2017 - 2018 Course Calendar

Course Calendar 2017-2018

Mission Statements

TMS Mission Statement TMS delivers a seamless, internationally-acclaimed educational experience designed to inspire and challenge students to discover the best of who they are and to achieve their full potential.

IB Mission Statement

To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment.

These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

TMS Upper School Course Calendar; 2017-2018

IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

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Inquirers

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.

Knowledgeable

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.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators

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.

Principled

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.

Open-minded

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.

Caring

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.

Risk-takers

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.

Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective

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.

TMS Upper School Course Calendar; 2017-2018

IB Learner Profile

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Table of Contents Mission Statements ........................................................................................................................................ 2 IB Learner Profile ............................................................................................................................................ 3 Purpose ........................................................................................................................................................... 7 Description of the Upper School Academic Program ............................................................................. 7 Going Beyond: The TMS Pillars - Academics, Arts, Athletics and Citizenship ................................... 8 Daily Schedule* .......................................................................................................................................... 8 Arrival time .................................................................................................................................................. 8 Missing Classes............................................................................................................................................ 9 Unavoidable Lateness and Absences .................................................................................................... 9 TMS Code of Conduct .................................................................................................................................. 9 Academic Integrity and Honesty Policy ............................................................................................... 15 The Advisory Program* ............................................................................................................................ 17 Teacher Roles in the Advisory Program ................................................................................................ 17 Academic Support .................................................................................................................................. 17 After School Learning Centres ............................................................................................................... 18 The TMS Pillars ............................................................................................................................................... 19 The International Baccalaureate Middle Years Programme (MYP) ..................................................... 21 The MYP Personal Project........................................................................................................................ 22 MYP Reporting at TMS ............................................................................................................................. 22 Grade 7-MYP Year 2 and Grade 8-MYP Year 3 Course Offerings .................................................... 23 The International Baccalaureate Diploma Programme (DP) ............................................................... 25 Program Overview ................................................................................................................................... 25

Awarding the IB Diploma ........................................................................................................................ 27 Grades 11-DP Year 1 and 12-DP Year 2 Course Offerings ................................................................. 27 Ontario Secondary School Diploma (OSSD) requirements ................................................................... 29 Compulsory credits (Ontario Ministry of Education): .......................................................................... 29 TMS School Expectations ........................................................................................................................ 29 Community Involvement Requirements – OSSD ................................................................................. 30 The Community Involvement Program ............................................................................................. 30 Roles and Responsibilities of TMS........................................................................................................ 30

TMS Upper School Course Calendar; 2017-2018

Additional Requirements of the DP ....................................................................................................... 26

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Roles and Responsibilities of Students ............................................................................................... 30 Roles and Responsibilities of Parents ................................................................................................. 31 Roles and Responsibilities of Supervisors/Sponsors in the Community .......................................... 31 The Ministry's List of Ineligible Activities .............................................................................................. 31 Understanding the Ontario Student Transcript .................................................................................... 32 Course Information-Course levels and Codes..................................................................................... 32 Additional Ontario Secondary School Requirements ............................................................................ 34 Ontario Secondary School Literacy Test (OSSLT) ................................................................................. 34 Ontario Secondary School Literacy Course (OSSLC) ......................................................................... 34 Academic policies for special situations .................................................................................................. 34 Substitution of compulsory credits ......................................................................................................... 34 Policy regarding course changes ......................................................................................................... 34 Policies regarding alternative methods to earn credits: .................................................................... 34 Prior learning assessment and recognition (PLAR) .............................................................................. 35 Summer school policy ............................................................................................................................. 35 Special Education and Accommodations Policy ............................................................................... 35 Course Withdrawal .................................................................................................................................. 35 Academic probation .............................................................................................................................. 35 Absences and Vacation Policy ............................................................................................................. 36 Homework ................................................................................................................................................. 36 Assignment Policy and Meeting Deadlines ......................................................................................... 36 Missed Tests and Examinations with the Diploma Programme ......................................................... 37 ManageBac and Student Agendas ..................................................................................................... 37

Purposes of Assessment........................................................................................................................... 37 Types of Assessment ................................................................................................................................ 37 Assessment of Learning Skills................................................................................................................... 38 Learning Skills ............................................................................................................................................ 38 Tests and Exams ....................................................................................................................................... 39 Supporting Student Learning.................................................................................................................. 40 Students with Individual Instruction Plans (IIPs) .................................................................................... 41

TMS Upper School Course Calendar; 2017-2018

Assessment, Evaluation, Grading and Reporting ................................................................................... 37

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Reporting Student Learning ................................................................................................................... 41 Report Cards ............................................................................................................................................ 41 Ontario Student Record .......................................................................................................................... 42 Understanding the Ontario Student Transcript .................................................................................... 42 Recognition of Excellence in Academics, Arts, Athletics and Citizenship* ..................................... 43 Course descriptions by subject area ........................................................................................................ 45 IB Group 1 – Language and Literature ................................................................................................. 45 Group 2- Language Acquisition ............................................................................................................ 49 Group 3- Individuals and Societies ........................................................................................................ 53 Group 4- Science ..................................................................................................................................... 57 Group 5: Mathematics ............................................................................................................................ 63 Group 6: The Arts ...................................................................................................................................... 66 Dramatic Arts, Music and Visual Arts ..................................................................................................... 66 Health and Physical Education.............................................................................................................. 73 Design ........................................................................................................................................................ 75 Other Courses ........................................................................................................................................... 77

TMS Upper School Course Calendar; 2017-2018

Upper School Contacts .............................................................................................................................. 78

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Purpose The purpose of the course calendar is to inform parents and students of the policies relating to the Ontario Ministry of Education. For policies regarding school day procedures, please see the Upper School Student and Parent Handbook. For policies regarding the International Baccalaureate, please see the MYP/DP Guides.

Description of the Upper School Academic Program The Upper School is the natural extension of Montessori education for the adolescent and young adult.

Our seamless combination of flagship Montessori from 18 months to Grade 6 and welcoming International Baccalaureate programs from Grade 7 to 12 assists each TMS student to go beyond in academics, arts, athletics and citizenship. The Upper School is the final step in a seamless progression of age and stage appropriate educational experiences at TMS School. It is where TMS students from Grade 7 through graduation are enabled to define and achieve success in university, career and life.

The TMS Upper School program combines Montessori developmental theory with the internationally recognized International Baccalaureate (IB) Middle Years and Diploma Programmes to offer a wellrounded, challenging, comprehensive course of study for young people destined for university. TMS is committed to reach every student to help him or her achieve a successful outcome from the secondary school experience.

Through the Upper School program, each student earns more than the required number of Ontario Ministry credits towards the completion of an Ontario Secondary School Diploma (OSSD). It is a requirement in Ontario to remain in secondary school until the child has reached the age of 18 or has obtained the Ontario Secondary School Diploma (OSSD). Each credit is defined as the successful completion of a provincially approved course for which a minimum of 110 hours has been scheduled.

The Upper School offers a university preparatory program consisting of courses developed to meet or exceed the requirements of the Ontario Ministry of Education.

TMS has embraced the overarching nature of the IB learner profile by ensuring that our students experience a challenging and supportive program where they become and go beyond as inquirers, are knowledgeable, thinkers, communicators, principled, open minded, caring, risk takers, balanced and reflective. Ultimately, our students are well prepared to excel in university and beyond as internationally minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world. At TMS, opportunities that inspire students to strive to do their best in all ten aspects of the IB learner profile are given through classroom practices, assessments and reporting, and daily school life.

TMS Upper School Course Calendar; 2017-2018

At the same time, TMS is an International Baccalaureate World School fully authorized to deliver the Middle Years Programme (MYP) to our students from Grades 7 -10 and the Diploma Programme (DP) to our students in Grades 11 and 12 As such, the International Baccalaureate principles and philosophy govern the delivery of the curriculum at the College. Both IB programs share many educational principles. Each program promotes the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. The IB emphasizes the development of creative and critical thinking, along with international mindedness and global awareness, and the development of a responsible world citizen. Students are well supported to earn the TMS Middle Years Programme Certificate at the end of Grade 10. This balance of challenge and support continues to enable each student to earn the IB Diploma at the completion of Grade 12.

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Going Beyond: The TMS Pillars - Academics, Arts, Athletics and Citizenship TMS aims to guide and nurture the development of each student’s potential to become a successful, informed, active, compassionate and lifelong learner who will make a positive contribution to our international community. In order to achieve our mission and to help students achieve the TMS Ideals, TMS has developed the Arts, Athletics, and Citizenship set of expectations. Through the TMS Pillars students set goals for involvement and improvement. This way, our students strive and excel in each area. This initiative aims to:      

promote the development of well-rounded individuals and active citizens encourage the development of new skills develop a sense of community provide new opportunities for learning and action provide meaningful activities to promote learning and action scaffold age and stage-appropriate requirements.

The program was also developed to help prepare students for Creativity, Action and Service (CAS), a Diploma program requirement. These requirements are age and stage appropriate for each Grade level in order to help students become increasingly more responsible and independent.

Daily Schedule* *Currently we are looking at shape of the day and changes to the daily schedule including start times, may be affected in the 2017-2018 school year.

School starts promptly at 8:15 am each morning and students are expected to be at school by 8:00 am to get their belongings organized. Morning sports practices may start at 7:15 am. The school building is opened with an adult presence until 6:00 pm and students must leave at this time.

Time

Minutes

7:25-8:10

45

Homeroom

8:15-8:25

10

Per. 1

8:25 - 9:45

80

Per. 2

9:45 - 10:25

40

Break

10:25-10:35

10

Per. 3

10:35 – 11:55

80

Lunch

11:55 - 12:40

45

Per. 4

12:40 - 2:00

80

Per. 5

2:00-3:20

80

After School Activities

3:30-4:30

60

Arrival time Students are encouraged to arrive by 8:00 a.m. each day to ensure they are ready and set up for the start of classes at 8:15. They must be organized with belongings, agenda and laptop prior to this time, and seated in their classroom by 8:15 am. Students will be marked late if they are not in their homeroom by 8:15 am.

TMS Upper School Course Calendar; 2017-2018

Regular Schedule Before School Activities

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Missing Classes Students will fall significantly behind if IB classes are missed; therefore, all student classes and performances are mandatory, including Week Zero for DP students. Week Zero is the last week of August each year.

Unavoidable Lateness and Absences The reporting of lateness and absences is intended to protect all students. Parents should call the School and connect to the Safe Arrival line 905-780-1002 ext. 263 as soon as possible in the morning to report the reason for a student’s lateness or absence. All TMS student absences are recorded and will be included on a student’s report card to fulfill Ministry of Education requirements.

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All Upper School students are expected to arrive promptly for all classes

•

Grades 9-12 students may sign out during lunch time.

•

Grade 11 and 12 students are allowed to sign out of school if they have no classes

•

Grade 11 and 12 students may sign in after homeroom if they have first period spare

•

All Upper School students must sign in and out when coming to or leaving the school outside of regular arrival and dismissal times

•

Parent permission is required if classes are being missed

Excessive Lateness and Absences When repeated tardiness has a significant negative effect on student learning and achievement, the School will take appropriate actions to rectify the situation. This may include recommending user pay tutoring, the inability to transition a child to next year or a loss of credit.

TMS Code of Conduct All members of the TMS community; students, staff, parents and others have the responsibility to act in a manner that promotes Grace and Courtesy at all times. We promote this by asking all members of the TMS community to follow TMS Ideals at all times.

1.

Respect yourself and others through graceful and courteous conduct.

2.

Strive for your best in all areas; academics, arts, athletics and citizenship.

3.

Make good choices that have positive effects and productive outcomes.

All TMS students are expected to understand and follow these ideals. Faculty, Staff and Parents are asked to encourage students to live by these ideals and model them at all times.

Each member of the TMS community must be committed to creating a supportive and caring environment in and out of school. When a member of the community chooses to act in a manner that contravenes our TMS Ideals, the faculty and administration will work with that individual to provide appropriate consequences. In serious cases, these consequences may include suspension or expulsion for students, and suspension or dismissal for faculty and staff. The Head of School is the final arbitrator in the case of all consequences.

Actions TMS Students Are Asked to Take When Being Graceful, Courteous and Respectful 1.

TMS students help others and make the school a positive and inviting place for all by:

TMS Upper School Course Calendar; 2017-2018

TMS Ideals: Respect, Strive and Make Good Choices

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2.

(a)

greeting everyone with a smile and a kind word;

(b)

looking for reasons to compliment others;

(c)

holding doors for others;

(d)

helping without being asked;

(e)

including everyone in an activity;

(f)

looking for the best in each person;

(g)

avoiding teasing and finding positive ways to give and get others’ attention; and

(h)

looking after their possessions, other peoples’ possessions and the school’s possessions with care and attention.

When they encounter difficulty with another person, TMS students take the time to address it in a positive fashion. They do not turn difficulty into greater conflict. TMS students know to approach disagreements in the following manner: (a)

ignore something if it is truly small;

(b)

talk about disagreements and concerns to calmly resolve them; and

(c)

involve a teacher or adult to help talk about an issue.

Above all, TMS students know to not escalate a situation by making it worse.

Standards of Behaviour By enrolling in TMS, students automatically assume the obligation to comply with the provisions of the Code of Conduct. Central to the Code of Conduct is the understanding that each student will follow certain standards of behaviour. Self-discipline and a willingness to accept responsibility for one’s actions and conduct are fundamental to the Code of Conduct.

Respect, Civility, and Responsible Citizenship



respect and comply with all applicable federal, provincial, and municipal laws;



demonstrate honesty and integrity;



respect differences in people, their ideas, and their opinions;



treat one another with dignity and respect at all times, and especially when there is disagreement;



respect and treat others fairly, regardless of, for example, race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age, or disability;



respect the rights of others;



show proper care and regard for school property and the property of others;



take appropriate measures to help those in need;



seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully;



respect all members of the school community, especially persons in positions of authority;



respect the need of others to work in an environment that is conducive to learning and teaching; and

TMS Upper School Course Calendar; 2017-2018

All members of the school community must:

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

not swear at a teacher or at another person in a position of authority.

Safety All members of the school community must not: 

engage in bullying behaviours;



commit robbery;



be in possession of any weapon;



use any object to threaten or intimidate another person;



cause injury to any person with an object;



be in possession of, or be under the influence of, or provide others with cigarettes, alcohol or illegal drugs;



inflict or encourage others to inflict bodily harm on another person;



engage in forms of behaviour motivated by hate or bias; and



commit an act of vandalism that causes damage to school property or to property located on the premises of the school.

Preventing Bullying at TMS A positive school climate is a crucial component of prevention; it may be defined as the sum total of all of the personal relationships within a school. When these relationships are founded in mutual acceptance and inclusion, and modelled by all, a culture of respect becomes the norm. A positive school climate exists when all members of TMS community feel safe, comfortable and accepted.

TMS recognizes the following: 

Bullying adversely affects a student’s ability to learn.



Bullying adversely affects healthy relationships and the school climate.



Bullying adversely affects a school’s ability to educate its students.



Bullying will not be accepted on school property, at school-related activities, on school buses, or in any other circumstances (e.g. online) where engaging in bullying will have a negative impact on the school climate.

Bullying is defined as aggressive and typically repeated behaviour by a pupil where,

(b)

the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of, (i)

causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property, or

(ii)

creating a negative environment at a school for another individual, and

the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education.

This behavior includes the use of any physical, verbal, electronic, written or other means.

TMS Upper School Course Calendar; 2017-2018

(a)

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Cyberbullying means bullying by electronic means, including, (a)

creating a web page or a blog in which the creator assumes the identity of another person;

(b)

impersonating another person as the author of content or messages posted on the internet; and

(c)

communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals.

Students may attain or maintain power over others in the school through real or perceived differences.

Some areas of difference may be size, strength, age, intelligence, economic status, social status, solidarity of peer group, religion, ethnicity, disability, need for special education, sexual orientation, family circumstances, gender, and race.

Bullying is a dynamic of unhealthy interaction that can take many forms. It can be physical (e.g., hitting, pushing, tripping), verbal (e.g., name calling, mocking, or making sexist, racist, or homophobic comments), or social (e.g., excluding others from a group, spreading gossip or rumours). It may also occur through the use of technology (e.g., spreading rumours, images, or hurtful comments through the use of e-mail, cellphones, text messaging, Internet websites, or other technology).

TMS recognizes that while bullying is distinct from teasing, the line between the two is often unclear depending on perspective and will investigate all incidents with a high degree of care.

Teasing

Bullying

Based in fun Reciprocal Not intended to hurt Maintains basic dignity Pokes benign fun

Based in contempt Attack with imbalance of power, one-sided Intended to harm Humiliating, cruel, bigotry disguised as joke Laughter at target, target not intended to laugh

Intervention and Support Strategies TMS will apply a comprehensive intervention strategy to address incidents of bulling, including appropriate and timely responses. Intervention and support will be consistent with a progressive discipline approach. The strategies range from early interventions to more intensive interventions. In cases of persistent bullying, there may be a possible referral to community or social service agencies.

Ongoing intervention and support may be necessary to sustain and promote positive student behaviour. For a student with special education needs, interventions, supports, and consequences will be consistent with the student’s strengths, needs, goals, and expectations contained in his or her individual education plan.

TMS is committed to provide a healthy school environment that is nurturing, caring and respectful of everyone. TMS teaches social skills that will serve its students well throughout their lives.

If a student has been bullied, intimidated or threatened or has witnessed such behaviour, he/she needs to confide in an adult at the school. If the school is not aware of an incident it cannot act. A student is not tattling by contacting an adult; he/she is, in fact, upholding TMS’s core values and demonstrating courage by appropriately standing up for himself/herself. No one has the right to bully, intimidate or threaten another person. It takes courage to stop such behaviour in a mature and responsible way.

If a student witnesses an act of peer bullying, intimidation or threats, he/she is a bystander and is expected to take steps to help. It is part of his/her responsibility as a TMS student.

TMS Upper School Course Calendar; 2017-2018

Responsibility of a Bystander

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Roles and Responsibilities The Code of Conduct recognizes that all members of the school community, including the Head of School, teachers and other staff members, students and parents have an obligation to comply with the standards of behaviour outlined in this policy. Each member of the school community has the following roles and responsibilities: TMS School TMS will provide direction to ensure opportunity, academic excellence and accountability in the school. It is the responsibility of TMS to: 

develop policies that set out how TMS will implement and enforce its Code of Conduct and other rules that promote and support respect, civility, responsible citizenship and safety;



review policies regularly with students, staff, parents, volunteers and the community;



seek input from the Board of Directors, parents, students, staff members and the school community;



establish a process that clearly communicates the Code of Conduct to all parents, students, staff members, and members of the school community in order to obtain their commitment and support;



develop effective intervention strategies and respond to all infractions related to the standards for respect, civility, responsible citizenship, and safety; and



provide opportunities for all of the staff to acquire the knowledge, skills, and attitudes necessary to develop and maintain academic excellence in a safe learning and teaching environment.

