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INTRODUCTION

TO

REDEEMER CHRISTIAN HIGH SCHOOL

Course Calendar

2010 – 2011

Mission Statement

Redeemer itself is a gift given to this generation through the faithful work of many Christians from a variety of church communities and many walks of life. We stand in that long tradition of devotion and we are committed to the challenge our forebears have left us.

Redeemer’s mission is “to provide a community of learning that challenges students to develop disciplined hearts, minds and bodies according to the full measure of Jesus Christ”.

Core Values

This community of learning:

• encourages our students to strive for wisdom based on a love of truth and a love of knowledge

• fosters interdependence among its members

• values integrity, humour, forgiveness and friendship

• ensures that staff and students covenant to respect each other, their educational tasks, and the school facilities

• is enlightened and enriched by God’s revelation in all activities and relationships
  
  

We challenge students to develop disciplined minds, hearts and bodies according to the full measure of Jesus Christ:

• through a high quality and integrated curriculum stressing a Christian/Biblical world view

• by offering programs selected to develop reasoning and critical thinking, numeracy, literacy and creativity

• through accepting their bodies as gifts from the Lord, developing a healthy lifestyle

• through the pursuit of Christ-likeness and openness to God

• through the development of gifts and talents with which God has endowed them

• by participating in opportunities to serve God and others

Brief History

Redeemer Christian High School is a society-operated community school started in September 1974 by a group of educators and parents committed to the principle of faith-based education in a community setting. The Board of Directors continues to be elected from within the membership of the society that is primarily composed of parents and supporters of Redeemer. For the first 20 years of its operation the school rented facilities at various locations in Ottawa but in 1997 moved into its present facility. Redeemer currently serves 184 students in a Grade 9 through 12 program.

School Identity

Legal Name of School: Community for Christian Learning

Operating Name of School: Redeemer Christian High School

Location of Instruction: 82 Colonnade Road North, Nepean, Ontario, K2E 7L2

Telephone: (613) 723-9262

Facsimile: (613) 723-9321

Website: www.rchs.on.ca

E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it

 

Redeemer Christian High School is owned and operated by the Community for Christian Learning, a non-profit charitable organization registered with the Ministry of Consumer and Commercial Relations of Ontario under Ontario Corporation Number 310735.

Redeemer Christian High School is registered with the Ontario Ministry of Education as a private school number 889067. The Community for Christian Learning is a registered charitable organization with Canada Customs and Revenue Agency and is able to issue donation tax receipts under number 13067 2991 RR0001.

Redeemer Christian High School is a member of the Ontario Alliance of Christian Schools, a service organization established in 1952 which provides an organizational umbrella for over 75 schools and 12,000 students across Ontario at the elementary and secondary levels. The Ontario Alliance of Christian Schools supports its member schools with curriculum development and educational, legal and organizational advice.

Parents can find consumer protection information about Redeemer Christian High School at the Ministry of Consumer and Business Services’ website (www.cbs.gov.on.ca) and the telephone information line
(416-326-8800 or toll free 1-800-889-9768).

School Governance, Structure and Profile

Redeemer is owned and operated by a non-profit legally incorporated organization known as the Community for Christian Learning. The CCL was established in 1975 to promote the idea of Christian secondary education in the Ottawa area. It is responsible for electing a Board of Directors which oversees the operation of Redeemer Christian High School. Staff members are encouraged to become members of the CCL as a demonstration of support. The cost of membership is $300 annually. The CCL has two formal meetings each year (in November and in May).

Board of Directors: The Board of Directors is responsible for providing the infrastructure and the support which allows the school to accomplish its mission. The Board of Directors is responsible for casting and owning the vision of the school and for setting policies which govern the school’s operations. The Board of Directors hires the Principal and appoints committees. The Principal and the Committees are responsible to the Board of Directors, reporting to the Board at its monthly meetings.

Under normal circumstances, staff members who wish to communicate with the Board of Directors do so through the Principal.

Principal: The Principal is hired by the Board of Directors to administer Board policy in the daily operation of the school. The Principal is responsible for staff supervision.

The Principal serves the Board of Directors in a non-voting, advisory capacity.

Vice Principal: Redeemer functions with an administrative team which includes the Principal, the Vice Principal and the Administrative Assistant. The Vice Principal works under the supervision of the Principal and is responsible for the areas of Discipline and Program Development. The Vice Principal is a non-voting member of the Program Committee.

Committees: Committees are organized either by the Principal or The Board of Directors. Those organized by the Principal respond to needs arising from the internal operations of the school. Those organized by the Board deal with the mechanisms designed to support the functioning of the school.

Program Committee: The Program Committee is a standing committee of the board and its primary purpose is to advise the board on program matters. It reviews and studies the school’s program and any program initiatives from the staff before forwarding any program policy changes to the board for approval. This committee serves as the primary opportunity for community input into the program development process.

Finance Committee: The Finance Committee is responsible for the acquisition and the dispersal of financial resources required for operating the school.

Promotion Committee: The Promotion Committee is responsible for student recruitment and raising the profile of the school in the community.

Society Membership Committee: The Society Membership Committee is responsible for member recruitment and the maintenance of the membership lists as well as the publication of “The Report”, which is the agenda and committee reports for the two membership meetings.

Property Management Committee: The Property Management Committee is responsible for the maintenance of the physical plant, the property and the major pieces of equipment which support the delivery of the program. The Property Management Committee also makes recommendations to the Board of Directors about expansion and/or alteration of the building.

Information Technology Support Group (ITSG): This is a group of volunteers, under the direction of the Program Committee, working to provide and support the information technology resources necessary for the school’s programs.

Human Resources Committee: The main tasks of the Human Resources Committee are to consider the appointment and dismissal of staff members and to encourage the professional development of the staff.

Contract Partnership Committee: The CPC is a committee responsible for contractual matters between staff and the Board of Directors. It consists of two staff members, two Board members and two members of the school society.

Redeemer and the Wider World

Our staff members are supported in their professional life by organizations to which they belong and to which Redeemer belongs. The most important ones are:

Ontario Christian School Teachers Association: OCSTA is the professional association responsible for matters relating to teacher professional development and status. It works jointly with the OACS (see below) to develop policies and procedures regarding conflict management, relations between Boards of Directors and teachers (including salary guidelines and recommendations). It organizes the annual OCSTA Convention (on the last Thursday and Friday of October) and other professional development activities. OCSTA staff is qualified to give legal and professional advice to its members. There is an OCSTA representative on the Redeemer staff.

Ontario Alliance of Christian Schools: OACS is a service organization with over 75 member schools. It provides Boards with advice and support in a variety of ways and has a very active curriculum development program in which all teachers are invited to participate.

Ministry of Education: The MOE is the Ontario government’s education arm which develops educational policy in the province. Redeemer complies with Ministry requirements and guidelines allowing us to grant the Ontario Secondary School Diploma. Redeemer is regularly inspected by the Ministry of Education to ensure our compliance.

Ontario College of Teachers: The College of Teachers is the provincial governing body for teachers. Redeemer teachers are encouraged to maintain their membership in the College for their own professional status.

Ontario Federation of Independent Schools

The Ontario Federation of Independent Schools (OFIS) is a legally incorporated, duly constituted coalition of non-sectarian schools, religious schools and home-schoolers, established in 1974.

Christian Schools International

An organization of Reformed Christian schools throughout North America. CSI serves over 475 schools, with a combined enrolment of over 100000 students. CSI has been serving Christian schools since 1920.

Building Code

Redeemer Christian High School’s building was built in compliance with the current Ontario Building Code and all modifications to the building have been done with the proper building permits and inspections.

Fire Code

Redeemer Christian High School is inspected by the local fire department for compliance with the Fire Code. The school conducts fire drills at prescribed times to ensure that students are familiar with safe evacuation procedures.

Health Protection and Promotion Act

Redeemer Christian High School operates in compliance with the Health Protection and Promotion Act through its safe school policies and in courses such as Physical Education and Health.

Privacy Protection

In accordance with the federal Personal Information Protection and Electronic Documents Act (PIPEDA), Redeemer Christian High School (RCHS) has adopted a policy to govern the collection, use, and disclosure of personal information.

Personal information collected will be used for purposes relating to the operation of the school, by standing committees, fundraising or to assist in planning educational programs for our students. RCHS will not disclose your personal information to any other organization or individual outside of the school unless you formally request it or when required by law.

, or if you wish to opt out of receiving specific RCHS communications, you are invited to contact our Privacy Officer, the School Principal, at 613-723-9262 or at This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Staff and Board Members

Administration (2009-2010) Board Members

Chuck Schoenmaker, Principal Martin Mudde Randall Palmer

J. David Naftel, Vice Principal Evert de Boer Mary Ritskes

Pat Campbell, Business Manager Margaret Van Dyk John Scholman

Mary Joustra, Admin Assistant Chuck Schoenmaker (non-voting) John Vedder

Terry Koyman Brenda Veenema

Ted Lennox

Professional Credentials of Teaching Staff

Amy Belder	B.A., B.Ed., O.C.T.
Jeremy Brazeau	B.Sc. Honours, B.Ed., O.C.T.
Lindsay Brazeau	Educational Assistant
Pat Einarsson	Educational Assistant
Jason Grootenboer	B.A., B.Ed., M. World Studies, C.S.T.C., O.C.T.
Scott Inrig	B. Eng. (Educational Assistant)
Steven Jaspers Fayer	Cert. of Ed., B.C.S., O.C.T.
Daniel Kaiser	B.Ed., B.Sc., O.C.T.
Michael Laliberté	B.Ed., B.P.E. Honours, Science Minor, O.C.T.
Nancy Lendore	B.Ed., B.A., O.C.T.
Alta MacFie	B.A., B.Ed., Diplôme de Langue Supérieure, Diplôme d’études françaises
Vincent Marquis	B.Ed., B.A. Honours O.C.T., FSL Specialist Certificates1 & 2
Libby McKechnie	B.A.
J. David Naftel	Vice Principal B.Ed., B.Sc., O.C.T.
Allison Schenk	B.A., B.Ed., C.S.T.C., O.C.T.
Susan Sparks	B.Ed., B.A., Specialist in Special Education, O.T.C.
Ken Stevens	B.Sc. Honours, B.Ed.

This list does not reflect staff changes for 2009-2010

O.C.T.. Ontario Certified Teacher

C.S.T.C. Christian School Teachers Certificate

B.C.S. Bachelor of Christian Studies, the Redeemer University College equivalent

to a Bachelor’s Degree (B.A.) before it was given degree granting status by

the Ontario government

M.A.T. Masters of Arts in Teaching

Staff Code of Conduct

The staff code of conduct is based on the Christian values and principles upon which Redeemer Christian High School is founded. We believe that the Bible is the authoritative Word of God as confessed in the creeds of the Protestant Churches and therefore provides the standards for all human behaviour.

Teachers are expected to model Christian values and standards in their conduct at all times, including those times when they are not specifically on duty at school.

The values and standards include but are not limited to the following:

• active church participation

• fidelity in marriage, honouring the marriage vows and reserving cohabitation and sexual intimacy for marriage

• provide for the Christian nurture of their own children and ensure that their children attend a Christian elementary school or are home schooled based on a Christian philosophy of education

• refrain from any offences under the criminal code, provincial offences and the Human Rights Code

• refrain from substance abuse (e.g. drugs or alcohol)

• refrain from a homosexual lifestyle

The school shall continue to demonstrate love and compassion to any employee whose conduct appears to breach moral, spiritual or legal standards as set out above. Recognizing the healing power of Christ’s redemption, the school shall explore possibilities of reconciliation and restoration. However, if the conduct of the employee is judged to be inconsistent with the established role model behaviour outlined in the Staff Manual, the Child Welfare Policy or in some other way is contrary to the aims or standards of the school or brings the school into disrepute in the community, such an employee may be disciplined up to and including dismissal for just and reasonable cause.

Student Welfare

Criminal Records Check

Redeemer Christian High School’s Child Welfare Policy dictates that all staff and volunteers who will be in regular contact with the students will be required to submit a current criminal record check before service begins.

Student Safety

Redeemer Christian High School Administration regularly checks the Public Register of the College of Teachers (www.oct.ca) to ensure that all Redeemer teachers who are members of the College are in good standing or that their status has not been affected by unprofessional or criminal conduct.

The Board of Redeemer Christian High School has adopted a Child Welfare Policy, in compliance with the Child and Family Services act, available at the school office upon request. The Policy outlines responses to inappropriate contact between students and school staff and provides guidelines to reporting suspected cases of physical and/or sexual abuse.

Application Process

Preamble: The purpose of the admissions procedure is to facilitate the admission to the Redeemer learning community of those students who would most benefit from Redeemer's program and who most closely fit the spiritual profile of Redeemer's learning culture.

Process: Students who wish to apply for admission may do so by filling in the appropriate application forms (available from the school office, the Admissions Officer or from the school website). The support documents required to complete the process are indicated on the application form.

Upon receipt of the application forms and support documents, the school admissions officer will contact the applicant to arrange a visit between the Principal and the applicant and his/her parents/guardians. The purpose of the meeting is for the applicant and the Principal to become acquainted and to assess the appropriateness of the application. The principal will arrange consultations with the Guidance Counsellor and/or the Resource Teacher if required.

The Principal will make a decision on the basis of the documentation and the visit. The Administrative Assistant will contact the applicant with the results of the process.

Tuition Policy and Fees

Student Categories

Resident Student: a student living in Canada with his/her immediate family.

Visa Student: a student who is on a study visa (not a Canadian citizen or a landed immigrant) and whose parent(s) live(s) abroad.

Tuition Fees

Resident Students: pay the fee stated as per tuition pledge form. The tuition is on a per-family basis, with a reduction of up to 25% for those families with siblings at a school that has a fee reduction agreement with Redeemer Christian High School. Payment is due as pledged. The current level of base tuition is calculated as 13% of Gross Income with a minimum of $6,450 and a maximum of $12,800 plus a Student Incidental Fee of $200 per student and a $500 fee for each additional child per family.

Visa Students: pay the Visa Student Fee of $14,500 plus a Student Incidental Fee of $200. Full payment is due when the letter of acceptance is issued. For the following year payment is due by June 1^st .

A student, resident or visa, starting after the semester has begun, will not receive a discount because of the late start with the exception of students transferring from another OACS-affiliated school.

Part-time students: pay the following fees under the guidelines of their resident or visa status, and are eligible for full participation in all curricular and extracurricular activities:

i. 1 course – 1/3 of the semester's tuition*

ii. 2 courses – 2/3 of the semester’s tuition*

iii. 3 courses – full cost of semester's tuition*

iv. A distant learning course counts as a regular course.

v. All of the above regulations for the resident or visa student also apply to the part-time student.

vi. A part-time student does not receive a reduction for incidental expenses fee; upon request, the unused balance is returned at the end of the school year.

*The semester tuition is half the cost of the standard fee.

Other Fees

Additional children per family fee: Add $500 tuition for each additional child at Redeemer

Incidental Fee: the $200 Incidental Fee includes a $100 non-refundable book usage fee and a $100 account to cover incidental costs.

Students have the option of using this account to pay for:

1. t-shirts for Physical Education

2. black RCHS shorts for Physical Education

3. bus tickets

4. student lock

5. student agenda

6. Student Council dinners and activities

7. lost text or library books

8. yearbook

9. school photographs

10. Redeemer clothing

11. student workbooks

Application Fee: a $250 fee to cover the cost of processing the application. It is a one-time (per family), non-refundable fee to be submitted with the application forms.

Annual Class Trips

• Grade 9 $110

• Grade 10 $100

• Grade 11 $0

• Grade 12 $400

Intervarsity Athletics Teams

• Students are responsible for some of the costs

Extracurricular Activities

• Some activities require a fee

Community for Christian Learning Membership Fee: The Community for Christian Learning is a non-profit organization which promotes Christian education in general and Redeemer Christian High School in particular. Membership in CCL is voluntary and the annual fee is $300. Parents/Guardians of resident students, whether they are part-time or full-time, are invited to become members of the RCHS association, enjoying the rights and privileges that are part of being a member of RCHS association, and assuming the obligations (e.g. volunteering).

Financial Statements

The financial statement of Redeemer Christian High School is published at semi-annual membership meetings and via semi-annual newsletters to the school’s membership. They are available for viewing by the general public in the school office during normal business hours. These statements are reviewed annually by competent and disinterested persons to see that the financial statements accurately reflect the operations of the society and who report their findings to the Board of Directors and the membership.

STUDENT EXPECTATIONS

REDEEMER CHRISTIAN HIGH SCHOOL

Course Calendar

2010 - 2011

 

School Cancellation Procedure

When the bus is cancelled, school is also cancelled. To do this the following procedure will be followed:

1. 1. The Principal in consultation with the bus companies make the decision by 6:00 AM*

   2. http://www.rchs.on.ca and requests radio stations CHRI (99.1 FM) and CFRA (580 AM) and TV station CJOH (A Channel) to make an announcement.

   3. By* 6:15 AM* families can find the status by checking the school web site or tuning in to the stations listed above.

Attendance Policy

Record Keeping

Official attendance is recorded by the main office of the School. In order to ensure the accuracy of our records and to avoid unnecessary calls home, we ask that parents call or e-mail the school to notify us if their child will be absent. The school must call home for each child that is absent without notification.

