges of our modern society.
The Department of Education, Early Learning and Culture and Holland College recognize Introductory Economics (ECO621A), as a dual credit course. In the simplest of terms, dual credit refers to a course where high school students earn both high school and post-secondary credits concurrently for the same course. Therefore, all students who have successfully completed ECO621A, and have achieved a grade of 60% or greater, will be exempt from taking the equivalent course at Holland College (BUSI 2030). BUSI 2030 is found as either an elective or a core course in the following Holland College programs:
- Business Administration;
- Accounting Technology;
- Marketing and Advertising Management;
- Sport and Leisure Management.
GLOBAL ISSUES GEO621
This course is designed as an inquiry-focused study of world issues. Students will begin the course by exploring the concept of “global issues” and the reasons why society becomes actively involved in global issues. Course content is flexible to allow teachers and students to take advantage of selecting timely topics or areas of special interest. With guidance and teacher-directed models, students will learn to follow an inquiry process within their own investigations of global issues, thereby developing academic research and literacy skills that will be applicable in many areas of study. A final component of the course requires students to participate in an action plan to bring about positive change related to a current issue, either local or global. Assessment of this will be mainly process-oriented due to the emphasis on skill-building. Final research products will be evaluated for quality of content as well as process.
GLOBAL ISSUES GEO631
The focus of this course is inquiry into contemporary global issues that may be political, geographic, economic, environmental or cultural in nature. With guidance and teacher-directed inquiry models and investigations, students will develop inquiry and literacy skills while studying various topics of global concern. Course content is flexible in order to allow teachers and students to take advantage of selecting timely topics or areas of special interest. Knowledge and skill-building will be achieved through the use of multiple resources, both print and non-print. Students will engage in an inquiry project based upon a selected global issue which may become the basis for their active citizenship project. Assessment will be balanced between content knowledge and inquiry process skills.
CANADIAN HISTORY (HIS621A-0117)
This course was developed specifically to represent an Atlantic Canadian perspective on our national historical narrative. The course is organized into thematic units which address persistent questions in Canada’s history. These questions form the basis for five of the six units in the course: Globalization, Development, Sovereignty, Governance, and Justice. The sixth unit, Independent Study, engages students in a specific piece of historical research. The course emphasizes the importance of student inquiry and research using historiography and historical method in the examination of Canada’s history. Key topics studied through these approaches include, but are not limited to, First Nations, colonialism, Confederation, World Wars, Free Trade, Constitutional Issues, Canada’s Role in the Global Community, Industrialization, Human Rights Issues, and Immigration/Migration.
HISTORY (PEI) HIS621B
A central focus of this course is the question: What does it mean to be an Islander? Using multiple sources and current concepts in historical inquiry, students will investigate the social, cultural, political, and economic development of PEI from its earliest records of settlement to the present. Students will study various historical themes and issues throughout a range of time to learn about Prince Edward Island’s place in the world as a small island with its own unique story. Students will be challenged to deliberate on and debate current Island issues and to recognize how history sometimes repeats itself in cases such as out-migration, economic development, and land issues. A major objective of the course is of students to utilize community resources, histories, and people as a basis for their own inquiry into a particular topic of Island history.
ABORIGINAL PEOPLES OF ATLANTIC CANADA APA801X
Aboriginal Peoples of Atlantic Canada 801 is a full credit course open to all students at the grade 11 and 12 levels. The course will seek to reflect in a positive way all aspects of Mi’Kmaq culture, history, language, folklore, government and spirituality. To this end, Aboriginal Peoples of Atlantic Canada 801 will draw on the stories, experiences and world view of the Mi’Mmaq First Nation peoples, both locally and regionally.
Through participation in this course all students will come to appreciate the potential of a multi-cultural society which brings together many peoples with different backgrounds and perspective.
ADVANCED POLITICAL STUDIES POL621A
This course is divided into two parts, Canada’s political system and an overview of the world’s major political systems.
Topics covered under Canada’s political system include the role of government, the electoral process, the role of political parties, the Constitution, Parliament, federal, provincial, and municipal governments, the Charter of Rights and Freedoms, and other political concepts such as civil protest.
