STS Senior School Course Descriptions 2022-2023 by Strathcona-Tweedsmuir School

2022-2023

SENIOR SCHOOL COURSE DESCRIPTIONS

STRATHCONA-TWEEDSMUIR SCHOOL Land Acknowledgement

Strathcona-Tweedsmuir School is located on an important and sacred place within Treaty 7 and the traditional territories of the Niitsitapi from the Blackfoot Confederacy, including the Siksika, Piikani, and Kainai Nations; the Îyârhe Nakoda of the Chiniki, Bearspaw, and Wesley Nations; and the Dene of the Tsuut’ina Nation. Southern Alberta is also home to the Métis Nation of Alberta, Region 3. We acknowledge the many First Nations, Métis, and Inuit whose footsteps have marked these lands for generations. We are grateful for the traditional Knowledge Keepers and Elders who are still with us today and those who have gone before us. We recognize the land as an act of reconciliation and gratitude to those whose territory we reside on, learn on or are visiting. STS Course Requirements Grade 10 Grade 10 students are not permitted to have spares in their timetable and must take English, Science, Mathematics, Social Studies, Physical Education, Career and Life Management, and a modern language. In addition, they choose electives to complete their schedule. Current elective choices include Outdoor Education, a second modern language course, Design, International Politics, Art, Drama, Film Studies, and Sports Medicine. More information about required courses and electives can be found in the course selection forms. Grade 11 Grade 11 students must take at least seven courses and may take eight courses and are permitted one spare. Students may choose to be a full IB student, a partial IB student, or they may take non-IB courses. More information about required courses and options can be found in the course selection forms. Grade 12 Grade 12 students may take a minimum of six courses and a maximum of eight courses with most Grade 12 students take seven or eight courses. More information about required courses and options can be found in the course selection forms. Alberta Education Graduation Requirements STS’ academic program is structured to ensure that students meet all Alberta graduation requirements, and these minimum requirements are below. More information can be found here: https://education.alberta.ca/graduation-requirements-credentials-credits/high-school-diploma/ Students must earn 100 credits and include the following courses: - English 30 - Social Studies 30 - Math 20 - Any 20 level Science - Physical Education 10 - Career and Life Management – earned in Grade 10 at STS - 10 additional 30 level credits from any subject area - 10 credits from any of: CTS courses, Fine Arts Courses, Second Language Courses, Physical Education 20 or 30

STRATHCONA-TWEEDSMUIR SCHOOL Grade 10 Middle Years Programme Course Information MYP Assessment Philosophy Students will frequently have the opportunity to demonstrate the depth of their command of the subject material in a number of different formats, each of which emphasizes their ability to recall, explain, evaluate, extrapolate, reason, and think in a critical manner. Each attempt will serve to inform their particular learning needs. Timely, meaningful feedback will be provided and can be viewed using Managebac although it is acknowledged that much feedback to students in this regard will happen during class time through conversation. The purpose of this feedback is to highlight and support areas of growth while also celebrating areas of strength so that each student can achieve their individual potential. Effective assessment will involve the student so as to impart ownership for their learning; therefore, all tasks will require students to reflect upon their performance and next steps in some manner. Evaluation & Reporting Evaluation in MYP courses utilize subject-specific criteria published by the IB. Each subject has four criteria (A, B, C, D) Each assessment criterion is described in a rubric which is used to determine a level of achievement (0-8). These criteria are shared with students prior to assignments in order for there to be a mutual understanding about their application to specific tasks. When determining an achievement level, teaching faculty will use their professional judgement to determine the descriptor and achievement level that “best fits” the performance in each criterion for the task. Semester reporting can best be understood as the act of making an informed decision, given the assessment information, about a student’s progress. At reporting times, the most recent and consistent achievement levels for each criterion in a subject is used to make a professional and informed judgements, using the analysis of summative assessments, to determine the overall achievement levels (08) in each criterion for the reporting period. The student’s overall achievement levels in all criteria of the subject group are added together to arrive at a criterion level total for each student. Overall criterion levels will then total to a score out of 32 as illustrated in the table below. Using the overall criterion level totals and subject boundary guidelines the corresponding MYP grade is determined. MYP Grade Boundaries Subject MYP Grade Boundary guidelines

28–32

Descriptor Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with in dependence and expertise in a variety of complex classroom and real-world situations.

iii

STS Percentage Range

95-100%

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24–27

Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real- world situations, often with independence.

86-94%

19–23

Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.

76-85%

15–18

Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations but requires support in unfamiliar situations.

63-75%

10–14

Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.

50-62%

6–9

Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.

41-49%

1–5

Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

0-40%

STS percentages are calculated using the MYP achievement level total (out of 32). The total is used to pinpoint a percentage grade within the grade boundaries STS percentage range. If needed, teachers refer to formative work to help clarify exactly where a student falls within the grade boundary. The above evaluation will be based on “summative tasks” but may be informed by formative tasks when necessary, although both will be recorded and visible in Managebac. This enables students to take-risks without the fear of being penalized for doing so. Formative assessments include all tasks that drive toward mastery of a concept/skill at the end of each unit. Summative assessments are those which directly inform evaluative judgements for reporting purposes.

STRATHCONA-TWEEDSMUIR SCHOOL Achievement levels and percentages cards are cumulative but reflect a students’ most recent and consistent achievement against the criteria. This allows students to take risks without penalty, grow and be rewarded for their persistence. IB Learner Profile The aim of all IB Programmes is to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers

Knowledgeable Thinkers Communicators

Principled

Open-minded

Caring

Courageous Balanced Reflective

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning, and this love of learning will be sustained throughout their lives. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. They act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups, and communities. They take responsibility for their own actions and the consequences that accompany them. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view and are willing to grow from the experience. They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. They approach unfamiliar situations and uncertainty with courage and forethought and have the independence of spirit to explore new roles, ideas, and strategies. They are brave and articulate in defending their beliefs. They understand the importance of intellectual, physical, and emotional balance to achieve personal well-being for themselves and others. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Approaches to Learning Skills The focus of approaches to learning (ATL) skills in the MYP allows students to develop the selfknowledge and skills they need to enjoy a lifetime of learning. In the MYP, ATL encompasses both

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general and discipline-specific skills. Many ATL skills are applicable to all MYP subject groups; these general ‘tools for learning’ are then tailored to meet the specific needs of students and subjects. The MYP ATL skills are organised in the framework below:

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Table of Contents

Understanding Course Descriptions ............................................................................................... 4 Career and Life Management (PED 0770) ..................................................................................... 6 Design & Computer Studies ........................................................................................................... 8 Computer Science & Entrepreneurship I .................................................................................... 9 Computer Science & Entrepreneurship II ................................................................................. 11 IB MYP Design 10.................................................................................................................... 13 Design and Innovation Studies 11 / IB DP Design Technology SL/HL Year 1 ....................... 15 Design and Innovation Studies 12 / IB DP Design Technology SL/HL Year 2 ....................... 18 English Language Arts .................................................................................................................. 21 English Language Arts 20-1 (ELA 2105) ................................................................................. 25 IB DP English Language and Literature Year 1 (ELA 2105) ................................................... 27 English Language Arts 30-1 (ELA 3105) ................................................................................. 30 IB DP English Language and Literature HL Year 2 (ELA 3105) ............................................ 32 Fine Arts........................................................................................................................................ 35 IB MYP Visual Arts 10 (FNA 1400) ........................................................................................ 36 IB MYP Drama 10 (FNA1410) ................................................................................................ 38 IB MYP Music 10 (FNA 1424) ................................................................................................ 40 Instrumental Music 10 (FNA 1425) .......................................................................................... 42 Art 20 (FNA 2400).................................................................................................................... 43 Drama 20 (FNA 2410) .............................................................................................................. 45 IB DP Visual Arts Year 1 (FNA 2400) ..................................................................................... 47 IB DP Music Year 1 (FNA 2424) ............................................................................................. 52 IB DP Theatre Arts Year 1 (FNA 2410) ................................................................................... 54 Instrumental Music 20 (FNA 2425) .......................................................................................... 58 Art 30 (FNA 3400).................................................................................................................... 59 Drama 30 (FNA3410) ............................................................................................................... 61 IB DP Visual Arts SL Year 2 (FNA 3400) ............................................................................... 63 IB DP Music SL Year 2 (FNA 3425) ....................................................................................... 68 IB DP Theatre Arts SL/HL Year 2 ........................................................................................... 71 Instrumental Music 30 (FNA 3425) .......................................................................................... 74 Mathematics .................................................................................................................................. 75 IB MYP Mathematics 10C (MAT 1791) .................................................................................. 76 IB MYP Pre HL Mathematics 10C (MAT 1791) ..................................................................... 78 Mathematics 20-1 (MAT2791) ................................................................................................. 81 IB DP Mathematics: Analysis and Approaches SL Year 1 (MAT 2791) ................................. 83 IB DP Mathematics: Analysis and Approaches HL Year 1 (MAT2791IB) ............................. 86 Mathematics 30-1 (MAT 3791) ................................................................................................ 90 Mathematics 30–2 (MAT3792) ................................................................................................ 93 Mathematics 31 (MAT 3211) ................................................................................................... 98 IB DP Mathematics: Analysis and Approaches SL Year 2 (MAT 3791) ............................... 101 IB DP Mathematics 31 SL Year 2 (MAT 3211) ..................................................................... 105 IB DP Mathematics: Analysis and Approaches HL Year 2 (MAT35IB) ............................... 110 1

STRATHCONA-TWEEDSMUIR SCHOOL IB DP Mathematics 31 HL Year 2 (MAT35IB) ..................................................................... 114 Modern Languages...................................................................................................................... 120 IB MYP French 10 - Continuing (FSL 1093) ......................................................................... 121 IB MYP French 30 (FSL 3093) .............................................................................................. 123 IB MYP Spanish 10 New (SPN 1345).................................................................................... 125 IB MYP Spanish 10 Continuing (SPN 1345) ......................................................................... 128 IB MYP Spanish 30 (SPN 3345) ............................................................................................ 130 IB DP French ab initio Year 1 (FSL 2093) and French 20-3Y (FSL 2093) ........................... 132 IB DP French B SL Year 1 (FSL 3306) and French 31a (FSL 3306) .................................... 135 IB DP Spanish ab initio Year 1 (SPN 2345) and Spanish 20 (SPN 2345) ............................. 138 IB DP Spanish B Year 1 (No Alberta Education Equivalent Course) .................................... 141 IB DP French ab initio Year 2 (FSL 3093) and French 30-3Y (FSL 3093) ........................... 144 IB DP French B SL Year 2 (FSL 3307) and French 31 B (FSL 3307)................................... 148 IB DP Spanish ab initio SL Year 2 (SPN 3345) and Spanish 30 (SPN 3345)........................ 152 IB DP Spanish B SL Year 2 (No Alberta Education Equivalent Course) .............................. 156 Outdoor Leadership .................................................................................................................... 159 Physical Education ...................................................................................................................... 170 Physical and Health Education 10 (PED 1445) ...................................................................... 171 Sports Medicine 10 ................................................................................................................. 173 Physical Education 20 (PED 2445)......................................................................................... 175 Sports Medicine 20 ................................................................................................................. 177 Physical Education 30 (PED 3445)......................................................................................... 179 Science ........................................................................................................................................ 180 IB MYP Science 10 (SCN 1270) ............................................................................................ 181 Biology 20 (SCN2231) ........................................................................................................... 184 Chemistry 20 (SCN 2796) ...................................................................................................... 186 Physics 20 (SCN 2797) ........................................................................................................... 187 IB DP Biology Year 1 (SCN2231IB) ..................................................................................... 189 IB DP Chemistry Year 1 (SCN2796IB).................................................................................. 193 IB DP Physics Year 1 (SCN 2797) ......................................................................................... 197 Biology 30 (SCN 3230) .......................................................................................................... 201 Chemistry 30 (SCN 3796) ...................................................................................................... 204 Physics 30 (SCN 3797) ........................................................................................................... 205 IB DP Biology HL/SL Year 2 (SCN 3230) ............................................................................ 207 IB DP Chemistry SL Year 2 (SCN3796-IB)........................................................................... 212 IB DP Chemistry HL Year 2 (LDC3241-IB-HL) ................................................................... 217 IB DP Physics SL Year 2 (SCN 3797) ................................................................................... 220 Social Studies .............................................................................................................................. 224 International Politics 30 (Grade 10 Elective) (SSN3156)....................................................... 225 IB MYP Social Studies 10 (SST 1771)................................................................................... 227 Social Studies 20 (SST 2771) ................................................................................................. 229 IB DP History Year 1 (SST 2771) .......................................................................................... 231 IB DP Economics HL Year 1 (Microeconomics 30 SSN 3183)............................................. 234 Legal Studies 30 (LGS – 3060, 3070 and 3080) ..................................................................... 238 Social Studies 30-1 (SST 3771) .............................................................................................. 240 2

STRATHCONA-TWEEDSMUIR SCHOOL IB DP History SL/HL Year 2 (SST 3771) .............................................................................. 242 IB DP Economics HL Year 2.................................................................................................. 245 IB Theory of Knowledge ............................................................................................................ 251 Please note that Course Descriptions are current as of January 2022 but are subject to change.

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Understanding Course Descriptions In the following pages, courses are organized within departments and grade levels. Each course has a description of the contents, skills and competencies within it as well as resources and texts needed to support learning. How assessment is carried out to meet Alberta and/or IB needs are also explained within the courses. The table below is meant to help frame how courses fit within grade levels. While this description is suitable for most students, exceptions can be made to accommodate knowledge and skill level. For example, students can be placed in higher level courses in the grade if they show proficiency beyond grade level. Table 1: Organization of courses within grade levels. The number in parentheses refers to the maximum number of credits available upon successful completion of the course. Department Student Services Design & Computer Studies

Grade 10 Course CALM (3)

Grade 11 Course(s) Uni Planning I (0) Computer Science I (3)

Grade 12 Course(s) Uni Planning II (0) Computer Science II (3)

MYP Design (3)

IB Design Y1 (5)

IB Design Y2 (5)

English

MYP English (5)

IB English Y1 (5) or English 20 (5) IB Visual Art Y1 (5) or Art 20 (5) IB Music Y1 (5) Instrumental Music/ Band 20 (5) IB Theatre Arts Y1 (5) or Drama 20 (5)

IB English Y2 (5) English 30-1 (5) IB Visual Art Y2 (5) or Art 30-1 (5) IB Music Y2 (5) Instrumental Music/ Band 30 (5) IB Theatre Arts Y2 (5) Or Drama 30-1 (5) IB Math HL Y2 (5) or IB Math SL Y2 (5) or Math 30-1 (5) or Math 30-2 (5) Calculus/ Math 31 (5) IB French ab initio Y2, also French 20 (5); or IB French B Y2, also French 31b (5) IB Spanish ab initio Y2, also Spanish 20 (5); or IB Spanish B Y2 (0)

MYP Visual Arts (3) Fine Arts

Mathematics

Modern Languages

Experiential Learning

MYP Music (3) Instrumental Music/ Band 10 (5) MYP Theatre Arts (3) MYP Math 10 (5) or Math pre-HL (5) IB MYP French 10 (5) or IB MYP French 30 (5) IB Spanish 10 (5) or IB Spanish 30 (5) Outdoor Leadership (5)

IB Math HL Y1 (5) or IB Math SL Y1 (5) or Math 20-1 (5) IB French ab initio Y1, also French 20 (5); or IB French B Y1, also French 31a (5) IB Spanish ab initio Y1, also Spanish 20 (5); or IB Spanish B Y1 (0)

Physical Education

Science

Social Studies

IB TOK

STRATHCONA-TWEEDSMUIR SCHOOL PE 10 (5) PE 20 (5) PE 30 (5) Sports Medicine 10 Sports Medicine 20 (5) (3) IB Biology HL Y2 (5) or IB Biology Y1 (5) or IB Biology SL Y2 (5) or Biology 20 (5) Biology 30-1 (5) IB MYP Science 10 IB Chemistry HL Y2 (10), IB Chemistry Y1 (5) or (5) or IB Chemistry SL Y2 Chemistry 20 (5) (5), or Chemistry 30-1 (5) IB Physics Y1 (5) or IB Physics SL Y2 (5) or Physics 20 (5) Physics 30-1 (5) IB History HL Y2 (5) or IB MYP Social 10 IB History Y1 (5) or IB History SL Y2 (5) (5) Social 20-1 (5) Social 30-1 (5) IB Economics Y1 (3) IB Economics HL Y2 (6) International Politics 30 (3) Legal Studies 30 (3) Theory of Knowledge Theory of Knowledge Y2 Y1 (3) (0)

In addition to the courses described in this document, additional Alberta diploma level courses may be offered in the summer session. IB courses are never offered during the summer term. While these course offerings change based on demand, they have included the following in the past. Students may only take one course per summer term. Table 2: Summer Term Course Offerings. Students entering Grade 10 Students entering Grade 11 Biology 20 (5) CALM 20 (3) Physics 20 (5) Social 20 (5)

Students entering Grade 12 English 30-1 (5) Math 30-1 (5) Social 30-1 (5)

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Career and Life Management (PED 0770) Graduation Requirement: Successful completion of this course is a requirement for graduation. This course is offered both in summer term for students entering grade 10 or can be taken as a grade 10 option course. Course Overview The aim of Career and Life Management (CALM) is to enable students to make well-informed, considered decisions and choices in all aspects of their lives, developing a strong sense of well-being. CALM encourages learners to respect and understand the world around them and equips them with a skill base appropriate for a learner in the 21st Century. Resources There is no specific textbook for this course. We will be accessing many on-line resources, as well as reviewing guidelines regarding rental, financial, and insurance agreements. We will occasionally bring in guest speakers and utilize relevant videos to further emphasize topics being discussed in class. Course Content Unit Title Career and Life Choices

General Outcomes Students will develop and apply processes for managing personal, lifelong career development.

Resource Choices

Students will make responsible decisions in the use of finances and other resources that reflect personal values and goals and demonstrate commitment to self and others. Students will apply an understanding of the emotional/psychological, intellectual, social, spiritual and physical dimensions of health – and the dynamic interplay of these factors – in managing personal well-being.

Personal Choices

Assessment Tasks • Life List • Career Research & Reflection • Application Form, Cover Letter, Resume • Mock Interview Reflection • Moving Out Project • Independent Living Exam

•

Well-Being Presentation

Assessment

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Philosophy Students will frequently have the opportunity to demonstrate their knowledge of the subject material through a variety of formats, each of which emphasizes their ability to think in a critical manner. The approach to each of their assessment tasks will meet their particular learning needs. Timely, meaningful feedback will be provided to students during class, and you and your child can view formative and summative assessment feedback using Managebac. The purpose of this feedback is to highlight and support areas of growth while also celebrating areas of strength so that each student can achieve to their individual potential. Evaluation & Reporting The term evaluation can best be understood as the act of making an informed decision, given the assessment information, about a student’s progress. A student’s final evaluation will be based on the following assessments: • • • • • • •

Life List Application Form, Cover Letter, Resume Career Research & Reflection Mock Interview Reflection Moving Out Project Independent Living Exam Well-Being Presentation

The above evaluation will be based on “summative tasks” and not formative tasks, although both will be reported and visible in Managebac. Formative tasks support mastery of a concept/skill; summative assessments are those which directly inform evaluative judgements for reporting purposes. There is no final exam for this course; final marks will be calculated upon a cumulative total of all marks earned throughout the semester.

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Design & Computer Studies

Learning Leader: Ms. Alanna Wellwood

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Computer Science & Entrepreneurship I Course Overview Technology and computational principles have come to underlie almost everything that we do at work, for travel and at home because of entrepreneurial thinking. Entrepreneurial thinking brings together creative and problem-solving skills in collaboration with end-users to help solve authentic problems in an environment that is comfortable with failure and uncertainty. The goal of this introductory course is to help students learn computational principles of programming and development in conjunction with pitching ideas to use computational technology to improve people’s lives and experiences. An example of a successful student would be one who learns to use HTML/CSS coding to develop an interface that allows STS students to sign up electronically for the late bus; or writing a program in Python to process large amounts of data to support learning in another subject area like Economics or Biology. Please note that while languages and frameworks (e.g., Python, Javascript, Unity) taught to students may vary but the course will teach shared underlying principles of computational thinking and design. In the 2022-2023 school year, the Computer Science and Entrepreneurship course will be open to Grade 11 or Grade 12 students and run as a semester-long option course. Students can earn three CTS credits and potentially up to five CTS credits if they complete an optional social entrepreneurship project. Grade 11 students will earn three CTS credits for this semester-long course and will earn an additional three credits by completing the requirements for the Physical Education 20 course in the other semester. Grade 11 students who wish to participate in the Active Citizenship Program at STS in addition to taking this computer science course should meet with the Senior School Principal as they will only earn three credits in total for the year. For more information about the Active Citizenship Program, please see the Course Description for Physical Education 20. Grade 12 students will earn three CTS credits for this semester-long course and will earn an additional three credits by completing the requirements for the Physical Education 30 course in the other semester. Please note that the three-credit Physical Education 30 course cannot be used for university admissions in Alberta. Students who wish to use the grades from a five-credit Physical Education 30 course should not enroll in the Computer Science and Entrepreneurship course. Resources There is no specific textbook for this course. We will be accessing many on-line resources, as well as reviewing guidelines regarding digital citizenship, privacy and entrepreneurship in Canada. We will occasionally bring in guest speakers either in person or through technology to further emphasize topics being discussed in class. Course Content Unit Title Enterprise and Innovation Introduction to Computing

General Outcomes Students will identify, compare and assess a variety of venture opportunities and ideas with a technology focus. Students will explore hardware, software and processes. They will learn about using algorithms

CTS Credit(s) ENT 1010 CSE 1010 CSE 1110

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Project (optional)

as a problem-solving tool, about programming languages and the role of programming in implementing algorithms. Students will write simple structured algorithms and programs that input, process and output data with sequential flow of control. Students will develop, design a personally relevant computing project that benefits an identified user base.

CSE 1910 ENT 1910

Assessment Philosophy Students will have multiple opportunities to demonstrate their knowledge of the subject material through a variety of formats (e.g., paper and pencil tasks, program language and product evaluation, project proposal and process presentations). The goal of assessment is to support student learning in the areas of critical thinking, communication, creativity and collaboration which are key to entrepreneurial thinking. Timely, meaningful feedback will be provided to students during class, and such formative and summative feedback can be viewed using Managebac. The purpose of this feedback is to highlight and support areas of growth while also celebrating areas of strength so that each student can achieve to their individual potential. Evaluation & Reporting The term evaluation can best be understood as the act of making an informed decision, given the assessment information, about a student’s progress. A student’s final evaluation will be based on the following assessments: • • • • •

Entrepreneurial case studies Enterprise planning Algorithm exercises Coding tasks and debugging tests Project initiation, planning and implementation (for optional credits)

The above evaluation will be based on “summative tasks” and not formative tasks, although both will be reported and visible in Managebac. Formative tasks support mastery of a concept/skill; summative assessments are those which directly inform evaluative judgements for reporting purposes. There is no final exam for this course; grades will be determined for each of the CTS credits within this course.

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Computer Science & Entrepreneurship II Pre-requisite: successful completion of Computer Science I Course Overview The goal of this course is to build open the foundational computing skills students obtained in Level 1. Students continue to develop mastery of computer and programming concepts using Python, C++ and Java and additional languages like Unity and HTML. Students focus on writing computer programs to solve problems. Concepts include computer science skills, use of functions, use of arrays and structs, file writing skills, as well as the ability to program in a second language. In the 2022-2023 school year, the Computer Science and Entrepreneurship course will be open to Grade 11 or Grade 12 students who have taken Computer Science I or its equivalent and run as a semester-long option course. Students can earn three CTS credits and potentially up to five CTS credits if they complete an optional social entrepreneurship project. Please note that the three-credit Physical Education 30 course cannot be used for university admissions in Alberta. Students who wish to use the grades from a five-credit Physical Education 30 course should not enroll in the Computer Science and Entrepreneurship course. Resources There is no specific textbook for this course. We will be accessing many on-line resources, as well as reviewing guidelines regarding digital citizenship, privacy and entrepreneurship in Canada. We will occasionally bring in guest speakers either in person or through technology to further emphasize topics being discussed in class. CSE 2010 CSE 2220 CSE * (The third credit assigned will vary depending on student programming languages interest)

STRATHCONA-TWEEDSMUIR SCHOOL • • • • •

Entrepreneurial case studies Enterprise planning Algorithm exercises Coding tasks and debugging tests Project initiation, planning and implementation (for optional credits)

The above evaluation will be based on “summative tasks” and not formative tasks, although both will be reported and visible in Managebac. Formative tasks support mastery of a concept/skill; summative assessments are those which directly inform evaluative judgements for reporting purposes. There is no final exam for this course; grades will be determined for each of the CTS credits within this course.

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IB MYP Design 10 Course Overview Technology and technological developments have given rise to profound changes in society, transforming how we access and process information, how we communicate with others and how we work to solve problems. MYP Design aims to provide the means and context to help students become skillful problem solvers by engaging them in the design cycle. The design cycle is used as the model of thinking and the strategy used to help students investigate problems, design, plan, create and evaluate the products and solutions that they generate. These products/solutions can be defined as a model, prototype, product or system that students have generated independently. This course will allow students to explore three branches of design - information, materials and systems.

The aim of MYP Design course is to encourage and enable students to: • • • • • • •

Enjoy the design process, develop an appreciation of its elegance and power Develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle Use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems Develop an appreciation of the impact of design innovations for life, global society and environments Appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts Develop respect for others’ viewpoints and appreciate alternative solutions to problems Act with integrity and honesty and take responsibility for their own actions developing effective working practices.

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Course Content Unit Mars Habitat Design

Topics Design and build an architectural model of a modular habitat for Mars’s colonists.

The Urban Challenge

Program a virtual or physical robot to navigate a series of obstacles using a variety of sensors.

Alberta Content DES 1020: The Design Process Choice of one additional credit: DES 1040: 3D Modelling or DES 1050: CAD 1 CSE 1110: Structured Programming 1&2

Assessment Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Researching and Analyzing

B: Designing

C: Realizing the solution

D: Evaluate TOTAL

8 32

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Design and Innovation Studies 11 / IB DP Design Technology SL/HL Year 1 Course Overview Design and Innovation Studies 11 is modelled after the DP Design Technology Syllabus. Inquiry and problem-solving are at the heart of the subject, with a focus on analysis, design development, synthesis and evaluation. IB DP Design Technology requires the use of the DP design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. In design technology, a solution can be defined as a model, prototype, product or system that students have developed independently. IB DP Design Technology achieves a high level of design literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework. Note: As Design is a CTS credits-based combined Alberta/IB course, students can opt out of writing the IB exams in their second year of studies. They must declare their intention to opt out to the IB Coordinator on or before November 1 of the academic year.

Course Content:

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SL/HL Syllabus Content/Alberta Ed Credits Syllabus Sub-content Resource management Modelling

Raw materials to final product

Classic Design User-Centered design Innovation, Business and Marketing

Sustainability

2.1 Resources and reserves 2.2 Waste mitigation 2.3 Energy utilization, storage, distribution 3.1 Conceptual modelling 3.2 Graphical modelling 3.3 Physical modelling 3.4 Computer aided design 3.5 Rapid prototyping 4.1 Properties of materials 4.2 Scales of production 4.3 Manufacturing processes 4.4 Production systems 4.5 Automation in production 6.1 Characteristics of classic design 6.2 Classic design, function and form 7.1 UCD 7.2 Strategies for user research 7.3 Designing for pleasure and emotion 5.1 Invention 5.2-5.4 Innovation 5.5 Product Life Cycle 5.6 Roger’s characteristics 5.7 Marketing 9.1 Corporate Strategies 9.2 Market Sectors and Segments 9.3 Marketing Mix 9.4 Marketing Research 9.5 Branding & IP 8.1 Sustainable development 8.2 Sustainable consumption 8.3 Sustainable design 8.4 Sustainable innovation 8.5 Clean technology 8.6 Green design 8.7 Eco-design

Assessment and Evaluation Two assessment systems inform feedback in this course – IB DP Criteria and percentage grades from Alberta Education that reflect the CTS outcomes. There are times when these assessment methods remain distinctive; at other times, there is integration between them, depending on the nature of the task.

STRATHCONA-TWEEDSMUIR SCHOOL IB DP Design Criteria • • • • • •

A: Analysis of a design opportunity B: Conceptual design C: Development of a detailed design D: Testing and evaluation E: Commercial production F: Marketing Strategies

Alberta Education Marks are awarded separately for each CTS credit based on a cumulative total of course work submitted for credit. The final report card mark is based on the following distribution: Classic Design Modelling Marketing Ventures Sustainability

DES 2060 DES 2055 DES 3055 ENT 2030 ENT 2040 ENS 2030 5 CTS Credits +

10% 40% 20% 15 % 20% 100%

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Design and Innovation Studies 12 / IB DP Design Technology SL/HL Year 2 Course Overview Design and Innovation Studies 12 is a continuation of the Grade 11 program; both programs are modelled after the IB DP Design Technology syllabus. Inquiry and problem-solving are at the heart of the subject, with a focus on analysis, design development, synthesis and evaluation. IB DP Design Technology requires the use of the DP design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. In design technology, a solution can be defined as a model, prototype, product or system that students have developed independently. IB DP Design Technology achieves a high level of design literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework.

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Course Content:

SL/HL Syllabus Content/Alberta Ed Credits

Syllabus Sub-content

Modelling

User-Centred Design Innovation, Business and Marketing Human Factors and Ergonomics Design Project (IA/Lean Start Up)

3.1 Conceptual modelling 3.2 Graphical modelling 3.3 Physical modelling 3.4 Computer aided design 3.5 Rapid prototyping 7.1 UCD 7.2 Strategies for user research 7.3 Designing for pleasure and emotion 9.2 Market sector and segments 9.3 Marketing mix 9.4 Market research 9.5 Branding and IP 1.1 Anthropometrics 1.2 Psychological factors 1.3 Physiological factors

Alberta Education Course Credits (CTS credits are competency based. As such, they are awarded based on demonstrated mastery. Generally speaking, 20-level credits are awarded in Grade 11 and 30-level credits in Grade 12.) DES 3055 DES 3105

DES 3115 ENT 3910

DES 3045 ENT 3920 DES 3170

Assessment and Evaluation Please Note: Students may elect not to write IB DP Design and Technology exams in May. As a result, these students will only obtain the CTS credits for the course and not the IB DP Design and Technology certificate / designation. Students must make this declaration known before November 1 of the Grade 12 year. Two assessment systems inform feedback in this course – IB DP Criteria and percentage grades from Alberta Education that reflect the CTS outcomes. There are times when these assessment methods remain distinctive; at other times, there is integration between them, depending on the nature of the task.

IB DP Design Criteria • • • • • •

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A: Analysis of a design opportunity B: Conceptual design C: Development of a detailed design D: Testing and evaluation E: Commercial production F: Marketing Strategies

IB Assessment Component Paper 1 Paper 2 Paper 3 Design Project / IA

Weighting 20% 20% 20% 40%

Duration 1 hour 1.5 hours 1.5 hours 60 hours

Notes External Assessments in May 2022 Internal Assessment

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English Language Arts

Learning Leader: Mr. Nick Straub

STRATHCONA-TWEEDSMUIR SCHOOL IB MYP English Language and Literature 10-1 (ELA 1105) Course Overview Language is fundamental to learning, thinking, and communicating; therefore, it permeates the whole curriculum. The power of language is best experienced through quality literature. The study of language and literature enables students to become highly proficient in their understanding and use of the English language. Students need to develop an appreciation of the nature, the many influences, and the beauty of language and literature. They will be encouraged to recognize that proficiency in language is a valuable life skill, a powerful tool both in societal communication and as a means of personal reflection. Learning that language and literature are creative processes encourages the development of imagination and creativity through self-expression. MYP Language and Literature (English) is academically rigorous, and equips students with linguistic, analytical, and communicative skills that can also be used in an interdisciplinary manner across all other subject groups. There are six skill areas: listening, speaking, reading, writing, viewing, and representing, which develop as both independent and interdependent skills. Students develop these skills through the study of both language and literature. The choice of texts also provides opportunities for and influences students in further developing the attributes of the IB Learner Profile. All International Baccalaureate students are encouraged to embody the spirit of the Learner Profile to become lifelong learners who realize that they have a role in creating a better and more peaceful world. In language classes, students read, speak, write, listen, and view as a part of a holistic learning environment. In so doing, they are encouraged to use aspects of the Learner Profile to recognize that they can have a positive impact on the earth and its inhabitants. The aims of MYP English Language and Literature are to encourage and enable students to: • • • • •

use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis, and social interaction develop the skills involved in listening, speaking, reading, writing, viewing, and presenting in a variety of contexts develop critical, creative, and personal approaches to studying and analysing literary and nonliterary texts engage with text from different historical periods and a variety of cultures • explore and analyse aspects of personal, host and other cultures through literary and non-literary texts apply linguistic and literary concepts and skills in a variety of authentic contexts.

Resources Macbeth by William Shakespeare; Maus: A Survivor’s Tale by Art Spiegelman; A River Runs Through It by Norman Maclean or The Great Gatsby by F. Scott Fitzgerald, film study, various poems, short stories, articles, essays, and visual texts.

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Course Content Canadiana

Unit

Macbeth

Maus: A Survivor’s Tale

Speech Day

Topics Students will read the poem, “David,” the article, “Etched in Stone” by Jeremy Kroeker, as well as analyze various photographs and excerpts from Jonny Appleseed by Joshua Whitehead, and various poems by Rupi Kaur in order to address the statement of inquiry. After reading Macbeth, viewing the film for the play, and reading supporting documents, the students will gain an understanding of the tenuous nature of the limits of ambition. In addition, students will explore the connection between identity, ambition and greed, and how these qualities are amplified by the acquisition of power. Students will read Maus: A Survivor’s Tale and view the film Life is Beautiful. Further, students will come to understand the extreme pressure that a repressive society can place on a person’s individuality and the importance of self-expression as a means to combat this repression. Students will learn a variety of rhetorical devices that can be used to create and deliver an effective speech both for competition and in all forms of oral communication.

Assessment Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Analysing

B: Organizing

C: Producing Text

D: Using Language

TOTAL

To this end, assessment tasks chosen could include, but are not limited to quizzes, tests, essays, research reports, seminars, presentations, creative projects.

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Marti McKay Week Our annual Artist-in-Residence program generously celebrates literature and writing with the help of various authors who visit the school throughout this week to share their works with students across all divisions. Speech Day Speech Day is one of the oldest traditions at STS. During the last week before school is adjourned for Spring Break, the Middle and Senior School staff and students have the opportunity to watch students compete against each other in a number of specific categories including Poetry Recitation, Persuasive Speaking, Impromptu speaking and Acting. English Department Contests There are a number of literary contests throughout the school year for students to compete in: I. The Locke Short Story Creative Writing Contest for Senior School. II. The Locke Poetry Writing Contest for Senior School. More information regarding these contests will be provided within English classes.

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English Language Arts 20-1 (ELA 2105) Course Overview The aim of English language Arts is to enable each student to understand and appreciate language and to use it confidently and completely in a variety of situations for communication, personal satisfaction, and learning. Thus, the program is designed to provide for the development of the essential concepts, skills and attitudes required for effective communications in all environments. Students will gain competence and confidence in speaking, listening, reading, writing, viewing and visual reviewing. They will be provided with opportunities to experience language in functional, artistic and pleasure situations with the aim: • • • • •

To develop an awareness of and interest in how language works; To develop an understanding and appreciation of a wide range of language use; To develop flexibility in using language for a variety of purposes. To develop confidence in literary appreciation and analysis To promote in students an enjoyment of, and lifelong interest in, literature.

In this course students will study a variety of genres including short stories, novels, poetry, non-fiction, drama, and visual/ multi-media works. While the course will be organized by genre, some of the material we study may be thematically linked. The overall purpose of this study encourages students to see literary works as products of art and their authors as craftsmen whose methods of production can be analyzed in a variety of ways and on a number of levels. The provincial curriculum outlines six skill areas, or strands, which tie together an English Language Arts program. Reading, writing, viewing, listening, speaking, and representing comprise the six strands around which the following specific objectives of the course are organized. Course Content Unit Topic Novel Study 1984 (George Orwell) Novel Study The Things they Carried (Tim O’Brien) Shakespeare Study Othello Film Study Film Study (Teacher’s choice) Graphic Novel Persépolis (Marjane Satrapi) A selection of essays, short stories, poetry, visual media, short fiction from various resources

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Reporting periods will be cumulative. The final examination is worth 25% of your final course mark. Assignments/ Quizzes Papers and Projects Unit Tests

30% 40% 30%

Marti McKay Week Our annual Artist-in-Residence program celebrates literature and writing with the help of various authors who visit the school throughout this week to share their works with students across all divisions. Speech Day Speech Day is one of the oldest traditions at STS. On the last Wednesday before school is adjourned for Spring Break, the Middle and Senior School staff and students have the opportunity to watch students compete against each other in a number of specific categories including Impromptu speaking and Acting. English Department Contests There are a number of literary contests throughout the school year for students to compete in: I. The Locke Short Story Creative Contest for Senior School. II. The Locke Poetry Writing Contest for Senior School.

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IB DP English Language and Literature Year 1 (ELA 2105) Course Overview

The International Baccalaureate Diploma Programme is a rigorous pre-university course of studies, leading to examinations that meet the needs of highly motivated secondary school students between the ages of 16 and 19 years. To fulfill the requirements for the International Baccalaureate (IB) Diploma, all students must study a Group 1 subject, that is, a Language A. The Language and Literature HL programme encourages students to see literary works as products of art and their authors as craftsmen whose methods of production can be analysed in a variety of ways and on several levels. This is achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the works studied. It is further reinforced by the comparative framework emphasized for the study of these works in all parts of the programme. In view of the international nature of the IBO, the Language A programme does not aim to cover the history of literature or the so-called ‘great works’ of humanity. It does not aim to equip students with a ‘mastery’ of other cultures. It is envisaged as having the potential to enrich the international awareness of IB students and to develop in them the attitudes of tolerance, empathy, and a genuine respect for perspectives different from their own. Resources Works studied in the first half of the year: Poetry Novel Secondary Text Poetry – Works in translation Songwriters

Langston Hughes / Kendrick Lamar Thomas King Green Grass, Running Water Marilyn Dumont Wislawa Szymborska Bob Dylan / John Lennon

Works studied in the second half of the year: Novel – Works in translation Short Stories – Works in translation

Albert Camus The Outsider Haruki Murakami

Approaches to Learning Skills Thinking Skills

• • • • •

an ability to engage in independent literary criticism in a manner which reveals a personal response to literature a wide-ranging appreciation of structure, technique and style as employed by authors, and of their effects on the reader an ability to structure ideas and arguments, both orally and in writing, in a logical, sustained, and persuasive way, and to support them with precise and relevant examples an appreciation of the similarities and difference between literary works from different ages and/or cultures ways of approaching and studying literature, leading to the development of

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Communication Skills

Social Skills

Self-management skills Research skills

an understanding and appreciation of the relationships between different works • the ability to engage in close, detailed analysis of written text • These skills are assessed in every DP assessment in the course throughout the two years. • an ability to engage in independent textual commentary on both familiar and unfamiliar pieces of writing • an ability to express ideas with clarity, coherence, conciseness, precision, and fluency in both written and oral communication • a command of the language appropriate for the study of literature and a discriminating appreciation of the need for an effective choice of register and style in both written and oral communication • the student’s powers of expression, both in oral and written communication, and provide the opportunity of practicing and developing the skills involved in writing and speaking in a variety of styles and situations • These skills are evaluated on every DP assessment throughout the two years. Since the course is discussion based, it will: • broaden the students’ perspective through the study of works from other cultures and languages • promote in students an enjoyment of, and lifelong interest in, literature • introduce students to a range of literary works of different periods, genres, styles, and contexts • These skills are formally assessed in the Individual Oral Commentary which occurs Year 2. • Plan short- and long-term assignments; meet deadlines • Consider cultural implications when writing the reflective statement after oral presentations on contextual topics in preparation for the written assignment, which is begun in Year 1 and completed in Year 2. • Make connections between various sources of information, as exploring two schools of literary criticisms to compare and contrast interpretations • Create references and citations, use footnotes and/or endnotes and construct a bibliography according to recognized conventions, which must be used in their written assignment, which is begun in Year 1 and completed in Year 2.

Assessment

Evaluation will be cumulative. The Alberta Education Final Grade will be based on the following: 1. Term Work: 75%. 2. Final exam: 25%. IB Evaluations for Year One: a. Aside from the regular expectations regarding assessment for Alberta students in a Grade 11 English course, students will complete an Individual Oral for one of their required IB assessments. The Individual Oral is a presentation that is supported by an extract from a work originally written in English and one from a work studied in translation. They must offer a

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response to the prompt “Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied”. This assessment will be completed by the end of the school year. b. Aside from the regular expectations regarding assessment for Alberta students in a Grade 11 English course, students will complete a Higher-Level Essay. This is a 1,200 to 1,500-word essay on one work studied in the course. This written assignment is externally marked. Marti McKay Week Our annual Artist-in-Residence program celebrates literature and writing with the help of various authors who visit the school throughout this week to share their works with students across all divisions. Speech Day Speech Day is one of the oldest traditions at STS. During the last week before school is adjourned for Spring Break, the Middle and Senior School staff and students have the opportunity to watch students compete against each other in a number of specific categories including Poetry Recitation, Persuasive Speaking, Impromptu speaking and Acting. English Department Contests There are a number of literary contests throughout the school year for students to compete in: I. The Locke Short Story Creative Writing Contest for Senior School. II. The Locke Poetry Writing Contest for Senior School. More information regarding these contests will be provided within English classes.

STRATHCONA-TWEEDSMUIR SCHOOL

English Language Arts 30-1 (ELA 3105) Course Overview

The aim of English language Arts is to enable each student to understand and appreciate language and to use it confidently and completely in a variety of situations for communication, personal satisfaction, and learning. Thus, the program is designed to provide for the development of the essential concepts, skills and attitudes required for effective communications in all environments. Students will gain competence and confidence in speaking, listening, reading, writing, viewing and visual reviewing. They will be provided with opportunities to experience language in functional, artistic and pleasure situations with the aim: • • • • •

Course Content Unit Name Novel Study Modern Drama Study Shakespeare Study Film Study Short Fiction and Popular Media Study Poetry Study

Topic(s) Ceremony by Leslie Silko or Medicine Walk by Richard Wagamese 12 Angry Men by Reginald Rose Hamlet Shawshank Redemption and Shot Caller or Gattaca and Hidden Figures Collection of short stories, articles, essays, and visual media Poems by a variety of poets

Assessment Evaluation will be cumulative. Course Work 70% Final Alberta Diploma Exam 30%

STRATHCONA-TWEEDSMUIR SCHOOL Alberta Diploma Exam 1. Part A – Written Response – occurs early in June. Comprised of two separate assignments: the Personal Response to text (40%) and the Critical Analytical Response to text (60%) 2. Part B – Reading Comprehension – occurs at the end of June. Comprised of 70 multiple choice questions on various literary genres. Marti McKay Week Our annual Artist-in-Residence program celebrates literature and writing with the help of various authors who visit the school throughout this week to share their works with students across all divisions. Speech Day Speech Day is one of the oldest traditions at STS. On the last Wednesday before school is adjourned for Spring Break, the Middle and Senior School staff and students have the opportunity to watch students compete against each other in a number of specific categories including impromptu speaking and acting. English Department Contests There are a number of literary contests throughout the school year for students to compete in: I. The Locke Short Story Creative Contest for Senior School. II. The Locke Poetry Writing Contest for Senior School.