Learning Skills

Student attendance in classes is essential to student success in classes. Teachers also keep their own attendance records for the students in their classes. Teachers keep these records in part to monitor the learning skills of their students. Therefore, the attendance of students may be part of learning skills discussions between teachers, parents, and students.

When a student is absent more than ten days in a semester the administration will contact the family to discuss the academic implications due to course expectations not being met.

Homework

The purpose of homework is to reinforce concepts, skills and knowledge taught in classes, to extend the learning time and to prepare for the following day’s lessons. Homework time is also used to work on longer-term projects. Students are expected to complete the homework within the deadlines defined by the teacher.

Teachers are expected to give adequate notice of deadlines for any assignment and they are expected to give complete instructions about the expectations for and the purpose of the assignments. Teachers are expected to mark and return assignments and projects within a reasonable time. Students are encouraged to use their planners to organize their time. They may request information from their teachers about the instructions for assignments, deadlines, purpose of the assignments or about anything else that will help them be successful in their work.

Student Achievement

Preamble

Assessment and Evaluation are important cornerstones of a successful educational enterprise. By clarifying expectations and making clear the assessment, evaluation and communication of student achievement students, parents/guardians and teachers can become more effective partners in student learning.

Assessment and Evaluation must be directed toward the improvement of student learning. There is an important distinction to be made between Assessment and Evaluation.

• Assessment is the formative coaching which teachers do during the delivery of a unit of study. Student marks are not based on assessment activities but the assessment activities do provide very important opportunities for teachers to provide feedback to students on their achievement. Students may make all the mistakes they need to at this stage without the mistakes affecting their marks.

• Evaluation consists of the summative activities which identify the level of achievement students have attained at the end of the teaching/assessment phase of a unit of study or at the end of a course. Students submit a variety of evidence which allow teachers to determine their level of achievement in meeting the expectations of the unit or the course of study. Level of achievement is communicated in a final percentage mark at the end of each unit and at the end of a course.

Assessment and Evaluation

The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. The information also serves to guide teachers in adapting curriculum and instructional approaches to student’s needs and in assessing the overall effectiveness of programs and classroom practices.

The Assessment and Evaluation Policy identifies the key features and procedures of assessment and evaluation at Redeemer.

Evaluation of term work is on the basis of student achievement of the expectations in the course outlines. The final mark will be based on term work and on a final project in a 70% : 30% split.

Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

Thirty percent of the grade will be based on a final evaluation in the form of an examination, performance, essay and/or other method of evaluation suitable to the course content and administered towards the end of the course.

The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:

Grade Range	Achievement l	Summary Description
80 - 100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard
70 - 79%	Level 3	A high level of achievement. Achievement is at the provincial standard
60 - 69%	Level 2	A moderate level of achievement. Achievement is below, but approaching the provincial standard.
50 - 59 %	Level 1	A passable level of achievement. Achievement is below the provincial standard.
Below 50%		Insufficient achievement of curriculum expectations. A credit will not be granted

Level 3 (70 - 79%) is the provincial standard. Teachers and parents can be confident that students who are achieving at level 3 are well prepared for work in the next grade or the next course.

Determining Student Achievement

1. Teachers will make clear, at the beginning of their courses the instruments by which student achievement will be evaluated. This will be done at the beginning of a course in a course syllabus.

2. Teachers will, as part of their unit plan, outline the assessment strategies they will use to provide feedback to students in preparation for the evaluation activities.

3. Marks will be based on a determination of a level of achievement based on the Achievement Chart. Students will not be penalized through their marks due to lateness (work handed in after deadlines), attitude and work habits. However, student work handed in beyond the defined marking period will not be considered for evaluation unless there is a prior agreement between the teacher and student due to unusual circumstances.

4. Teachers normally have two business days to assess student work as part of the formative process and five business days to mark and return demonstration pieces for evaluation purposes.

Reporting Student Achievement

1. Teachers will issue Progress Reports for those students about whose progress we are concerned.

2. Three weeks after the beginning of the semester, all students will receive an “Early Bird Report” in each course which will give parents/guardians and students an early indication of encouragement or concern.

3. All students will receive a Midterm Report which will summarize the achievement based on the evaluation pieces completed to the middle of the semester. The achievement is reported in an overall percentage mark based on the levels of achievement. Teachers will report on the Learning Skills demonstrated by the student using the five categories indicated on the report card.

4. All students will receive a Final Report which will summarize the achievement based on the work of the semester (70%) and the final evaluation piece (30%). Level of achievement will be reported in a percentage mark.

Examination Policy and Procedures

Redeemer Christian High School operates in compliance with the Ministry of Education's Assessment and Evaluation requirements. This includes a final end-of-course evaluation activity which will comprise 30% of the final mark. The nature of the final evaluation activity will be described in the course syllabus including completion dates. The dates for the final examinations are posted well in advance. The Ministry requirement and Redeemer's Assessment and Evaluation Policy require all students to complete the final evaluation activity.

Students requiring an alternative date for their exams due to conflicts with other activities should consult the Early Dismissal Policy and must comply with its requirements. Students requiring alternative dates for exams due to illness or other emergencies should contact the office as soon as they know they have a problem which makes it impossible for them to write their exams. A doctor’s certificate is required and the exam will be re-scheduled for a later date.

Students requiring special arrangements for exam writing due to learning needs indicated on an IEP must work with the Resource Teacher.

Student Code of Conduct

Redeemer has a clearly defined code of conduct for students with a clear procedure for responding to unacceptable behaviour. The behaviours are divided into Category One, Category Two and Category Three behaviours. Category One infractions are defined as relatively low risk behaviours, which are inappropriate to a Christian learning environment, and disruptive to the learning environment we are trying to create. Our response to Category One behaviours includes a six-step response system that begins with communication with student and parents, and may end with a motion for expulsion by the Principal to the Board of Directors if the student persists in the behaviour. Category Two behaviour is defined as higher risk to the students, the staff and the facilities. The responses include a three-step process and may include suspension and expulsion, depending on the nature of the offence. Category Three behaviours are high risk and seriously damaging to the learning environment; the responses include immediate suspension and expulsion. In general, the emphasis is on correction and restitution so that relationships may be restored and the student may continue to learn effectively.

Important School Rules and Procedures

Most of these rules are derived from concepts of common courtesy and mutual respect that apply to people living together in community. Therefore, these should not be hard to remember.

Attendance:

• Whenever you (students) come to school late for whatever reason (after 8:30) or return to school after an appointment, you should report to the office. (Even if you come to school during lunch)

• If you need to leave the school early (for an appointment or other reasons) you should have your parents inform the office either by note of phone and inform the office and your teachers first thing in the morning and sign out at the office on your way out.

• When you are absent from school parents/guardians are expected to notify the school before 8:30 AM.

Hallways:

The appearance of the halls is very important because it creates the first impression of our school for many of our visitors. It is therefore important that the halls be kept neat and clean and that our conduct in the halls be reasonable.

• No running or roughplay in the halls

• Eating is permitted in the hallways between classes and at lunch. Just remember you can’t bring your snacks into the classrooms.

• Garbage should be placed immediately in the appropriate bins provided

• Cafeteria plates and cutlery should be returned to the kitchen before the end of lunch. If this rule is not followed students may have the privilege of eating in the halls revoked.

• Students’ personal belongings (school bags, coats, etc.) must not be left in the hallways

Classrooms:

• No eating in classrooms (to reduce garbage and distraction)

• No coats or school bags in class (to reduce clutter)

Lockers:

Students should remember that the lockers belong to the school. They are only being borrowed. Students are allowed to personalize the inside of their lockers within the guidelines given below. The school reserves the right to enter and inspect any locker at any time we deem necessary. There may be locker checks throughout the year.

• There should be no decorations on the outside of the lockers

• No writing on the lockers

• No stickers or permanent attachments to the lockers

• The inside of your locker should be clean and organized so you can find your school equipment quickly between classes

• Lockers must be left closed and locked whenever you are not accessing your school equipment

Cafeteria:

• No loitering by the serving counter

• No students shall enter the kitchen

• Students eating in the cafeteria are expected to eat in an orderly fashion and clean up their plates and garbage when done

• Students have the privilege of using small appliances to heat their lunches (microwaves, kettle, etc.). Do not abuse this equipment or the privilege will be revoked.

Chapels/School Meetings:

• Chapel is a mandatory activity; everyone is expected to be there on time

• Students and teachers will sit with their chapel groups in their assigned rows

• Chapels usually involve people in front of the whole school leading various activities. These leaders could be teachers, students, special groups or guest speakers. Whoever is leading and whatever activities are occurring we are all expected to be respectful.

• Once chapel has commenced students will not be allowed to leave

Outside:

RCHS has a good relationship with our neighbours and we want to have this continue. Students should remember that the reputation of our school is affected by your behaviour in public.

• No littering on or around the school or our neighbours property

• No loitering on our neighbours property

• When you play outside (throwing balls, Frisbees, skateboarding, etc.) do so in the back parking lot or at the east side of the building beside the gym.

• All grade 9 students are restricted to the school property from when they arrive to when they go home

• Smoking is not permitted on school property, during school activities or especially on our neighbour’s property

Student Support Services:

• All prescription medications that students need to take while at school must be stored in the office. Students will report to the office to receive their medicine.

• The office has a basic first aid kit for fixing minor injuries

• If you feel sick and need to go home the office will contact your parents

• The office does not sell or issue school supplies to students

• The office has a supply of Advil and Tylenol for students who have minor aches and pains. However, these medicines will only be distributed to students if their parents/guardians have signed the appropriate permission form.

• The office will not distribute money to students for any reason.

• Students wishing to make a phone call may use the pay phone in the lobby. The office phone is not available for student phone calls.

• Bus tickets, school clothing and pay phone cards will be available at the Student Council Room at lunch time and 2:50.

Dress Code: (see www.rchs.on.ca for full dress code policy)

Students not meeting dress code will be required to fix the problem before they enter any class. If they do not comply promptly they will be sent to the office and may be sent home. Our standards of dress are below:

1. Hats and headbands must be removed upon entering the school.

2. Coats and jackets are not to be worn to class. Sweaters, sweatshirts and vests are acceptable in class.

3. Shirts shall be T-shirts, polo/golf shirts or dress shirts. Shirts must have set in sleeves (sleeves that cover the shoulder and the under-arm) and must be of sufficient length so that no skin shows in back when the student is seated and no midriff shows when the student is walking.

4. Pants shall be neat jeans, neat cotton casual pants or dress pants.

5. Shorts shall be neat and to the knee.

6. Skirts shall be to the knees.

7. Shoes must be worn at all times.

8. Chains, other than thin chains used for necklaces, and body piercing ornaments, other than earrings, are prohibited.

9. No ripped or torn clothing shall be worn.

10. No student shall wear any clothing that is sexually explicit or revealing.

a) Clothes must not be so tight that observers can see evidence of undergarments underneath.

b) Undergarments must not show at any time.

c) Shirts must be modest and not low cut to reveal cleavage or chest or wide cut to reveal shoulders.

11. Clothing that conveys messages contrary to the commitment we have to Jesus Christ is disallowed.

a) No student shall wear any clothing with wording or graphics that is racist, sexist, profane or demeaning to another person.

b) No student shall wear any clothing that has wording or graphics that advocates violence.

c) No student shall wear any clothing that has wording or graphics that advocates the consumption of alcohol or illicit drugs.

d) No student shall wear any clothing that is recognized by the Administration of the school as being associated with gang membership.

Personal Electronic Devices: (see www.rchs.on.ca for full PED policy)

This policy will help ensure a safe and productive learning and working environment for all members and guests of the Redeemer Christian High School community.

1. The use of PEDs by students is strictly prohibited on school grounds, except that cell phones may be used only after school outside of the building.

2. PEDs are to be kept out of sight, turned off and not used on the school grounds with the exception noted above. To prevent the loss or damage of PEDs, the school strongly recommends to all students that they leave their PEDs at home.

3. Failure to comply with this policy may result in the confiscation of the PED and/or disciplinary action. Redeemer Christian High School assumes no responsibility for the loss, recovery, repair or replacement for any PED brought onto school property.

4. The Principal (or designate) may authorize an individual(s) to use a PED in the school for a specific designated purpose.

Computer Use Rules: (see www.rchs.on.ca for full Computer Use policy)

The school owns and operates these computers. The use of our computers is a privilege (a service offered to students), not a right. RCHS has the right to protect it computers and can with draw the privilege of use of its computer equipment if someone uses them inappropriately.

1. All use of student account/access must be in support of education and research and consistent with the educational objectives of RCHS.

2. The computers shall not be used to access chat rooms or social networking sites on the internet.

3. The computers shall not be used to play games.

4. The network shall not be used for illegal activity (e.g. violating copyright or other contracts, gaining illegal access or entry into other computers).

5. Computers shall not be used for financial or commercial gain.

6. Users shall not interfere with the proper operation of RCHS computer systems and networks, as well as systems and networks accessible through the Internet.

7. Computers or the network shall not be used in such a way that would disrupt the use of the computers by others.

8. Users shall not download any files or programs onto RCHS computers without permission from the Administration.

9. Users shall not change any system setting in DOS, Windows or other operating system that may be in use at RCHS.

10. Borrowing, lending or otherwise sharing of computer accounts and passwords is prohibited.

11. No personal information such as addresses or phone numbers may be revealed on the Internet.

12. No user shall vandalize the RCHS computer system. Vandalism is defined as any malicious attempt to harm or destroy a computer and its parts or the data of another user, Internet, or any listed agency, or other network that is connected to the Internet backbone. This includes, but is not limited to, pulling plugs off computers, swinging mice by the tail, turning the power off on someone else’s computer the uploading or creation of computer viruses.

13. Users shall not access any files/data belonging to others.

Consequences

Inappropriate computer use will result in the cancellation of the privilege of access to computers.

Supervision of Students Before and After School: (see www.rchs.on.ca for the full policy)

The following provisions are required to protect both students ands staff from situations where one student is left alone with one teacher of the opposite gender, a violation of our Child Welfare policy.

1. Supervision will be provided by the school from 8:00 to 3:30 PM Monday to Friday.

2. School will be open from 7:30 to 4:30.

3. From 7:30 to 8:00 AM and from 3:30 to 4:30 PM there will be at least 2 staff members in the building while not on supervision, available for assistance.

Exceptions for After School Activities

4. Two responsible adults will supervise students involved in an activity until the activity is completed.

5. When a student is not picked up in timely fashion from school, 2 staff members will call the parent(s) and wait until the ride comes.

6. When a student is not picked up in timely fashion from a sporting event away from school, the two adults assigned to supervise will call the parent(s) and wait till the ride comes.

Discretionary Student Absences: (see www.rchs.on.ca for the full policy)

1. Families requesting that students leave school for 4 or more consecutive school days or an exam day will submit an application in writing before the family makes any commitments/arrangements to take the trip or two weeks in advance of the trip, whichever is earlier, to determine the impact their absence will have on marks.

2. Signatures by parents/guardians are required on all documentation.

3. Applications will be considered by school administration. Criteria for approval will include the nature of the trip (how closely it parallels the school mission statement) and the student’s academic standing. Trips that do not parallel the school mission statement or which jeopardize the acquisition of credits will not be approved.

4. The family will receive a response within one week of the application having been submitted.

5. Where the student’s absence is approved the student will be given the opportunity to write tests or exams missed. If the application is not approved or has not been received in time, the student will not be given the opportunity to write tests or exams missed.

Discipline Policy

Preamble:

The mission of Redeemer Christian High School is to provide a community of learning that challenges students to develop disciplined minds, hearts and bodies according to the full measure of Jesus Christ.

The discipline policy and related behaviour management strategies at RCHS serve this mission in two ways: 1. First, by creating a safe, effective learning environment that enhances relationships and honours Jesus Christ. The discipline policy identifies behaviours which detract from or threaten the development of our learning community.

2. RCHS also recognizes that the teen years are a time of significant development in the character of young people as they move from child to adult. Therefore, the second way that the discipline policy supports the mission of the school is in providing parameters and opportunities for the character development and training of our students.

Therefore in our response to inappropriate behaviour want to signal two things. The first is that behaviours identified as unacceptable must not be allowed to continue as they negatively impact the learning of the student involved and the learning culture of the school. Second, we want to signal the grace and love of Jesus Christ as we encourage students to deepen their relationship with Jesus Christ and live lives that are thoroughly aligned with His standards.

The procedures used by staff to interact with students at RCHS are based on trust within the community. Our assumption is that students, parents and teachers, as participants in the school covenant, take the learning process seriously and will usually be focused on meeting their responsibilities as outlined in the covenant. We also realize that students make mistakes and in the process of character development some training and/or counselling may be necessary for some students as they develop their own (Godly) character and discover how to live as part of a Christian community.