This course also seeks to broaden students’ views of the world’s major political systems. Students will explore the values behind democratic and non-democratic forms of government as they will be challenged to analyze world problems through different viewpoints. The course promotes critical thinking and decision-making skills, and encourages discussion and debate on current political events.
CHILD DEVELOPMENT CHD521X
The goal of this course is to help young people prepare for their future role as parents or other types of care givers. Topics include: a study of male and female reproductive systems, the process of conception and fertilization, the development of the embryo and fetus, family planning, a study of the physical, emotional, social intellectual development at various ages, parenting, health, etc. This course will have entrance recognition at Holland College with the curriculum designed to link to post-secondary opportunities in the study of Child Care and Human Services.
FAMILY LIFE 621A FAM621A
Unit topics included are: Family as a Basic Unit, Choosing a Partner, Getting Married, The Marriage Relationship, Facing Family Challenges, Transition to Parenthood, Late Adulthood, and the Nature of Marriage and the Family.
CULINARY SKILLS A (CUL801A)
CUL801A is a career and technical education course designed to explore careers in the culinary service industry. The student will develop an awareness of the essential knowledge, skills, positive attitude, and dedication needed to become a food service professional. Topics covered include salads and sandwiches, baked goods, pastas and grains, eggs and dairy, and management of food services.
CUL801A devotes a large portion of the learning to hands-on kitchen experiences. Students may be interested in CUL801A as a preparation for a career in food service, mastery of basic skills for related occupations, or as a foundation for post-secondary studies in the subject area.
Prerequisite: Foods and Nutrition 421A
ITC 401A – INFORMATION TECHNOLOGY COMMUNICATIONS
ITC401A will provide students with foundational skills in the use of business productivity software. In this course, students will have the opportunity to develop knowledge and enhance skills in keyboarding, word processing, desktop publishing, visual presentations, spreadsheet and graphing, effective Internet searching, and e-mail usage. A variety of computer literacy and digital citizenship topics will be discussed throughout the course.
Skills and knowledge acquired in this course are useful in all curriculum areas in high school, during post-secondary studies, and will be transferable to the workplace. Awareness of ergonomics and proper keyboarding techniques will reduce physical strain from increased use of computer technology at home and at work.
This course is highly recommended for all students.
BUSINESS 701A (BUS701A)
This course provides students with an introduction to the functional areas and concepts of business. Topics to be covered include economics, production, human resource management, marketing, accounting, finance, leadership and management, entrepreneurship, and international business. Within the final unit, students will demonstrate their ability to apply these concepts to practical real-world situations by completing a business evaluation.
Students will make connections among the various themes by exploring local, regional, national, and global business events, and infusing them into the dialogue and discussions on the topics covered within the course. This course provides students with the confidence and competence to engage in the world of business while building a solid foundation for students interested in pursuing further studies in ACC621A, ECO621A, and ENT621A.
DISTRIBUTIVE EDUCATION MARKETING 801A (DIS801A)
The Distributive Education course is a career related course which develops skills in display, advertising, marketing, selling and personal relations. The course also deals with establishing small business and entrepreneurship for the student interested in becoming his/her own boss. The course is an excellent program to enhance the understanding of the entire marketing process more clearly which is so evident and so abundant in today’s society.
ACCOUNTING 801A (ACC801A)
Account is designed as a foundation course in fundamental accounting principles, terminology, the significance of accounting in business, and accounting processes as applied to manual systems. The course stresses the preparation and maintenance of basic accounting records as a basis for further study, entrance to employment or for personal use. This course will have entrance recognition at Holland College with the curriculum designed to link to post-secondary opportunities in the study of Accounting and Business.
ACCOUNTING PRINCIPLES 621A (ACC621A)
Accounting Principles (ACC621A) is a full-credit course offered at the Grade 12 level. The course is designed for students who plan to take accounting courses at the college or university level, however, it is important to note that the knowledge and skills learned throughout this course can be applied across a broad range of disciplines and occupations, and support people in their daily lives. The major areas of study within ACC621A include accounting fundamentals, the accounting cycle for a service and merchandising business, and internal control, financial analysis and decision making. Students will also apply accounting practices in a computerized environment.