Head of School



demonstrating care for the school community and a commitment to academic excellence in a safe teaching and learning environment;



holding everyone under his/her authority accountable for his or her behaviour and actions;



empowering students to be positive leaders in their school and community;



communicating regularly and meaningfully with all members of the school community; and



providing an example of respect and civility for all members of the school community.

Teachers and Other School Staff Members Under the leadership of the Head of School, teachers and other school staff members maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, teachers and school staff uphold these high standards when they: 

help students work to their full potential and develop their sense of self-worth;



empower students to be positive leaders in their classroom, school, and community;



communicate regularly and meaningfully with parents;



maintain consistent standards of behaviour for all students;

TMS Upper School Course Calendar; 2017-2018

Under the direction of TMS, the Head of School takes a leadership role in the daily operation of the school. The Head will provide this leadership by:

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

demonstrate respect for all students, staff, parents, volunteers, and the members of the school community; and



prepare students for the full responsibility of citizenship.

Teachers shall also assist the Head of School in maintaining close co-operation with the school community and in establishing and maintaining consistent disciplinary practices in the school. In addition, teachers must assist the Head of School by reporting incidents and assisting the Head of School in conducting an investigation.

Students Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behaviour.

Respect and responsibility are demonstrated when a student: 

comes to school prepared, properly dressed in his/her uniform, on time, and ready to learn;



adheres to school uniform rules;



shows respect for himself or herself, for others, and for those in authority;



refrains from bringing anything to school that may compromise the safety of others; and



follows the established rules and takes responsibility for his or her own actions.

Parents and Guardians



show an active interest in their child’s school work and progress;



communicate regularly with the school;



help their child be neat, properly dressed and prepared for school;



ensure that their child attends school regularly and on time;



promptly report to the school their child’s absence or late arrival;



show that they are familiar with the TMS School Code of Conduct and school rules;



encourage and assist their child in following the rules of behaviour; and



assist school staff in dealing with disciplinary issues involving their child.

When Behaviours Contravene Our TMS Ideals At TMS, behaviours that are inappropriate will result in disciplinary action in accordance with the seriousness of the action. Consequences may be as serious as expulsion or suspension and will always be determined through due process and in terms of the specifics of each case. The school has the right to involve the police from time-to-time. The school may also undertake disciplinary action when a student takes part in inappropriate behaviour off school property, including the internet, when the conduct has or will have an impact on the school climate.

When exercising its discretion to determine the appropriate consequence to apply to an offence, TMS will take into account: 

the seriousness of the offence or the attempt to commit the offence;

TMS Upper School Course Calendar; 2017-2018

Parents and guardians play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents and guardians fulfill their role when they:

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

the intention of the student; and



the impact of the offence on the standards of behaviour and integrity that TMS tries to cultivate in the school community.

The range of consequences that TMS will apply to offences includes: 

removal from a school activity, special program or recess to complete work or a special assignment designated by the teacher;



detention;



probation;



in-school suspension;



arrangement of a behaviour or performance contract with the involvement of the student, teachers and parents;



formal suspension from school. In this instance, conditions to return to school will be discussed with parents and student in accordance with the school policy; and/or



expulsion from school.

The school reserves the right to expel a student when the continued attendance of that student would not be in the best interests of that student or the school. The school also reserves the right to expel a student when his/her behaviour is in breach of the Code of Conduct, seriously jeopardizes the school's ability to guarantee the dignity and safety of its students and interferes with learning, or involves conduct which is injurious to the school's moral tone or to the physical or mental well-being of others.

In these circumstances, the school will make reasonable efforts to assist the student's family in securing suitable alternative education arrangements.

Academic Integrity and Honesty Policy TMS supports its IB Middle Years students and IB Diploma and Course students throughout their six years at TMS and beyond by emphasizing the importance of academic integrity and honesty as well as the significance of intellectual ownership. From the MYP onwards, TMS students are taught how to research, acknowledge, and analyze the ideas of others whether these are visual, musical, spoken, performed, or written. In addition, students are shown how patents, trademarks, and copyright reflect the intellectual property of others (Diploma programme: Academic honesty, 2011). In particular, it is emphasized that the Internet, while a public domain, comprises the contributions, ideas, and intellectual property of others. It is acknowledged that honest academic practice has to be explicitly “taught and supported throughout a child’s education” (Academic honesty in the IB educational context, 2014). As a learning community, TMS stresses that citing the ideas and contributions of others is a necessary practice of the conscientious and respectful student. Throughout the MYP and DP, TMS teachers and students share an appreciation for the wider intellectual and performing communities by acknowledging others’ work in our own.

Our goal at TMS is to prepare students for their DP scholarship as well as the wider learning communities in which zero tolerance for plagiarism exists. To ensure that TMS students fully understand plagiarism, all teachers are committed to a clear and unambiguous stance on academic malpractice. At TMS, we agree with the IB that academic honesty reflects not only “values” but “skills that promote personal integrity and good practice in teaching, learning, and assessment” (Diploma programme: Academic honesty, 2011). Our students learn that they must demonstrate honesty in all of their academic

TMS Upper School Course Calendar; 2017-2018

What is the stance of TMS on academic integrity and honesty?

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endeavors and cite responsibly and respectfully. At TMS, the teachers underscore the set of values and skills that promote personal responsibility and honest habits of mind. Students are responsible for fulfilling the expectations of the TMS Academic Integrity and Honesty Policy.

What is academic misconduct?

Academic misconduct is a behaviour that results in, or may result in, the student or any other student gaining an unfair advantage (or a behaviour that disadvantages other students) in one or more assessment components. Academic misconduct can occur in the following ways: Plagiarism: the representation, intentionally or unwittingly, of the ideas, words or work of another person without proper, clear and explicit acknowledgment. The use of translated materials, unless indicated and acknowledged, is also considered plagiarism.

Collusion: supporting academic misconduct by another student, for example allowing one’s work to be copied or submitted for assessment by another. This is very different from collaboration.

Examples of misconduct during an IB examination: taking unauthorized material into an examination (whether the student uses it or not), behaviour that disrupts the examination or may distract other students and communicating with another student during the examination.

Duplication of work: the presentation of the same work for different assessment components and/or Diploma Programme requirements (Diploma programme: Academic honesty, 2011; Academic Honesty in the Diploma Programme, n.d.; Academic honesty in the IB educational context, 2014; Effective citing and referencing, 2014).

How do we support students in their understanding of academic honesty and integrity?

In addition to teaching our students throughout the MYP and DP about the necessity for citing others’ work and the appropriate manners in which to do this, TMS is licensed to employ “turnitin.com” as a further support for our students. TMS uses what is termed as a “detect and deter” approach to academic malpractice; for us, “turnitin.com” is s beneficial resource for authors and readers alike.

Students can submit first drafts to “turnitin.com” via ManageBac, and they can see the originality report in the DropBox. Teachers will also consult the originality report in order to assess the submission for problems. In the case of improperly embedded or used material, inadvertent or otherwise, the teacher will consult with the student to point out the problems in need of correction. This formative feedback guides students to a clearer understanding of effective and appropriate scholarship. The TMS policy on the use of “turnitin.com” has the sole objective to help our students to write effectively, to cite accurately, and to edit appropriately. The student will then be given the opportunity to correct any issues or oversights. In this way, we support our students as they actively learn this very important skill of citing the work of others fully and respectfully. Our intention is to focus both on the skills of unerring scholarship as well as the values of academic integrity and honesty.

TMS Upper School Course Calendar; 2017-2018

Starting in the MYP, TMS students learn about academic honesty and integrity from their subject teachers, guidance counselors, Personal Project advisors, and the librarian. The importance of academic honesty and integrity is stressed across both the MYP and DP by all teachers, counselors, advisors, and library staff. The Extended Essay coordinator also designates a period of time to explicit teaching about research, referencing, citing, and adduction. With the librarian, the EE coordinator provides students with a module specifically focused on the skills necessary for good scholarship. This module serves to highlight the shared responsibility of all teachers in promoting the values and skills of academic honesty.

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Upon submitting the work for evaluation, students are indicating that the work is fully their own and that the work of others is accurately cited. Teachers evaluate this second or “final” copy. Similarly, students understand that when they submit their work to the IB for evaluation that they are unequivocally declaring such work to be their own. At TMS, we stress that the IB has no means of knowing whether an act of academic misconduct was deliberate or not. The IB expects students to know how to indicate and cite material originally developed by others. For these reasons, a student’s intent cannot be taken into account when investigating an alleged breach.

MYP Students in Grades 7 and 8 will not be using turnitin.com. Instead, they will work with their teachers to ensure that they are citing accurately and acknowledging other people’s material. If a student is caught cheating, plagiarizing or allowing another student to plagiarize his or her work, the following repercussions will automatically result: The student’s parent(s) or guardian(s) will be contacted and an interview scheduled. Depending upon the degree of the infraction, the age and grade level of the student, and the student’s previous history, the following may also be enforced:      

The student may be given an opportunity to re-submit the homework, assignment, or project or rewrite a test or examination for full or partial credit.

The student may receive a mark of zero for the entire test or assignment.

The student may forfeit the Ministry credit.

The student may forfeit the IB credit.

The student may be suspended (in or out of school).

The student may be expelled.

The Advisory Program* Each student has an Advisor at the College. In Grade 7, students entering to the Upper School have a specialized Advisor who understands the needs of a student transitioning to a rotary and laptop high school environment. In Grade 8, students get a new Advisor who leads them through to graduation.

The role of the Advisor is to be the primary caregiver at the College.

It is the role of the Advisor to: ● foster community starting within the small group and extending to the whole Upper School community; ● facilitate coming together as a whole community more often; ● foster and nurture relationships by being the student’s advisor for 5 years;  mentor a student for social-emotional support;  monitor, encourage and guide the TMS Pillars for student success;  advocate for student needs; and  be a champion for student spirit. *The Advisory program is going through updates and any changes will be communicated to families.

Academic Support The Student Success Team works in conjunction with the family to devise strategies for student success.

If you have a concern about your son’s or daughter’s academic progress, please contact both the Advisor and subject teacher.

Support strategies may include:

TMS Upper School Course Calendar; 2017-2018

Teacher Roles in the Advisory Program

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    

A meeting is scheduled with parents to help the student achieve success The student should attend the Writing Centre or Subject Centres for assistance In class or out of class one on one/group support may be given Monitoring and/or limit the co-curricular activities Strategies and meetings scheduled with the guidance counsellor

After School Learning Centres Purpose Extra help is offered by subject teachers to help students clarify their understanding of course concepts and to provide additional support if needed.

To provide multiple opportunities and accommodate varying schedules of students and teachers, subject support centres are available for extra help after school.

●

Learning Commons (Library Space)

●

Student Success Centre (Learning Strategies Dept. and Guidance Team) o The Learning Strategies Department can provide one-on-one and group assistance with learning skills such as time management, studying, organizing, test-taking strategies, using tools to assist in learning and self-advocacy. o The Guidance Team is available for one-on-one and group assistance when students have social and or emotional needs such as academic stress, peer conflicts, self-management, etc.

●

Writing Centre This centre provides a quiet place for students to study, receive assistance, find resources, and work with peers. A teacher can also recommend or require that a student attends the centre. As writing and communications are integral and part of every discipline, students can bring work from any subject for coaching in the writing process.

Through the Writing Centre, students can schedule or maintain peer tutoring. They can attend specialized workshops.

TMS Upper School Course Calendar; 2017-2018

The centres will have subject experts from 3:30-4:15 p.m. Centres as follows and are communicated each term through our seasonal activity schedule. : ● Subject Specific Help Centres o Math and Science Centre o French o Humanities and English Centre o Art and Tech Centre o The Music Centre

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Social and Emotional Support During adolescence, student may face significant challenges. There are supports in place to assist our students. Students and/or parents may seek out the following people for assistance: 1) The Advisor – can help with daily routines or one on one support discussions 2) The guidance counsellor – may assist with one on one ongoing emotional support meetings 3) Referral services – guidance counsellors may refer families for outside counselling assistance

The TMS Pillars TMS Pillars: Academics, Arts, Athletics and Citizenship Advisors work with their advisees throughout the year helping students reflect on their progress on the four pillars and setting goals for the oncoming terms.

The overall expectations for each year level are:

Grades 7 and 8 Grades 9 and 10

Grades 11 and 12

Quality experience in each of the 4 Pillars/per school year.

Satisfy any 4 outcomes*.

Quality experience in each of the 4 Pillars/per school year.

Involvement in one (focus) pillar should for an extended duration (two terms).

Satisfy any 6 outcomes*.

Quality experience in creativity, activity and service.

Involvement in one (focus) pillar should for an extended duration (three terms).

Satisfy all 7 outcomes*.

1. Identify own strengths and develop areas for growth 2. Demonstrate that challenges have been undertaken, developing new skills in the process 3. Demonstrate how to initiate and plan activities 4. Show commitment to and perseverance 5. Demonstrate the skills and recognize the benefits of working collaboratively 6. Demonstrate engagement with issues of global significance 7. Recognize and consider the ethics of choices and actions

TMS Upper School Course Calendar; 2017-2018

*The term outcomes refer to the seven learning outcomes from the IB programmes listed in each student’s Pillars Booklet.

When choosing activities, students must ensure that each activity meets one or more of the following objectives:

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At the beginning of each term, students set goals for their involvement. Throughout the term they get involved in the Pillars and reflect on their learning. At the end of the term, they verify their involvement by gaining signatures from their supervisors.

TMS Upper School Course Calendar; 2017-2018

Pillar documents are kept by the Advisor and each student’s involvement is evaluated and reported on each term’s report card.

Community service is planned, approved and verified through this document. At the end of each year, approved and verified hours are counted. The Pillar document is stored in the OSR for the Ministry of Education.

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The International Baccalaureate Middle Years Programme (MYP) Program overview All Upper School students from Grades 7 to 10 participate in the International Baccalaureate Middle Years Programme. This program is accessible and relevant for all students. It is neither content- nor curricular-based but is instead based on a pedagogical philosophy. This philosophy complements our Montessori approach for our younger students. It is an age appropriate, integrated program that focuses on the development of the whole student: physically, intellectually, emotionally and ethically. The program fosters the development of the whole student and encourages internationalmindedness by exploring different perspectives, values, and traditions through the thoughtful and strategic development of the learner profile attributes within each of the subjects.

The Middle Years Programme consists of eight subject groups integrated through four interactive areas providing global contexts for learning. Students are required to study at least two languages (as part of their multilingual profile), individuals and societies, sciences, mathematics, arts, physical education and design. In their final year, students will also undertake an independent ‘personal project’ to demonstrate the development of their skills and understanding.



Approaches to learning (ATL), helping students learn how to learn by developing skills for research, critical and creative thinking, communication, collaboration, and self-management



Key and related concepts, helping students explore big ideas that matter



Global contexts, helping students understand the relevance and importance of their study for understanding their common humanity and shared guardianship of the planet.

TMS Upper School Course Calendar; 2017-2018

The MYP is a unique approach, relevant for today's global society. Its core features four contexts for learning that provide powerful opportunities to engage in the study of issues that affect students today.

Using a common language, teachers organize the curriculum through the MYP curriculum framework which includes:

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The MYP Personal Project In Year 5 (Grade 10) of the MYP, each student will complete a personal project; a significant piece of work that is the product of his/her own initiative and creativity. The personal project reflects the student’s interests and his/her understanding of the areas of interaction. It will also give students an opportunity to apply their understanding and skills acquired during the program; to engage in the planning, research and reflection of a topic of interest; and to share their knowledge, views, and opinions with the school community. The personal project prepares students for the Extended Essay, a Diploma requirement.

For further information about the MYP curriculum, please refer to the IB web-site (www.ibo.org).

MYP Reporting at TMS Formal reporting of student achievement in the MYP occurs four times a year. As mandated by the Ontario Ministry of Education, report cards are distributed after the completion of each term: November, March and June. In addition, one progress report is distributed in October, which reports on the progress of the courses and the Approaches to Learning skills.

The TMS report card reflects the student’s achievement against the criteria for each MYP subject. These criteria are world-wide standards applied to all MYP programs. TMS students are given the opportunity to demonstrate their learning through a variety of assessment tasks that are graded against subject specific assessment criteria. The final MYP grade (1 to 7, 7 being the highest) is based on the student’s performance in a variety of assessment tasks. As assessment is globally applied and criterion-referenced, TMS students are measured to global, pre-specified criteria for each subject group.

Students at the end of Grade 10 can earn a TMS MYP certificate by satisfying the following criteria:

    

earning at least a “2” in each subject area earning at least a “3” for the personal project participating in the program for at least the final two years (Grades 9 and 10) meeting the expectations of the TMS Pillars earning a Grade total of at least 36 (out of a maximum of 63) in the eight subject groups and the personal project.

This document describes the regulations that apply to those schools that have been authorized as IB World Schools to offer the MYP. It is available to students and their legal guardians on the TMS website.

For more information about the MYP Programme and evaluation and assessment, please see the MYP section of the school website.

Directions: 1) Go to the parent/student portal on tmsschool.ca 2) Click on curriculum resources to find relevant documents

TMS Upper School Course Calendar; 2017-2018

General Regulations: Middle Years Programme

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Grade 7-MYP Year 2 and Grade 8-MYP Year 3 Course Offerings After moving through the Montessori program, students seamlessly integrate into the Year 2 of the MYP programme. This begins in Grade 7. In Grade 8, Upper School students are given the opportunity to earn a number of high school credits in the area of design and arts. Grade 8 students are enrolled in TGJ the grade 9 course in technological design. Completion of this credit enables students to acquire a greater breadth of experience than would otherwise be possible in the area of technology. Similarly, in grade 8, students complete half credits in drama, music and visual arts. The other half of these credits (ADA 1O, AMU 1O, and AVI 1O) are completed in Grade 9. Full course descriptions of these courses are included in part “B” of this calendar.

N.B. Grade 8 courses other than these specific courses do not count as credits toward an Ontario Secondary School Diploma nor are these recorded on the Ontario Student Transcript.