STRATHCONA-TWEEDSMUIR SCHOOL

IB DP English Language and Literature HL Year 2 (ELA 3105) Course Overview

The International Baccalaureate Diploma Programme is a rigorous pre-university course of studies, leading to examinations that meet the needs of highly motivated secondary school students between the ages of 16 and 19 years. To fulfil the requirements for the International Baccalaureate (IB) Diploma, all students must study a Group 1 subject, that is, a Language A. The Language and Literature HL programme encourages students to see literary works as products of art and their authors as craftsmen whose methods of production can be analysed in a variety of ways and on several levels. This is achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the works studied. It is further reinforced by the comparative framework emphasized for the study of these works in all parts of the programme. In view of the international nature of the IBO, the Language A programme does not aim to cover the history of literature or the so-called ‘great works’ of humanity. It does not aim to equip students with a ‘mastery’ of other cultures. It is envisaged as having the potential to enrich the international awareness of IB students and to develop in them the attitudes of tolerance, empathy, and a genuine respect for perspectives different from their own. Course Content Novel

All the Pretty Horses (Cormac McCarthy)

Drama

Othello (William Shakespeare) In the Blood (Suzan-Lori Parks)

Ancient Greek Play

Antigone (Sophocles)

Poetry

Marianne Moore and William Carlos Williams

Short Stories

Ernest Hemingway and Alice Munro

Essays

George Orwell

STRATHCONA-TWEEDSMUIR SCHOOL Approaches to Learning Skills Thinking Skills

Communication Skills

Social Skills

Self-management skills Research skills

an ability to engage in independent literary criticism in a manner which reveals a personal response to literature • a wide-ranging appreciation of structure, technique and style as employed by authors, and of their effects on the reader • an ability to structure ideas and arguments, both orally and in writing, in a logical, sustained, and persuasive way, and to support them with precise and relevant examples • an appreciation of the similarities and difference between literary works from different ages and/or cultures • ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works • the ability to engage in close, detailed analysis of written text • These skills are assessed in every DP assessment in the course throughout the two years. • an ability to engage in independent textual commentary on both familiar and unfamiliar pieces of writing • an ability to express ideas with clarity, coherence, conciseness, precision, and fluency in both written and oral communication • a command of the language appropriate for the study of literature and a discriminating appreciation of the need for an effective choice of register and style in both written and oral communication • the student’s powers of expression, both in oral and written communication, and provide the opportunity of practicing and developing the skills involved in writing and speaking in a variety of styles and situations • These skills are evaluated on every DP assessment throughout the two years. Since the course is discussion based, it will: • broaden the students’ perspective through the study of works from other cultures and languages • promote in students an enjoyment of, and lifelong interest in, literature • introduce students to a range of literary works of different periods, genres, styles, and contexts • These skills are formally assessed in the Individual Oral Commentary which occurs Year 2. • Plan short- and long-term assignments; meet deadlines • Consider cultural implications when writing the reflective statement after oral presentations on contextual topics in preparation for the written assignment, which is begun in Year 1 and completed in Year 2. • Make connections between various sources of information, as exploring two schools of literary criticisms to compare and contrast interpretations • Create references and citations, use footnotes and/or endnotes and construct a bibliography according to recognized conventions, which must be used in their written assignment, which is begun in Year 1 and completed in Year 2. •

Assessment

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Evaluation will be cumulative. The IB DP Language and Literature Final Mark will be based on the following: 1. Paper 1: Guided literary analysis 35% This paper consists of two literary passages, from two different literary forms, each accompanied by a question. Students write an analysis of each of the passages. This examination paper is written in May. 2. Paper 2: Comparative Essay 25% This paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. This examination paper is written in May. 3. Higher Level Essay 20% Students submit an essay on one work studied during the course. This essay must be 1200-1500 words in length. The Higher-Level Essay is completed in Year 1 of the IB DP English Language and Literature HL course. 4. Individual Oral 20% Supported by an extract from one work written originally in the language studied and one from a work in translation, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher. The Individual Oral is completed in Year 1 of the IB DP English Language and Literature HL course. The Alberta Education Final Grade will be based on the following: 1. Term Work: 70% 2. Alberta Diploma Examination Part A: 15% o Written Response – occurs early in June. Comprised of two separate assignments: the Personal Response to text (40%) and the Critical Analytical Response to text (60%) 3. Alberta Diploma Examination Part B: 15% o Reading Comprehension – occurs at the end of June. Comprised of 70 multiple choice questions on various literary genres. Marti McKay Week Our annual Artist-in-Residence program celebrates literature and writing with the help of various authors who visit the school throughout this week to share their works with students across all divisions. Speech Day Speech Day is one of the oldest traditions at STS. On the last Wednesday before school is adjourned for Spring Break, the Middle and Senior School staff and students have the opportunity to watch students compete against each other in a number of specific categories including Impromptu Speaking and Acting. English Department Contests There are a number of literary contests throughout the school year for students to compete in: I. The Locke Short Story Creative Contest for Senior School. II. The Locke Poetry Writing Contest for Senior School.

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Fine Arts

Learning Leader: Ms. Brianna Dawe

STRATHCONA-TWEEDSMUIR SCHOOL

IB MYP Visual Arts 10 (FNA 1400) Course Overview Art 10 is a dynamic course with emphasis on inquiry from the student in the pursuit of conceptual, technical and process skill development. A “culture of creativity” is examined and nurtured in the classroom. “Art is what you do about something that interests, worries or pleases you…(it is) the way we search for forms to express our wonder, our delight in vision, our love and concern about man’s destiny. Art is concerned with inquiry, with the posing of questions needed to be asked, and the search for answers.” - E. B. Feldman Art 10 guides the student through projects/problems that increasingly challenge the student’s conceptual understandings and creative through to critical thinking ability. Creativity is an exciting and powerful concept; students will be intentionally guided to practice and develop the indicators. 2D, 3D and mixed media use expands student’s media repertoire, enabling students’ greater sophistication and “rightness of fit” (congruence) between ideas and finished work. Art History, research, written work, oral discussions, and critiques are included. Detailed lessons and rubrics accompany each project. The aims of MYP arts are to encourage and enable students to:       

create and present art develop skills specific to the discipline engage in a process of creative exploration and (self-) discovery make purposeful connections between investigation and practice understand the relationship between art and its contexts respond to and reflect on art deepen their understanding of the world.

Course Content Unit The Transformed Object Project/ or Editorial Illustration Innovation and Product Design The Hybrid. Note: This unit may be selected instead of Unit 2. Surrealism. Note: This unit may be selected instead of Unit 2

Topics Artwork has the power to educate and inform and has the potential for individual to community influence; it can be a vehicle for change Is innovation part of my future? An inquiry into dissimilar images that, when placed together in unexpected ways, create new meaning or understandings Study of Surrealism informs students of historical imagery and approaches used to express ideas.

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Assessment: Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Investigating (learning about art)

B: Developing (learning through art)

C: Creating/Performing

D: Evaluating TOTAL

8 32

Assessment tasks for this course include quizzes, tests, background research specific to areas studied, oral discussions and presentations, preliminary/practice drawings, media studies, finished projects, and written responses.

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IB MYP Drama 10 (FNA1410) Course Overview The general goals of drama at the Senior School level are to: • acquire knowledge of self and others through participation in and reflection on dramatic experience. • develop competency in communication skills through participation in and exploration of various dramatic disciplines. develop an appreciation of drama and theatre as a process and art form. Drama is both an art form and a medium for learning and teaching. It can develop the whole person emotionally, physically, intellectually, imaginatively, aesthetically, and socially - by giving form and meaning to experience through “acting out”. It fosters positive group interaction as students learn to make accommodations in order to pursue shared goals. Dramatic growth parallels the natural development of the student. This growth is fostered in an atmosphere that is non-competitive, cooperative, supportive, joyful yet challenging. The overall goal of drama is to foster a positive self-concept in students by encouraging them to explore life by the assumption of roles and by the acquisition of dramatic skills. The imaginative exploration involves setting up a dramatic situation, “acting out” that situation, communicating within that situation and reflecting on the consequences. It is this reflection that provides the knowledge for self-development. As students progress through the dramatic forms of expression at the secondary level, greater emphasis is placed upon the development of the individual as a creator, performer, historian, critic, and patron. Here, the self-development and socialization processes of the student are extended by developing an appreciation of theatre as a traditional art form. The aims of MYP Drama are to encourage and enable students to: • • • • • • •

Course Content Unit Drama Elements and structure Movement for Performance: Commedia Dell’Arte Improvisation in the style of Augusto Boal’s Forum Theatre to address Social Issues

Topics Statement of Inquiry: How can one use elements such as Space, Place, Timing, Tension, Structure, and Symbol to communicate a message? Statement of Inquiry: How can movement and physical presence be used to express mood, character, and objectives? Statement of Inquiry: How do we use theatre to engage in real life issues and create solutions?

STRATHCONA-TWEEDSMUIR SCHOOL Assessment: Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Investigating (learning about art)

B: Developing (learning through art)

C: Creating/Performing

D: Evaluating TOTAL

8 32

Assessment tasks for this course include presentations, performances, physical and/or vocal exercises, improvisations, and written assignments.

STRATHCONA-TWEEDSMUIR SCHOOL

IB MYP Music 10 (FNA 1424) Course Overview IB MYP Music 10 aims to inspire meaningful musicianship through performing, creating, and analysing music of all genres. Open to vocalists and instrumentalists of any background/experience, it is designed to foster a lifelong love of music for all and effectively prepare students who continue on to the IB DP Music course. IB MYP Music 10 is about building creative thinking ability, confidence in performance, and a substantial knowledge base to inform artistic identity. Students will be guided through performance, composition, and analysis projects that develop a deeper understanding of the technical and artistic elements of music. There is no prerequisite performance level, and all concepts will build on learning from both the Music 9 and Instrumental Music 9 courses. The aims of MYP Music are to encourage and enable students to: • • • • • • •

Resources All teaching materials will be posted on Managebac. Materials All students need to have a primary instrument (voice included) that they will be assessed on. There are pianos and percussion instruments available for students to use but all other instrument types need to be provided by the student. Email Ms. Nathalie Roy at royn@sts.ab.ca if you have any questions about this. Laptops will be necessary for each class and it is recommended that each student has a set of headphones. Course Content Performance

Unit

Musical Lines Music Together Composition

Topics Performance etiquette, artistic interpretation, tackling performance anxiety Rhythm, metre, pitch, melody, expressive elements, communication through composition. Genre, scale, key, harmony, texture, communication through composition. In-depth study of a genre’s composition techniques.

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Assessment: Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Investigating (learning about art)

B: Developing (learning through art)

C: Creating/Performing

D: Evaluating TOTAL

8 32

Assessment tasks for this course include performances, compositions, analysis exercises, tests, and reflections. Each summative task is supported by ample formative assessment opportunities.

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Instrumental Music 10 (FNA 1425) Course Overview The Senior School Instrumental Music Program is designed as a sequential and developmental approach to music instruction. Each level grows from those experiences previously presented. The program is flexible, providing for several levels of student ability and achievement. Through the study of Instrumental Music, students will: • • • • • • • • • • • •

demonstrate proper posture, hand position and embouchure develop and perform with good tone and intonation demonstrate proper care and maintenance of their instrument recognize and perform a variety of articulations perform major scales recognize, write, verbally count, and perform rhythms at various tempos play in various time signatures including 2/4, 3/4, 4/4, 2/2, 6/8 and mixed meter time identify tempo, style, and dynamic markings have a basic understanding of music history including periods and composers work in a small ensemble demonstrating good intonation, balance, and blend know the value of teamwork by attending all rehearsals and performances listen to a variety of recordings to expand their knowledge of music and to become critical listeners.

Resources/Supplies • Method and Theory books • Pencils, instrument, folder, reeds, valve oil, slide grease, etc. Course Content • Technical and rhythmic study • Clinics • Rehearsal and performance of band literature • Theory • Performances Assessment • Technique Development • Excerpts from Repertoire • Musician Mindset • Theory/Ear Training/Composition • History

40% 30% 15% 10% 5%

STRATHCONA-TWEEDSMUIR SCHOOL

Art 20 (FNA 2400) Course Overview The Art 20 course offers the serious art student a venue to develop heightened awareness and ability in conceptual thinking and more proficient technical skills in a variety of media. This leads to students taking more creative risks, deeper exploration of ideas and pursuing more personal content (artist’s voice) in studio work. Creative thinking skills (cognitive, affective, intuitive, and meta-cognitive) components are nurtured as an essential art and life skill. In order to be successful, the students’ “spirit of inquiry”, independent learning, initiative, and resourcefulness, must be keen. Course content includes integrated Art History, artist research and Gallery Tours. Detailed project outlines and assessment criteria are given per assignment. “As we move into the next millennium, the most successful individuals in our society will be the most entrepreneurial…those with the vision, imagination, determination and the capacity for constant reinvention. They will have the phenomenal gift of making something from nothing… Just like artist’s do.” - Ella King Torrey, (Former) President, San Francisco Art Institute Students participating in this class should be able to demonstrate: 1. The acquisition of sufficient technical skill to produce some works of quality. 2. A sensitive appreciation to the medium at hand and its expressive potential. 3. Creative, imaginative, and conceptual thinking skills. 4. An inquiring /curious attitude towards a variety of stimuli, expressed in persistent research and regular studio work. 5. An understanding of the formal and technical problems encountered in studio practice. 6. Ability to reflect on and evaluate own growth and development. Resources Discovering Art History, selected texts and resources, student research, handouts, and class notes.

Course Content Unit Drawing and Illustration

STRATHCONA-TWEEDSMUIR SCHOOL

• • •

Conceptual Art (Mixed Media)

• •

Design 2D (Graphic Design)

3D Design/Sculpture

• • • • •

Fibre Arts

• • • •

Topics Fundamentals of Drawing/ Drawing as a means to communication. Intent/types and practice exercises Formal Drawing systems: Perspective Expressive drawing and illustration/ The Drawing Box Idea drives Design/ Design Process Students consider a wide range of social/political/global/local/environmental issues as inspiration for art making Idea drives Composition Message planning Graphic signs, messages, and codes Poster design (selected content) Introduction to Space: Site-Specific Sculpture. Place, Space and Environment Ready-Mades Portraiture Survey of Fibre Art/ Traditional and Contemporary Approaches: Felting, Non-Traditional Rug Hooking, Story Quilts, and figurative sculpture. Wearable Art TBD.

When time permits, a “Student’s Choice” (Media varies) project concludes the year. Written work, oral presentations and critiques are included. Assessment 1. 2. 3.

Using Knowledge and Thinking Creatively: Assignments (gallery, ACAD, Art History or artist research), RWB’s (concept development focus). Preliminary/process drawings: 33% Developing Skills: Media experimentation and final art production: 34% Responding: Artist statements (written), oral and/or written participation in formal critiques and bull-pen sessions. Reflection on growth and development. (Self-assessment): 33%

Things We Do 1. 2. 3. 4. 5.

“Leap, the net will appear”. Zen saying. Teach someone. Do this intentionally. Behave like an artist in the studio with respect to how you use your time, productivity, and space. Set “WIG’s”. Believe in yourself.

STRATHCONA-TWEEDSMUIR SCHOOL

Drama 20 (FNA 2410) Course Overview Drama 20 attempts to build on concepts introduced in Drama 10. Drama 20 begins to give students an experience in the area of theatre as a performing art. Students should have the following skills: selfdiscipline, self-control, leadership, maturity, and an academic knowledge of theatre. Drama 20 requires both written and performance work. The student will attempt through intensive, active involvement in the theatre disciplines of orientation, movement, speech, improvisation, acting, theatre studies, play writing and technical theatre to develop fundamental performance and theatre skills as outlined in the Alberta Drama Program of Studies. As students’ progress through the dramatic forms of expression emphasis is placed upon the development of the individual as a creator, performer, historian, critic, and patron. 1. The students will explore technical skills necessary to enhance performances. 2. The student will explore theatre history and theory necessary to enhance the understanding and creation of various forms of performance and theatre. 3. Students will be required to do a reflection journal at the end of each unit to reflect on discoveries made during the exploration. 4. There are additional requirements for IB students which will be explained at another time. The student must show advancement within all units described in the course outline. The general goals of drama at the Senior School level are: • To acquire knowledge of self and others through participation in and reflection on dramatic experience. • To develop competency in communication skills through participation in and exploration of various dramatic disciplines. • To develop an appreciation of drama and theatre as a process and art form Attendance Any study of drama requires dedication and continuous involvement. You must constantly keep in mind that you are attempting a course that is developmental in nature. Since drama cannot be learned from a textbook and missed classes cannot be regained you are required to attend all classes. Drama demands classroom participation. Resources Printed material and units will be available for viewing on Managebac. Please have a pencil and paper and/or your computer available for work during class. Various costumes, props and technical elements may be needed for performances throughout the term. Students will be given time to assemble these items in advance of a performance. It is expected that any props required will be with the student on the day of their performance. Should there be circumstances that make this not possible, the student should contact the teacher prior to the class.

STRATHCONA-TWEEDSMUIR SCHOOL

Course Content Unit Name Orientation

Movement Improvisation Acting and Scene Analysis Playwriting Theatre Style Technical Theatre Theatre History

Topic(s) Establishing classroom expectations and routines Development of relaxation, concentration, collaboration, creation, and communication skills with one another through group exercises Devised Ensemble creation within a collaborative work environment Movement as a performer Investigate movement theorists and application of theory in performance Spontaneous vs Planned Structure and components of Competition Improvisation Theatre Sport format Stage Areas and Stage Positions, character development Applying knowledge to scripted plays, an introduction to sub-text Building the script • 30-word play, natural dialogue, discovery script A study of a theatre style and its place in history Directed performance by Drama 30 students Integrated throughout unit as needed to enhance performance Use of technical elements to enhance any and all performances Study of a formalized theatre conventions as they pertain to the development of each unit Integrated throughout units as needed to enhance understanding of where the basics of theatre are derived

Assessment EVALUATION:

Commitment to Learning Production Report Portfolio/Reflections Rehearsal and Performance

30 15 15 40

Total

100

STRATHCONA-TWEEDSMUIR SCHOOL

IB DP Visual Arts Year 1 (FNA 2400) Course Overview This two-year Visual Arts course is intended for students who wish to engage in both independent critical investigation and practical exploration leading to artistic production. Throughout the course, students will integrate theory into practice. The course provides the opportunity for students to experiment with and challenge themselves in a variety of media as well as to focus on art forms, skills, and concepts of interest to each individual student. Students will continuously research international art styles, movements, and artists, as well as synthesize their own cultural experience with their investigations and studio pieces. The exploration and critical analysis of visual qualities, ideas, themes, and issues, both in written and visual forms, evidenced in their Process Journals (PJs) and studio work. Students will integrate and communicate their findings, understandings, and ideas from their PJs into their studio practice. These two components must work together. The student’s Exhibition is the culmination of work generated from the Process Journal. The first year is based on in-depth media examination and studying art-related concepts, art history and art criticism in-depth. (Reference: 100 Significant Changes to Visual Art and Design). The year will begin with guided projects leading up to more independent projects where students will be given the chance to explore and examine the roles/function of various art media to reflect themes of personal and cultural significance. (“An artist is not paid for his labour but for his vision”. J. Whistler.) Year 1 is project based and the comparative study assignment, process portfolios and studio work are assessed internally using criteria designed by the IB. The minimum requirement is 10 (total) studio/written projects in the first year including two completed over the summer(s). Grade 11 sets the stage for successful Grade 12 work. NOTE: Students will be required to visit galleries and museums regularly, some with teacher as well as independently. Visual Arts Aims • • • • • • • • •

Enjoy lifelong engagement with the arts. Become informed, reflective, and critical practitioners in the arts. Understand the dynamic and changing nature of the arts. Explore and value the diversity of the arts across time, place, and culture. Express ideas with confidence and competence. Develop perceptual and analytical skills. Make artwork that is influenced by personal, historical, and cultural contexts. Become informed and critical observers and makers of visual culture and media. Develop skills, techniques, and processes in order to communicate concepts and ideas.

Resources A wide variety of texts, periodicals, art specialist books. Primary sources (gallery/museum visits) notes and sites. Teacher and student resources.

Course Content Unit Name 1.Conceptual Art

STRATHCONA-TWEEDSMUIR SCHOOL Topics Inquiry: Do Artists have a Moral Responsibility to their audience? Political Art Propaganda in art in history. Contemporary Public Service Advertising. Design Literacy. Text: The 7 Essentials of Graphic Design; Allison Goodman Objective: Students will share and discuss their research findings (Comparative Study) artists: Jenny Holzer, David Cerny and Banksy. Upon reflection students will collaboratively determine if artists have a “moral responsibility” to their audience when making art. Cultural Extension: Mexican Muralists. Outcomes Process: Process Journal entries and preliminary drawings. Production: The Conceptual Image Artist Statement: Evidence and discussion of work. Media: Oil Pastel and collage/mixed media. Investigations in additional drawing media: graphite, pen, and ink, conte.

2. Media Exploration: • •

History of Fibre Transforming the Traditional

Exploring Forms and Transforming the Traditional. Fibre Arts, Quilts, Rugs, Embroidery, Felt, African Mud Cloths, Indian Embroidery. Silk Painting/ batik. Wearable Art/TBD. Story Telling. Artists: Faith Ringgold, Jane Sassaman, M. Abakanowics Outcomes Process: Process Journal entries. Production: 5 media samples; 1 completed piece. Min size TBD. Artist Statement: Evidence and discussion of work. Media: Investigations in Fibre/low-relief/3D.

STRATHCONA-TWEEDSMUIR SCHOOL 3. Media and Cultural Exploration: Canadian First Nations

Text: Professional Native Indian Artists. Daphne Odjig, Eddy Cobiness, Alex Janvier, Carl Ray, Jackson Beardy, Joseph Sanchez, Norval Morrisseau. Contemporary: Jane Ash-Poitras, Joanne Cardinal-Schubert, George Littlechild, Dale Auge. Objectives: Narrative, Story-Telling, Symbols and Meaning. Spirituality. Link with other Cultures: Australian Aboriginal, Aztec, American SouthWest. Outcomes Process: Process Journal entries. Production: 5 media samples; 1 completed piece. Extended interpretation Artist Statement: Evidence and discussion of work Media: Investigations in water-based paint and mixed media

4. “Isms”

Topics: Selected 1860-1900: Impressionism and Post-Impressionism 1900-1918: Expressionism and Cubism 1918-1945: Surrealism and Social Realism (Connection to Topic 1) 1945-1965: Abstract Expressionism, Combines (Rauschenburg) and Pop Art 1965-Today: Conceptual Art, Body Art, and your choice. Outcomes Process: Process Journal entries Production: 5 media samplers; 1 completed piece Media: Various across styles and movements Artist Statement: Evidence and discussion of work

5. Student Choice

Students select and explore in greater depth, areas of interest from prior study. Prior explorations should inform the direction of personal work but are not limited to the ones already covered. Outcomes: Mini-exhibition and Curatorial Rationale

6. Summer Work

You will be required to complete two assignments that will be due September.

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Approaches to Learning Skills Thinking Skills

Communication Skills

Social Skills

Self-management skills

Research skills

Students develop the skills of invention and innovation through multiple creativity relevant processes: Brainstorming, mind-maps, consideration of alternatives through being open minded (flexible-thinking) and avoiding premature judgement, making connections through lateral and transdisciplinary thinking, visible thinking and working strategies (T. Amabile; Growing Up Creative) and trying new ideas in preliminary drawings. All of these strategies are routinely named and practiced. These actions Allow students to formulate (develop) factual, topical, conceptual, and debatable questions or positions. Students learn to revise understanding based on new information and evidence. In Visual Art, students learn to exchange thoughts, information, and interpretations effectively through practice in giving and receiving meaningful feedback. Feedback (observations of areas of strength and areas for growth) is communicated with consideration and respect; the focus is on some facet of the artwork and not the person who made it. This is modelled in class through critique sessions and student-teacher discussion. EB Feldman, “How to Talk About Art”; Terry Barrett, “Talking About Student Art”; Davis Publications. Students develop speaking and writing skills (Comparative Study and Curatorial statements) using judgement supported by argument (support) models. Judgements must be preceded, and informed, through understanding. Ample oral and written opportunity is provided to develop these skills. Background knowledge: Elements and Principles of Art. Listen actively to other perspectives and ideas. To build knowledge and informed judgement, students must actively and respectfully listen to the perspective and ideas of others. This is developed during critique or brainstorming sessions where students maintain an open mind and reserve judgement. The outcome is that « being heard » encourages others to contribute to knowledge building and idea development. Organizational skills: Managing time and tasks effectively. STS Managebac for deadlines and weekly agenda. Portfolios for storage of work, notebooks and Process Journals are provided for students. IB students have dedicated studio space to leave their work in progress. Perseverance and self-motivation are supported through active mindset reframing of tasks and challenges. Managing state of mind through Creativity Mindset Exercises) Students develop research skills specific to the study of artistic movements, styles, and media in order to be informed and inform others, and to make connections between various sources of information. Critical reading of a variety of sources can reveal information bias and personal perspectives. Research should seek a range of perspectives from multiple and varied sources in order for students to discover multiple connections.

STRATHCONA-TWEEDSMUIR SCHOOL Assessment 1. Term Work: Process Journals, idea/concept development, media exploration and samples, written work, artist statements. 75% 2. Finished Artwork: Formal and Technical skill development. 25% The emphasis in IB Year 1 is the exploration and development of ideas, personal styles, and techniques as the ground work for informing/inspiring a final Exhibition in Year 2. Because students are encouraged to explore and experiment with a variety of (new) media, less emphasis is placed on formal and technical skills.

STRATHCONA-TWEEDSMUIR SCHOOL

IB DP Music Year 1 (FNA 2424) Course Overview In this course, students develop and affirm their unique musical identities while expanding and refining their musicianship. Students are encouraged to explore music in varied and sometimes unfamiliar contexts. Additionally, by experimenting with music, students gain hands-on experience while honing musical skills. Through realizing and presenting samples of their musical work with others, students also learn to communicate critical and artistic intentions and purpose. As students develop as young musicians, the course challenges them to engage practically with music as researchers, performers, and creators, and to be driven by their unique passions and interests while also broadening their musical and artistic perspectives. Students will keep a music journal throughout the course to document, curate, and reflect on their engagement with a variety of musical processes, diverse musical material, and important musical roles. Resources Various texts, score books, recordings provided in class Breezin’ Thru Theory and Soundtrap Scores for performances Course Content Unit Name

Topic(s)

I: Musician

An exploration into who you are as a musician coming into the course

Music for sociocultural and political expression

Music that expresses and communicates social and cultural messages, conveys political ideas and/or helps preserve social and cultural traditions

Music for listening and performance

This unit focuses on music that expresses and communicates intrinsic aesthetic values. Such music is sometimes referred to as “absolute music”.

Music for dramatic This unit focuses on music used for dramatic effect, music that supports impact, movement, and choreographed movement or dance and/or music that is incidental or entertainment intended to purposefully serve as entertainment Music technology in the electronic and digital age

This unit focuses on music created, performed and/or produced using electronic or digital technologies.

Year One Project

Students will create a multi-faceted presentation as researchers, creators, and performers.

Approaches to Learning Skills

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Thinking Skills

Music students learn through inquiry and develop their thinking skills through tasks that invite them to solve problems through analysis, evaluation and/or creation. Critical thinking features strongly in the musical competencies developed throughout the course through the roles of researcher, creator, and performer. In this course, the musical competencies are directly linked to inquiry into familiar and unfamiliar music, and to solving technical and creative problems.

Communication Skills

Students communicate their learning through oral, visual, and written work, through creating, and in solo or ensemble performing experiences. Students develop their communication skills by completing tasks that require them to communicate their choices and ideas to others verbally, non-verbally and musically with clarity and accuracy.

Social (collaboration) Skills

The competencies relating to the three roles (researcher, creator, and performer) and the three processes (exploring, experimenting, and presenting) invite the development of collaboration skills, for example, through research projects, with pairs or groups of students investigating a similar theme or topic. Social skills can be developed, for example, through improvisational activities as students determine the musical roles for the activity

Self-Management Skills

There are two main aims in the realm of IB ATL Self-Management Skills; the development of: (a) Organization skills—managing time and tasks effectively; goal- setting, etc. As music students develop their ideas from a draft to a final product, they will develop their organizational skills. The music journal requires students to develop a system for documenting, categorizing, and filing their ideas in order to demonstrate how tasks have evolved over time. (b) Affective skills—managing state of mind, self-motivation, resilience, mindfulness, etc. The nature of the music course encourages development of affective skills, since it is highly probable that students will encounter challenges as they research, create, and perform.

Research Skills

The role of researcher is one of the three competencies in the music course. The nature of research could include analysing a piece of familiar or unfamiliar music, improvising using the language of an unfamiliar musical culture, exploring physical movement as a response to a creation, and so on. Students can develop research skills by identifying, evaluating the quality of, and comparing and contrasting sources.

Assessment All assessment tasks in Year One are designed to prepare students for the final summative tasks in Year Two. In each unit, students will complete formative and/or summative assessments within the three roles of researcher, creator, and performer. Throughout the course, students will be expected to create written responses, analyze scores and audio, complete composition and performance studies, compose pieces, perform pieces, and research using a range of sources.

STRATHCONA-TWEEDSMUIR SCHOOL

IB DP Theatre Arts Year 1 (FNA 2410) Course Overview The IB Theatre Arts program is taught in conjunction with Drama 20 and covers the same material with additional classes for enrichment. Theatre Arts IB/Drama 20 attempts to build on concepts introduced in Drama 10. IB DP Theatre Arts/Drama 20 begins to give students an experience in the area of theatre as a performing art. Students should have the following skills: self-discipline, self-control, leadership, maturity, and an academic knowledge of theatre. IB DP Theatre Arts/Drama 20 requires both written and performance work. The student will attempt through intensive, active involvement in the theatre disciplines of orientation, movement, speech, improvisation, acting, play writing and technical theatre to develop fundamental performance and theatre skills as outlined in the Alberta Drama Program of Studies. As students progress through the dramatic forms of expression, emphasis is placed upon the development of the individual as a creator, performer, historian, critic, and patron. 1. The students will explore technical skills necessary to enhance performances. 2. The student will explore theatre history and theory necessary to enhance the understanding and creation of various forms of performance and theatre. 3. Students will be required to do a process journal of each unit to reflect on discoveries made during the exploration. 4. * IB DP Theatre Arts students will research and examine the various contexts of at least one published play text and reflect on live theatre moments they have experienced as spectators. 5. * IB DP Theatre Arts students will produce a collaborative project for performance. 6. * IB DP Theatre Arts students research and examine the various contexts of at least one world theatre tradition. The student must show advancement within all units described in the course outline. The general goals of drama at the high school level are: • • •

To acquire knowledge of self and others through participation in and reflection on dramatic experience. To develop competency in communication skills through participation in and exploration of various dramatic disciplines. To develop an appreciation of drama and theatre as a process and art form

STRATHCONA-TWEEDSMUIR SCHOOL

Attendance Any study of drama requires dedication and continuous involvement. You must constantly keep in mind that you are attempting a course that is developmental in nature. Since drama cannot be learned from a textbook and missed classes cannot be regained you are required to attend all classes. Drama demands classroom participation. Resources Printed material and units will be available for viewing on Managebac. Please have a pencil and paper available for work during class. Various costumes, props and technical elements may be needed for performances throughout the term. Students will be given time to assemble these items in advance of a performance. It is expected that any props required will be with the student on the day of their performance. Should there be circumstances that make this not possible, the student should contact the teacher prior to the class. Course Content Unit Name Orientation Movement Acting and Scene Analysis /Theory Dramaturgy Theatre Style/Tradition Technical Theatre

Topic(s) Establishing classroom expectations and routines Collaboration, creation, and communication with one another through group exercises Movement as a performer Investigate movement theorist and application of theory in performance Stage Areas and Stage Positions, character development Applying knowledge to scripted plays, and an introduction to sub-text The why and how of play analysis A study of styles and traditions and their place in history * Research a theatre tradition individually and create a moment of theatre based on one tradition that you will explore with the class Integrated throughout unit as needed to enhance performance Use of technical elements to performance

STRATHCONA-TWEEDSMUIR SCHOOL

Approaches to Learning Skills Thinking Skills

Communication Skills

Students will recognize and apply theatre terminology when explaining and critiquing peer and professional performances. Students will study a variety of theatre theories to assist them in interpreting script and performance work. Students learn the importance of the creative processes to solve problems techniques that are valuable life skills. Students will grow and develop their communication skills in a variety of ways. Many students find that theatre helps them develop confidence that is essential to speaking clearly, lucidly, and thoughtfully. Acting onstage teaches students how to be comfortable speaking in front of large audiences or talking to smaller groups. Non-verbal communication is created through experiences in theatre as students learn to breakdown the mechanic of body language. They experience different ways of moving and how those movements communicate different emotions. They are then coached in performance skills to ensure they are portraying their character effectively to the audience.

Social Skills

Self-management skills

Students will also develop their verbal skills through group presentations, group reading sessions and open discussions. The key feature of IB Theatre is open-mindedness. Students work in theatre teaches them how to work effectively with different types of people in a variety of situations. A prominent theme in the study of theatre is the understanding and appreciation of multiple perspectives. Students will be expected to show the ability to appreciate and understand the other theatrical genres offered including the study of world theatre. The research project will be an integral way for students to share their researched knowledge. There are two main aims in the realm of IB ATL Self-Management Skills; the development of: (a) Organization skills—managing time and tasks effectively, goal- setting, etc. Students in theatre will develop organizational skills through a variety of tools: the STS Managebac data management platform; management templates in their computer OS; management apps in their smart phone. It is the expectation that assigned reading and individual practice time is planned and completed. (b) Affective skills—managing state of mind, self-motivation, resilience, mindfulness, etc.

Research skills

Students are often assigned tasks that they must complete without supervision. It is up to the individual how the task should be completed. Self-motivation is needed as students work to meet production dates in all aspects of theatre; building scenery, lighting plots, making props, designing, and building costumes, and line memorization. Students will develop research skills specific to the study of theatre: historical periods, play wrights and styles. The students will look for primary and secondary resources. They will explore the many varied resources that are available.

Assessment

STRATHCONA-TWEEDSMUIR SCHOOL

IB Theatre Task Research presentation Students plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied. External Assessment Criteria: A Theatre in Context: The Tradition B Theatre Processes: Practical Research C Presenting Theatre: The Presentation D Presenting Theatre: The Learner Total: EVALUATION IN CLASS

8 8 8 8 32

Commitment to Learning Production Report Portfolio/Reflections Rehearsal and Performance

30% 10% 10% 50%

STRATHCONA-TWEEDSMUIR SCHOOL

Instrumental Music 20 (FNA 2425) Course Overview The Senior School Instrumental Music Program is designed as a sequential and developmental approach to music instruction. Each level grows from those experiences previously presented. The program is flexible, providing for several levels of student ability and achievement. Through the study of Instrumental Music, students will: • demonstrate proper posture, hand position and embouchure • develop and perform with good tone and intonation • demonstrate proper care and maintenance of their instrument • recognize and perform a variety of articulations • perform major scales • recognize, write, verbally count, and perform rhythms at various tempos • play in various time signatures including 2/4, 3/4, 4/4, 2/2, 6/8 and mixed meter time • identify tempo, style, and dynamic markings • have a basic understanding of music history including periods and composers • work in a small ensemble demonstrating good intonation, balance, and blend • know the value of teamwork by attending all rehearsals and performances • listen to a variety of recordings to expand their knowledge of music and to become critical listeners. Resources/Supplies • Method and Theory books • Pencils, instrument, folder, reeds, valve oil, slide grease, etc. Course Content • Technical and rhythmic study • Clinics • Rehearsal and performance of band literature • Theory • Performances Assessment • • • • •

40% 30% 15% 10% 5%

Technique Development Excerpts from Repertoire Musician Mindset Theory/Ear Training/Composition History

STRATHCONA-TWEEDSMUIR SCHOOL

Art 30 (FNA 3400) Course Overview The Art 30 program offers the serious art student a venue to develop greater technical skills in a variety of media as well as pursuing more personal content (artist’s voice) in studio work. Art 30 begins with assignment driven work and concludes with an Independent Study in Term III. Creative thinking skills (cognitive, affective, intuitive, and meta-cognitive) components are nurtured as an essential art and life skill. Written work and critiques are included. Philosophically, the Arts play a role in transforming consciousness with project outcomes often being counter-cultural. Students are guided through projects that require understanding of (complex) connections and relationships, with the intention of expanding awareness and creating new meaning for the student. In order to be successful, an Art 30 student’s “spirit of inquiry” independent learning, initiative, and resourcefulness, must be keen. “As we move into the next millennium, the most successful individuals in our society will be the most entrepreneurial…those with the vision, imagination, determination and the capacity for constant reinvention. They will have the phenomenal gift of making something from nothing…Just like artist’s do”. Ella King Torrey, (Former) President, San Francisco Art Institute Students participating in this class should be able to demonstrate: 1. 2. 3. 4.

The acquisition of sufficient technical skill to produce some works of quality. A sensitive appreciation to the medium in hand and its expressive potential. Creative, imaginative, and conceptual thinking skills. An inquiring /curious attitude towards a variety of stimuli, expressed in persistent research and regular studio work. 5. An understanding of the formal and technical problems encountered in studio practice. 6. Ability to reflect on and evaluate own growth and development. Resources Developing Art History, varied selected texts, periodicals, articles, sites, and notes provided. Course Content Unit Name Identity 2D Design Mind Grenade 2D or 3D

• • •

“Ism” Art History

•

Fibre Art Independent Term Project

• • • •

Topics Interpreted Self-Portrait Product/Package Design Investigation into a global issue. Concept based work. Selected Art Movements/Periods. Student choice. Media use informed by artist/movement. Re-contextualize original concept or theme New Approaches to Media: Nuno Process Student develops personal work derived from RWB and media/assignment inspired work. three pieces of personal work

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Assessment 1. Course work: Concept development, preliminary drawings, RWB submissions, artist statements, technical skills, and finished assignment driven projects. 50% 2. Independent Term Project: Relationship between research and production, Understanding of Topic/Concept of personal work, meaningful and imaginative exploration, media exploration, design and technical considerations and personal growth/self-reflection. 50% Portfolios Students are expected to keep course work organized and stored in portfolios given to them. Portfolios are located in the Art 30 studio space and always available for student access/use. Lost work cannot be fairly assessed by memory. Lost or badly damaged portfolios will be charged to the student’s bookstore account. Portfolios are on loan for students to organize and transport their work and should be well-maintained for future users. Things We Do 1. 2. 3. 4. 5.

STRATHCONA-TWEEDSMUIR SCHOOL

Drama 30 (FNA3410) Course Overview Drama 30 attempts to build on concepts introduced in Drama 10 and 20. Drama 30 is designed to give the student an experience in the area of theatre as a performing art. Students should have the following skills: self-discipline, self-control, leadership, maturity, and an academic knowledge about theatre. Drama 30 requires both written and performance work. All students are required to keep an ‘Actor/Director’s Portfolio’ during the final projects. 1. The student will complete the following components through intensive, active involvement: orientation, movement, speech, acting, theatre studies, theatre design, theatre theories, playwriting, technical theatre and directing as outlined in the Alberta Drama Program of Studies. As students’ progress through the dramatic forms of expression, emphasis is placed upon the development of the individual as creator, performer, historian, critic, and patron. 2. Students will act in scripted scenes this year that must contain all the theatre components studied. The students will perform: i. A contemporary/classical monologue ii. A contemporary scene iii. An historical scene 3. Each student will direct a 10-minute scene as his or her final project. 4. Each student must attend or watch a live theatre performance and submit a production report. 5. Students are expected to set the example by helping to keep the classroom, prop/costume rooms and the theatre clean. 6. Students will be required to do reflection journals throughout each unit to reflect on discoveries made during the explorations. The student must show advancement within all units described in the course outline. Since all students begin this course at various proficiency levels, each student is expected to build and grow at an individual rate. The general goals of drama at the Senior School level are: • To acquire knowledge of self and others through participation in and reflection on dramatic experience. • To develop competency in communication skills through participation in and exploration of various dramatic disciplines. • To develop an appreciation of drama and theatre as a process and art form. Attendance Any study of drama requires dedication and continuous involvement. You must keep in mind that you are attempting a course that is developmental in nature. Since drama cannot be learned from a textbook and missed classes cannot be regained you are required to attend all classes. Drama demands classroom participation. Resources All printed material and units will be available for viewing on Managebac.

STRATHCONA-TWEEDSMUIR SCHOOL Course Content Unit Name Orientation

• •

Devised Theatre/Theme Exploration

• • • • • • • • • • • • • • • • •

Auditioning/Monologue

Scene Study

Acting Theory and Dramaturgy Workshops Directing/Acting

• • • • • •

Technical Theatre Theatre History

Topic(s) Establishing class routines and expectations Students will revisit skills that prepare them for performance work such as relaxation, concentration, collaboration, creation, and communication through group and solo exercises and assignments Exploration of a style and theme within given parameters Rehearsal to Performance Devised ensemble creation within a collaborative work environment Movement as a performer (solo monologue task) Investigate movement theorist and application of theory in performance Choosing a script The Introduction Contemporary vs Classical Memorization Techniques Monologue performance Sub-text analysis The Set Up Script Breakdown Rehearsal to Performance Scene Performances Play analysis and dramaturgy for direction A study of a theatre style and its place in history in order to understand a student’s chosen work and the playwright’s intentions Composition, Picturization, Levels, Focus Script Selection/Analyzing Script Directing the Play 10 Minute Play Performances Integrated throughout unit as needed to enhance performance Integrated throughout units as needed to enhance understanding of where the basics of theatre are derived.

Assessment Journals Production Reports Rehearsal/Process Preparation Performance

Total

5 15 40 40

100%

STRATHCONA-TWEEDSMUIR SCHOOL

IB DP Visual Arts SL Year 2 (FNA 3400) Course Overview This two-year Visual Arts course is intended for students who wish to engage in both independent critical investigation and practical exploration leading to artistic production. Throughout the course, students will integrate theory into practice. The course provides the opportunity for students to experiment with and challenge themselves in a variety of media as well as to focus on art forms, skills, and concepts of interest to each individual student. Students will continuously research international art styles, movements, and artists, as well as synthesize their own cultural experience with their investigations and studio pieces. The exploration and critical analysis of visual qualities, ideas, themes, and issues, both in written and visual forms, evidenced in their Process Journals (PJs) and studio work. Students will integrate and communicate their findings, understandings, and ideas from their PJs into their studio practice. These two components must work together. The student’s Exhibition is the culmination of work generated from the Process Journal. In Year 2, the first 8-12 weeks look at selected cultures, genres, artists, and styles through the “lens” of the students’ area of interest. Students should attempt to make connections between course work examined and their area of personal interest. Late October or mid November, students develop their independent study or personal work. Students have approximately four months in which to prepare their Final Exhibition, select Process Journal entries for submission and complete a final Comparative Study. The Comparative Study and the Process Portfolio are examined externally by the IB and the Exhibition examined by the teacher unless there are fewer than five students in the course.* For assessment in 2019 the Exhibition will be examined externally. The final Exhibition, a culmination of the student’s accomplishments, will take place before spring break. The submission deadline is early in April 2019. The students’ Process Journal will also be complete for submission prior to spring break. Visual Arts Aims • Enjoy lifelong engagement with the arts. • Become informed, reflective, and critical practitioners in the arts. • Understand the dynamic and changing nature of the arts. • Explore and value the diversity of the arts across time, place, and culture. • Express ideas with confidence and competence. • Develop perceptual and analytical skills. • Make artwork that is influenced by personal, historical, and cultural contexts. • Become informed and critical observers and makers of visual culture and media. • Develop skills, techniques, and processes in order to communicate concepts and ideas. Resources A wide variety of texts, periodicals, art specialist books. Primary sources (gallery/museum visits) notes and sites. Teacher and student resources. Course Content In the second year of the IB DP Visual Arts course, students focus on their own independent study. A survey of projects and experiences in Year 1 provides a strong background and segue from which students develop personal work in their second year.

STRATHCONA-TWEEDSMUIR SCHOOL Unit Name Cultural Exploration of the Art of China

Topics The impact of the Cultural Revolution on Chinese Artists, Artisans, writers. Societal impact. Lens: Dignity Q: In what way did the Cultural Revolution impact culture creators? Historical Traditions and Contemporary work. Artists: Chinese artists working in contemporary and traditional forms. Vancouver Art Gallery source.

Cultural Exploration of the Art of India.

Cultural Exploration of the Art of Russia

Independent Work

Objectives: Tracing connections Process: Process Journal entries Production: five media samples; one completed piece (Relationship to your personal work). Artist Statement: Evidence and discussion of work. Historical Traditions and Contemporary work. Lens: Dignity Q: Should traditional forms of art-making be changed to suit Western aesthetic preferences? « Company Painting » 18-19C (British East India Company). Increase in English residents as art patrons influenced the look of traditional works. Objectives: Tracing connections Process: Process Journal entries Production: five media samples; one completed piece (Relationship to your personal focus). Artist Statement: Evidence and discussion of work. Historical Traditions and Contemporary work. Lens: Dignity Objectives: Tracing connections Process: Process Journal entries Production: five media samples; one completed piece (relationship to your personal focus). Artist Statement: Evidence and discussion of work. Student develops Exhibition works influenced by previous artist styles and art movements. Student determines specific « focus » of personal work and strives to create a cohesive body of images which reflect that focus. Objectives: Creating connections to selected focus. Process: Process Journal entries. Research and media experimentation. Production: five media samples; completed pieces (including prior work) to a total of eight for Exhibition. Artist Statement: Evidence and discussion of work.