The Department of Education, Early Learning and Culture and Holland College recognize Accounting Principles – ACC621A as a dual credit course. In the simplest of terms dual credit refers to a course where high school students earn both high school and post-secondary credits concurrently for the same course. Therefore, all students who have successfully completed ACC621A, and have achieved a grade of 60% or greater, will be exempt from taking the equivalent course at Holland College (ACT1001). ACCT1001 is found as either an elective or a core course in the following Holland College programs:
- Golf Club Management
- International Hospitality Management
- Marketing and Advertising Management
- Tourism and Travel Management
- Sport and Leisure Management
ENTREPRENEURSHIP 521A (ENT521)
Prerequisite – A sincere desire to become involved in business
This course is designed to introduce students to the business application of enterprising knowledge, skills and abilities. Students will explore and develop their entrepreneurial competencies as they cooperate on the planning and implementation of a mini-venture and individually plan a business venture.
Topics will include: identifying opportunities, assessing risk, generating and refining ideas, marketing, organization options, financing and financial management.
Learning resources will include speakers, videotapes, software and current print resources. Learning activities will involve group and individual projects.
This course will have entrance recognition at Holland College with the curriculum designed to link to post-secondary opportunities in the study of Accounting and Business.
CAREER EXPLORATIONS AND OPPORTUNITIES (CEO401A)
Career Explorations and Opportunities is a course that enables students to develop the skills they need to become self-directed individuals who set goals, make thoughtful decisions, and take responsibility for pursuing their goals throughout life. Students will develop a personal career portfolio as they move through the career development process focusing on the following questions: Who am I? What are my opportunities? What are my next steps and why? What is my action plan? Throughout this process, students will increase self-awareness, explore a wide range of education and career options, think critically about their decisions, develop financial literacy skills, and begin planning their career pathway.
By helping students understand the knowledge, skills, and attitudes considered essential in today’s labour market, this course helps to prepare students to achieve greater success in our ever-changing global economy. It also provides opportunities for students to learn how to manage their lives more purposefully and effectively, enhance their personal well-being, and realize their full potential.
University of Prince Edward Island Dual Credit
Students who have successfully completed 3 of the following business courses: BUS701A (required), ACC621A, ENT521A and ECO621A and have achieved a grade of 70% or higher in each of the courses, will be eligible to receive a UPEI elective course (BUS-1010) within their Bachelor of Business Administration Program.
Holland College Dual Credit
Introductory Economics – ECO621A
All students who have successfully completed Introductory Economics – ECO621A, and have achieved a grade of 60% or greater, will be exempt from taking the equivalent course at Holland College (BUSI-2030).
PHYSICAL EDUCATION – LIFE STYLE 801A (PED801A)
This course represents a unique journey for each student, can be enjoyed through a range of movement activities and environments, and contributes to the present and future development of their whole self.
The learning outcomes of this course are inclusive to all students and will provide opportunities for them to explore and elevate their physical literacy by developing essential and interconnected elements whose importance may change throughout life:
- Motivation and confidence
- Physical competence
- Knowledge and understanding
- Engagement in movement activities for life
Physical literacy is an elective course credit for students in their second or third year of senior high school. This course is sequential with PED401A and is intended to promote the value of physical literacy and physical activities for life.
PHYSICAL EDUCATION – LEADERSHIP 621A (LED621A-0068)
This course is designed to provide an involvement for students who have a prospective interest in community recreation, fitness, physical education, coaching, as a participant or volunteer, for the various leadership roles in society. A large percentage of the instruction will take place in the classroom with the gymnasium, outdoors, and other practical settings used to supplement course content. Part of the evaluation will be derived from participation in individual or group projects involving administration and organization within both the school and the community. Some of the major unit topics include: leadership, event management, sport history, coaching certification, fitness appreciation, sports medicine, teaching and various other sports appreciation topics.
CARPENTRY 701A (CAR701A)
Introduction to Carpentry Technology is a project based course where students can expect to be engaged in carpentry projects that will develop their technical skills and challenge their critical thinking. CAR701A provides students the opportunity to develop technical skills with tools, equipment, and safe work practices within a Carpentry setting. Students will be challenged to apply math concepts to solve technical problems and develop their literary skills through design and drawing techniques. Students are expected to develop safe work habits, effective time/project management skills and work effectively with others. CAR701A is the prerequisite course for all 800 level CTE-Carpentry Technology courses.