The teachers are the primary workers with the students and so most of the training of students into the school culture resides with the teachers in their classrooms. Teachers also have the primary relationships, and thus opportunity to work with and counsel students. When the attempts of teachers to guide the students prove ineffective the situation is transferred to the administration of the school. At this point in the process it is determined whether the student has had ample opportunity to correct the behaviour, but is not responding. When situations reach the administrative level the focus is on reinforcing the message that the behaviour is not acceptable and finding ways to correct the behaviour (assisted problem solving). If the behaviour does not change, it then becomes necessary to re-evaluate the student’s commitment to our learning community as reflected by their lack of adherence to the school’s standards of behaviour and the school covenant.

General Overview:

The RCHS discipline policy classifies unacceptable student behaviours into three categories based on the severity of their effect on the learning environment and the safety of other students. For each incident of behaviour in each category the policy outlines the appropriate consequences. After a certain number of incidents in each category the consequence will be student suspension. After a student suspension the student, parents, and administration will meet for a re-entry interview.

Note on Report Number:

RCHS recognizes that grade 9 and 10 students are still in need of training in the high school environment and maturing emotionally and spiritually. They may therefore require more coaching and second chances. Thus the number of behaviour reports will be reset to zero after each semester. However, we expect grade 11 and 12 students to be more mature in behaviour and attitude, and to be fully committed to the standards and goals of our school. We also realize that these students have a significant effect in defining the school

culture and lead by their example. Thus our standards for behaviour are higher. The number of behaviour reports will be reset to zero at the end of a school year. In effect, grade 11 and 12 students receive fewer chances.

Suspensions:

Definition of out of School Suspension:

Students may not come onto school property, participate in school activities or expect help from school staff for the duration of the suspension. Suspensions may be up to but not exceed five school days. The administration will report suspensions to the Staff and the Board. Parents and students will be given a written report of the basis for and the terms of the suspension. Suspensions will usually be followed by a re-entry interview.

Rationale:

By the time a suspension is required the student has had ample opportunity for training, counsel and second chances, or the students’ behaviour is severe enough to warrant an immediate suspension. In either case, the student’s behaviour must change. The emphasis at this point in the process is on protecting the school’s learning environment/culture and re-evaluating the student’s commitment to the mission of RCHS as outlined in the school covenant. The purpose of suspending a student is to:

1. Convince the student and parents of the seriousness of the situation and of the school’s resolve to see changed behaviour. Although a suspension is not usually good for a student academically, we believe it may be an important step in the development of character, and necessary to encourage changed behaviour.

2. As RCHS is a learning community formed around the school covenant, if a student’s commitment to the covenant is in question, as evidenced by breaches to that covenant, some consequences are necessary both for breach of covenant and to protect the school’s learning community.

3. A suspension also serves as a time out for the student and parents to reflect on their continued commitment to RCHS.

Re-entry interview:

At the re-entry interview (following the suspension) the student’s and parent’s continued commitment to RCHS will be discussed. Based on these discussions the administration will develop a behaviour change/exit plan for the student that will outline the parameters of the future discipline responses pertaining to that student. This plan may include revised behaviour expectations for the student, recommendations for academic assistance, recommendations for counselling, an outline of future discipline measures including suspensions and the threshold of a move for expulsion by the school.

Definition of Expulsion:

Expulsion is essentially the dismissal of a student from attendance at RCHS. Students may not come onto school property, participate in school activities, or expect help from school staff for the remainder of the semester. Students may apply for re-admission to the school, but the circumstances of the expulsion will be a factor in the interview process.

Expulsion Process:

When the administration deems that the student is not taking their commitment to the school covenant seriously and the administration judges that the student’s presence in the school is having a significant negative impact on the school culture and learning environment, the administration will recommend to the Board to expel that student from the school.

Expulsions require a Board decision. The administration will inform the Board to expel a student. The recommendation will include the case history, supporting documents and the grounds for the action. The Board Chairperson will call a meeting of the Board to consider the motion.

Parents, guardians or other advocates and the student may intervene at the Board at the meeting in where the motion is discussed. They will withdraw when the Board is ready to discuss the motion.

The expulsion will take effect upon the decision of the Board to support the motion for expulsion. If the Board decides not to support the motion, an alternative course of action will be developed by the Board and the Staff.

Category 1: Repetitive Disruptive Behaviours

Category 1 behaviours are student actions, occurring in the classroom setting, that for each individual instance do not pose a major threat to the learning environment in a classroom. However, these behaviours, if repeated regularly, will interfere with the learning of the student involved and/or disrupt the learning environment in the classroom. These are behaviours such as:

- Students speaking out of turn

- Students getting out of their seats at inappropriate times

- Students not completing their homework

- Students coming to class unprepared

- Students bringing unacceptable items to class (backpacks, electronic devices, etc.)

- Students who engage in activities that disrupt other students (passing notes, making faces, etc.)

- Students wasting time and/or not working in class

The above list of behaviours represents violations of the following statements in the RCHS school covenant:

- avoiding distraction by wisely using the safe and quiet study environments provided

- using wisely the learning opportunities provided me by working hard to do my best

- respecting and cooperating with other students, teachers, administrators and support staff

RCHS is a community whose main purpose is the education of young people. Central to the success of that mission is the participation and engagement of those young people in the learning process. Our teachers, as professionals and guided by the school’s classroom practice standards, will do their best to engage students in their own learning by providing a safe and encouraging classroom environment. Teachers who monitor student’s participation in learning by observing student learning skills and communicate their observations according to the school’s classroom practice.

Students who are not taking adequate responsibility for their own learning often manifest this attitude in the classroom as repetitive-disruptive behaviours. Thus, for those students whose participation in their own learning does not improve, the manifestations of their disengagement as reflected by their behaviours will be dealt with according to this section of the discipline policy.

Some occurrences of these types of behaviours are to be expected in any classroom setting. Therefore, most instances of this kind of behaviour in a class will be handled by the classroom teacher as part of the teacher’s normal classroom management duties. The goal of classroom management is to promote and protect a positive learning environment in the classroom for all students. However, if a student develops a pattern of repeating these behaviours and does not respond to the direction of the classroom teacher to change this pattern, the administration will become involved to provide support for the teacher’s efforts to protect the learning environment in that classroom, and to encourage the student to take responsibility for his/her own learning.

The following are guidelines that will provide the parameters of teacher’s classroom practice and the involvement of the administration in these situations.

1. The teacher records the occurrences of the student’s repetitive-disruptive behaviour and his/her responses to it on the Repetitive-Disruptive behaviour log form. Teachers will follow the steps and processes outlined on the form.

2. Because we are trying to limit disruption in the classroom and encourage all students to take responsibility for their own learning, the monitoring of student behaviour is very important. Thus, teachers are expected to base their discipline recommendations on their records of student’s behaviours as per the school’s classroom practice guidelines.

Category 1 - Behaviour Report Process:

Report 1: Student has interview with administration, problem solutions are discussed, student is suspended in school for 1 class, behaviour log and behaviour report sent home.

Report 2: Student has interview with administration, problem solutions are discussed, student is suspended in school for three classes, behaviour log and behaviour report sent home along with an official warning that a suspension from school will result if the behaviour does not change.

Report 3: Student has interview with administration and is suspended for at least one day, parents notified by phone. The student is not allowed re-entry to the school until a re-entry interview administration, parents and student occurs to reassess the continued relationship of the student with the school and commitment to the school covenant and a behaviour change/exit plan is developed.

Category 2: Inappropriate School Behaviours

Category 2 behaviours do not constitute an immediate threat to the student, teachers or property but they do erode the character of the school culture that we are trying to create at RCHS and represent a breach of the school covenant. These behaviours are serious enough that they may result in an incident report being issued immediately. This depends on the nature of the incident and the discretion of the reporting teacher. Most category 2 behaviours are not learning or classroom specific but are likely to occur anywhere in the school.

These are behaviours such as:

- Skipping class

- Recurring lateness

- Rough play in the school

- Dress code infractions

- Inappropriate language (profanity, gossip, verbal abuse)

- Dishonesty

- Plagiarism

- Inappropriate romantic physical contact

- Accidental damage to school property

- Disobedience to teachers

- Inappropriate use of computers

- Disrespect to guests in the school (supply teachers, volunteers)

- Disrespect for the religious activities that are part of our school

- Inappropriate behaviour on school bus

The above list of behaviours would represent violations of one or more of the following statements in the RCHS school covenant

As a student I commit to support the school’s mission and purpose by:

- accepting the Biblical basis for Christ centered education as offered at RCHS

- helping to keep my school clean and safe

- attending school regularly

- respecting and cooperating with other students, teachers, administrators and support staff

- respecting the policies of RCHS

- discussing any difficulties or questions I may have with the appropriate people and not participate in gossiping or the discrediting of others

- respect the expressions of the Christian faith of other students and the activities such as chapels and prayers

 

Category 2 Discipline Process

Any teacher who sees a student involved in these kinds of behaviours will discuss the incident with that student and issue appropriate consequences and/or incident reports.

Note: Lateness and absence problems will be dealt with directly by the administration.

Category 2 – General Incident Process

Incident 1: Student interview with the administration, consequences applied, incident report sent home.

Incident 2: Student interview with the administration, consequences applied, incident report sent home along with an official warning that a suspension from school will result if another incident occurs.

Incident 3: Student has interview with administration and is suspended for one day, parents notified by phone, re-entry interview with administration, parents and student on return to reassess relationship with school and commitment to the school covenant. A behaviour change/exit plan is developed.

Definitions

“Skipping”

Skipping is defined as being absent from a class or school activity without valid permission. Each skip will result in an incident report. The consequences are to make up double the time through detentions at the discretion of administration.

“Recurring lateness”

Students who are late for a class or school activity must report to the office and receive an admit slip before they will be admitted to the activity. Lates all fall into three categories as decided by the administration.

1. Excused: for various reasons, like involvement in other school activities, some students will be excused by the administration

2. Commuting Lates:- due to the inconsistencies involved in car pools and mass transit systems sometimes students may not make it to school first thing in the morning on time. Some number of these may be unavoidable and are often not under the control of the student who is late. A record of these kind of lates are kept by the administration and if a student has four (4) of these lates in any given month he/she will be given a warning by the administration that commuting arrangements they must adjust their commuting arrangements so the pattern does not continue and parents will be contacted to discuss solutions to the problem. If more of these lates occur incident report may be issued at the discretion of the administration..

3. Unexcused lates: all other lates fall in this category. For each late a student receives a detention in an activity block. If three unexcused lates occur an incident report will be issued, and each subsequent group of three lates attract a second incident report etc.

“Rough play in the School”

Rough play in the school is dangerous to the students involved, to bystanders and may result in damages to the facilities. It will therefore be discouraged.

“Dress code infractions”

Incident reports may be issued for violation of the RCHS dress code policy.

“Inappropriate Language” (Profanity, Gossip, Verbal Abuse)”

Students are expected to use language that enhances relationships, the learning environment and honours Jesus Christ. We use words of grace rather than words of abuse. Therefore, all cursing, vulgar language, terms of abuse, racial or sexual putdowns and gossip are not an acceptable part of the environment we want to create at Redeemer.

Note: Language that threatens, harasses, intimidates or degrades another person will be dealt with according to the RCHS harassment policy or may be interpreted as threats or assaults in the interpretation of administration. In those cases the incident becomes “Category Three” behaviour and will be treated as such.

“Dishonesty”

Students are expected to be honest in their dealings with each other and with school staff. Trust is essential to a healthy learning environment and problems are much more easily solved if information is shared in a straightforward manner.

“Plagiarism”

Plagiarism is the presentation of the words or ideas of another person as your own. In academic works, the sources of information must be documented according to the standards set out by the teacher who assigned the assignment. Assignments that contain plagiarism will not be marked until they are corrected by the student. Second occurrences of plagiarism will result in an incident report.

“Inappropriate Romantic Physical Contact”

We encourage the development of healthy relationships at Redeemer. The guideline for the physical expression of a relationship is based on the distinction between private and public behaviour. Private behaviour in a public place is embarrassing to bystanders and demeaning to the participants. Therefore, any touching of a romantic or intimate nature beyond hand holding is not allowed.

“Accidental Damage to School Property”

Appropriate reparations will be made. Incident reports may be issued at the discretion of the administration.

“Disobedience to teachers”

Disobedience to teacher represents a serious threat to the school community. A Category 2 incident report will be issued. If the nature of the incident is more serious, a Category 3 incident report will be issued at the discretion of the teacher and the administration.

“Inappropriate Use of Computers”

Incident reports will be issued for misuse of RCHS computer equipment, as defined in the RCHS computer use policy.

“Disrespect to Guests in the School” (Supply Teachers, Volunteers)

This causes significant damage to the school’s reputation. Our students are expected to be polite and respectful of all people in the school, including supply teachers.

“Disrespect for the Religious Activities That Are Part of Our School”

This shows disdain for the very essence of what our school is about and is a breach of the school covenant.

Category 3: Serious and Dangerous Behaviours

Category three behaviours are more serious and constitute an immediate threat to the school community, the property or the student him/herself. In most circumstances, the school’s responsibility is limited to behaviour which occurs while the student is under the care of the school. However, there may be

circumstances in which the administration may consider behaviour which occurs at times when the student is not under the care of the school. Examples are assault, drug trafficking or vandalism that has occurred in other places or at other times but which give evidence of attitudes and behaviours that could constitute a threat to the school and its members. In such cases the administration will investigate the incident, will inform the Board about the incident and will seek the advice of the Board members about the advisability of refusing the student admission to the school.

Note on Trafficking: Trafficking means the transfer of a substance from one place to another or from one person to another.

Category Three Behaviours

- Tobacco possession

- Tobacco trafficking

- Drugs/Alcohol possession

- Drugs/Alcohol trafficking

- Threats

- Bullying/Intimidation

- Assault

- Fighting

- Vandalism

- Theft

- Significant Disrespect/Challenges to authority of staff

- Pornography possession

- Pornography trafficking

- Weapons possession

Please note instances/allegations of child abuse will be dealt with under the school’s Child Welfare Policy.

 

Category 3 incidents should be reported immediately to the administration. Depending on the severity of the incident, the consequences shall vary from appropriate restitution to suspensions to expulsion from the school. Following any suspension, a re-entry interview will take place with the subsequent development of a behaviour change/exit plan.

 

Definitions and Guidelines

“Tobacco Possession”

The Redeemer community has taken the position that smoking will not be a part of its school life. Therefore possession and use of tobacco products on school grounds or during school functions are prohibited.

 

Response

Possession and Personal Use:

Incident #1: The student is interviewed by the administration. Parents/guardians are notified and the student may request assistance to deal with addiction problem.

Incident #2: The student is interviewed by administration. Parents/guardians are notified and the student is suspended for not less that one day and not more than three days. Re-entry interview occurs. The student may request assistance in dealing with addiction problem. The members of the Board will be notified.

 

“Trafficking and Possession for the Purpose of Trafficking”

Incident #1: The student is interviewed by the administration. Parents/guardians are notified and the student is suspended for not less than three days and not more than five days. Re-entry interview occurs. The members of the Board are notified. The student may request help in dealing with addiction problem.

 

“Illegal Drugs and Alcohol”

Redeemer Christian High School has taken the position that illegal drugs and alcohol represent a serious threat to the health of the community and its students. Therefore possession and use of illegal drugs and alcohol at any time or at any place will be deemed to have brought disrepute upon Redeemer Christian High School of which these individuals are students.

 

Response:

The administration will notify law enforcement officials at any point in situations involving illegal drugs and alcohol on school or during a school function.

 

“Possession and Personal Use”

Incident # 1: The administration interviews the student. Parents/guardians and Board Chairperson are notified. Offenses off school property, not at school functions and not on school time will attract a suspension for not less than three and not more than five days.

Offenses on school property, at school functions or on school time will attract a suspension for not less than five days and not more than ten days. Law enforcement officials will conduct their investigation. The student may request assistance in dealing with addictions. Re-entry interview occurs.

 

“Possession for the Purpose of Trafficking”

Incident #1: The administration interviews the student. Parents/guardians are notified unless law enforcement officials advise against such notification. The administration recommends the student’s expulsion for the remainder of the semester or more at the discretion of the Board.

 

“Threats/Bullying/Intimidation”

Students and teachers may expect a safe environment when they enrol at Redeemer. Any words or actions which intimidate or endanger students or teachers are not acceptable. The administration will investigate and will judge the level of response required. Responses will range from interviews with students and apologies, to suspension and expulsion if the administration judges the situation to be serious enough. Parents/guardians, members of the Board will be notified of any incidents.

See Category One “Language” for notes on Language and Threats.

(See also RCHS Harassment Prevention Policy)

 

“Assault/Fighting”

Assaults include any touching without permission, threatening words or gestures. The administration will investigate any incidents reported and will judge their seriousness. Response will range from apologies to suspension, expulsion and police involvement if the circumstances require it. Parents/guardians, members of the Board will be informed of any incidents.

 

“Vandalism”

Our facilities and equipment are gifts from God made available to us through the hard work and sacrifice of His people. We expect an attitude of respect and care from anyone using the facilities and equipment. Vandalism is the intentional damage of school property and can take many forms, some of which are more and some less serious so a variety of responses are required. The administration will investigate the incident, including law enforcement officials if necessary. Responses will range from apology and restitution to suspension, expulsion and police involvement. Parents/guardians will be informed in most cases and members of the Board will be informed of the more serious cases.