STRATHCONA-TWEEDSMUIR SCHOOL Approaches to Learning Skills Thinking Skills

Communication Skills

Social Skills

Self-management skills

Research skills

Students develop the skills of invention and innovation through multiple creativity relevant processes: Brainstorming, mind-maps, consideration of alternatives through being open minded (flexible-thinking) and avoiding premature judgement, making connections through lateral and transdisciplinary thinking, visible thinking and working strategies (T. Amabile; Growing Up Creative) and trying new ideas in preliminary drawings. All of these strategies are routinely named and practiced. These actions allow students to formulate (develop) factual, topical, conceptual, and debatable questions or positions. Students learn to revise understanding based on new information and evidence. In Visual Art, students learn to exchange thoughts, information, and interpretations effectively through practice in giving and receiving meaningful feedback. Feedback (observations of areas of strength and areas for growth) is communicated with consideration and respect; the focus is on some facet of the artwork and not the person who made it. This is modelled in class through critique sessions and student-teacher discussion. EB Feldman, “How to Talk About Art”; Terry Barrett, “Talking About Student Art”; Davis Publications. Students develop speaking and writing skills (Comparative Study and Curatorial statements) using judgement supported by argument (support) models. Judgements must be preceded, and informed, through understanding. Ample oral and written opportunity is provided to develop these skills. Background knowledge: Elements and Principles of Art. Listen actively to other perspectives and ideas. To build knowledge and informed judgement, students must actively and respectfully listen to the perspective and ideas of others. This is developed during critique or brainstorming sessions where students maintain an open mind and reserve judgement. The outcome is that « being heard » encourages others to contribute to knowledge building and idea development. Organizational skills: Managing time and tasks effectively. STS Managebac for deadlines and weekly agenda. Portfolios for storage of work, notebooks and Process Journals are provided for students. IB students have dedicated studio space to leave their work in progress. Perseverance and self-motivation are supported through active mindset reframing of tasks and challenges. Managing state of mind through Creativity Mindset Exercises) Students develop research skills specific to the study of artistic movements, styles, and media in order to be informed and inform others, and to make connections between various sources of information. Critical reading of a variety of sources can reveal information bias and personal perspectives. Research should seek a range of perspectives from multiple and varied sources in order for students to discover multiple connections.

STRATHCONA-TWEEDSMUIR SCHOOL Assessment Comparative Study: 20% External Process Portfolio: 40% External Exhibition: 40% External Comparative Study 20% This is the analysis and comparison of artworks by different artists from different cultural contexts. The requirement for SL: 15 screens. This is an external assessment. Students have completed a comparative study as practice in this component. Work will be reviewed/discussed in class using IB assessment criteria. This must be a meaningful study and will be linked to the first assigned project in Grade 11. Process Journal which leads to the Digital Process Portfolio 40% Students will submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the 2-year course. It is highly recommended that students record/upload process imagery on a regular basis; students can screen/select at a later date but should not miss process opportunities in the moment. The requirements for SL: 18 screens in at least three art making forms selected from two separate columns according to the chart below. This is an external assessment. Two-dimensional Forms Drawing Painting Printmaking Graphics-Illustration and Design

Three-dimensional Forms

Lens-based electronic and screen-based Forms Sculpture Time-based and sequential: Designed objects: fashion, Animation, graphic novel, architectural, vessels storyboard Site specific/ephemeral: land art, Lens based: Still photography, installations, murals moving, montage Textiles/fibres Digital/screen based: Illustrator

The Process Portfolio will contain the best evidence of students’ process and can include both finished and unfinished works that are not included in the exhibition, as well as written notes, photos, exhibition leaflets, postcards, sketches, experiments with different media, written analysis (not descriptions) of artworks, brainstorms, as well as more finished drawings and paintings from students’ Process Journal. Students can be creative with what they include as long as it supports the development of their artistic ideas and skills. The teacher can provide some guidance with respect to selections but cannot make selections for students. Exhibition 40% Students will select seven pieces from 10+ completed works. These pieces must be their best and they must all relate to a specific idea. Their Exhibition pieces must be “cohesive” and may include drawings, paintings, prints, ceramics, sculptures, collages, design work, digital artwork, photography, architectural models, installations, textiles/fibres, and/or mixed media work. Students’ studio work must show their personal ideas, intentions, and artistic (technical) skills through a range of different media and techniques and MUST link to their final comparative study and critical investigations. For the final Exhibition, students will choose their best seven studio pieces. The teacher may consult with students but may not select their work.

STRATHCONA-TWEEDSMUIR SCHOOL Summary of Assessment Requirements DP Visual Art Comparative Study 20% External Assessment Process Journal 40% External Assessment Exhibition 40% External Assessment Ongoing Assessment Self, Peer, Teacher

Examine and compare at least 3 artworks by 2 different artists from at least 2 different cultures. Students will decide on these selections and they MUST link to their exhibition. SL: 15 Screens. Minimum of 5 pages per project at home/own time. Students will choose the best excerpts from their Process Journals and explain their journeys in 18 screens for final evaluation. Studio works 8 produced during Year 1 2 produced during summer into Year 2 4+ produced during Year 2 Takes place at regular intervals (every 3-4 weeks) in groups and with the teacher in both Year 1 and Year 2.

STRATHCONA-TWEEDSMUIR SCHOOL

IB DP Music SL Year 2 (FNA 3425) Course Overview In this course, students develop and affirm their unique musical identities while expanding and refining their musicianship. Students are encouraged to explore music in varied and sometimes unfamiliar contexts. Additionally, by experimenting with music, students gain hands-on experience while honing musical skills. Through realizing and presenting samples of their musical work with others, students also learn to communicate critical and artistic intentions and purpose. As students develop as young musicians, the course challenges them to engage practically with music as researchers, performers, and creators, and to be driven by their unique passions and interests while also broadening their musical and artistic perspectives. The areas of inquiry explored as researchers, creators, and performers are: - Music for sociocultural and political expression - Music for listening and performance - Music for dramatic impact, movements, and entertainment - Music technology in the electronic and digital age Students will keep a music journal throughout the course to document, curate, and reflect on their engagement with a variety of musical processes, diverse musical material, and important musical roles. Resources Various texts, score books, recordings provided in class Breezin’ Thru Theory and Soundtrap Scores for performances Course Content Unit Name

Topic(s)

Exploring Music in Context

Students will learn how to engage with a diverse range of music that will broaden their musical horizons and provide stimuli to expand their own music-making. Students will demonstrate diversity and breadth in their exploration by engaging with music from the areas of inquiry in personal, local, and global contexts.

Experimenting with Music

Students connect theoretical studies to practical work and gain a deeper understanding of the music they engage with. Through this theoretical and practical work as researchers, creators and performers, students will learn to experiment with a range of musical material and stimuli from the areas of inquiry across local and global contexts.

Presenting Music

Students learn to practise and prepare finished pieces that will be performed or presented to an audience. In working towards completed musical works, students expand their musical identity, demonstrate their level of musicianship, and learn to share and communicate their music as researchers, creators, and performers.

STRATHCONA-TWEEDSMUIR SCHOOL The contemporary Music at higher level (HL) builds on the learning of musical competencies and music maker (HL only) challenges students to engage with the musical processes in settings of contemporary music-making. For the HL component, students plan and collaboratively create a project that draws on the competencies, skills and processes in all of the musical roles of the music course, and is inspired by reallife practices of music-making. Approaches to Learning Skills Thinking Skills

Communication Skills

Social (collaboration) Skills

Self-Management Skills There are two main aims in the realm of IB ATL Self-Management Skills; the development of: (a) Organization skills—managing time and tasks effectively; goal- setting, etc. As music students develop their ideas from a draft to a final product, they will develop their organizational skills. The music journal requires students to develop a system for documenting, categorizing, and filing their ideas in order to demonstrate how tasks have evolved over time. (b) Affective skills—managing state of mind, self-motivation, resilience, mindfulness, etc. The nature of the music course encourages development of affective skills, since it is highly probable that students will encounter challenges as they research, create, and perform. Research Skills

STRATHCONA-TWEEDSMUIR SCHOOL culture, exploring physical movement as a response to a creation, and so on. Students can develop research skills by identifying, evaluating the quality of, and comparing and contrasting sources.

Assessment All assessment tasks in year two are designed to prepare for, or fulfill the requirements of, the final summative tasks for IB. In each unit, students will complete formative and/or summative assessments within the three roles of researcher, creator, and performer. Throughout the course they will be expected to create written responses, analyse scores and audio, complete composition, and performance studies, compose pieces, perform pieces, and research using a range of sources. Exploring, Experimenting, Presenting, and Contemporary Music Maker (HL only) portfolios are assembled and assessed internally and externally by IB examiners.

STRATHCONA-TWEEDSMUIR SCHOOL

IB DP Theatre Arts SL/HL Year 2 Course Overview The IB DP Theatre Arts program is taught in conjunction with Drama 30 and attempts to build on concepts introduced in Drama 10 and 20. IB DP Theatre Arts Year 2/Drama 30 is designed to give the student an experience in the area of theatre as a performing art. Students should have the following skills: self-discipline, self-control, leadership, maturity, academic knowledge of and a commitment to theatre arts. IB DP Theatre Art Year 2/Drama 30 requires both written and performance work. All students are required to keep an ‘Actor/Director’s Portfolio’ during the final projects. Theatre is a dynamic, collaborative, and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills: the building of confidence, creativity and working collaboratively. IB DP Theatre Arts gives students the opportunity to make theatre as creator, designer, director, and performer. It emphasizes working individually and collectively. It offers the opportunity to engage actively in the creative process, transforming ideas into action. Students will experience the course from contrasting perspectives. They learn to apply research and theory to inform and contextualize their work. The course creates an environment in which the student engages in the processes of researching, creating, preparing, representing, and critically reflecting on theatre. Students will be required to maintain a reflection journal throughout each unit to reflect on discoveries made during the explorations. The student must show advancement within all units described in the course outline. Since all students begin this course at various proficiency levels, each student is expected to build and grow at an individual rate. The general goals of drama at the high school level are: • To acquire knowledge of self and others through participation in and reflection on dramatic experience. • To develop competency in communication skills through participation in and exploration of various dramatic disciplines. • To develop an appreciation of drama and theatre as a process and art form. Resources All printed material and units will be available for viewing on Managebac. Students should have a pencil and paper available for work during class. Various costumes, props and technical elements may be needed for performances throughout the term. Students will be given time to assemble these items in advance of a performance. It is expected that any props required will be with the student on the day of the performance. Should there be circumstances that make this not possible, the student should contact the teacher prior to the class.

STRATHCONA-TWEEDSMUIR SCHOOL

Course Content Theatre in Context: This area of the syllabus addresses the students’ understanding that theatre does not occur in a vacuum. Students examine the personal, theoretical, and cultural contexts that inform theatre-making and the ways in which these affect and influence creating, designing, directing, performing, and spectating. Theatre Processes: This area of the syllabus addresses the students’ exploration of the skills, techniques and processes involved in theatre-making. Students reflect on their own creative processes and skills acquisition as well as gaining a practical understanding of he processes of other creators, designers, directors, and performers. Presenting Theatre: This area of the syllabus addresses the staging and presentation of theatre as well as the presentation of ideas, research, and discoveries through diverse modes of presentation, both practical and written. Students consider the impact theatre has on the spectator. Here they will think about their own artistic intentions as creators, designers, directors, and performers. Approaches to Learning Skills Thinking Skills Students will recognize and apply theatre terminology when explaining and critiquing theatre performances. Students will study styles to help them interpret and analyze written script. The first steps to prepare for the final directing project. Communication Skills Students will grow and develop their communication skills in a variety of ways. The most important being the ability to communicate ideas with actors while directing a play. Social Skills The key feature of IB Theatre is open-mindedness. A prominent theme in the study of theatre is the understanding and appreciation of multiple perspectives. Students will be expected to show the ability to appreciate and understand the other theatre genres offered including the study of world theatre. Group presentations will be integral to the way students learn to collaborate. Self-management skills There are two main aims in the realm of IB ATL Self-Management Skills; the development of: (a) Organization skills—managing time and tasks effectively, goal- setting, etc. Students in music will develop organizational skills through a variety of tools: the STS Managebac data management platform; management templates in their computer OS; management apps in their smart phone. It is the expectation that assigned reading and individual practice time is planned and completed. (b) Affective skills—managing state of mind, self-motivation, resilience, mindfulness, etc. Research skills

Self-motivation is needed as students practice their individual directing project Students will develop research skills specific theatre styles to help them in the analysis of their final script and in creating their director’s log. The students will look for primary and secondary resources. They will explore the many varied resources that are available.

STRATHCONA-TWEEDSMUIR SCHOOL Assessment IB DP Theatre Students must complete separate Internal and External assessment tasks: External assessment tasks Task 1: Solo theatre piece (HL only)

N/A

35%

20%

30%

20%

35%

25%

Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of their theory, and create and present a solo theatre piece (4–8 minutes) based on this aspect(s) of theory. Task 2: Director’s notebook (SL and HL) Students at SL and HL choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience. Task 3: Research presentation (SL and HL) Students at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied. Internal assessment task Task 4: Collaborative project (SL and HL) Students at SL and HL collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of their choice.

Attendance Any study of drama requires dedication and continuous involvement. Students must keep in mind that they are attempting a course that is developmental in nature. Since drama cannot be learned from a textbook and missed classes cannot be regained, students are required to attend all classes. Drama demands classroom participation.

STRATHCONA-TWEEDSMUIR SCHOOL

Instrumental Music 30 (FNA 3425) Course Overview The Senior School Instrumental Music Program is designed as a sequential and developmental approach to music instruction. Each level grows from those experiences previously presented. The program is flexible, providing for several levels of student ability and achievement. Through the study of Instrumental Music, students will: • demonstrate proper posture, hand position and embouchure • develop and perform with good tone and intonation • demonstrate proper care and maintenance of their instrument • recognize and perform a variety of articulations • perform major scales • recognize, write, verbally count and perform rhythms at various tempos • play in various time signatures including 2/4, 3/4, 4/4, 2/2, 6/8 and mixed meter time • identify tempo, style, and dynamic markings • have a basic understanding of music history including periods and composers • work in a small ensemble demonstrating good intonation, balance, and blend • know the value of teamwork by attending all rehearsals and performances • listen to a variety of recordings to expand their knowledge of music and to become critical listeners. Resources/Supplies • Method and Theory books • Pencils, instrument, folder, reeds, valve oil, slide grease, etc. Course Content • Technical and rhythmic study • Clinics • Rehearsal and performance of band literature • Theory • Performances Assessment • • • • •

40% 30% 15% 10% 5%

Technique Development Excerpts from Repertoire Musician Mindset Theory/Ear Training/Composition History

STRATHCONA-TWEEDSMUIR SCHOOL

Mathematics

Learning Leader: Ms. Michelle Melton

STRATHCONA-TWEEDSMUIR SCHOOL

IB MYP Mathematics 10C (MAT 1791) Course Overview Mathematics “promotes universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking” (MYP Mathematics guide). The main goals of the Grade 10 mathematics program are to prepare students to: • use mathematics confidently to solve problems • communicate and reason mathematically • appreciate and value mathematics • make connections between mathematics and its applications • become mathematically literate adults • make informed decisions as contributors to society The aims of MYP mathematics are to encourage and enable students to: • enjoy mathematics, develop curiosity, and begin to appreciate its elegance and power • develop an understanding of the principles and nature of mathematics • communicate clearly and confidently in a variety of contexts • develop logical, critical, and creative thinking • develop confidence, perseverance, and independence in mathematical thinking and problemsolving • develop powers of generalization and abstraction • apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments • appreciate how developments in technology and mathematics have influenced each other; the moral, social, and ethical implications arising from the work of mathematicians and the applications of mathematics; the international dimension in mathematics; and the contribution of mathematics to other areas of knowledge • develop the knowledge, skills, and attitudes necessary to pursue further studies in mathematics • develop the ability to reflect critically upon their own work and the work of others Resources Textbook: Foundations and Pre-Calculus of Mathematics 10, Pearson Workbook: Pre-Calculus 10 Workbook, Absolute Value Publications Materials Pencils, Erasers, Lined Paper, Graph Paper, and Texas Instruments Graphing Calculator

STRATHCONA-TWEEDSMUIR SCHOOL Course Content Unit Trigonometric Ratios Products, Factors, Roots and Powers (Part I)

Topics -Basic trigonometric ratios and equations -Factoring trinomials -Multiplying polynomials

Relations and Functions

-Defining and proving relations and functions -Solving functions -Operations with roots -Operations with powers

Products, Factors, Roots and Powers (Part II) Systems of Linear Equations and Linear Relationships Measurement

-Writing linear equations -Solving linear equations -Creating a system of equations -Solving a system of equations -Conversion of imperial and metric units. -Surface area and volume of right pyramids, right cones, spheres, and composite objects.

Assessment Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Knowing and Understanding

B: Investigating Patterns

C: Communicating

D: Applying Mathematics to Real Life Contexts TOTAL

8 32

Assessment tasks for this course include quizzes, exams, investigations, projects, presentations, etc. Extra Help Extra help is readily available. Students are encouraged to seek assistance from any faculty member in the department.

STRATHCONA-TWEEDSMUIR SCHOOL

IB MYP Pre HL Mathematics 10C (MAT 1791) Course Overview Mathematics “promotes universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking” (MYP mathematics guide). The main goals of the Grade 10 mathematics program are to prepare students to: • use mathematics confidently to solve problems • communicate and reason mathematically • appreciate and value mathematics • make connections between mathematics and its applications • become mathematically literate adults • make informed decisions as contributors to society The aims of MYP mathematics are to encourage and enable students to: • enjoy mathematics, develop curiosity, and begin to appreciate its elegance and power • develop an understanding of the principles and nature of mathematics • communicate clearly and confidently in a variety of contexts • develop logical, critical, and creative thinking • develop confidence, perseverance, and independence in mathematical thinking and problemsolving • develop powers of generalization and abstraction • apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments • appreciate how developments in technology and mathematics have influenced each other; the moral, social, and ethical implications arising from the work of mathematicians and the applications of mathematics; the international dimension in mathematics; and the contribution of mathematics to other areas of knowledge • develop the knowledge, skills, and attitudes necessary to pursue further studies in mathematics • develop the ability to reflect critically upon their own work and the work of others Resources Textbook: Foundations of Mathematics and Pre-Calculus 10 , Pearson textbook Workbook: Foundations of Mathematics and Pre-Calculus Workbook, Absolute Value Publications Materials Pencils, Erasers, Lined Paper, Graph Paper, and Texas Instruments Graphing Calculator (recommended: TI-84, TI-84+, TI-84CE)

STRATHCONA-TWEEDSMUIR SCHOOL

Course Content Unit Trigonometric Ratios Products, Factors, Roots and Powers (Part I) Relations and Functions

Products, Factors, Roots and Powers (Part II) Systems of Linear Equations and Linear Relationships

Topics -Basic trigonometric ratios and equations - area of a triangle -Factoring trinomials -Multiplying polynomials -Defining and proving relations and functions -Solving functions - function notation and basic operations with functions -Operations with roots -Operations with powers - introduction to logarithms - operations with radicals including rationalizing denominators -Writing linear equations -Solving linear equations -Creating a system of equations -Solving a system of equations - distance and midpoint formulas -Conversion of imperial and metric units. -Surface area and volume of right pyramids, right cones, spheres, and composite objects. - Experimental and theoretical probability - Sets and Venn diagrams

Measurement *Probability

* Italics indicate that these concepts are outside of the Alberta Education Math 10C curriculum. Pacing will be adapted to accommodate these concepts though this is subject to change as time permits. Assessment Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Knowing and Understanding

B: Investigating Patterns

C: Communicating

D: Applying Mathematics to Real Life Contexts TOTAL

8 32

STRATHCONA-TWEEDSMUIR SCHOOL Assessment tasks for this course include quizzes, exams, investigations, projects, presentations, etc. There will be a final assessment at the end of the year to ensure the student has retained the concepts covered in IB MYP Pre HL Math 10C in preparation for IB DP Mathematics HL Year 1 the following year. Extra help Extra help is readily available. member in the department.

Students are encouraged to seek assistance from any faculty

STRATHCONA-TWEEDSMUIR SCHOOL

Mathematics 20-1 (MAT2791) Course Overview Mathematics 20-1 is based on the Alberta Education Program of Studies. This course sequence is intended to provide students with the mathematical understandings and critical thinking skills identified for entry into post-secondary programs that are math-intensive and require the study of calculus. Students completing this course may also choose to complete Mathematics 30-1, with or without Mathematics 31, or Mathematics 30-2. It is strongly recommended that students entering this course have mastered the skills and concepts taught in IB MYP Mathematics 10C including factoring polynomials and graphing linear relations. Resources Textbook: Workbook:

Pre-Calculus 11, McGraw-Hill Ryerson Pre-calculus 11 Mathematics Workbook, Absolute Value Publications

Materials As mandated by Alberta Education, each student requires an approved graphing calculator. The STS math teachers recommend either a TI 83 or 84 (any model). Students are expected to bring a notebook, binder, and graphing calculator to each class. Homework will be completed in a notebook or in the workbook. Course Content Unit Name Sequences & Series Trigonometry

• • • • • • • • •

Quadratic Functions

Quadratic Equations

• • • • • • • •

Topic(s) Analyze arithmetic sequences and series to solve problems Analyze geometric sequences and series to solve problems Infinite geometric series Angles in standard position ( 0° to 360° ) Reference angles Point on terminal arm of an angle drawn in standard position Solve problems using the three primary trig ratios for angles from 0° 360° in standard position Exact value of angles with reference angles of 30° , 45° and 60° Solve problems, using cosine law and sine law, including the ambiguous case Analyze quadratic functions Determine vertex, domain, range, direction of opening, axis of symmetry, x - and y -intercepts Solve problems using graphing and algebraic methods Factor polynomial expressions Solve problems that involve quadratic equations Complete the square Quadratic formula Graphing

STRATHCONA-TWEEDSMUIR SCHOOL Radical Expressions and Equations Rational Expressions and Equations

• • • • • •

Absolute Value & Reciprocal Functions

• • • •

Systems of Equations

• •

Linear and Quadratic Inequalities

• •

Discriminant Solve problems that involve operations on radicals and radical expressions with numerical and variable radicands Solve problems that involve radical (limit to square root) equations Determine equivalent forms of rational expressions (limit to monomial, binomial or trinomial numerators and denominators) Perform operations on rational expressions (limit to monomial, binomial or trinomial numerators and denominators) Solve problems that involve rational equations (limit to monomial, binomial or trinomial numerators and denominators) Absolute value of a real number Graph and analyze absolute value functions (limit to linear and quadratic functions) to solve problems Solve absolute value equations Graph and analyze reciprocal functions (limit to reciprocal of linear and quadratic functions) Solve, algebraically and graphically, problems that involve systems of linear-quadratic and quadratic-quadratic equations in two variables Solve, algebraically, problems that involve systems of three linear equations Solve problems that involve quadratic inequalities in one variable Solve problems that involve linear and quadratic inequalities in two variables

Assessment Cumulative course evaluations are calculated using marks from Unit Exams, Quizzes, Assignments, and a Final Exam (25%). Extra Help Extra help is readily available. Students are encouraged to seek assistance from any faculty member in the department.

STRATHCONA-TWEEDSMUIR SCHOOL

IB DP Mathematics: Analysis and Approaches SL Year 1 (MAT 2791) Course Overview IB DP Mathematics: Analysis and Approaches SL Year 1 is based on the Alberta Education Program of Studies and the IB DP Mathematics: Analysis and Approaches SL program. This course sequence is intended to provide students with the mathematical understandings and critical thinking skills identified for entry into post-secondary programs that are math-intensive and require the study of calculus. The course is a prerequisite for IB DP Mathematics: Analysis and Approaches SL Year 2. Students completing this course may also choose to complete Mathematics 30-1 or Mathematics 30-2 and Mathematics 31. It is strongly recommended that students entering this course have mastered the skills and concepts taught in IB MYP Mathematics 10C including factoring polynomials and graphing linear relations. The pace of the course is much faster than Mathematics 20-1 and students missing classes must be willing and able to work independently to catch up. Please note that this course is under revision by the IB, and additional material may be covered. Resources Textbook: Workbook:

Pre-Calculus 11, McGraw-Hill Ryerson Pre-calculus 11 Mathematics Workbook, Absolute Value Publications

Materials As mandated by Alberta Education, each student requires an approved graphing calculator. Students are expected to bring a notebook, binder, and graphing calculator to each class. Assigned homework will be completed in a notebook or in the workbook. Course Content Unit Name Sequences & Series

• • • • • • • •

Trigonometry

•

Topic(s) Analyze arithmetic sequences and series to solve problems Analyze geometric sequences and series to solve problems Infinite Sequences and Series Sigma notation Angles in standard position ( 0° to 360° ) Reference angles Point on terminal arm of an angle drawn in standard position Solve problems using the three primary trig ratios for angles from 0° to 360° in standard position Exact value of angles with reference angles of 30° , 45° and 60°

Solve problems, using cosine law and sine law, including the ambiguous case • Introduction to the Unit Circle Analyze quadratic functions Determine vertex, domain and range, direction of opening, axis of symmetry, x − and y − intercepts •

Quadratic Functions

• •

STRATHCONA-TWEEDSMUIR SCHOOL Quadratic Equations

Radical Expressions and Equations Rational Expressions and Equations

• • • • • • • • • • • • •

Absolute Value & Reciprocal Functions

• • • •

Systems of Equations

• •

Linear and Quadratic Inequalities

• •

Statistics (from IB Math)

• • • • • • • • • • •

Solve by graphing and algebraic methods Factor polynomial expressions Solve problems that involve quadratic equations Roots of an equation versus zeros of a function Complete the square Quadratic formula Graphing Discriminant Solve problems that involve operations on radicals and radical expressions with numerical and variable radicands Solve problems that involve radical (limit to square root) equations Determine equivalent forms of rational expressions (limit to monomial, binomial or trinomial numerators and denominators) Perform operations on rational expressions (limit to monomial, binomial or trinomial numerators and denominators) Solve problems that involve rational equations (limit to monomial, binomial or trinomial numerators and denominators) Absolute value of a real number Graph and analyze absolute value functions (limit to linear and quadratic functions) to solve problems Solve absolute value equations Graph and analyze reciprocal functions (limit to reciprocal of linear and quadratic functions) Solve, algebraically and graphically, problems that involve systems of linear-quadratic and quadratic-quadratic equations in two variables Solve, algebraically, problems that involve systems of three linear equations Solve problems that involve quadratic inequalities in one variable Solve problems that involve linear and quadratic inequalities in two variables Population, sample, random sample, and frequency distribution of discrete and continuous data Frequency tables and diagrams Box and whisker plots Grouped data: mid-interval values, interval width, upper and lower interval boundaries, frequency histograms Mean, median, mode, quartiles, percentiles Range: interquartile range, variance, standard deviation Cumulative frequency graphs to find median, quartiles, percentiles Mean of the binomial distribution Measures of central tendency, histograms, and measures of dispersion Calculate standard deviation for a population, using technology Resolve probability applications using the binomial distribution

STRATHCONA-TWEEDSMUIR SCHOOL • • •

Apply z-scores to solve problems related to the standard normal curve Normal distribution and the standard normal curve Problem solving

Approaches to Learning Skills Thinking Skills

Through the study of sequences and series, transformations, quadratics, and trigonometry, students will: discover and describe patterns, create, and test generalizations, and evaluate a variety of solutions. Beyond the lower order skills of knowledge acquisition, comprehension and application, the higher order skills of analysis, synthesis and evaluation will be motivated by applications in quadratics, trigonometric modeling, alternate forms of sequences and series and comparative statistics.

Communication Skills

Metacognitive awareness will allow students to build conceptual understandings and critically analyse the accuracy of their answers and the validity of their processes, particularly with unit circle modeling, applying zscores to normally distributed populations, and dealing with extraneous solutions across a wide variety of equations. The language of mathematics is one of precision. Specific symbols with domain and range: set theory, interval notation, subscript notation, sigma notation and statistical notation will be applied.

Self-management skills

Students will compose mathematical processes that communicate their understandings of the concepts. Group formative assessment tasks provide opportunities for students to improve collaborative skills. In each unit, students will complete summative reviews and are encouraged to work synergistically. Students should access ManageBac, our learning management system, in order to adhere to deadlines and access pertinent course resources.

Research skills

Mathematical research skills with be introduced in Year 2 of the programme.

Social Skills

Assessment Cumulative course evaluations are calculated using marks from Unit Exams, Quizzes, Assignments, and a Final Exam (25%). Extra help Extra help is readily available. Students are encouraged to seek assistance from any faculty member in the department.

STRATHCONA-TWEEDSMUIR SCHOOL

IB DP Mathematics: Analysis and Approaches HL Year 1 (MAT2791IB) Course Overview IB DP Mathematics: Analysis and Approaches HL Year 1 is based on the Alberta Education Program of Studies and the IB DP Mathematics: Analysis and Approaches HL program. This course is intended to provide students with the mathematical insights and critical thinking skills suitable for future post-secondary programs that are math-intensive and require the study of calculus. The course is a prerequisite for IB DP Mathematics: Analysis and Approaches HL Year 2 and IB DP Mathematics 31 HL Year 2, and students completing this course may also choose to complete Mathematics 30-1, IB DP Mathematics: Analysis and Approaches SL Year 2, or Mathematics 30-2 and Mathematics 31. It is strongly recommended that students entering this course have mastered the skills and concepts taught in IB MYP Pre HL Mathematics 10C, particularly including factoring quadratics, linear geometry, basic probability, and radical equations. The pace of the course is much faster than Mathematics 20-1 and students missing classes must be willing and able to work independently to catch up. Please note that this course is under revision by the IB, and additional material may be covered. Resources Textbook:

Pre-Calculus 11, McGraw-Hill Ryerson Pre-Calculus 12, McGraw-Hill Ryerson Mathematics for the international student Mathematics HL (Core), Haese mathematics

Workbook:

Pre-calculus 11 Mathematics Workbook, Absolute Value Publications Pre-calculus 12 Mathematics Workbook, Absolute Value Publications (online)

2. Trigonometry (Chapter 2)

Topic(s) • Analyze arithmetic sequences and series to solve problems • Analyze geometric sequences and series to solve problems • Infinite Sequences and Series • *Sigma notation • Angles in standard position ( 0° to 360° ) • Reference angles • Point on terminal arm of an angle drawn in standard position • Solve problems using the three primary trig ratios for angles from 0° to 360° in standard position • Exact value of angles with reference angles of 30° , 45° and 60° • Solve problems, using cosine law and sine law, including the ambiguous case

• •

3. Quadratic Functions (Chapter 3)

4. Quadratic Equations (Chapter 4)

5. Rational Expressions and Equations (Chapter 6)

6. Absolute Value & Reciprocal Functions (Chapter 7)

7. Systems of Equations (Chapter 8) 8. Linear and Quadratic Inequalities (Chapter 9) 9. Composite functions

• • • • • • • • • • • • • • • • • • • • • • • •

STRATHCONA-TWEEDSMUIR SCHOOL

Determine exact and approximate values of the trigonometric ratios for multiples of 0°, 30°, 45°, 60°, and 90° Solve first and second degree trigonometric equations over the domain 0 ≤ θ ≤ 2π , or 0 ≤ θ ≤ 360° , algebraically and graphically Introduction to the Unit Circle Analyze quadratic functions Determine vertex, domain and range, direction of opening, axis of symmetry, x − and y − intercepts Solve by graphing and algebraic methods Factor polynomial expressions Solve problems that involve quadratic equations Roots of an equation versus zeros of a function Complete the square Quadratic formula Graphing Discriminant Sum and Product of roots Complex numbers Determine equivalent forms of rational expressions (limit to monomial, binomial or trinomial numerators and denominators) Perform operations on rational expressions (limit to monomial, binomial or trinomial numerators and denominators) Solve problems that involve rational equations (limit to monomial, binomial or trinomial numerators and denominators) Absolute value of a real number Modulus Graph and analyze absolute value functions (limit to linear and quadratic functions) to solve problems Solve absolute value equations Graph and analyze reciprocal functions (limit to reciprocal of linear and quadratic functions) Solve, algebraically and graphically, problems that involve systems of linear-quadratic and quadratic-quadratic equations in two variables Solve, algebraically, problems that involve systems of three linear equations

• •

Solve problems that involve quadratic inequalities in one variable Solve problems that involve linear and quadratic inequalities in two variables

• •

•

STRATHCONA-TWEEDSMUIR SCHOOL • • • • • 10. Transformations

• • • • • • •

11. Trigonometry II – Trig Functions and Graphs • • • • • •

12. Statistics

• • • • • • • • • •

o f(g(x)) o g(f(x)) Write h(x) as the composition of two or more functions through operations and compositions of functions Describe the effects of translations on graphs and their related equations Describe the effects of stretches on graphs and their related equations Describe and sketch the inverse, , given Describe the effects of reflections, in both axes and about the line on graphs and their related equations Describe and perform combinations of transformations on functions and relations including radical and rational functions Describe the domain, range, intercepts as applicable Transformation notation Transformation with radical functions and solving graphically Describe and perform the reciprocal transformation y = 1 f ( x)

Describe sine, cosine, and tangent as period functions, with reference to the unit circle and angles in standard position Draw (using technology), sketch, and analyze the graphs of sine, cosine, and tangent, describing: o amplitude, if defined o period o domain and range o asymptotes, if any o behaviour under transformations Transformations of Sinusoidal functions Modeling with Trig functions Population, sample, random sample, and frequency distribution of discrete and continuous data Frequency tables and diagrams Box and whisker plots Grouped data: mid-interval values, interval width, upper and lower interval boundaries, frequency histograms Mean, median, mode, quartiles, percentiles Range: interquartile range, variance, standard deviation Cumulative frequency graphs to find median, quartiles, percentiles Mean of the binomial distribution Measures of central tendency, histograms, and measures of dispersion Calculate standard deviation for a population, using technology Resolve probability applications using the binomial distribution Apply z-scores to solve problems related to the standard normal curve Normal distribution and the standard normal curve Problem solving

13. Geometry

• • • •

STRATHCONA-TWEEDSMUIR SCHOOL Midpoints of 2D and 3D Distance between 3D points Sine law and cosine law Area of triangle =1/2absinC

Approaches to Learning Skills Through the study of sequences and series, transformations, quadratics and trigonometry students will: discover and describe patterns, create and test generalizations and evaluate a variety of solutions. Throughout the study of complex numbers, students will challenge their current paradigm.

Thinking Skills

Beyond the lower order skills of knowledge acquisition, comprehension and application, the higher order skills of analysis, synthesis and evaluation will be motivated by applications in quadratics, trigonometric modeling, alternate forms of sequences and series and comparative statistics. Metacognitive awareness will allow students to build conceptual understandings and critically analyze the accuracy of their answers and the validity of their processes, particularly with unit circle modeling, applying zscores to normally distributed populations, and dealing with extraneous solutions across a wide variety of equations.

Communication Skills

Social Skills Self-management skills Research skills

The language of mathematics is one of precision. Specific symbols with domain and range will be applied: set theory, interval notation, subscript notation, sigma notation and statistical notation. Students will compose mathematical processes that communicate their understandings of the concepts. Group formative assessment tasks provide opportunities for students to improve collaborative skills. In each unit, students will complete summative reviews and are encouraged to work synergistically. Students should access ManageBac, our learning management system, in order to adhere to deadlines and access pertinent course resources. Blended learning components are essential elements of this course and will require students to exercise self-discipline and self-management skills. Mathematical research skills with be introduced in Year 2 of the programme.

STRATHCONA-TWEEDSMUIR SCHOOL

Mathematics 30-1 (MAT 3791) Course Overview The main goals of the math program are to prepare students to: • • • • •

Resources Textbook: McAskill, Bruce et al, Pre-Calculus 12, McGraw-Hill Ryerson Workbook: Appleby, Alan and Ranieri, Greg, Pre – Calculus 12 Mathematics Workbook Materials Students should bring their notebook and textbook to each class. Students will need to have a binder with lined paper or a coil notebook. As mandated by Alberta Education, each student requires an approved graphing calculator and a geometry set. Course Content Unit Name

Topic(s) • Operations with functions • Determine the equation, graph and domain of composite functions given their equations • Determine graphs, values and equations of composite functions and Composite determine restrictions functions o f(f(x)) o f(g(x)) o g(f(x)) • Write h(x) as the composition of two or more functions through operations and compositions of functions • Describe the effects of translations on graphs and their related equations • Describe the effects of stretches on graphs and their related equations • Describe and sketch the inverse, , given • Describe the effects of reflections, in both axes and the about the line on graphs and their related equations Transformations • Describe and perform combinations of transformations on functions and relations including radical and rational functions • Describe the domain, range, intercepts as applicable • Transformation notation • Transformation with radical functions and solving graphically Polynomial • Graph and analyze polynomial functions functions o multiplicity o points of inflection, increasing and decreasing

STRATHCONA-TWEEDSMUIR SCHOOL

• • • •

Exponential and Logarithmic

• • • • • • • • • • • • •

Trigonometry I - Unit circle

• • • • •

Trigonometry II – Trig Functions and Graphs • • • Trigonometry III – Trig Identities Radical and Rational

• • • • •

o end behavior Factoring, graph and analyze polynomials of degree 2 ≤5, using the remainder and factor theorem Graph and analyze exponential functions Model, graph, and apply exponential functions to solve problems including loans and investments Model, graph and apply log functions to solve scales such as Richter and pH Perform exponential regressions Express exponential functions in logarithmic form and vice versa Solve exponential and logarithmic equations Laws of logarithms Simplify exponential and logarithmic expressions using identities Use logarithms to model applications Graph and analyze logarithmic functions, including identifying domain, range, intercepts, and asymptotes Connect geometric sequences to exponential functions Derive general terms representing geometric growth Derive expressions representing geometric sums Solve problems involving geometric growth and decay Use exponents and logarithms to model and solve problems Express angle measure in both radian and degree units, and solve problems using both Calculate arc length Determine exact and approximate values of the trigonometric ratios for multiples of 0°, 30°, 45°, 60°, and 90° Solve first and second degree trigonometric equations over the domain 0 ≤ θ ≤ 2π , or 0 ≤ θ ≤ 360° , algebraically and graphically Describe sine, cosine, and tangent as period functions, with reference to the unit circle and angles in standard position Draw (using technology), sketch, and analyze the graphs of sine, cosine, and tangent, describing: o amplitude, if defined o period o domain and range o asymptotes, if any o behaviour under transformations Transformations of Sinusoidal functions Modeling with Trig functions Verify and prove trigonometric identities: numerically for particular cases, algebraically for general cases, and graphically Use sum, difference, and double-angle identities to verify and simplify trigonometric expressions Reciprocal, Pythagorean, and quotient functions Solve equations with identities Analyzing radical functions and equation Transformations of radical and rational functions

Functions

• •

Permutations and Combinations

• • • • • • • •

STRATHCONA-TWEEDSMUIR SCHOOL

Solving radical equations graphically Analyzing rational functions graphs and equations o Functions involving one radical o Numerator and denominator that are monomials, binomials, or trinomials Restrictions for domain and Range in Radical and Rational functions Use the fundamental counting principle to determine the number of distinct possibilities Factorial notation Simplify expressions with n! Determine the number of linear permutations of n objects taken r at a time, and solve applications Permutations with repetitions and restrictions Combinations Pascal’s Triangle Determine the number of simple pathways Binomial theorem

Assessment The final course mark will be determined as follows: School Awarded Mark Diploma Exam

70% 30%

Cumulative course evaluations are calculated as follows: Unit Exams Major Quizzes Assignments and projects

60% 20% 20%

Cumulative Exams: Three cumulative assessments will be offered to students throughout the year and may be used to replace a lower unit test score. Student Expectations In the mathematics program students will encounter the following mathematical processes: communication, connections, estimation and mental mathematics, problem solving, reasoning, technology, and visualization. Consistently completed homework is mandatory for success in math. A student who is serious about obtaining a mark that reflects his/her ability should be doing homework every day. Calculators must be cleared back to the factory settings for all quizzes, tests, exams, and the diploma examination. Extra Help Extra help is readily available. Students are encouraged to seek assistance from any faculty member in the department.

STRATHCONA-TWEEDSMUIR SCHOOL

Mathematics 30–2 (MAT3792) Course Overview The main goals of the math program are to prepare students to: • • • • •

Resources Textbook: Kirkpatrick, Chris, et al, Principles of Mathematics 12, Nelson Workbooks: 1. Appleby, Alan and Ranieri, Greg, Foundations of Mathematics Book 12, Absolute Value Publications 2. Rao, Gautam, THE KEY – Mathematics 30 – 2, Castle Rock Research Corp. Materials Students should bring their workbook to each class. Students may also want to have a binder with lined paper or a notebook. As mandated by Alberta Education, each student requires an approved graphing calculator. The STS Math department recommends a TI-83 or TI-84. Course Content Unit Name Topic(s) • Determine equivalent forms of rational expressions (limited to numerators and denominators that are monomials and binomials). • Compare the strategies for writing equivalent forms of rational expressions to writing equivalent forms of rational numbers. • Explain why a given value is non-permissible for a given rational expression. • Determine the non-permissible values for a rational expression and equation. • Determine a rational expression that is equivalent to a given rational expression by multiplying the numerator and denominator by the same Rational factor (limited to a monomial or a binomial) and state the nonExpressions permissible values of the equivalent rational expression. and Equations • Simplify a rational expression. • Perform operations on rational expressions (limited to numerators and denominators that are monomials and binomials). • Compare the strategies for performing a given operation on rational expressions to the strategies for performing the same operation on rational numbers. • Determine the non-permissible values when performing operations on rational expressions. • Determine, in simplified form, the sum or difference of two rational expressions that have the same or different denominators.

• • • • • • • Logical Reasoning and Set Theory

• • • • • • • • • •

Permutations and Combinations

• • • • • • • • • • •

STRATHCONA-TWEEDSMUIR SCHOOL

Determine, in simplified form, the product or quotient of two rational expressions. Solve problems that involve rational equations (limited to numerators and denominators that are monomials and binomials) Determine, algebraically, the solution to a rational equation, and explain the strategy used to solve the equation. Explain why a value obtained in solving a rational equation may not be a solution of the equation. Solve a contextual problem that involves a rational equation. Provide examples of the empty set, disjoint sets, subsets, and universal sets in context, and explain the reasoning. Organize information such as collected data and number properties, using graphic organizers, and explain the reasoning. Explain what a specified region in a Venn diagram represents, using connecting words (and, or, not) or set notation. Determine the elements in the complement, the intersection, or the union of two sets. Explain how set theory is used in applications such as Internet searches, database queries, data analysis, games, and puzzles. Identify and correct errors in a solution to a problem that involves sets. Solve a contextual problem that involves sets, and record the solution, using set notation. Represent and solve counting problems, using a graphic organizer. Generalize, using inductive reasoning, the fundamental counting principle. Identify and explain assumptions made in solving a counting problem. Solve a contextual counting problem, using the fundamental counting principle, and explain the reasoning. Represent the number of arrangements of n elements taken n at a time, using factorial notation. (Circular permutations are intentionally excluded.) Determine, with or without technology, the value of a factorial. Simplify a numeric or an algebraic fraction that contains factorials in both the numerator and denominator. Solve an equation that involves factorials. Determine the number of permutations of n elements taken r at a time. Determine the number of permutations of n elements taken n at a time where some elements are not distinct. Explain, using examples, the effect on the total number of permutations of n elements when two or more elements are identical. Generalize strategies for determining the number of permutations of n elements taken r at a time. Solve a contextual problem that involves probability and permutations. Explain, using examples, why order is or is not important when solving problems that involve permutations or combinations. Determine the number of combinations of n elements taken r at a time. Generalize strategies for determining the number of combinations of n

STRATHCONA-TWEEDSMUIR SCHOOL

• • • • • • • • Probability

• • • • • • • • • • •

Exponential and Logarithmic Functions

• • • • •

Applications of Exponents and Logarithms

• •

elements taken r at a time. Solve a contextual problem that involves combinations and probability. Provide examples of statements of probability and odds found in fields such as media, biology, sports, medicine, sociology, and psychology. Explain, using examples, the relationship between odds (part-part) and probability (part-whole). Express odds as a probability and vice versa. Determine the probability of, or the odds for and against, an outcome in a situation. Explain, using examples, how decisions may be based on probability or odds and on subjective judgments. Solve a contextual problem that involves odds or probability. Classify events as mutually exclusive or non–mutually exclusive and explain the reasoning. Determine if two events are complementary and explain the reasoning. Represent, using set notation or graphic organizers, mutually exclusive (including complementary) and non–mutually exclusive events. Solve a contextual problem that involves the probability of mutually exclusive or non–mutually exclusive events. Solve a contextual problem that involves the probability of complementary events. Create and solve a problem that involves mutually exclusive or non– mutually exclusive events. Compare, using examples, dependent and independent events. Determine the probability of an event, given the occurrence of a previous event. Determine the probability of two dependent or two independent events. Create and solve a contextual problem that involves determining the probability of dependent or independent events. Express a logarithmic equation as an exponential equation and vice versa. Determine the value of a logarithmic expression, such as log2 8, without technology. Develop the laws of logarithms, using numeric examples and the exponent laws. Determine an equivalent expression for a logarithmic expression by applying the laws of logarithms. Determine the approximate value of a logarithmic expression, such as log2 9, with technology. Determine the solution of an exponential equation in which the bases are powers of one another; e.g., 2x−1 = 4x−2. Determine the solution of an exponential equation in which the bases are not powers of one another; e.g., 2x−1 = 3x+1. Solve problems that involve the application of exponential equations to loans, mortgages, and investments. Solve problems that involve logarithmic scales, such as the Richter scale and the pH scale.