Grade 7-MYP Year 2 Course Offerings MYP Subject Groups Course Code

Course Name/Ministry Course Title

LANGUAGE AND LITERATURE LANGUAGE AQUISITION INDIVIDUALS and SOCIETIES MATHEMATICS SCIENCES PHYSICAL EDUCATION DESIGN ARTS

ENG 7 English 7 FRE 7 French 7 HUM 7 Humanities 7 (history and geography) MTH 7 Mathematics 7 SCI 7 Science 7 HPE 7** Health and physical education 7 TECH 7 Technology 7 ART7 Visual Arts 7 DRA 7 Drama 7 MUSIC 7 Music 7 *half courses in terms of allocated instructional time ** one and a half course in terms of allocated instructional time

Ontario Ministry Credits -

Grade 8-MYP Year 3 Course Offerings

Course Code

LANGUAGE AND LITERATURE LANGUAGE AQUISITION INDIVIDUALS and SOCIETIES MATHEMATICS SCIENCE PHYSICAL EDUCATION DESIGN

ENG 8 FRE 8 TECH 8 MTH 8 SCI 8 HPE 8** TGJ1O

Course Name/Ministry Course Title

English 8 French 8 Humanities 8 (history and geography) Mathematics 8 Science 8 Health and physical education 8 Exploring Communications Technology, grade 9, open ARTS ADA1O1* Dramatic Arts, grade 9, open AMU1O1* Music, grade 9, open AVI1O1* Visual Arts, grade 9, open *half credit courses, the other half is gained in grade 9 ** one and a half course in terms of allocated instructional time

Ontario Ministry Credits 1.0 0.5 0.5 0.5

TMS Upper School Course Calendar; 2017-2018

MYP Subject Groups

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Grade 9- MYP Year 4 Course Offerings MYP Subject Groups

LANGUAGE AND LITERATURE LANGUAGE AQUISITION (SL/HL)

Ministry Course Code ENG1D FSF1DS/FSF 1DH

INDIVIDUALS and SOCIETIES

CGC1D

Ministry Course Title

English, Grade 9, academic Core French, Grade 9, academic

Ontario Ministry Credits 1.0 1.0

Issues in Canadian Geography, grade 9, 1.0 academic MATHEMATICS MPM1D Principles of Mathematics, grade 9, 1.0 academic SCIENCES SNC1D Science, grade 9, academic 1.0 PHYSICAL EDUCATION PPL1O Healthy active living education, grade 9, 1.0 open DESIGN TGJ2O Communications Technology, grade 10, 1.0 open ARTS ADA1O2* Dramatic Arts, grade 9, open 0.5 AMU1O2* Music, grade 9, open 0.5 AVI1O2* Visual Arts, Grade 9, open 0.5 OTHER CHV2O Civics and Citizenship, Grade 10, open 0.5 *half credit. students who have successfully completed the first half in Grade 8 will get a full credit.

INDIVIDUALS and SOCIETIES

CHC2D

MATHEMATICS

MPM2D

SCIENCE PHYSICAL EDUCATION

SNC2D PPL2O

DESIGN

TGJ3O

ARTS

ALC2O

OTHER

AVI2O GLC 2O5

Ministry Course Name

English, Grade 10, academic Core French, Grade 10, academic Canadian history since World War I, Grade 10, academic Principles of mathematics, Grade 10, academic Science, Grade 10, academic Healthy active living education, Grade 10, open Communications Technology, Grade 11, Open Integrated Arts (Music/Drama) Grade 10 open Visual Arts, Grade 10 open Career studies, grade 10, open

Ontario Ministry Credits 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 0.5

TMS Upper School Course Calendar; 2017-2018

Grade 10-MYP Year 5 Course Offerings MYP Subject Groups Ministry Course Code LANGUAGE AND LITERATURE ENG2D LANGUAGE AQUISITION FSF2DS/FSF (SL/HL) 2DH

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The International Baccalaureate Diploma Programme (DP) Program Overview The Upper School offers the International Baccalaureate (IB) Diploma Program as the final two years of study, Grades 11 and 12. Courses are designed to meet both the IB Diploma and Ontario requirements. All students in Grade 11 and 12 at TMS are considered to be Diploma candidates and are counseled to choose a course of study that meets the Diploma requirements.

The Diploma courses currently offered at the Upper School are:

Group 2: Group 3: Group 4: Group 5: Group 6:

Studies in Language and Literature (English Language and Literature, both at Higher and Standard Levels); SSST Literature SL (School Supported Self Taught) Language Acquisition (French at Standard or Higher Levels or Spanish ab initio Individuals and Societies (Economics, History, both at Higher and Standard Levels) Sciences (Biology, Chemistry, Physics, all at Higher and Standard Levels) Mathematics (Mathematics Standard Level, Mathematics Studies, Standard Level, Mathematics HL – for those students who achieve an IB 7 in first term in DP1 The Arts (Visual Arts at both Higher and Standard Levels)

Three subjects are studied in depth at the Higher Level (HL). HL subjects provide students with 240 hours of instruction over two years. Many universities recognize the depth of the higher level courses by granting first year credits to those students who achieve high Grades in the final Diploma exams. Three subjects are taken at the Standard Level (SL). SL courses provide students with 220 hours of instruction over two years. This exceeds the minimum IB standard of 150 hours and ensures students earn their OSSD credits.

TMS Upper School Course Calendar; 2017-2018

Group 1:

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The IB Diploma grading scale ranges from 1to 7, 7 being the highest. Achievement is assessed both internally by the teacher and externally by IB. Assessments done internally by the teachers are externally moderated by the IB. In May of their Grade 12 year, students complete final examinations set and marked by IB examiners, thereby ensuring that IB Diploma candidates meet the high international standards of the program.

Additional Requirements of the DP Three additional aspects of the IB must be completed and at an acceptable achievement level in order for a student to earn the IB Diploma.

1.

Theory of Knowledge (TOK)

This interdisciplinary course encourages critical reflection on the knowledge and experience gained both inside and outside the classroom. The course challenges students to question the foundations of knowledge, to be aware of subjective and ideological biases, and to develop the ability to analyze evidence expressed in a rational argument. Students submit a major essay (maximum 1600 words) for external assessment along with a presentation for their internal assessment. TOK also encourages students to understand other cultural perspectives while at the same time maintaining the focus on building the student's own understanding of the world.

Upon completion of the TOK course, TMS Grade 12 students get an additional Ontario Ministry of Education credit; Philosophy: HZT 4U

2.

Creativity, Activity and Service (CAS)

Building on both Montessori and IB philosophy, the CAS program educates the whole person in order to facilitate the development of responsible, compassionate citizens. CAS encourages students to share their energy and special talents with others. Students may participate in theatre or musical productions, sports and community service activities. Students develop a greater awareness of themselves, concern for others and the ability to work cooperatively with other people. The focus for CAS has shifted away from counting hours and now focuses on the development of significant activities that will develop lifelong interests for the student.

For additional information, please see the TMS CAS Guide.

Extended Essay

Each student will conduct an independent inquiry into a topic of personal interest in a specific discipline. Completing the essay provides Diploma candidates with the opportunity to solidify the independent research and writing skills taught at TMS and expected by universities.

The IB recommends that a student devote a total of approximately 40 hours of private study and writing time to the essay. Each student works with a faculty supervisor who provides guidance and support to the student throughout the process.

At TMS, we provide additional support for the Diploma students by linking the Extended Essay preparation and writing to an Ontario Ministry of Education course; The Writer’s Craft, EWC 4U.

TMS Upper School Course Calendar; 2017-2018

3.

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Awarding the IB Diploma Students receive an IB grade ranging from 1 to 7 for each course they complete over two years in the DP. The IB Diploma is awarded to: Students who receive a total of 24 points among all their subjects BUT ◦ there is to be no grade of 1 in any subject (SL or HL) ◦ there cannot be three or more grades of 2 ◦ there are no more than three grades of 3 or less ◦ there must be 12 points minimum gained on three HL subjects ◦ there must be 9 points minimum gained on three SL subjects ◦ they must complete all CAS requirements and have them documented correctly ◦ they must complete the Extended Essay, TOK essay, and TOK presentation without an “E” grade North American universities recognize the standard of an IB Diploma and welcome IB students, offering advanced standing or university credit in many cases.

TMS faculty, including the Head of College, will actively assist students in planning their last two years at the Upper School and ensure that students keep up with guidelines and timelines set by the IB organization. To assist students in choosing courses for their senior years, the IB Diploma Coordinator and the Dean of Student Services meet with each Grade 10 students to determine the appropriate course selections for the final two years. Choices will depend on the student’s strengths, interests and future plans.

In Grade 11, students have more choice allowing them to focus on individual interests, while continuing to keep many options open, as they identify and prepare for undergraduate post-secondary goals. All Upper School courses in Grades 11 and 12 level are offered at the “university prep.” level.

These courses meet or exceed the admission requirements of Ontario universities, as well as most universities in other Canadian provinces, the United States and overseas. All students in Grade 11 will be required to choose courses which meet the requirements of both the International Baccalaureate Diploma, as well as of the Ontario Ministry of Education leading to an Ontario Secondary School Diploma.

Certain university programs have very specific requirements, and some first-year university courses have high school prerequisites. All Upper School students enrolled in Grade 10 will be required to consult with the Dean of Student Services and/or the IB Diploma Coordinator before making their course selections for the following year. Parents are strongly encouraged to participate in this process. All elective courses proposed will be offered contingent upon satisfactory enrolment.

TMS Upper School Course Calendar; 2017-2018

Grades 11-DP Year 1 and 12-DP Year 2 Course Offerings

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Grades 11 and 12-DP Years 1 and 2 Course Code for Year 1 Grade 11 ENG3ULLS

Course Code for Year 2 Grade 12 ENG 4ULLS

ENG 3ULLH

ENG 4ULLH

(Language Code TBD SL)

Language Code TBD SL)

Group 2 LANGUAGE ACQUISITION (choose one)

FSF 3US FSF 3UH LWS BDS

FSF 4US FSF 4UH LWS CU5

Group 3 INDIVIDUALS AND SOCIETIES (choose at least one) Group 4 SCIENCES (choose at least one)

CIE 3MS CIE 3MH CHY 4US CHY 4UH SBI 3US SBI 3UH SCH 3US SCH 3UH SPH 3US SPH 3UH MCR 3U

CIA 4US CIA 4UH CPW 4US CPW 4UH SBI 4US SBI 4UH SCH 4US SCH 4UH SPH 4US SPH 4UH MDM 4US MHF 4US + MCV 4US

AVI 3MS AVI 3MH HZT 4U1* EWC 4U1*

AVI 4MS AVI 4MH HZT 4U2* EWC 4U2*

Group 1 STUDIES IN LANGUAGE AND LITERATURE (choose one)

Group 5 MATHEMATICS (choose one) Group 6 THE ARTS Compulsory Courses

DP Outcome English Language and Literature SL English Language and Literature HL School Supported Self Taught SL (Bilingual Diploma Option) French B SL French B HL Spanish ab initio (SL)

Economics SL Economics HL History SL History HL Biology SL Biology HL Chemistry SL Chemistry HL Physics SL Physics HL Math Studies SL Math SL (*credits completed in Grade 12DPYear 2) Visual Arts SL Visual Arts HL Theory of Knowledge Writer’s Craft (*credits completed in Grade 12 DP Year 2)

TMS Upper School Course Calendar; 2017-2018

Subject Groups

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Ontario Secondary School Diploma (OSSD) requirements Students must earn a minimum of 30 credits to obtain an Ontario Secondary School Diploma, including 18 compulsory credits (listed below) and 12 optional credits. In addition to the 30 credits, students must pass the Ontario Secondary School Literacy Test and complete a minimum of 40 hours of unpaid community involvement activities before graduation.

N.B. The requirements of the Upper School exceed the Ministry’s prescribed minimum both in terms of the number of credits required for graduation and the required hours of community service.

Section E of this document contains course outlines and prerequisites. Additionally, course descriptions and Ontario secondary policy documents may be found at the Ministry of Educations website at http://www.edu.gov.on.ca/eng/curriculum/secondary/.

At the beginning of the year, each student will receive a course syllabus that outlines the material to be studied and evaluation information.

Compulsory credits (Ontario Ministry of Education): The following are required for the conferral of an Ontario Secondary School diploma (OSSD): COMPULSORY CREDITS (Total of 18)  4 credits in English  1 credit in French as a second language  3 credits in mathematics (at least 1 in Grade 11 or 12)  2 credits in science  1 credit in Canadian history  1 credit in Canadian geography  1 credit in the arts (music, visual art, or drama)  1 credit in health and physical education  0.5 credit in civics  0.5 credit in career studies

 

1 additional credit in English, or a third language, or social sciences and the humanities, or Canadian and world studies, or guidance and career education, or cooperative education 1 additional credit in health and physical education, or the arts, or business studies, or cooperative education 1 additional credit in science (Grade 11 or 12) or technological education (Grades 9 to 12) or cooperative education

OPTIONAL CREDITS (Total of 12) In addition to the 18 compulsory credits, students have to earn 12 optional credits in courses of their choice, selected from the full list of courses available in the school. Optional credits allow students to build an educational program that suits their individual interests and meets university or Upper School requirements.

TMS School Expectations The following are required to ensure that students will earn the MYP Certificate and IB Diploma.

To earn the above documents, students must complete the minimum 30 credits required for the OSSD. The 30 credits must include:

TMS Upper School Course Calendar; 2017-2018

PLUS 

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    

18 compulsory credits for the Ontario Secondary School Diploma (OSSD) English which is compulsory every year One additional credit in French One additional credit in physical and health education in Grade 10 One additional credit in the arts

As part of the IB Middle Years Programme, all students will complete:  A Personal Project in their Grade 10 year.  The outcomes as laid in out in the Arts, Athletics and Citizenship (A3 + C).

As part of the IB Diploma Programme, all students will:  Complete the Theory of Knowledge course,  Submit an Extended Essay and  Meet the outcomes as laid for Creative, Action and Service (CAS)  Meet the outcomes as laid out by the TMS Pillars

Community Involvement Requirements – OSSD The Community Involvement Program Effective September 1, 1999, every student who begins secondary school in Ontario will be required to complete 40 hours of community involvement in order to receive an OSSD diploma. The purpose of this requirement is to encourage students to develop an understanding of the various roles they can play in their community and to help them develop a greater sense of belonging within the community.

Students will select one or more community involvement activities in consultation with their parents.

Selection of activities should take into account the age, maturity, and ability of the student, the location and environment of the proposed activity, and the need for any special training, equipment, and preparation. The safety of the student is paramount.

It should be noted that students will not be paid for performing any community involvement activity.

A parent is not required to sign a form or to be consulted if the student is eighteen years of age or older.

Roles and Responsibilities of TMS TMS will not approve student participation in any activities that are on the ministry’s list of ineligible activities. We will offer some volunteer opportunities throughout the school year. It is our procedure to retain documents outlining student’s community service and keep record of their hours once submitted.

In consultation with their parents, students will search out a volunteer placement. The activity must meet IB standards and cannot be on the Ministry's lists of ineligible activities. The activity must obtain written approval from the Advisor, Dean or Head of Upper School before beginning the activity.

Before beginning any activity, students will provide their Advisor with a completed “Notification of Planned Community Involvement Activities” form, which is found in the Pillars Booklet. This will indicate the activity or activities that the student plans to do. This form must be signed by the student and by his or her parent if the student is under eighteen years of age. More than one such form may be submitted when additional activities are planned that were not included on a previously submitted form.

A “Completion of Community Involvement Activities” form must be completed by the student, the student's parent (if the student is under eighteen years of age), and the supervisor (that is, the person or

TMS Upper School Course Calendar; 2017-2018

Roles and Responsibilities of Students

30

organization that provided the community involvement opportunity for the student). This form is found in the Pillars Booklet. The student must submit the Booklet each year so that the hours are counted for the OSSD. The Pillars Booklets are kept by each Advisor during the year and submitted to the office at the end of each year.

Roles and Responsibilities of Parents Parents should provide assistance to their child in the selection of their community involvement activities. Parents are also encouraged to communicate with the community supervisor and Head of School if they have any questions or concerns. A parent must sign the “Notification of Planned Community Involvement Activities” form and the “Completion of Community Involvement Activities” form if the student is under the age of eighteen years.

Roles and Responsibilities of Supervisors/Sponsors in the Community One of the purposes of the community involvement requirement is to develop strong ties between the students and their community, fostering valuable and long-term relationships. Persons and organizations within the community may be asked by the student to sponsor or supervise a community involvement activity. Any training, equipment, or special preparation that is required for the activity should be provided by the person or organization. It is crucial that students are able to fulfill their community involvement requirement in a safe environment. The person overseeing the student's activity must verify the date(s) and the number of hours completed on the “Completion of Community Involvement Activities” form.

The ministry has developed a list of activities that may not be chosen as community involvement activities and that are therefore ineligible activities. An ineligible activity is an activity that:  is a requirement of a class or course in which the student is enrolled (e.g., cooperative education portion of a course, job shadowing, work experience);  takes place during the time allotted for the instructional program on a school day. However, an activity that takes place during the student's lunch breaks or “spare” periods is permissible;  takes place in a logging or mining environment, if the student is under sixteen years of age;  takes place in a factory, if the student is under fifteen years of age;  takes place in a workplace other than a factory, if the student is under fourteen years of age and is not accompanied by an adult;  would normally be performed for wages by a person in the workplace;  involves the operation of a vehicle, power tools, or scaffolding;  involves the administration of any type or form of medication or medical procedure to other persons;  involves handling of substances classed as “designated substances” under the Occupational Health and Safety Act;  requires the knowledge of a tradesperson whose trade is regulated by the provincial government;  involves banking or the handling of securities, or the handling of jewelry, works of art, antiques, or other valuables;  consists of duties normally performed in the home (i.e., daily chores) or personal recreational activities;  involves a court-ordered program (e.g., community-service program for young offenders, probationary program).

TMS Upper School Course Calendar; 2017-2018

The Ministry's List of Ineligible Activities

31

Section adapted from the Ministry of Education’s Policy/Program Memorandum Community Involvement Activities in the English-Language Schools document

124A,

Understanding the Ontario Student Transcript The Ontario Student Transcript (OST) provides a common and consistent summary of a student’s achievement in Ontario secondary school credit courses and demonstrates fulfilment of the requirements for the graduation diploma. In accordance with the full disclosure policy, the OST includes the student’s achievement in Grade 9 and 10 courses, with percentage Grades earned and credits gained for successfully completed courses. All Grade 11 and 12 courses taken by a student, whether successfully completed or not, will be recorded on the transcript. If a student withdraws from a Grade 11 or 12 course before the withdrawal, or drop date, the course will not be recorded. The withdrawal date at the Upper School occurs five school days after delivery of the first formal report (thirteen weeks into the school year).

The OST also includes: Identification of any course that has been substituted for one that is a diploma requirement; An indication of any extraordinary circumstances affecting the student’s achievement in a Grade 11 and 12 course, as determined by the Head of College;  Successful completion of the Grade 10 Ontario Secondary School Literacy Test; and  Confirmation that the student has completed the community involvement requirement.

The school issues a final version of the OST to each student upon graduation.  

The OST is a component of each student’s Ontario Student Record (OSR), which is on file in the school and is accessible for examination by student and parents (if the student is not an adult) upon request to the Head of College.

Course Information-Course levels and Codes Grade 9 and 10 All Grades 9 and 10 courses at the Upper School are designated Academic or Open.

Academic courses (identified by the letter “D” in the course code): 

Focus on the essential concepts of the discipline and explore related concepts



Develop students’ knowledge and skills by emphasizing theoretical, abstract applications of the essential concepts and incorporating practical applications as appropriate.

Open courses (identified by the letter “O” in the course code): Prepare students for further study in certain subjects and enrich their education generally.

Both types of courses are credit-based and are counted towards the 30 credits required to meet diploma requirements.