 

“Disrespect to staff”

Successful teaching is based on a productive and safe relationship between teachers and students. One of the essential qualities of this relationship is mutual respect. To respect someone means to value that person. Teachers must respect students as children of God under their care and students

must respect teachers for the wisdom they possess and the authority they carry. When respect is not present, the safety and productivity of the relationship degenerates and teaching becomes difficult. Thus, disrespect is very corrosive and disruptive to student learning and the school community.

To disrespect someone means to depreciate that person’s worth. To some degree, determining what constitutes disrespect to a teacher is determined by cultural background, by personal interpretation and the emotional response of the receiver (whether we feel disrespected). In a classroom, there are many reasons why students could be inattentive, disobedient or disagreeable, with teachers or be unhappy with the class. It is not realistic to assume that disrespect is the root cause of all student
difficulties. Therefore, the above student behaviours will usually be dealt with by various discipline

or academic measures. However, disrespect towards teachers can be evidenced by the following student behaviours:

• • any sort of personal attack or put down directed towards the teacher

  • rude comments directed towards the teacher

 

Each incident of disrespect of a teacher reported will be investigated by the administration and responses will range from apology to suspension and expulsion. Parents/guardians will be notified of each incident and members of the Board will be informed of more serious incidents.

 

“Theft”

Theft represents a significant threat to the trust that is essential to the healthy life of a community. There are more and less serious forms of theft, so the responses will be modified to meet each case. Responses will range from apology and restitution to suspension and expulsion. Parents/guardians will be informed in each case and the members of the Board will be informed of the more serious cases.

 

“Pornography”

Redeemer Christian High School has taken the position that pornography in all its forms represents a serious threat to the health of the community and its students. Therefore, possession and use of pornography (this includes computer, video and paper forms) on school property or during a school function is prohibited.

 

Response:

Possession and Personal Use:

Incident #1: The student is interviewed by the administration. Parents/guardians and members of the Board are notified. The student is suspended for not less than three and not more than five days. The student may request assistance in dealing with addictions. Re-entry interview occurs.

 

Possession for the Purposes of Trafficking:

Incident #1: The student is interviewed by the administration. Parents/guardians are notified unless law enforcement officials advise against such notification, and the administration makes a motion to the Board for the expulsion of the student for the remainder of the semester.

“Weapons Possession”:

Incident #1: The student is interviewed by the administration. Parents/guardians are notified unless law enforcement officials advise against such notification, and the administration makes a motion to the Board for the expulsion of the student for the remainder of the semester.

SPECIAL PROGRAMS

REDEEMER CHRISTIAN HIGH SCHOOL

Course Calendar

2010 - 2011

 

Guidance and Career Education Program

The guidance and career education program is a vital and integral part of secondary school. Through the program, students will acquire the knowledge and skills that they need in order to set and pursue education and career goals, to learn about the gifts and talents that God has given them, and to carry out their Christian responsibilities. The program will be delivered through various means, including classroom instruction, completion of the annual education plan, career exploration activities, and individual assistance and short-term counselling.

It is important for you to become familiar with the role of your guidance counsellor. He will be able to offer you:

• Academic Counselling - includes course selection and planning, post- secondary program requirements, levels of difficulty and their implications, direct work entry and apprenticeship information

• Career Counselling - provides information on the career development process, career search and

course planning

• Personal Counselling - is available to you when you wish to discuss personal and interpersonal

problems. Referrals are made to outside agencies when appropriate

 

Cooperative Education Program

 

Rationale

Students participating in the Co-op program have the unique privilege of learning through experience in the work force. Co-op puts theory into action and prepares today’s youth for the working world. Classroom theory and lessons become practical applications. Co-op students gain insight into the practical applications of classroom work.

 

Thematic Statement

Since the day that God gave Adam and Eve the cultural mandate, people have wrestled with the meaning and purpose of work. This course takes a look at the role work plays in our society and how Christians ought to participate in that role. It explores the wisdom imparted by Solomon, who said, “Unless the Lord builds the house, the labourers work in vain.” Students wrestle with questions such as, “What is Work?” What skills has God given you? How do you think He has called you to use them? What makes work meaningful? What are some of the generic work skills that all people need? Where do I go to find work? How do I apply for a job? Co-op is serving God through the skills He has given each and every student. They use their gifts for one purpose alone, to worship the Lord.

 

Co-op Program Structure

 

In collaboration with students, subject teachers, and placement supervisors, cooperative education teachers prepare personalized placement learning plans that include a description of the curricular knowledge and skills and the employability skills that students will demonstrate at their placements. Cooperative education teachers also conduct placement learning assessments and evaluate their students’ performance in pre-placement, placement, and reflective learning activities. Students share and analyze their placement experiences with their teachers and peers in structured integration sessions

 

Cooperative education is education that takes place in cooperation between the student, the school and a place of business. It is largely based on experiential learning.

 

A cooperative education course must be based on a related course (or courses) from an Ontario curriculum policy document or on a ministry-approved locally developed course in which the student is enrolled or which he or she has successfully completed. The cooperative education course and the related course (or courses) together constitute a student’s cooperative education program, designed to suit the student’s strengths, interests, and needs and to enhance the student’s preparation for the future. (We currently offer a 2 credit co-op placement in the second semester during the afternoon periods.)

 

Cooperative education courses include a classroom component, comprising pre-placement and integration activities, and a placement component. Students earn cooperative education credits by integrating classroom theory with planned learning experiences in the community to achieve learning based on the curriculum expectations of the related course. Placements should provide students with challenging opportunities to apply and extend the knowledge, practise and refine the skills acquired in the related course, and to demonstrate achievement of placement expectations that reflect current workplace practices and standards.

 

Cooperative education involves a partnership between education and business, industry, agriculture, labour, or community organizations that includes students, teachers, parents, employers, and placement supervisors. Additional participants may be involved in the case of exceptional students and other students with special needs. Joint planning by these individuals ensures that students are provided with a systematic introduction to career exploration, experiential learning, and career planning.

 

Students apply to take a cooperative education course during the course selection process. A counselling and interviewing process – conducted by cooperative education teachers in collaboration with guidance counsellors, teacher-advisers, and administrators – determines applicants’ suitability for the program. Prior to their placements, students attend structured orientation sessions as part of the classroom component of the program. Student Co-op placements are found in conjunction with the Co-op coordinator, the parents and the student.

 

Co operative education is an experiential mode of learning, delivered under the Ministry of Education subject guidelines, that integrates academic study and classroom theory with experiences at the work site. Students are placed in situations outside the classroom where they experience challenging responsibilities and have opportunities to learn by doing. In this way, learning and experience are combined in an educationally beneficial way.

This course can be offered in relation to almost any in school class that the student has completed or is taking concurrently. The Co-op program requires a certain skill and maturity level and so applicants are screened through a counselling and interview process. Prior to placement in the workplace, students attend structured orientation and pre placement sessions. During the placement, students participate in a number of in-class integration sessions, encouraging them to reflect on their experiences.

Co op is a wonderful and exciting way of putting their more theoretical academic training into practical, hands-on, job training experience. By working with others in the local community, students gain an appreciation for the dignity of work and the opportunity to develop skills God has given them. Through the practice of Christian principles in the workplace, students prepare to assume adult roles as self directed, self motivated problem solvers. The practical nature of Co op allows students to put faith into action. It teaches the student the joy of celebrating the gifts God has granted each individual and directs that skill to service in God's kingdom.

 

Important Deadline: November 30

 

The interview process is completed in the first semester. This interviewing process is to determine the following things:

1) The eligibility of the student to participate in the program,

2) What work experience the student would like to initiate

3) The establishment of a plan of action to achieve the goals that are set.

 

 

 

 

Resource Program

 

Students who have special challenges in meeting the expectations of the academic program have access to the resource program at Redeemer. They may apply for assistance from the resource program through the Guidance counsellor, the Principal or the Resource teacher. The program includes assessment of needs, development of individual education plans in consultation with parents/guardians and teachers, recommendation for program modifications including assistance in writing tests and examinations and completing assignments.

 

The ESL Program

 

The students in the ESL Program at Redeemer come to us as Visa students. Redeemer offers a series of English as a Second Language Courses for credit as well as language support services. ESL students may take up to 3 ESL courses in lieu of compulsory English credits. They must however, take 1 Grade 12 English course in order to receive an OSSD. New students to the program will be assessed by the ESL teacher in order to determine the appropriate starting level.

Various levels of ESL are offered at the school each semester.

 

School Support Services

 

School Computers

Redeemer has computers for student use throughout the school which are networked and are connected to the Internet. Students must sign compliance with the Computer Use Policy. Use of computer resources at Redeemer is a privilege and may be withdrawn (under the computer use and discipline policies) if students misuse the computers. Students are required to supply their own USB stick.

 

Library

The library is open to student use with the permission of staff. The resources are to be checked out using the system in the library. The library is a place for quiet work and students are requested to respect the needs of others while using the facility.

 

Class Trips

Redeemer has a regular cycle of class trips every year.

Grade 9 – The grade 9 class goes on a two day orientation session during the second or third week of school in September.

Grade 10 – The grade 10 class goes on a three day team building trip in May.

Grade 11 – The grade 11 class goes on a three day service trip in May.

Grade 12 – The grade 12 class goes on a four day cultural experience trip at the same time as the grade 11 class in May.

Since these trips are considered an important part of the program at Redeemer, students are expected to attend. The details of costs and dates vary from year to year.

ACADEMIC PLANNING

REDEEMER CHRISTIAN HIGH SCHOOL

 

Course Calendar

2010 -2011

Ontario Secondary School Diploma

Requirements

This diploma will be awarded to students who have successfully completed 30 credits including 18 compulsory credits and 12 optional credits. Such credits will be based on the discipline-specific expectations and assessment policies as set out in the provincial curriculum policy documents. In addition, a student must complete the Grade 10 Literacy Test or the Ontario Secondary School Literacy Course and the community involvement requirements.

Courses

4 1 3 2 1 1 1 1 .5 .5

18 compulsory credits credits in English* ( 1 credit per grade) credit in French as a second language credits in mathematics (at least 1 credit in Grade 11 or 12) credits in science credit in Canadian history credit in Canadian geography credit in the arts credit in health and physical education credit in civics credit in career studies

Plus one credit from each of the following groups:

1     1 1

additional credit in English, or French as a seconds language, or a Native language, or a classical or an international language, or social sciences and the humanities, or Canadian and world studies, or guidance and career Education, or cooperative education** additional credit in health and physical education or the arts or business studies, or cooperative Education** additional credit in Science or Computer studies, or technological education, or cooperative education**

In addition to the compulsory credits, students must complete:

12	optional credits*** 40 hours of community involvement activities the provincial literacy requirement

* A maximum of 3 credits in English as a second language (ESL) or English literacy development (ELD) nay be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a grade 12 compulsory course. ** A maximum of 2 credits in cooperative education can count as compulsory credits. *** May include up to four credits achieved through approved Dual Credit courses.

 

Community Involvement Activities

As part of the OSSD requirements students must complete a minimum of 40 hours of community involvement activities outside of class hours. These activities may be completed at any time during their years in the secondary school program.

 

Students must have their community involvement approved through the administration of the school. Students may not complete the hours through activities that are counted towards a credit, through paid work or by assuming duties normally performed by a paid employee.

 

Parents and students play a major role in this initiative. Organizations or persons supervising the activities must confirm completion of the hours. Documentation attesting to the completion of each activity must be submitted. This documentation must include for each activity, the name of the person or organization receiving the service, the activity performed, the dates and hours, signatures of the student and his or her parents and a signed acknowledgement by the person (or representative of the organization) involved.

 

 

 

 

Ontario Secondary School Literacy Test

 

The purpose of the Ontario Secondary School Literacy Test (OSSLT) is to ensure that students have acquired the essential reading and writing skills that apply to all subject areas in the provincial curriculum up to the end of Grade 9. All students in public and private schools who are working toward an Ontario Secondary School Diploma are required to write the OSSLT in Grade 10. Students who have been eligible to write the OSSLT at least twice and have been unsuccessful at least once, or with the special permission of the principal before the second opportunity to write the OSSLT are eligible to fulfill the requirement through the Ontario Secondary School Literacy Course (OSSLC). Successful completion of the OSSLT or OSSLC is a graduation requirement. The accommodations granted to exceptional students in their Individual Education Plans may be applied to the writing. There is no limit to the number of times the test may be re-taken.

 

Accommodations

Students who are receiving special education programs and services and who have an Individual Education Plan may receive the accommodations that are set out in the student’s IEP.

 

Deferrals

Only students who might benefit from a deferral of the test should be considered. This may include students who have been identified as exceptional and students registered in English as a second language/English literacy development courses who have not yet acquired the level of proficiency in English required for successfully completing the test. The principal determines if a deferral should be granted and the time period for the deferral.

 

Exemptions

Students whose IEP indicates that the student is not working towards the attainment of a secondary school diploma may, with parental consent and approval of the principal, be exempted from participating in the literacy test.

 

Ontario Secondary School Literacy Course

In 2003, the ministry developed the Ontario Secondary School Literacy Course (OSSLC). Policy requirements for taking the OSSLC are contained in the curriculum policy document The Ontario Curriculum: English, The Ontario Secondary School Literacy Course (OSSLC), Grade 12, 2003. Students who pass the course are considered to have met the literacy graduation requirement.

The reading and writing competencies required by the OSSLT form the instructional and assessment core of the course. The course differs from other courses in that it outlines specific requirements for evaluation in order to ensure alignment with the requirements of the OSSLT.

Accommodations specified in a student’s IEP must be available to the student throughout the course. However, because achievement of the expectations in this course represents fulfillment of the literacy requirement for graduation, no modifications of the expectations are permitted.

 

Ontario Secondary School Certificate and Certificate of Accomplishment

 

This certificate will be awarded to students who successfully complete a minimum of 14 credits including 7 compulsory credits and 7 optional credits. Such credits will be based on the discipline specific expectations and assessment policies as set out in the provincial curriculum policy documents.

The following chart lists the seven compulsory credit requirements:

 

Program Discipline(s)	Required # of credits
English	2
Canadian Geography or Canadian History	1
Mathematics	1
Science	1
Health and Physical Education	1
Arts or Technological Education	1

 

Certificate of Accomplishment

This certificate may be granted, upon request, by the principal to students who are leaving school prior to fulfilling the requirements for an OSSD or OSSC, but who have achieved significant progress in completing personal and educational goals. An Ontario Student Transcript, including the IEP where applicable, will be attached to the certificate.

Redeemer Christian High School Diploma

Requirements

Students who enrol at Redeemer are expected to earn a Christian School Diploma. In order to earn the Redeemer Christian High School Diploma students must complete the requirements summarized below.

Courses

4 4 1 3 2 1 1 1 1

credits in Biblical and World View Studies** credits in English credit in French as a second language credits in Mathematics credits in Science credit in Canadian geography credit in Canadian history credit in the Arts credit in Health and Physical Education

Plus

1     1 1

additional credit in English, or French as a seconds language, or a Native language, or a classical or an international language, or social sciences and the humanities, or Canadian and world studies, or guidance and career Education, or cooperative education additional credit in health and physical education or the arts or business studies, or cooperative Education additional credit in Science or Computer studies, or technological education, or cooperative education

In addition students must complete:

9	additional credits of student choice 60 hours of community involvement activities the provincial literacy requirement

 

** Designated World View Studies Courses

Grade 9 HRE13, New Testament

Grade 10 GLC2O, ½ credit, Career Studies and CHV2O, ½ credit, Civics

Grade 11 CHW3M, World History to the 16^th Century

Grade 12 IDC4U or IDC4O

These courses must be taken at RCHS or be equivalent courses, as evaluated by our guidance department, taken at another Christian Schools International (CSI) or Christian Schools Canada (CSC) affiliated high school.

For students coming to RCHS in grade 10 or 11 from other non-CSI or non-CSC schools, substitutions can be made for courses missed (HRE13 and/or GLC2O/CHV2O) from the following list of RCHS courses.

CGW4U (World Issues)

HSB4M (Challenge and Change in Society)

HHS4M (Individuals and Families in a Diverse Society)

HRT3M (World Religions)

CHY4U (World History: The West and the World)

 

Community Involvement Activities

As part of the Redeemer Christian High School Diploma students must complete a total of 60 hours of community involvement activities before graduation. Students will record their hours on the appropriate forms signed by their supervisors and submit them to the office. Student choice of involvement must be approved by the principal who will determine that the requirements have been met.

 

The community involvement requirement is designed to develop awareness of and a commitment to a life of service as an integral part of Christian life.

 

Community involvement activities may take place in a variety of settings, including businesses, not-for-profit organizations, public sector institutions (including hospitals) and informal settings. Students may not fulfill the requirement through activities that are counted towards a credit (co-operative education and work experience, for example), through paid work or by assuming duties normally performed by a paid employee. The requirement is to be completed outside student normal instructional hours – that is, the activities are to take place in students’ designated lunch hours, after school, on weekends, during school holidays or during specially designated service projects organized by the school. The Principal will decide whether the student has met the requirements of both the Ministry of Education and the school for these activities.