CREATUVE MULTI-MEDIA 801A (CMM801A)
Creative Multimedia students will acquire basic web and multimedia production skills through practical experience with digital media technologies. The course will be taught from a design point-of-view and will be activity-based. Creations will be presented in a web or CD Portfolio format. Modules include Digital Design Principles, Digital Imaging, Animation, Audio/Video Editing and Web Authoring. This is an introductory level course and no pre-requisites are required.
This course will have entrance recognition at Holland College with the curriculum designed to link to post-secondary opportunities in the study of Interactive Multimedia, Computer Information Systems and Graphic Design.
ELECTRONICS/ELECTRICITY 701X (ELE701X) The student will develop skills and knowledge in the following: electrical safety; electrical terms and units; electrical diagrams and symbols; wiring techniques (soldering, splicing, printed circuits); electrical measurement and testing; basic electrical theory; circuit design and construction; project design and construction; electronic components; electronic circuits; integrated circuits; trouble shooting techniques; electric motor and small appliance repair and utilize circuit simulation software for circuit design and measurements. There is an emphasis on teamwork and project work.
ELECTRONICS (ADVANCED) 801X (ELE801X)
Prerequisite: ELE701X
Advancement in electronics is accomplished with labs, theory, simulation, and radio control. Emphasis is on team and project work, including field trips to relevant sites. Career opportunities in this field are numerous with good remuneration.
COSMETOLOGY 801X – (COS801X)
Cosmetology 801X is a general interest elective course. The skills taught build on skills learned in Cosmetology 701X. This course will allow students to further explore the Cosmetology trade. Cosmetology is a trade with many areas of specialization. This course will help students to understand the many different career paths that may be followed. It will also create a greater awareness of many aspects of business.
VOCATIONAL APPRENTICE
COSMETOLOGY 702X/Y (COS701X, COS702Y)
Prerequisite:
1 credit 400 level (academic or general only) of each of the following: Math, English, Science, Social Studies: COS701X Cosmetology and 1 elective (or 2 electives). Teacher approval is necessary.
During the first year of training students will be introduced to the bare practical skills used in cosmetology. Stress is placed on the theory of cosmetology. Technical scientific material is covered.
Students enrolled in COS702X/Y Cosmetology and COS802X/Y Cosmetology must complete all school hours (and an average 250 hours in shop placements) to be eligible to write the provincial licensing exams (as well as having maintained an average of 75% in COS701X Cosmetology.)
COSMETOLOGY 802X/Y (COS802X, COS802Y) – Prerequisite: COS702X and COS702Y with final mark of 75% & Teacher Approval.
Second year students perfect their practical skills with clients and move to more advanced techniques. All theory work is reviewed in preparation for the provincial exams and all P.E.I. Hairdressers Association guidelines must be fulfilled.
CARPENTRY APPRENTICE
This course is designed to prepare students for employment in the carpentry trade. Graduates of this program may be granted credit toward a term of apprenticeship.
COURSES LISTED BELOW ARE PART OF THE CARPENTRY APPRENTICE PROGRAM.
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CAR701A – INTRODUCTION TO CARPENTRY TECHNOLOGY (CAR701A)
Introduction to Carpentry Technology is a project based course where students can expect to be engaged in carpentry projects that will develop their technical skills and challenge their critical thinking. CAR701A provides students the opportunity to develop technical skills with tools, equipment, and safe work practices within a Carpentry setting. Students will be challenged to apply math concepts to solve technical problems and develop their literary skills through design and drawing techniques. Students are expected to develop safe work habits, effective time/project management skills and work effectively with others.
CAR701A is the prerequisite course for all 800 level CTE-Carpentry Technology courses.
CAR801A – FRAMING SYSTEMS LEVEL I (CAR801A)
Framing Systems Level I is a project based course that introduces students to the fundamentals of framing within the Carpenter trade. Students will develop technical skills related to wall and floor framing and develop knowledge related to the effort forces have on, and how forces are transferred through structures. Students are expected to develop safe work habits, effective time/project management skills and work effectively with others.