The Upper School does not offer courses at the Applied or Essential levels.

The Upper School does not offer courses at the Upper School or Workplace levels.

Grade 11 and 12 All Grade 11 and 12 courses are designated as University, University/Upper School or Open. These courses fulfill the requirements for admission to Ontario universities.

University preparation courses (identified by the letter “U” in the course code)

TMS Upper School Course Calendar; 2017-2018



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

Equip students with the knowledge and skills they need to meet the entrance requirements for university programs.

University/Upper School preparation courses (identified by the letter “M” in the course code)  Include content that is relevant for both university and Upper School programs,  Equip students with the knowledge and skills they need to meet the entrance requirements for specific university and Upper School programs.

Course Codes All courses have a five or six digit code. The first five digits of these codes are uniform across Ontario.

The first three letters indicate the subject.

ENG MPM SCI

English Mathematics Science

The fourth digit denotes the year or grade in which the course is usually taken (there are some exceptions).

1 = Grade 9; 2 = Grade 10; 3 = Grade 11; 4 = Grade 12 ENG1 MPM2 SBI3

Grade 9 English Grade 10 Mathematics Grade 11 Biology

The fifth digit indicates the type of course: D = academic, O = open, U = university, M = university/college. The sixth digit may be used to indicate something special about that course.

SNC 1D CHV 2O5 ENG 3U AVI 3M

Grade 9 academic level science Grade 10 open level civics worth a one-half (0.5) credit Grade11 university-preparation English course Grade 11 University/Upper School preparation visual art course

Grade 11 and 12 courses for the Diploma program The S and H refer to the DP Standard and Higher levels.

The numbers “1” and “2” indicate Year 1 or Year 2 of DP study for some courses.

Grade 11English University preparation, Higher Level Grade 12 Chemistry University preparation, Standard level Grade 12 Theory of Knowledge, Philosophy, University preparation, DP Year 2 TMS Upper School Course Calendar; 2017-2018

ENG 3UH SCH 4US HZT 4U2

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Additional Ontario Secondary School Requirements Ontario Secondary School Literacy Test (OSSLT) All students must successfully complete the provincial secondary school literacy test in order to earn a secondary school diploma. Students will normally take the test when they are in Grade 10. The test is based on the Ontario curriculum expectations for language and communication - particularly reading and writing up to and including Grade 9.

The test serves both to determine whether students have acquired the reading and writing skills considered essential for literacy and to provide confirmation that those students who have completed the test successfully have attained the provincial expectations for literacy.

Students who might benefit from a deferral of the test may include those who have been identified as exceptional, and students for who English is a second language and who have not yet acquired the level of proficiency required for successful completion of the test. On the recommendation of faculty, the Head of Upper School may consider a one-year deferral.

Students who have not successfully demonstrated the required skills will have specific areas of remediation identified.

These students will have the opportunity to re-take the Literacy test as it is compulsory.

Ontario Secondary School Literacy Course (OSSLC) Students, who were eligible to write the Ontario Secondary School Literacy Test (OSSLT) at least twice and have been unsuccessful at least once, will be directed to take the OSSLC; this will provide the literacy credential for graduation. The guidance counselor will help the student find a location where this course is offered.

Academic policies for special situations Substitution of compulsory credits The Head of Upper School will consider substitution of compulsory courses in order to ensure that students with unique learning backgrounds or special needs can qualify for the secondary school diploma. Substitutions may be made for a limited number of compulsory credit courses only in situations where this is deemed absolutely necessary. Students who do not complete the Upper School program as prescribed may not be eligible for an MYP certificate.

The Upper School seeks to provide students with a wide variety of learning opportunities and values a broad-based education for all students. This is a fundamental component of both Montessori philosophy and the IB Program. As such, the Upper School does not generally offer elective courses for students in Grades 7-10; all students are expected to participate in all aspects of the program.

Elective courses are available for students in Grade 11 and 12, and the choices of these follow the DP regulations.

Policies regarding alternative methods to earn credits: Music credits: A maximum of one non-Grade 12 U/M credit towards the Ontario Secondary School Diploma can be granted for the Royal Conservatory of Music of Toronto Grade VII Practical and Grade I Rudiments. A

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Policy regarding course changes

34

maximum of one Grade 12 U/M credit for the Ontario Secondary School Diploma is granted for the Royal Conservatory of Music of Toronto’s Grade VIII Practical and Grade II Rudiments. Equivalents for other schools of music must be checked with the Head of College.

Prior learning assessment and recognition (PLAR) Students who are eligible for equivalency credits are those who transfer to Ontario secondary schools from non-inspected private schools or schools outside Ontario.

Equivalency credits are granted for placement only. The Head of Upper School will decide where the student should be placed, determine as equitably as possible the total credit equivalency of the student’s learning and the number of compulsory and optional credits still to be earned.

The “challenge process” refers to the process whereby students’ prior learning is assessed for the purpose of granting credit for a course developed from a provincial curriculum policy document. The parents of transfer students who wish to challenge for credit should consult with the Head of Upper School regarding the process.

Summer school policy TMS recognizes that students may wish to take extra courses through a variety of summer programs. In making their selections, students are encouraged to choose courses not offered by the College.

Compulsory courses should not be taken in this manner. Credits earned outside the School may not necessarily meet the TMS requirements. Prior approval is advised.

Special Education and Accommodations Policy TMS accommodates students with identified learning exceptionalities. We require a psychoeducational assessment completed by a registered clinical psychologist. New assessments for identified students must be completed every three years. Generally speaking, in order for students to receive accommodations, there must be a clear identification of a learning disability or other form of exceptionality. The Head of College, along with the Student Success Team, will review the finding of the assessment and make recommendations for program accommodations. Certain learning exceptionalities may be beyond the scope of TMS to accommodate.

In Grade 9 or 10, all students must stay in enrolled courses. Only under exceptional circumstances may a student withdraw from a course, and the approval of the Principal must be gained. In cases in which this may happen after the withdrawal date, the course will not appear on the transcript.

All Grade 11 and 12 courses taken by a student, whether successfully completed or not, will be recorded on the transcript. If a student withdraws from a Grade 11 or 12 course before the “Full Disclosure” date, the course will not be recorded.

The withdrawal date at the Upper School occurs five school days after delivery of the first formal report (thirteen weeks into the school year).

Academic probation Upper School students who achieve MYP or DP grades of 3 or less in more than 2 subjects will be deemed to be on academic probation. These students are required to attend regular tutorial sessions in subjects of particular weakness as identified by the Head of College.

Students on academic probation will have a systematic plan put in place to enable them to be more successful in their studies. It is expected that students will make every effort to follow this plan and to

TMS Upper School Course Calendar; 2017-2018

Course Withdrawal

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achieve good standing. The student’s progress will be monitored closely, and meetings will be scheduled with the student, his or her parents and the relevant members of the Upper School faculty.

Upper School students whose final grades for a school year place them at academic risk may not be invited to re-enrol at TMS.

Absences and Vacation Policy In order to achieve rigorous TMS standards, students are expected to attend every class. There are several cases where a student may be allowed to miss class: 1) Co-curricular events: With permission of their subject teachers, students may miss classes to attend co-curricular events, such as a school basketball tournament. In some cases, students may not be allowed to join a team or attend an event if their academic achievement and learning skills are at risk. In these cases, notification will be made to the family by the Head of College.

2) Illness: The IB demands medical documentation for any missed deadline or assessment, and this documentation must be current to justify any absence or missed obligation.

Students are not allowed to miss school for vacations. If a student needs to attend an important family event or has a “once in a lifetime” opportunity, students may be allowed to attend after a meeting with the Head of College.

In all cases, students are responsible for the work missed.

As part of teaching students to be independent and responsible, the homework organization and responsibility lies with the student. Teachers expect students to take the opportunity to use homework time to question, master and apply the information taught in class. This either can be done by completing a list of questions that a teacher has given, reading over selections in a textbook, or making additional notes on lessons. As a general rule, the amount of homework is determined by the year; about 10 minutes per Grade. Grade 7s would have about 70 minutes a day. In addition, a student’s ‘homework’ routine includes the organization of uniform, bags and materials for the next school day.

This also includes:  Having work that is due set aside so that it is ready to hand in  Arranging to submit work early or perhaps electronically when one knows one will be absent and a piece of work is due  Having various pieces of work ready to submit prior to the start of classes on the day you return to school when you have been unexpectedly and unavoidably absent

Assignment Policy and Meeting Deadlines Students must be responsible for the evidence of their achievement within the timeframe specified by the teacher (Growing Success, 2010). TMS faculty teach project and time management skills within their courses, and TMS understands when special circumstances preside over homework and assignment completion. Students are not allowed to hand in assignments late. Late assignments may receive a mark of zero.

TMS Upper School Course Calendar; 2017-2018

Homework

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Missed Tests and Examinations with the Diploma Programme The IB DP has very strict policies regarding missed assessments and examinations, and if a student fails to submit an assessment in a timely manner or to attend a scheduled examination, the student risks his or her grade in the affected course which, in turn, can threaten the awarding of the Diploma. In all cases, the IB DP demands documentation for exceptional circumstances, and in doing so, the IB ensures that all students around the world are held to the same requirements and expectations.

ManageBac and Student Agendas ManageBac is an on-line backup system to a student’s own personal agenda and a useful tool for parents to monitor their son’s or daughter’s assigned work and calendar. Homework instructions are given in class time and students are responsible for recording work in their own agenda. A student is required to have an agenda, either electronic or paper, and must contain enough space for each day’s work, personal engagements and also full week, month and yearly planning for larger assignments.

If students are absent from school, they must get the work ahead of time from the teacher. If the absence is unexpected, ManageBac can be used to see what the teacher taught and what the homework is for the day.

Assessment, Evaluation, Grading and Reporting Purposes of Assessment At TMS the primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”.

(Growing Success, Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010). Assessment provides students, parents and teachers with valuable information about the students’ progress and understanding. This information can also be used to inform, enhance and improve learning and teaching at TMS. Assessment of learning is evaluative in nature and accurately provides evidence of student achievement at strategic times throughout the course.

Teachers at TMS will obtain assessment information through a variety of means, which may include, but are not limited to:  formal and informal observations;  discussions;  learning conversations;  questioning and conferencing;  homework;  projects;  peer and self-assessments;  assignments;  essays;  tests; and  self-reflections.

Assessment for learning is designed to give teachers information to modify and differentiate teaching and learning activities. It acknowledges that individual students learn in idiosyncratic ways, but it also

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Types of Assessment

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recognizes that there are predictable patterns and pathways that many students follow. It requires careful design on the part of teachers so that they use the resulting information to determine not only what students know, but also to gain insights into how, when, and whether students apply what they know. Teachers can also use this information to streamline and target instruction and resources, and to provide feedback to students to help them advance their learning.

Assessment as learning is a process of developing and supporting metacognition or students.

Assessment as learning focuses on the role of the student as the critical connector between assessment and learning. When students are active, engaged, and critical assessors, they make sense of information, relate it to prior knowledge, and use it for new learning. This is the regulatory process in metacognition. It occurs when students monitor their own learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand. It requires that teachers help students develop, practise, and become comfortable with reflection, and with critical analysis of their own learning.

Assessment of learning is summative in nature and is used to confirm what students know and can do, to demonstrate whether they have achieved the curriculum outcomes, and, occasionally, to show how they are placed in relation to others. Teachers concentrate on ensuring that they have used assessment to provide accurate and sound statements of students’ proficiency, so that the recipients of the information can use the information to make reasonable and defensible decisions.

Taken from Learning for all A Guide to Effective Assessment and Instruction for All Students,

Kindergarten to Grade 12, 2011

Assessment of Learning Skills At the College, Grades 7 through 10 students are assessed on their ability to meet the International Baccalaureate Middle Years Programme objectives and the Ontario Ministry of Education expectations. The Diploma Programme students are assessed on their ability to meet the Diploma Programme and Ontario Ministry of Education requirements. Students’ ability to meet these expectations is assessed by criterion-referenced assessments and the assessment tasks are designed to support and encourage good classroom teaching and learning.

Both programme goals provide students with: a broad and balanced, yet academically demanding, program of study; the development of critical-thinking and reflective skill; the development of research skills; the development of independent learning skills; the development of intercultural understanding; and a globally recognized university entrance qualification.

In addition to academic skills, both program assessments encourage an international outlook and intercultural skills where appropriate.

Learning Skills One of the most important factors determining academic success is how a student learns and behaves within a class. Thus, TMS reports on learning skills on every report card and students are expected to reflect on these learning behaviours on a regular basis. They are evaluated as excellent (E), good (G), satisfactory (S), inconsistent (I) and needs improvement (NI).

Responsibility The student:

TMS Upper School Course Calendar; 2017-2018

     

38

• fulfils responsibilities and commitments within the learning environment; • completes and submits class work, homework, and assignments according to agreed-upon timelines; and • takes responsibility for and manages his/her own behaviour.

Organization The student: • devises and follows a plan and process for completing work and tasks; • establishes priorities and manages time to complete tasks and achieve goals; and • identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.

Independent Work The student: • independently monitors, assesses, and revises plans to complete tasks and meet goals; • uses class time appropriately to complete tasks; and • follows instructions with minimal supervision.

Collaboration The student: • accepts various roles and an equitable share of work in a group; • responds positively to the ideas, opinions, values, and traditions of others; • builds healthy peer-to-peer relationships through personal and media-assisted interactions; • works with others to resolve conflicts and build consensus to achieve group goals; and • shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions.

Self-regulation The student: • sets own individual goals and monitors progress towards achieving them; • seeks clarification or assistance when needed; • assesses and reflects critically on his/her own strengths, needs, and interests; • identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals; and • perseveres and makes an effort when responding to challenges.

Tests and Exams Universities expect students to be able to demonstrate their abilities to think critically, have an analytical approach, tackle unfamiliar and open-ended problems, and apply the knowledge they have acquired. Students, from Grade 7 onwards should have multiple opportunities to develop their exam-writing skills. Thus, exams should allow students to:   

synthesize information and use their higher level thinking skills; manage their time for both the preparation and writing of the test/exam; and reflect on their performances for the purpose of improvement.

TMS Upper School Course Calendar; 2017-2018

Initiative The student: • looks for and acts on new ideas and opportunities for learning; • demonstrates the capacity for innovation and a willingness to take risks; • demonstrates curiosity and interest in learning; • approaches new tasks with a positive attitude; and • recognizes and advocates appropriately for the rights of self and others.

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Grade Seven – Two Sets of Consolidating Tests Students will have two sets of consolidating tests.

In late January or early February, students will write two consolidating tests, consisting of the material they covered in the first half of the year.

In June, students will write two consolidating tests, covering the last half of the year.

These tests will be held during regular class time and students should have had adequate preparation to be successful in these tests.

Dates are fixed ahead of time and in the calendar/ManageBAC. Grade Eight- Two Sets of Consolidating Tests Similar to Grade 7, students will have two sets of consolidating tests.

In late January or early February, students will write two consolidating tests, consisting of the material they covered in the first half of the year.

In June, students will write three consolidating tests, covering the last half of the year.

These tests will be held during regular class time and students should have had adequate preparation to be successful in these tests.

Dates are fixed ahead of time and in the calendar/ManageBAC. Grades 9 and 10 – Consolidating Tests and Exams As mandated by the Ministry of Education, all Grade 9 and Grade 10 courses will have final examinations and/or culminating activities in the last 6 weeks of school. These will constitute 30% of the final grade.

In addition, Grades 9 and 10 students will continue developing their exam-writing skills by writing Consolidated Tests. These tests must fall within the test period.

All Grades 11 and 12 students will have a set of formal examinations in December.

All Grade 12 students will write exams in December which are called Mock Exams. These mock exams will closely mirror the actual final DP exams.

As mandated by the Ministry of Education, Grade 11 students will write their final, end-of-year examinations and/or have culminating activities in the last weeks of school; these will continue to prepare them for the final DP exams. The grades that are earned will constitute a percentage of the marks for the credits earned in the year.

The Grade 12 students will write their final IBDP exams in May. Students who take Art will have their final DP exam in April of their Grade-12 year.

The Ministry-mandated 30% for the final grade is obtained from the IBDP results that are released in the first week of July. The IB results will be included and reflected in the final report card issued in July.

Supporting Student Learning TMS strives to be a leader in instructional pedagogy. Thus, to ensure the success of students, we take many steps.

Students are provided with:  exceptional instruction based on research that has been proven and that is also current  opportunities for extra assistance after school through daily tutorials  the best materials with which to work with including state of the art laboratories  space to complete homework after school in our learning commons and library

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Grades 11 and 12 – Exams

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             

one on one attention within classes excellent communication with teachers within classes or through email regular monitoring of student progress through Grade level meetings a course outline at the beginning of the year, which describes the units of study, mark breakdowns, MYP criteria and Ontario Ministry of Education achievement categories assessments that are standardized between classes and match course expectations feedback about student achievement on MYP and DP objectives and Ontario Ministry of Education expectations clear expectations for assessments, well ahead of due dates exemplars of the highest level of achievement at both the MYP and the DP levels, exemplars of work that have been graded by external DP examiners multiple opportunities to hone their exam-taking skills through formal exams and by providing assignments and assessments taken from past Diploma papers up-to-date records on student achievement, which is available to parents and students teaching strategies and assessment practices that accommodate the needs of all students regular review of performance by the student success team and calendar and planning assistance through ManageBAC.

Students with Individual Instruction Plans (IIPs) TMS offers individual support and accommodations to students that have undergone an educational assessment. The Learning Strategies department will meet with the family and under recommendations from the assessment, will develop the instructional plan with the parents. Regular meetings with parents, teachers and the Learning Strategies Department facilitate the implementation of this plan.

Reporting Student Learning Informal reporting of student achievement occurs throughout the academic year, while formal reporting of student achievement in the IB MYP and DP occurs four times a year. As mandated by the Ontario Ministry of Education, a minimum of 2 report cards are distributed. TMS completes reports after the completion of each term: November, February and June. Following the November and February reporting periods, student-led conferences are held to discuss student achievement. In addition, one progress report is distributed in October, which reports on the progress of the courses and the learning skills.

Report Cards Grades 7 -11 October November March June

Progress Report Term 1 Report Term 2 Report Final Report

Grade 12 November January April July

Term 1 Report Term 2 Report-- Mid-term Report Submitted to OUAC Term 3 Report Final Report

TMS Upper School Course Calendar; 2017-2018

Reports are issued four times in a year.

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Reporting of grades will be both in IB grades (from 1 to 7) and a percentage grade. Grades for formal reporting purposes:   

reflect student performance on assessment tasks throughout each term; reflect the most consistent level of achievement with special consideration to the student’s most recent levels of achievement at the time of reporting; and allow teachers to use their best professional judgment in determining the IB grade and percentage grade, taking into account the evidence and, where necessary, circumstances faced by individual students.

The final grade is made up of term work and the student’s performance on a final exam. The final exam could be a combination of a written exam OR a culminating activity which occurs within the last 6-8 weeks of the academic year.   