 

Parents and students play a major role in this initiative. Organizations or persons supervising the activities must confirm completion of the hours. Documentation attesting to the completion of each activity must be submitted. This documentation must include for each activity, the name of the person or organization receiving the service, the activity performed, the dates and hours, signatures of the student and his or her parents and a signed acknowledgement by the person (or representative of the organization) involved.

 

Non-credit Requirements

Students also need to complete the following for their Christian School diploma:

a. Pass the Grade 10 Literacy Test (administered by the Ministry of Education)

b. Complete 60 hours of service work (meeting Ministry of Education standards)

 

 

Policies on Substitutions for Compulsory Courses

 

Substitution under OSS (1999) for Compulsory Courses

Procedures

In certain circumstances it may be necessary for students to seek to replace a compulsory course. To meet individual students’ needs a principal may replace up to three (3) of the eighteen (18) compulsory courses (or the equivalent in half courses) with courses from the remainder of those that meet the compulsory course requirements.

Parents or adult students may make a request in writing to the principal and the principal will make the final determination based on discussions with the student, parent (where appropriate), guidance counsellor and other school staff. The Principal will communicate the decision to the student and parent (where appropriate). The Principal may also initiate consideration of credit substitution.

Credit substitutions will be noted on the student’s Ontario Student Transcript.

The following criteria apply:

- special learning needs as documented on an IEP

- previously excused or not enrolled in (elementary school) FSL instruction

- exceptional circumstances

Alternate Ways to Earn Credits

 

In certain circumstances, it may be necessary for students to seek courses outside of programs offered by RCHS. To meet individual students’ needs, there are a number of alternate ways for students to earn credits that are recognized at the discretion of the Principal. They are as follows:

 

• Distance Learning

• Night School

• Summer School

• External Music Credits – (see Music Programs outside the school for credit) more information is available through Guidance

• Credit Recovery

 

Granting of Credit Equivalencies

Students must have a minimum of 30 credits to earn an OSSD. Students may be granted equivalencies based upon previous successful secondary work. A minimum of seven credits must be taken at Redeemer Christian High School in order to be awarded an OSSD.

 

Home School - Students’ accomplishments will be evaluated based upon the course work completed. Samples of course material may be reviewed and there will be an interview with the student applicant. Proficiency tests may be required in order to determine placement. Credits will be granted at the discretion of the Principal.

 

International Equivalency Credits - Students’ equivalency credits will be based upon previous successful secondary work in the country of origin. Level of education will be reviewed from original documents from international school. In a situation where a country’s academic level is not known and the student’s proficiency is in question, external evaluation may be required. WES (Ministry recognized) is one source of evaluation.

 

Independent Learning Center

Redeemer’s course offerings are supplemented through the use of the Independent Learning Centre. Students may apply to the ILC through the Guidance office and are responsible for the cost of the courses. Redeemer office staff will send out the applications for ILC courses, receive the courses from the ILC and mail out completed lessons, but students are responsible for completing their courses.

 

Avon Maitland District Education Centre (AMDEC): Redeemer’s course offerings are supplemented through AMDEC as well. Students can apply for these courses through the Guidance office. These courses are offered on-line only. There is no cost attached to this course.

 

Prior Learning Assessment and Recognition (PLAR)

 

Prior Learning Assessment and Recognition is a formal evaluation and credit granting process whereby students may obtain credits for prior learning. Prior learning includes knowledge and skills that students have acquired in both formal and informal ways outside secondary school. The PLAR process involves two components: equivalency and challenge. Equivalency involves the assessment of credentials from other jurisdictions. Equivalency credits are granted for placement. Challenges involve the assessment of prior learning for the purpose of granting credit.

 

Challenge course eligibility

Grade 10 - 12 courses from a provincial curriculum document offered by the secondary school within the board.

A maximum of four (4) credits may be granted through the Challenge process with a maximum of two (2) in one subject area.

 

The following courses are not eligible for challenge under PLAR:

- Transfer courses

- Locally developed courses including Religion courses

- Co-operative education courses

- Courses for which credit has been previously granted (e.g., to improve a course mark) or for which there is significant overlap with a credit previously granted (e.g. academic and applied course at same grade).

- A course where a credit has already been granted in a later grade (e.g., challenge for grade 10 physical education credit when you already have a grade 11 physical education credit)

- A course you have previously completed but a credit was not earned
- ESL/ELD if an English course under OSS or OSIS has been previously earned

- FSL if a French course under OSS or OSIS has been previously earned

- A student with music certificates that are accepted for credit in OSS, Appendix 4, are not required to challenge for credit in the appropriate music courses as per Appendix 4

A course may be challenged a second time after a reasonable interval and if reasonable evidence exists that additional study and experience in the interval will lead to success.

 

Students who plan to challenge a credit will be required to meet with the guidance counsellor and principal. Discussion sessions on the PLAR challenge process will be held in September and February of each school year. Following the meeting, students who intend to challenge a course for credit will be required to submit, with the application form, a portfolio containing reasonable evidence of the likelihood of success. Application forms are available from the guidance counsellor.

Upon assessment of the evidence provided and approval of the application, a formal, written and practical assessment will constitute 70% of the grade. The remaining 30% of the final mark will involve a variety of assessments appropriate for the course. Through the assessment activities students will be required to demonstrate that they have achieved all expectations of the course they are challenging for credit. Students will have approximately two months in which to complete challenge activities and provide evidence of achievement.

 

PLAR Challenge assessments must be completed by the end of the semester in which the course has been challenged.

 

Music Credits

 

The following are the revised requirements for acceptance of music certificates for credits towards the OSSD.

 

1. 1. A student who has successfully completed the requirements for one of the following may count a maximum of one non-Grade 12 university/college preparation credit towards the OSSD in addition to any other non-Grade 12 university/college preparation music credits earned in the school:

 

• Grade VII Practical and Grade I Rudiments of the Royal Conservatory of Music, Toronto

• Grade VII Practical and Grade III Theory of Conservatory Canada, London

• Collegial I Practical and Collegial I Theory of any conservatory of music in the province of Quebec

• Grade VII Practical and Grade V Theory of Trinity College London, England

• Grade VII Practical and Grade VI Theory of the Royal Schools of Music, London, England

 

1. 2. A student who has successfully completed the requirements for one of the following may count a maximum of one Grade 12 university/college preparation credit towards the OSSD in addition to a maximum of one other Grade 12 university/college preparation credit in music earned in the school:

 

• Grade VIII Practical and Grade II Rudiments of the Royal Conservatory of Music, Toronto

• Grade VIII Practical and Grade IV Theory of any conservatory of music in the province of Quebec

• Collegial II Practical and Collegial II Theory of any conservatory of music in the province of Quebec

• Grade VIII Practical and Grade VI Theory of Trinity College of London, England

• Grade VIII Practical and Grade VIII Theory of the Royal Schools of Music, London, England

 

Notes

 

1. The term practical refers to any musical instrument on which performance is examined. It includes voice (i.e. , singing), but not speech arts.

2. The mark credited to the student is calculated by averaging the marks that the student has earned in the practical component and in rudiments or theory, as the case may be.

3. A music credit obtained through a certificate granted by a conservatory of music may not be used to meet the compulsory credit requirement in the arts or the additional compulsory credit requirement outlined under group 2 in appendix 5 to OSS.

4. A music credit granted upon the successful completion of a music course in the Ontario curriculum or the successful challenge for credit for a music course in the Ontario curriculum may be used to meet the compulsory requirement in the arts or the additional compulsory credit requirement in group 2 in

5. appendix 5 to OSS. A student may therefore meet the requirement of up to two compulsory credits in the arts through these approaches.

6. A maximum of two credits, as indicated above, may be awarded to students taking music program outside the school. A student awarded two music credits in this manner may not earn additional music credits in Grades 10 to 12 through the Prior Learning Assessment and Recognition challenge or equivalent process.

7. The course titles and course codes for the credits granted under sections 1 and 2 above are as follows:

Section 1: Music – External (Conservatory), AMX3M

Section 2: Music – External (Conservatory), AMX4M

 

 

Transfer Courses

 

Transfer courses are offered through the Public and Catholic Board summer school program for a limited number of Grade 10 and 11 courses. Transfer courses may be available based on enrolment in English, Mathematics and Science for students moving from the Applied Stream in Grade 10 to University Preparation courses in Grade 11. Similarly, transfer courses in these same subjects may be available based on enrolment for students moving from Grade 11 College Preparation courses to Grade 12 University Preparation courses. These transfer credits are .5 credit value. It is recommended that students work through the guidance department as a part of the summer school registration process.

 

Access to Course Outlines

 

Outlines of all courses taught in the school are kept on file and are available to parents on request. Please contact the Vice-Principal at the office if you want to view a course outline.

 

Ontario Student Record and Transcript Policies and Procedures

 

Definition of the Ontario Student Record (OSR)

The OSR is the official record for a student. Every Ontario school keeps an OSR for each student. The OSR contains achievement results, credits earned, diploma requirements completed and other information important to the education of the student.

 

Ontario Student Record Policy

The Education Act states that the Principal of a school will collect information “for inclusion in a record in respect of each pupil enrolled in the school and to establish, maintain, retain, transfer and dispose of the record”.

This record is contained in the “Ontario Student Record”.

The records are to be kept in a locked fire proof filing cabinet in the office.

Only the Principal, teachers currently employed at Redeemer Christian High School and the school secretary will have access to the Records.

The Guidance Department will review each OSR at the end of each academic year.

A student 18 years of age and older will be allowed to see his/her OSR and the parents/guardians of students under the age of 18 will be allowed to see their child’s OSR. Room will be provided in the office area for the viewing. The OSR may not leave the office area.

 

The Ontario Student Transcript and Full Disclosure

The Ontario Student Transcript (OST) provides a comprehensive record of the credits that a secondary school student has earned towards fulfillment of the requirements for the graduation diploma. This record will include all the credits gained by the student using regular study and correspondence, independent study, private study, continuing education and summer school which are approved by the principal.

 

The Ontario Student Transcript (OST), which is a part of the Ontario Student Record (OSR), will include the following information:

 

• A list of all the grade 9 and 10 credits achieved with percentage grades

• A list of all Grade 11 and 12 courses taken or attempted by the student, with the percentage grades earned and the credits gained (students repeating a course for which they have already earned a credit will earn only one credit for the completion of that course)

• Identification of any course that has been substituted for one that is a diploma requirement

• Confirmation that the student has completed the community involvement requirement

• Confirmation of successful completion of the Grade 10 Literacy Test

• An indication of any extraordinary circumstances affecting the student’s achievement in a Grade 11 or 12 course

 

In addition to recording the number of credits earned, RCHS may indicate on a student’s transcript that the student has taken a specialized program.

 

Course Withdrawals: Withdrawal after 5 teaching school days following the issuance of the first provincial report card (mid-semester report) from any grade 11 or 12 course will be recorded on the OST (“W” indication in the “Credit” column). The percentage grade reported will be the grade at the time of

withdrawal and will appear in the “Percentage Grade” column. No credit will be granted, as the course has

not been completed.

 

Exceptional Students: The OST will also be used to record the achievement of students who have alternative learning expectations in an individualized, non-credit program.

 

As a result of legislation passed (as of September 1999) all attempts at a senior course (grades 11 or 12) whether successful or not will be recorded on the transcript. Repeated courses will be shown on the transcript as well. Both marks will show but only one credit will be granted. Courses withdrawn from after 5 teaching days following the first report card (mid-semester report) will be recorded on the OST with the grade at the time of withdrawal.

 

If a student fails a course, the percentage grade will be entered in the “Percentage Column” and a “0” will be entered in the “Credit” column.

 

Students who successfully complete any academic or applied course in Grade 9 will have acquired the core knowledge necessary to proceed to either type of course in grade 10. However, some students may be encouraged to successfully complete additional course work. This additional self-directed course work will allow the student to demonstrate the learning expectations that are included in one course type but not the other.

 

Course Change and Drop Policy

 

Through the process of educational planning, students are encouraged to choose their courses carefully based on their academic ability and progress to date, as well as their tentative destination. Revisions to course selection may be advisable and should be requested by making a guidance appointment to discuss the changes with the guidance counsellor. Advisability and availability of the requested change will be discussed and course changes will be made only after parent and administrative approval has been received. For a course in progress, requests for a course change should be made within the first ten days of the semester. For changes between levels in any given discipline, the change must be completed within the first four weeks of starting the course. Requests to drop a course will be subject to school policy on dropping courses and the rules of full disclosure will apply. Under the policy of full disclosure which was implemented by the Ministry of Education in September 1999, a senior course which is dropped after five days following the mid-term report will show on the student’s transcript as a withdrawn course and a mark at time of withdrawal will be entered. Consult the guidance department for more information.

 

Policy for Students on Spare

 

Students in grades 9 through 11 are expected to take eight courses per year. Under extenuating circumstances, grade 11 students can apply to take a spare which will be subject to administrative approval. See the guidance department for necessary forms and advice.

 

Grade 12 students on spare are required to be found working in designated study areas (e.g. cafeteria, library, designated classroom) Hallways, stairwells and the front lobby are not considered designated study areas.

 

Procedure for Having Prerequisites Waived

 

Courses in Grades 10, 11, and 12 may have prerequisites as a requirement for enrolment. All prerequisite courses will be identified in ministry curriculum policy documents, and no courses apart from these may be identified as prerequisites. Redeemer Christian High School provides parents and students with clear and accurate information on prerequisites.

 

If a parent/guardian requests that a prerequisite be waived, the Principal will determine whether or not the prerequisite should be waived. The Principal may also initiate consideration of whether a prerequisite

 

should be waived. The Principal will make his or her decision in consultation with the parent/guardian and appropriate school staff.

 

In the case of a prerequisite being waived, a letter, signed by the Principal and the parent/guardian confirming approval, is placed in the student’s OSR.

 

Definition of a Credit

 

A credit is earned upon successful completion of a course for which a minimum of 110 hours has been scheduled. A credit is granted to a student by the principal of a secondary school on behalf of the Minister of Education and Training.

 

Grade 9 and 10 Courses

 

For all students in Grades 9 and 10, three types of courses are offered: Academic, Applied and Open. For students receiving Special Education Support, RCHS offers an additional type of course: Essential.

 

Academic courses - develop students’ knowledge and skills through the study of theory and abstract

problems. These courses focus on the essential concepts of a subject and explore related concepts as well.

 

Applied courses - focus on essential concepts of a subject, and develop students’ knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas, and students are given more opportunities to experience hands-on applications of the concepts and theories they study.

 

Students must choose between academic and applied courses in the core subjects; English, French as a
Second Language, Mathematics, Science, Geography, and History.

 

Open courses - are designed to prepare students for further study in a subject, and to enrich their education generally. Open courses comprise a set of expectations that are appropriate for all students.

Essential - This program is a locally developed credit program designed for students whose Individual Education Plan indicates he/she is working on grade 5-7 expectations from the Ontario Curriculum in Mathematics, Science and/or English. The suitability of these courses is determined at an interview with the Resource teacher in combination with Learning Test Results. Students may also take a Learning Strategies Course to support their learning. These courses are credit bearing, leading to the workplace stream.

 

Grade 11 and 12 Courses

 

Courses in grades 11 and 12 are designed to prepare students for a post-secondary destination. There are 5 types of courses offered:

 

University Preparation Courses – These courses are intended to provide students with the knowledge and skills to meet entrance requirements for university programs. Courses focus on theory and also investigate related applications. These courses are also required for entrance into Applied Degree programs at all Community Colleges.

 

University/College Preparation Courses – These courses are intended to provide students with the knowledge and skills they need to meet the requirements for entrance to selected University programs and most College programs. Courses focus on concrete application of theoretical material.

 

College Preparation Courses – These courses are intended to provide students with the knowledge and skills they need to meet the requirements for entrance to most College programs or for admission to Apprenticeship or other training programs. Courses focus on concrete application of theoretical material.

 

Workplace Preparation Courses – These courses are intended to prepare students to move directly into the workplace after secondary school or to be admitted into Apprenticeship programs or other training programs. Courses focus on employability skills and on practical workplace applications.

 

Open Courses – These courses focus on general skills and knowledge related to both theory and practical application. There is one set of expectations for all students.

 

 

 

 

Course Coding System

 

Every subject is identified by a common course code designated by the Ministry of Education. The code consists of five characters:

 

Other Codes: There are additional codes (6^th character) designated by RCHS for students in specialized programs.

 

Types of Courses Offered at RCHS

 

The material presented in our courses can be understood on a number of levels. On one level, it is material to be learned so that the learners can earn credits toward graduation. On another level, students can gain skills, information and knowledge which will make them more effective human beings, both in equipping them to reach their own goals and as members of the human community. At their best, however, our departments are windows on God’s world and the courses in the departments are like unique panes of glass which allow us to see God at work in the many different ways that continue to astonish, intrigue, exasperate and stretch us. We want to say to our students, “There is more to what you see than what meets your five senses. Look up, listen up and see, hear God. Allow yourself to experience awe and joy as you see Him at work. Allow yourself to be transformed and commit yourself to a life of transformation in His service!” So, we are a real high school and these are real courses, but they are most fundamentally ways in which we can get to know God, His world and ourselves in His world.