CAR801B – FRAMING SYSTEMS LEVEL II (CAR801B)
Framing Systems Level II builds on the technical skills introduced in the Framing Skills Level I course. Students are expected to perform framing tasks with an increased proficiency and be able to articulate why particular techniques are used in different situations. Students will explore the building envelope and understand its implications related to framing and structures. Students are expected to continue to develop safe work habits, effective time/project management skills and work effectively with others.
CAR801C – CARPENTRY SKILLS LEVEL I (CAR801C)
Carpentry Skills Level I is a project based course designed to introduce students to the wide range of carpentry and constructions skills required when working within the carpentry trade. Students are expected to develop their technical skills related to the safe operation of common woodworking tools, technical drawings, and essential skills required within the Carpenter trade. Students are expected to develop safe work habits, effective time/project management skills and work effectively with others.
CAR801C is the prerequisite course for CAR801D – Carpentry Skills Level II.
CAR801D – CARPENTRY SKILLS LEVEL II– CAR801D)
Carpentry Skills Level II builds on the technical skills and knowledge introduced in the Level I course. Students are expected to perform construction and carpentry related project/tasks with a high level of technical skills and be able to articulate why particular techniques are used in different situations. Students are expected to continue to develop safe work habits, effective time/project management skills and work effectively with others.
CAR801E CARPENTRY APPRENTICE (CAR801E)
Carpentry Apprenticeship is designed to provide students who are considering a future career related to the skilled trades an understanding of the skills and knowledge expected from an apprentice. The course will provide students an opportunity to explore the full range of topics expected from a level I Carpenter apprentice. Students will work on projects that support the continued development of their technical skills while becoming more articulate in their knowledge related to the carpentry trade.
Students wanting to challenge the Level I Apprenticeship Exam for Carpenter will require this course +a minimum of 4 other CTE-Carpentry courses. The student’s average in all courses must be at or above 70% to qualify to challenge the Apprenticeship Exam.
MOTOR VEHICLE REPAIR APPRENTICE
This course is designed to prepare students for employment in the motor vehicle repair trade. Graduates of this program may be granted credit toward a term of apprenticeship.
COURSES LISTED BELOW ARE PART OF THE MOTOR VEHICLE APPRENTICE PROGRAM:
AUT701A – INTRO TO AUTO SERVICE (AUT701A)
Introduction to Auto Service introduces students to tools, equipment, theories, and practices common to the trade with a constant emphasis on safe work habits. In this course, students will learn how to communicate effectively and present themselves professionally; assemble components using a variety of fasteners and adhesives; performance basic heating, cutting and welding procedures; diagnose and service wheels and tires, and perform basic maintenance.
This course is a prerequisite for all other CTE-Automotive courses.
AUT801A – BASIC POWER TRAIN (AUT801A)
A basic working knowledge of the major systems of a vehicle is essential for any Auto Service Technician. The Basic Power Train course introduces students to engine operation, cooling systems, and vehicle drive lines. Students will learn about the operation of internal combustion engines and various fuel types and practice performing accurate measurements using a variety of common measuring tools. Students will conduct tests and service vehicle cooling systems, learn to diagnose and repair problems related to vehicle drivelines.
AUT801B – BRAKE SYSTEMS (AUT801B)
Brakes are one of the most fundamental safety systems on a vehicle. This course focuses on the components, types, service and diagnosis of brake systems. Students will develop a clear knowledge of the fundamentals of friction and hydraulics related to brake component function. Students will learn to service, repair, and diagnose drum brake systems, disc brake systems and power brakes. Students will also be introduced to Antilock Brake Systems.
AUT801C – ELECTRICAL SYSTEMS (AUT801C)
Today’s automobiles use electricity to operate many different devices and systems. During this course, students will develop a basic understanding of electrical principles, fundaments of magnetism, and scientific principles related to vehicle electrical systems. They will learn to service, test, and diagnose problems related to batteries. They will service and repair basic electrical circuits, use electrical meters, and scan tools to test and diagnose vehicle electrical systems.