In Grades 7 and 8, the final grade is determined through the variety of formal and informal assessments through the school year. The grade, thus, will reflect the student’s most consistent level of achievement, with special consideration given to more recent evidence.

In Grades 9-11, a student’s term work makes up 70% of his/her final grade; 30% is made up of their final exam or culminating activity or performance task.

In Grade 12, a student’s final grade is a combination of term work and the realized DP grade: 70% of the grade is based on the predicted grade; this is determined by the work done through the course of the program and 30% from the DP grade obtained through his/her final exams.

Ontario Student Record Student reports are maintained in an Ontario Student Record in the main office. Parents of students under the age of 18 years may view a student’s OSR upon request.

Understanding the Ontario Student Transcript The Ontario Student Transcript (OST) provides a common and consistent summary of a student’s achievement in Ontario secondary school credit courses and demonstrates fulfilment of the requirements for the graduation diploma. In accordance with the full disclosure policy, the OST includes the student’s achievement in Grade 9 and 10 courses, with percentage grades earned and credits gained for successfully completed courses. All Grade 11 and 12 courses taken by a student, whether successfully completed or not, will be recorded on the transcript. If a student withdraws from a grade 11 or 12 course before the withdrawal, or drop date, the course will not be recorded. The withdrawal date at the College occurs five school days after delivery of the first formal report (thirteen weeks into the school year).

The OST also includes:    

identification of any course that has been substituted for one that is a diploma requirement; an indication of any extraordinary circumstances affecting the student’s achievement in a Grade 11 and Grade12 course, as determined by the Head of College; successful completion of the Grade 10 Ontario Secondary School Literacy Test; and confirmation that the student has completed the community involvement requirement.

The school issues a final version of the OST to each student upon graduation.

The OST is a component of each student’s Ontario Student Record (OSR), which is on file in the school and is accessible for examination by student and parents (if the student is not an adult) upon request to the Head of College.

Recognition of Excellence in Academics, Arts, Athletics and Citizenship* *We are currently making changes to award recognition program. communicated.

Updated changes will be

Awards Upper School students will have the opportunity to be recognized for a number of new awards in the Four Pillars: Academics, Arts, Athletics and Citizenship.

Academics (Each Grade Level)  The Subject Learner award is given to a student who demonstrates knowledge, passion and promotes learning in each MYP and DP class. 

The Head’s List recognizes students who have earned the following IB points for their final report card: o 50 or more out of a possible 56 IB points for Grades 7-10; and o 36 or more out of a possible 42 for Grade 11.



The Honour Roll recognizes students who have earned the following IB points in for their final report: o 40 or more out of a possible 56 IB points for Grades 7-10; and o 30 or more out of a possible 42 for Grade 11.



The Honour Roll with Distinction recognizes Grade 11 students who have been on the Honour Roll through the MYP and the DP years (Grades 7 to 11). (This will be starting in 2018.)

Faculty Award This is awarded to one student at each level who best exemplifies the IB learner profile attributes.

The Athletics Pillar Award is given to the Male and Female Athlete of the Year. The recipients are chosen from each of the Grades 7/8, Grades 9/10 and Grades 11/12 groups. This award recognizes an athlete who demonstrates extraordinary athletic performance and contributes significantly to the overall success of the Athletic Program.



The Arts Pillar Award is given to a student from each of the groups, Grades 7/8, Grades 9/10 and Grades 11/12, who demonstrates expertise and active involvement in most of the arts areas of drama, music and visual arts.



The Citizenship Pillar Award is given to the student from each of the groups, Grades 7/8, Grades 9/10 and Grades 11/12 who demonstrates a passion and commitment to service in the community.

Awards Given at Graduation The following awards are given at graduation to the Grade 12 students.

Academic

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TMS Upper School Course Calendar:

Pillar Awards  The Academic Pillar Award is given to a student at each grade level who earns the highest IB points. If there is a tie, the average of the percentage grades will be taken into consideration to determine the award winner.

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The Governor General’s Academic Medal is awarded to the student who achieves the highest average upon graduation. The average includes all Grade 11 and Grade 12 courses. This award is given the following year at the Awards Ceremony.  Students who attain an average of 80% or greater in their six best Grade 12 courses are recognized as Ontario Scholars.

Citizenship The Lieutenant Governor's Community Volunteer Award recognizes the student who not only completes the required number of volunteer hours to graduate, but who also goes above and beyond in his or her contribution to the community.

The Athletics Award recognizes an athlete who demonstrates extraordinary athletic performance and contributes significantly to the overall success of the Athletic Program. As this is an award given to a student in the Grades 11/12 group, the recipient may be a Grade 11 student.

The Arts Award recognizes the student who has contributed much in the arts areas of drama, music and visual arts. As this is an award given to a student in the Grades 11/12 group, the recipient may be a Grade 11 student.

The Head of School Award is given to the student who best lives the 3 Ideals: Respect, Strive and Make Good Choices in all aspects of the TMS Pillars: Academics, Arts, Athletics and Citizenship.

2017-2018

TMS Upper School Course Calendar:

The Valedictorian is elected by his or her peers. He or she is role model, is academically strong and is involved the school community. The valedictorian gives the valedictory address at graduation.

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Course descriptions by subject area IB Group 1 – Language and Literature The English program at the Upper School meets the goals and objectives of both the Ontario Ministry of Education and the International Baccalaureate. Oral language communication skills are developed in both presentation and seminar contexts, leading up to the oral presentation in Grade 11 and the recorded oral commentary in Grade 12 that are requisite for the IB Diploma.

Likewise, creative and analytical writing modes are introduced in Grade 7, and refined and expanded in preparation for Higher Level IB Paper 1 (formal written commentary) and Paper 2 (formal written essay) examinations in Grade 12. Complete citation of sources is an expectation at all Grade levels, using APA Style.

From Grades 7 to 12, English courses of study mandate original, “reader-response” interpretations of literature, awareness of literary craft and technique and, above all, respect for the ideas and opinions of others during discussions and in-class activities. Besides Shakespeare, each course of study also features world literature prominently. Students write several creative and analytical tasks for external assessment in Grades 11 and 12, for Standard and Higher Level respectively.

ENG7

ENG8

8-MYP

Grade Year 4 English

9-MYP

ENG1D

Grade 10MYP Year 5 English ENG 2D

Grade 11-DP Year 1 English Language and Literature Higher ENG 3UHLL English Language and Literature Standard ENG 3USLL School Supported Self Taught (Bilingual Diploma(Code TBD) The Writer’s Craft Extended Essay EWC 4U1*

Grade 12-DP Year 2 English Language and Literature Higher ENG 4UHLL English Language and Literature Standard ENG 4USLL School Supported Self Taught (Bilingual Diploma (Code TBD) The Writer’s Craft Extended Essay EWC 4U2*

*Credit granted at the end of Grade 12-DP Year 2 Grade 7-MYP Year 2 ENG7 : Language and Literature Grade 7 students develop their skills in reading, writing and oral communication. This program will engage students in the appreciation and analysis of diverse works within the genres of poetry, novel study and short stories. Particular emphasis is given to oral communication skills through dramatic scene readings of Shakespeare’s text and print ad/ moving media analysis. Focus on written articulation takes place through poetry composition, creative writing through novel study, narratives from mythology and composition of short stories and letters. Formal writing will be explored through the essay. Reading for meaning and comprehension while making connections to other works of literature, is integral to all units of study. Collaborative sessions for Literature Circle will build students’ ability to share understanding, insights and opinions in small groups on a chosen text. Students have the opportunity to develop skills in formal extended writing and also informal inquiry-based and creative writing.

2017-2018

Grade Year 3 English

TMS Upper School Course Calendar:

Grade 7MYP Year 2 English

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Grade 8- MYP Year 3 ENG8- Language and Literature This course helps Grade 8 students develop a broader understanding of relationships between literary works, while developing their skills in reading, writing and oral communication. Students are engaged in the understanding and analysis of diverse works within the genres of mythology, Shakespearean English, novel study, poetry composition and short story narrative. Particular emphasis will be given to the development of formal extended writing, inquiry-based and creative writing. Oral communication skills are developed through dramatic scene reading of Shakespeare’s text and acting of original scenewriting. Novel study includes oral articulation of the story within the student group.

Reading for meaning and comprehension while making connections to other works of literature, is integral to all units of study.

Grade 9-MYP Year 4 English, ENG1D: Academic - Language A English This course is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives.

Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication.

With regard to syllabus, the four units in Grade 9 English include study of a TMS School reading/media booklet on the topic of discrimination, two novels, namely, To Kill a Mockingbird (1960) by Harper Lee and City of Truth(1990) by James Morrow, as well as William Shakespeare’s comedy, Twelfth Night (1601).

Ministry prerequisite: None

Ministry Prerequisite: ENG 1D Grade 11 - IB Diploma Year 1 English, ENG3U: University Preparation - Language A: language and literature This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries, cultures, as well as a range of informational and graphic

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With regard to the syllabus, each unit in Grade 10 English presents an opportunity for students to explore the impact that the author was looking to have on society, specifically through the themes that are presented and the various relationships that are portrayed. In Shakespeare's Merchant of Venice and Orwell's 1984, students will explore and debate the morals and values of a number of characters, specifically in connection to what would have been acceptable in society at the time of publication. The media unit will introduce and examine the role of superheroes, both within North America and Internationally, focusing specifically on the search for justice and the need for vigilantes to uphold the law.

TMS Upper School Course Calendar:

Grade 10 - MYP Year 5 English, ENG2D: Academic - Language A English This course is designed to extend the range or oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives.

Students will analyze literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication.

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texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or Upper School preparation course.

In terms of the IB Diploma for HL Language A: language and literature (Years 1 and 2), six works of literature are studied over two years at Higher Level, covering four different parts. These include Part 1: Language in cultural context, Part 2: Language and mass communication, Part 3: Literature—texts and contexts, and Part 4: Literature—critical study. 4 works of literature are studied at Standard Level.

Three works of literature (including Achebe) are taught in ENG 3U at Higher Level, two works at Standard Level. Three of the four strands of English for The Ontario Curriculum, namely, Oral Communication, Reading and Literature Studies, and Writing are assessed in Part 4 of ENG3U—The Ontario Curriculum, Grades 11 and 12: English, 2007: 42-54. Media Studies, the final strand, is assessed in Part 1 of ENG3U— The Ontario Curriculum, Grades 11 and 12: English, 2007: 55-57.

Ministry Prerequisite: ENG 2D Grade 12 - IB Diploma Year 2 English, ENG4U: University Preparation - Language A: language and literature This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.

In terms of the IB Diploma for HL Language A: language and literature (Years 1 and 2), six works of literature are studied over two years, covering four different parts at Higher Level. These include Part 1: Language in cultural context, Part 2: Language and mass communication, Part 3: Literature—texts and contexts, and Part 4: Literature—critical study. 4 works of literature are studied at Standard Level.

Grade 11 and 12 – DP Year 1 and 2 (Over 2 years) The Writer’s Craft - EWC4U : University Preparation - Extended Essay This course emphasizes knowledge and skills related to the craft of writing. Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers.

The Writer’s Craft is a workshop course in which students investigate various and varied models of writing, with an eye to writing and even publishing their own work. Throughout the course, students will produce a range of genres, both fictional and non-fictional, as well as written responses to prompts, and through practice, editing, and critique, they will learn how to “polish” their work. In the same workshop approach, students also undertake an independent research paper in order to develop

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Ministry Prerequisite: ENG 3U

TMS Upper School Course Calendar:

Three works of literature (including Shakespeare) are taught in ENG 4U at Higher Level, two works at Standard Level. Three of the four strands of English for The Ontario Curriculum, namely, Oral Communication, Reading and Literature Studies, and Writing are assessed in Part 3 of ENG4U—The Ontario Curriculum, Grades 11 and 12: English, 2007: 42-54. Media Studies, the final strand, is assessed in Part 2 of ENG3U—The Ontario Curriculum, Grades 11 and 12: English, 2007: 55-57.

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their academic writing. The Writer’s Craft provides an opportunity for young authors who wish to hone their craft as writers for a variety of purposes and effects.

This course supports the DP Extended Essay.

Ministry Prerequisite: ENG 3U Credit given at the end of Grade 12 Grade 11 and 12 – DP Year 1 and 2 (Over 2 years) Ontario Course Code TBD through PLAR - School Supported Self Taught Language A Students who wish to undertake the IB Bilingual Diploma may take a second Language A, provided it is a mother tongue language. For specific requirements, please see the Diploma Coordinator.

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TMS Upper School Course Calendar:

In order to receive the Ministry credit, students must challenge the credit through the TMS PLAR process.

This means, that the work that has been undertaken must be assessed by the Head of Upper School in order to grant the Ontario credit. The work must fulfill the Ministry requirements and the expectations achieved. The credit given is determined by the work and language assessed. For more details, please see the Head of Upper School and the Diploma Coordinator.

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Group 2- Language Acquisition The benefits of second language learning span from fostering greater cognitive, emotional and social skills, to increasing study, career and travel opportunities. The French language is not only important for Canadian students as one of Canada’s two official languages but allows students to expand their global awareness by sharing an understanding with hundreds of millions of people in over 50 countries on all five continents. Studying French even improves literacy in one’s native language.

The French program at the Upper School cultivates intellectual growth through a progressive development of knowledge and appreciation of the language and culture. With an emphasis on oral communication skills in the earlier years, students practise and are thus able to grasp the intricacies of all four linguistic competencies (reading, writing, listening and speaking) with greater ease throughout the program. Use of technology in addition to the significant, integrated cultural element prepares students for academics and life in university and beyond.

In accordance with the MYP Language Acquisition (French at TMS) guide from the IBO, the system of phases has been implemented. Placement of students in a particular phase is dependent on their language skills as students benefit by being grouped with others at a similar stage and with similar experiences of language learning. This will determine whether a student is placed in SL or HL starting at the Grade 9 level.

Grade 8-MYP Year 3 Core French

FRE7

FRE8

Grade 9-MYP Year 4 Core French FSF1DH

Grade 10-MYP Year 5 Core French FSF2DH

Core French FSF1DS

Core French FSF2DS

Grade 11-DP Year 1 Core French Standard Level FSF 3US

Grade 12-DP Year 2 Core French Standard Level FSF 4US

Core French Higher Level FSF 3UH Spanish ab initio Spanish, Grade 10 LWSBD

Core French Higher Level FSF 4UH Spanish ab initio Spanish, Grade 11 LWSCU

Grade 7 – MYP Year 2 Core French, FRE7 – Language Acquisition This course helps students deepen their skills in reading, writing and oral communication. This program is designed to develop students’ ability to communicate in real-life situations by exercising their listening, speaking and writing skills. Particular emphasis is given to the development of oral communication skills which will assist students in future language learning. Units of study such as “Les voyages” foster awareness of, and sensitivity to French culture in Canada, France, as well as African countries like Senegal. With units of study on “constructions” and “technological innovations,” specific links are made to other courses, including Grade 7 science. All four units of study serve as thematic platforms through which specific language structures are introduced and mastered.

Ministry Prerequisite: None.

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Grade 7MYP Year 2 Core French

TMS Upper School Course Calendar:

Introduction to Spanish, Spanish ab initio is another option for study of the second language at the Diploma years. This course is designed for students who want to explore the study of another language.

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Grade 8 – MYP Year 3 Core French, FRE8 – Language Acquisition Learning an additional language fosters communication with other speakers of the language and appreciation of other cultures. It increases the possibilities of communication beyond a student’s own language and culture. This course will increase students’ self-knowledge and their knowledge of the world, and is integral to the fundamental concept of the MYP. This course fosters international mindedness through exposure to texts, art, and cultural differences as well as the development of linguistic skills that enable them to seek knowledge in, communicate in, and understand the Francophone world while discovering that there are multiple ways of viewing the world.

This is also achieved by using a global context such as Globalization and Sustainability as a lens for each unit. Students will become Investigators and Thinkers while solving mysteries and developing reading strategies. Topics such as decision making and influential youth will be explored through the key concepts of Communication, Culture, Connections, and Creativity, to ensure that students understand that learning a new language can offer a lifetime of possibilities.

Ministry Prerequisite: None.

Grade 9 – MYP Year 4 Core French, FSF1D: Academic – Language Acquisition – Standard or Higher Level This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

With an emphasis on developing reading strategies, students will be exposed to texts from a variety of international sources to help them nurture an open mind and develop critical thinking skills. Projects linked with technology and performance assist students in becoming good Communicators as well as confident Risk-takers. They will also become more aware of effective Approaches to Learning as they learn to describe themselves and the IB Learner Profile in French.

Grade 10 – MYP Year 5 Core French, FSF2D: Academic – Language Acquisition, Standard or Higher Level This course provides opportunities for students to communicate in French about personally relevant, familiar, and academic topics in real-life situations with increasing independence. Students will exchange information, ideas, and opinions with others in guided and increasingly spontaneous spoken interactions. Students will develop their skills in listening, speaking, reading, and writing through the selective use of strategies that contribute to effective communication. They will also increase their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

Activities, such as leading and participating in regular seminars, encourage students to be Knowledgeable and Thinkers while new experiences and reflection on varying forms of expression are explored through inquiry into our Identities and Relationships.

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

TMS Upper School Course Calendar:

The class will be divided into two sections, higher and standard level French—individual placement will be based on students’ prior experience and level of proficiency, and will be determined by the teacher. All students work towards the same learning outcomes through different learning materials and customized teaching approaches.

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The class will be divided into two sections, higher and standard level French—individual placement will be based on students’ prior experience and level of proficiency, and will be determined by the teacher. All students work towards the same learning outcomes through different learning materials and customized teaching approaches. Students who plan on pursuing French in the Diploma Program are strongly encouraged to gain admittance into the higher level course, as higher level students will have greater opportunity for enrichment activities.

Ministry Prerequisite: FSF1D Grade 11 – DP Year 1 Core French, FSF3US/H: University Preparation – Language Acquisition Standard Level or Higher Level This course offers students extended opportunities to speak and interact in real-life situations in French with greater independence. Students will develop their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, through responding to and exploring a variety of oral and written texts. They will also broaden their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

Taught almost exclusively in French, this course will develop the four linguistic competencies through the overarching themes of language, communication, borders, and identity. French B students will discuss topics in social relationships, communication and media, and global issues with a critical mind and exposure to a variety of authentic materials and experiences. Students will reflect upon and take on leadership roles in the promotion of language learning within the school community while making connections with other subjects. Additional options to be explored may include: cultural diversity, customs and traditions, health, leisure, and science and technology. Students will prepare for internal assessment through interactive oral activities and will also begin to prepare for the individual oral as well as the external examinations in Year 2.

Students enrolled in HL French B will follow studies with SL French B students in Year 1; however, will spend additional hours studying further topics in literature and language. HL students will go deeper into understanding the subtitles and nuances of the language and will perfect their language skills to be able to effectively communicate with ease, spontaneity, and a sensibility toward others in a variety of situations.