 

Courses at Redeemer are organized into the following departments:

- Arts

- Languages and Communication

- Social Studies

- Mathematics

- Physical and Life Sciences

- Technology

- Physical Education

- Cooperative Education Program

 

 

Arts Program

 

The Arts are a valuable and often unique means of communication, expression, experience and understanding. Their great importance lies in their ability to give concrete form and life to ideas, attitudes, emotions, relationships and beliefs. They are able to transcend rational thought and experience; they can reveal what lives inside a person; and they can build skills of discernment and reflection. The Arts are best practiced in community. By engaging in them, students are able to discover, experience, communicate and express truth about their relationship with themselves, with others, with the created world and with God.

 

Participation in the yearly drama production for credit will earn students a half credit in either ALC1O or AEA4O.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Languages Program

 

All Language and Communication courses at RCHS have several components and are designed to achieve competence in the comprehension of fiction and non-fiction texts and to develop an effective use of language.

Since language is the basis for communication, students need to achieve competence in its use and understanding if they are to function effectively as members of their communities and as ambassadors for Christ. Mastery of good communication skills is important for learning in all disciplines and for functioning effectively in all areas of life. Consequently, a well-rounded language and literature program in both French and English is of great importance in the Christian school curriculum.

A Christian approach to communication emphasizes the positive use of language according to the scriptural demand that our speech be trustworthy and up-building. By recognizing this imperative, students can come to an appreciation of the gift of language and be empowered to praise God and bless their neighbours. By means of a sound language and communication program they will become aware of creative and artistic dimensions of language and they will develop discernment in the negative uses of language in the great literature in the human tradition and the current use of language in the media.

 

 

 

 

 

 

 

 

Mathematics Program

 

Mathematical systems were imagined and constructed by people but the possibility of mathematics was created by God and is a reflection of His order and sovereignty in the universe. Humans have the joyful task to understand mathematical processes and part of that task is to develop theories and to use them in practical ways. At its best, mathematics is a window on the majesty of God, allowing us to glimpse the Creator at work and to marvel at His creativity.

The mathematics program at RCHS has two emphases. The initial emphasis is on the thorough development of the students’ understanding of the technical and theoretical aspects of mathematics. With this understanding they will have the background to use mathematics to solve real problems. In so doing, students will develop skills in reasoning, thought processing, communication and problem solving, all of which are important in other areas of life and academic work. They will also become acquainted with the great mathematicians and the basis for various numbering and mathematical systems.

 

 

 

Physical Education Program

 

The Health and Physical Education Program at Redeemer Christian High School sees God as the source of life. The command He gives to us, to “love the Lord your God with all your heart and with all your soul and with all your mind and with all your strength,” appeals to every aspect of our human being. The Health and Physical Education program promotes this through healthy active living, as well as enjoyment and regular, enthusiastic participation in physical activity. The courses help students understand how their personal actions and decisions will affect their health, fitness, and well-being, as well as their ability to serve God and others. All courses in this curriculum address relevant health issues and provide students with a wide variety of activities that promote fitness, the development of living skills, and personal competence.

 

 

PLF4C

 

 

 

 

 

 

 

 

Science Program

 

Scientific study of the natural world allows students to develop a deeper understanding of God’s complex creation. While discovering the beauty, diversity and complexity of creation, students will recognize God’s majesty and His perfect design, drawing students nearer to their Creator. Fundamentally we would like students to develop a theology of creation in which they learn to read the creation as one form of God’s word to us.

We live in a culture dominated by the ideas and applications of scientific principles and discoveries, generally on the basis of the assumption that science is value-free and essentially utilitarian in nature. While scientific study will help students to better understand scientific concepts, they will also be challenged to react to the concepts and paradigms they encounter on the basis of their own ethical and intellectual principles. It is important for students to appreciate science and the joys of living in a society which applies scientific principles to our stewardship of the earth. They also need to know the double-edged nature of scientific discovery as we view some of the dreadful applications of science which have so compromised life on this earth.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Social Studies Program

 

The courses in this department include studies in history, business, geography, religion, careers, civics, sociology, psychology, anthropology and world issues. The unifying theme for the department can be summarized in the phrase, ”God’s plan and human response”. The central idea is that all human activity is a response to God’s invitation to humanity to partner with Him to develop the earth for His glory and the well being of all created reality. In this study, we celebrate amazing human achievements throughout history, we grieve the reality of sin and its horrific effects on the earth and we pledge ourselves to become healers and restorers of the earth. This department is committed to exploring ways in which we can become more effective ambassadors for Christ in a beautiful and broken world.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Technology Program

 

Technology is a broad term referring to all the ways in which people have extended their powers as they “exercise dominion” over the earth. At Redeemer we wish to explore the important technologies of our culture, study the philosophical and historical contexts of the technologies and create opportunities for our students to develop beginning mastery of the technologies in their world.

The technologies in our culture are impressive, extending our mental and physical powers to an extent unmatched by cultures in the past or in other parts of our present world. Our technologies allow us to create a level of comfort, safety and convenience unheard of in other times and places. They also allow us to damage the creation and our fellow human being so a curious mixture of guilt and shame, along with celebration is often associated with our use of technology. Some examples are our use of power systems, genetic manipulation and medical technologies which are used to extend, enhance, and end life. Some members of our culture place an undue level of confidence in technology to solve the world’s problems suggesting a religious confidence more appropriately invested in God and His enduring principles for life.

At Redeemer we explore the historical, social and religious context in which technologies are developed and used. We want our students to have the skills to evaluate all technologies on their merits and not assume that all technologies are value-neutral, or that they necessarily represent positive developments. We need to explore the truth that our technologies are the result of human choices on the basis of a world view, and that they have both good and evil results for the earth and its people. To summarize, we want our students to develop Biblical discernment in the area of technology.

 

 

Draft Program for 2010-1011

 

	Block	Grade 9		Grade 10		Grade 11		Grade 12
Semester 1	A	MPM1Da (Principles of Mathematics) (25) Rm. 206		FSF2D (Core French) (30) Rm. 205		SCH3U (Chemistry) (30) Rm. 211
						SBI4U (Biology) (27) Rm. 210
		ENG1Db (English) ENG1P (English) (20) Rm. 102		BBI2O (Introduction to Business) (25) Rm.213		HRT3M (World Religions) (30) Rm. 103
				TTJ3C (Transportation Tech.) (15) Rm. 109
	B	ENG1Da (English) (25) Rm. 210		ADA2O (Dramatic Arts) (24) Rm. 106		PPL4Ov (Healthy Active Living Education) (25) Gym/213
						SPH3U (Physics) (25) Rm. 211
		MPM1Db (Prin. Of Math) MFM1P (Found. of Math) (20) Rm. 206		AVI2O (Visual Arts) (24) Rm. 203		HHS4M (Canadian Family) (30) Rm. 205
						BAF3M (Accounting) (24) Rm. 212
	C	FSF1D (Core French) (30) Rm. 205		SNC2Da (Science) (29) Rm. 211		MCR3U (Functions) (27) Rm. 210	ENG4U (English) (30) Rm. 103
		FSF1P (Core French) (9) Rm. 209				MCF3M (F +Applications) (20) [TA] Rm. 213
				CHC2Db (Canadian History) CHC2P (Canadian History) (20) Rm. 206		MBF3C (Foundations for College Math) MEL3E (12) Rm. 217	ENG4U (English) ENG4C (English) (20) Rm. 102
		GLE1O (Learning Strategies) (9) Rm. 214
	D	PPL1Ob (boys) (Healthy Active Living) (25) Gym/213	TIJ1Oa (girls) (Exploring Technologies) (25) Rm. 212/109	CHC2Da (Canadian History) (29) Rm. 103		ENG3Ua (English) (30) Rm. 205	MHF4U (Advanced Functions) (27) Rm. 210
				SNC2Db (Science) SNC2P (Science) (20) Rm. 211		ENG3Ub (English) Rm. 206 ENG3C (English) (20)
							MAP4C (Foundations for College Math) (20) Rm. 102
						ESL?? (5) Rm. 217
Semester 2	E	SNC1Da (Science) (25) Rm. 211		MPM2Da (Principles of Mathematics) (29) Rm. 103		PPL4O (Healthy Active Living Education) (25) Rm. Gym/213
		CGC1Db (Geography of Canada) (25) Rm. 206		ENG2Db (English) ENG2P (English) (20) Rm. 102		EWC4U (The Writer’s Craft) (29) Rm. 205
						MCV4U (Calculus and Vectors) (15) Rm. 217
						SBI3U (Biology) (27) Rm. 210
	F	TIJ1Ob (boys) (Exploring Technologies) (25) Rm. 212/109	PPL1Oa (girls) (Healthy Active Living) (25) Gym/211	ENG2Da (English) (29) Rm. 205		CHW3Ma (World History to the 16th Century) (27) Rm. 210		IDC4U (Inter-disciplinary Course) (30) Rm. 103
				MPM2Db (Principles of Mathematics) MFM2P (Found. of Math) (20) Rm. 213		CHW3Mb (World History to the 16th Century) (27) Rm. 206		IDC4O (Inter-disciplinary Course) (20) Rm. 102
	G	CGC1Da (Geography of Canada) (25) Rm. 206		GLC2Ob CHV2Ob (boys) (Career Studies, Civics) (25) Rm. 205	PPL2Oa (girls) (Healthy Active Living) (25) Gym/102	CLU3M (Canadian Law) (30) Rm. 103
						AVI3M (Visual Arts) AVI4M (Visual Arts) (24) Rm. 203
						CGW4U (World Issues) (25) Rm. 213
		SNC1Db (Science) SNC1P (Science) (20) Rm. 210				SCH4U (Chemistry) (25) Rm. 211
						Co-op (10) Rm. 212
	H	HRE13a (girls) (Bible: New Testament) (25) Rm. 206		PPL2Ob (boys) (Healthy Active Living) (25) Gym/213	GLC2Oa CHV2Oa (girls) (Career Studies, Civics) (25) Rm. 205	ASM3O (Media Arts) (28) Rm. 212
						SPH4U (Physics) (25) Rm. 210
		HRE13b (boys) (Bible: New Testament) (25) Rm. 103				SBI3C (Biology) (20) Rm. 211
						MDM4U (Data Management) (20) Rm. 102
						Co-op (10) Rm. 217
						ESL?? (5) Rm. 209

Note: Some courses are only offered every other year. These are in bold on the schedule.

 

 

Education Planner

 

In order to assist students in planning their high school program, we have provided the worksheet below. Students, with the help of their parents, are encouraged to plan as far ahead as possible to ensure that all course/program prerequisites are met.

 

Grade 9	Grade 10
	prerequisite met 
	prerequisite met 
	prerequisite met 
	prerequisite met 
	prerequisite met 
	prerequisite met 
	prerequisite met 
	prerequisite met 

 

CREDITS TOWARD MY REDEEMER CHRISTIAN HIGH SCHOOL DIPLOMA

 

Compulsory Credits

 English  Canadian Geography

 Mathematics 9-10  The Arts

 Mathematics 11 or 12  Health and Physical Education

 Science  Canadian History

 French as a Second Language

 Biblical and World View Stuidies

Education Planner

 

University/College Program	Prerequisites Needed

 

Grade 11	Grade 12
prerequisite met 	prerequisite met 
prerequisite met 	prerequisite met 
prerequisite met 	prerequisite met 
prerequisite met 	prerequisite met 
prerequisite met 	prerequisite met 
prerequisite met 	prerequisite met 
prerequisite met 	prerequisite met 
prerequisite met 	prerequisite met 

 One additional credit in English, or
French as a second language, or a
Native language, or a classical or
an international language, or social
sciences and the humanities, or
Canadian and world studies, or
Guidance and career education,
Or cooperative education

 One additional credit in Health and
Physical Education, or Business Studies
or the Arts, or cooperative Education

 

 One additional credit in Science
or Technological Education
or Cooperative Education

 9 Optional Credits Required


 60 hours of community involvement
activities

 the provincial literacy requirement

 

 

 

 

 

 

 

 

 

 

COURSES

 

REDEEMER CHRISTIAN HIGH SCHOOL

 

 

 

 

 

 

 

 

 

Course Calendar

2010 - 2011

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Courses described after this are not all available every year.

For a list of courses available in 2010-2011 see page 55

 

Descriptions and Prerequisites of Secondary Courses Offered by RCHS

 

ADA2O, Drama, Grade 10, Open

1 Credit

This course provides opportunities for students to explore dramatic forms conventions, and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres. Students will use the elements of drama in creating and communicating through dramatic works. Studetns will assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences.

Prerequisite: None

 

ADA3O, Drama, Grade 11, Open

1 Credit

This course requires students to engage in dramatic processes and the presentation of dramatic works, and emphasizes the application of drama skills in other contexts and opportunities. Students will interpret and present works in a variety of dramatic forms, create and script original works, and critically analyse the processes involved in producing dramatic works. Students will develop a variety of skills related to collaboration and the presentation of dramatic works.

Prerequisite: None

 

AEA4O, Exploring and Creating the Arts, Grade 12 Open

This course offers students the opportunity to explore connections between dance, drama, media arts, music, and/or visual arts. Students will use the creative process individually and/or collaboratively to produce integrated art works that draw on various disciplines, and they will critically analyse art works and determine how interpreting these works affects their own development. Students will develop responsible practices that are transferable beyond the classroom. They will explore solutions to integrated arts challenges and discover that art is everywhere, influencing and reflecting society.

Prerequisite: None

 

ALC1O, Integrated Arts, Grade 9, Open

This course integrates two or more of the arts (dance, drama, media arts, music, and visual arts), giving students the opportunity to produce and present art works created individually or collaboratively. Students will demonstrate innovation as they learn and apply concepts, styles, and conventions unique to the various arts and acquire skills that are transferable beyond the classroom. Students will use the creative process and responsible practices to explore solutions to integrated arts challenges.

Prerequisite: None

 

ASM3O, Media Arts, Grade 11, Open

1 Credit

This course enables students to create media arts works using available and emerging technologies such as computer animation, digital imaging, video, and a variety of media. Students will explore the elements and principles of media arts, the connections between contemporary media arts works and traditional art forms, and the importance of using responsible practices when engaged in the creative process. Students will develop the skills necessary to create and interpret media art works.

Prerequisite: None

 

 

ASM3M, Media Arts, Grade 11, University/College Preparation

1 Credit

This course focuses on the development of media arts skills through the production of art works involving traditional and emerging technologies, tools and techniques such as new media, computer animation, and web environments. Students will explore the evolution of media arts as an extension of traditional art forms, use the creative process to produce effective media art works, and critically analyse the unique characteristics of this art form. Students will examine the role of media artists in shaping audience perceptions of identity, culture, and community values.

Prerequisite: Media Arts, Grade 10, Open, or any Grade 9 or 10 arts course

 

AVI2O, Visual Arts, Grade 10, Open

1 Credit

This course enables students to develop their skills in producing and presenting art by introducing them to new ideas, materials, and processes for artistic exploration and experimentation. Students will apply the elements and principles of design when exploring the creative process. Students will use the critical analysis process to reflect on and interpret art within a personal, contemporary, and historical context.

Prerequisite: None

 

AVI3M, Visual arts, Grade 11, University/College Preparation

1 Credit

This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emergent technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g. photography, video, computer graphics, and information design).

Prerequisite: Visual Arts, Grade 9 or 10, Open

 

AVI3O, Visual Arts, Grade 11, Open

1 Credit

This course focuses on studio activities in the visual arts, such as drawing, painting, sculpture, photography, printmaking, collage, and/or multimedia art. Students will use the creative process to create art works that reflect a wide range of subjects and will evaluate works using the critical analysis process. Students will also explore works of art within a personal, contemporary, historical, and cultural context.

Prerequisite: None

 

AVI4M, Visual Arts, Grade 12, University/College Preparation

1 Credit

This course focuses on enabling students to refine their use of the creative process when creating and presenting two-and three dimensional art works using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts.

Prerequisite: Visual Arts, Grade 11, University/College Preparation

 

BAF3M, Financial Accounting Fundamentals, Grade 11, University/College Preparation

1 Credit

This course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and ethics and current issues in accounting.

Prerequisite: None

 

BBI2O, Introduction to Business, Grade 10, Open

1 Credit

This course introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, information and communication technology, human resources, and production, and of the importance of ethics and social responsibility. This course builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives.

Prerequisite: None

 

CGC1D, Geography of Canada, Grade 9, Academic

1 Credit

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 geotechnologies and inquiry and communication methods to analyse and evaluate geographic issues and present their findings

Prerequisite: None

 

CGC1P, Geography of Canada, Grade 9, Applied

1 Credit

This course focuses on geographic issues that affect Canadians today. Students will draw on personal and everyday experiences as they learn about Canada’s distinct and changing character and the natural and human systems and global influences that shape the country. Students will use a variety of geotechnologies and inquiry and communication methods to examine practical geographic questions and communicate their findings.