Polynomial and Sinusoidal Functions

Analyzing Puzzles and Games

STRATHCONA-TWEEDSMUIR SCHOOL

Describe, orally and in written form, the characteristics of an exponential or logarithmic function by analyzing its graph. • Describe, orally and in written form, the characteristics of an exponential or logarithmic function by analyzing its equation. • Match equations in a given set to their corresponding graphs. • Graph data and determine the exponential or logarithmic function that best approximates the data. • Interpret the graph of an exponential or logarithmic function that models a situation and explain the reasoning. • Solve, using technology, a contextual problem that involves data that is best represented by graphs of exponential or logarithmic functions, and explain the reasoning. • Represent data, using polynomial functions (of degree ≤ 3), to solve problems. • Describe, orally and in written form, the characteristics of a polynomial function by analyzing its graph. • Describe, orally and in written form, the characteristics of a polynomial function by analyzing its equation. • Match equations in a given set to their corresponding graphs. • Graph data and determine the polynomial function that best approximates the data. • Interpret the graph of a polynomial function that models a situation and explain the reasoning. • Solve, using technology, a contextual problem that involves data that is best represented by graphs of polynomial functions, and explain the reasoning. • Describe, orally and in written form, the characteristics of a sinusoidal function by analyzing its graph. • Describe, orally and in written form, the characteristics of a sinusoidal function by analyzing its equation. • Match equations in a given set to their corresponding graphs. • Graph data and determine the sinusoidal function that best approximates the data. • Interpret the graph of a sinusoidal function that models a situation and explain the reasoning. • Solve, using technology, a contextual problem that involves data that is best represented by graphs of sinusoidal functions, and explain the reasoning. It is intended that puzzles and games (such as Sudoku, Nim, logic puzzles, KenKen, magic squares, Kakuro and cribbage) will be integrated throughout the course • Determine, explain, and verify a strategy to solve a puzzle or to win a game; • Identify and correct errors in a solution to a puzzle or in a strategy for winning a game. • Create a variation on a puzzle or a game and describe a strategy for solving the puzzle or winning the game. •

STRATHCONA-TWEEDSMUIR SCHOOL Assessment The final course mark will be determined as follows: School Awarded Mark Diploma Exam

70% 30%

Cumulative course evaluations are calculated as follows: Unit Exams Major Quizzes Assignments and Projects

60% 20% 20%

Cumulative Exams: Two cumulative assessments will be offered to students throughout the year and may be used to replace a lower unit test score. Student Expectations In the mathematics program students will encounter the following mathematical processes: communication, connections, estimation and mental mathematics, problem solving, reasoning, technology, and visualization. Consistently completed homework is mandatory for success in math. A student who is serious about obtaining a mark that reflects his/her ability should be doing homework every day. Calculators must be cleared back to the factory settings for all quizzes, tests, exams, and the diploma examination. Extra Help Extra help is readily available. Students are encouraged to seek assistance from any faculty member in the department.

STRATHCONA-TWEEDSMUIR SCHOOL

Mathematics 31 (MAT 3211) Course Overview Mathematics 31 is designed to introduce the students to the mathematical methods of calculus. The course is intended to act as a bridge between the academic streams of IB MYP Mathematics 10C, Mathematics 20-1 and Mathematics 30-1, and the mathematics encountered at the post-secondary level. The emphasis of the course is as follows: • • •

To introduce the principle, concepts, and methods of differential and integral calculus To develop skills in problem solving using calculus concepts and procedures as the context To apply the methods of calculus to various applications in the physical, biological, and social sciences, and in commerce

Resources Textbook: Stewart, James, et al., Calculus: A first Course, McGraw-Hill Ryerson Ltd., 1989 Online textbook: is available at www.learnalberta.ca WebAssign: Many assignments will be completed online at https://www.webassign.net/login.html Course Content Unit Name Review and Prerequisite Concepts

Limits

Techniques of Differentiation

Applications of the Derivative

The Second Derivative

Topic(s)

• • • • • • • • • • • • • • • •

Essential algebra Coordinate geometry Advanced factoring Absolute value equations Polynomial, absolute value, and rational inequalities Finite and infinite limits Definition of derivative Continuity Tangents, normals Rate of change Power rule Product and quotient rule Chain rule Equations of tangents and normals Implicit differentiation Higher derivatives

• • •

Optimization Related Rates Velocity and Acceleration

• • • • •

Extreme values Concavity and points of inflection Intervals of increase and decrease Asymptotes Cusps

Derivatives of Trigonometric, Exponential and Logarithmic Functions Antiderivatives Applications of Antiderivatives Techniques of Integration

STRATHCONA-TWEEDSMUIR SCHOOL • • • •

Limits and derivatives Equations of tangents and normals Optimization problems Graphs

• • • •

Area as a limit Definite and indefinite integrals Boundary condition Fundamental Theorem of Calculus

• • •

Area under a curve Area between curves Volumes of revolution

• • • •

Substitution Integration by parts Integration by trigonometric substitution Integration by partial fractions

Assessment The final course mark will be determined as follows: Cumulative Term Mark Final Exam

80% or 50% 20% or 50%

The weighting on the final will vary in accordance with the best interest of the individual student. If a student’s final examination result is higher than the course standing, then the final examination will be weighted at 50% of the course grade. Conversely, if a student’s final examination result is lower than the course standing, the final exam will be weighted at 20%. The cumulative term mark will be awarded according to the following weighting: Unit Tests Quizzes Assignments

60% 20% 20%

Student Expectations In the mathematics program students will encounter the following mathematical processes: communication, connections, estimation and mental mathematics, problem solving, reasoning, technology, and visualization. Consistently completed homework is mandatory for success in math. A student who is serious about obtaining a mark that reflects his/her ability should be doing homework every day. Calculators must be cleared back to the factory settings for all quizzes, tests, exams, and the diploma examination. Extra Help

STRATHCONA-TWEEDSMUIR SCHOOL

Extra help is readily available. Students are encouraged to seek assistance from any faculty member in the department.

100

STRATHCONA-TWEEDSMUIR SCHOOL

IB DP Mathematics: Analysis and Approaches SL Year 2 (MAT 3791) Course Overview This course consists of all the topics required for a student to write the Math 30-1 Diploma Exam in June. This course, along with IB DP Mathematics 31 SL Year 2, IB MYP Mathematics 10C and IB DP Mathematics: Analysis and Approaches SL Year 1 prepare students for the IB Examination Papers written in May. As stipulated in the Alberta Program of Studies, students enrolled in this course will engage in the study of content and development of skills in the following areas. The topics in italics are only required for the IB exam, but not the Alberta Diploma Exam. The main goals of the math program are to prepare students to: • • • • • • • • •

use mathematics confidently to solve problems communicate and reason mathematically appreciate and value mathematics commit themselves to lifelong learning become mathematically literate adults, using mathematics to contribute to society enjoy the course and develop an appreciation of the elegance, power, and usefulness develop logical, critical, and creative thinking develop patience and persistence in problem solving appreciate the consequences arising from technological developments

Resources Textbook: McAskill, Bruce et al, Pre-Calculus 12, McGraw-Hill Ryerson Workbook: Appleby, Alan and Ranieri, Greg, Pre – Calculus 12 Mathematics Workbook Materials Students should bring their notebook and textbook to each class. Students will need to have a binder with lined paper or a notebook in a coil notebook. As mandated by Alberta Education, each student requires an approved graphing calculator and a geometry set.

101

Course Content Unit Name

Composite functions

STRATHCONA-TWEEDSMUIR SCHOOL • • •

• • • • • Transformations

• • • • • •

Polynomial functions • • • • •

Exponential and Logarithmic

• • • • • • • • • •

Topic(s)

Operations with functions Determine the equation, graph and domain of composite functions given their equations Determine graphs, values and equations of composite functions and determine restrictions o f(f(x)) o f(g(x)) o g(f(x)) Write h(x) as the composition of two or more functions through operations and compositions of functions Describe the effects of translations on graphs and their related equations Describe the effects of stretches on graphs and their related equations Describe and sketch the inverse, , given Describe the effects of reflections, in both axes and the about the line on graphs and their related equations Describe and perform combinations of transformations on functions and relations including radical and rational functions Describe the domain, range, intercepts as applicable Transformation notation Transformation with radical functions and solving graphically Describe and perform the reciprocal transformation y = 1 f ( x)

Graph and analyze polynomial functions o multiplicity o points of inflection, increasing and decreasing o end behavior Factoring, graph and analyze polynomials of degree 2 ≤5, using the remainder and factor theorem Graph and analyze exponential functions Review laws of exponents Model, graph, and apply exponential functions to solve problems including loans and investments Model, graph and apply log functions to solve scales such as Richter and pH Perform exponential regressions Express exponential functions in logarithmic form and vice versa Base and natural logarithms: Review arithmetic sequences and series Solve exponential and logarithmic equations Laws of logarithms Simplify exponential and logarithmic expressions using identities Use logarithms to model applications Graph and analyze logarithmic functions, including identifying domain, range, intercepts, and asymptotes Connect geometric sequences to exponential functions

102

• • • • • Trigonometry I - Unit circle

• • • • •

Trigonometry II – Trig Functions and Graphs • • • Trigonometry III – Trig Identities

Radical and Rational Functions

• • • • • • •

• •

Permutations and Combinations

• • • • • • • •

STRATHCONA-TWEEDSMUIR SCHOOL

Derive general terms representing geometric growth Derive expressions representing geometric sums Solve problems involving geometric growth and decay Use exponents and logarithms to model and solve problems Express angle measure in both radian and degree units, and solve problems using both Calculate arc length Determine exact and approximate values of the trigonometric ratios for multiples of 0°, 30°, 45°, 60°, and 90° Solve first- and second-degree trigonometric equations over the domain 0 ≤ θ ≤ 2π , or 0 ≤ θ ≤ 360° , algebraically and graphically Describe sine, cosine, and tangent as period functions, with reference to the unit circle and angles in standard position Draw (using technology), sketch, and analyze the graphs of sine, cosine and tangent, describing: o amplitude, if defined o period o domain and range o asymptotes, if any o behaviour under transformations Transformations of Sinusoidal functions Modeling with Trig functions Verify and prove trigonometric identities: numerically for particular cases, algebraically for general cases, and graphically Use sum, difference, and double-angle identities to verify and simplify trigonometric expressions Reciprocal, Pythagorean and quotient functions Solve equations with identities Analyzing radical functions and equation Transformations of radical and rational functions Solving radical equations graphically Analyzing rational functions graphs and equations o Functions involving one radical o Numerator and denominator that are monomials, binomials or trinomials Restrictions for domain and Range in Radical and Rational functions Use the fundamental counting principle to determine the number of distinct possibilities Factorial notation Simplify expressions with n! Determine the number of linear permutations of n objects taken r at a time, and solve applications Permutations with repetitions and restrictions Combinations Pascal’s Triangle Determine the number of simple pathways Binomial theorem

103

STRATHCONA-TWEEDSMUIR SCHOOL Approaches to Learning Skills Through the study of transformations, polynomials and trigonometry, students will: discover and describe patterns, create and test generalizations, and evaluate a variety of solutions.

Thinking Skills

Communication Skills

Social Skills Self-management skills

Research skills

Beyond the lower order skills of knowledge acquisition, comprehension and application, the higher order skills of analysis, synthesis and evaluation will be motivated by applications in trigonometric modeling and proofs. Students will encounter combinatorics for the first time and this area of study requires abstract thinking. Metacognitive awareness will allow students to build conceptual understandings and critically analyze the accuracy of their answers and the validity of their processes, particularly with unit circle modeling, applications of exponential and logarithmic functions to growth and decay situations and dealing with extraneous solutions across wide varieties of equations. The language of mathematics is one of precision. Specific symbols will be applied with domain and range: set theory, interval notation, subscript notation and function notation Students will compose mathematical processes that communicate their understanding of the concepts. Group formative assessment tasks provide opportunities for students to improve collaborative skills. In each unit, students will complete summative reviews and are encouraged to work synergistically. Students should access ManageBac, our learning management system, in order to adhere to deadlines and access pertinent course resources. Through the completion of a personal exploration in mathematics student will be able to compare, contrast and validate available information formulating a focused and precise research question or exploration in mathematics.

Assessment The final course mark will be determined as follows: School Awarded Mark Diploma Exam

70% 30%

Cumulative course evaluations are calculated as follows: Unit Exams 60% Major Quizzes 20% Assignments and projects 20% Cumulative Exams: Three cumulative assessments will be offered to students throughout the year and may be used to replace a lower unit test score. Extra Help Extra help is readily available. Students are encouraged to seek assistance from any faculty member in the department.

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IB DP Mathematics 31 SL Year 2 (MAT 3211) Course Overview IB DP Mathematics 31 Y2 SL is designed to introduce students to the mathematical methods of calculus. The course is intended to act as a bridge between the academic stream of Mathematics 10C, Mathematics 20-1, Mathematics 30-1 and the mathematics encountered in post-secondary programs. It will also prepare students to successfully complete the calculus components of the IB DP Mathematics: Analysis and Approaches HL Year 2 course of studies. The emphasis will be follows: • • • • • • • • • • • • •

introduce the principle concepts and methods of differential calculus develop skills in problem solving, using calculus concepts and procedures as the context apply methods of calculus to various applications in the physical, biological sciences and in the business and social sciences appreciate the international dimension of mathematics and the universality of mathematics as a means of communication read, interpret and solve a given problem using appropriate mathematical terms organize and present information and data in tabular, graphical and/or diagrammatic forms know and use appropriate notation and terminology formulate a mathematical argument and communicate it clearly select and use appropriate mathematical strategies and techniques demonstrate an understanding of both the significance and the reasonableness of results recognize patterns and structures in a variety of situations and make generalizations use appropriate technological devices as mathematical tools demonstrate an understanding and the appropriate use of mathematical modeling

Resources 1. Stewart, James, et al., Calculus: A First Course, McGraw-Hill Ryerson Ltd., 1989 Online textbook: will be available through www.learnalberta.ca 2. WebAssign: Most assignments will be completed online at https://www.webassign.net/login.html

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Course Content Unit Name

Set Theory and Algebra Review

Review and Prerequisite Concepts

Functions, Limits, and First Principles

Techniques of Differentiation Applications of the Derivative

The Second Derivative Derivatives of Trigonometric, Exponential and Logarithmic Functions Antiderivatives

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Topic(s) Concept and notation of sets, elements, universal (reference) set, empty (null) set, complement, subset, equality of sets, disjoint sets Operations on sets: union and intersection Commutative, associative and distributive properties Venn diagrams Intervals on the real number line using set notation Absolute value equations Polynomial, absolute value and rational inequalities Essential algebra Coordinate geometry Advanced factoring Absolute value equations Polynomial, absolute value, and rational inequalities Gradient function and rate of change Tangent lines, normal lines Continuity and differentiability Finite and infinite limits Definition of derivative Continuity Equations of Tangents, normals Rates of change Kinematics Power rule Product and quotient rule Chain rule Implicit differentiation Higher derivatives Optimization Related Rates Velocity and Acceleration Extreme values Concavity and points of inflection Intervals of increase and decrease Asymptotes Cusps

• • • •

Limits and derivatives Equations of tangents and normals Optimization problems Graphs

• • •

Area as a limit Definite and indefinite integrals Boundary condition

•

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Applications of Antiderivatives Techniques of Integration

Vectors

• • • • • • • • • • •

• • • • • • • • • • • •

Statistics

• • • • • • • • • • •

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Fundamental Theorem of Calculus Area under a curve Area between curves Volumes of revolution Substitution Integration by parts Integration by trigonometric substitution Integration by partial fractions Vectors as displacements in the plane and in three dimensions Components of a vector, column representation Algebraic and geometric approaches to the following topics: the sum and difference of two vectors, the zero vector, the vector , multiplication by a scalar, magnitude of a vector, unit vectors, base vectors, position vectors The scalar product of two vectors Perpendicular vectors Parallel vectors The angle between two vectors Representation of a line as The angle between two lines Distinguishing between coincident and parallel lines Finding points where lines intersect Review: Population, sample, random sample and frequency distribution of discrete and continuous data Frequency tables and diagrams Box and whisker plots Grouped data: mid-interval values, interval width, upper and lower interval boundaries, frequency histograms Mean, median, mode, quartiles, percentiles Range: interquartile range, variance, standard deviation Cumulative frequency graphs to find median, quartiles, percentiles Linear correlation of bivariate data including Pearson’s product Mean of the binomial distribution Measures of central tendency, histograms, and measures of dispersion Calculate standard deviation for a population, using technology Resolve probability applications using the binomial distribution Apply z-scores to solve problems related to the standard normal curve Normal distribution and the standard normal curve Problem solving

Approaches to Learning Skills Thinking Skills

Students will develop the higher order thinking skills through the techniques of integration, including partial fractions and trigonometric substitution. They will

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be able to identify, critically analyze and develop theories. Calculus will challenge students to exercise initiative in critically applying thinking skills to recognize and creatively approach complex problems and make reasoned and well-founded decisions. In particular, the Epistemological obstacles with limits and by extension, the definition of a limit and area under a curve will motivate students to consider mathematics from a different perspective. Applications in curve sketching, related rates, optimization, vectors and probability will allow students to synthesize conceptual and procedural understanding. The language of mathematics is one of precision. Specific symbols with domain and range will be applied: set theory, interval notation, subscript notation and function notation.

Communication Skills

Social Skills Self-management skills Research skills

Venn diagrams are the visual manifestation with intersection and union with applications in set theory and probability. Group formative assessment tasks provide opportunities for students to improve collaborative skills. In each unit, students will complete summative reviews and are encouraged to work synergistically. Students should access ManageBac, our learning management system, in order to adhere to deadlines and access pertinent course resources. Through the completion of a personal exploration in mathematics student will be able to compare, contrast and validate available information formulating a focused and precise research question or exploration in mathematics.

Assessment The student’s final course mark for Mathematics 31 will be determined as follows: Cumulative School Awarded Mark • • •

80% or 50%

Unit Tests Major Quizzes Assignments

60% 20% 20%

Final Exam

20% or 50% **

**The weighting on the final will vary in accordance with the best interest of the individual student. If a student’s final examination result is higher than the course standing, then the final examination will be weighted at 50% of the course grade. Conversely, if a student’s final examination result is lower than the course standing, the final exam will be weighted at 20%.

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The student’s final course mark for IB DP Mathematics: Analysis and Approaches SL Year 2 will be determined as follows: External assessment - Papers 1 and 2: Paper I Paper II

1hr 30 min 1 hr 30 min

80% 40% 40%

Internal assessment - Personal Project:

No calculator GDC required 20%

The personal project, the internally assessed component, offers students a framework for developing independence in their mathematical learning by engaging in a mathematical investigation. Student Expectations In the mathematics program students will encounter the following mathematical processes: communication, connections, estimation and mental mathematics, problem solving, reasoning, technology and visualization. Consistently completed homework is mandatory for success in math. A student who is serious about obtaining a mark that reflects his/her ability should be doing homework every day. Calculators must be cleared back to the factory settings for all quizzes, tests, exams and diploma. Extra Help Extra help is readily available. Students are encouraged to seek assistance from any faculty member in the department.

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IB DP Mathematics: Analysis and Approaches HL Year 2 (MAT35IB) Course Overview IB DP Mathematics: Analysis and Approaches HL Year 2 is based on the Alberta Education Program of Studies and the IB DP Mathematics HL program. This course sequence is intended to provide students with the mathematical understandings and critical thinking skills identified for entry into post-secondary programs that are math-intensive and require the study of calculus. It is strongly recommended that students entering this course have mastered the skills and concepts taught in IB Mathematics: Analysis and Approaches HL Year 1 including Sequences and Series, Unit Circle concepts, Transformations, and Quadratic relations. The pace of the course is much faster than Mathematics 30-1 and students missing classes must be willing and able to work independently to maintain their performance. This course consists of all of the topics required for students to write their Mathematics 30-1 Diploma Examination in June. This course, along with IB DP Mathematics 31 HL Year 2, MYP Mathematics 10C and Mathematics 20-1, prepare students for the IB Examination Papers written in May. The main goals of the math program are to prepare students to: • • • • • • • • •

Use mathematics confidently to solve problems Communicate and reason mathematically Appreciate and value mathematics Commit themselves to lifelong learning Become mathematically literate adults, using mathematics to contribute to society Enjoy the course and develop an appreciation of the elegance, power and usefulness of mathematics Develop logical, critical and creative thinking skills Develop patience and persistence in problem solving Appreciate the consequences arising from technological developments

Textbooks Pre-Calculus 12, McGraw-Hill Ryerson Mathematics for the International Student Mathematics HL (Core), Haese Mathematics Workbook Pre-calculus 12 Mathematics Workbook, Absolute Value Publications Materials As mandated by Alberta Education, each student requires an approved graphing calculator. Students are expected to bring a notebook, binder, and graphing calculator to each class. Assigned homework will be completed in a notebook or in the workbook. A geometry set is an asset.

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Course Content Unit Name

Polynomial functions

•

• • • • • • •

Exponential and Logarithmic Functions and Expressions

• • • • • • • • • • • • • • •

Trigonometry III – Trig Identities

Permutations and Combinations

• • • •

Topic(s) Graph and analyze polynomial functions - multiplicity - points of inflection, increasing and decreasing - end behavior Factoring, graph and analyze polynomials of degree 2 ≤5,using the remainder and factor theorem Determine roots, zeros, and intercepts Conjugate roots of polynomial equations with real coefficients Graph and analyze exponential functions Review laws of exponents Model, graph, and apply exponential functions to solve problems including loans and investments Model, graph and apply log functions to solve scales such as Richter and pH Perform exponential regressions Express exponential functions in logarithmic form and vice versa Base e and natural logarithms, In x Review arithmetic sequences and series Solve exponential and logarithmic equations Laws of logarithms Simplify exponential and logarithmic expressions using identities Use logarithms to model applications Graph and analyze logarithmic functions, including identifying domain, range, intercepts and asymptotes Connect geometric sequences to exponential functions Derive general terms representing geometric growth Derive expressions representing geometric sums Solve problems involving geometric growth and decay Use exponents and logarithms to model and solve problems Verify and prove trigonometric identities: numerically for particular cases, algebraically for general cases, and graphically Use sum, difference, and double-angle identities to verify and simplify trigonometric expressions Reciprocal, Pythagorean and quotient functions Solve equations with identities Use the fundamental counting principle to determine the number of distinct possibilities Factorial notation Simplify expressions with n! Determine the number of linear permutations of n objects taken r at a time, and solve applications Permutations with repetitions and restrictions Combinations Pascal’s Triangle

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Probability

Proof by Mathematical Induction Proof by Contradiction Modular Arithmetic, Polar Form and Complex Numbers

• • • • • • • • • • • • •

Determine the number of simple pathways Binomial theorem Binomial theorem with negative and fractional indices Concepts of trial, outcome, equally likely, sample space, and event Complementary events Venn Diagrams Combined events Mutually exclusive events Conditional probability Independent events Bayes’ Theorem Discrete and Continuous random variables Probability density functions Expected value, mode, median and their probability distributions Binomial distribution Normal distribution review

•

Links to complex numbers, sums of series, differentiation, and number theory

• •

Sums, products, and quotients of complex numbers Polar form z = r ( cos θ + i sin θ ) = r cisθ = reiθ

• • •

Complex number plane (Argand Diagram) Powers of complex numbers and de Moivres Theorem nth roots of a complex number

Approaches to Learning Skills

Thinking Skills

Communication Skills

Through the study of polynomials and trigonometry, students will: discover and describe patterns, create and test generalizations, and evaluate a variety of solutions. Beyond the lower order skills of knowledge acquisition, comprehension and application, the higher order skills of analysis, synthesis and evaluation will be motivated by applications in trigonometric modeling and proofs. Students will encounter combinatorics for the first time and this area of study requires abstract thinking. Metacognitive awareness will allow students to build conceptual understandings and critically analyze the accuracy of their answers and the validity of their processes, particularly with unit circle modeling, applications of exponential and logarithmic functions to growth and decay situations and dealing with extraneous solutions across wide varieties of equations. The language of mathematics is one of precision. Specific symbols will be applied with domain and range: set theory, interval notation, subscript notation and function notation

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Social Skills Self-management skills Research skills

Students will compose mathematical processes that communicate their understanding of the concepts. Group formative assessment tasks provide opportunities for students to improve collaborative skills. In each unit, students will complete summative reviews and are encouraged to work synergistically. Students should access ManageBac, our learning management system, in order to adhere to deadlines and access pertinent course resources. Through the completion of a personal exploration in mathematics student will be able to compare, contrast and validate available information formulating a focused and precise research question or exploration in mathematics.

Assessment The final course mark will be determined as follows: School Awarded Mark: Diploma Exam:

70% 30%

Cumulative course evaluations are calculated using marks from Unit Exams, Quizzes, Assignments. Additionally, students will complete their Diploma Examination in Math 30-1, weighted at 30% of their final course grade in Mathematics 30-1. From IB, students will complete three exams and an Internal Assessment which will be tabulated to form a score in the 1 -7 range. Cumulative course evaluations are calculated as follows: Unit Exams: Major Quizzes: Assignments and projects:

60% 20% 20%

Extra help Extra help is readily available. Students are encouraged to seek assistance from any faculty member in the department.

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IB DP Mathematics 31 HL Year 2 (MAT35IB) Course Overview IB DP Mathematics 31 HL Year 2 is designed to introduce students to the mathematical methods of calculus. The course acts as a bridge between the academic streams of Mathematics 10C, Mathematics 20-1, Mathematics 30-1 and the mathematics encountered in post-secondary programs. The IB Higher Level Mathematics Programme is specifically intended to cater to those students who will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or as part of a program in physics, engineering and technology. It will also prepare students to successfully complete the calculus components of the International Baccalaureate Program’s Mathematics: Analysis and Approaches HL course of studies. The emphasis will be follows: • • • • • • • • • • • • •

Resources 1. Stewart, James, et al., Calculus: A First Course, McGraw-Hill Ryerson Ltd., 1989 Online textbook: will be available through www.learnalberta.ca 2. Mathematics for the international student Mathematics HL (Core), Haese Mathematics WebAssign: Most assignments will be completed online at https://www.webassign.net/login.html Materials As mandated by Alberta Education, each student requires an approved graphing calculator. Students are expected to bring a notebook, binder, and graphing calculator to each class. Assigned homework will be completed in a notebook or in the workbook.

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Course Content Unit Name 1. Set Theory and Algebra Review

2. Review and Prerequisite Concepts

3. Functions, Limits, and First Principles

4. Techniques of Differentiation

5. Applications of the Derivative 6. The Second Derivative

STRATHCONA-TWEEDSMUIR SCHOOL

• • • • • • • • • • • • • • • • • •

Topic(s) Concept and notation of sets, elements, universal (reference) set, empty (null) set, complement, subset, equality of sets, disjoint sets Operations on sets: union and intersection Commutative, associative and distributive properties Venn diagrams Intervals on the real number line using set notation Absolute value equations Polynomial, absolute value and rational inequalities Essential algebra Coordinate geometry Advanced factoring Absolute value equations Polynomial, absolute value, and rational inequalities Gradient function and rate of change Tangent lines, normal lines Continuity and differentiability Finite and infinite limits Infinite Sequences Convergence and divergence of series The p-series: 1

• • • • • • • • • • • • • • • • • • • • • •

Absolute and conditional convergence Alternating series Power series Definition of derivative Continuity Equations of Tangents, normals Rates of change Kinematics L’Hopital’s Rule Power rule Product and quotient rule Chain rule Implicit differentiation Higher derivatives Optimization Related Rates Velocity and Acceleration Extreme values Concavity and points of inflection Intervals of increase and decrease Asymptotes Cusps

•

∑n

115

7. Derivatives of Trigonometric, Exponential and Logarithmic Functions 8. Antiderivatives

9. Applications of Antiderivatives

10. Techniques of Integration 11. Probability

12. Statistics

STRATHCONA-TWEEDSMUIR SCHOOL • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Limits and derivatives Equations of tangents and normals Optimization problems Graphs Derivatives of inverse trigonometric functions Area as a limit Definite and indefinite integrals Boundary condition Fundamental Theorem of Calculus Area under a curve Area between curves Volumes of revolution Convergence and Divergence revisited Improper integrals Substitution Integration by parts Integration by trigonometric substitution Integration by partial fractions Complement, intersection, union Venn diagrams Tree diagrams Conditional probability Mutually exclusive events Independent and depended events Expected Value The effect of linear transformations of X, E(ax+b), Var (aX+b) Probability distribution Review: Population, sample, random sample and frequency distribution of discrete and continuous data Sampling techniques: convenience, random, systematic, stratified, quota Frequency tables and diagrams Histograms: skewed, Box and whisker plots: outliers Grouped data: mid-interval values, interval width, upper and lower interval boundaries, frequency histograms Mean, median, mode, quartiles, percentiles Range: interquartile range, variance, standard deviation Cumulative frequency graphs to find median, quartiles, percentiles Linear correlation of bivariate data including Pearson’s product Determine line of best fit with mean x and mean y values Interpolate and extrapolate

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• • • • • • • • • • • • • •

Linear regression equations with GDC Determine correlation coefficient and least squares regression via GDC Determine the y on x regression line with y=mx+b Determine the x on y regression line with x=c+dy Perfect correlation means the two lines are the same Mean of the binomial distribution Measures of central tendency, histograms, and measures of dispersion Calculate standard deviation for a population, using technology Resolve probability applications using the distribution Apply z-scores to solve problems related to the standard normal curve Normal distribution and the standard normal curve Problem solving Linear regression and Correlation The effect Midpoints of 2D and 3D Distance between 3D points Sine law and cosine law Area of triangle =1/2absinC Slope fields Euler’s method Separation of variables Homogenous differential equations Substitution of vx Applying an integrating factor to the form

•

Lagrange error term

• •

• • • • • • • •

13. Geometry

14. First Order Differential Equations

15. Taylor Polynomials

•

y′ + P( x) y = Q( x)

x MacLaurin series for e ,

sin x, cos x, ln(1 + x), (1 + x) p , p ∈ Q

• • •

Rolle’s theorem MVT Taylor series with differential equations

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Approaches to Learning Skills Thinking Skills

Students will develop the higher order thinking skills through the techniques of integration, including partial fractions and trigonometric substitution. They will be able to identify, critically analyze and develop theories. Calculus will challenge students to exercise initiative in critically applying thinking skills to recognize and creatively approach complex problems and make reasoned and well-founded decisions. In particular, the Epistemological obstacles with limits and by extension, the definition of a limit and area under a curve will motivate students to consider mathematics from a different perspective.

Communication Skills

Social Skills Selfmanagement skills Research skills

Applications in curve sketching, related rates, optimization, vectors and probability will allow students to synthesize conceptual and procedural understanding. The language of mathematics is one of precision. Specific symbols with domain and range will be applied: set theory, interval notation, subscript notation and function notation. Venn diagrams are the visual manifestation with intersection and union with applications in set theory and probability. Group formative assessment tasks provide opportunities for students to improve collaborative skills. In each unit, students will complete summative reviews and are encouraged to work synergistically. Students should access ManageBac, our learning management system, in order to adhere to deadlines and access pertinent course resources. Through the completion of a personal exploration in mathematics student will be able to compare, contrast and validate available information formulating a focused and precise research question or exploration in mathematics.

Assessment 1. The final course mark for Math 31 will be determined as follows: Cumulative School Awarded Mark • • •

80% or 50%

Unit Tests Major Quizzes Assignments

60% 20% 20%

Final Exam 20% or 50% ** **final exam weighting will be calculated in the student’s individual best interest 2. The final course mark for IB DP Mathematics: Analysis and Approaches HL Year 2 will be determined as follows:

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External assessment (Papers 1 and 2)

80%

Written papers: Paper I 1hr 30 min

40%

No calculator

Paper II

40%

GDC required

1 hr 30 min

Internal assessment (Personal Project: due February)

20%

The personal exploration, which is internally assessed and moderated by the IBO, offers students a framework for developing independence in their mathematical learning by engaging in a mathematical investigation. Extra Help Extra help is readily available. Students are encouraged to seek assistance from any faculty member in the department.

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Modern Languages

Learning Leader: Ms. Christie Smith

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IB MYP French 10 - Continuing (FSL 1093) Course Overview The purpose of any effective language program is to develop student’s language skills; oral communication, reading, writing and visual literacy skills. Since there are many specific objectives within the language acquisition program, the intent of this course outline is to give a brief overview of the general objectives that this course emphasizes, including, but not limited to the following: • • • •

Students will be able to understand and use appropriate language conventions in written production Students will be able to understand information, ideas, opinions and attitudes presented in written texts Students will be able to understand information presented in visual texts Students will be able to understand and respond to a range of appropriate spoken text.

The aims of the teaching and learning of MYP language acquisition are to: • • • • • • • • • •

gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage develop a respect for, and understanding of, diverse linguistic and cultural heritages develop the communication skills necessary for further language learning, and for study, work and leisure in a range of contexts develop multiliteracy skills through the use of a range of learning tools develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects understand the nature of language and the process of language learning gain insight into the cultural characteristics of the communities where the language is spoken gain an awareness and understanding of the perspectives of people from own and other cultures develop curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

Resources Managebac Learning Management System Textbook: Deux Mondes: A Communicative Approach French/English bilingual dictionary (Larousse dictionnaire anglais-français) Headphones (built-in mic preferable)

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Course Content Unit Vacations & Shopping

Fairy Tales Pop Culture/Entertainment School, Daily Life and Plans for the Future

STRATHCONA-TWEEDSMUIR SCHOOL Topics

- travel abroad - travel by car - getting around in a foreign place - purchases, products, resources - travelers’ health and safety - conditional tense (la politesse) - prepositions -Visual, performing and literary arts of personal interest - passé compose - imparfait - adverbs of affirmation, doubt and time - subordinating and coordinating conjunctions - themes based on personal interest - teaching, learning and career planning - university life - work and careers - present and close future - interrogative sentences

Assessment Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Listening

B: Reading

C: Speaking

D: Writing TOTAL

8 32

Assessment tasks for this course include quizzes, tests, dictations, listening comprehension and reading comprehension exercises, presentations, skits, written tasks etc. Academic Honesty The school’s Academic Honesty Policy will be strictly adhered to within the Modern Languages Department. For the department’s purpose, this policy includes the use of any form of translation tool (i.e., Google Translator). Use of any of these tools will be deemed academically dishonest, and consequences for the action are clearly outlined within the policy. Digital dictionaries are permitted, however. Students will be directed to wordreference.com for their translation assistance needs.

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IB MYP French 30 (FSL 3093) Course Overview Students acquire language knowledge, skills and attitude over a period of time and over that time their ability to communicate grows. The program is based on a multidimensional approach that reflects visual interpretation, oral communication, reading comprehension and writing. The French program is based on 5 phases of learning, and French 10 will be based on Phases 4 and 5. The goal of this course is to allow students to become as fluent as possible in the various components of language while studying thematic units (see below). Units of grammar will be interwoven into each thematic unit. The aims of the teaching and learning of MYP language acquisition are to: • • • • • • • • • •

Topics Pronoun y; emphatic pronouns; c’est vs il est; present and depuis; future tense Il faut que; subjunctive; conduire and suivre; object pronouns; superlative; lequel et celui Conditional; pronoun dont; ce qui, ce que, ce dont; commands with pronouns; imperfect Cinema vocabulary; review of verb tenses; review of major grammar

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Assessment Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Listening

B: Reading

C: Speaking

D: Writing TOTAL

8 32

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IB MYP Spanish 10 New (SPN 1345) Course Overview The purpose of any effective language program is to develop student’s language skills; oral communication, reading, writing and visual literacy skills. Since there are many specific objectives within the language acquisition program, the intent of this course outline is to give a brief overview of the general objectives that this course emphasizes, including, but not limited to the following: • • • •

Aims The aims of the teaching and learning of MYP language acquisition are to: • • • • • • • • • •

Resources • En Sus Marcas • Así se Dice • Managebac and online resources

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Course Content Unit ¿Cómo se dice...?

El Colegio

La Ciudad

Topics Questions and Answers for Daily Classroom use Basic introductions and Q&A for personal information The Spanish alphabet Formal vs. Informal applications Greetings and Goodbyes Origin Spanish-speaking world Time Numbers 1-100 Introduction to cognates Identifying others Introduction to –ar verbs Ser and Estar introduced The verb haber (hay) Colours School related vocabulary including classes and classroom objects Personal Pronoun Articles (definite and indefinite) Gender and number of nouns Basic technology vocabulary City vocabulary Modes of transportation Restaurant and Market Vocabulary Contractions al and del -er verbs Verbs with irregular yo form Presenting people Question words

Assessment Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Listening

B: Reading

C: Speaking

D: Writing TOTAL

8 32

Assessment tasks for this course include quizzes, tests, dictations, listening comprehension and reading comprehension exercises, presentations, skits, written tasks etc.

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Academic Honesty

STRATHCONA-TWEEDSMUIR SCHOOL

The school’s Academic Honesty Policy will be strictly adhered to within the Modern Languages Department. For the department’s purpose, this policy includes the use of any form of translation tool (i.e., Google Translator). Use of any of these tools will be deemed academically dishonest, and consequences for the action are clearly outlined within the policy. Digital dictionaries are permitted, however. Students will be directed to wordreference.com for their translation assistance needs.

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IB MYP Spanish 10 Continuing (SPN 1345) Course Overview The purpose of any effective language program is to develop student’s language skills; oral communication, reading, writing and visual literacy skills. Since there are many specific objectives within the language acquisition program, the intent of this course outline is to give a brief overview of the general objectives that this course emphasizes, including, but not limited to the following: • • • •

Aims The aims of the teaching and learning of MYP language acquisition are to: • • • • • • • • • •

Resources • En Sus Marcas • Así se Dice • Managebac and online resources

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Course Content Daily Life

Unit

Celebrations and Traditions

Art and Culture

STRATHCONA-TWEEDSMUIR SCHOOL Topics

Present progressive Reflexive verbs commands Possessive pronouns Review of near future Gustar and similar verbs Imperfect tense Vocabulary regarding Hispanic celebrations Giving opinions Formal commands Intro to informal commands Preterite and Imperfect (compare and contrast) Present tense review including present progressive

Assessment Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Listening

B: Reading

C: Speaking

D: Writing TOTAL

8 32

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IB MYP Spanish 30 (SPN 3345) Course Overview

To have a second language is to possess a second soul. - Charlemagne

IB MYP Spanish 30 encourages students to continue their exploration into the world of second language acquisition through active conversation, observation, and exposure to a variety of learning mediums such as, videos, music, listening activities, and a range of texts. Students will also be inspired to inquire about how Spanish exists in both local and global contexts through exploring the Hispanic world. The aims of MYP language acquisition are to encourage and enable students to: • • • • • • • • • •

Course Content Unit Tecnomundo

Celebraciones

Cultura y Arte

Topics Keyboard skills Questions and Answers for Daily Classroom use Preterite (regular and irregular) Review of Command forms Saber vs. Conocer Celebrations vocabulary Imperfect Intro to Imperfect vs. Preterite Review of Indirect and Direct objects Vocabulary related to art and history Formal expressions and leading phrases for speaking and writing critiques Conditional tense

130

El Medio Ambiente

STRATHCONA-TWEEDSMUIR SCHOOL Environment vocabulary Subjunctive Future tense

Assessment Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Listening

B: Reading

C: Speaking

D: Writing TOTAL

8 32

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IB DP French ab initio Year 1 (FSL 2093) and French 20-3Y (FSL 2093) Course Overview IB DP French ab initio Year 1 is the first year of a two-year course. Students acquire language knowledge, skills and attitude over a period of time and, over that time, their ability to communicate grows. The language ab initio course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. This course develops students’ linguistic abilities through the development of receptive, productive and interactive skills. Resources • Managebac Learning Management • Textbook: Deux Mondes: A Communicative Approach • Headphones (built-in microphone preferable) • French/English bilingual dictionary (Larousse dictionnaire anglais-français) Course Content The IB DP French and Spanish ab initio Year 1 and 2 courses are organized into five themes and these themes are taught in a cyclical approach over the two years. The themes and subtopics are as follows: Identities

Theme

Guiding Principle Explore the nature of the self and how we express who we are.

Experiences

Explore and tell the stories of the events, experiences and journeys that shape our lives.

Human Ingenuity

Explore the ways in which human creativity and innovation affect our world.

Social Organisation

Explore the ways in which groups of people organize themselves, or are organized, through common systems or interests. Explore the challenges and opportunities faced by individuals and communities in the modern world.

Sharing the Planet

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• • • • • • • •

Prescribed Topics Personal attributes Personal relationships Eating and drinking Physical wellbeing Daily routine Leisure Holidays Festivals and celebrations Transport Entertainment Media Technology Neighbourhood Education The workplace Social issues

• • • •

Climate Physical geography The environment Global issues

• • • • • • • •

STRATHCONA-TWEEDSMUIR SCHOOL

Approaches to Learning Skills Thinking Skills

Communication Skills

Social Skills

Self-management skills

Research skills

In this course, students will study and reflect upon both the French language and francophone culture. Students will need to look for and recognize patterns in the French language that will help them to decode and produce the language. Students will be introduced to various texts and will practice listening to understand. Students will use their understanding of language mechanics to decode and produce messages in French. Students will begin to communicate, at a basic level, ideas, opinions, and attitudes in written and in oral French in a variety of registers and contexts provided by the written curriculum. Students will begin to understand and apply where appropriate conventions to enhance their written and oral message. In order to improve their language fluency students will reflect and apply strategies provided in the teacher feedback. Students will begin to communicate with their peers in the target language within a controlled situation and at most times with the teacher. Students will be given the opportunity to prepare and practise an interactive oral activity based on a picture. Students will practise responding to various messages in a clear and concise manner. Students will be required to collaborate with their peers to achieve their communication goals, while being respectful of other students’ abilities, opinions and differences. Students will demonstrate self-awareness by doing their part to ensure equal participation in the classroom and in group work. Students will participate in setting deadlines for work completion and will meet those deadlines. Students will self-advocate for deadline adjustments in advance where needed. Students will apply a variety of strategies for vocabulary and grammar acquisition and will use appropriate reference materials and resources. Students will independently organize their course notes and materials using a system that is familiar and accessible to them. Students will practice using Managebac as a course management tool for storing files and submitting completed assignments. Students will identify a motivating factor for their learning and will use class time effectively to complete their learning goals. In preparation for the Written Assignment in year two, students will begin to inquire about a cultural topic of interest. They will explore resources in the target language in order to gain knowledge and understanding of that topic in French culture. Students will seek out a variety of perspectives on the topic and begin to make comparisons between their own culture and French culture. Students will take notes and summarize the content appropriately in French.

Assessment Students will frequently have the opportunity to demonstrate the depth of their command of the language in a number of different formats. Timely, meaningful feedback will be provided through Managebac and in-class conversation. The purpose of this feedback is to highlight and support areas of growth, while also celebrating areas of strength so that each student can achieve to their individual potential.

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To this end, assessment tasks chosen could include quizzes, tests, research projects, portfolios, conferences, presentations etc. Effective assessment will involve the student so as to impart ownership for their learning; therefore, all tasks will require students to reflect upon their performance and next steps in some manner. Evaluation of student performance will be based on summative tasks and not formative tasks, although both will be reported and visible in Managebac. This enables students to take risks without the fear of being penalized for doing so. Formative assessments include all tasks that drive toward mastery of a concept/skill at the end of each unit, and which inform the instructional course for each student. Summative assessments are those which directly inform evaluative judgments for reporting purposes. Throughout the year, students will be evaluated based on the following criteria: Written production (organization, message, and quality of language and will include tasks such as quizzes, tests, and written exercises) Oral communication (pronunciation, fluency, message, and quality of language) Reading Comprehension Listening Comprehension Final Exam

20% 20% 20% 15% 25%

Extra Help Students should seek assistance as soon as questions arise and should take the initiative to make arrangements for extra help. Assistance is available before school, at lunch, and after school on a drop-in basis and upon request. Academic Honesty The school’s Academic Honesty Policy will be strictly adhered to within the Modern Languages Department. For the department’s purpose, this policy includes the use of any form of translation tool (i.e., Google Translator). Use of any of these tools will be deemed academically dishonest, and consequences for the action are clearly outlined within the policy. Digital dictionaries are permitted, however. Students will be directed to wordreference.com for their translation assistance needs.

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IB DP French B SL Year 1 (FSL 3306) and French 31a (FSL 3306) Course Overview IB DP French B SL Year 1 is the first part of a two-year course that will allow students to fulfill the linguistic, communicative and cultural requirements of the IB DP French program. The course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. Additionally, students will study discrete units of advanced grammar, and delve into the world of both literature and film. Resources • Deux Mondes, language textbook, seventh edition • Le monde en français, IB resource textbook, first edition • Une fois pour toutes, grammar review and exercices, third edition • L’actualité, French-language weekly publication • TV5, on-line resource for videos and newsource • Bescherelle, on-line resource for verb conjugations and grammar • Wordreference, on-line dictionary and thesaurus Course Content The IB DP French and Spanish B Year 1 and 2 courses are organized into five themes and these themes are taught in a cyclical approach over the two years. The themes and subtopics are as follows: Unit Name Identities Experiences Human Ingenuity Social Organization Sharing the Planet

Topic(s) This unit explores the nature of the self and what it is to be human. Subtopics include lifestyles, health and well-being, beliefs and values, subcultures, and language and identity. This unit explores events, experiences and journeys that shape our lives. Subtopics include leisure activities, holidays and travel, life stories, rites of passage, customs and traditions, and migration. This unit explores the ways in which human creativity and innovation affect our world. Subtopics include entertainment, artistic expressions, communication and media, technology, and scientific innovation. This unit explores the ways in which groups of people organize themselves through common systems or interests. Subtopics include social relationships, community, social engagement, education, the working world, and law and order. This unit explores the challenges and opportunities faced by individuals and communities in the modern world. Subtopics include the environment, human rights, peace and conflict, equality, globalization, ethics, and urban and rural environment.