In this second year of DP French B, students will continue to develop skills and topics studied in the first year. Using technology, they will acquire information and, by the end of the second year, perfect language skills enabling communication with ease, clarity, and a sensibility to global perspectives.

Internal assessment will consist of an individual oral and three interactive oral activities. Students will complete a written assignment and two 1 ½ hour examinations assessed externally for reading comprehension, written response, and written production.

Students enrolled in HL French B will follow studies with SL French B students in Year 2; however, will spend additional hours studying further topics in literature and language. HL students will go deeper

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Grade 12 – DP Year 2 Core French, FSF4US/H: University Preparation – Language Acquisition Standard Level or Higher Level This course provides extensive opportunities for students to speak and interact in French independently. Students will develop their listening, speaking, reading, and writing skills, apply language learning strategies in a wide variety of real-life situations, and develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts. They will also enrich their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

TMS Upper School Course Calendar:

Ministry prerequisite: FSF2D

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into understanding the subtleties and nuances of the language and will perfect their language skills to be able to effectively communicate with ease, spontaneity, and a sensibility toward others in a variety of situations.

Ministry prerequisite: FSF3U Grade 11 - DP Year 1 International Languages, Spanish, LWSBD: level 2, Academic - Spanish ab initio This course provides students with the language learning experiences that will enable them to communicate in Spanish. Students will develop and apply their speaking skills in a variety of contexts, and will participate in activities that will improve their reading comprehension and writing skills. They will also explore aspects of the culture of Spanish-speaking countries. by taking part in community sponsored events and activities involving both print and technological resources.

Although students will expand their vocabulary and repertoire of language structures, the language they will use at this level will still be simple. This course is designed to provide students with basic communication skills: discuss common topics, read and understand limited types of text and write conversational and narrative compositions. Students will write in multiple formats with attention to language, message and context. Speaking and listening skills will be taught through picture descriptions and simulated conversations. The course will focus on themes including hobbies, family, school life, health and food, city and travel, daily routine, and holidays. Students will be introduced to the culture, geography and history of the Spanish-speaking world and conduct individual research about a specific cultural topic that they will describe and compare to their own culture.

This is a Grade 10 credit.

Ministry Prerequisite: None

This is a Grade 11 credit.

Ministry Prerequisite: International Languages, Level 2, Academic

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This course is designed to provide students with basic communication skills: discuss common topics, read and understand limited types of text and write conversational and narrative compositions. Students will write in multiple formats with attention to language, message and context. Speaking and listening skills will be taught through picture descriptions and simulated conversations. The course will focus on themes including Individual & Society, Leisure & Work, and Urban & Rural Environments. Students will be introduced to the culture, geography and history of the Spanish-speaking world and conduct individual research about a specific cultural topic that they will describe and compare to their own culture.

TMS Upper School Course Calendar:

Grade 12 - DP Year 2 International Languages, Spanish, LWSCU: level 3, University Preparation - Spanish ab initio This course offers students opportunities to further develop their knowledge of Spanish, and to enhance their communication skills. Students will use increasingly sophisticated language in a variety of activities that will enable them to speak and write with clarity and accuracy. Students will also enhance their thinking skills through the critical study of literature, and continue to explore aspects of the culture of countries where the language is spoken through a variety of print and technological resources.

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Group 3- Individuals and Societies Group 3 subjects study individuals and societies. More commonly, these subjects are collectively known as the human sciences or social sciences, exploring the interactions between humans and their environment in time, space and place. At the College, group 3 subjects include humanities, a combination of history and geography in Grades 7 and 8, geography in Grade 9 and history in Grade 10.

In the Diploma years history and economics are the courses offered. History consists of a standard level (SL) and higher level (HL) core syllabus comprising an in-depth study of an individual prescribed subject and the selection of two topics. Students take “Route 2� history that encompasses the main developments in 20th century world history. At HL students select from a range of optional syllabuses that cover a wider time span encouraging in-depth study. The aims of the economics course at higher level and standard level are to: provide students with a core knowledge of economics; encourage students to think critically about economics; promote an awareness and understanding of internationalism in economics; encourage students' development as independent learners; enable students to distinguish between positive and normative economics; and to enable students to recognize their own tendencies for bias.

Grade 9MYP Year 4 Issues in Canadian Geography of Canada, Individuals and Societies

HUM8

CGC1D

HUM7

Grade 10-MYP Year 5 Canadian History since World War 1 Individuals and Societies

Grade 11-DP Year 1 World History: The West and the World, History Standard

Grade 12-DP Year 2 Canada and World Politics, History Standard

CHC 2D

CHY 4US

CPW 4US

World History: The West and the Worlds, History Higher CHY 4UH

Canada and World Politics, History Higher

Individual and the Economy, Economics Standard CIE3MS

Analyzing Current Economic Issues, Economics Standard CIA 4US Analyzing Current Economic Issues, Economics Higher CIA4UH

Individual and the Economy, Economics Higher CIE3MH

CPW 4UH

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Grade 8-MYP Year 3 History and Geography 8, Humanities Individuals and Societies

TMS Upper School Course Calendar:

Grade 7MYP Year 2 History and Geography 7, Individuals and Societies

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Grade 7 – MYP Year 2 History and Geography,HUM7– Individuals and Society In Grade 7 history, students will examine social, political, economic, and legal changes in Canada between 1713 and 1850. They will explore the experiences of and challenges facing different groups in Canada during this period, and will compare them to the experiences of present-day Canadians. In this Grade, students will be introduced to the historical inquiry process and will apply it to investigate different perspectives on issues in eighteenth- and early-nineteenth-century Canada, including issues associated with the shift in power from France to Britain. Students will learn about various groups that existed in colonial Canada and how they were affected by the conflicts and changes that characterized this period. They will begin to apply the concepts of historical thinking to their study of Canadian history, leading to deeper and more meaningful explorations of life in colonial Canada.

Students will also develop their ability to gather and critically analyse evidence from primary sources in order to form their own conclusions about historical issues and events. To assist students as the Ontario history curriculum transitions to the 1713 start, we will also be covering content from the previous period.

In Grade 7 geography, students will explore opportunities and challenges presented by the physical environment and the ways in which people around the world have responded to them. They will develop an understanding of patterns in Earth’s physicals features and of the physical processes and human activities that create and change these features. Building on their knowledge of natural resources, students will study the extraction/harvesting and use of these resources on a global scale.

They will examine the relationship between Earth’s physical features and the distribution and use of natural resources while exploring ways of preserving global resources. In this Grade, students will be introduced to the geographic inquiry process and to the concepts of geographic thinking. They will apply the concept of geographic perspective while investigating the impact of natural events and human activities on the physical environment and also various effects of natural resource extraction/harvesting and use. Students will continue to develop their spatial skills, extracting and analysing information from a variety of sources, including different types of maps and graphs, photographs and digital representations, and geographic information systems (GIS).

In Grade 8, the study of geography focuses on patterns in human geography, economic systems, and migration. Students will explain population distribution and characteristics, and investigate how human activities are affected by these patterns. They examine economic systems and the economic relationships between Canada and the global community, as well as the major types of migration and factors affecting human mobility.

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Grade 8 - MYP Year 3 History and Geography, HUM8 – Individuals and Society Year 3 Humanities includes both history and geography. In Grade 8, students develop an understanding of events in Canada from the 1850s to 1914 and the events leading up to the beginning of the First World War. They investigate the formation of the Canadian nation and its subsequent expansion. They also examine some of the individuals, groups, and movements promoting political and social change in the early twentieth century.

TMS Upper School Course Calendar:

The MYP objectives of developing content knowledge, research and communication skills and the ability to think critically are a focus throughout the year. Map reading, working with primary sources, reading for meaning and creating summary notes are skills that Grade 7 students will be working on in both the history and geography components of the course.

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Grade 9 – MYP Year 4 Issues in Canadian Geography, CGC1D: Academic – Individuals and Societies This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic, and social geographic issues relating to topics such as transportation options, energy choices, and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place in which to live.

In Year 4 students will build on their ability to read and express themselves through maps and graphics.

This course emphasizes research, critical thinking and communication while looking at issues of sustainability, diversity and globalization. Students will analyse the patterns and trends seen here in Canada and compare them to the global experience. They will reflect on how they personally fit into the bigger picture and how their decisions matter.

Ministry prerequisite: None

Grade 10-MYP Year 5 Canadian History since World War I - CHC 2D: Academic – Individuals and Societies This course explores social, economic, and political developments and events and their impact on the lives of different groups in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on Canadian identity, citizenship, and heritage. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.

Grade 11- DP Year 1 World History: The West and the World CHY 4US/H: University Preparation – History, Standard Level or Higher Level This course investigates the major trends in Western civilization and world history in the modern era.

Students will learn about the interaction between the emerging West and other regions of the world and about the development of modern social, political, and economic systems. They will use criticalthinking and communication skills to investigate the historical roots of contemporary issues and present their conclusions.

In IB Diploma History, students develop an in-depth understanding of modern world history with a particular focus on Europe. In Year1, students will investigate the major trends in Western civilization and learn about the interaction between the emerging west and other regions of the world. Subjects

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Ministry prerequisite: none

TMS Upper School Course Calendar:

As part of the MYP in Year 5, Humanities students are encouraged and enabled to know and use humanities terminology in context and demonstrate subject content knowledge. In addition, students will develop an understanding of concepts such as time, place and space, change, systems and global awareness. Technical, analytical, decision-making and investigative skills are assessed through document analysis tests, creative historical assignments such as historical minutes and role-playing as well as paragraph and research essays. The knowledge and skills that Year 5 students develop will prepare them for the SL and HL Group 3 History at the Diploma level.

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include: the French Revolution, the unification of Italy and Germany, the Russian Empire and imperialism.

Ministry Prerequisite: CHC 2D or any university or university/Upper School preparation course in Canadian and world studies, English, or social sciences and humanities

Grade 12- DP Year 2 Canada and World Politics– History CPW 4US/H: University Preparation – History, Standard Level This course examines Canadian and world politics from a variety of perspectives. Students will investigate the ways in which individuals, groups, and states work to influence domestic and world events, the role of political ideologies in national and international politics, and the dynamics of international cooperation and conflict resolution. Students will apply critical thinking and communication skills to develop and support informed opinions about current political conflicts, events, and issues.

In IB Diploma History, students develop an in-depth understanding of world history from the sixteenth century to the present, with a particular focus on Europe. In Year 2, students study the major events and issues in world history from 1900 to the present. Students will make links to Theory of Knowledge through questions such as "What is the role of the historian?" After two years, students will become adept at both analyzing documents and writing essay responses to a wide range of questions including single-party states, peace movements and the Cold War. Higher Level students will be required to write three examinations at in May of the second year of the course; Standard Level students will be required to write two examinations.

Ministry Prerequisite: CHC 2D or any university or university/Upper School preparation course in Canadian and world studies, English, or social sciences and humanities

Ministry Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied Grade 12-DP Year 2 Economics–CIA 4US/H: Analyzing Current and Economic Issues: University Preparation Economics, Standard Level or Higher Level This course investigates the nature of the competitive global economy and explores how individuals and societies can gain the information they need to make appropriate economic decisions. Students

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In IB Diploma Economics, students will explore the choices that individuals and societies make about the use of limited resources in a competitive global economy. In Year 1, students will be introduced to microeconomics and macroeconomics. Economic models and cost-benefit analysis will be covered in detail, with an emphasis placed on applying these models to understand, analyze, and make decisions concerning real-world phenomenon. Higher level students will extend this analysis to examine the competitive structure of firms.

TMS Upper School Course Calendar:

Grade 11- DP Year 1 Economics– The Individual and the Economy : CIE 3MS/H : University Preparation – Economics, Standard Level or Higher Level This course examines the changing Canadian economy and helps students develop an understanding of their own role as economic agents. Students will apply economic models and concepts to assess the roles of the various stakeholders in the Canadian economy and analyse the interactions among them.

Students will consider the economic behavior of the individual as consumer, contributor, and citizen in a mixed economy and will apply economic inquiry, critical-thinking, and communication skills to make and defend informed economic decisions.

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will learn about the principles of microeconomics and macroeconomics, apply economic models and concepts to interpret economic information, assess the validity of statistics, and investigate marketplace dynamics. Students will use economic inquiry and communication skills to analyse current economic issues, make informed judgments, and present their findings.

In IB Diploma Economics, students will explore the choices that individuals and societies make about the use of limited resources in a competitive global economy. In Year 2, students will be introduced to international and development economics. Students will analyze and evaluate the effects of government intervention in the market; investigate the differences between economic growth and development; and examine the motivation for and consequences of international trade.

Ministry Prerequisite: Any university or university/Upper School preparation course in Canadian and World studies, English, or social sciences and humanities

Group 4- Science MYP sciences aim to develop scientifically informed, caring and responsible individuals, who can think critically and make informed choices about themselves, the environment and society. During the four year program, students will:

    

The curriculum in MYP sciences is made relevant by fostering critical and creative thinking. Examination of assumptions and alternative explanations are explored while nurturing respect for others, ethical reasoning skills to promote a sense of responsibility to the local and global communities. MYP sciences also provide opportunities for the development of international-mindedness by exploring scientific issues through different perspectives, and historical and cultural contexts as well as through purposeful activities aimed to develop learner profile attributes.

Students who have undertaken the MYP sciences will be well prepared for group 4 subjects. The MYP science objectives and assessment criteria are aligned with the group 4 objectives and internal assessment (IA) criteria, and allow for a smooth transition from the MYP to Diploma Program.

In Grade 11 and 12, in the Diploma years, it is a requirement of the program that students study at least one subject from group 4. TMS offers three subjects: biology, chemistry and physics. All of these subjects may be studied at higher level or standard level.

Each subject contains a body of knowledge together with scientific methods and techniques that students are required to learn and apply. In their application of scientific methods, students develop ability to analyze, evaluate and synthesize scientific information.

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

Develop inquiring minds and curiosity about science and the natural world Acquire knowledge, conceptual understanding and skills to solve problems and make informed decisions in scientific and other contexts Develop skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions Communicate scientific ideas, arguments and practical experiences accurately in a variety of ways Think analytically, critically and creatively to solve problems, judge arguments and make decisions in scientific and other contexts Appreciate the benefits and limitations of science and its application in technological developments Understand the international nature of science and the interdependence of science, technology and society, including the benefits, limitations and implications imposed by social, economic, political, environmental, cultural and ethical factors Demonstrate attitudes and develop values of honesty and respect for themselves, others, and their shared environment

TMS Upper School Course Calendar:

 

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Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common Internal Assessment scheme and have some overlapping elements in the options studied.

They are presented with a syllabus that encourages the development of specific skills, attributes and attitudes. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth.

Grade 7-MYP Year 2 Science and Technology

Grade 8-MYP Year 3 Science and Technology

SCI7

SCI8

Grade 9-MYP Year 4 Science

Grade 10MYP Year 5 Science

SNC 1D

SNC 2D

Grade 11-DP Year 1 Biology Standard

Grade 12DP Year 2 Biology Standard

SBI 3US Biology Higher

SBI 4US Biology Higher

SBI 3UH Chemistry Standard

SBI 4UH Chemistry Standard

SCH 3US Chemistry Higher

SCH 4US Chemistry Higher

SCH 3UH Physics Standard

SCH 4U Physics Standard

SPH 3US Physics Higher

SPH 4US Physics Higher

SPH 3UH

2017-2018

Grade 7-MYP Year 2 Science and Technology, SCI7 - Science Students develop an understanding of concepts in four different aspects: interactions in the environment, pure substances and mixtures, heat in the environment, and form and function. Through various cross-curricular assignments, in-class hands-on activities and differentiated learning opportunities, students will develop inquiry and design skills, communication skills, and will be able to relate science and technology to each other and to the world. Through these activities, students will also work towards developing their Learner Profile attributes. Students will also develop their laboratory skills by working both individually and collaboratively in groups in conducting inquiry type investigations. Such investigations include plant growth, solubility, separating mixtures and structures design. Furthermore, international articles and global scientific issues will be used in the course to develop students’ international mindedness and their awareness of Global Contexts. The knowledge and skills that Year 2 students develop will prepare them for the Year 3 science course.

TMS Upper School Course Calendar:

SPH 4UH

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Grade 8- MYP Year 3 Science and Technology, SCI8 - Science In Year 3, students develop a deeper understanding of concepts in biology, physics and earth science. They will develop an understanding of the interrelationships among science, technology, the environment, as well as with other disciplines through cross-curricular activities. Furthermore, students will explore different perspectives on scientific issues that affect us on a global level to help develop their learner profile attributes. These issues include DNA testing, effective implementation of fluid or mechanical systems, automation, and water treatment. In addition, students will continue to develop their laboratory and inquiry skills by designing and performing investigations that explore topics such as the presence of micro-organisms in water samples, relationship of mass and volume, factors of flow rate and lever efficiency. The knowledge and skills that Year 3 students develop will prepare them for the extent of Year 4 Sciences.

Ministry Prerequisite: None Grade 9 – MYP Year 4 Science, Grade 9, Academic, SNC1D – Sciences This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity.

Throughout the course, students will also have ample opportunities to develop their IB learner profile attributes through scientific investigations, and will also study career opportunities related to science.

Furthermore, students will have cross-curricular assignments that will allow them to study science from different perspectives. Each unit will have a specific focus on one MYP Area of Interaction. The knowledge and skills that Year 4 students develop will prepare them for the Year 5 science course.

Furthermore, students will explore different perspectives on scientific issues that affect us on a global level to help develop their learner profile attributes. These issues include climate change, cloning, acid rain and use of biotechnologies. The knowledge and skills that Year 5 students develop will prepare them for the SL and HL Group 4 Subjects.

Ministry prerequisite: SNC1D

2017-2018

Grade 10 - MYP Year 5 Science, SNC2D: Academic - Sciences This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter.

TMS Upper School Course Calendar:

Ministry prerequisite: None

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Grade 11- DP Year 1 Biology, SBI 3US/H: University Preparation - Biology Standard Level or Higher Level This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.

In SL Biology concepts will be presented using a global perspective, and links about the nature of science and ethical issues will be made with Theory of Knowledge. Over 2 years, students in SL Biology will complete a total of 40 hours of investigation, which includes a Group 4 Project which is a crosssciences project. During these 40 hours, students will develop and refine laboratory skills.

In HL Biology students develop an in-depth understanding of the concepts and processes that occur in biological systems. Concepts will be presented using a global perspective, and links about the nature of science and ethical issues will be made with Theory of Knowledge. Over 2 years, students in HL Biology will complete a total of 60 hours of investigation, which includes a Group 4 Project which is a cross-sciences project. During these 60 hours, students will develop and refine laboratory skills.

Grade 12- DP Year 2 Biology, SBI 4US/H: University Preparation - Biology Standard Level or Higher Level This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics.

Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields.

In SL Biology concepts will be presented using a global perspective, and links about the nature of science and ethical issues will be made with Theory of Knowledge. Over 2 years, students in SL Biology will complete a total of 40 hours of investigation, which includes a Group 4 Project which is a crosssciences project. During these 40 hours, students will develop and refine laboratory skills.