Prerequisite: None

 

CGW4U, Canadian and World Issues: A Geographic Analysis, Grade 12, University Preparation

1 Credit

This course examines the global challenges of creating a sustainable and equitable future, focusing on current issues that illustrate these challenges. Students will investigate a range of topics, including cultural, economic, and geopolitical relationships, as well as regional disparities in the ability to meet basic human needs, and protection of the natural environment. Students will use geo-technologies and skills of geographic inquiry and analysis to develop and communicate balanced opinions about the complex issues facing Canada and a world that is interdependent and constantly changing.

Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English or Social Sciences and Humanities

 

CHC2D, Canadian History since World War 1, Grade 10, Academic

1 Credit

This course explores the local, national, and global forces that have shaped Canada’s national identity from World War 1 to the present. Students will investigate the challenges presented by economic, social, and technological changes and explore the contributions of individuals and groups to Canadian culture and society during this period. Students will use critical-thinking and communication skills to evaluate various interpretations of the issues and events of the period and to present their own points of view.

Prerequisite: None

 

CHC2P, Canadian History since World War 1, Grade 10, Applied

1 Credit

This course explores some of the pivotal events and experiences that have influenced the development of Canada’s identity as a nation from World War 1 to the present. By examining how the country has responded to economic, social, and technological changes and how individuals and groups have contributed to Canadian culture and society during this period, students will develop their ability to make connections between historical and current events. Students will have opportunities to formulate questions, locate information, develop informed opinions, and present ideas about the central issues and events of the period.

Prerequisite: None

 

CHV2O, Civics, Grade 10, Open

½ Credit

This course explores what it means to be an informed, participating citizen in a democratic society. Students will learn about the elements of democracy in local, national, and global contexts, about political reactions to social change, and about political decision-making processes in Canada. They will explore their own and others' ideas about civics questions and learn how to think critically about public issues and react responsibly to them.

Prerequisite: None

CHW3M, World History to the Sixteenth Century, Grade 11, University/College Preparation

1 Credit

This course investigates the history of humanity from earliest times to the sixteenth century. Students will analyse diverse societies from around the world, with an emphasis on the political, cultural, and economic structures and historical forces that have shaped the modern world. They will apply historical inquiry, critical-thinking, and communication skills to evaluate the influence of selected individuals, groups, and innovations and to present their own conclusions.

Prerequisite: CHC2D, Canadian History since World War 1, Grade 10, Academic or

CHC2P, Canadian History since World War 1, Grade 10, Applied

 

CHY4U, World History: The West and the World, Grade 12, University Preparation

1 Credit

This course investigates the major trends in Western civilization and world history from the sixteenth century to the present. Students will learn about the interaction between the emerging West and other regions of the world and about the development of modern social, political, economic systems. They will use critical-thinking and communication skills to investigate the historical roots of contemporary issues and present their conclusions.

Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or Social Sciences and Humanities.

 

CLU3M, Understanding Canadian Law, Grade 11, University/ College Preparation

1 Credit

This course explores Canadian law with a focus on legal issues that are relevant to people’s everyday lives. Students will investigate fundamental legal concepts and processes to gain a practical understanding of Canada’s legal system, including the criminal justice system. Students will use critical-thinking, inquiry, and communication skills to develop informed opinions on legal issues and apply this knowledge in a variety of ways and settings, including case analysis, legal research projects, mock trials, and debates.

Prerequisite: CHC2D, Canadian History since World War 1, Grade 10, Academic or

CHC2P, Canadian History since World War 1, Grade 10, Applied

 

EMS3O, Media Studies, Grade 11, Open

1 Credit

This course emphasizes the knowledge and skills that will enable students to understand media communication in the twenty first century and to use media effectively and responsibly. Through analysing the forms and messages of a variety of media works and audience responses to them, and through creating their own media works, students will develop critical thinking skills, aesthetic and ethical judgement, and skills in viewing, representing, listening, speaking, reading, and writing.

Prerequisite: English, Grade 10, Academic or Applied

 

ENG1D, English, Grade 9, Academic

1 Credit

This course is designed to develop the oral communication, reading, writing, oral communication, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. The course is intended to prepare students for the Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12.

Prerequisite: None

 

ENG1L, Essentials English, Grade 9

1 Credit

This course provides foundational literacy and communication skills to prepare students for success in their daily lives, in the workplace, and in the Grade 10 LDCC Course.

 

The course is organized into strands that develop listening and speaking skills, reading and viewing skills, and writing skills. In all strands, the focus is on developing foundational literacy skills and on using language clearly and accurately in a variety of authentic contexts.

 

Students develop strategies and put into practice the processes involved in speaking, listening, reading, viewing, writing, and thinking, and reflect regularly upon growth in these areas.

Prerequisite: Permission of resource program supervisor

 

ENG1P, English, Grade 9, Applied

1 Credit

This course is designed to develop the key oral communication, reading, writing, and media literacy skills students need for success in secondary school and daily life. Students will read, interpret, and create a variety of informational, literary, and graphic texts. An important focus will be on identifying and using appropriate strategies and processes to improve students’ comprehension of texts and to help them communicate clearly and effectively. The course is intended to prepare students for the Grade 10 applied English course, which leads to college or workplace preparation courses in Grades 11 and 12.

Prerequisite: None

 

ENG2D, English, Grade 10, Academic

1 Credit

This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. This course is intended to prepare students for the compulsory Grade 11 university or college preparation course.

Prerequisite: English, Grade 9, Academic or Applied

 

ENG2L, Essentials English, Grade 10

1 Credit

In this course, students focus on extending their literacy and communication skills to prepare for success in their daily lives, in the workplace, in the English Grade 11 Workplace Preparation course, or in the English Contemporary Aboriginal Voices, Grade 11 Workplace Preparation course.

 

The course is organized into strands that extend listening and speaking skills, reading and viewing skills, and writing skills. In all strands, the focus is on refining foundational literacy skills and on using language clearly and accurately in a variety of authentic contexts.

 

Students build on their strategies and engage in the processes involved in speaking, listening, reading, viewing, writing, and thinking, and reflect regularly upon their growth in these areas.

Prerequisite: A Grade 9 English credit and permission of resource program supervisor

 

ENG2P, English, Grade 10, Applied

1 Credit

This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in secondary school and daily life. Students will study and create a variety of informational, literary, and graphic texts. An important focus will be on the consolidation of strategies and processes that help students interpret texts and communicate clearly and effectively. This course is intended to prepare students for the compulsory Grade 11 college or workplace preparation course.

Prerequisite: English, Grade 9, Academic or Applied

 

ENG3C, English, Grade 11, College Preparation

1 Credit

This course emphasizes the development of literacy, communication and critical and creative thinking skills necessary for success in academic and daily life. Students will study the content, form, and style of a variety of informational and graphic texts as well as literary texts from Canada and other countries, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity. The course is intended to prepare students for the compulsory Grade 12 college preparation course.

Prerequisite: English, Grade 10, Applied

 

ENG3U, English, Grade 11, University Preparation

1 Credit

This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course.

Prerequisite: English, Grade 10, Academic

 

ENG4C, English, Grade 12, College Preparation

1 Credit

This course emphasizes the consolidation of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a variety of informational and graphic texts, as well as literary texts from various countries and cultures, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity and developing greater control in writing. The course is intended to prepare students for college or the workplace.

Prerequisite: English, Grade 11, College Preparation

 

ENG4U, English, Grade 12, Academic

1 Credit

This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.

Prerequisite: English, Grade 11, University Preparation

 

ESLAO, English as a Second Language, Level 1, Open

1 Credit

This course builds on students’ previous education and language knowledge to introduce them to the English language and help them adjust to the diversity in their new environment. Students will use beginning English language skills in listening, speaking, reading, and writing for everyday and essential academic purposes. They will engage in short conversations using basic English language structures and simple sentence patterns; read short adapted texts; and write phrases and short sentences. The course also provides students with the knowledge and skills they need to begin to adapt to their new lives in Canada.

Prerequisite: None

 

ESLBO, English as a Second Language, Level 2, Open

1 Credit

This course extends students’ listening, speaking, reading, and writing skills in English for everyday and academic purposes. Students will participate in conversations in structured situations on a variety of familiar and new topics; read a variety of texts designed or adapted for English language learners; expand their knowledge of English grammatical structures and sentence patterns; and link English sentences to compose paragraphs. The course also supports students’ continuing adaptation to the Ontario school system by expanding their knowledge of diversity in their new province and country.

Prerequisite: English as a Second Language, Level 1, or equivalent*

 

ESLCO, English as a Second Language, Level 3, Open

1 Credit

This course extends further extends students’ skills in listening, speaking, reading, and writing in English for a variety of everyday and academic purposes. Students will make short classroom oral presentations; read a variety of adapted and original texts in English; and write using a variety of text forms. As well, students will expand their academic vocabulary and their study skills to facilitate their transition to the mainstream school program. This course also introduces students to the rights and responsibilities inherent in Canadian citizenship, and to a variety of current Canadian issues.

Prerequisite: English as a Second Language, Level 2, or equivalent*

 

ESLDO, English as a Second Language, Level 4, Open

1 Credit

This course prepares students to use English with increasing fluency and accuracy in classroom and social situations and to participate in Canadian society as informed citizens. Students will develop the oral-presentation, reading and writing skills required for success in all school subjects. They will extend listening and speaking skills through participation in discussions and seminars; study and interpret a variety of grade-level texts; write narratives, articles, and summaries in English; and respond critically to a variety of print and media texts.

Prerequisite: English as a Second Language, Level 3, or equivalent*

 

ESLEO, English as a Second Language, Level 5, Open

1 Credit

This course provides students with the skills and strategies they need to make the transition to college and university preparation courses in English and other secondary school disciplines. Students will be encouraged to develop independence in a range of academic tasks. They will participate in debates and lead classroom workshops; read and interpret literary works and academic texts; write essays, narratives, and reports; and apply a range of learning strategies and research skills effectively. Students will further develop their ability to respond critically to print and media texts.

Prerequisite: English as a Second Language, Level 4, or equivalent*

 

* “Equivalent” may be an equivalent course of study completed in another province in Canada or in another country, or a proficiency level determined through initial assessment.

 

EWC4U, The Writer's Craft, Grade 12, University Preparation

1 Credit

This course emphasizes knowledge and skills related to the craft of writing. Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers.

Prerequisite: English, Grade 11, University Preparation

 

 

FSF1D, Core French, Grade 9, Academic

1 Credit

This course emphasizes the further development of oral communication, reading and writing skills. Students will build on and apply their knowledge of French while exploring a variety of themes such as relationships, social trends and careers. Thematic readings which include a selection of short stories, articles and poems will serve as stepping stones to oral and written activities.

Prerequisite: Minimum of 600 hours of French instruction, or equivalent

 

FSF1P, Core French, Grade 9, Applied

1 Credit

This course emphasizes the concurrent development of oral communication, reading, and writing skills, using a broad-based theme such as the media. Students will enhance their ability to understand and speak French through conversations, discussions, and presentations. They will also read short stories, articles, poems, and songs, and write brief descriptions, letters, dialogues, and invitations.

Prerequisite: Minimum of 600 hours of French instruction, or equivalent

 

FSF2D, Core French, Grade 10, Academic

1 Credit

This course enables students to increase their knowledge of the French language, further develop their language skills, and deepen their understanding and appreciation of francophone culture around the world. Exploring a variety of themes, students will develop and apply critical thinking skills in discussion, in their analysis and interpretation of texts, and in their own writing.

Prerequisite: FSF1D, Core French, Grade 9, Academic

 

FSF3U, Core French, Grade 11, University Preparation

1 Credit

This course draws on a variety of themes to promote extensive development of reading and writing skills to reinforce oral communication skills. Students will gain a greater understanding of French speaking cultures in Canada and around the world through their reading of a variety of materials, including a short novel or a play. Students will produce various written assignments, including a formal essay. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course.

Prerequisite: FSF2D, Core French, Grade 10, Academic

 

FSF4U, Core French, Grade 12, University Preparation

1 Credit

This course draws on a variety of themes to promote extensive development of French language skills. Students will consolidate their oral skills as they discuss literature, culture and current issues. They will read a variety of texts and will write a formal essay. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course.

Prerequisite: FSF3U, Core French, Grade 11, University Preparation

 

GLC2O, Career Studies, Grade 10, Open

½ Credit

This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. Students will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities and ways to search for work. This course explores postsecondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan.

Prerequisite: None

 

 

GLS1O/GLE1O/GLE2O, Learning Strategies 1: Skills for Success in Secondary School, Grade 9, Open

1 Credit

This course focuses on learning strategies to help students become better, more independent learners. Students will learn how to develop and apply literacy and numeracy skills, personal-management skills, and interpersonal and teamwork skills to improve their learning and achievement in school, the workplace, and the community. The course helps students build confidence and motivation to pursue opportunities for success in secondary school and beyond.

Prerequisite: For GLS1O – None

For GLE1O and GLE2O – Recommendation of principal

 

GPP3O, Leadership and Peer support, Grade 11, Open

1 Credit

This course prepares students to act in leadership and peer support roles. They will design and implement a plan for contributing to their school/and or community; develop skills in communication, interpersonal relations, teamwork, and conflict management; and apply those skills in leadership and/or peer support roles, for example, as a student council member or a peer tutor. Students will examine group dynamics and learn the value of diversity within groups and communities.

Prerequisite: None

 

HHS4M, Individuals and Families in a Diverse Society, Grade 12, University/College Preparation

1 Credit

This course applies current theories and research from the disciplines of anthropology, psychology and sociology to the study of individual development, family behaviours, intimate and parent child relationships and the ways in which families interact within the diverse Canadian society. Students will learn the interpersonal skills required to contribute to the well being of families and the investigative skills required to conduct and evaluate research about individuals and families.

Prerequisite: Any university, university/college, or college preparation course in social sciences and humanities, English or Canadian and world studies.

 

HPC3O, Parenting, Grade 11, Open

1 Credit

This course focuses on the skills and knowledge needed to promote the positive and healthy nurturing of children, with particular emphasis on the critical importance of the early years to human development. Students will learn how to meet the developmental needs of young children, communicate and discipline effectively, and guide early behaviour. They will have practical experiences with infants, toddlers, and preschoolers, and will learn skills in researching and investigating questions relating to parenting.

Prerequisite: None

 

HRE13, New Testament, Grade 9, Open

1 Credit

After a summary of the historical and social setting between the Old and New Testaments, students examine the gospel of Matthew to discover connections between the Old Testament and the person of Jesus. Context and content is examined for the book of Acts, three of Paul’s letters, James and Revelation. A summary of the origins and devotional uses of New Testament texts completes the course.

Prerequisite: None

 

HRT3M, World Religions: Beliefs, Issues and Religious Traditions, Grade 11

1 Credit

This course enables students to discover what others believe and how they live and to appreciate their own unique heritage. Students will learn about the teachings and traditions of a variety of religions, the connection between religion and the development of civilizations, the place and function of religion in human experience and the influence of a broad range of religions on contemporary society. This course also introduces students to skills used in researching and investigating world religions.

Prerequisite: None

 

 

 

HSB4M, Challenge and Change in Society, Grade 12, University/College Preparation

1 Credit

This course examines the theories and methodologies used in anthropology, psychology, and sociology to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will analyse cultural, social, and biological patterns in human societies, looking at the ways in which those patterns change over time. Students will also explore the ideas of classical and contemporary social theorists, and will apply those ideas to the analysis of contemporary trends.

Prerequisite: Any university, university/college, or college preparation course in social sciences and humanities, English, or Canadian and world studies

 

HZT4U, Philosophy: Questions and Theories, Grade 12, University Preparation

1 Credit

This course addresses three (or more) of the main areas of philosophy: metaphysics, logic, epistemology, ethics, social and political philosophy, and aesthetics. Students will learn critical thinking skills, the main ideas expressed by philosophers from a variety of the world’s traditions, how to develop and explain their own philosophical ideas, and how to apply those ideas to contemporary social issues and personal experiences. The course will also help students refine skills used in researching and investigating topics in philosophy.

Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies

 

IDC4O, Interdisciplinary Senior Seminar; Faith and Culture: Where Faith Meets Life Grade 12, Open

1 Credit

This course emphasizes the development of practical skills and knowledge to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Through individual and collaborative inquiry and research into contemporary issues, real-life situations, and careers, students will apply the principles and skills derived from the complementary subjects and disciplines studied, evaluate the reliability of information, and examine how information technology can be used safely, effectively and legally. They will also learn how to select strategies to define problems, research alternative solution, assess their thinking in reaching decisions, and adapt to change as they acquire new knowledge.

 

Ideas shape our world in a host of explicit and implicit ways. In order for our students to develop the discernment associated with a mature Christian mind, RCHS has created this opportunity to explore the philosophical and religious depth of a variety of aspects of their world. This course is designed to be a culminating study in which students will have the opportunity to reflect on their experience using the material and expectations from a number of courses. The course is designed around the great philosophical questions which people have asked throughout the ages and gives students opportunities to explore answers expressed in a variety of practical settings and situations. Through this exercise, students will have opportunities to deepen their wisdom with their exploration occurring in the context of Biblical reflection.