AUT801D – STEERING SYSTEMS (AUT801D)
The steering gear mechanism is an integral component of any vehicle system. Students will learn how to diagnose and correct problems related to vehicle steering components. They will also learn about the service and repair of manual and power steering systems, steering columns, and basic frame construction.
AUT801E – SUSPENSION SYSTEMS (AUT801E)
Suspension and steering components are second only to brakes as the most crucial safety system in any vehicle. Students will learn about common steering angles and how each affects vehicle handing and basic alignment procedures. They will also learn to diagnose and correct problems related to vehicle suspension and steering components and perform a standard motor vehicle inspection.
WELDING APPRENTICE – This course is designed to prepare students for employment in the welding trade. Graduates of this program may be granted credit toward a term of apprenticeship.
COURSES LISTED BELOW ARE PART OF THE WELDING APPRENTICE PROGRAM:
WELDING701A –SHIELDED METAL ARC WELDING (SMAW) LEVEL 1 – (WEL701A)
The SMAW Level 1 course is the entry level course to Welding Technology. Students will be introduced to tools, equipment, theories and practices that are common to the trade with a constant emphasis on safe work habits. Students will develop attention and concentration skills that will allow them to minimize the hazards associated with welding. The course will focus on the SMAW process to establish a basic foundation of welding skills. Students may also experience other welding processes as determined by the course projects.
This is a recommended prerequisite course for all other Welding Technology courses.
WEL801A – SHIELDED METAL ARC WELDING (SMAW) (WEL801A)
Welders always strive to achieve a high standard of quality in their work. During this course students will identify and describe the various types of weld joints and learn to select proper electrodes for various tasks. They will also diagnose and correct problems that arise when using SMAW equipment. They will identify and safely use power tools common to the trade and develop the theoretical and practical knowledge to perform high quality SMAW welds.
WEL801B – GAS METAL ARC WELDING (GMAW) – (WEL801B)
Gas Metal Arc Welding (GMAW) is extensively used in industry and is a process that a welder is most likely to use throughout his/her career. During this course, students will learn to identify and safely use the equipment and tools required to perform GMAW welds. They will select the proper GMAW filler metals and shielding gases and correctly identify and select proper weld joints.
This course is a prerequisite for WEL801C GMAW Level II.
WEL801C-GAS METAL ARC WELDING (GMAW) Level II (WEL801C)
The GMAW Level II course will focus on students building proficiency and accuracy within the skill of GMAW welding. Industry demands and sets a high standard for welders, and students are expected to develop the physical hand skills required to perform GMAW welds in all relative positions. This will include maintaining and adjusting equipment, power sources, and consumables to ensure quality welds.
WEL801D – FLUX CORE ARC WELDING (FCAW) – (WEL801D)
Flux Core Arc Welding is recognized as a high production process for welded fabrication projects. During this course students will learn to select and safely use the correct FCAW equipment shielding gases and filler metals and perform FCAW welds in all positions. They will also combine the GMAW and FCAW welding processes.
WEL801E – GAS TUNGSTEN ARC WELDING (GTAW) – (WEL801E)
Gas Tungsten Arc Welding is a precise method of welding various types of metal. GTAW is a widely used welding process in the welding fabrication industry. During this course students will learn to identify, describe and safely use the equipment and tools required to perform GRAW welds in a variety of positions on various types of metal.
INTRODUCTORY COMPUTER STUDIES (CMP521A)
The CMP521A course focuses on the development of problem solving skills through the analysis, design, and implementation of digital solutions. The following topic areas are addressed throughout the course: the computer and its effects upon society, database management, HTML, Cascading Style Sheets, and structured programming.
This is an introductory level course and no prerequisites are required.
This computer studies course will have entrance recognition at Holland College with the curriculum designed to link to post-secondary opportunities in the study of Computer Studies, Office Systems, Administration, Business Administration or Interactive Multimedia.
ADVANCED COMPUTER STUDIES (CMP621A)
Prerequisite: CMP521A
The Computer 621A course is a continuation of the CMP521 course with special emphasis on the acquisition of problem solving, critical thinking, and independent learning skills. The syllabus of this course focuses on programming, Internet publishing, and operating systems. Students will be required, through major projects, to demonstrate the attainment of the specific curriculum outcomes of this course. Good mathematical skills and the successful completion of the CMP521A course are highly recommended for students enrolling in this course.