In HL Biology students develop an in-depth understanding of the concepts and processes that occur in biological systems. Concepts will be presented using a global perspective, and links about the nature of science and ethical issues will be made with Theory of Knowledge. Over 2 years, students in HL Biology will complete a total of 60 hours of investigation, which includes a Group 4 Project which is a cross-sciences project. During these 60 hours, students will develop and refine laboratory skills.

SL Chemistry covers a range of chemistry topics. Upon completion of this course, students would have developed necessary knowledge and laboratory skills to further their academic careers in chemistry.

The course covers six main DP chemistry topics: stoichiometry, atomic structure, periodicity, bonding, energetics and organic chemistry. Through experimental work, students will have sufficient practice on investigative methods, measurement and data processing. Through the Group 4 project, students will

2017-2018

Grade 11- DP Year 1 Chemistry, SCH3US/H: University Preparation - Chemistry Standard Level or Higher Level This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases.

Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.

TMS Upper School Course Calendar:

Ministry Prerequisite: SBI3U

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have the opportunity to explore a scientific issue while developing their collaborative skills. Through collaboration with the theory of knowledge course, students will find the link between TOK and chemistry. Over two years, students in SL Chemistry will complete 40 hours of practical work.

HL Chemistry covers a range of chemistry topics. Upon completion of this course, students would have developed necessary knowledge and laboratory skills to further their academic careers in chemistry.

The course covers six main DP chemistry topics: stoichiometry, atomic structure, periodicity, bonding, energetics and organic chemistry. Through experimental work, students will have sufficient practice on investigative methods, measurement and data processing. Through the Group 4 project, students will have the opportunity to explore a scientific issue while developing their collaborative skills. Through collaboration with the theory of knowledge course, students will find the link between TOK and chemistry. Over two years, students in HL Chemistry will complete 60 hours of practical work.

Ministry Prerequisite: SNC2D Grade 12 - DP Year 2 Chemistry, SCH4US/H: University Preparation - Chemistry Standard Level or Higher Level This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.

Ministry Prerequisite: SCH3U

Grade 11- DP Year 1 Physics, SPH3US/H, University Preparation – Physics Standard Level or Higher Level This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyse the

2017-2018

Year 2 HL Chemistry covers a range of chemistry topics. Upon completion of this course, students would have developed necessary knowledge and laboratory skills to further their academic careers in chemistry. The course covers five main DP chemistry topics: kinetics, equilibrium, acids and bases, oxidation and reduction and organic chemistry. Students will also take two options courses: modern analytical chemistry and environmental chemistry. Through experimental work, students will have sufficient practice on investigative methods, measurement and data processing. Through collaboration with the theory of knowledge course, students will find the link between TOK and chemistry. By the end of year 2, students in HL Chemistry will have completed 60 hours of practical work.

TMS Upper School Course Calendar:

Year 2 SL Chemistry covers a range of chemistry topics. Upon completion of this course, students would have developed necessary knowledge and laboratory skills to further their academic careers in chemistry. The course covers five main DP chemistry topics: kinetics, equilibrium, acids and bases, oxidation and reduction and organic chemistry. Students will also take two options courses: modern analytical chemistry and environmental chemistry. Through experimental work, students will have sufficient practice on investigative methods, measurement and data processing. Through collaboration with the theory of knowledge course, students will find the link between TOK and chemistry. By the end of year 2, students in SL Chemistry will have completed 40 hours of practical work.

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interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.

Over 2 years, students in SL Physics will complete a total of 40 hours of investigation, which includes a Group 4 cross-sciences project, practical activities, and an individual investigation. During these 40 hours, students will develop and refine laboratory skills.

Over 2 years, students in HL Physics will complete a total of 60 hours of investigation, which includes a Group 4 cross-sciences project, practical activities, and an individual investigation. During these 60 hours, students will develop and refine laboratory skills.

Ministry Prerequisite: SNC 2D Grade 12- DP Year 2 Physics– SPH 4US/H: University Preparation – Physics -Standard Level or Higher Level This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.

SL Physics furthers students’ understanding of the concepts that occur through the interactions of matter and energy: waves, particle and nuclear physics, and energy production. Concepts will be presented using a global perspective, and links about the nature of science and ethical issues will be made with TOK (Theory of Knowledge). Over 2 years, students in SL Physics will complete a total of 40 hours of investigation, which includes a Group 4 cross-sciences project, practical activities, and an individual investigation. During these 40 hours, students will develop and refine laboratory skills.

In HL Physics students develop an in-depth understanding of the concepts that occur through the interactions of matter and energy: fluids and fluid dynamics, waves and wave phenomena, forced vibrations and resonance, quantum and nuclear physics, and energy production. Concepts will be presented using a global perspective, and links about the nature of science and ethical issues will be made with TOK (Theory of Knowledge). Over 2 years, students in HL Physics will complete a total of 60 hours of investigation, which includes a Group 4 cross-sciences project, practical activities, and an individual investigation. During these 60 hours, students will develop and refine laboratory skills.

2017-2018

TMS Upper School Course Calendar:

Ministry Prerequisite: SPH3U

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Group 5: Mathematics Mathematics in the Middle Years Program extends from Year 2 to Year 5, refining the use of the mathematical processes and broadening appreciation for the subject. Students will build upon the knowledge they already possess to broaden their understanding, enhance their logic, critical and creative problem-solving skills, balance their mathematical abilities, and apply concepts to real-life scenarios using a global perspective. Mathematical concepts are explored and reflected upon in the development of students’ powers of abstraction and generalization. Completion of MYP Mathematics will prepare students for success in Diploma Program Mathematics.

Group 5 Mathematics is a part of both Year 1 and Year 2 in the Diploma Program, divided into SL Mathematics Studies, SL Mathematics, and HL Mathematics. Students investigate and model real-world relationships, allowing students to use technology to process data, test results, and justify their clearly presented conclusions. A global perspective will be applied to concepts. Students will explore the limits, complexity and richness of mathematical ideas through Theory of Knowledge. Successful completion of DP Mathematics will prepare students for university as well as post-university.

Grade 7- MYP Year 2 Mathematics

Grade 8 -MYP Year 3 Mathematics

MTH7

MTH8

Grade 9-MYP Year 4 Principles of Mathematics

Grade 10-MYP Year 5 Principles of Mathematics

MPM 1D

MPM 2D

Grade 11-DP Year 1 Functions, Math SL MCR3U

Grade 12- DP Year 2 Mathematics of Data Management Mathematical Studies Standard Level

MDM 4U

Grade 7 - MYP Year 2 Mathematics – MTH7 In Year 2 students will build a solid foundation in mathematics by connecting and applying mathematical concepts in a variety of ways. Using technology and manipulatives, students will investigate mathematical relationships, integrate of concepts from across the five strands of math set out by the Ministry of Education: Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra, and Data Management and Probability. Students will apply mathematics to real life problems and situations. International issues and inquiries will be examined to showcase the importance of mathematics in the global world. Assignments and projects will be designed to address the global contexts and learner profile attributes.

Ministry Prerequisite: None

2017-2018

Advanced Functions and Calculus and Vectors, Math SL MCV4U MHF4U

TMS Upper School Course Calendar:

MHF is started at the end of Grade 11

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Grade 8- MYP Year 3 Mathematics – MTH8 In this course, students develop a deeper understanding of concepts in number sense and numeration, measurement, geometry and spatial sense, patterning and algebra, and data management and probability. Through various investigations and the use of technology, students will be able to make valuable connections between mathematics and the five areas of interaction. This course also provides opportunities for students to develop their learner profile attributes, particularly reflective inquirers and communicators, through inquiry-based questions and application-type questions. Students will also complete unit projects, with guiding questions that focus on different global real-life situations and the importance of mathematics in helping solve such issues. The knowledge and skills that Year 3 students develop will prepare them for the Year 4 mathematics course.

Ministry Prerequisite: None

Grade 9- MYP Year 4 Mathematics, MPM1D: Academic - Mathematics This course enables students to develop an understanding of mathematical concepts related to algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the connections between different representations of a linear relation. They will also explore relationships that emerge from the measurement of threedimensional figures and two-dimensional shapes. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

Students will apply mathematics to real life problems and situations. International issues and inquiries will be examined to showcase the importance of mathematics in the global world. Assignments and projects will be designed to address the areas of interaction and learner profile attributes.

The course promotes the development of students who are knowledgeable, inquirers, communicators and reflective by presenting real-life mathematical issues that require students to think critically.

Ministry Prerequisites: MPM 1D Grade 11 – DP Year 1 Functions, MCR3U : University Preparation – Mathematics Standard Level MCR 3U: This course introduces the mathematical concept of the function by extending students’ experiences with linear and quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions;

2017-2018

Grade 10- MYP Year 5 Mathematics – MPM 2D: Academic – Mathematics This course enables students to broaden their understanding of relationships and extend their problemsolving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

TMS Upper School Course Calendar:

Ministry Prerequisite: None

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investigate inverse functions; and develop facility in determining equivalent algebraic expressions.

Students will reason mathematically and communicate their thinking as they solve multi-step problems.

SL Mathematics furthers students’ understanding of the concepts that occur through the real-life application of mathematics. Additional course material will cover the binomial theorem.

Ministry Prerequisite: MPM 2D

Grade 12 – DP Year 2 MHF4U Advanced Functions, Grade 12, University Preparation And MCV4U Calculus and Vectors, Grade 12, University Preparation Mathematics Standard Level MHF4U - This course extends students’ experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs.

Ministry Prerequisite: MCR3U Grade 12 –DP Year 2 Mathematics of Data Management, MDM4U: University Preparation - Mathematical Studies This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in

2017-2018

SL Mathematics furthers students’ understanding of the concepts that occur through the real-life application of mathematics. Additional course material will cover integration and statistics and probability in the second year. Over 2 years, students in SL Mathematics will complete a total of 10 hours on a math exploration. During these 10 hours, students will enhance and refine their logic, creative and critical thinking skills.

TMS Upper School Course Calendar:

MCV4U - This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modeling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university-level calculus, linear algebra, or physics course.

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senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.

In IB Diploma Mathematical Studies, students will develop logic, creative and critical thinking skills through projects and investigations of real-world problems.

Ministry Prerequisites: MCR3U

Group 6: The Arts Dramatic Arts, Music and Visual Arts Grade 7 MYP Year 2 Drama DRA7 Music MUS7

Grade 8 MYP Year 3 Drama ADA 1O5* Music AMU 1O5*

Grade 9 MYP Year 4 Drama ADA 1O5* Music AMU 1O5*

Grade 10 MYP Year 5 Integrated Arts ALC2O

Grade 11 DP Year 1

Grade 12 DP Year 2

Visual Art ART7

Visual Art AVI 1O5*

Visual Art AVI 1O5*

Visual Art AVI2O

Visual Arts SL AVI3MS Visual Arts HL AVI3MH

Visual Arts SL AVI4MS Visual Arts HL AVI4MH

*three credits, (ADA10, AMU10, and AVI10 are granted in grade 9, after taking 2 years of study) DRAMATIC ARTS

Currently, the drama program is offered up to Grade 9, and Grade 10 Integrated Arts will combine the arts of Drama with Music. Students are able to gain a credit ADA 1O through the program in Grades 8 and 9.

2017-2018

As part of the MYP, drama values the process of creating art as much as the finished product; the two elements combined tell us what students have experienced, learned and attempted to convey. In this way, the educational value of any artistic expression is seen by placing it within the context of its creation. Involvement with drama can contribute to an inquiring and empathetic world view, stimulate imaginations, challenge perceptions, develop thinking and analytical skills, enrich emotional, cultural and spiritual lives, uplift and entertain: this is the goal of MYP Drama.

TMS Upper School Course Calendar:

The drama program at the Upper School provides students with an opportunity to take on roles and to explore through situations that deal with personal, social and ethical issues. By communicating in both real and imagined situations, students develop proficiency in listening, speaking and writing. Roleplaying allows the students to identify problems they view as important, further develop their skills in working cooperatively in groups and taking initiative, and gain a better understanding of the attitudes and values that shape our society and of the responsibility that goes with living in a society.

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Grade 7 - MYP Year 2 Drama– DRA 7 In drama, students work both cooperatively and individually to research, identify and discuss issues, to provide insights, opinions, solutions and resolutions, and to reflect on, appreciate and evaluate artwork.

Through participation, students learn about the following concepts: role/character, relationship, time and place, tension and focus and emphasis. Drama encourages students to be risk-takers by actively engaging in dramatic activities. Emphasis is placed upon the artistic process and the “five elements of drama” (character/role, emphasis and focus, time and place, relationship, and tension) as students investigate, plan, rehearse, perform and evaluate drama. Students are assessed through both their participation and their developmental workbook. In syllabus terms, four units studied in 7 Drama include “From Page to Stage,” “Gogol and Gothic,” “Comedy: First Nations and Nanabush” and, finally, “One Act to Take One.” Grade 8 - MYP Year 3 Dramatic Arts - ADA 1O5*: Open – Arts This course provides opportunities for students to explore dramatic forms and techniques, using material from a wide range of sources and cultures. Students will use the elements of drama to examine situations and issues that are relevant to their lives. Students will create, perform, discuss, and analyse drama, and then reflect on the experiences to develop an understanding of themselves, the art form, and the world around them.

This course offers an overview of the dramatic arts as a foundation for further study and is taught over two years.

Grade 8 Drama provides students with an opportunity to adopt roles and to create and enter imagined worlds. They learn about themselves, the art of drama, and the world. Students engage in social interaction and collaboration as they create, perform, and analyse drama. Through informal and more formal presentations and performances, students use drama to communicate aesthetic and personal values. Students develop their awareness and use of the elements of drama (role/character, relationship, time and place, focus and emphasis, and tension) to create works related to their interests and experience. In these courses, they will be performer, audience, playwright, technician, designer, and critic. By communicating in their real and imagined worlds, students acquire proficiency and confidence in listening, speaking, questioning, and problem solving. Through the process of role-play, students develop and express empathy for people in a wide range of situations. They develop the ability to interpret and comment on a range of drama works and activities and evaluate their own and others’ creative work.

Grade 9 – MYP Year 4 Dramatic Arts- ADA 1O5*: Open – Arts This course provides opportunities for students to explore dramatic forms and techniques, using material from a wide range of sources and cultures. Students will use the elements of drama to examine situations and issues that are relevant to their lives. Students will create, perform, discuss, and analyse drama, and then reflect on the experiences to develop an understanding of themselves, the art form, and the world around them.

Grade 9 Drama provides students with an opportunity to adopt roles and to create and enter imagined worlds. They learn about themselves, the art of drama, and the world. Students engage in social interaction and collaboration as they create, perform, and analyse drama. Through informal and more formal presentations and performances, students use drama to communicate aesthetic

2017-2018

Ministry Prerequisite: None

TMS Upper School Course Calendar:

Students are assessed through both their participation and their workbook. Students will get one Ontario Ministry credit at the end of Grade 9.

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and personal values. Students develop their awareness and use of the elements of drama (role/character, relationship, time and place, focus and emphasis, and tension) to create works related to their interests and experience. In these courses, they will be performer, audience, playwright, technician, designer, and critic. By communicating in their real and imagined worlds, students acquire proficiency and confidence in listening, speaking, questioning, and problem solving. Through the process of role-play, students develop and express empathy for people in a wide range of situations.

They develop the ability to interpret and comment on a range of drama works and activities and evaluate their own and others’ creative work. Students are assessed through both their participation and their workbook.

Students are assessed through both their participation and their workbook. Students will get one Ontario Ministry credit at the end of Grade 9.

Ministry Prerequisite: None *credit granted at the end of Grade 9 MUSIC The TMS School Music Program is activity-based in order to allow the students to learn experientially, realizing and acknowledging how music affects our lives. Students are introduced to and expand upon the complexities of music theory, analysis, and the elements of music, composition, solo and ensemble performance activities, ear training, musicology, world music and social perspectives. These topics are often connected closely with other subjects demonstrating the multiple aspects to learning music.

Grade 8 - MYP Year 3 Music, Grade 9, Open, AMU105* This course emphasizes the performance of music at a level that strikes a balance between challenge and skill and is aimed at developing technique, sensitivity, and imagination. Students will participate in creative activities that teach them to listen with understanding. They will also learn correct musical terminology and its appropriate use.

In this course, performance technique and an understanding of theory are of major importance.

Through informal presentations and more formal performances, students develop their technique and use music to communicate aesthetic and personal values. By experiencing, analysing, and commenting on performances of others, students enhance their understanding of the values of other musicians and cultures.

2017-2018

Grade 7 - MYP Year 2 Music - MUS 7 By the end of Grade 7, students will demonstrate an understanding of the basic elements of music specified for this Grade through listening to, performing and creating music, singing and playing instruments with expression and proper technique; e.g., with correct breathing, posture, embouchure, intonation; the correct use of the musical terminology associated with the specific expectations for this Grade; read, write and perform from musical notation accurately and with some fluency; communicate their understanding and knowledge of music in appropriate ways: e.g., through an oral presentation of research, through creative movement; identify and perform music of a variety of cultures and historical periods. Overall students will become informed and reflective practitioners of the arts.

TMS Upper School Course Calendar:

The Program also provides opportunities for self-exploration and allows for multi-age groupings through the co-curricular ensembles offered. Ensembles build upon the learning experience in the classroom and bring students with a love of music together, and the diversity of extracurricular activities and clubs related to music are places where students can practise working as a team while creating and inventing in a musical environment.

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Ministry Prerequisite: None *credit will be granted at the end of Grade 9 Grade 9 - MYP Year 4 Music - AMU 1O5* This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life.

Music study at the Grade 9 level emphasizes the creation and performance of music at a level consistent with previous experience and is intended to develop students’ understanding and appreciation of music through practical skills and creative work. Students will find enjoyment and personal satisfaction in music and will gain creative problem-solving skills, individual and cooperative work habits, knowledge of themselves and others and a sense of responsibility.

Students develop an awareness of the elements of music (pitch – melody, harmony, and tonality; duration – beat, metre, rhythm, and tempo; dynamics and other expressive controls; timbre; texture; and form) and apply them to create and perform works related to their interest and experience.

Students refer to the elements of music when reviewing, evaluating, and reflecting and commenting on their own and others’ creative work.

Performance technique and an understanding of theory are of major importance for music students.

Through informal presentations and more formal performances, students develop their technique and use music to communicate aesthetic and personal values. By experiencing, analysing, and commenting on performances of others, students enhance their understanding of the values of other musicians and cultures. Students will get one Ontario Ministry credit at the end of Grade 9.

Drama in Year 5 provides opportunities for students to explore dramatic forms, conventions, and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres. Students will use the elements of drama in creating and communicating through dramatic works. Students will assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences.