Prerequisite: None

 

IDC4U, Interdisciplinary Senior Seminar; Faith and Culture: Where Faith Meets Life, Grade 12, University Preparation

1 Credit

This course will help students develop and consolidate the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Students will apply the principles and processes of inquiry and research to effectively use a range of print, electronic and mass media resources, to analyze historical innovations and exemplary research; and to investigate real-life situations and career opportunities in interdisciplinary endeavours. They will also assess their own cognitive and affective strategies, apply general skills in both familiar and new contexts, create innovative products and communicate new knowledge.

 

This course is designed to help our students become more aware of the philosophical presuppositions of the ideas driving our world and of the implications of those ideas in a variety of intellectual and practical fields. In this interdisciplinary course, students will explore the social, artistic, political, economic and ethical expressions of philosophical pre-suppositions and frameworks. They will reflect critically on these expressions, especially focusing on the faith perspective. They will develop their own responses, rooted in the application of a Christian worldview based on Biblical principles. Under the guidance of an experienced teacher, students will also explore ways in which spiritual powers and principalities shape our communal and individual lives. They will gain understanding of Christianity as a relevant cultural force with a long tradition of positive cultural engagement which provides an alternative of hope in a world searching for its spiritual roots.

Prerequisite: Any university or university/college preparation course

 

MAP4C, Foundations for College Mathematics, Grade 12, College Preparation

1 Credit

This course enables students to broaden their understanding of real-world applications of mathematics. Students will analyse data using statistical methods; solve problems involving the applications of geometry and trigonometry; simplify expressions; solve financial problems connected with annuities, budgets, and renting or owning accommodation; simplify expressions; and solve equations. Students will reason mathematically and communicate their thinking as they solve multi-step problems. This course prepares students for college programs in areas such as business, health sciences, and human services, and for certain skilled trades.

Prerequisite: (MBF3C) Foundations for College Mathematics, Grade 11, College Preparation, or (MCF3M)Functions and Applications, Grade 11, University/College Preparation

 

MAT1L, Essentials Mathematics, Grade 9

1 Credit

This course emphasizes further development of mathematical knowledge and skills to prepare students for success in their everyday lives, in the workplace, and in the Grade 10 LDCC course.

 

The course is organized in three strands related to money sense, management, and proportional reasoning. In all strands, the focus is on developing and consolidating key foundational mathematical concepts and skills by solving authentic, everyday problems.

 

Students have opportunities to further develop their mathematical literacy and problem-solving skills and to continue developing their skills in reading, writing, and oral language through relevant and practical math activities.

Prerequisite: Permission of resource program supervisor

MAT2L, Essentials Mathematics, Grade 10

1 Credit

This course emphasizes the extension of mathematical knowledge and skills to prepare students for success in their everyday lives, in the workplace, and in the Grade 11 Mathematics Workplace Preparation course.

 

The course is organized in three strands related to money sense, measurement, and proportional reasoning. In all strands, the focus is on strengthening and extending key foundational mathematical concepts and skills by solving authentic, everyday problems.

 

Students have opportunities to extend their mathematical literacy and problem-solving skills and to continue developing their skills in reading, writing, and oral language through relevant and practical math activities.

Prerequisite: A Grade 9 Mathematics Credit and permission of resource program supervisor

 

MBF3C, Foundations for College Mathematics, Grade 11, College Preparation

1 Credit

This course enables students to broaden their understanding of mathematics as a problem-solving tool in the real world. Students will extend their understanding of quadratic relations, investigate situations involving exponential growth; solve problems involving compound interest; solve financial problems connected with vehicle ownership; develop their ability to reason by collecting, analysing, and evaluating data involving one variable; connect probability and statistics; and solve problems in geometry and trigonometry. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

Prerequisite: MFM2P, Foundations of Mathematics, Grade 10, Applied

 

 

MCF3M, Functions and Applications, Grade 11, University/College Preparation

1 Credit

This course introduces basic features of the function by extending students’ experiences with quadratic relations. It focuses on quadratic, trigonometric, and exponential functions and their use in modelling real-world situations. Students will represent functions numerically, graphically, and algebraically; simplify expressions; solve equations; and solve problems relating to applications. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

Prerequisite: MPM2D, Principles of Mathematics, Grade 10, Academic, or

MFM2P, Foundations of Mathematics, Grade 10, Applied

 

MCR3U, Functions, Grade 11, University Preparation

1 Credit

This course introduces the mathematical concept of the function by extending students’ experiences with linear and quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions; investigate inverse functions; and develop facility in determining equivalent algebraic expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

Prerequisite: MPM2D, Principles of Mathematics, Grade 10, Academic

 

MCV4U, Calculus and Vectors, Grade 12, University Preparation

1 Credit

This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three-dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university-level calculus, linear algebra, or physics course.

Prerequisite: Advanced Functions course (MHF4U) must be taken prior to or concurrently with Calculus and Vectors (MCV4U).

 

MDM4U, Mathematics of Data Management, Grade 12, University Preparation

1 Credit

This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating project that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.

Prerequisite: MCF3M, Functions and Applications, Grade 11, University/College Preparation, or

MCR3U, Functions, Grade 11, University Preparation

 

MEL3E, Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation

1 Credit

This course enables students to broaden their understanding of mathematics as it is applied in the workplace and daily life. Students will solve problems associated with earning money, paying taxes and making purchases; apply calculations of simple and compound interest in saving, investing and borrowing; and calculate the costs of transportation and travel in a variety of situations. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

Prerequisite: MPM1D, Principles of Mathematics, Grade 9, Academic or MFM1P, Foundations of Mathematics, Grade 9, Applied or MAT2L, Essentials of Mathematics, Grade 10, Locally Developed

 

 

MEL4E, Mathematics for Work and Everyday Life, Grade 12, Workplace Preparation

1 Credit

This course enables students to broaden their understanding of mathematics as it is applied in the workplace and daily life. Students will investigate questions involving the use of statistics; apply the concepts of probability to solve problems involving familiar situations; investigate accommodation costs, create household budgets, and prepare a personal income tax return; use proportional reasoning; estimate and measure; and apply geometric concepts to create designs. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

Prerequisite: MEL3E, Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation

 

MFM1P, Foundations of Mathematics, Grade 9, Applied

1 Credit

This course enables students to develop an understanding of mathematical concepts related to introductory algebra, proportional reasoning, and measurement and geometry through investigation, the effective use of technology, and hands-on activities. Students will investigate real-life examples to develop various representations of linear relations, and will determine the connections between the representations. They will also explore certain relationships that emerge from the measurement of three-dimensional figures and two-dimensional shapes. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

Prerequisite: None

 

MFM2P, Foundations of Mathematics, Grade 10, Applied

1 Credit

This course enables students to consolidate their understanding of linear relations and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and hands-on activities. Students will develop and graph equations in analytic geometry; solve and apply linear systems, using real life examples; and explore and interpret graphs of quadratic relations. Students will investigate similar triangles, the trigonometry of right triangles, and the measurement of three-dimensional figures. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

Prerequisite: MPM1D, Principles of Mathematics, Grade 9, Academic or MFM1P, Foundations of Mathematics, Grade 9, Applied

 

MHF4U, Advanced Functions, Grade 12, University Preparation

1 Credit

This course extends students’ experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs.

Prerequisite: MCR3U, Functions, Grade 11, University Preparation, or MCT4C, Mathematics for College Technology, Grade 12, College Preparation

 

MPM1D, Principles of Mathematics, Grade 9, Academic

1 Credit

This course enables students to develop an understanding of mathematical concepts related to algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the connections between different representations of a linear relation. They will also explore relationships that emerge from the measurement of three-dimensional figures and two-dimensional shapes. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

Prerequisite: None

 

 

MPM2D, Principles of Mathematics, Grade 10, Academic

1 Credit

This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

Prerequisite: MPM1D, Principles of Mathematics, Grade 9, Academic

 

OLC4O, Ontario Secondary School Literacy Course, Grade 12

1 Credit

This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that are evaluated by the Ontario Secondary School Literacy Test (OSSLT). Students who complete the course successfully will meet the provincial literacy requirement for graduation. Students will read a variety of informational, narrative and graphic texts and will produce a variety of forms of writing including summaries, information paragraphs, opinion pieces and news reports. Students will also maintain and manage a portfolio containing a record of their reading experiences and samples of their writing.

Eligibility requirement: Students who have been eligible to write the OSSLT at least twice and who have been unsuccessful at least once are eligible to take the course, or with special permission of the principal before the second opportunity to write the OSSLT. (Students who have already met the literacy requirement for graduation may be eligible to take the course under special circumstances at the discretion of the principal.

 

PLF4C, Recreation and Fitness Leadership, Grade 12, College Preparation

1 Credit

This course focuses on the development of leadership and coordination skills related to recreational activities. Students will acquire the knowledge and skills required to plan, organize, and implement recreational events. They will also learn how to promote the value of physical fitness, personal well-being, and personal safety to others through mentoring. The course will prepare students for college programs in recreational, leisure, and fitness leadership.

Prerequisite: Any Grade 11 or 12 open course in health and physical education

 

PPL1O, Healthy Active Living Education, Grade 9, Open

1 Credit

This course emphasizes participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention. They will investigate issues related to healthy sexuality, the use and abuse of alcohol, tobacco, and other drugs, and will participate in activities designed to develop goal setting, communication, and social skills.

Prerequisite: None

 

 

PPL2O Healthy Active Living Education, Grade 10, Open

1 Credit

This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Student learning will include the application of movement principles to refine skills; participation in a variety of activities that enhance personal competence, fitness and health; examination of issues related to healthy sexuality, healthy eating, substance use and abuse; and the use of informed decision making, conflict resolution, and social skills in making personal choices.

Prerequisite: None

 

 

PPL3O, Healthy Active Living Education, Grade 11, Open

1 Credit

This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable physical activities that have the potential to engage students' interest throughout their lives. Students will be encouraged to develop personal competence in a variety of movement skills and will be given opportunities to practise goal setting, decision making, social and interpersonal skills. Students will also study the components of healthy relationships, reproductive health, mental health and personal safety.

Prerequisite: None

 

PPL4O, Healthy Active Living Education, Grade 12, Open

1 Credit

This course focuses on the development of a personalized approach to healthy active living through participation in a variety of sports and recreational activities that have the potential to engage students’ interest throughout their lives. Student will develop and implement personal physical fitness plans. In addition, they will be given opportunities to refine their decision-making, conflict resolution and interpersonal skills with a view to enhancing their mental health and their relationships with others.

Prerequisite: None

 

SBI3C, Biology, Grade 11, College Preparation

1 Credit

This course focuses on the processes that occur in biological systems. Students will learn concepts and theories as they conduct investigations in the areas of cellular biology, microbiology, genetics, the anatomy of mammals, and the structure of plants and their role in the natural environment. Emphasis will be placed on the practical application of concepts, and on the skills needed for further study in various branches of the life sciences and related fields.

Prerequisite: SNC2D, Science, Grade 10, Academic or SNC2P, Science, Grade 10, Applied

 

SBI3U, Biology, Grade 11, Academic

1 Credit

This course furthers students' understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth and functions of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.

Prerequisite: SNC2D, Science, Grade 10, Academic

 

SBI4U, Biology, Grade 12, University Preparation

1 Credit

This course provides students with the opportunity for in depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on achievement of the detailed knowledge and refinement of skills needed for further study in various branches of the life sciences and related fields.

Prerequisite: SBI3U, Biology, Grade 11, University Preparation

 

SCH3U, Chemistry, Grade 11, University

1 Credit

This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of the matter, as well as the impact of some common chemical reactions on society and the environment.

Prerequisite: SNC2D, Science, Grade 10, Academic

 

 

SCH4C, Chemistry, Grade 12, College Preparation

1 Credit

This course enables students to develop an understanding of chemistry through the study of matter and qualitative analysis, organic chemistry, electrochemistry, chemical calculations, and chemistry as it relates to the quality of the environment. Students will use a variety of laboratory techniques, develop skills in data collection and scientific analysis, and communicate scientific information using appropriate terminology. Emphasis will be placed on the role of chemistry in daily life and in the effects of technological applications and processes on society and the environment.

Prerequisite: SNC2D, Science, Grade 10, Academic or SNC2P, Science, Grade 10, Applied

 

SCH4U, Chemistry, Grade 12, University

1 Credit

This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem solving and investigative skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.

Prerequisite: SCH3U, Chemistry, Grade 11, University Preparation

 

SNC1D, Science, Grade 9, Academic

1 Credit

This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity.

Prerequisite: None

 

SNC1L, Essentials Science, Grade 9

1 Credit

This course emphasizes reinforcing and strengthening science-related knowledge and skills, including scientific inquiry, critical thinking, and the relationship between science, society, and the environment, to prepare students for success in everyday life, in the workplace, and in the Science Grade 11 Workplace Preparation course.

 

Students explore a range of topics, including science in daily life, properties of common materials, life-sustaining processes in simple and complex organisms, and electrical circuits.

 

Students have the opportunity to extend mathematical and scientific process skills and to continue developing their skills in reading, writing, and oral language through relevant and practical science activities.

Prerequisite: Permission of resource program supervisor

 

SNC1P, Science, Grade 9, Applied

1 Credit

This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics; and to apply their knowledge of science to everyday situations. They are also given opportunities to develop practical skills related to scientific investigation. Students will plan and conduct investigations into practical problems and issues related to the impact of human activity on ecosystems; the structure and properties of elements and compounds; space exploration and the components of the universe; and static and current electricity.

Prerequisite: None

 

 

SNC2D, Science, Grade 10, Academic

1 Credit

This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics; and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigations skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid-base reactions; forces that affect climate and climate change; and the interaction of light and matter.

Prerequisite: SNC1D, Science, Grade 9, Academic or SNC1P, Science, Grade 9, Applied

 

SNC2L, Essentials Science, Grade 10

1 Credit

This course emphasizes reinforcing and strengthening science-related knowledge and skills, including scientific inquiry, critical thinking, and the environmental impact of science and technology, to prepare students for success in everyday life, in the workplace, and in the Science Grade 11 Workplace Preparation course.

 

Students explore a range of topics, including science in the media, interactions or common materials, interdependence of organisms in communities, and using electrical energy.

 

Students have the opportunity to extend mathematical and scientific process skills and to continue developing their skills in reading, writing, and oral language through relevant and practical science activities.

Prerequisite: permission of resource program supervisor

 

SNC2P, Science, Grade 10, Applied

1 Credit

This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science, and physics; and to apply their knowledge of science in real world situations. Students are given opportunities to develop further practical skills in scientific investigation. Students will plan and conduct investigations into everyday problems and issues related to human cells and body systems; chemical reactions; factors affecting climate change; and the interaction of light and matter.

Prerequisite: SNC1D, Science, Grade 9, Academic or SNC1P, Science, Grade 9, Applied

 

SPH3U, Physics, Grade 11, University Preparation

1 Credit

This course develops students' understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition they will also analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.

Prerequisite: SNC2D, Science, Grade 10, Academic

 

SPH4C, Physics, Grade 12, College Preparation

1 Credit

This course develops students’ understanding of the basic concepts of physics. Students will explore these concepts with respect to motion; mechanical, electrical, electromagnetic, energy transformation, hydraulic, and pneumatic systems; and the operation of commonly used tools and machines. They will develop their scientific investigation skills as they test laws of physics and solve both assigned problems and those emerging from their investigations. Students will also consider the impact of technological applications of physics on society and the environment.

Prerequisite: SNC2D, Science, Grade 10, Academic or SNC2P, Science, Grade 10, Applied

 

 

SPH4U, Physics, Grade 12, University Preparation

1 Credit

This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigations skills, learning, for example, how to analyse, qualitatively and quantitatively, data relating to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.

Prerequisite: SPH3U, Physics, Grade 11, University Preparation

 

TDJ2O, Technological Design, Grade 10, Open

1 Credit

This course provides students with opportunities to apply a design process to meet a variety of technological challenges. Students will research projects, create designs, build models and/or prototypes, and assess products and/or processes using appropriate tools, techniques, and strategies. Student projects may include designs for homes, vehicles, bridges, robotic arms, clothing, or other products. Students will develop an awareness of environmental and societal issues related to technological design, and learn about secondary and postsecondary education and training leading to careers in the field

Prerequisite: None

 

TIJ1O, Exploring Technologies, Grade 9, Open

1 Credit

This course enables students to further explore and develop technological knowledge and skills introduced in the elementary science and technology program. Students will be given the opportunity to design and create products and/or services related to the various technological areas of industries, working with a variety of tools, equipment and software commonly used in industry. Students will develop an awareness of environmental and societal issues, and will begin to explore secondary and postsecondary education and training pathways leading to careers in technology-related fields.

Prerequisite: None

 

TTJ3C, Transportation Technology, Grade 11, College Preparation

1 Credit

This course enables students to develop technical knowledge and skills as they study, test, service, and repair engine, electrical, suspension, brake, and steering systems on vehicles, aircraft, and/or watercraft. Students will develop communication and teamwork skills through practical tasks, using a variety of tools and equipment. Students will develop an awareness of environmental and societal issues related to transportation and will learn about apprenticeship and college programs leading to careers in the transportation industry.

Prerequisite: None