These computer studies courses will have entrance recognition at Holland College with the curriculum designed to link to post-secondary opportunities in the study of Computer Studies, Office Systems, Administration, Business Administration or Interactive Multimedia.
VALUES EDUCATION 621X – (VED621X)
This course looks at life issues from a values clarification point of view. Topics covered include Personal Psychology, Time and Our Use of it, Drugs, Relationships, Death, Cults, etc. Films, Speakers, Lectures, etc., are all part of the course.
FISHERIES 701X (FIS701X)
This is an introductory course preparing students for further education in the marine industry. The course will introduce students to marine law, navigation, safety and vessel stability. It will also provide students with an overview of the types of fish and shellfish harvested on PEI and their economic impact on the province. Students will get to explore some marine equipment including electronics, marine engine/transmissions, haulers & winches, etc. Students will also be introduced to radio operations and basic fishermen skills (ex: knots, trap building, and net mending). Conservation, enhancement and management of the fisheries resources will also be explored.
IT ESSENTIALS (ITE801A)
The CISCO IT Essentials: PC Hardware and Software Networking Academy curriculum is used for this course. Students who complete this course will be able to describe the internal components of a computer, assemble a computer system, install an operating system and troubleshoot using system tools and diagnostic software. Further topics include connecting to the Internet, sharing network resources, configuring wireless connectivity, maintaining laptops and portable devices, examining security, safety and developing communications skills. Students participate in hands-on activities and lab-based learning to become familiar with various hardware and software components and discover best practices in maintenance and safety. This curriculum aligns to COMP TIA A+ Essentials industry certification preparing students for entry level careers in field service technician, bench technician, help desk support and computer sales representative occupations.
Students who enrol in ITE801A are not expected to have any previous technical skills or knowledge.
- IT Essentials is a required course for the Focus on Information Technology (FIT) certificate program. Advanced standing based on the successful completion of ITE801A, IT Essentials, will be granted to students who apply the following Holland College Programs: Computer Networking Technology or Computer Information Systems.
- In addition to advanced standing, Holland College will provide transfer credit to students who successfully complete the ITE801A course with an overall average of 70%. Full transfer credit applies to the following Holland College courses: CMPH1000, CMPS1000, CIS1301, CIS1306.
ROBOTICS 801A (ROB801A)
Robotics 801 is composed of technical learning opportunities as well as scientific knowledge, skills, and technological/societal connections through an automated and radio-controlled robotics design context. This course extends the knowledge and skills in Applied Science (SCI701A) through the introduction of automation (computer programming) into the engineering design process along with a greater emphasis on synthesis through open-ended project based design challenges.
Prerequisite: Applied Science (SCI701A) or permission from the teacher (based on level of skill and knowledge)
PEER HELPING 501A (PHP501A)
Students enrolled in this course will have an opportunity to earn a credit while helping and supporting the learning of other students with special unique educational needs. Peer helpers help students meet the many challenges they encounter in a differentiated learning environment and the resource room.
After being selected through an application process, successful applicants will participate in a brief training program outlining the roles and responsibilities of peer helpers and are provided with strategies and techniques to utilize while meeting the specific individual needs of his/her assigned student(s). Peer helpers will facilitate one-on-one learning with students and are closely monitored by the classroom teacher and peer helping teacher.
PEER HELPING 601A (PHP601A)
Students enrolled in this course will have an opportunity to earn a credit while helping and supporting other students with special, unique educational needs. Peer helpers assist students in meeting the many challenges they encounter in differentiated learning environments and in the resource room.
After being selected through an application process, successful applicants will participate in a brief training program outlining the roles and responsibilities of peer helpers and are provided with strategies and techniques to utilize while meeting the specific individual needs of his/her assigned student(s). Peer helpers will facilitate one-on-one learning with students and are closely monitored by the classroom teacher and peer helping teacher
This group of peer helpers will enhance their understanding of the students to which they are assigned by researching the students’ particular conditions and contributing ideas to the development of the students’ Individual Education Plan (as appropriate). Selection of these peer helpers will stem from successes observed in the PHP501A program and successful completion of the referral and application process.