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Approaches to Learning Skills Thinking Skills

Communication Skills

Social Skills

Self-management skills

Research skills

In this course, students will study and reflect upon both the French language and culture. Students will learn to look for and recognize patterns and syntax in the French language that will help them to decode and produce the language. Making inferences, understanding intention and drawing logical conclusions when reading French-language texts are practiced in order to fully appreciate the message and content of each text. Within the thematic unit of Communication and World Issues, considering viewpoints and different ideas will be explored. As a final task, students will embark upon independent units of studies that will entail initial brainstorming to choose a theme and subtopic and will oblige them to make connections between global and local events. Students will examine and practice many different formats of written communication used in daily life, including the composition of blogs, letters, e-mails, critics, brochures, newspaper articles and personal journal entries. While composing each of these, students will need to address specific conventions, content and message in order to communicate effectively. Within this course, students will focus on communicating orally in interviews and round-table discussions, as well as using the French language as an everyday tool of communication. They will gain experience in defending their opinions and crafting arguments to support their opinions in a spontaneous fashion, both in the written and oral forms. Finally, they will read texts of various sorts (editorials, literature, magazine articles, etc…) in order to understand not only the content but also the ideas, opinions and attitudes intended by the authors of these texts. The key feature of IB ATL Social Skills is collaboration. Within this course, the promotion of the interdependence of students to learn and grow together in a positive setting is emphasized. Students will communicate with one another on a daily basis in French and this interaction will spur language acquisition by allowing them to practice and grow in a mutual manner. Daily pair and group work will enable students to capitalize on their strengths and to work on improving their weaknesses in a safe and encouraging environment. There are two main aims in the realm of IB ATL Self-Management Skills: Organization skills: Students will be encouraged to manage time and tasks by the effective use of STS Managebac. Further to this point, chunking their independent units of studies over the course of the year on Managebac will allow them to practise working in incremental steps to complete a larger task. Affective skills: In this course, the notion of intrinsic motivation is essential. Students are shown that French can be used a tool to access a whole new world of information and culture in their lives. The enrichment that comes with this discovery supports the notion of language acquisition. Students will develop research skills specific to the study of the French language. As all research is undertaken ideally within the target language, special attention will be given to skills that will allow students to effectively collect and interpret appropriate data. Reliable and credible on-line resources will be explored (Tv5Monde, SRC, LeMonde, etc.) so that students have a solid starting point from which to embark upon their research entirely in

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French. Sorting the data and summarizing the highlights are two skills that will allow students to draw the main points more efficiently from each source. Direct quotes and paraphrasing are further skills that will allow them to restate their findings in their own original work. Assessment Students are evaluated based on the following four skills: written and oral production and reading and listening comprehension. Oral production will be assessed according to pronunciation, fluency, message and quality of language. Written production will be evaluated based on organization, format, quality of language and message, and will include tasks such as tests, quizzes and written exercises. Reading and listening comprehension will be evaluated based on the student’s ability to demonstrate an understanding and interpretation of various written and spoken texts. The final evaluation will include a year-end summative assessment of the student’s ability in each of the four aforementioned categories. Written Production Oral Production Reading Comprehension Listening Comprehension Final Exam

20% 20% 20% 15% 25%

Expectations Students are encouraged to participate and work to the best of their ability in order to meet the requirements of this course. It is expected that they speak French whenever possible during class time, complete each assignment in a timely manner and consult their teacher when extra help is needed. They are also encouraged to take advantage of existing French language resources (radio, TV, literature, Internet, etc…) for greater overall exposure whenever time permits. They are also requested to bring a pair of headsets to class when requested to participate in the listening lab component of the course. Extra Help Students should seek assistance as soon as questions arise and should take the initiative to make arrangements for extra help. Assistance is available before school, at lunch, and after school on a drop-in basis and upon request. Academic Honesty The school’s Academic Honesty Policy will be strictly adhered to within the Modern Languages Department. For the department’s purpose, this policy includes the use of any form of translation tool (i.e., Google Translator). Use of any of these tools will be deemed academically dishonest, and consequences for the action are clearly outlined within the policy. Digital dictionaries are permitted, however. Students will be directed to wordreference.com for their translation assistance needs.

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IB DP Spanish ab initio Year 1 (SPN 2345) and Spanish 20 (SPN 2345) Course Overview IB DP Spanish ab initio Year 1 is the first year of a two-year course. Students acquire language knowledge, skills and attitude over a period of time and, over that time, their ability to communicate grows. The language ab initio course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. This course develops students’ linguistic abilities through the development of receptive, productive and interactive skills. Resources • Puntos de Partida textbook • Online resources • Spanish/English dictionary Course Content The IB DP French and Spanish ab initio Year 1 and 2 courses are organized into five themes and these themes are taught in a cyclical approach over the two years. The themes and subtopics are as follows: Theme Identities

Guiding Principle Explore the nature of the self and how we express who we are.

Experiences

Explore and tell the stories of the events, experiences and journeys that shape our lives.

Human Ingenuity

Explore the ways in which human creativity and innovation affect our world.

Social Organisation

Sharing the Planet

138

• • • • • • • •

• • • •

Climate Physical geography The environment Global issues

• • • • • • • •

STRATHCONA-TWEEDSMUIR SCHOOL Approaches to Learning Skills In this course, students will study and reflect upon both the Spanish language and Hispanic culture. Students will need to understand and recognize patterns in Spanish that will help them to decode and produce the language. Students will be introduced to various texts that will allow them to begin making inferences, Thinking Skills understanding intention and drawing logical conclusions. Students will practise using their understanding of language mechanics, to decode and produce messages in Spanish. Students will begin listening to various texts and practice listening to understand. Students will begin to communicate at a basic level ideas, opinions, and attitudes in written and in oral Spanish in a variety of registers and contexts provided by the written curriculum. Students will begin to understand and apply where appropriate conventions to enhance their written and oral message. In order to improve their language fluency students will reflect and apply Communication strategies provided in the teacher feedback. Students will begin to Skills communicate with their peers in the target language within a controlled situation and at most times with the teacher. Students will be given the opportunity to prepare and practice an interactive oral activity based on a picture. Students will practise responding to various messages in a clear and concise manner. Students will be required to collaborate with their peers to achieve a common communication goal, all the while remaining respectful and mindful of others’ abilities, opinions and differences. Students will demonstrate self-awareness by Social Skills doing their part to ensure equal participation in the classroom and in group work. Students will participate in setting deadlines and goals for product completion. Students will consider absences and work load outside of class. Students will consult with teacher to self-advocate for extensions or deadline adjustments where needed. Students will apply a variety of strategies for new grammatical Selfstructures and vocabulary acquisition and use appropriate reference materials management and resources. skills Students will begin to develop a system that works best for them to organize all course materials and notes. Students will independently access course materials and resources provided by the teacher. Students will identify a motivating factor for their learning of a second language. Students will use class time effectively to achieve their learning goals. In preparation for the Written Assignment in year two, students will begin to inquire about a Hispanic cultural topic of interest. Students will begin to identify resources in the target language in order to gain knowledge and understanding of the topic. Students will seek out a variety of perspectives on Research skills the topic and being to make comparisons with their own culture. Students will take notes and summarize the content appropriately. Students will create an annotated bibliography. Assessment Students will be evaluated based on the following four skills: oral and written production and reading and listening comprehension.

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Oral Production Written Production Reading Comprehension Listening Comprehension Final Evaluation • • •

STRATHCONA-TWEEDSMUIR SCHOOL

20 20 20 15 25

Oral production will be assessed based on pronunciation, fluency, message, and quality of language. Written production will be assessed based on organization, message, and quality of language. This will include tasks such as quizzes, tests, and written exercises. Reading and Listening comprehension will be assessed based on the students’ ability to handle a variety of written and spoken texts.

The final evaluation will include an assessment of the student’s abilities in all of the above disciplines as well as their command of grammatical structures taught. Extra Help Students should seek assistance as soon as questions arise and should take the initiative to make arrangements for extra help. Assistance is available before school, at lunch, and after school on a drop-in basis and upon request. Academic Honesty The school’s Academic Honesty Policy will be strictly adhered to within the Modern Languages Department. For the department’s purpose, this policy includes the use of any form of translation tool (i.e., Google Translator). Use of any of these tools will be deemed academically dishonest, and consequences for the action are clearly outlined within the policy. Digital dictionaries are permitted, however. Students will be directed to wordreference.com for their translation assistance needs.

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IB DP Spanish B Year 1 (No Alberta Education Equivalent Course) Course Overview IB DP Spanish 20B SL Year 1 is the first part of a two-year course that will allow students to fulfill the linguistic, communicative and cultural requirements of the IB Spanish program. This course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. Students will study discrete units of advanced grammar in order to improve their ability to read a variety of challenging texts and to construct complex sentences. In addition to this, they will undertake independent thematic units of study, as well as literature and film studies. Resources We use a variety of resources, all supplied, to meet the IB goals of the course. • • • • • •

Spanish/ English Dictionary Puntos de Partida Practice Makes Perfect (Spanish conversation) Practice Makes Perfect (Spanish grammar) Verbix. Com (Spanish verb conjugation) Studyspanish.com (good online grammar and review)

Course Content The IB DP French and Spanish B Year 1 and 2 courses are organized into five themes and these themes are taught in a cyclical approach over the two years. The themes and subtopics are as follows: Unit Name Topic(s) Identities This unit explores the nature of the self and what it is to be human. Subtopics include lifestyles, health and well-being, beliefs and values, subcultures, and language and identity. Experiences This unit explores events, experiences and journeys that shape our lives. Subtopics include leisure activities, holidays and travel, life stories, rites of passage, customs and traditions, and migration. Human Ingenuity This unit explores the ways in which human creativity and innovation affect our world. Subtopics include entertainment, artistic expressions, communication and media, technology, and scientific innovation. Social This unit explores the ways in which groups of people organize themselves Organization through common systems or interests. Subtopics include social relationships, community, social engagement, education, the working world, and law and order. Sharing the Planet This unit explores the challenges and opportunities faced by individuals and communities in the modern world. Subtopics include the environment, human rights, peace and conflict, equality, globalization, ethics, and urban and rural environment.

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STRATHCONA-TWEEDSMUIR SCHOOL Approaches to Learning Skills Students will be taught how to analyze information, prior to their presenting of in two key areas of assessment in the DP program, the Oral Interview and the Written Assignment. Students will be encouraged to share their original ideas and how to respect others’ ideas. Students will Thinking Skills be reminded that many of the skills that they have already learned or are learning in their first language can be used in their second or third language. These include consideration of multiple perspectives, the generation of novel ideas, and the ability to critique these ideas. Students will develop their communication skills in a variety of ways. They will be taught how to express themselves clearly when speaking and/or writing, how to organize information being used in written or oral production, the use of tone, non-verbal gestures and the use of supporting ideas. Students will participate in debates, presentations, keep a writing journal, and express themselves using a variety of platforms (PowerPoint, Communication Skills Prezi, and Word). Reading comprehension is a key component of the Modern Language IB program and strategies such as recognition of various parts of speech, cognates, and valuable clues that a word may give in terms of its gender and number (singular / plural) when attempting to understand a particular text will be emphasized. In modern languages, social skills are particularly important in a debate setting. Students will develop skills that promote openness to the ideas of other students. They will also be taught that within a group project, individual responsibility is important, that each student is expected to contribute, and they will be taught how to, when necessary, manage and Social Skills resolve conflicts within the group. In other circumstances, for example, oral presentations, which are also key to this program, students will be taught how to be effective, courteous listeners, and how to ask appropriate questions following a presentation. Within the IB ATL Self- Management Skill, organization and affective skills are paramount. Clear guidelines will be set out in terms of expectation for class and what is expected if they miss a class. Students will complete the majority of the work within class but there may be out Self-management skills of class work at times. The use of Managebac as a management tool will be reviewed. Students are expected to remain focussed while in class and to be respectful listeners in oral presentations and respectful listeners and speakers in debate. Opportunities will be given to improve their poise and self-confidence through various activities, individual and group. Students will be taught how to locate appropriate information, particularly for the research paper, which is part of the IB evaluation in Year 2, which will be mirrored in Year 1. Students will be shown Research skills examples of how to organize information and how to synthesize information to create new understanding. We will review how sources must be credited and guidelines around copyright.

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Assessment Students are evaluated based on the following three skills: oral production, written production and reading comprehension. Oral production will be assessed according to pronunciation, fluency, message and quality of language. Written production will be evaluated based on organization, format, quality of language and message, and will include tasks such as tests, quizzes and written exercises. Reading and listening comprehension will be evaluated based on the student’s ability to demonstrate their understanding and interpretation of various written and spoken texts. The final evaluation will include a year-end summative assessment of the student’s ability in each of the four aforementioned categories. Written production (organization, message, and quality of language and will include tasks such as quizzes, tests, and written exercises) Oral communication (pronunciation, fluency, message, and quality of language) Reading Comprehension Listening Comprehension Final Evaluation

20% 25% 20% 15% 20%

Expectations Extra help is available during BLT or by request at a mutually agreeable time. Students are expected to work to the best of their ability and submit assignments in a timely manner. Outside of class, students are encouraged to expose themselves as much as possible to Spanish, particularly on the internet. Students should have available a headset with microphone capability. Ones used with their phones should be fine if it permits recording. Extra Help Students should seek assistance as soon as questions arise and should take the initiative to make arrangements for extra help. Assistance is available before school, at lunch, and after school on a drop-in basis and upon request. Academic Honesty The school’s Academic Honesty Policy will be strictly adhered to within the Modern Languages Department. For the department’s purpose, this policy includes the use of any form of translation tool (i.e., Google Translator). Use of any of these tools will be deemed academically dishonest, and consequences for the action are clearly outlined within the policy. Digital dictionaries are permitted, however. Students will be directed to wordreference.com for their translation assistance needs.

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IB DP French ab initio Year 2 (FSL 3093) and French 30-3Y (FSL 3093) Course Overview IB DP French ab initio Year 2 is the second year of a two-year course. Students acquire language knowledge, skills and attitude over a period of time and over that time their ability to communicate grows. The language ab initio course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. This course develops students’ linguistic abilities through the development of receptive, productive and interactive skills. Resources • Managebac Learning Management • Textbook: Deux Mondes: A Communicative Approach • Headphones (built-in microphone preferable) Course Content The IB DP French and Spanish ab initio Year 1 and 2 courses are organized into five themes and these themes are taught in a cyclical approach over the two years. The themes and subtopics are as follows: Identities

Theme

Guiding Principle Explore the nature of the self and how we express who we are.

Experiences

Explore and tell the stories of the events, experiences and journeys that shape our lives.

Human Ingenuity

Explore the ways in which human creativity and innovation affect our world.

Social Organisation

Sharing the Planet

144

• • • • • • • •

• • • •

Climate Physical geography The environment Global issues

• • • • • • • •

STRATHCONA-TWEEDSMUIR SCHOOL Approaches to Learning Skills

Thinking Skills

Communication Skills

Social Skills

Self-management skills

Research skills

In this course, students will study and reflect upon both the French language and francophone culture. Students will need to apply their understanding of patterns in French to help them to decode and produce the language. Students will handle a variety of texts that will allow them to begin making inferences, understanding intention and drawing logical conclusions. Students will use their understanding of language mechanics, to decode and produce messages in French. Students will be able to interpret an image relating to a topic of cultural significance. In doing so, students will draw conclusions, make inferences and connect the ideas to their own experiences. Students will practice and ultimately demonstrate the ability to complete the Individual Oral assessment. This involves describing an image for 2-3 minutes and engaging in conversation with the teacher on a variety of topics. Students will be able to communicate opinions, attitudes in written and in oral French in a variety of registers and contexts provided by the written curriculum. Students will understand and apply where appropriate conventions to enhance their written and oral message. In order to improve their language fluency students will reflect and apply strategies provided in the teacher feedback. Students will communicate with their peers in the target language within controlled situations and with the teacher. Students will be required to collaborate with their peers to achieve a common communication goal, all the while remaining respectful and mindful of others’ abilities, opinions and differences. Students will demonstrate self-awareness by doing their part to ensure equal participation in the classroom and in group work. Students will participate in setting deadlines and goals for product completion. Students will consider absences and work load outside of class. Students will consult with teacher to self-advocate for extensions or deadline adjustments where needed. Students will apply a variety of strategies to acquire new grammatical structures and vocabulary and use appropriate reference materials and resources. Students will employ a system that works best for them to organize all course materials and notes. Students will independently access course materials and resources provided by the teacher. Students will demonstrate a clear motivation for their learning of a second language. Students will use class time effectively to achieve their learning goals. In order to complete the Written Assignment, students will research a francophone cultural topic of interest, and identify 2-4 French language sources that are appropriate to their topic. These sources should present a variety of perspectives on the topic and allow students to make comparisons with their own culture. Students will summarize and reflect on the content through completing the Written Assignment. Students will cite their sources by including a bibliography in a standard format.

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Assessment Students will frequently have the opportunity to demonstrate the depth of their command of the language in a number or different formats. Timely, meaningful feedback will be provided through Managebac and in-class conversation. The purpose of this feedback is to highlight and support areas of growth, while also celebrating areas of strength so that each student can achieve to their individual potential. To this end, assessment tasks chosen could include quizzes, tests, research projects, portfolios, conferences, presentations etc. Effective assessment will involve the student so as to impart ownership for their learning; therefore, all tasks will require students to reflect upon their performance and next steps in some manner. Evaluation of student performance will be based on summative tasks and not formative tasks, although both will be reported and visible in Managebac. This enables students to take risks without the fear of being penalized for doing so. Formative assessments include all tasks that drive toward mastery of a concept/skill at the end of each unit, and which inform the instructional course for each student. Summative assessments are those which directly inform evaluative judgments for reporting purposes. The following table outlines the assessments within the IB French Ab Initio programme: Assessment component Individual Oral

Assessment type Internal

Paper 1

External

Paper 2

External

Description 10-minute conversation with the teacher based on a visual stimulus, and at least one additional course theme. (30 marks) Paper 1 - Productive skills Writing (30 marks) Two written tasks of 70-150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions Paper 2 - Receptive skills (65 marks)

Date to be completed March

Weight

May

25%

May

50%

25%

Listening Comprehension (25 marks) Reading comprehension (40 marks) Comprehension exercises on three audio passages and three written texts, drawn from all five themes For Alberta Education reporting purposes, students will be evaluated based on the following criteria: Written production (organization, message, and quality of language and will include tasks such as quizzes, tests, and written exercises) Oral communication (pronunciation, fluency, message, and quality of language) Reading Comprehension Listening Comprehension

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25% 25% 25% 25%

STRATHCONA-TWEEDSMUIR SCHOOL Extra Help Students should seek assistance as soon as questions arise and should take the initiative to make arrangements for extra help. Assistance is available before school, at lunch, and after school on a drop-in basis and upon request. Academic Honesty The school’s Academic Honesty Policy will be strictly adhered to within the Modern Languages Department. For the department’s purpose, this policy includes the use of any form of translation tool (i.e., Google Translator). Use of any of these tools will be deemed academically dishonest, and consequences for the action are clearly outlined within the policy. Digital dictionaries are permitted, however. Students will be directed to wordreference.com for their translation assistance needs.

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IB DP French B SL Year 2 (FSL 3307) and French 31 B (FSL 3307) Course Overview IB DP French B SL Year 2 is the second part of a two-year course that allows students to fulfill the linguistic, communicative and cultural requirements of the IB French program. This course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. Additionally, students will study discrete units of advanced grammar, and delve into the world of both literature and film. Resources • Deux Mondes, language textbook, seventh edition • Le monde en français, IB resource textbook, first edition • Une fois pour toutes, grammar review and exercices, third edition • L’actualité, French-language weekly publication • TV5, on-line resource for videos and newsource • Bescherelle, on-line resource for verb conjugations and grammar • Wordreference, on-line dictionary and thesaurus Course Content The IB DP French and Spanish B Year 1 and 2 courses are organized into five themes and these themes are taught in a cyclical approach over the two years. The themes and subtopics are as follows: Unit Name Identities Experiences Human Ingenuity Social Organization

Sharing the Planet

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STRATHCONA-TWEEDSMUIR SCHOOL Approaches to Learning Skills

Thinking Skills

Communication Skills

Social Skills

Selfmanagement skills

Research skills

In this course, students will study and reflect upon both the French language and culture. Students will learn to look for and recognize patterns and syntax in the French language that will help them to decode and produce the language. Making inferences, understanding intention and drawing logical conclusions when reading Frenchlanguage texts are practiced in order to fully appreciate the message and content of each text. Within the thematic unit of Relationships and World Issues, considering viewpoints and different ideas will be explored. Finally, students will use learning strategies and choose topics that are best suited to their own strengths and interests when undertaking their independent units of studies. Students will examine and practice many different formats of written communication used in daily life, including the composition of blogs, letters, e-mails, critics, brochures, newspaper articles and personal journal entries. While composing each of these, students will need to address specific conventions, content and message in order to communicate effectively. In preparation for their Internal Oral Assessment, students will interpret visual images and communicate the ideas and attitude conveyed within. Strategies will be explored that will enable them to start with a specific, local idea but move towards a discussion based on divergent and global ideas. Finally, they will read texts of various sorts (editorials, literature, magazine articles, etc…) in order to understand not only the content but also the ideas, opinions and attitudes intended by the authors of these texts. The key feature of IB ATL Social Skills is collaboration. Within this course, the promotion of the interdependence of students to learn and grow together in a positive setting is emphasized. Students will communicate with one another on a daily basis in French and this interaction will spur language acquisition by allowing them to practice and grow in a mutual manner. Daily pair and group work will enable students to capitalize on their strengths and to work on improving their weaknesses in a safe and encouraging environment. There are two main aims in the realm of IB ATL Self-Management Skills: Organization skills: Students will be encouraged to manage time and tasks by the effective use of STS Managebac. Further to this point, chunking their independent units of studies over the course of the year on Managebac will allow them to practise working in incremental steps to complete a larger task. Affective skills: In this course, the notion of intrinsic motivation is essential. Students are shown that French can be used a tool to access a whole new world of information and culture in their lives. The enrichment that comes with this discovery supports the notion of language acquisition. Students will use research skills specific to the composition of their IA. They will explore specific French-language on-line and tradition sources in order to find a minimum of three sources related in theme but different in format. The emphasis will be placed on finding suitable and veritable sources that will give them a unique outlook on their chosen topic. As an example, an official report, a personal blog and a newspaper article might be used in combination to afford this viewpoint. Sorting the data and summarizing the highlights are two skills that will allow students to draw the main points more efficiently from each source. Direct quotes and paraphrasing are further skills that will allow them to restate their findings in their own original work.

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Assessment Students are evaluated based on the following four skills: oral and written production and reading and listening comprehension. Oral production will be assessed according to pronunciation, fluency, message and quality of language. Written production will be evaluated based on organization, format, quality of language and message, and will include tasks such as tests, quizzes and written exercises. Reading and listening comprehension will be evaluated based on the student’s ability to demonstrate their understanding and interpretation of various written and spoken texts. For Alberta Education reporting purposes, students will be evaluated based on the following criteria: Written Production Oral Production Reading Comprehension Listening Comprehension

25% 25% 25% 25%

The following table outlines the assessments within the IB DP French B programme: Assessment component Individual Oral

Assessment type Internal

Paper 1

External

Paper 2

External

Description 10-minute conversation with the teacher based on a visual stimulus, and at least one additional course theme. (30 marks) Paper 1 - Productive skills Writing (30 marks) One writing task of 250–400 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions. Paper 2 - Receptive skills (65 marks)

Date to be completed March

Weight

May

25%

May

50%

25%

Listening Comprehension (25 marks) Reading comprehension (40 marks) Comprehension exercises on three audio passages and three written texts, drawn from all five themes Expectations Students are encouraged to participate and work to the best of their ability in order to meet the requirements of this course. It is expected that they speak French whenever possible during class time, complete each assignment in a timely manner and consult their teacher when extra help is needed. They are also encouraged to take advantage of existing French language resources (radio, TV, literature, Internet, etc…) for greater overall exposure whenever time permits. They are also requested to bring a pair of headsets to class when requested to participate in the listening lab component of the course.

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IB DP Spanish ab initio SL Year 2 (SPN 3345) and Spanish 30 (SPN 3345) Course Overview IB DP Spanish ab initio Year 2 is the second year of a two-year course. Students acquire language knowledge, skills and attitude over a period of time and over that time their ability to communicate grows. The language ab initio course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. This course develops students’ linguistic abilities through the development of receptive, productive and interactive skills. Resources Puntos de Partida (Textbook), Online resources Course Content The IB DP French and Spanish ab initio Year 1 and 2 courses are organized into five themes and these themes are taught in a cyclical approach over the two years. The themes and subtopics are as follows: Identities

Theme

Guiding Principle Explore the nature of the self and how we express who we are.

Experiences

Explore and tell the stories of the events, experiences and journeys that shape our lives.

Human Ingenuity

Explore the ways in which human creativity and innovation affect our world.

Social Organisation

Sharing the Planet

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• • • • • • • •

• • • •

Climate Physical geography The environment Global issues

• • • • • • • •

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Approaches to Learning Skills

Thinking Skills

Communication Skills

Social Skills

Selfmanagement skills

Research skills

In this course, students will study and reflect upon both the Spanish language and Hispanic culture. Students will need to apply their understanding of patterns in Spanish to help them to decode and produce the language. Students will handle a variety of texts that will allow them to begin making inferences, understanding intention and drawing logical conclusions. Students will use their understanding of language mechanics, to decode and produce messages in Spanish. Students will be able to interpret an image relating to a topic of cultural significance. In doing so, students will draw conclusions, make inferences and connect the ideas to their own experiences. Students will practice and ultimately demonstrate the ability to complete the Individual Oral assessment. This involves describing an image for 2-3 minutes and engaging in conversation with the teacher on a variety of topics. Students will be able to communicate opinions, attitudes in written and in oral Spanish in a variety of registers and contexts provided by the written curriculum. Students will understand and apply where appropriate conventions to enhance their written and oral message. In order to improve their language fluency students will reflect and apply strategies provided in the teacher feedback. Students will communicate with their peers in the target language within controlled situations and with the teacher. Students will be required to collaborate with their peers to achieve a common communication goal, all the while remaining respectful and mindful of others’ abilities, opinions and differences. Students will demonstrate self-awareness by doing their part to ensure equal participation in the classroom and in group work. Students will participate in setting deadlines and goals for product completion. Students will consider absences and work load outside of class. Students will consult with teacher to self-advocate for extensions or deadline adjustments where needed. Students will apply a variety of strategies to acquire new grammatical structures and vocabulary and use appropriate reference materials and resources. Students will employ a system that works best for them to organize all course materials and notes. Students will independently access course materials and resources provided by the teacher. Students will demonstrate a clear motivation for their learning of a second language. Students will use class time effectively to achieve their learning goals. In order to complete the Written Assignment, students will research a Hispanic cultural topic of interest, and identify 2-4 Spanish language sources that are appropriate to their topic. These sources should provide a variety of perspectives on the topic and allow students to make comparisons with their own culture. Students will summarize and reflect on the content through completing the Written Assignment. Students will cite their sources by including a bibliography in a standard format.

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Assessment Students will be evaluated based on the following four skills: oral and written production and reading and listening comprehension. Oral Production Written Production Reading Comprehension Listening Comprehension • • •

25% 25% 25% 25%

Oral production will be assessed based on pronunciation, fluency, message, and quality of language. Written production will be assessed based on organization, message, and quality of language. This will include tasks such as quizzes, tests, and written exercises. Reading comprehension will be assessed based on the students’ ability to handle a variety of texts.

Term work is divided into three categories of communication: spoken, reading and oral. IB Evaluation The following table outlines the assessments within the IB Spanish ab initio programme: Assessment component Individual Oral

Assessment type Internal

Paper 1

External

Paper 2

External

Date to be completed March 2021

Weight

May 2021

25%

May 2021

50%

25%

Listening Comprehension (25 marks) Reading comprehension (40 marks) Comprehension exercises on three audio passages and three written texts, drawn from all five themes Extra Help Students should seek assistance as soon as questions arise and should take the initiative to make arrangements for extra help. Assistance is available before school, at lunch, and after school on a dropin basis and upon request. Academic Honesty

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IB DP Spanish B SL Year 2 (No Alberta Education Equivalent Course) Course Overview IB DP Spanish B SL Year 2 is the second year of a two-year Spanish B program. Students acquire language knowledge, skills and attitude over a period of time and over that time their ability to communicate grows. The language ab initio course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. This course develops students’ linguistic abilities through the development of receptive, productive and interactive skills. The IB DP Spanish B syllabus approaches the learning of language through experiences. Through the study of the core themes, students build the necessary skills to reach the assessment objectives of the language B course through the expansion of their receptive, productive and interactive skills. Resources We use a variety of resources, all supplied, paper and online to meet the IB goals of the course. • • • • • •

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rights, peace and conflict, equality, globalization, ethics, and urban and rural environment. Approaches to Teaching Skills

Thinking Skills

Communication Skills

Social Skills

Selfmanagement skills

Research skills

Students will be taught how to analyze information, which is critical when they are presenting of in two key areas of assessment in the DP program, the oral interview and the written assignment. Students will be encouraged to share their original ideas and how to respect others’ ideas. Students will be reminded that many of the skills that they have already learned or are learning in their first language can be used in their second or third language. These include consideration of multiple perspectives, the generation of novel ideas, and the ability to critique these ideas. Students will demonstrate their communication skills in a variety of ways. They will continue to practice how to express themselves clearly when speaking and/or writing, how to organize information being used in written or oral production, the use of tone, non-verbal gestures and the use of supporting ideas. Students will participate in debates, presentations, keep a writing journal, and express themselves using a variety of platforms (PowerPoint, Prezi, and Word). Reading comprehension is a key component of the Modern Language IB program and strategies such as recognition of various parts of speech, cognates, and valuable clues that a word may give in terms of its gender and number (singular / plural) when attempting to understand a particular text. Students at the Year 2 level should have a good basis in these skills and more subtle clues will be discussed, for example, analyzing the syntax of a sentence in terms of sequence of verbs and how paragraphs are organized in a reading. In modern languages, social skills are particularly important in a debate setting. Students will demonstrate skills they have developed in this course and other subject areas that promote openness to the ideas of other students. They will also be expected to demonstrate that within a group project that individual responsibility is important, that each student is expected to contribute, and they will demonstrate how to, when necessary, manage and resolve conflicts within the group. In other circumstances, for example oral presentations, which are also key to this program, students will be demonstrate that they are effective, courteous listeners, and can ask appropriate questions following a presentation. Within the IB ATL Self- Management Skill, organization and affective skills are paramount. Clear guidelines will be set out in terms of expectation for class and what is expected if they miss a class. Students will complete the majority of the work within class but there may be out of class work at times, particularly in the written assignment that is completed almost completely outside of class. The use of Managebac as a management tool will be reviewed. Students are expected to remain focussed while in class and to be respectful listeners in oral presentations and respectful listeners and speakers in debate. Opportunities will be given to improve their poise and self-confidence through various activities, individual and group. Students will be taught how to locate appropriate information, particularly for the research paper, which is part of the IB evaluation in Year 2, which will be mirrored in Year 1. Students will be shown examples of how to organize information and how to synthesize information to create new understanding. We

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will review how sources must be credited and guidelines around copyright. There will also be a discussion of bias. Assessment The following table outlines the assessments within the IB DP Spanish B program: Assessment component Individual Oral

Assessment type Internal

Paper 1

External

Paper 2

External

Date to be completed March 2021

Weight

May 2021

25%

May 2021

50%

25%

25% 25% 25% 25%

*IB Final Exam – Moderated by IB and not used in the mark awarded at the end of the year. Extra Help Students should seek assistance as soon as questions arise and should take the initiative to make arrangements for extra help. Assistance is available before school, at lunch, and after school on a drop-in basis and upon request. Academic Honesty The school’s Academic Honesty Policy will be strictly adhered to within the Modern Languages Department. For the department’s purpose, this policy includes the use of any form of translation tool (i.e., Google Translator). Use of any of these tools will be deemed academically dishonest, and consequences for the action are clearly outlined within the policy. Digital dictionaries are permitted, however. Students will be directed to wordreference.com for their translation assistance needs.

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Outdoor Leadership (Grade 10 Elective)

The Importance of the Places We Travel, Explore and Learn. Land Acknowledgement Statement Outdoor leadership takes place in wild and natural places, places that have been inhabited by humans for a very long time. We acknowledge that much of where we travel, explore and learn in our outdoor experiences are located within the boundaries of Treaty 7 and the traditional territories of the Niitsitapi from the Blackfoot Confederacy, including the Siksika, Piikani, and Kainai Nations; the Îyârhe Nakoda of the Chiniki, Bearspaw, and Wesley Nations; and the Dene of the Tsuut’ina Nation. Southern Alberta is also home to the Métis Nation of Alberta, Region 3. We acknowledge the many First Nations, Métis and Inuit people whose footsteps have marked these lands for generations. We are grateful for the traditional Knowledge Keepers and Elders who are still with us today and acknowledge those who have gone before us. We recognize the land as an act of reconciliation and gratitude to those whose territory we reside on, learn on and visit.

Course Philosophy

Outdoor leadership in the STS’s Middle Years Programme is intentionally designed to support students to achieve the School’s mission: A diverse community where students pursue lives of purpose, flourishing emotionally, physically, and intellectually. Outdoor activities are both a means to an end and an end in themselves. One of the primary aims of OL10 is to encourage the development of “life skills” including a recognition of the importance of a balanced, healthy lifestyle. Outdoor leadership encourages a holistic and experiential approach to learning which combines physical, intellectual, emotional and social experiences in both classroom and outdoor environments. This synthesis aids students’ development of various approaches to learning (ATL skills). The learning and development associated with Outdoor leadership is designed to help students develop the qualities of the IB Learner Profile.

Purpose of Outdoor leadership Programs at STS

The general purpose of Outdoor leadership Programs at Strathcona-Tweedsmuir School is to: • •

help all STS students pursue wellness and ‘personal best’ through exploration and learning in the outdoors encourage ‘personal best’ faculty will provide safety-oriented, intentional and challenging activities that guide students in their growth at STS and beyond. (OE Purpose Statement 2007)

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STRATHCONA-TWEEDSMUIR SCHOOL Intended Outcomes of Outdoor leadership 10 Outdoor leadership (traditionally called OE) has been an integral part of the STS educational experience since the foundation of the school in 1971. Indeed, OE was a central educational strategy of STS’s founding schools as well (St. Hilda’s School for Girls, 1905; Tweedsmuir: An Academic School for Girls, 1959; Strathcona School for boys, 1929). Over time the outdoor environment has proved a powerful medium through which students can learn transferrable lessons about who they are, setting and achieving goals, decision-making (including consequences) and how to interact more effectively with other people. Intentionally designed outdoor experiences also have helped students develop practical ways to care for the natural environment and appreciate/involve themselves in its wonder.

Course Overview

Outdoor leadership is the culminating Outdoor leadership experience offered at STS. It is an elective, full year course delivered in Grade 10. The course is based on an experiential learning model. Students learn by following a progression of intentional activities beginning in the classroom then extending into the outdoors in the form of outdoor-based trips and activities. The progression can be summarized as follows: • • • •

study and prepare in-class for a specific (season and activity) outdoor trip take part in the planning, preparation, conducting and debriefing of a multi-day backcountry trip upon return from the trip, reflect on what was achieved, experienced and learned apply learning to subsequent trips to increase effectiveness, enjoyment & safety

As part of a larger progression, the Outdoor leadership (OL10) course builds on the outdoor experiences that students have gained in their earlier years at STS (or elsewhere). Course experiences and content are intended to give students the necessary tools to plan and undertake their own trips in their senior years and beyond. The OL10 outdoor trips are three days in duration with the exception of the Challenge Hike which is a day hike. Trip dates are listed in the calendar section of ManageBac. The trips are: • • • • • •

Challenge Hike (done in either Spring or Fall) Backpacking 1 Backpacking 2 Safe Winter Travel Backcountry skiing ROGAINE leadership trip

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Course Structure

OL10 is comprised of six Alberta Education Career & Technology Studies (CTS) modules (totaling 6 credits if all course requirements are met) customized in their delivery using Middle Years Programme (MYP) delivery strategies and assessment procedures. OL10 also offers students the opportunity to earn four industry recognized outdoor certifications: • • • •

Remote Responder (RR) First Aid, a 2-hour wilderness first aid course recognized by Alberta Occupational Health & Safety Avalanche Skills Training level 1 (AST1), a course developed by the Canadian Avalanche Centre and recognized by the Canadian Avalanche Association Companion Rescue Skills, a course developed by the Canadian Avalanche Centre and recognized by the Canadian Avalanche Association Leave No Trace certificate. This minimum impact program is now internationally recognized and used by national parks, outdoor organizations (clubs, training programs etc.) and educational institutions.

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The six CTS modules are: • WLD1130: Outdoor Survival Skills (delivered primarily through the backpacking class unit and the Backpacking 1 outdoor trip). See http://education.alberta.ca/media/953115/wld_intro.pdf for specific module outcomes as designated by Alberta Learning. •

WLD1060: Wilderness Navigation (delivered primarily through the Navigation class unit and the Backpacking 2 outdoor trip). See http://education.alberta.ca/media/953115/wld_intro.pdf for specific module outcomes as designated by Alberta Learning.

•

WLD1910: Wilderness Project A (delivered primarily through the Safe Winter Travel class unit and the Safe Winter Travel outdoor trip). See http://education.alberta.ca/media/953115/wld_intro.pdf for specific module outcomes as designated by Alberta Learning.

•

WLD2130: Outdoor Excursion (delivered primarily through the Safe Winter Travel class unit and the Backcountry Skiing outdoor trip). See http://education.alberta.ca/media/953119/wld_inter.pdf for specific module outcomes as designated by Alberta Learning.

•

WLD3130: Outdoor Leadership (delivered primarily through the leadership class unit and the Leadership/ROGAINE outdoor trip) See http://education.alberta.ca/media/953123/wld_adv.pdf for specific module outcomes as designated by Alberta Learning.

•

HCS2020: First Aid/CPR with AED (delivered primarily through the first aid class unit) See http://education.alberta.ca/media/951229/hcs_inter.pdf for specific module outcomes as designated by Alberta Learning.

NOTE: Students must complete all Alberta Learning CTS modules and certification requirements to be credited with the full course package. The information on student’s transcript will show the individual CTS course modules completed and the percentage mark earned for each module. Students will receive an STS report card mark that reflects their overall percentage on all modules combined. Certificates for the Leave No Trace, AST 1, CRS, and the RR First Aid certification will be distributed to students and their standing registered with the appropriate governing bodies.

Requesting a specific trip date

Almost all OL10 trips have more than one date. Since trip dates are communicated well ahead of time (OL10 application package, school calendar, course outline, STS website, etc.) parents or students are encouraged to request a specific trip date when conflicts in their schedule are anticipated. The further ahead of the actual trip dates your request is communicated, the better; last minute changes don’t usually work nor can they generally be accommodated. Please note that OL10 is a curricular course so OL10 trips take precedence over other STS co-curricular events such as athletic games and practices, club events or meetings. Having said that most times conflicts can be worked out if given sufficient lead time. The process to request specific trip dates:

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• • •

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Send Mr. Hendricks an email requesting the date that works best for you. (“I would prefer to be on the October 21-23 Backpacking 2 trip because…) State the reason you would prefer to be on that date (e.g., …we have a family funeral; …I am involved in the provincial basketball tournament etc.) We will do the best we can to accommodate timely and legitimate requests but sometimes things simply can’t be worked out and you will have to cancel out of something.

The importance of student involvement in all trips

OL10 trips are the application arena for the skills and knowledge we cover in class. As such, it is important for students to be involved in all trips. Trips are also the place where relationships are built, character is developed, and personal abilities are refined. We realize that sometimes life gets in the way and a student may miss a trip due to unavoidable circumstances. That is understandable. What does not work is a student missing multiple trips for either tangential reasons (e.g., “I’m going to a concert on the first set of dates and am doing a sleep over at a friend’s during the second set of dates?) or knowingly taking the course with no intention of completing all of the trips.

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Course Content (Assessment tasks are subject to change throughout the year. Changes will be posted in ManageBac) Global Context

Identities & Relationships

Related Concept

adaptation, interaction, energy

Key Concept

Relationships

Backpacking

Unit Title

Statement of Inquiry Students will understand that outdoor skills are essential to looking after themselves and others in an outdoor environment.

ATL skills necessary for summative assessments Social > Collaboration skills > working effectively with others Self-management > Organizational skills > managing time and tasks effectively Self-management > Reflection skills > (Re)considering the process of learning; choosing and using ATL skills

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Assessment Tasks and Criteria Trip performance (outdoor technical skills, outdoor living skills, self and group care) Menu plans Logbook Backpacking reflection assignment Backpacking knowledge video assignment A: Knowing and understandingApply Outdoor leadership knowledge to analyse issues and solve problems set in familiar and unfamiliar situations Apply Outdoor leadership terminology effectively to communicate understanding. B: Planning for PerformanceDesign, explain and justify plans to improve outdoor performance. C: Applying & PerformingDemonstrate and apply: …a range of skills and techniques effectively. …a range of strategies and movement concepts. …information to perform effectively. D: Reflecting and improving performanceExplain and demonstrate strategies to enhance interpersonal skills. Develop goals and apply strategies to enhance performance Analyse and evaluate performance

Content Selecting appropriate clothing and equipment; menu planning and food preparation/storage; stove use and safety; tent selection, care and set up; thermoregulation; trip planning; route card development; pacing and movement efficiency; group dynamic exercises; weather observation skills; topographical map reading, compass skills; routefinding; Leave No Trace (LNT) backcountry practices.

Global Context

Scientific and technical innovation

Related Concept

Adaptation, refinement, environment

Key Concept

Communication

Navigation

Unit Title

STRATHCONA-TWEEDSMUIR SCHOOL

Statement of Inquiry Through refinement of skills and good communication, students will be able to adapt to challenging environments and lead their group effectively and safely.

ATL skills necessary for summative assessments Thinking > Critical thinking skills > analysing and evaluating issues and ideas Self-management > affective skills > managing state of mind Communication > communication skills > exchanging thoughts, messages and information effectively through interaction

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Assessment Tasks and Criteria Trip performance Navigation resection exercise Backpacking and navigation final assessment B: Planning for PerformanceDesign, explain and justify plans to improve physical performance and health. C: Applying & PerformingDemonstrate and apply: …a range of skills and techniques effectively. …a range of strategies and movement concepts. Analyse and apply information to perform effectively. D: Reflecting and improving performanceExplain and demonstrate strategies to enhance interpersonal skills. Develop goals and apply strategies to enhance performance Analyse and evaluate performance

Content Interpretation and use of topographic maps (contour lines, contour interval, scale, colours, features, the three norths etc.), use of handheld compass (lifting a bearing, shooting a bearing, aiming off, walking a bearing, magnetic declination etc.), routefinding principles (aiming off, use of handrails and catching features, sticking to high ground, contouring etc.), pacing, orienteering strategies

Global Context

Identities and Relationships

Related Concept

Adaptation, environment

Key Concept

Systems

Wilderness First Aid

Unit Title

STRATHCONA-TWEEDSMUIR SCHOOL

Statement of Inquiry Students will develop understanding and experience regarding how to respond effectively to first aid situations in both wilderness and urban environments.

ATL skills necessary for summative assessments Communication > Reading, writing and using language to gather and communicate information Affective skills > managing state of mind > mindfulness, perseverance, emotional management Thinking > critical thinking skills > analysing and evaluating issues and ideas > practice observing carefully in order to recognize problems

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Assessment Tasks and Criteria First aid quizzes CPR / AED practical exam First aid goal setting task (part 1) First aid goal setting task (part 2) Remote Responder written exam In-class scenario assessments A: Knowing and understandingApply Outdoor leadership knowledge to analyse issues and solve problems set in familiar and unfamiliar situations Apply Outdoor leadership terminology effectively to communicate understanding. C: Applying & PerformingDemonstrate and apply: …a range of skills and techniques effectively. …a range of strategies and movement concepts Analyse and apply information to perform effectively. D: Reflecting and improving performanceExplain and demonstrate strategies to enhance interpersonal skills. Analyse and evaluate performance

Content CPR including use of Automatic External Defibrillator (AED); principles of remote care; medical-legal issues related to first aid; airway & breathing management; circulation; deadly bleeds; shock; environmental emergencies; fracture care; head & facial injuries; burn management; chest trauma; bites, stings, poisons & toxins; medical emergencies (e.g., allergies, heart attack etc.)

Key Concept

Related Concept

Global Context

Systems, perspectives, environment

Scientific and technical innovation

Safe Winter Travel

Unit Title

Relationships

STRATHCONA-TWEEDSMUIR SCHOOL Statement of Inquiry Students will explore how our decision making is affected by our perspective of the environment and the systems that help us understand it.

ATL skills necessary for summative assessments Thinking > critical thinking skills > analysing and evaluating issues and ideas > practice observing carefully in order to recognize problems, evaluate and manage risk Research > information literacy skills > finding, interpreting, judging and creating information Self-management > organizational skills > managing time and tasks effectively.

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Assessment Tasks and Criteria

Content

Trip performance (uphill ski skills, downhill ski skills, self and group care, in-hostel performance) Logbook Evaluator assignment Rescue skills performance Video response questions

Selecting appropriate winter equipment and clothing; thermoregulation in the winter; researching and planning for winter trips; winter weather; snow pack considerations; terrain analysis and safe route selection; basic avalanche rescue; wilderness emergency response/first aid in the winter; backcountry skiing skills; fitness development.

A: Knowing and understanding-explain Outdoor leadership factual, procedural and conceptual knowledge. Apply Outdoor leadership knowledge to analyse issues and solve problems set in familiar and unfamiliar situations B: Planning for PerformanceDesign, explain and justify plans to improve physical performance and effectiveness. C: Applying & PerformingDemonstrate and apply: …a range of skills and techniques effectively. …a range of strategies and movement concepts Analyse and apply information to perform effectively.

STRATHCONA-TWEEDSMUIR SCHOOL Global Context

Identities and relationships

Related Concept

Adaptation, balance, choice

Key Concept

Change

Leadership

Unit Title

Statement of Inquiry Students will understand that positive leadership requires communication, relationshipbuilding and adaptability to balance purpose, commitment and competence.

ATL skills necessary for summative assessments Social > collaboration skills > working effectively with others Self-management > organization skills > managing time and tasks effectively > set goals that are challenging and realistic Self-management > affective skills managing state of mind > mindfulness, perseverance, emotional management, self-motivation, resilience

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Assessment Tasks and Criteria Rogaine goal setting task Personal mission statement Elementary leadership lesson plan Rogaine trip performance (outdoor living skills, self-care, group care, leadership / followership) Conflict resolution reflection A: Knowing and understandingApply Outdoor leadership knowledge to analyse issues and solve problems set in familiar and unfamiliar situations Apply Outdoor leadership terminology effectively to communicate understanding. C: Applying & PerformingDemonstrate and apply: …a range of skills and techniques effectively. …a range of strategies and movement concepts Analyse and apply information to perform effectively. D: Reflecting and improving performanceExplain and demonstrate strategies to enhance interpersonal skills. Analyse and evaluate performance

Content Leadership styles and their applications; goal setting; group development stages; trip planning and safety management for unaccompanied travel; appropriate pacing; backcountry travel & routefinding techniques; group care and management; use of map, compass, GPS and SPOT devices; night-time travel strategies; review techniques and strategies for minimizing dangerous wildlife encounters; prepare and deliver lessons in environmental and Outdoor leadership to elementary students utilizing texts, reference journals, personal experience and online resources; top rope indoor rock climbing.

Assessment

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Philosophy Students will be presented with repeated opportunities to demonstrate their understanding and practical command of subject material. This will be done using a variety of assessment formats which allow students to demonstrate their ability to recall, explain, evaluate, extrapolate, reason, think, demonstrate and apply learning in a critical manner. Timely, meaningful feedback will be provided that both parents and students can view using ManageBac. Much feedback to students will occur via conversations during class time and trips in the field. The purpose of this feedback is to highlight and support areas of growth while also celebrating areas of strength so that each student can achieve to their individual potential. To the above end, assessment tasks presented could include quizzes, tests, field assessments and reports, evaluation of logbooks, completion of research assignments, self-assessments, peer-assessment, reflection exercises and presentations etc. Effective assessment will involve the student so as to impart ownership for their learning; therefore, all tasks will, in some manner, require students to reflect upon their performance and next steps. Evaluation & Reporting The term evaluation can best be understood as the act of making an informed decision, given the assessment information, about a student’s progress. Student’s final evaluation will be calculated as follows: MYP Criteria A: Knowing & Understanding B: Planning for Performance C: Applying & Performing D: Reflecting & Improving Performance TOTAL

Levels of Achievement Possible 8 8 8

Weighting of each unit towards final mark 20% 20% 40%

20%

100%

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Physical Education

Learning Leader: Mr. Dale Roth

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Physical and Health Education 10 (PED 1445) Course Overview The goal in teaching physical education and health together is to help students develop their appreciation and enthusiasm for physical activity and healthy lifestyles. Aims Alberta Education Physical Education: • to enable individuals to develop the knowledge, skills and attitudes necessary to lead an active, healthy lifestyle Alberta Education Health and Life Skills: • to enable students to make well-informed, healthy choices and to develop behaviours that contribute to the well-being of self and others MYP Physical and Health Education: • use inquiry to explore physical and health education concepts • participate effectively in a variety of contexts • understand the value of physical activity • achieve and maintain a healthy lifestyle • collaborate and communicate effectively • build positive relationships and demonstrate social responsibility • reflect on their learning experiences. Course Content Endurance

Unit

Individual Activities Personal Movement Alternative Environments

Team Games

Topics Triathlon training, Triathlon Golf, In-line skating, Multi-aquatics, Table Tennis, CPR Dance, Bouldering, Yoga/Zumba Canoeing, Orienteering, Nordic skiing, Ski touring Field Games, Flag Football, Basketball, Handball, Indoor Soccer, Floor Hockey, Invasion Games

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Assessment Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Knowing and understanding

B: Planning for performance

C: Applying and performing

D: Reflecting and improving performance TOTAL

8 32

Assessment tasks for this course include quizzes, performance observations, competition results, written reflections, research reports, log books, presentations, etc.

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Sports Medicine 10 Course Overview Sports Medicine offers a foundation for those students who are interested in such careers as Athletic Therapy, Exercise and fitness programming, Physiotherapy, Occupational Therapy, Nursing, Chiropractic, Sports Medicine Physician, Kinesiology, Athlete, Coach, Fire Fighter, Paramedics (EMR/EMT), Fitness Instructor, Massage Therapy, or any other of the many Medical and Sport Sciences. The goal of the Sports Medicine program is to enable students to develop the knowledge, skills and attitudes necessary to be successful in the pursuit of the many medical, first aid and sport career opportunities. Through a combination of theory and practical skills exposure, Sports Medicine 10 students will acquire a basic understanding of human anatomy, physiology and the prevention and acute care of athletic injuries. There will be an emphasis on the application of skills learned in the classroom to real life situations and experiences. Students will learn basic taping and strapping techniques for the prevention and care of common injuries. Students will frequently have the opportunity to demonstrate the depth of their command of the subject material in a number of different formats, each of which emphasizes their ability to recall, explain, evaluate, reason, and think in a critical manner. Each attempt will serve to inform their particular learning needs. Timely, meaningful feedback will be provided that both you and your child can view using Managebac although it is acknowledged that much feedback to students in this regard will happen during class time through conversation. The purpose of this feedback is to highlight and support areas of growth while also celebrating areas of strength so that each student can achieve to their individual potential. Effective assessment will involve the student so as to impart ownership for their learning; therefore, all tasks will require students to reflect upon their performance and next steps in some manner. Resources A variety of text and online resources will be available for use throughout the course. Textbooks can be signed out upon request. Course Content Alberta Education Modules Module Name Health Services Foundations

Code HSS 1010

Technical Foundations for Injury Management First Aid/CPR with AED Nutrition and Wellness * Instead of HCS 2020 for students enrolled in both Sports Medicine 10 and Outdoor leadership 15

REC 1030

Topic(s) Overall health and wellness, basic anatomy, body systems and disease Prevention, assessment and management techniques related to injuries Emergency First Aid certification Macronutrients and micronutrients, dieting, special considerations

HCS 2020 HSS 1020

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80% 20%

As well, there will be formative assessments completed throughout the semester to help guide student learning.

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Physical Education 20 (PED 2445) Course Overview The Physical Education (PE 20) program follows Alberta Education guidelines and meets or exceeds all outcome-based objectives. The Grade 11 student continues to build on skills, personal fitness, leadership and attributes introduced in PE 10. The student is given opportunities to choose activities that suit his/her interest as well as offer individual challenges to develop a higher level of achievement. By offering a variety of activities and enabling students to develop competency and confidence, it is hoped that the student will continue to pursue an enjoyable and active lifestyle. The PE 20 program is offered on a semester basis and is consolidated on a weekly timetable to allow students to pursue the course objectives. Most activities are off-campus to not only introduce the student to a wide spectrum of resources and facilities, but to develop a higher level of learning opportunities. The course offerings for this year can be found on the Senior School Physical Education long range plans. The same activities are offered in both semesters but in reverse order so that each student in PE 20 has the same opportunities. A portion of the first class in each semester is devoted to reviewing with all PE 20 students the course content, activity choices, expectations, assessment and evaluation procedures and any other pertinent information. Students in PE 20 will spend the majority of the year engaged in physical education activities and in an 812-week period in service through the Active Citizenship Program. Students at STS have a long tradition of reaching out to the community. They have offered their services to a number of programs for over thirty years. Students enrolled in the Computer Science and Entrepreneurship course will split the year, one semester in PE and one semester in Computer Science and Entrepreneurship. In the Active Citizenship Program, students will develop an area of service based on their own interests. Students selecting the Active Citizenship Program along with Physical Education 20 will earn 5 credits as this program fits within the scope of the Physical Education 20 curriculum. Students who choose to only take one semester of Physical Education 20 along with Computer Science and Entrepreneurship will earn 3 credits for Physical Education 20. The aims of the Active Citizenship Program are to provide students with the opportunity to: • • • • • •

apply, monitor and assess leadership and followership skills related to physical activities, and demonstrate an understanding of leadership skills related to implementing physical activity events or programs in the school and/or community (PED 2445: C20-4) identify and demonstrate positive behaviours that promote empathy, compassion and respect for self and others (PED 2445: C20-6) perform service, leadership and volunteer work related to physical activity, in the school and/or community (PED 2445: D20-8) engage meaningfully in an active citizenship experience engage in personal development through participation provide meaningful benefits to others

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STRATHCONA-TWEEDSMUIR SCHOOL Course Content The PE 20 program is scheduled one afternoon block per week to allow students to pursue the course objectives. Many activities may be off-campus to not only introduce the students to a wide spectrum of resources and facilities, but to also develop a higher level of learning opportunities. Sometimes, the students will have a choice of activity options. A portion of the first class is devoted to reviewing the course content, activity choices, expectations, assessment and evaluation procedures and any other pertinent information. Fitness components are woven in throughout the year to promote a high level of physical activity as well as develop an understanding and appreciation of exercise physiology. Resources Students are encouraged to use any equipment and facility through the physical education department under the guidance and supervision of a physical education teacher. This includes before school, lunchtime or after school hours. Assessment As with all physical education programs at the senior high school at STS, the same assessment strategies are applied: 75% of the mark is based on social interaction and engagement, and skill acquisition and performance. 25% is based on Active Citizenship evaluations. Depending upon reporting periods, only those units that are fully completed will be factored into a student’s report card. Teachers review the assessment procedures at the start of each unit. Students are expected to attend all physical education classes. As with any academic program, students are encouraged to avoid making any appointments during class time. It is imperative that should a student have to miss a class for any reason that both the student and parent communicate to the teacher responsible for that activity preferably before the scheduled class. Any unexcused absence will not only negatively affect the student’s mark, but it impairs the student’s ability to properly develop the skills and attributes necessary for success. Appropriate student behaviour is also a key component in the utilization of off-campus facilities and resources. The last Friday of every month has been scheduled in the Fitness Centre at STS for students to ensure that they have met all course requirements for attendance in each unit. If any student wishes to gain extra credit in a particular unit, they are welcome to attend as well. In the Active Citizenship Program, students are assessed on the practical aspects of working on their selfdefined projects. Additionally, students are expected to complete regular check-ins, self-evaluations and reflections.

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Sports Medicine 20 Course Overview Sports Medicine 20 offers an extension of the curriculum from Sports Medicine 10. This is a full year course that will offer five Career and Technology Studies (CTS) modules. This course is for those students who are interested in Athletic Therapy, Exercise and Fitness Programming, Physiotherapy, Occupational Therapy, Nursing, Chiropractic, Sports Medicine Physician Training, Kinesiology, Athletics, Coaching, Fire Fighting, Paramedics (EMR/EMT), Fitness Instructing, Massage Therapy, or any other of the many Medical and Sport Sciences. The goal of the Sports Medicine program is to enable students to develop the knowledge, skills and attitudes necessary to be successful in the pursuit of the many medical, first aid and sport career opportunities. Through a combination of theory and practical skills exposure, Sports Medicine 20 students will acquire a basic understanding of human anatomy, physiology and the prevention and management of athletic injuries. There will be an emphasis on the application of skills learned in the classroom to real life situations and experiences. Students will learn basic taping and strapping techniques for the prevention and care of common injuries. Resources A variety of text and online resources will be available for use throughout the course. Textbooks can be signed out upon request. Course Content Alberta Education Modules Module Name Pain and Pain Management

Code HCS2120

Technical Foundations for Injury Management Injury Management 2

REC 1030

Chronic Conditions

HCS2130

HCS PROJECT

HCS2910

Topic(s) Students examine pain and how to manage pain. Students learn basic taping and wrapping fundamentals for various body regions. Students learn injury prevention, assessment and management techniques that may occur in sporting and recreation activities. Students examine the physiological development of noncancerous chronic illness and conditions and determine specific strategies to prevent chronic illness. Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

REC 2020

Assessment Students will frequently have the opportunity to demonstrate the depth of their command of the subject material in a number of different formats, each of which emphasizes their ability to recall, explain,

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evaluate, demonstrate, reason, and think in a critical manner. Each attempt will serve to inform their particular learning needs. Timely, meaningful feedback will be provided that both you and your child can view using Managebac, although it is acknowledged that much feedback to students in this regard will happen during class time through conversation. The purpose of this feedback is to highlight and support areas of growth while also celebrating areas of strength so that each student can achieve to their individual potential. Effective assessment will involve the student so as to impart ownership for their learning; therefore, all tasks will require students to reflect upon their performance and next steps in some manner. Evaluation Students will be assessed via a variety of tasks which will include: Assignments/Quizzes/Presentations/Practical Tests Projects Written Tests

40% 40% 20%

As well, there will be formative assessments completed throughout the semester to help guide student learning.

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Physical Education 30 (PED 3445) Course Overview The Physical Education (PE 30) program follows Alberta Education guidelines and meets or exceeds all outcome-based objectives. The Grade 12 student continues to build on skills, personal fitness, leadership and attributes introduced and developed in PE 10 and PE 20. The student is given opportunities to choose activities that suit his/her interest as well as offer individual challenges to develop a higher level of achievement. By offering a variety of activities and enabling students to develop competency and confidence, it is hoped that the student will continue to pursue an enjoyable and active lifestyle. Course Content The PE 30 program is scheduled one afternoon block per week to allow students to pursue the course objectives. Most activities are off-campus to not only introduce the student to a wide spectrum of resources and facilities, but to develop a higher level of learning opportunities. The course offerings for this year can be found below. Sometimes the students have a choice of activity options. A portion of the first class is devoted to reviewing with all PE 30 students the course content, activity choices, expectations, assessment and evaluation procedures and any other pertinent information. Mandatory fitness tests are conducted throughout the year to promote a high level of physical activity as well as develop an understanding and appreciation of exercise physiology. Note: Students who wish to use their Physical Education 30 grades towards their application to an Alberta post-secondary institution must take the full-year, 5 credit course and should not enroll in Computer Science and Entrepreneurship. Resources Students are encouraged to use any equipment and facilities through the physical education department under the guidance and supervision of a physical education teacher. This includes before school, lunchtime or after school hours. Assessment As with all physical education programs in the Senior School at STS, the same assessment strategies are applied: 50% is based on social interaction and engagement, 50% skill acquisition and performance. Each unit in the long-range plan is weighted equally. Depending upon reporting periods, only those units that are fully completed will be factored into a student’s report card. Teachers review the assessment procedures at the start of each unit. The last Friday of every month has been scheduled in the Fitness Centre at STS for students to ensure that they have met all course requirements for attendance in each unit. If any student wishes to gain extra credit in a particular unit, they are welcome to attend as well.

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Science

Learning Leader: Ms. Nicole Egli

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IB MYP Science 10 (SCN 1270) Course Overview The vision of Science 10 is to contribute to the development of students as inquirers, scientifically literate, caring and responsible individuals who will think critically and creatively when solving problems and making decisions about aspects affecting themselves, others and their social and natural environments. Diverse learning experiences within the Science 10 program provide students with opportunities to explore, analyze and appreciate the interrelationships among science, technology, society and the environment, and to develop understandings that will affect their personal lives, their careers and their futures. Learning science relies on understanding and using the language of science, which involves more than simply learning technical scientific terminology. Science 10 aims for students to become competent and confident when accessing, using and communicating scientific information. Students are expected to use scientific language correctly and select appropriate communication formats for oral and written communication. Another aim for Science 10 is to provide students with the opportunity to show their understanding of the main concepts and processes of science, by applying these to solve problems in familiar and unfamiliar situations. Students should demonstrate critical-thinking skills to analyse and evaluate information in order to make informed judgments in a variety of contexts. The Science 10 MYP and Alberta curricula are relevant to the interests of students, providing them with opportunities to explore the connections between science and everyday life. It is anticipated that students will develop a critical sense of wonder and curiosity about scientific and technological endeavours, becoming interested in and engaged with the role of science in the world. Through the investigation of real examples of the application of science, the “one world” objective allows students to gain insight into the tensions and dependencies between science and societal, environmental and ethical factors and will hopefully enable students to use science and technology to acquire new knowledge and solve problems with the aim of improving the quality of their own lives and the lives of others. Students should also learn to appreciate and respect the ideas of others and further develop their sense of responsibility as individuals towards the natural, built and virtual environment. Their engagement, interest and enjoyment in science should foster a positive response to science and contribute to the development of opinion-forming, decision-making and ethical-reasoning skills. Science 10 should provide a solid foundation in scientific concepts so that students may pursue progressively higher levels of study, are prepared for science-related occupations, and are engaged in science-related hobbies appropriate to their interests and abilities. The MYP science aims to encourage and enable students to: • understand and appreciate science and its implications • consider science as a human endeavour with benefits and limitations • cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments • develop skills to design and perform investigations, evaluate evidence and reach conclusions • build an awareness of the need to effectively collaborate and communicate • apply language skills and knowledge in a variety of real-life contexts • develop sensitivity towards the living and non-living environments • reflect on learning experiences and make informed choices

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Science 10 2004, Addison Wesley, Pearson Education Canada, Toronto. Science 10 – Student Notes and Problems (SNAP) 2011, Castle Rock Research Corp

Course Content The Science 10 course is divided into seven (7) units as indicated below. The first three units are split into two subunits to allow all Science 10 students comprehensive exposure to the particular upper year science courses before needing to make their future course selections. Unit Chemistry Unit I

Biology Unit I

Physics Unit I

Chemistry Unit II Biology Unit II

Physics Unit II

Global Systems

Topics Atomic models Periodic table IUPAC naming system Classifying compounds Microscope history and use Organization of living things Types of Cells Cell Structure and Function (organelles) Scalar vs vector quantities Units and significant notation Distance, time, speed calculations Acceleration calculations Graphing Types of reactions Predicting Reactions Mole calculations Review cell structure and function Cell membrane and transport SA: Vol ratios Plants and plant processes Force/Work Thermodynamics Kinetic energy Potential energy Energy transformations Mechanical energy Efficiency Energy transformation Input and Out of Energy and it’s implications

The Science 10 course is designed for students who are interested in science and who are willing to work outside of class time as well as effectively during class. Students must apply themselves and commit extra time and effort to successfully completing the course.

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Levels of Achievement Possible

A: Knowing and Understanding

B: Inquiring and Designing

C: Processing and Evaluating

D: Reflecting on the impacts of science TOTAL

8 32

Assessment tasks for this course include: quizzes, tests, laboratory investigations and reports, research reports, portfolios, conferences, presentations etc.

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Biology 20 (SCN2231) Course Overview The major themes of energy, matter, change, diversity, systems and equilibrium will be emphasized in Biology 20 as students continue to develop their scientific competency and understanding of the central topics associated with the curriculum. Students in Biology 20 will engage in four main areas of study: • • • •

Ecosystems and Population Change Photosynthesis and Cellular Respiration Human Systems Energy and Matter Exchange in the Biosphere

Students will complete laboratory investigations, independent, self-directed learning, and computer simulations in order to add to their understanding of the scientific principles and concepts associated with these four main areas. In this process, students will significantly enhance both their critical thinking skills, and their awareness of the impact that science has on society. Resources E-Textbook: Ritter, et al. Nelson Biology; 2007 Nelson Canada, Scarborough Bioninja – includes topics of entire Biology 20 syllabus (http://ib.bioninja.com.au/) Crash Course Biology – 60+ YouTube episodes spanning High School biology, e.g. https://www.youtube.com/watch?v=QnQe0xW_JY4&list=PL3EED4C1D684D3ADF Biology animations – http://www.johnkyrk.com/ Biology simulations and virtual labs – (https://phet.colorado.edu/en/simulations/category/biology (PhET), https://www.hhmi.org/biointeractive (HHMI), and others. Course Content Unit Name (Chronological delivery) Ecology (Unit B1)

Evolution (Unit B2)

Cellular Respiration (Unit C1) Photosynthesis (Unit C2)

Topic Description Students explore the fundamental principles of ecology through both aquatic and terrestrial case studies, using a variety of practical field techniques (for data collection) and a variety of software applications (for data analysis and presentation). This work is supported and extended through a variety of computer simulations and animations. Students explore how populations change over time in terms of their genetic make-up, at both micro- and macro-scales, and the processes by which these changes occur. Historical elements of evolutionary theory are considered, as well as its sociological and philosophical implications. The cellular processes by which the potential energy of chemical compounds – food – are converted into ATP by all complex organisms are examined, with the support of lab experiments, animations, and simulations. The cellular processes by which light energy is converted by photoautrophs (plants, algae, some bacteria) into the potential energy of chemical compounds – food – are examined, with the

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Nelson Chapter

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A&P: Digestion (Unit D1)

A&P: Gas Exchange (Unit D2)

A&P: Transport (Unit D3)

A&P: Immunology (Unit D4) A&P: Excretion (Unit D5) Global Systems (Unit A)

support of lab experiments, animations, and simulations. Students explore the structures (anatomy) and associated functions (physiology) of the digestive system, focussing on humans as representative mammals. A variety of lab activities, animations, and video files support student learning of this material. Students explore the structures (anatomy) and associated functions (physiology) of the gas exchange system, with a primary focus on humans as representative mammals, but also considering countercurrent mechanisms that make the gas exchange processes of birds and fish so impressive. A variety of lab activities, animations, and video files support student learning of this material. Students explore the structures (anatomy) and associated functions (physiology) of the cardiovascular system, focussing on humans as representative mammals. Extreme adaptations (of mammals living at high altitude and diving mammals) are also considered. A variety of lab activities, animations, and video files support student learning of this material. Students explore the complexities of the human immune response to infectious agents and internal challenges (e.g. cancers); these include clotting, general (inflammation, swelling, fever) and specific (cell-mediated, humoral) responses. Students explore the structures (anatomy) and associated functions (physiology) of the excretory system, focussing on humans as representative mammals. A variety of lab activities, animations, and video files support student learning of this material. This unit will engage all previous units in the development of a student-developed educational game that incorporates their understanding of energy transfers and material exchanges throughout the entire biosphere.

Assessment Evaluation in Biology 20 is cumulative and will be determined according to the following: • Coursework (75%) o Knowledge and Understanding category (40%)  Assignments  Quizzes and Tests o Application of Skills category (35%)  Laboratory investigations  Simulations  Independent Projects • Final examination (25%) There is no mid-year examination in this course. Nature of science (NOS) and societal (STS) connections will be incorporated in all assessments.

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Chemistry 20 (SCN 2796) Course Overview Chemistry 20 is intended to develop students’ understanding of the interconnecting ideas and chemistry principles that transcend and unify the natural-science disciplines and their relationship to the technology that students use in their daily lives. It is of utmost importance to remember that Chemistry 20 is an experimental discipline that develops the knowledge, skills, and attitudes to help students become capable of and committed to setting career and/or life goals, make informed choices, and act in ways that will improve the level of scientific awareness essential for a scientifically literate society. Laboratory experience is an essential component of the Chemistry 20 course. Students of Chemistry 20 are expected to develop an aptitude for collecting data, observing, analyzing, forming generalizations, hypothesizing, and making inferences from observations. The course is designed to promote students’ understanding of chemistry concepts, and their ability both to apply these concepts to relevant situations and to communicate in the specialized language of chemistry. Success in Chemistry 20 requires the successful completion of Science 10 and concurrent mathematics courses that develop the requisite knowledge and skills. Successful completion of Chemistry 20 provides students with the opportunity to continue the study of chemistry in Chemistry 30. Resources Nelson Chemistry, 2007 Edition Course Content Unit Name Stoichiometry

Solutions

Concentration; dilution; net ionic equations; solution stoichiometry; solubility factors

Gases

Gas measurements; Boyle, Charles; Ideal gas law; STP and SATP; kinetic molecular theory of gases

Atomic Theory

History of the atom; atomic spectra, Bohr atom; atomic orbitals; electron configurations; periodic table trends (atomic radii, first ionization energy, electron affinity)

Chemical Bonding

Ionic and molecular bond character; polarity; Lewis diagrams; octet rule and exceptions; resonance; VSEPR model; Dipole–dipole interactions; hydrogen bonding; London dispersion forces; metallic bonding; ionic bonding; network covalent bonding;

Assessment The cumulative final exam is worth 25% and will be added to 75% course work that is divided as follows: Knowledge and Understanding: Unit Tests 50% Quizzes and Assignments 25% Application of Skills: Projects and Labs 25%

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Physics 20 (SCN 2797) Course Overview This course is the first year of the two-year Senior School physics program. The interaction of matter and energy is the main theme of this course. We will explore this interaction through hands-on experimental work, project-based learning, computer simulations, quantitative data collection and analysis, and problem solving. We will also discuss how the interaction of matter and energy affects our daily lives. Resources Pearson Physics

Course textbook in print and e-copy (password protected) http://media.pearsoncmg.com/intl/pec/school/physics/index2.html Physics 20 Key Workbook Print copy Physics 20 SNAP Workbook Optional resource available through book retailer Physics Note-A-Riffic Optional e-resource http://www.studyphysics.ca/page03.html Learn Alberta Optional e-resource http://www.learnalberta.ca/content/sep20/index.html Physics Classroom Optional e-resource http://www.physicsclassroom.com/CLASS Phet Physics Physics simulations https://phet.colorado.edu/en/simulations/category/physics Course Content Unit Name Kinematics and graphing Vectors, vector addition and projectiles

Dynamics

Circular motion, gravitational force and field

Energy

Topic Description

Pearson Chapter Kinematics involves the mathematical description of motion. 1 An object’s change in position, velocity and acceleration over time is described using mathematics and graphical analysis. A vector quantity is described by its magnitude and direction. 2 This unit explores the graphical and mathematical representation of vectors with an emphasis on finding vector components and adding vectors. Projectile motion will be limited to objects moving under the influence of only the gravitational force. Dynamics explicitly relates the external forces acting on an 3 object to its change in velocity over time. The investigation of dynamics also demonstrates that a change in mechanical energy is the net result of the external forces acting on an object. This unit extends the study of kinematics and dynamics. 4, 5 Two-dimensional vectors and Newton’s laws are used to analyze and explain circular motion with uniform orbital speed. The role of circular motion in the development of Newton’s law of universal gravitation is examined. Students investigate energy and equilibrium in the physical 6 world by studying the conservation of energy, the work-

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Simple harmonic motion, oscillations and properties of waves

energy relationship and power. Students examine the simple harmonic motion of oscillating 7, 8 pendulums and springs and relate this motion to aspects of circular motion already considered. The characteristics and behaviour of waves are defined and related to simple harmonic motion. The concepts of motion and energy are extended to the study of mechanical waves. Sound is investigated as an important form of mechanical wave.

Assessment Evaluation in Physics 20 is cumulative and will be determined according to the following: • Coursework (75%) o Knowledge and Understanding category (40%)  Assignments  Quizzes and Tests o Application of Skills category (35%)  Laboratory investigations  Simulations  Independent Projects o Nature of science and societal/social connections will be incorporated in all coursework assessments • Final examination (25%)

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IB DP Biology Year 1 (SCN2231IB) Course Overview Success in this course requires solid academic ability, but more importantly, strong personal motivation and a willingness to work independently. Students will develop their skills and knowledge across a broad range of biological investigations, and hopefully come to appreciate the profound richness and complexity at play in the living world around them. The surest strategy for student success includes a strong work ethic, excellent time management, and a willingness to ask questions and reflect critically on what they see and hear. As part of the Group 4 sciences designated by IB, students should become aware of how scientists work and communicate with each other. There is an emphasis on practical work, and the general aims below, through the overarching theme of the Nature of Science, to: • • • • • • • • • •

Appreciate scientific study and creativity within a global context through stimulating and challenging opportunities Acquire a body of knowledge, methods and techniques that characterize science and technology Apply and use a body of knowledge, methods and techniques that characterize science and technology Develop an ability to analyze, evaluate and synthesize scientific information Develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities Develop experimental and investigative scientific skills including the use of current technologies Develop and apply 21st century communication skills in the study of science Become critically aware, as global citizens, of the ethical implications of using science and technology Develop an appreciation of the possibilities and limitations of science and technology Develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

Resources

IB Biology Course Companion Allott and Mindorff Nelson Biology (e-text – Alberta edition) Burley, et al. Various Biozone modular workbooks Various online resources, including but not limited to: http://ib.bioninja.com.au/ https://i-biology.net

http://www.johnkyrk.com/ www.saburchill.com/chapters/bio.html https://www.dnalc.org/

… and many others; most of these are interactive, dynamic software platforms that simulate complex systems and challenge students to collect, analyze, and interpret data in virtual modes. Course Content The IB Biology 20 course is a combination of the Biology 20 course (as described by Alberta Education) and the International Baccalaureate Biology course (first year of two). At the end of their Grade 11 year,

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students will be required to register for either the Standard Level (SL) or Higher Level (HL) streams of IB Biology. The topics of Biology 20 covered are: 1. The Biosphere 2. Energy flow and Cellular Matter 3. Energy and Matter Exchanges in the Ecosystem 4. Energy and Matter Exchanges in the Human Organism The topics of IB Biology (first year) covered are: 1. Cell Biology 2. Molecular Biology 3. Ecology 4. Metabolism, Cell respiration and Photosynthesis 5. Evolution and Biodiversity 6. Human Physiology (including digestion, transport, defence, gas exchange, movement, excretion) There is a fair amount of overlap in the two programs, and the delivery of topics will be rationalized as much as possible. Unit outlines will be available to the students in Managebac for each unit to show the sequence and (approximate) duration of topics being covered in the Grade 11 year, as well as the major assessment items in each topic. Unit Name Cell Biology Ecology Molecular Biology Evolution and biodiversity Molecular Biology/ Metabolism/ Photosynthesis Molecular Biology/Metabolism/ Cellular Respiration Human Physiology – Nutrition, Digestion, Absorption Human Physiology – The Cardiovascular System Human Physiology – Defense Against Disease Human Physiology –

Topic(s) Ultra structure of cells, microscopes, membrane structure, transport across membranes, origin of cells, statistical analysis (Chapter 1) Species, communities and ecosystems, energy flow and ecological pyramids, carbon cycling, and climate change, statistical analysis/Chi-square (Chapter 4) Molecules to metabolism, water, proteins, enzymes (Chapter 2) Evidence for evolution, natural selection, classification and biodiversity, cladistics (Chapter 5) Review protein and enzymes, Photosynthesis (Chapter 2, Chapter 8) Carbohydrates, Cellular Respiration (Chapter 2, Chapter 8) Lipids, review carbohydrates, proteins; human digestive system anatomy and physiology; nutrition, functions of the liver (Chapter 6, Chapter D) Blood, Blood system, heart (Chapter 6, Chapter D) Immune system, blood typing, antibody production and vaccination (Chapter 6, Chapter 11) Respiratory system structure and function, Gas exchange, Transport of

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respiratory gases (Chapter 6, Chapter D)

Approaches to Learning Skills

Thinking Skills

Communication Skills

Social Skills

Self-management

Students will learn to look for patterns within distinct scientific contexts by practising the skills of recognizing, clarifying, and making predictions about data. Interpretation of this data could include the following: comparing data gained from personal scientific investigations and published scientific work; recognizing the question being explored; identifying what variables are part of the investigation; and reading and interpreting graphs. Students will practice the scientific design process throughout Year 1, focusing on selected aspects of this process in different investigations. They will integrate these acquired skills and understanding by undertaking a single culminating Individual Investigation that will be assessed formatively for IB but summatively for Alberta Education. Students will be challenged to ask questions about the nature of science and scientific research. They will be introduced to Theory of Knowledge connections within the curricula, as well as to current events in the scientific community. In practising this skill of critical reflection, students will also be challenged to recognize the unstated assumptions and bias in their own work and the work of others. Students will be asked to use and begin to develop their own models to represent biological concepts and will gain practice in recognizing the transferability of skills they already possess to novel situations. Students will develop an understanding of the purpose of a lab report, distinguishing between a report and a scientific investigation. Students will further develop their skills in written lab reporting. Students will develop the ability to construct effective data tables, choose appropriate graphical representations of the data, and express relationships quantitatively to display results of scientific investigations to an appropriate audience. Students will acknowledge all of their research sources in accordance with accepted publishing conventions. Throughout the year, students will develop a familiarity with the different command terms employed in Group 4 courses and be able to respond appropriately to whatever question they are given. Students will participate in a Group 4 Project, during which they will demonstrate communication skills by using a variety of tools, including collaborative software, and by making appropriate choices to present their results. Students will utilize a variety of online formats for communicating and exploring various biological concepts (i.e., Flipgrid, Google docs and groups, Padlet, etc.). Students will examine the collaborative nature of science and scientific inquiry through a variety of Theory of Knowledge connections within the curriculum, recognizing differing perspectives about a number of issues. Students will work collaboratively to collect data or provide feedback to their peers on the experimental design process, as they move towards developing the skills required to complete their own Individual Investigation. Students in Year 1 Group IV courses will complete a collaborative Group IV project that will require them to delegate and share responsibility for decision-making, in addition to project completion and presentation. Students will develop skills in properly structuring laboratory investigations; a

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process that includes identifying stages in the design process, managing timelines for completing each stage, and adhering to deadlines established collaboratively. Students will be challenged to engage in activities that require focus and attention, both in and out of class, and to persist with difficult tasks. Students will be encouraged to self-advocate, should issues arise in time management or execution of various tasks. Students will learn about the safety and ethical considerations associated with various investigations in biology; once aware, students will be expected to adhere to these guidelines. Students will be asked to make connections between various sources of information, and to reflect on the validity of claims presented by these sources. Discussions will include different areas of scientific research, but also the moral, ethical, environmental, social, economic, political, and cultural values associated with such research endeavours. Students will develop evaluative skills that help them to distinguish scientific from non-scientific endeavours, and to assess the reliability of knowledge claims made in these respective fields. In designing their own research protocols, students will develop their ability to locate, organize, analyse, evaluate, synthesize, and ethically access information from a variety of sources and media (including digital social media and online networks). In addition, students will learn how to develop an appropriate research question and testable hypothesis, design effective and safe protocols, express relationships in quantitative form, and select graphical expressions of data appropriate for scientific publication.

Assessment 1 2 3 4 5

Labs (including 6 prescribed IB investigations) (Individual) Internal Assessment (IA) Lab Assignments 9 Unit Tests (3b, 5e, and 5f are excluded) Final Examination (comprehensive)

15% 10% 15% 35% 25%

Unit tests and the final exam will yield summative scores of the extent to which students have mastered content and process in the conventional (timed, individual) mode of assessment. Unit tests are scheduled after class consultation and negotiation, with formal unit review sessions prior to the test date. Missed test dates must be repaired at the earliest possible time after the student’s return, to expedite the prompt return and review of test results with the class. Opportunities to repair unsuccessful test results are sharply limited and require significant justification. All students must write the final exam. Labs and assignments are assessed formatively, in many cases, as skills are practiced and developed, but some tasks in these categories will be assessed as summative items. This will include several (IB-prescribed) lab investigations, whether simulation-based or actual “wet” labs, as well as an individually designed and executed IA investigation, as noted in the table above.

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IB DP Chemistry Year 1 (SCN2796IB) Course Overview Success in this course requires solid academic ability, but more importantly, strong personal motivation and a willingness to work independently. Students will develop their skills and knowledge across a broad range of chemical investigations and learn the chemical principles that underpin both the physical environment and biological systems through the study of quantitative chemistry, periodicity, kinetics and other subjects. The surest strategy for student success includes a strong work ethic, excellent time management, and a willingness to ask questions and reflect critically on what they see and hear. As part of the Group 4 sciences designated by IB, students should become aware of how scientists work and communicate with each other. There is an emphasis on practical work, and the general aims below, through the overarching theme of the Nature of Science, to: • • • • • • • • • •

Appreciate scientific study within a global context through stimulating and challenging opportunities Acquire a body of knowledge, methods and techniques that characterize science and technology Apply and use a body of knowledge, methods and techniques that characterize science and technology Develop an ability to analyze, evaluate and synthesize scientific information Develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities Develop experimental and investigative scientific skills including the use of current technologies Develop and apply 21st century communication skills in the study of science Become critically aware, as global citizens, of the ethical implications of using science and technology Develop an appreciation of the possibilities and limitations of science and technology Develop an understanding of the relationship between scientific disciplines and their influence on other areas of knowledge

Resources Oxford IB Diploma Programme Chemistry 2014 Edition Nelson Chemistry, Jenkins, et al. Chemistry Fifth Edition, Zumdahl Various online resources, including but not limited to: https://phet.colorado.edu/en/simulations/category/chemistry Course Content The IB Chemistry 20 course is a combination of the Chemistry 20 course (as described by Alberta Education) and the International Baccalaureate Chemistry course (first year of two). At the end of their Grade 11 year, students will be required to register for either the Standard Level (SL) or Higher Level (HL) streams of IB Chemistry. The topics of Chemistry 20 covered are: 1. 2. 3. 4.

The Diversity of Matter and Chemical Bonding Forms of Matter: Gases Matter as Solutions, Acids and Bases Quantitative Relationships in Chemical Changes

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STRATHCONA-TWEEDSMUIR SCHOOL The topics of IB Chemistry (first year) covered are: 1. Stoichiometric Relationships 2. Atomic structure (Core and AHL) 3. Periodicity 4. Chemical bonding and structure (Core and AHL) 5. Acids and Bases 6. Measurement and data There is a fair amount of overlap in the two programs, and the delivery of topics will be rationalized as much as possible. Unit outlines will be available to the students in Managebac for each unit to show the sequence and (approximate) duration of topics being covered in the Grade 11 year, as well as the major assessment items in each topic. Unit Name Stoichiometry Solutions Gases Atomic Theory Chemical Bonding

Topic(s) Mole concept (Avogadro’s Number); mass and mole relationships; composition by mass; empirical and molecular formulae; gravimetric stoichiometry including limiting reagents; hydrates; percent yield Concentration; dilution; net ionic equations; solution stoichiometry; mass percent; mole fraction; molality; colligative properties; solubility factors; vapor pressure Gas measurements; Boyle, Charles, Avogadro Law analysis; Ideal gas law; van der Waal’s equation; STP and SATP; Dalton’s law; Graham’s law; Raoult’s law; Henri’s law; kinetic molecular theory of gases History of the atom; atomic spectra, Bohr atom, quantum numbers, Heisenberg Uncertainty Principle; atomic orbitals; Aufbau principle/electron configurations; periodic table trends (atomic radii, first ionization energy, electron affinity) Ionic and molecular bond character; polarity; Lewis diagrams; octet rule and exceptions; resonance; VSEPR model; bond energies Dipole–dipole interactions; hydrogen bonding; London dispersion forces; metallic bonding; ionic bonding; network covalent bonding;

Approaches to Learning Skills • •

Thinking Skills

• • • • •

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• Communication Skills

Social Skills

Self-management skills

Research skills

• • • • • • • • • • • • • • • •

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Using appropriate visual representations of data based on purpose and audience Graphing, making tables, properly citing sources, expressing relationships in quantitative form, presenting Group IV project Understanding command terms Constructing a scientific laboratory report. Giving constructive feedback on experimental design Collaborating in group discussions Successfully cooperating in the laboratory setting Recognizing different perspectives and Theory of Knowledge (TOK) connections Providing opportunity for peer feedback on assessments Considering various stakeholders in current events or case studies. Structuring information appropriately in laboratory investigations Working together to set deadlines Adhering to internal deadlines; self-advocating Complying with safety and ethical considerations Making connections between scientific research and related moral, ethical, environmental, social, economic, political or cultural values Developing safe laboratory research protocols (choosing appropriate variables, designing a logical hypothesis, thoroughly analyzing laboratory results) Filtering internet content

Assessment The lab program in IB Grade 11 is primarily formative, to train students in the skills and knowledge required to design, perform, and analyze investigations. Some of these labs will be utilized as an Alberta Education assessment, where cross-over is possible. Unit tests and the final exam in June are designed to familiarize students with the sorts of questions that they will encounter in the external IB examinations in May of Grade 12 as well as Diploma style questions they will encounter in June of Grade 12. Raw scores in these IB-based assessments will be moderated throughout the year to correspond to achievement standards appropriate to Alberta Education’s Chemistry 20 course. The IB course evaluation is based on two components: 1. Internal Assessment (20% of the IB grade) – this is the completion of a 10-hour, individual research based on any chosen topic. This will be graded internally but also externally moderated. 2. External Assessment (80% of the IB grade) - an external examination administered in three parts (Paper 1, Paper 2 and Paper 3, weighted) over two days in May of Year 2. An Alberta Education grade will also be assigned to IB Chemistry 20 students based on the following assessment criteria: The cumulative final exam is worth 25% and will be added to the 75% course work that is divided as follows: Knowledge and Understanding

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Unit Tests: Quizzes and Assignments: Application of Skills Projects and Labs:

STRATHCONA-TWEEDSMUIR SCHOOL 50% 25% 25%

The IB Group IV, April 2018 (Group IV meaning “science) project is a 10-hour assignment that students complete and present in partner groups of 4-5 students. Project topics are typically assigned and evaluated by the IB science teachers in Term 3 of the school year. Course work in IB Chemistry 20 will be both formative and summative. Students will be able to use formative work (i.e., daily quizzes) to assess their mastery of the content. Summative work (i.e., major projects, labs) will represent a snapshot of the student’s understanding of the material at that specific point in time. Unit tests fall into the summative category; however, students may be given an opportunity to re-write any unit exam or other summative task, at the teacher’s discretion as per the STS Assessment Policy. Such opportunities will involve collaborative discussions between student, teacher, and parent where appropriate.