Through special consideration, students may take PHP601A without having taken PHP501A.
TRANSITIONS PROGRAM (TRA602Y)
This two credit course offers students an opportunity to explore a wide range of potential post-secondary options in a college setting for two hours each day. Students work together in small groups in a variety of college-related experiences. The college exploration is complemented with a variety of community experiences, including a volunteer component with local small businesses and non-profit organizations. Throughout the semester, this program encourages students to cultivate a level of professionalism required for post-secondary success. Students are bussed to and from the college campus each day.
*Students who successfully complete this program and apply to Holland College for post secondary, their application would take priority in the selection process for the program of choice.
CO-OPERATIVE EDUCATION (CWS501A/B or CWS601A/B)
Co-operative Education is an exceptional method of learning that formally integrates classroom studies with learning through productive work experiences in a field related to a student’s academic or career goals. It provides progressive experiences in integrating theory and practice. The cooperative education course is a partnership among students, schools, and the community, with specified responsibilities for each. This course consists of a classroom component and a placement component. Prior to the placement, all students must demonstrate an understanding of the pre-placement orientation expectations and participate in the development and implementation of their personalized placement learning plans. These plans outline the specific goals the students, teachers, and employers have regarding opportunities to apply and extend knowledge and practice and refine skills to demonstrate student achievement of placement expectations that reflect current workplace practices and standards. Students may sign up for Co-operative Work Studies if they are taking a full course load and need up to two extra credits for graduation. Cooperative Work Studies is an after school program and is not designed to replace regular hour courses.
Supplementary exams are written for the sole purpose of assisting a student to graduate when the failure of a final exam has disqualified the student from graduation. These exams are restricted to grade 12 students only. A student may write only one supplementary exam, the passing of which would allow the student to graduate. Furthermore, the student must have maintained an average of 50% or better in the course work prior to the final exam and have an overall average of 45% or better when the final exam is added to the course work in order to be eligible to write the supplementary exam. The exam will be set by the subject teacher. If the student successfully passes the exam, a mark of 50% only will be awarded for that course.
In case of a failure of a final exam in the first semester the student may write a supplementary exam during final exam week of the next semester in June. If a student fails a final exam during June final exams, then the student has the option of writing a supplementary exam after graduation during the final week of school or during the week preceding school opening the following August.
Scheduling Returning Students
All first (gr. 10), second (gr. 11), and third (gr. 12) year students must take a full program of eight courses per year. For fourth year students, courses will be scheduled in one semester where possible. We realize there will be exceptions to this. Fourth year students not in a course in any particular period must be in a structured program designed in consultation with the administration, other staff members and the student. The student must sign a contract outlining the conditions for this study/work period. Some contracts may involve leaving the school. Students have to follow this contract. Behavior for all returning students must be appropriate.
PLEASE NOTE: Returning students (4th year) are advised that the scheduling of regular students, grades 10-12, takes precedence over scheduling for returning students. In other words, seats will not be given to returning students before regular students are placed.
Course evaluation procedures vary depending on the course objectives and teaching strategies used. Major examinations will be written in most subjects at the end of the semester. These major exams will account for approximately 20-40% of the course grade. The remainder of the mark is based on the student’s day-to-day performance, quizzes, and assignments. Reports are issued at the middle and end of each semester. The mark achieved for the first report represents a progress mark for the class work completed by the student up to that point and can account for as much as 30% of the final grade. The pass mark in all subjects is 50%. A detailed course outline description with marks, values and evaluation procedures is available for each course and is given out at the start of the course each semester. Formal interviews are scheduled at mid-semester. This allows performance issues to be addressed before it is too late. All parents are urged to attend. In addition, parents are encouraged to communicate with teachers when problems arise and not wait for formal interviews.
Students Achieve
Parents can check on the progress of their student through the web-based program called Students’ Achieve (SAS). User names and passwords for parent accounts can be requested at any time by calling the school or emailing one of our staff. Attendance and mark information for each course is available through SAS.