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IB DP Physics Year 1 (SCN 2797) Course Overview This course is the first year of the two-year IB Standard Level Physics. The interaction of matter and energy is the main theme of this course. We will explore this interaction through hands-on experimental work, computer simulations, quantitative data collection and analysis, and problem solving. We will also discuss how the interaction of matter and energy affects our daily lives. The IB syllabus consists of eight core topics and one optional unit. This content, in addition to the content addressed in the Alberta program of studies, is covered over two years through the Grade 11 IB physics course, (IB Physics Y1) and the Grade 12 IB physics course, (IB Physics Y2). The IB topics shown on the following page are not addressed in the sequence shown. Rather, the topics are ordered to parallel the Alberta curriculum. Resources Pearson Physics

Course textbook in print and e-copy (password protected) http://media.pearsoncmg.com/intl/pec/school/physics/index2.html Physics Course Companion Course textbook in print Answers to chapter-end questions e-resource https://global.oup.com/education/secondary/curricula/ibdiploma/science/phsyicsanswers/?region=international Physics 20 Key Workbook Print copy Physics 20 SNAP Workbook Optional resource available through book retailer Physics Note-A-Riffic Optional e-resource http://www.studyphysics.ca/page03.html Learn Alberta Optional e-resource http://www.learnalberta.ca/Home.aspx Physics Classroom Optional e-resource http://www.physicsclassroom.com/CLASS Phet Physics Physics simulations https://phet.colorado.edu/en/simulations/category/physics Course Content The syllabus for the standard level International Baccalaureate Diploma Program in physics is divided into the core topics and the optional topics. Standard level students must complete eight core topics and one optional topic. In order to best prepare students for both the IB Diploma and the Alberta Education Diploma, the optional topic of engineering physics has been selected. A syllabus overview is provided below: Topic Description Oxford Physics Core 1 Physics and physical measurement Chapter 1 Core 2 Mechanics Chapter 2 Core 3 Thermal physics Chapter 3 Core 4 Oscillations and waves Chapter 4 Core 5 Electric currents Chapter 5 Core 6 Fields and forces Chapter 6 Core 7 Atomic and nuclear physics Chapter 7

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Core 8 Option

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Energy, power and climate change Engineering physics

Chapter 8 Section B

Students in Year 1 of IB Physics SL will cover some aspects of Core 1, 2, 4, 6, 8 and the engineering physics option. In Year 2 of IB Physics SL, students will extend the coverage of Core 1, 2, 4, 6, 8 and the engineering physics option. In addition, they will cover Core 3, 5, and 7. Alberta Education Physics 20 Units Unit Name Kinematics and graphing Vectors, vector addition and projectiles

Dynamics

Circular motion, gravitational force and field Energy Simple harmonic motion, oscillations and properties of waves

Topic Description

Pearson Chapter Kinematics involves the mathematical description of motion. 1 An object’s change in position, velocity and acceleration over time is described using mathematics and graphical analysis. A vector quantity is described by its magnitude and direction. 2 This unit explores the graphical and mathematical representation of vectors with an emphasis on finding vector components and adding vectors. Projectile motion will be limited to objects moving under the influence of only the gravitational force. Dynamics explicitly relates the external forces acting on an 3 object to its change in velocity over time. The investigation of dynamics also demonstrates that a change in mechanical energy is the net result of the external forces acting on an object. This unit extends the study of kinematics and dynamics. Two- 4, 5 dimensional vectors and Newton’s laws are used to analyze and explain circular motion with uniform orbital speed. The role of circular motion in the development of Newton’s law of universal gravitation is examined. Students investigate energy and equilibrium in the physical 6 world by studying the conservation of energy, the work-energy relationship and power. Students examine the simple harmonic motion of oscillating 7, 8 pendulums and springs and relate this motion to aspects of circular motion already considered. The characteristics and behaviour of waves are defined and related to simple harmonic motion. The concepts of motion and energy are extended to the study of mechanical waves. Sound is investigated as an important type of mechanical wave.

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STRATHCONA-TWEEDSMUIR SCHOOL Approaches to Learning Skills • •

Thinking Skills

• • • • •

Communication Skills

Social Skills

Self-management skills

Research skills

• • • • • • • • • • • • • • • • • •

Interpreting data gained from scientific investigations (titration curves, temperature vs. time graphs) Recognizing the questions that are being explored, proposing variables, developing research questions, composing hypotheses, considering safety protocols, interpreting graphs, expressing relationships in quantitative form Understanding the nature of science and recognizing unstated assumptions and bias in the construction of knowledge Using models to represent complex and abstract concepts physical phenomena Looking for patterns within contexts – recognizing, clarifying, and making predictions Recognizing the transferability of skills to novel situations Using appropriate visual representations of data based on purpose and audience Graphing, making tables, properly citing sources, expressing relationships in quantitative form, presenting Group IV project Understanding command terms Constructing a scientific laboratory report Giving constructive feedback on experimental design Collaborating in group discussions Successfully cooperating in the laboratory setting; Recognizing different perspectives (TOK connections) Providing opportunity for peer feedback on assessments Considering various stakeholders and perspectives in current events or case studies Structure information appropriately in laboratory investigations Working together to set deadlines (essential agreements) Adhering to internal (mini deadlines) self-advocacy Adherence to safety considerations and ethical consideration Making connections between scientific research and related moral, ethical, environmental, social, economic, political or cultural values International mindedness and TOK connections Scientific endeavours distinguished from human endeavours Filtering internet resources Making decisions about what to search, how to search that provides the information being sought

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Assessment Evaluation in IB Physics Y1 is cumulative and will be determined according to the following: • Coursework (75%) o Knowledge and Understanding category (40%)  Assignments  Quizzes and Tests o Application of Skills category (35%)  Laboratory investigations  Simulations  Independent Projects o Nature of science and societal/social connections will be incorporated in all coursework assessments • Final examination (25%) There is no mid-year examination in this course. IB grades are assessed in May of the second year of the students’ IB program.

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Biology 30 (SCN 3230) Course Overview The Science curricula in Alberta are designed to encourage students to develop in a number of areas by: • Developing a critical sense of wonder and curiosity about scientific and technological endeavours, to enable students to use science and technology to acquire new knowledge and solve problems so that they may improve the quality of their lives and the lives of others • Preparing students to critically address science-related societal, economic, ethical and environmental issues • Providing students with a foundation in science that creates opportunities for them to pursue progressively higher levels of study, prepares them for science-related occupations and engages them in science-related hobbies appropriate to their interests and abilities • Developing varying aptitudes and interests a knowledge of the wide spectrum of careers related to science, technology and the environment. As such, students will be encouraged to: • show interest in science-related questions and issues and confidently pursue personal interest and career possibilities within science-related fields; • appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds; • seek and apply evidence when evaluating alternative approaches to investigations, problems and issues; • work collaboratively in planning and carrying out investigations and in generating and evaluating ideas; • demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment; • show concern for safety in planning, carrying out and reviewing activities with reference to WHMIS and consumer product labeling information Resources • Ritter, et al. Nelson Biology 2007 Nelson Canada, Scarborough This is available online and in hard copy • Student Notes and Problems • “The Key” Study Guide • Other classroom textbook resources • Electronic resources – see list on Managebac and Course sites Course Content Students will be introduced to four main units of study in Biology 30: Unit Name Unit A– Systems Regulating Change: Nervous and Endocrine Systems

Topic(s) This unit examines the biological processes that mediate the interactions between humans and their environment to maintain equilibrium. The nervous system contributes to homeostasis through its response to internal and external stimuli. Endocrine glands help to maintain homeostasis through the hormones they release into the blood. A study of the interactions between the nervous and endocrine systems leads to an examination of the functioning of the central and

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Unit B – Reproduction and Development

Unit C – Cells, Chromosomes and DNA

Unit 4 – Population and Community Dynamics

peripheral nervous systems and their ability to sense the environment and respond to it. This unit investigates the human reproductive system as a representative mammalian system responsible for propagating the organism and perpetuating the species. The processes associated with human reproduction and development, as well as the regulation of these processes by hormones, are reviewed. The influence of environmental factors on embryonic and fetal development is examined, as are various reproductive technologies. This unit examines the two types of cell division, mitosis and meiosis. Students learn about chromosomal behaviour during cell division and expand their knowledge of chromosomes by studying classical genetics. Classical genetics is further extended to a molecular level by exploring the basic structure of deoxyribonucleic acid (DNA), its role in protein synthesis and the impact of mutation. Population change over time can be examined through a study of population genetics (Hardy-Weinberg principle) and population growth. Both of these can be expressed quantitatively. Individual members of populations interact with each other as well as with members of other populations, which can have an impact on the populations involved. Communities are a sum of all the different populations living together. Communities may change over time as a result of natural or artificial events.

. Each of these four main units of study is subdivided into discrete smaller units. As such, the following units will be covered in Biology 30: Unit Name Nervous System (Unit A)

Senses (Unit A) Endocrine System (Unit A)

Mitosis & the Cell Cycle; DNA and DNA Technologies (Unit C) Reproductive System and Meiosis (Unit B/C)

Protein Synthesis (Unit C)

Topic(s) Neuron structure, reflex arc, nervous system organization, electrochemical impulse, synaptic transmission and neurotransmitters, central nervous system: brain structure and function, peripheral nervous system: autonomic nervous system function (Nelson Chapter 13) Converting sensory information into messages in the body; taste and smell, structure and function of the eye, structure and function of the ear (Nelson Chapter 14) Homeostasis, dynamic equilibrium, feedback systems, hormone structure and function, endocrine glands and hormones; regulation of blood sugar, water, stress, metabolism, blood calcium (Nelson Chapter 15) The cell cycle, stages of mitosis, cloning, cancer, stem cells; history of DNA structure and its role as the genetic material, DNA replication; DNA sequencing, transformation, mutations (Nelson Chapter 17.1, 17.2; Chapter 19.3, Chapter 20.1, 20.3, 20.4 ) Male and female reproductive systems structure and function; meiosis and abnormal meiosis, spermatogenesis, oogenesis, fertilization, pregnancy, embryonic and fetal development, parturition and lactation, human reproductive technologies, karyotyping (Nelson Chapter 16, 17.3, 17.4) Transcription, translation and gene technologies, mutations (Nelson

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STRATHCONA-TWEEDSMUIR SCHOOL Mendelian and Neo-Mendelian genetics (Unit C)

Population Genetics (Unit D) Population and Community Dynamics (Unit D)

20.2, 20.3, 20.4) Mendel and the principles of dominance and segregation, monohybrid and dihybrid crosses, pedigrees, other patterns of inheritance (pleiotropic and polygenic traits, incomplete and codominance, multiple alleles, sex-linkage, gene linkage, mapping chromosomes and crossing over (Nelson Chapter 18, 19.1, 19.2) Hardy-Weinberg principle, population equilibrium, Genetic drift, Gene flow, mutations, natural selection and non-random mating (Nelson Chapter 21) Characteristics of populations: population density and size, , growth rate/per capita growth rate; growth models, density dependent and independent factors; K-/r-selected organisms; competition, predatorprey cycles, symbiotic relationships; Succession (Nelson Chapters 22 and 23)

Assessment Course work in Biology 30 will be both formative and summative. Students will be able to use formative work (i.e., daily quizzes) to assess their mastery of the content. Summative work (i.e., major projects, labs, homework) will represent a snapshot of the student’s understanding of the material at that specific point in time. Unit tests fall into the summative category; however, students may be given an opportunity to re-write any unit exam or other summative task, at the teacher’s discretion as per the STS Assessment Policy. Such opportunities will involve collaborative discussions between student, teacher, and parent where appropriate. Students are expected to complete all assigned course work, within a reasonable timeline. The marking for Biology 30 is cumulative. All summative work to the date of reporting will count towards the mark awarded on the Report Card. A course grade will be assigned based on the following assessment criteria and weighting: A. Knowledge and Understanding (60%) i. Students demonstrate their acquisition of knowledge through various means including assignments, quizzes and unit tests. These may not all be weighted equally within this category. Breakdown will be as follows: Unit exams 40%, Other assessments 20% B. Application of Skills: (40%) i. Inquiring, Designing, Processing and Evaluating – assignments/lab/experimental work that students will complete throughout the year. Breakdown will be as follows: Labs – 25%, Other assessments – 15% *areas that involve reflecting on global connections including the impacts and nature of science will be included within each of the above categories. This school-assigned grade is weighted as 70% of the final Biology 30 grade that the student achieves: their performance on the externally administered and graded Diploma Examination accounts for the other 30%.

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Chemistry 30 (SCN 3796) Course Overview Chemistry 30 is intended to develop students’ understanding of the interconnecting ideas and chemistry principles that transcend and unify the natural-science disciplines and their relationship to the technology that students use in their daily lives. It is of utmost importance to remember that Chemistry 30 is an experimental discipline that develops the knowledge, skills, and attitudes to help students become capable of and committed to setting career and/or life goals, make informed choices, and act in ways that will improve the level of scientific awareness essential for a scientifically literate society. Laboratory experience is an essential component of the Chemistry 30 course. Students of Chemistry 30 are expected to develop an aptitude for collecting data, observing, analyzing, forming generalizations, hypothesizing, and making inferences from observations. The course is designed to promote students’ understanding of chemistry concepts, and their ability both to apply these concepts to relevant situations and to communicate in the specialized language of chemistry. Success in Chemistry 30 requires the successful completion of Science 10, Chemistry 20, and concurrent mathematics courses that develop the requisite knowledge and skills. Resources Nelson Chemistry, Alberta 20-30 Course Content Unit Name Chemical Energetics

Topic(s) Kinetic and potential energies; energy conversions; enthalpy; chemical changes; Hess’ Law; heats of formation

Electrochemistry

Oxidation and reduction half-reactions and equations (balancing equations in acid/base solutions); oxidation numbers and balancing; redox titrations; electrochemical cells: voltaic and electrolytic; standard voltages from a table (hydrogen standard); disproportionation; corrosion and cathodic protection; Faraday’s law

Equilibrium

Law of mass action; equilibrium expressions, calculations of K; calculations of equilibrium concentrations, Le Chatelier's principle; graphing reactions

Acids and Bases

Properties of solutions; acid/base definitions: operational, Arrhenius, B/L; pH of all solutions including Ka and Kb; acid base reactions; acid/base stoichiometry; buffer solutions; indicators; titrations and titration curves

Organic Chemistry

Nomenclature of alkanes, alkenes and alkynes; hydrocarbon derivatives; addition and substitution reactions; isomers; various organic reactions

Assessment The Chemistry Diploma Exam is worth 30% and will be added to 70% course work that is divided as follows: Knowledge and Understanding: Unit Tests 50% Quizzes and Assignments 25% Application of Skills: Projects and Labs 25%

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Physics 30 (SCN 3797)

Course Overview This course is the second year of the two-year Senior School physics program. This course includes topics in both classical and modern physics. Understanding the basic principles and being able to apply these principles to solve problems are the major goals of this course. We will explore these principles through hands-on experimental work, computer simulations, quantitative data collection and analysis, and problem solving. Resources Pearson Physics (Course textbook in print and e-copy) http://www.learnalberta.ca/content/sepp30/index.html and http://media.pearsoncmg.com/intl/pec/school/physics/index2.html Physics 30 Key Workbook, Print copy Physics 30 SNAP Workbook, Optional resource available through book retailer Physics Note-A-Riffic, Optional e-resource http://www.studyphysics.ca/page04.html Physics Classroom, Optional e-resource http://www.physicsclassroom.com/CLASS Phet Physics, Physics simulations https://phet.colorado.edu/en/simulations/category/physics Quest A+, Optional e-testing practice site https://questaplus.alberta.ca/PracticeMain.html# Course Content Unit Name Momentum and Impulse

Forces and Fields

Electromagnetic

Topic Description The central theme of this unit is Change and Systems. Newton’s second law of motion is linked to the concepts of momentum and impulse. The following concepts are developed in this unit. • Newton’s laws of motion • Impulse • Momentum • Inelastic collisions • Elastic collisions The central theme of this unit is Energy and Matter. Students investigate electric and magnetic forces and fields and their applications in technological devices. The following concepts are developed in this unit. • Electric charge • Charge conservation • Coulomb’s Law • Vector fields • Electric fields • Magnetic fields • Electrical potential dfference • Interaction of charges with electric and magnetic fields • Charge quantization – Millikan’s experiment • Electromagnetic induction The central theme of this unit is Diversity and Matter. In this unit,

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Pearson Chapter

10, 11, 12

13, 14

Radiation

Atomic Physics

STRATHCONA-TWEEDSMUIR SCHOOL

students study the nature and characteristics of electromagnetic radiation (EMR), using the wave and photon models of light. The following concepts are developed in this unit. • Speed of EMR • Propagation of EMR • Reflection • Refraction • Diffraction • Interference • Total internal reflection • Snell’s Law • Photoelectric effect • Compton effect The central theme of this unit is Energy and Matter. In this unit, students study the development and modification of models of the structure of matter. The following concepts are developed in this unit. • Charge-to-mass ratio (Thomson’s experiment) • Clssical model of the atom (Rutherford, Bohr) • Spectra: continuous, line emission and line absorption • Energy levels (states) • de Broglie hypothesis • Half-life • Nuclear decay • Quantum mechanical model • Nuclear reactions • Standard Model of matter

15, 16, 17

Assessment Evaluation in Physics 30 is cumulative and will be determined according to the following: o Knowledge and Understanding category (60%)  Quizzes  Tests o Application of Skills category (40%)  Assignments  Laboratory investigations  Simulations  Independent Projects o Nature of science and societal/social connections will be incorporated in all coursework assessments There is no in-School mid-year or final examination in this course. The final Physics 30 course mark is based on two components: Assessment Component School Awarded Mark Diploma Examination Mark

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Weight 70 % 30 %

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IB DP Biology HL/SL Year 2 (SCN 3230) Course Overview Students will be challenged to make connections among a variety of biological topic areas while learning skills relevant to this scientific discipline. This course covers the second half of the two-year IB Biology program of studies, in addition to the mandated Alberta Education syllabus for Biology 30. Those students choosing the SL path will enjoy considerable overlap in these two (IB and AB Ed.) academic obligations, but those choosing the HL path will also need to tackle additional topics in Plant Biology and additional Human Physiological systems. The Alberta Education Biology 30 units are: • • • •

Unit A: Unit B: Unit C: Unit D:

Nervous and Endocrine Systems Reproduction and Development Cells, DNA, and Biotechnology Population and Community Dynamics

The remainder of the course will be devoted to completing those components of the IB program of studies that were not addressed in Grade 11 and/or don’t coincide with the Biology 30 units already mentioned. The IB Biology syllabus is posted on the ManageBac IB Biology 30 shell. External examinations take place in May for IB, and in June for the Alberta Education Biology 30 course. Resources • E-Textbook: Ritter et al. Nelson Biology; 2007 edition Nelson Canada, Scarborough • Print resources: o IB Biology Course Companion; 2014 edition Oxford University Press o Campbell et al. Biology 5e (classroom resource) Benjamin Cummings, pub. o Modular workbook series (classroom resource) Biozone, NZ • Online Support: o Bioninja – whole IB syllabus (http://ib.bioninja.com.au/) o Crash Course Biology – 60+ YouTube episodes spanning High School biology, e.g. https://www.youtube.com/watch?v=QnQe0xW_JY4&list=PL3EED4C1D684D3ADF o Biology animations – http://www.johnkyrk.com/ o Biology simulations and virtual labs – e.g.  PhET (https://phet.colorado.edu/en/simulations/category/biology)  HHMI (https://www.hhmi.org/biointeractive)  DNALC (https://www.youtube.com/user/DNALearningCenter) …and many others. Course Content Unit Name Individual Investigation [1 week] CC pp 708>

Topic(s) During the first week of classes, students explore individual interests and opportunities to investigate a topic, formulate a specific testable research question, and develop a working experimental protocol. They will then work independently to collect and process data, analyze and interpret it, and produce a report that will be evaluated by the instructor and processed through Turnitin

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Molecular biology: Nucleic Acid structures and processes: IB units 2.6/2.7/7.1/7.2; parts of Bio30 Unit C [3 weeks] CC pp 105>, pp 343> Cell division and meiosis: IB units 1.6/3.3/10.1; parts of Bio30 Unit C [2 weeks] CC pp 51>, pp 159>, pp439> Classical genetics: IB units 3.1/3.2/3.4/10.2; parts of Bio30 Unit C [2 weeks] CC pp 141>, pp 168>, pp 445> Biotechnology: IB units 3.5/Opt. B; parts of Bio30 Unit C [2 weeks] CC pp 187>, pp 557> AHL Plant Unit: IB unit 9 (no Bio30 unit) [2 weeks] CC pp 403> Nervous system: IB units 6.5/Opt. A; parts of Bio30 Unit A [2 weeks] CC pp 319>, pp 513> Sensory transduction: IB units 6.5/Opt. A; parts of Bio30 Unit A [2 weeks] CC pp 319>, pp 513> Endocrine System: IB units 6.6/Opt. D; parts of Bio30 Unit A [2 weeks]

prior to electronic submission to IBIS DNA structures and functions; replication, transcription, and translation. Students investigate nucleic acid structures and functions in context of cell metabolism, organism physiology, and reproduction; fundamentals that support genetic and evolutionary principles. Animations and simulations of complex processes will be employed to clarify the topic.

Mitosis and meiosis as cellular contexts for DNA replication and redistribution in organism growth and (sexual) reproduction. Microscope work, models, and animations will support student learning in this unit; applications to biotechnology will be foreshadowed. Operational implications of DNA function are explored through framework of genes and chromosomes, the experimental work over 150 years that revealed these processes, and the interpretation of data (macroscopic observations) to predict inheritance patterns in sexually reproducing organisms

Molecular genetics are explored through a variety of modelling techniques, online simulations, animations, and lab experiments. There is a strong emphasis on experimental techniques by which many of these processes were elucidated and are now accessible to manipulation. Ethical implications are examined by discussing a series of case studies. Only HL students will explore these plant topics (transport, growth, reproduction in angiosperms) using models, simulations and lab work. SL students will work independently on their Individual Investigations during these classes Students explore the principles of irritability and membrane voltage potential, neuron structure and functions, action potential and synapse function, and organizational hierarchy of CNS/PNS, before focusing particularly on brain function and (natural or synthetic) psychoactive compounds. Students will study two significant sensory systems – visual (eye) and auditory (ear) – with the support of animations, models, online simulations and practical explorations of their own sensory functions. One of the assessment components will be an experimental design assignment. Students will study various endocrine glands, their hormone products, influence on organism physiology, and homeostatic regulation. Components include hypothalamic/pituitary axis, pancreas, adrenal glands, thyroid gland, and various aspects of reproductive endocrinology (leading on to next unit…)

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CC pp 329>, pp694> Reproduction: IB units 6.6/11.4/Opt. D; parts of Bio30 Unit B [2 weeks] CC pp 329>, pp499>, pp694> Development: IB units 6.6/Opt. D; parts of Bio30 Unit B [2 weeks] CC pp 329>, pp499>, pp694> Homeostasis and Excretory System: IB units 11.3/Opt. D [2 weeks] CC pp 485>, pp694> Muscles and Locomotion: IB unit 11.2 [2 weeks] CC pp 476> IB Exam Review: [4 weeks] structured review of entire course

STRATHCONA-TWEEDSMUIR SCHOOL Reproductive anatomy and physiology of human as representative mammals are considered, including meiotic production of gametes in males and females, process of internal fertilization and subsequent implantation (leading on to next unit…)

Anatomy and physiology of pregnancy – mother and child – of humans are considered subsequent to implantation in the uterus, through parturition and lactation. Associated topics of sexually transmitted infections (STI’s), contraception, and assisted reproductive technologies (ART’s) are also researched and discussed. Overall regulation of internal bodily state (homeostasis) against challenges of internal and external environment fluctuations – including thermoregulation, electrolyte concentrations, and water balance – using humans as representative mammals. Examples of counter-current engineering principles will be explored in some physiological contexts. The structures and processes characteristic of specialized cells in striated muscle tissue are examined, and contraction/relaxation is scaled up to entire muscles. Muscle/tendon/ligament/bone components of complex locomotory systems are considered through the human anatomical examples of elbow and knee All units from both Grade 11 and Grade 12 are reviewed through structured revision of topic highlights, connections among these units, and lots of practice of examination questions from previous years.

Approaches to Learning Skills Thinking Skills

Communication Skills

In Year 2, students will continue to examine increasingly more complex scientific work with increasing independence; to develop skills of recognizing, clarifying, and making predictions about data; to formulate research questions and define variables; and to interpret and evaluate data. Students are expected to ask questions and discuss the nature of science and scientific research utilizing Theory of Knowledge connections to the curricula and/or current events in the scientific community. Students are expected to recognize the unstated assumptions and bias in their own work and the work of others. Students will develop and refine their own models to represent biological concepts and will continue to gain confidence in their ability to apply their existing skills to novel problem-solving situations. Students will demonstrate understanding of the purpose of a lab report and reliably distinguish between a report and a scientific investigation. Students will further develop their skills in writing lab reports, culminating in the Individual Investigation. Students will produce properly constructed data tables, choose appropriate graphical representations of the data, and express relationships quantitatively to display the results of their scientific investigations to an appropriate audience. Students will acknowledge all of their research sources, using accepted conventions for scientific publication. In Year 2, students will demonstrate

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Social Skills

Selfmanagement skills

Research skills

understanding of all relevant command terms and utilize them appropriately in a variety of situations. Students will utilize a variety of online formats for communicating and exploring various biological concepts (e.g., Flipgrid, Google docs and groups, Padlet…). Students will examine the collaborative nature of science and scientific inquiry through a variety of Theory of Knowledge connections within the curriculum, recognizing differing perspectives about a number of issues. Students will continue to work collaboratively to collect data and to offer feedback to their peers during the experimental design process and are encouraged to seek feedback from their peers regarding their independent Individual Investigation. Students will continue to develop skills in properly structuring laboratory investigations; students will refine their skills in the design process, successfully manage timelines for completing each stage, and adhere to final deadlines, whether established independently or collaboratively. Both in and out of class, students will be required to maintain focus, attention, and persistence with difficult tasks. Students will demonstrate appropriate self-advocacy should issues arise in time management or execution of various tasks. Students will demonstrate knowledge of the safety and ethical considerations associated with various investigations in biology and adhere to these guidelines. The final Internal Investigation will demonstrate these self-management skills in IB Biology. Students will be encouraged to make connections between various sources of information and to reflect on the validity of claims presented by these sources. Discussions will encompass different areas of scientific research, but also the moral, ethical, environmental, social, economic, political, and cultural values associated with such research endeavours. In designing their own research protocols, students will develop their ability to locate, organize, analyse, evaluate, synthesize, and ethically access information from a variety of sources and media (including digital social media and online networks). In addition, students will learn how to develop an appropriate research question and testable hypothesis, design effective and safe protocols, express relationships in quantitative form, and select graphical expressions of data appropriate for scientific publication. These skills will find ultimate expression in the Internal Investigation, which is the culminating internal assessment task for each student.

Assessment IB Score Internal Investigation – 20% of grade in IB Biology HL or SL This process requires each candidate to independently conceive, plan, execute, and analyze an individual research investigation, which will culminate in a 6-12 pp. formal report assessed by the instructor against IB criteria (criteria posted on Managebac). This II task will challenge students to hone their critical thinking and communication skills, become more competent in relevant technologies, and come to appreciate the complex interactions between science and society. External Assessment – 80% of grade in IB Biology HL or SL The remainder of the IB Biology course (80%) is based on three examination papers that are set and graded externally. Paper 1: 30 MC questions (SL) or 40 MC questions (HL) (20% weighting), based on core content Paper 2: Data-based questions, short answer and extended response questions based on core

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SL candidates complete one of two ER questions; HL candidates complete two of three ER questions (40% weighting SL; 36% weighting HL) Paper 3: Questions on core and SL or HL options (weighting 20% SL; 24% HL) Alberta Education Grade The marking for Biology 30 is cumulative. All summative work to the date of reporting will count towards the mark awarded on the Report Card. A course grade (70%) will be assigned on the following assessment criteria and weighting: A. Knowledge and Understanding (60%) i. Students demonstrate their acquisition of knowledge through various means including assignments, quizzes and unit tests. These may not all be weighted equally within this category. ii. Breakdown will be as follows: Unit exams: 40%; Other assessments: 20%. B. Application of Skills (40%) i. Inquiring, Designing, Processing and Evaluating – assignments/lab/experimental work that students will complete throughout the year. ii. Breakdown will be as follows: Labs: 25%; Other assessments: 15%. *Areas that involve reflecting on global connections including the impacts and nature of science will be included within each of the above categories. An externally administered and graded Diploma Examination accounts for 30% of the Alberta Education final grade. Additional Information An Excel (calendar format) spreadsheet will be provided to all students, in order to detail the sequence and duration of topic coverage this year, including provisional unit test dates. Firm dates for these unit tests and other major assessment submissions will be posted on ManageBac after class discussion, to minimize potential conflicts with other courses or school programs. Students are expected to meet assessment submission deadlines, in order to optimize their own learning opportunities (as well as those of their classmates) through timely feedback from the instructor. Early submission of draft assignments is an excellent strategy to improve the quality of the final product. Formal unit tests that are missed due to extenuating circumstances (e.g., illness, family travel) must be taken at the earliest possible time upon the student’s return.

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IB DP Chemistry SL Year 2 (SCN3796-IB) Course Overview Success in this course requires solid academic ability, but more importantly, strong personal motivation and a willingness to work independently. Students will develop their skills and knowledge across a broad range of chemical investigations and learn the chemical principles that underpin both the physical environment and biological systems through the study of quantitative chemistry, periodicity, kinetics and other subjects. The surest strategy for student success includes a strong work ethic, excellent time management, and a willingness to ask questions and reflect critically on what they see and hear. As part of the Group 4 sciences designated by IB, students should become aware of how scientists work and communicate with each other. There is an emphasis on practical work, and the general aims below, through the overarching theme of the Nature of Science, to: • • • • • • • • • •

Resources Oxford IB Diploma Programme Chemistry 2014 Edition Nelson Chemistry, Jenkins, et al. Chemistry Fifth Edition, Zumdahl Various online resources, including but not limited to: https://phet.colorado.edu/en/simulations/category/chemistry Course Content The IB Chemistry 30 course is a combination of the Chemistry 30 course (as described by Alberta Education) and the International Baccalaureate Diploma Programme Chemistry course (second year of two).

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STRATHCONA-TWEEDSMUIR SCHOOL The topics of Chemistry 30 covered are: 5. Thermochemical Changes 6. Electrochemical Changes 7. Chemical Changes of Organic Compounds 8. Chemical Equilibrium Focusing on Acid-Base Systems The topics of IB Chemistry SL covered are: 7. Energetics/thermochemistry 8. Chemical Kinetics 9. Redox Processes 10. Organic Chemistry 11. Acids and Bases 12. Optional Unit C : Energy

There is a fair amount of overlap in the two programs, and the delivery of topics will be rationalized as much as possible. Unit outlines will be available to the students in Managebac for each unit to show the sequence and (approximate) duration of topics being covered in the Grade 12 year, as well as the major assessment items in each topic. Alberta Chemistry 30 Curriculum Unit Name Chemical Energetics

Electrochemistry

Equilibrium

Acids and Bases

Topic(s) a. Kinetic and potential energies b. Graphical representations of energy changes c. Stoichiometry and the heat term d. Energy conversions and calorimetry e. Standard heats of formation and Hess’s Law f. Fuels and energy a. Oxidation and reduction half-reactions b. Balancing redox reactions c. Disproportionation d. Redox titrations e. Electrochemical cells: voltaic and electrolytic f. Faraday’s law g. Corrosion a. Equilibrium condition and Le Chatelier’s Principle b. Law of mass action c. Equilibrium expressions d. Calculations of K; calculations of equilibrium constant and equilibrium concentrations a. Properties acidic and basic solutions b. Acid/base definitions c. pH calculations of strong/weak acids and bases d. Buffers e. Titrations and titration curves

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Organic Chemistry

1. 2. 3. 4. 5.

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Nomenclature of aliphatics and aromatics Structural formulas Functional groups Organic chemical reactions Monomers and polymers

IB DP Chemistry SL Year 2 Unit Name Energetics (Topic 5) Kinetics (Topic 6) Equilibrium (Topic 7) Acids and Bases (Topic 8) Oxidation and Reduction (Topic 9)

Organic Chemistry (Topic 10) Measurement and Data Processing (Topic 11)

Topic(s) a. Measuring Energy Changes b. Hess’s Law c. Bond Enthalpies a. Reaction rates b. Collision theory a. Dynamic equilibrium and chemical equilibrium b. Equilibrium constant c. Le Chatelier’s Principle a. Theories of acids and bases b. Properties of acids and bases c. The pH scale d. Acidic Deposition a. Oxidation and reduction b. Oxidation numbers c. Redox equations d. Reactivity series e. Voltaic cells f. Electrolytic cells a. Introduction b. Alkanes/Alkenes c. Functional Groups d. Reaction pathways a. Uncertainties and Errors in Measurements and Results b. Graphical Techniques c. Spectroscopic Identification of Organic Compounds

Approaches to Learning Skills Thinking Skills

• •

• • •

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• •

Social Skills

Self-management skills

Research skills

• • • • • • • • • • • • • • •

making predictions Developing the transferability of skills to novel situations Recognizing global context in each unit of study and the Individual Investigation Using appropriate visual representations of data based on purpose and audience Graphing, making tables, properly citing sources, expressing relationships in quantitative form, presenting Group IV project Understanding command terms Constructing a scientific laboratory report Giving constructive feedback on experimental design Collaborating in group discussions Successfully cooperating in the laboratory setting Recognizing different perspectives and Theory of Knowledge (TOK) connections Providing opportunity for peer feedback on assessments Considering various stakeholders in current events or case studies Structuring information appropriately in laboratory investigations Working together to set deadlines Adhering to internal deadlines; self-advocating Complying with safety and ethical considerations Making connections between scientific research and related moral, ethical, environmental, social, economic, political or cultural values Developing safe laboratory research protocols (choosing appropriate variables, designing a logical hypothesis, thoroughly analyzing laboratory results) Filtering internet content

Assessment Students will receive separate grades for their IB mark and their provincial mark. Alberta Chemistry 30 SCN3796 The Chemistry Diploma Exam is worth 30% and will be added to the 70% course work that is divided as follows: Knowledge and Understanding: Unit Exams 50% Quizzes and Assignments 25% Application of Skills: Projects and Labs

25%

IB DP Chemistry SL Internally Assessed Lab Work IB Externally Assessed Exam (Papers 1, 2, and 3)

20% 80%

The IB DP Chemistry IA is a laboratory project component of the IB Programme, worth 20% of the student’s IB DP Chemistry score. Students will choose their own experiment, perform all necessary lab and research work, and hand the report to their teacher for evaluation.

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The criteria for the Chemistry IA, and scoring for the report, are as follows: Personal Engagement Exploration Analysis Evaluation Communication

0-2 0-6 0-6 0-6 0-4

Course work in IB DP Chemistry SL will be both formative and summative. Students will be able to use formative work (i.e., daily quizzes) to assess their mastery of the content. Summative work (i.e., major projects, labs) will represent a snapshot of the student’s understanding of the material at that specific point in time. Unit tests fall into the summative category; however, students may be given an opportunity to re-write any unit exam or other summative task, at the teacher’s discretion as per the STS Assessment Policy. Such opportunities will involve collaborative discussions between student, teacher, and parent where appropriate.

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IB DP Chemistry HL Year 2 (LDC3241-IB-HL) Course Overview Success in this course requires solid academic ability, but more importantly, strong personal motivation and a willingness to work independently. Students will develop their skills and knowledge across a broad range of chemical investigations and learn the chemical principles that underpin both the physical environment and biological systems through the study of quantitative chemistry, periodicity, kinetics and other subjects. The surest strategy for student success includes a strong work ethic, excellent time management, and a willingness to ask questions and reflect critically on what they see and hear. While the skills and activities of IB Chemistry are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher-level material and in the common options. The distinction between SL and HL is one of breadth and depth. (Chemistry Guide, 2014) The additional higher-level content is assigned 70 additional hours of instruction, as well as providing an additional 20 hours of practical scheme of work time. As part of the Group 4 sciences designated by IB, students should become aware of how scientists work and communicate with each other. There is an emphasis on practical work, and the general aims below, through the overarching theme of the Nature of Science, to: • • • • • • • • • •

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Course Content Unit Name Atomic Structure (Topic 12) The Periodic Table – Transition Metals (Topic 13)

Chemical Bonding and Structure (Topic 14) Thermodynamics (Topic 15) Chemical Kinetics (Topic 16) Equilibrium (Topic 17) Acids and Bases (Topic 18) Redox Processes (Topic 19) Organic Chemistry (Topic 20) Measurement and Analysis (Topic 21) IB Optional Units: Energy (Option C)

a. a. b.

Topic(s) Electrons in Atoms First Row D-Block Elements Coloured Complexes

a. b. a. b. a. b. a. a. b. c. a. a. b. c. a.

Covalent Bonding Extension Hybridization Energy Cycles Entropy and Spontaneity Rate Expression and Reaction Mechanisms Activation Energy The Equilibrium Law Lewis Acids and Bases Calculations involving Acids and Bases Titration Curves Electrochemical Cells Types of Organic Reactions Synthetic Routes Stereoisomerism Spectroscopic Identification of Organic Compounds

a. b. c. d. e. f. g. h.

Energy Sources Fossil Fuels Nuclear Fission and Fusion Solar Energy Environmental Impact – Global Warming Rechargeable Batteries and Fuel Cells Nuclear Fusion and Nuclear Fission Photovoltaic and Dye-Sensitized Solar Cells

Approaches to Learning Skills Thinking Skills

• •

• • • • •

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• •

Social Skills

Self-management skills

Research skills

• • • • • • • • • • • • • • •

Investigation Using appropriate visual representations of data based on purpose and audience Graphing, making tables, properly citing sources, expressing relationships in quantitative form, presenting Group IV project Understanding command terms Constructing a scientific laboratory report Giving constructive feedback on experimental design Collaborating in group discussions Successfully cooperating in the laboratory setting Recognizing different perspectives and Theory of Knowledge (TOK) connections Providing opportunity for peer feedback on assessments Considering various stakeholders in current events or case studies Structuring information appropriately in laboratory investigations Working together to set deadlines Adhering to internal deadlines; self-advocating Complying with safety and ethical considerations Making connections between scientific research and related moral, ethical, environmental, social, economic, political or cultural values Developing safe laboratory research protocols (choosing appropriate variables, designing a logical hypothesis, thoroughly analyzing laboratory results) Filtering internet content

Assessment Knowledge and Understanding: Unit Tests 75% Application of Skills: Chemistry HL IA 25% The IB DP Chemistry IA is a laboratory project component of the IB Programme, worth 20% of the student’s IB DP Chemistry score. Students will choose their own experiment, perform all necessary lab and research work, and hand the report to their teacher for evaluation. The criteria for the Chemistry IA, and scoring for the report, are as follows: Personal Engagement 0-2 Exploration 0-6 Analysis 0-6 Evaluation 0-6 Communication 0-4 Course work in IB Chemistry 30 HL will be both formative and summative. Students will be able to use formative work (i.e., daily quizzes) to assess their mastery of the content. Summative work (i.e., major projects, labs) will represent a snapshot of the student’s understanding of the material at that specific point in time. Unit tests fall into the summative category; however, students may be given an opportunity to re-write any unit exam or other summative task, at the teacher’s discretion as per the STS Assessment Policy. Such opportunities will involve collaborative discussions between student, teacher, and parent where appropriate.

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IB DP Physics SL Year 2 (SCN 3797) Course Overview This course is the second year of the two-year IB Standard Level Physics. The interaction of matter and energy is the main theme of this course. We will explore this interaction through hands-on experimental work, computer simulations, quantitative data collection and analysis, and problem solving. We will also discuss how the interaction of matter and energy affects our daily lives. The IB syllabus consists of 8 core topics and one optional unit. This content, in addition to the content addressed in the Alberta program of studies, is covered over two years through the Grade 11 IB physics course, (IB Physics Y1) and the Grade 12 IB physics course, (IB Physics Y2). The IB topics shown on the following page are not addressed in the sequence shown. Rather, the topics are ordered to parallel the Alberta curriculum. Resources Pearson Physics , Course textbook in print and e-copy http://media.pearsoncmg.com/intl/pec/school/physics/index2.html Physics Course Companion, Course textbook in print and e-resource https://global.oup.com/education/secondary/curricula/ibdiploma/science/phsyicsanswers/?region=internat ional Physics 30 Key Workbook, Print copy Physics 30 SNAP Workbook, Optional resource available through book retailer Physics Note-A-Riffic, Optional e-resource http://www.studyphysics.ca/page04.html Learn Alberta, Optional e-resource http://www.learnalberta.ca/Home.aspx Physics Classroom, Optional e-resource http://www.physicsclassroom.com/CLASS Quest A+, Optional e-testing practice site https://questaplus.alberta.ca/PracticeMain.html# Phet Physics, Physics simulations https://phet.colorado.edu/en/simulations/category/physics Course Content The syllabus for the standard level International Baccalaureate Diploma Program in physics is divided into the core topics and the optional topics. Standard level students must complete eight core topics and one optional topic. In order to best prepare students for both the IB Diploma and the Alberta Education Diploma, the optional topic of engineering physics has been selected. A syllabus overview is provided below: Topic Core 1 Core 2 Core 3 Core 4 Core 5 Core 6 Core 7 Core 8 Option

Description Physics and physical measurement Mechanics Thermal physics Oscillations and waves Electric currents Fields and forces Atomic and nuclear physics Energy, power and climate change Engineering physics

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Oxford Physics Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Section B

STRATHCONA-TWEEDSMUIR SCHOOL Students in Year 1 of IB Physics SL covered some aspects of Core 1, 2, 4, 6, 8 and the engineering physics option. In Year 2 of IB Physics SL, students will extend the coverage of Core 1, 2, 4, 6, 8 and the engineering physics option. In addition, they will cover Core 3, 5, and 7. Units Unit Name Momentum and Impulse

Forces and Fields

Electromagnetic Radiation

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Pearson Chapter 9

10, 11, 12

13, 14

Atomic Physics

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The central theme of this unit is Energy and Matter. In this unit, students study the development and modification of models of the structure of matter. The following concepts are developed in this unit. • Charge-to-mass ratio (Thomson’s experiment) • Clssical model of the atom (Rutherford, Bohr) • Spectra: continuous, line emission and line absorption • Energy levels (states) • de Broglie hypothesis • Half-life • Nuclear decay • Quantum mechanical model • Nuclear reactions • Standard Model of matter

15, 16, 17

Approaches to Learning Skills Thinking Skills

• •

• • • Communication Skills

Social Skills

Self-management skills

• • • • • • • • • • • • • • •

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Research skills

• •

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Adherence to safety considerations and ethical consideration Making connections between scientific research and related moral, ethical, environmental, social, economic, political or cultural values International mindedness and TOK connections Scientific endeavours distinguished from human endeavours Filtering internet resources Making decisions about what to search, how to search that provides the information being sought

• • • •

Assessment Evaluation of the Physics 30 aspect of this course is cumulative and will be determined according to the following: o Knowledge and Understanding category (60%)  Quizzes  Tests o Application of Skills category (40%)  Assignments  Laboratory investigations  Simulations  Independent Projects o Nature of science and societal/social connections will be incorporated in all coursework assessments There is no in-School mid-year or final examination in this course. The final Physics 30 course mark is based on two components: Assessment Component School Awarded Mark Diploma Examination Mark

Weight 70 % 30 %

Students will also receive an IB DP Physics SL course mark at the end of Grade 12. IB scores are assessed on a 1 to 7 scale. The IA will be completed by March. The exam papers will be written in May. IB Assessment Component Internal Assessment (IA) Exam Paper 1 Exam Paper 2 Exam Paper 3

Weight

Time

Description

20 %

10 h

Individual investigation

20 % 40 %

¾h 1¼h

20 %

30 multiple-choice questions on core material Short-answer and extended-response questions on core material One data-based question and several short-answer questions on experimental work Short-answer and extended-response questions from one option

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Social Studies

Learning Leader: Ms. Melony O’Neill

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International Politics 30 (Grade 10 Elective) (SSN3156) Course Overview International Politics 30 is a course that falls under the Alberta Learning Political Science program of studies. Political Science is a dynamic social science, forming part of the study of individuals and societies, but more specifically looks at how power is achieved, maintained and exercised at the international level. The objective of International Politics 30 is to give the student an understanding of the development and importance of international relations. This understanding is brought about by examining such concepts as balance of power, dynastic marriages, territorial rivalry, ideological rivalry, international peace forums and international economic relations. Students will engage in active inquiry and application of knowledge and critical thinking skills to identify the relevance of an issue through the development of informed positions and respect for the positions of others. This course will also seek to develop young citizens who are informed and engaged in current affairs. Ongoing reference to current affairs adds relevance, interest and immediacy to local, provincial, national and global issues. Additionally, the learning in this course can be enhanced through a significant experiential learning component as students will have the opportunity to participate in Model United Nations simulations, mock trials and debates. Resources Various online journals, news sources and media sources Course Content Unit Name Rise of Nation-States

Liberalism and Realism

Justice

Topic(s) The first unit of the course takes place by evaluating the rise of nations, states, and nation-states in the international system. Additionally, it will address the causes behind national separation, and progress towards a new international system, as the power of the Nation-State begins to fail. We will address the ways in which we divide the world and define the systems as they exist today. The second unit of the course focuses on the systems that exist internationally to combat terror and ensure peace and security in the world. The unit will address the League of Nations, and the change to the United Nations, addressing the differences in their formation. Additionally, the unit will address the concepts of liberalist and realist ideologies in the international system and draw an analysis through depiction of the security dilemma. This unit will look at the ways in which the international system addresses justice through the use of the international court system. It will break down and evaluate the process of trails, how countries and people are held accountable, and how actions in the international community have consequences.

Assessment Assignments /Essays/Tests

100%

(small writing assignments, debates, trials, Model United Nations, Reflections, quizzes and tests, in-class assignments)

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Students will be provided opportunities to submit rough drafts with major assignments so that they may receive feedback before submission of a final copy.

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IB MYP Social Studies 10 (SST 1771) Course Overview The aims of the IB MYP Social Studies course are to: • • •

equip 21st Century learners with the skills to respect and understand the world around them encourage an understanding of the impact of historical, contemporary, geographical, political, social, economic, religious, technological and cultural context that influence and impact individuals, societies, and environments develop the student as a whole through critical thinking

Students will explore globalization, the process by which the world’s citizens are becoming increasingly connected and interdependent. The course material will encompass the origins of globalization, the implications of economic globalization and the impact of globalization internationally on lands, cultures, human rights and quality of life. The infusion of a multiple perspectives approach will allow students to examine the effects of globalization on peoples in Canada and throughout the world, including the impact on specific communities in Canada. Recognizing and appreciating the influence of globalization will lead students to examine their roles as responsible and active citizens in a globalizing world. The aims of MYP individuals and societies are to encourage and enable students to: • • • • • •

appreciate human and environmental commonalities and diversity understand the interactions and interdependence of individuals, societies and the environment understand how both environmental and human systems operate and evolve identify and develop concern for the well-being of human communities and the natural environment act as responsible citizens of local and global communities develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live

Resources • P. Perry-Globa et al, Perspectives on Globalization. Don Mills, ON: Oxford U. Press, 2007. • Various media sources will also be utilized throughout the year. Course Content Unit Globalization and Identity Historical Globalization

Globalization and

Topics - Examining impact of globalization on values, traditions, and beliefs - Examine cultural revitalization as a result of globalization - Examine the evolution of globalization and its impacts on indigenous and non-indigenous people - Examine multiple perspectives in relation to historical globalization - Examine legacies of historical globalization and imperialism that continue to influence globalization - Understand the development of global economics and theory

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Sustainability

- Evaluating and analyzing policies and perspectives on sustainably and prosperity in a globalizing world - Analyze impact of globalization on quality of life for a variety of groups - Evaluate relationships between globalization and democratization and human rights and quality of life - Develop strategies to demonstrate active, responsible global citizenship

Global Citizenship

Assessment Students will be assessed and evaluated using the following criteria: MYP Criteria

Levels of Achievement Possible

A: Knowing and Understanding

B: Investigating

C: Communicating

D: Thinking Critically TOTAL

8 32

Assessment tasks for this course include quizzes, tests, research skills, position papers, source analyse, portfolios, conferences, presentations etc.

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Social Studies 20 (SST 2771)

Perspectives on Nationalism Course Overview Students will explore the complexities of nationalism in Canadian and international contexts. They will study the origins and influence of nationalism on regional, international and global relations. The combination of multiple perspectives will allow students to develop understandings of nationalism and how it contributes to the citizenship and identities of peoples in Canada. Developing understandings of the various points of view associated with nationalism as well as an appreciation for the perspectives of others will encourage students to develop personal and civic responses to emergent issues related to nationalism. Resources Textbook: Harding et al. Perspectives on Nationalism. Don Mills Ontario: Oxford Canada, 2008. Course Content Unit Name Identity and Nationalism

National interests and conflict

Internationalism

Canadian Nationalism

Topic(s) Students will explore the relationships and develop understandings among identity, nation and nationalism (relationships to land, geography, collectivism, civics, ethnicity, cultural, language, politics, spirituality, religion and patriotism). Students will analyze the relationship between nation and nationstate and how the development of nationalism is shaped by historical, geographic, political, economic and social factors. Topics include the French Revolution and Napoleonic era. Students will assess impacts of nationalism, ultranationalism and the pursuit of national interest and how it shapes foreign policy. Students will analyze the relationship between nationalism and ultranationalism during times of conflict, the impact of the pursuit of national self-determination and ultranationalism as a cause of genocide. Topics include the First and Second World Wars. Students will assess impacts of the pursuit of internationalism in contemporary global affairs and how it can be promoted through foreign policy. Students will analyze the motives of nation and state involvement or non-involvement in international affairs and the extent to which nationalism must be sacrificed in the interest of internationalism. Topics include Economic stability, Peacekeeping, foreign aid, United Nations and contemporary global issues (conflict, poverty, debt, disease, environment, human rights). Students will assess strategies for negotiating the complexities of nationalism within Canadian context and explore multiple perspectives on national identity in Canada. Students will analyze methods used by individuals, groups and governments in Canada to promote a national identity and examine historical perspectives of Canada as a nation. Topics include Confederation, First Nations and French-Canadian nationalism.

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70%

Final Exam

30%

(e.g., research essays, source analysis, debates, trials, Model United Nations, Reflections, in-class assignments)

All assignments will be weighted equally. Students will be provided opportunities to submit rough drafts with major assignments so that they may receive feedback before submission of a final copy.

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IB DP History Year 1 (SST 2771) Course Overview History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. The IB Diploma Programme (DP) history course is a world history course based on a comparative and multi-perspective approach to history. It is a rigorous intellectual discipline, focused on key historical concepts of change, causation, significance, perspectives, continuity and consequence. History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today. The central focus of this course is an in-depth analysis of nationalism. Exploring the complexities of nationalism will contribute to an understanding and appreciation of the interrelationships among nation, nationalism, internationalism, globalization, and citizenship and identity. Developing understandings of the various points of view associated with nationalism as well as an appreciation for the perspectives of others will encourage students to develop personal and civic responses to emergent issues related to nationalism. While nationalism has historically examined the relationship of the citizen to the state, contemporary understandings of nationalism include evolving individual, collective, national and state realities. -- adapted from IB History Guide (2017 Examinations) and Alberta Social Studies 20-1 Curriculum Guide. Resources Farmer, Alan. An Introduction to Nineteenth-Century European History 1815-1914. Hodder Education: London, 2001. Harding et al. Perspectives on Nationalism. Oxford U. Press Canada: Toronto, 2008. Rees and Townson. France in Revolution. Hodder Education: London, 2008. 2001 Wolfson and Laver. Years of Change: Europe 1890 – 1945. Hodder Education: London, 2001 Many other additional sources will be utilized.

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Course Content Unit Name The French Revolution and Napoleon I (1774– 1815)

• • • • • •

Europe and the First World War (1815 –1918)

• • •

• • Versailles to Berlin: Diplomacy in Europe (1919– 1945)

• • • • • • •

Topic(s) Crisis of the Ancien Régime: role of the monarchy, specifically Louis XVI; intellectual, political, social, financial and economic challenges. Monarchy to republic: causes and significance of the Revolution; the 1791 Constitution; the fate of the monarchy; the terror; Robespierre; the Thermidorean reaction. The political, social and economic impact of the Revolution; French revolutionary wars (1792–1799). Establishment of, nature of, and collapse of the Directory (1795–1799). Rise and rule of Napoleon (1799–1815); impact of Napoleon’s domestic and foreign policies on France. Napoleonic Wars (1803–1815); collapse of the Napoleonic Empire; military defeat; the Hundred Days. European diplomacy and the changing balance of power after 1871; imperial expansion in Africa and Asia, and its impact on European diplomacy; the Congress of Berlin and European Alliance system. Foreign policy of Kaiser Wilhelm II: domestic conditions that impacted on German foreign policy; its impact/influence on other countries, including Britain, France, Russia and Austria-Hungary. Causes of the First World War: short- and long-term causes; relative importance of causes; the Alliance system; the decline of the Ottoman Empire; German foreign policy; Austria-Hungary, Russia and Balkan nationalism; the arms race and diplomatic crises; the July Crisis of 1914. Impact of the First World War on civilian populations of two countries from the region between 1914 and 1918. Factors leading to the defeat of Germany and the other Central Powers, and to the victory of the Entente Powers: strategic errors; economic factors; entry and role of the US; domestic instability in the Central Powers. Peace settlements (1919–1923): Versailles; Neuilly; Trianon; St Germain; and Sèvres/Lausanne—aims, issues and responses. The League of Nations and Europe: successes and failures; the search for collective security; developments in the successor states of central and eastern Europe. The League of Nations and Europe: successes and failures; the search for collective security; developments in the successor states of central and eastern Europe. Italian and German foreign policies (1919–1941): aims, issues and extent of success. Collective security and appeasement (1919–1941): aims, issues and extent of success; role of British, French and Russian/Soviet foreign policies (1919– 1941); Chamberlain and the Munich Crisis. Causes of the Second World War and the development of European conflict (1939–1941); the wartime alliance (1941–1945); reasons for Axis defeat in 1945 and for Allied victory; role of economic, strategic and other factors. Impact of the Second World War on civilian populations in any two countries between 1939–1945.

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STRATHCONA-TWEEDSMUIR SCHOOL Approaches to Learning Skills Thinking Skills

Communication Skills

Social Skills

Self-management skills

Research skills

Students will explore the nature historiography: the study of history itself as a discipline. This includes understanding both broad schools of thought in historical analysis (pre-modern; modern; post-modern) as well as schools specific to particular historical events (e.g., intentionalist; structuralist; Marxist; the Fischer Thesis). Students will grow and develop their communication skills in a variety of ways. The basis of communication in history is through formal applied writing: writing is a core skill. Students will develop writing skills using a variety of platforms: word-processing; handwriting; web-boards. Students will also develop their verbal skills through formal debates, group reading sessions and open discussions. The key feature of IB ATL Social Skills is collaboration. A prominent theme in the study of history is the understanding and appreciation of multiple perspectives. Students will be expected to show the ability to take the perspective of others and to build working relationships to accomplish academic objectives. There are two main aims in the realm of IB ATL Self-Management Skills; the development of: (a) Organization skills—managing time and tasks effectively, goal- setting, etc. Students in history will develop organizational skills through a variety of tools: the STS Managebac data management platform; management templates in their computer OS; management apps in their smart phone. (b) Affective skills—managing state of mind, self-motivation, resilience, mindfulness, etc. In conjunction with other ATL skills, the development of affective skills in history will be an on-going process. Self-confidence and poise will develop as thinking and communication skills expand. Students will develop research skills specific to the study of history: recognition of sources of historical evidence (primary / secondary); recognition of classes of historical evidence (physical / documentary); identification of historical schools of thought, perspective and bias; development of research and information literacy skills.

Assessment IB History 11 HL will have two mark categories: Term Work – 75% Final Exam – 25% The core of the Term Work component will be made up of assessment based on IB standards: Paper 1 -- short-answer/structured questions (source-based) Paper 2 -- extended-response questions (essay questions) Paper 3 -- extended-response questions (essay questions) Internal Assessment – Formalized historical investigation. In addition, Term Work assessment can include formal seminars; critical reviews of articles, books or films; multiple choice tests; and annotated bibliographies.

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IB DP Economics HL Year 1 (Microeconomics 30 SSN 3183) Course Overview Economics is a dynamic social science, forming part of the study of individuals and societies. The study of economics is essentially about the concept of scarcity and the problem of resource allocation. In other words, it is the study of how individuals and societies make choices. Although economics involves the formulation of theory, it is not a purely theoretical subject; economic theories can be applied to real world examples. It does not exist in a vacuum because it must naturally consider how economic theory is to be applied in an international context. Neither is economics a discrete subject, since economics incorporates elements of history, geography, psychology, sociology, political studies and many other related fields of study. The scientific approach characterizes the standard methodology of economics. The methodology can be summarized as a progression from problem identification, through hypothesis formulation and testing, arriving finally at conclusion. Alongside the empirical observations of positive economics, students are asked to formulate normative questions. Encouraging students to explore such questions forms the central focus of the economics course. Candidates in this course will be expected to: Have an understanding and knowledge of economic concepts and theories Apply economic theory to a range of circumstance and a variety of situations toward developing a critical understanding of the economic world in which they live • Analyze information through the use of economic concepts and theories • Evaluate concepts and theories from different economic perspectives • Develop a better understanding of internationalism by i. Appreciating the interdependence of countries ii. Understanding the implications of the development of an open international economy iii. Having a critical awareness of the global economy and of its economic and cultural principles iv. Recognizing the universal applicability of economic principles while appreciating the need for different solutions in different circumstances v. Developing an interest in, empathy for, and awareness of other cultures and their economic systems vi. Recognizing the challenges facing the world, such as poverty, and using economics to help understand and find solutions to these problems Resources Main Text • •

Tragakes, E. (2011). Economics for the IB Diploma: 2nd Edition. Cambridge, UK: Cambridge University Press. Kognity Online Economics Textbook. Kognity, ib.kognity.com Supplemental Texts Blink, Jocelyn & Dorton, Ian (2011) Economics: Course Companion, Oxford, UK: Oxford University Press. Parkin, M., & Bade, R. (2003). Economics: Canada in the Global Environment. Toronto, Ontario: Pearson Canada Education, Inc.

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Glanville, A. (2002). Economics from a Global Perspective. Oxford, UK: Alan Glanville Books. Course Content Unit Name

Topic(s)

Introduction to Economics

• •

Microeconomics

• • • • • • • •

•

What is Economics? How do Economists approach the world? (with a focus on behavioural economics) Demand Supply Competitive Market Equilibrium Critique of maximizing behaviour of consumers and produces (includes Behavioural Economics) Elasticity of Demand Elasticity of Supply Role of Government in Microeconomics Market Failure o Externalities and Common Pool or Common Access Resources o Public Goods o Asymmetric Information o Market Power (Theory of the Firm) The Market’s Inability to Achieve Equity

For the most part, these units follow a structure typical of microeconomics courses. The goal here is to set the framework for economic models and to understand the concepts of model building in economics and what “economics as a social science” means. This is the essential groundwork that is necessary in order for students to undertake more complex analysis. Towards the end of the course, the focus will be more on the issues that economists try to resolve, and with the added focus on Economics of the Environment, the goal is to understand global issues and how these problems can be addressed by using an economics lens. The goal is help students understand challenges facing our world and how economics can be used to help solve these problems. Approaches to Learning Skills Thinking Skills

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Communication Skills

Social Skills

Self-management skills

Research skills

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Students will develop their ability to use and interpret a range of economic-specific terms and symbols as well as hone their skills in linking data, concepts and diagrams to their written and oral communications. As they make their own inferences and draw their own conclusions, they will employ written, oral and digital formats to communicate their knowledge with their peers and teachers and negotiate shared understandings of ideas and knowledge. Collaboration is a central focus of social skill development and students will have opportunities to assume leadership and other roles within a group work setting. A prominent theme in the study of economics is the understanding and appreciation of multiple perspectives and different schools of economic thought. Students will be expected to show the ability to take the perspective of others, give and receive meaningful feedback and build positive working relationships to accomplish their own academic objectives while supporting others to achieve theirs. Under self-management skills, students will grow in areas of: • Organizational skills – students will develop and manage their short and long-term timelines and workflows, their classroom preparation, and the production and curation of work/notes. Additionally, students will exercise choice in the use of a variety of organizational tools and techniques, such as the Managebac learning management system, other agenda applications on their computers of smartphones or by advocating and negotiating for their organizational needs. • Affective skills Affective skills—managing state of mind, self-motivation, resilience, mindfulness, etc. In conjunction with other ATL skills, the development of affective skills in history will be an on-going process. Self-confidence and poise will develop as thinking and communication skills expand. Focus and concentration; persistence and perseverance in the face of challenges, meta-cognition to be reflective about approach and success – identify effective learning strategies – and develop new learning skills and techniques, resilience in the face of adversity and ‘failing well’ Research and the use of discovered information is essential in the study of economics and is employed to determine the veracity and effectiveness of economic concepts and models as well as government policy and the decision-making of economic actors. Students will be expected to seek a range of information and perspective from multiple and varied sources, process different forms of data encountered and report results. The collection and analysis of data will support their critical and evaluative thinking and support them in identifying challenges, formulating solutions and making informed decisions.

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STRATHCONA-TWEEDSMUIR SCHOOL All marks are cumulatively calculated throughout each separate year of the course. Assignments will include internal assessment portfolio pieces, economic current event assignments, take-home versions of IB Papers 1, 2 and 3 external assessment exams and class presentations. Exams and quizzes will include multiple choice formats as well as IB-style Papers 1, 2 and 3 external assessment exams. Effective assessment will involve the student so as to impart ownership for their learning; therefore, students will have opportunity to reflect upon their performance and next steps in some manner. Evaluation & Reporting The term evaluation can best be understood as the act of making an informed decision, given the assessment information, about a student’s progress. IB Grade This course will follow the International Baccalaureate syllabus. Your IB grade in this course, separate from your course grade submitted to Alberta Education, will be based on: 20% - IB Internal Assessment Portfolio (Due approx. March 20 – Grade 12 year) 80% - IB External Assessment (three separate exams) • Paper 1 – Extended responses – 30% • Paper 2 – Data responses – 30% • Paper 3 – Policy Paper – 20% • (Exams – May of Year II in Grade 12) School Awarded/Alberta Learning Grade Your school awarded grade, which will be submitted to Alberta Education for your standard transcripts, will be based on the following breakdown of assessments: Year I - Grade 11 – Microeconomics 30 Assignments - 40% Exams/Quizzes - 35% Final Exam – 25%

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Legal Studies 30 (LGS – 3060, 3070 and 3080) Course Overview Legal Studies is a course that falls under the Alberta Learning CTS Legal Studies Program of Studies. Legal Studies, at this level, focuses on criminal law, Charter Rights, and judicial interpretations, and the aim is to provide students with an understanding of how to engage with the legal system. The focus of this course is to act as an introduction to career development in legal studies through exposure to legal frameworks and the understanding of core concepts. Additionally, the course acts as an opportunity to deepen student understanding regarding the Constitution Act of 1982. Students are exposed to current events and landmark case studies to better understand Canada’s legal system. The learning in this course is enhanced through a significant experiential learning component, as students will have the opportunity to participate in mock trials and debates. In addition, students will have the opportunity to compete in the Alberta Mock Trial Competition held on Law Day in April of every year. Finally, since this is a course that seeks to grow competencies in the field of law, efforts will be made to provide students with insights from those who work in the field itself to gain a better understanding of what will be expected of them should they pursue a career in law. Resources Various online journals, news sources and media sources Units Unit Name LGS 3060 – Controversy and Change

a. b. c. d. e. f.

Topic(s) Understand different viewpoints and legal implications Controversial issues and how to bring about change – topics include, but are not limited to: Aboriginal Self-Government Civil Liberties Censorship Right to Die Legislation Discrimination Role of prisons

This unit will include a project analyzing one or more of these topics - Understand precedent and landmark decisions in Canada and in other LGS 3070 – Landmark jurisdictions Cases - Examine future issues that may lead to landmark decisions - Focus on specific Landmark Decisions: a. Language Rights b. Employment Law c. Family Law d. Immigration e. Criminal Law f. Aboriginal Law g. Medical Treatment h. Rights and Freedoms i. Canada’s Sovereignty

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LGS 3080 – Criminal Law

This unit will require analysis and students will partake in a mock trial during this unit. Evolution of Canada’s criminal justice system Examine criminal trials and the process Understanding of consequences of criminal activity Youth v adult sentencing within Canada’s Criminal Code Depending on interest, there may also be time to use this unit to look at Property Law specifically, Dispute Resolution, or Negligence Please note that the interest of the class and the teacher will drive some of the investigations and the focus in this final unit. This unit will most certainly consist of debates and mock trials.

Assessment Assignments / Essays / Tests

100%

(small writing assignments, debates, trials, reflections, quizzes and tests, in-class assignments)

Note: This course will be offered only if there is sufficient interest.

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Social Studies 30-1 (SST 3771) Course Overview Students will explore the origins and complexities of ideologies and examine multiple perspectives regarding the principles of classical and modern liberalism. An analysis of various political and economic systems will allow students to assess the viability of the principles of liberalism. Developing understandings of the roles and responsibilities associated with citizenship will encourage students to respond to emergent global issues. The principles of liberalism have played a significant role in the development of modern democratic societies. Developing a comprehensive understanding of the evolution of modern liberal thought and the tenets of competing ideologies is important in the development of active, informed and responsible citizens. This understanding will enable students to effectively investigate, analyze and evaluate government policies and actions and develop individual and collective responses to contemporary local, national and global issues. Resources • • •

Fielding, J., et al (2009). Perspectives on Ideology. Don Mills, Ontario: Oxford University Press. Student Resource companion for Perspectives on Ideology http://www.oupcanada.com/school/companion/9780195427769/students.html Various media sources and print sources

Course Content Unit Name Topic(s) Related Issue 1 – to Students will explore the relationship between identity and ideology. what extent should - Content discussed include: ideology be the - Political philosophy of the Enlightenment, development of foundation of identity? liberalism during the French Revolution and the Industrial Revolution Related Issue 2 – To Students will assess impacts of, and reactions to, principles of liberalism. what extent is - Content discussed include: resistance to - Rise of totalitarian states and various types of totalitarianism liberalism justified? practiced in the 20th and 21st century including Nazi Germany, Fascist Italy and Stalinist Russia - Rejection of liberalism during Victorian England - The Cold War - Development of economic theory Related Issue 3 - To Students will assess the extent to which the principles of liberalism are viable what extent are the in a contemporary world. principles of - Content discussed include: liberalism viable? - Modern political systems - How government attempts to meet the will of the people in various systems - Rights and freedoms Related Issue 4 - To Students will assess their rights, roles and responsibilities as citizens. what extent should my - Content discussed include:

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actions as a citizen be shaped by an ideology?

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Political movements and citizen engagement The role of citizens in a state

Assessment Your school-based mark will be comprised of the following weightings: Essays/Assignments: Persuasive/critical responses, position papers, source-based responses, multi-media presentations, current event responses, debates/negotiations/simulations and/or other relevant assignments 50% Exams/Quizzes Multiple choice quizzes/exams, in-class position papers, in-class source-based responses 50% The Diploma Exam is comprised of two sections: - Source based written component – 50% Written Response Assignment 1 (Source-based) – 20% Written Response Assignment 2 (Position Paper) – 30% - Multiple choice component – 50% Course work is worth 70% of your final mark and the diploma exam accounts for 30% of your final mark.

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IB DP History SL/HL Year 2 (SST 3771) Course Overview History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. The IB Diploma Programme (DP) history course is a world history course based on a comparative and multi-perspective approach to history. It is a rigorous intellectual discipline, focused on key historical concepts of change, causation, significance, perspectives, continuity and consequence. History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today. In addition to writing IB exams, all students must write the Alberta Social Studies 30-1 Diploma Exam. The central focus of Social Studies 30-1 is an in-depth analysis of ideologies, in particular the tenets of classical and modern liberalism. Developing a comprehensive understanding of the evolution of modern liberal thought and the tenets of competing ideologies is important in the development of active, informed and responsible citizens. This understanding will enable students to effectively investigate, analyze and evaluate government policies and actions and develop individual and collective responses to contemporary local, national and global issues. Resources Fielding et al. Perspectives on Ideology. Oxford U. Press Canada: Toronto, 2009. Lynch, Michael. Origins and Development of Authoritarian and Single-Party States. Hodder Education: London, 2013. Rogers and Clinton. Rights and Protest – Course Companion. Oxford University Press: Oxford, 2015. Many other additional sources will be utilized. Course Content Unit Name World History Topic 9: Evolution and Development of Democratic States (1848–2000) World History Topic 10: Authoritarian States (20th century)

Topic(s) This topic covers the evolution and development of democratic multiparty states in a global context from the mid-19th century through to the end of the 20th Century. The topic focuses on exploring the emergence of democratic states, the challenges they faced in maintaining and extending democratic practices (sometimes unsuccessfully), responses to social, economic and political issues, and the extension of constitutional rights. This topic focuses on exploring the conditions that facilitated the rise of authoritarian states in the 20th century, as well as the methods used by parties and leaders to take and maintain power. The topic explores the emergence, consolidation and maintenance of power, including the impact of the leaders’ policies, both domestic and foreign, upon the maintenance of power.

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Prescribed Subject 4: Rights and Protest

STRATHCONA-TWEEDSMUIR SCHOOL • •

Case study 1: The Civil Rights Movement in the United States (1954–1965). Case study 2: Apartheid South Africa (1948–1964)

In addition, students will explore the origins and complexities of ideologies and examine multiple perspectives regarding the principles of classical and modern liberalism, as described in the Alberta Social Studies 30-1 Curriculum Guide. Approaches to Learning Skills Students will explore the nature historiography: the study of history itself as a discipline. This includes understanding both broad schools of thought in historical Thinking Skills analysis (pre-modern; modern; post-modern) as well as schools specific to particular historical events (e.g., the historiography of the U.S. Civil War; the New Deal and authoritarian governments in the 20th century). Students will grow and develop their communication skills in a variety of ways. The basis of communication in history is through formal applied writing: writing is a core skill. Students will develop writing skills using a variety of platforms: wordprocessing; handwriting; web-boards. Students will also develop their verbal skills Communication through formal debates, group reading sessions and open discussions. All students Skills must complete a major summative project in the form of an Internal Assessment (IA). The IA requires history students to develop and demonstrate effective written and verbal communication skills. The key feature of IB ATL Social Skills is collaboration. A prominent theme in the study of history is the understanding and appreciation of multiple perspectives. Social Skills Students will be expected to show the ability to take the perspective of others and to build working relationships to accomplish academic objectives. There are two main aims in the realm of IB ATL Self-Management Skills; the development of: (a) Organization skills—managing time and tasks effectively, goal- setting, etc. Students will be provided with formative guidance in terms of organization skills. A Self-management greater degree of independence is expected in the completion of summative tasks. skills (b) Affective skills—managing state of mind, self-motivation, resilience, mindfulness, etc. In conjunction with other ATL skills, the development of affective skills in history will be an on-going process. Self-confidence and poise will develop as thinking and communication skills expand. Students will develop research skills specific to the study of history: recognition of sources of historical evidence (primary / secondary); recognition of classes of historical evidence (physical / documentary); identification of historical schools of Research skills thought, perspective and bias; development of research and information literacy skills. Research skills will be demonstrated in summative assessments over the course of the academic year.

Assessment

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IB DP History SL/HL Year 2 students are required to complete all IB assessment. This includes: Standard Level External Assessment Paper 1 -- short-answer/structured questions (source-based): External Assessment Paper 2 -- extended-response questions (essay questions): Internal Assessment – Formalized historical investigation:

30% 45% 25%

Higher Level External Assessment Paper 1 -- short-answer/structured questions (source-based): External Assessment Paper 2 -- extended-response questions (essay questions): External Assessment Paper 3 -- extended-response questions (essay questions): Internal Assessment – Formalized historical investigation:

20% 25% 35% 20%

IB DP History SL/HL Year 2 students are required to complete Term Work to meet provincial requirements related to school-awarded marks and for the IB predicted grade. The core of the Term Work component will be made up of assessment based on IB standards. In addition, Term Work assessment can include formal seminars; critical reviews of articles, books or films; multiple choice tests; and annotated bibliographies. IB DP History SL/HL Year 2 students are also required to complete the Alberta Social Studies 30-1 Diploma Exam in June. This exam is worth 30% of the Social Studies 30-1 mark, with the other 70% being the school-awarded mark. The school awarded mark will be based on Term Work (80%) and the Internal Assessment (20%), which will be treated as a major independent study project in Social Studies.

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IB DP Economics HL Year 2 Macroeconomics, International & Development Economics (Macroeconomics 30 SSN 3194; LDC International & Development Economics 35) Course Overview Economics is a dynamic social science, forming part of the study of individuals and societies. The study of economics is essentially about the concept of scarcity and the problem of resource allocation. In other words, it is the study of how individuals and societies make choices. Although economics involves the formulation of theory, it is not a purely theoretical subject; economic theories can be applied to real world examples. It does not exist in a vacuum because it must naturally consider how economic theory is to be applied in an international context. Neither is economics a discrete subject, since economics incorporates elements of history, geography, psychology, sociology, political studies and many other related fields of study. The scientific approach characterizes the standard methodology of economics. The methodology can be summarized as a progression from problem identification, through hypothesis formulation and testing, arriving finally at conclusion. Alongside the empirical observations of positive economics, students are asked to formulate normative questions. Encouraging students to explore such questions forms the central focus of the economics course. Candidates in this course will be expected to: Have an understanding and knowledge of economic concepts and theories Apply economic theory to a range of circumstance and a variety of situations toward developing a critical understanding of the economic world in which they live • Analyze information through the use of economic concepts and theories • Evaluate concepts and theories from different economic perspectives • Develop a better understanding of internationalism by i. Appreciating the interdependence of countries ii. Understanding the implications of the development of an open international economy iii. Having a critical awareness of the global economy and of its economic and cultural principles iv. Recognizing the universal applicability of economic principles while appreciating the need for different solutions in different circumstances v. Developing an interest in, empathy for, and awareness of other cultures and their economic systems Resources Main Text • •

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Glanville, A. (2002). Economics from a Global Perspective. Oxford, UK: Alan Glanville Books. Course Content Unit Name Grade 12 Year 2 – Term I 3.1 Measuring Economic Activity

3.2 Variations in Economic Activity Aggregate Demand & Supply

3.3 Macroeconomic Objectives

3.4 Economics of Inequality and Poverty

Real World Issue 2 3.5 Demand Side Policies Monetary Policy

Topic(s)

Macroeconomics 30

1. The circular flow of income model 2. Measures of economic activity: gross domestic product (GDP), and gross national product (GNP) or gross national income (GNI) 3. The business cycle - short-term fluctuations and long-term trend 4. Alternatives to Measuring Economic Growth 1. The Aggregate demand (AD) curve 2. The components of AD 3. The determinants of AD or causes of shifts in the AD curve 4. The meaning of aggregate supply (AS) 5. Alternative views of aggregate supply 6. Shifting the aggregate supply curve over the long term 7. Short-run equilibrium 8. Equilibrium in the monetarist/new classical model 9. Equilibrium in the Keynesian model 10. The nature of the Keynesian multiplier 1. The meaning of unemployment 2. Consequences of unemployment 3. Types and causes of unemployment 4. The meaning of inflation, disinflation and deflation 5. Consequences of inflation 6. Consequences of deflation 7. Types and causes of inflation 8. Possible relationships between unemployment and inflation 9. The meaning of economic growth 10. Causes of economic growth 11. Consequences of economic growth 12. Sustainable level of government debt 1. Relationship between equality and equity 2. Meaning of Economic Inequality 3. Measuring Economic Inequality 4. Meaning of Poverty 5. Measuring Poverty 6. Causes of Inequality and Poverty 7. Impact of income and wealth inequality 8. Role of taxes in reducing poverty, income and wealth inequality 9. Further policies to reduce poverty, income and wealth inequality How do Governments manage their economy and how effective are their policies? 1. Interest rate determination and the role of a central bank 2. Monetary policy and short-term demand management 3. Monetary policy and inflation targeting 4. Evaluation of monetary policy – strengths and weaknesses of

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STRATHCONA-TWEEDSMUIR SCHOOL 3.6 Demand Side - Fiscal Policy

3.7 Supply-side Policies

Grade 12 Year 2 – Term II

4.1 International Trade 4.2 Types of Trade Protection 4.3 Arguments for and Against Trade Control and Protection 4.4 Economic Integration

4.5 Exchange rates

4.6 Balance of Payments

1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

monetary policy What is Fiscal Policy? Goals of Fiscal Policy Keynesian Multiplier and how it is calculated Evaluation of fiscal policy – strengths and weaknesses Automatic stabilisers Supply-side policies and the economy Interventionist and Market-Oriented policies Investment in human capital Investment in new technology Investment in infrastructure Industrial policies Policies to encourage competition Labour market reform Incentive-related policies The strengths and weaknesses of supply-side policies

International & Development Economics 35 (LDC) Global Economics Key Question 1 – Who are the winners and losers in the integration of global economies? 1. The benefits of trade 2. Absolute and comparative advantage 3. The World Trade Organization (WTO) 1. Tariffs 2. Quotas 3. Subsidy and Export Subsidy 4. Administrative barriers 1. Arguments for free trade 2. Arguments against free trade 3. Free Trade vs. Trade Protection 1. 2. 3. 4. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5.

Preferential Trade Agreements Trading Blocs Advantages and disadvantages of Trading Blocs Monetary Unions – advantages and disadvantages Determination of freely floating exchange rates Causes of changes in the exchange rate The effects of exchange rate changes Fixed exchange rates Managed exchange rates (managed float) Evaluation of different exchange rate systems The meaning of the balance of payments The components of the balance of payments accounts The relationships between the accounts The relationship between the current account and the exchange rate Implications of a persistent current account deficit

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6. Methods to correct a persistent current account deficit 7. The Marshall-Lerner condition and the J-curve effect 8. Implications of a persistent current account surplus Real World Issue 2 4.7 Sustainable Development

Why is Economic Development Uneven? 1. The meaning of sustainable development 2. Sustainable Development Goals

4.8 Measuring Development

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

4.9 Barriers to Economic Growth and Development 4.10 Economic Growth and Development Strategies

Single indicators Composite indicators Strengths and limits to measures Possible relationship between economic growth and development Poverty Traps and Poverty Cycles Economic Barriers Political and Social Barriers Strategies to promote growth and/or development Impacts of Foreign Aid Evaluating policies for economic growth and development Evaluating government intervention vs. market-oriented approaches Evaluating progress of achieving select Sustainable Development Goals for two countries

Approaches to Learning Skills Thinking Skills

Communication Skills

Social Skills

Selfmanagement

Students will employ models to develop their understanding of how complex processes and economic systems function and will engage in analytical thinking to explore and explain causal relations offered by economic theory. Such understandings will support them in developing decision-making processes around gathering appropriate evidence to formulate their arguments and to understand how others use information to support their own assertions. Evaluation of economic problems and related policy approaches is a primary objective in the course and presents students with an opportunity to revise their understandings based on new information and apply their knowledge to the creation of novel solutions to those economic challenges. Students will develop their ability to use and interpret a range of economic-specific terms and symbols as well as hone their skills in linking data, concepts and diagrams to their written and oral communications. As they make their own inferences and draw their own conclusions, they will employ written, oral and digital formats to communicate their knowledge with their peers and teachers and negotiate shared understandings of ideas and knowledge. Collaboration is a central focus of social skill development and students will have opportunities to assume leadership and other roles within a group work setting. A prominent theme in the study of economics is the understanding and appreciation of multiple perspectives and different schools of economic thought. Students will be expected to show the ability to take the perspective of others, give and receive meaningful feedback and build positive working relationships to accomplish their own academic objectives while supporting others to achieve theirs. Under self-management skills, students will grow in areas of: • Organizational skills – students will develop and manage their short and

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skills

Research skills

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long-term timelines and workflows, their classroom preparation, and the production and curation of work/notes. Additionally, students will exercise choice in the use of a variety of organizational tools and techniques, such as the Managebac learning management system, other agenda applications on their computers of smartphones or by advocating and negotiating for their organizational needs. • Affective skills Affective skills—managing state of mind, self-motivation, resilience, mindfulness, etc. In conjunction with other ATL skills, the development of affective skills in history will be an on-going process. Self-confidence and poise will develop as thinking and communication skills expand. Focus and concentration; persistence and perseverance in the face of challenges, meta-cognition to be reflective about approach and success – identify effective learning strategies – and develop new learning skills and techniques, resilience in the face of adversity and ‘failing well’ Research and the use of discovered information is essential in the study of economics and is employed to determine the veracity and effectiveness of economic concepts and models as well as government policy and the decision-making of economic actors. Students will be expected to seek a range of information and perspective from multiple and varied sources, process different forms of data encountered and report results. The collection and analysis of data will support their critical and evaluative thinking and support them in identifying challenges, formulating solutions and making informed decisions.

Assessment Philosophy Students will frequently have the opportunity to demonstrate the depth of their command of the subject material in a number of different formats, each of which emphasizes their ability to recall, explain, evaluate, extrapolate, reason, and think in a critical manner. Each attempt will serve to inform their particular learning needs. Timely, meaningful feedback will be provided that both you and your child can view using Managebac and returned submissions, in addition to formative provided to students during conversations in class. The purpose of this feedback is to highlight and support areas of growth while also identifying areas of strength so that each student can achieve to their individual potential. All marks are cumulatively calculated throughout each separate year of the course. Assignments will include internal assessment portfolio pieces, economic current event assignments, take-home versions of IB Paper 1, 2 &3 external assessment exams and class presentations. Exams and quizzes will include multiple choice formats as well as IB-style Paper 1, 2 & 3 external assessment exams. Effective assessment will involve the student so as to impart ownership for their learning; therefore, students will have opportunity to reflect upon their performance and next steps in some manner.

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STRATHCONA-TWEEDSMUIR SCHOOL Evaluation & Reporting The term evaluation can best be understood as the act of making an informed decision, given the assessment information, about a student’s progress. IB Grade This course will follow the International Baccalaureate syllabus. Your IB grade in this course, separate from your course grade submitted to Alberta Education, will be based on: 20% - IB Internal Assessment Portfolio (Due approx. March 20 – Grade 12 year) 80% - IB External Assessment (three separate exams) Paper 1 – Extended responses – 30% Paper 2 – Data responses – 30% Paper 3 – Policy Paper – 20% (Exams – May of Year II in Grade 12) School Awarded/Alberta Learning Grade Your school awarded grade, which will be submitted to Alberta Learning for your standard transcripts, will be based on the following breakdown of assessments: Year II - Grade 12 – Macroeconomics 30; International & Development Economics 35 Assignments - 50% Exams/Quizzes - 50%

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IB Theory of Knowledge (Philosophy of Man 30)

Course Overview Theory of Knowledge is a senior level course, required by all full-time participants in the International Baccalaureate Diploma Programme, but available for Alberta Education credit to other students, as enrollment space allows. The bulk of the course is scheduled in Grade 11, with additional student engagement required of full DP candidates in Grade 12. All participants are engaged in an exploration of our cognitive selves and the reality we share with others. Learning opportunities are presented through guided discussions, rigorous analysis of text, lectures, investigations, creative expression, oral presentations, and formal essays. The timetabling of the course permits occasional opportunities to address other IB obligations, such as CAS and Extended Essay work, in addition to the specific tasks associated with the Theory of Knowledge Program of Studies. The primary aims of the course are to give the participants structured opportunities to examine the ways by which we “know” things, and to develop skill in critically reflecting on how we know what we know. Associated with these primary aims is the development of skill in: • • • •

recognizing bias in perspective, from personal through to social and cultural levels, appreciating different value systems without abdicating one’s own set of values, recognizing that with knowledge comes responsibility, and expressing ideas clearly and effectively, in written, oral, or visual modes.

Resources • • • • •

IB Theory of Knowledge Course Companion (Dombrowski et al. 2013) http://mrhoyestokwebsite.com/ https://tok2022.weebly.com/ Kognity online resource – https://sts.kognity.com/schoolstaff/app/ibdp-tok-2015/dashboard/ Plus, a wide variety of other print and electronic resources

Course Content The IB Theory of Knowledge course entails the application of four elements – Scope, Perspectives, Methods and Tools, and Ethics – to all TOK lessons, regardless of their particular focus and content. Further, the Program of Studies features a compulsory Core Theme (“Knowers and Knowledge”) and another two Optional Themes (selected by the instructor from a range of five available choices). All core and optional themes are outlined below, with specific development of the two optional themes incorporated into the TOK course at STS.

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Possible Thematic Development

Scope: samples of engagement • Criteria used to distinguish knowledge, belief and CT1 – Me as a knower and a thinker opinion? • Distinguishing contestable from incontestable claims? • Should we care about acquiring knowledge? • Is ‘knowledge that’ always more important than ‘knowledge how’? • Is knowledge to produce meaning and purpose in our lives? Perspectives: samples of engagement CT2 – My perspectives, • What shapes the knower’s perspective? assumptions and biases • To what extent does our personal knowledge depend on others? • Is personal engagement inevitable, in shaping our judgements? • Presented with belief systems in a community, can we know our personal beliefs? CT3 – Where do our values come Methods and Tools: samples of engagement from? • What constitutes a good reason for accepting something as true? • Does knowledge always require a rational basis? • Is emotion more often a liability or an asset in gaining knowledge? • What tools are available to us as knowers in CT4 – How can we navigate the evaluating claims? world? • Do all claims require evidentiary support? Ethics: samples of engagement • If moral claims conflict, does it follow that all views are equal? • What circumstances give us a moral duty to share what we know? • Do knowers have a moral obligation to examine their CT5 – How do we know when we own filters? are being manipulated or ‘spun’? • Do established values change in the face of new knowledge? • How do ethical judgements differ from other types of judgement? Optional Theme

Possible Thematic Development

Knowledge and Technology

Scope: samples of engagement • How has technology affected collective memory and knowledge? • Is how technology arranges knowledge, itself a new form of knowledge? Perspectives: samples of engagement

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Do social networks create ‘echo chambers’ that reinforce existing perspectives at the expense of diversifying our outlook? Methods and Tools: samples of engagement • What differences exist between algorithmic, computational, and critical thinking? • How does technology extend or transform different modes of cognition? Ethics: samples of engagement • How might technology exacerbate/mitigate equal access to knowledge? • Might the existence of the ‘deep web’ affect our views about whether or not some knowledge should remain secret? Scope: samples of engagement • Is there anything that is true for all cultures? • Does the emphasis on holistic knowledge in some cultures avoid the limited understanding that might arise from compartmentalization? Perspectives: samples of engagement • To what extent is our perspective determined by our birth culture? • Does the term ‘indigenous knowledge’ imply a power difference between dominant and subdominant cultures? Methods and Tools: samples of engagement • How reliable are oral traditions in preserving cultural knowledge? • What role do objects and artefacts play in the construction and sharing of indigenous knowledge? Ethics: samples of engagement • Does cultural diversity in moral practice support the idea of moral relativism? • Is cultural appropriation an example of the violation of cultural intellectual property rights? •

Knowledge and Indigenous Societies

Approaches to Learning Skills Thinking Skills

Every single class in this course is focussed on one or more of thinking skills; it is the overriding aim of the course to hone the cognitive processing of all participants. Eight specific ‘Ways of Knowing’ – all thinking skills – are considered in close detail, with the additional expectation that students apply meta-analysis to every cognitive process. Briefly, this meta-analysis manifests as students practice ‘critical reflection’ as an expected feature of all

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Communication Skills

Social Skills

Self-Management Skills

Research Skills

class activities. Students practice oral and written communication in a wide variety of classroom activities. This includes close analysis of sophisticated text passages, ambiguous audiovisual passages, and positive collaborative peer critiques in discussions of claim and counterclaim. The particular requirements of both formal TOK assessments – the essay and the presentation – give full individual expression to both written and oral communication skills. Students practice thoughtful and empathetic engagement when discussing contentious issues in class, recognizing the importance of considering perspectives and values other than their own. They are encouraged to celebrate diversity of outlook, to provisionally adopt perspectives different from their own, and to recognize that accepting the validity of other perspectives doesn’t threaten the legitimacy of their own convictions. Students learn, with guidance, to be considerate in discussions about contentious issues, and to be respectful of the rights of others in potentially difficult situations. This occasionally requires significant self-management skill when personal values feel threatened by contrary points of view. Time management is another significant requirement in developing and producing the two major assessment pieces of the course. Students hone their research skills in a wide variety of techniques, as they employ the knowledge acquisition and processing techniques unique to each Areas of Knowledge. In addition, gathering arguments and supporting evidence for both claims and counterclaims in developing their presentation and essay requires students to be balanced and thorough in evaluating their sources of information.

Assessment Formal assessment in Theory of Knowledge comprises two components: 1. An externally assessed (EA) essay developed from one of six prompts released by IB at the start of September in the Grade 12 year, weighted at 65% of the total grade, and 2. An internally assessed (IA), externally moderated TOK exhibition, weighted at 35% of the total grade, to be presented in May of the Grade 11 year. The EA formal essay is written by all full DP candidates, optimally about 1500-1600 words in length, and is electronically uploaded in the winter term of Grade 12 for grading by an external IB examiner. In the Grade 12 year, regular sessions are scheduled for guided discussions and consultations. The IA exhibition is worth 35% of the IB candidate’s TOK grade. It is assessed internally but moderated externally. The exhibition aims to assess how the student can apply TOK concepts to the real world. Each student must complete the exhibition individually and submit a 950-word (maximum, excluding references) document supporting the exhibition. For students who are not full IB Diploma candidates, the instructor is solely responsible for formally assessing the quality of a student’s contribution to the course. The assessment criteria exactly mirror the IB holistic rubrics and are applied to two “practice” essays (submitted in December and March) and an exhibition piece delivered in May.

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STRATHCONA-TWEEDSMUIR SCHOOL For these students, their course obligations end in June of Grade 11. Their Alberta Education grade for the 3-credit TOKIB11 course is calculated based on: • • •

two formal essay scores (typically weighted in favour of the second essay) – 55% one TOK exhibition – 35% a variety of small scale in-class assignments, monthly reflections, and ‘contributions to class discussion’ (given the acronym ‘CCDs’) – 10%

For full IB Diploma candidates who are beginning their program in the Fall Term, their Alberta Education course assessment in Grade 11 is as described above, but their formal IB Diploma Program assessment comprises two items only. TOK is one of the core components of the IB’s Diploma Programme (DP) and, without its successful completion, no IB Diploma can be awarded. It contributes, in combination with the Extended Essay, as many as 3 bonus points to the cumulative total obtained in the six IB courses taken by a candidate. Both TOK and Extended Essay grades are awarded levels from A (excellent) to E (rudimentary), and bonus points are determined on a matrix that students can peruse on their ManageBac shell. Student Expectations • • •

Students are expected to arrive promptly at the beginning of each class with any assigned readings/viewings accomplished. It is incumbent on the student to negotiate a modified deadline with their instructor, well in advance, if it is anticipated that a deadline cannot be met. Students must engage in class discussions with respect and consideration for divergent perspectives. Dissent must not be personally directed.

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