Music in Year 5 emphasizes musical performance at an intermediate level that strikes a balance between challenge and skill. Student learning will include participating in creative activities and listening perceptively. Students will also be required to develop a thorough understanding of the language of music, including the elements and terminology. Students will experience the process of making art in a variety of situations including electronic and acoustic music, recording practices and

2017-2018

Grade 10 - MYP Year 5 Integrated Arts, ALC20 - MYP Drama and Music This course integrates Dramatic Arts and Music, giving students the opportunity to produce and present integrated art works created individually or collaboratively. Students will demonstrate innovation as they learn and apply concepts, styles, and conventions unique to both arts and acquire skills that are transferable beyond the classroom. Students will use the creative process and responsible practices to explore solutions to integrated arts challenges.

TMS Upper School Course Calendar:

Ministry Prerequisite: None *credit will be granted at the end of Grade 9

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live performance. Through solo and ensemble repertoire, students will develop self-confidence and selfawareness through music experiences and appreciate lifelong learning in and enjoyment of the arts.

Ministry Prerequisite: None

VISUAL ARTS The Visual Arts program at the Upper School focuses on studio and art appreciation. Students are provided with opportunities to function as artists, as well as learners of the arts. To be an artist one has to be curious, and by developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem solvers. Courses are developed combining the curricula of both the Ontario Ministry of Education and International Baccalaureate (IB). Within these courses, visual literacy expands into a broader perception – turning seeing into vision, translating reality into symbols and connections, and enhancing all other learning experiences. The Middle Year Program (MYP) students develop a solid foundation in visual arts through observation, experimentation, reflection on existing artwork, practice and development of techniques, or through the simple need to express an idea. In the MYP, the arts challenge students to consider authentic issues and develop their skills beyond superficiality and imitation. In the Diploma Program (DP), students engage in both practical exploration and artistic production, and in independent contextual, visual and critical investigation at a high level. The DP enables students to study visual arts in higher education and also welcomes those students who seek life enrichment through visual arts.

Visual Arts in Year 3 aims to develop self-confidence and self-awareness in students through art experiences. It allows students to become informed and reflective practitioners of the arts. Students will use the creative process and document their progress in their developmental workbook.

Ministry Prerequisite: None

2017-2018

Grade 8 - MYP Year 3 Visual Art AVI 1O5, Grade 9, Open AVI 1O5 - Visual Art This course is exploratory in nature, offering an overview of visual arts as a foundation for further study.

Students will become familiar with the elements and principles of design and the expressive qualities of various materials by using a range of media, processes, techniques, and styles. Students will use the creative and critical analysis processes and will interpret art within a personal, contemporary, and historical context.

TMS Upper School Course Calendar:

Grade 7 - MYP Year 2 ARTS- ART 7 In Visual Arts, Year 2 students cultivate their self-confidence, ability to communicate, think critically, and appreciate the arts. Instruction is designed to develop each student’s creativity and expands his/her imagination. Students will learn to express themselves, analyze, understand and appreciate a wide variety of art works. Two and three-dimensional artworks studied in this course include traditional western art and also encompass an international collection. Students will be introduced to various materials, techniques, media and subject matter. Students engage in studio activities in drawing, painting, sculpture, mixed media and design, which provide a basic foundation for further study in the visual arts program. This course fosters the development of students who are knowledgeable, open-minded, caring and reflective through this integrated study of Canadian and international works of art.

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Grade 9 - MYP Year 4 Visual Arts AVI 105* This course is exploratory in nature, offering an overview of visual arts as a foundation for further study.

Students will become familiar with the elements and principles of design and the expressive qualities of various materials by using a range of media, processes, techniques, and styles. Students will use the creative and critical analysis processes and will interpret art within a personal, contemporary, and historical context.

In Year 4 of Visual Arts, students continue to further develop their self-confidence and self-awareness through more challenging art experiences. Students will deepen their knowledge and understanding to become informed and reflective practitioners of the arts. Students will use the creative process and document their progress in their Process Journal.

Ministry Prerequisite: None *credit will be granted at the end of Grade 9 Grade 10 - MYP Year 5 Visual Arts, Grade 10, AVI 2O: Open - Visual Art This course enables students to develop their skills in producing and presenting art by introducing them to new ideas, materials, and processes for artistic exploration and experimentation. Students will apply the elements and principles of design when exploring the creative process. Students will use the critical analysis process to reflect on and interpret art within a personal, contemporary, and historical context.

Visual Arts in Year 5 emphasizes learning through practice, building on what students know and introducing them to new ideas, materials and processes for artistic thinking and experimentation.

Students will also develop international-mindedness by making connections between works of art and their historical contexts in both western and non-western timelines. This course asks students how art plays a role in developing and expressing personal and cultural identities. It also asks students to be knowledgeable and principled in order to develop their own view on global issues. The process journal is an essential component of the course. MYP arts program values the process of creating artwork as much as the finished product; the two elements combined tell us what students have experienced, learned and attempted to convey. In this way, the educational value of any work is seen by placing it within the context of its creation.

SL Visual Arts is a two-year study that focuses on the refinement of students’ skills and knowledge in visual arts within an international setting. In Year 1, it begins primarily teacher-directed, with students following assignments and instructions which are designed to get them working in their investigation workbooks and developing ideas for the course of inquiry they will follow in their studio work. It evolves into a more student-initiated and student-guided course of study during Year 2, when the teacher serves as a studio mentor and theoretical resource director for the student as they progress through exploration and experimentation of themes and use of various media in art.

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Grade 11 - DP Year 1 Visual Arts, AVI 3MS/H: University Preparation - Standard Level or Higher Level This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, information design).

TMS Upper School Course Calendar:

Ministry Prerequisite: None

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HL Visual Arts is a two-year study that focuses on the refinement of students’ skills and knowledge in visual arts within an international setting. In Year 1, it begins primarily teacher-directed, with students following assignments and instructions which are designed to get them working in their investigation workbooks and developing ideas for the course of inquiry they will follow in their studio work. It evolves into a more student-initiated and student-guided course of study during Year 2, when the teacher serves as a studio mentor and theoretical resource director for the student as they progress through exploration and experimentation of themes and use of various media in art.

HL and SL Visual Arts will link topics addressed in TOK such as understanding aesthetics. Students are encouraged to be inquirers and thinkers to create art that emulates their own social conscious. Students will be open-minded when they have encounters with the local and international world of art will take place through in-school studies and outside experiences. Internationalism will not only be discussed in this course through various world art examples, viewpoints, non-western timelines, but examining whether art is actually in fact a universal language. CAS will be addressed throughout the course as students work to service the community through creative means.

Ministry Prerequisite: Visual Arts, Grade 9 or 10, Open Grade 12 - DP Year 2 Visual Arts, AVI 4MS/H: University Preparation - Standard Level or Higher Level This course focuses on enabling students to refine their use of the creative process when creating and presenting two- and three-dimensional art works using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts.

Ministry Prerequisite: Visual Arts, AVI 3M

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This course will link topics addressed in TOK such as understanding aesthetics. Students are encouraged to be inquirers and thinkers who create art that emulates their own social consciousness. Students will be open-minded when they have encounters with the local and international world of art in the classroom and through outside experiences. Internationalism permeates through the course by way of various world art examples, viewpoints, non-western timelines, and an examination of art as a universal language. CAS will be addressed throughout the course as students work to service the community through creative means.

TMS Upper School Course Calendar:

IB Visual Arts is a two-year study that focuses on the refinement of students’ skills and knowledge in the analysis of art forms, theories of art in analyzing and producing art, and their understanding of stylistic changes in contemporary and historical art from various parts of the world. In year two, students are primarily self-directed and they will refine and reflect on three major assessment components: the comparative study, the process portfolio and the exhibition.

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Health and Physical Education The Upper School Health and Physical Education Program focuses on enabling students to live a healthy and active lifestyle on a daily basis. By introducing a variety of basic and advanced movement skills, game-specific rules, strategies and tactics, with an emphasis on the importance of discipline, safety and sportsmanship, students develop an appreciation for the numerous individual and team sports that are played worldwide. In addition, the health and physical education program prepares students to make informed personal health decisions by educating them about global health issues such as nutrition, substance use and abuse, healthy sexuality and personal safety. Fitness is a primary concern and students will participate in a variety of fitness activities and tests that will help them measure their personal fitness levels and set goals for the future. Each year students learn a genre of dance, create choreography and perform in front of an audience. Creating rhythmic choreography and performing is a skill that is essential for all students to learn and master as they progress through the program. Classes are carried out using methods that are both dynamic and stimulating while maintaining a safe and secure environment for all individuals.

The importance of daily physical activity is emphasized by ensuring that students in Grades 7 and 8 have a lesson in Physical Education every day, therefore receiving an additional 55 hours of instruction in comparison to the rest of their course load. The gym is also open daily during lunch as an ‘open gym’ time or for intramurals, again to give all students the opportunity to be physically active.

Grade 12 DP Year 2

Grade 7 - MYP Year 2 Health and Physical Education, HPE 7 – Physical Education In Year 2, students will have the opportunity to participate in a variety of fun and engaging forms of physical activity and low organized games where they will learn to express themselves effectively through the use of both verbal and non-verbal communication while being respectful, supportive and encouraging team players. Participating in different activities such as soccer, volleyball, flag football, and dance, students will improve their movement skills such as locomotion, manipulation and stability as well as their personal fitness level. They will strive to become independent learners, utilizing effective decision making skills to solve conflict in social settings and applying critical thinking skills when approaching unfamiliar situations. Through the use of technology and inquiry based activities, students will gain a broader understanding of health topics such as bullying, healthy eating and puberty. Lastly, students will learn how to be effective group members as they collaborate on numerous fitness and health related activities.

Grade 8 - MYP Year 3 Health and Physical Education, HPE 8- Physical Education In Year 3, students will participate, both individually and as members of a team, in various forms of physical activity in order to maintain and further develop their physical fitness level. They will continue to develop and refine their movement skills as well as learn to apply tactics and strategies necessary for active participation in more complex game situations. Primary focus of this course is to foster an environment that will enable students to further develop their confidence, self-esteem and empathy.

They will take an active role in their own learning process by reflecting on key health issues as well as participating in class debates and group activities such as designing and leading low organized games for their peers. Students will become more knowledgeable with health topics such as growth

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Grade 11 DP Year 1

TMS Upper School Course Calendar:

Grade 7 MYP Grade 8 MYP Grade 9 MYP Grade 10 MYP Year 2 Year 3 Year 4 Year 5 Health and Health and Health and Health and Physical Physical Physical Physical Education Education Education Education HPE 7* HPE 8* PPL1O PPL2O *Time allotted is equal is 50% more compared to any other course

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and development and nutrition as they explore concepts, ideas and issues that have both local and global significance.

Grade 9 - MYP Year 4 Health and Physical Education, PPL 1O: Open – Physical Education This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention. They will investigate issues related to healthy sexuality and the use and abuse of alcohol, tobacco, and other drugs, and will participate in activities designed to develop goal-setting, communication, and social skills.

In Year 4, students will have the opportunity to engage in activities and topics that will prepare them for numerous aspects of adult life. They will develop an understanding of the importance of physical fitness, healthy living and overall well-being along with the many factors that contribute to them. Students will learn both basic and more complex movement skills and will apply these skills in a variety of settings in order to further improve physical fitness and movement competence. Students will be encouraged to lead a balanced lifestyle and model personal commitments to both daily physical activity and demonstrate positive health behaviors through regular goal setting and selfreflections. Within the global context of Identities and Relationships, students will examine and explore a range of contemporary health issues in order to make more informed and appropriate health decisions that are aligned with personal values and lead to a well-balanced lifestyle. Students will be given many opportunities to take risks and push themselves physically and mentally in a variety of activities such as field hockey, basketball, flag football and ringette. Through the movement composition unit, students will have the opportunity to explore personal and cultural expression as they collaborate together to create and perform a rhythmic Bollywood routine.

Ministry prerequisite: None

Throughout the course of the year students will gain multiple opportunities to collaborate on teams as well as participate in individual physical activities such as squash, curling, volleyball, soccer and badminton. Throughout these experiences, students will work within the global context of Orientation in Space and Time, where they will analyze athletic performance through a biomechanical lens in order to refine movement patterns and strategies to enhance success in sport. Through participating in these sports students will exercise initiative to employ game time strategies while applying complex movement skills and tactics. A key component of this course is enhancing personal fitness; students will regularly assess their fitness abilities as well as design and plan individual fitness programs after being introduced to and practicing safe and effective cardio and weight training principles. They will

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The aim of physical education in the Middle Years Programme is to facilitate lifelong learning in regards to physical, intellectual, emotional and social wellness. The aim of this course is to promote the importance of lifelong engagement in a healthy active living while equipping our students with the knowledge, skills and strategies necessary to do so. The course is designed to provide experiences for students to take risks, develop new skills, act with principle and open- mindedness while acquiring in depth knowledge and deep understandings across a range of disciplines such as sport, fitness, movement composition and health.

TMS Upper School Course Calendar:

Grade 10 - MYP Year 5 Health and Physical Education, PPL 2O: Open – Physical Education This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Student learning will include the application of movement principles to refine skills; participation in a variety of activities that enhance personal competence, fitness, and health; examination of issues related to healthy sexuality, healthy eating, substance use and abuse; and the use of informed decision-making, conflict resolution, and social skills in making personal choices.

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develop and exercise life management skills through setting realistic and attainable goals for fitness and skill development while continuing to reflect and assess their progress. Students will also work within the Personal and Cultural Expression global context as they collaborate with peers to create a sequential, complex, rhythmic Urban Funk movement routine that evokes a clear theme through applying all elements of dance. They will become more internationally-minded and gain greater perspective on their own generations battle with health issues through exercising inquiry and applying critical thinking skills as they approach and examine current global health topics such as exercise nutrition, trends in sexually transmitted infections rates and youth substance dependency.

Ministry prerequisite: None

Design Our goal is that every student be competent to function with ease in today’s rapidly changing technological environment. Students will acquire skills that allow them to use current software and operating systems, communicate computer-related ideas and develop problem-solving skills.

Grade 7 MYP Year 2 Design

Grade 8 MYP Year 3 Exploring Communication Technologies, (Grade 9)

TECH7

Grade 9 MYP Year 4 Communication Technology (Grade 10)

Grade 10 MYP Year 5 Communication Technology (Grade 11)

TGJ2O

TGJ3O

Grade 11 DP Year 1

Grade 12 DP Year 2

TGJ1O Grade 7 – MYP Year 2 TECH7 – Design Year 2 Technology is divided into two distinct parts. At the beginning of the year students will focus on becoming familiar with the workings of their laptop and how to use it as an effective learning tool. They learn the basics of computer care and good file hygiene as well as exploring issues of online safety and ethics.

Grade 8 - MYP Year 3 Exploring Communication Technology, Grade 9, Open: TGJ1O – Design This course enables students to further explore and develop technological knowledge and skills introduced in the elementary science and technology program. Students will be given the opportunity to design and create products and/or provide services related to the various technological areas or industries, working with a variety of tools, equipment, and software commonly used in industry.

Students will develop an awareness of environmental and societal issues, and will begin to explore secondary and postsecondary education and training pathways leading to careers in technologyrelated fields.

Grade 8 MYP Design is a project based course where creative problem solving is highly valued.

Students are encouraged to apply existing, and newly acquired, technological skills and strategies to

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Ministry Prerequisite: None

TMS Upper School Course Calendar:

The second part of the course introduces the technology design cycle. Students will build on existing knowledge, further developing word processing, spreadsheet, and presentation software skills as well as learning to digitally manipulate images and basic website design. This part of the course is inquiry based and encourages students to think critically while developing technological skills applicable across the curriculum.

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design projects in original and inventive ways. MYP technology requires the use of the design cycle for solving problems in technology and promotes a practical and inquiry based approach. This helps students to develop not only practical skills but also creative and critical thinking strategies.

Ministry Prerequisite: None Grade 9 - MYP Year 4 Communications Technology, Grade 10- Open: TGJ2O– Design This course introduces students to communications technology from a media perspective.

Students will work in the areas of video production, audio production, print and graphic communications, photography, and interactive new media and/or animation. Student projects may include computer-based activities such as creating videos, editing photos, working with audio, cartooning, developing animations, and designing web pages. Students will also develop an awareness of environmental and societal issues related to communications technology, and will explore secondary and postsecondary education and training pathways and career opportunities in the various communications technology fields.

Grade 9 MYP Design is a project based course where creative problem solving is highly valued. Students are encouraged to apply existing, and newly acquired, technological skills and strategies to design projects in original and inventive ways. MYP technology requires the use of the design cycle for solving problems in technology and promotes a practical and inquiry based approach. This helps students to develop not only practical skills but also creative and critical thinking strategies.

Ministry Prerequisite: None

2017-2018

Grade 10 - MYP Year 5 Communications Technology, Grade 11, Open TGJ3O – Design This course enables students to develop knowledge and skills in the areas of graphic communication, audio and video production, and technical communication in other design fields (including architecture and product design). Students will work both independently and as part of a production team to design and produce media products in a project-driven environment. Practical projects may include the making of infographics, video and/or audio productions (newscasts, documentaries, PSA's, etc.), and digitally communicated 3D design project proposals. Students will also develop an awareness of related environmental and societal issues, and will explore secondary and postsecondary education and training pathways and career opportunities in the various communications technology fields.

Grade 10 MYP Design is a project based course where creative problem solving is highly valued.

Students are encouraged to apply existing, and newly acquired, technological skills and strategies to design projects in original and inventive ways. MYP technology requires the use of the design cycle for solving problems in technology and promotes a practical and inquiry based approach. This helps students to develop not only practical skills but also creative and critical thinking strategies.

TMS Upper School Course Calendar:

Ministry Prerequisite: None

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Other Courses Grade 9-MYP Year 4 Civics and Citizenship, CHV 2O: Open This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance such as healthy schools, community planning, environmental responsibility, and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community.

Students will apply the concepts of political thinking and the political inquiry process to investigate, and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them.

Ministry Prerequisite: None

Grade 10-MYP Year 5 GLC 2O: Career studies, Grade 10: Open This course teaches students how to develop and achieve personal goals for future learning, work and community involvement. Students will assess their interests, skill and characteristics and investigate current economic and workplace trends, work opportunities and ways to search for work. The course explores postsecondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan. Students will be using the following text, Think Smart: Skills for Success After High School.

Ministry Prerequisite: None

Ministry Prerequisite: Any university or university/Upper School preparation course in social sciences and humanities, English, or Canadian and world studies *credit granted at the end of Grade 12

2017-2018

As part of the Diploma requirements, the Theory of Knowledge course centres on the student. They respond to central philosophical questions of knowledge such as “How do I know” and “What do I know”? While the course places the student at the centre of the investigation, it is organized through an examination of ways of knowing: language, reason, perception and emotion; and areas of knowledge: history, ethics, natural sciences, human sciences, the arts and mathematics. Students not only explore their own philosophy, but also come to understand the main ideas expressed by philosophers from a variety of the world’s traditions. Students are assessed through seminar participation, journals and essays.

TMS Upper School Course Calendar:

Grade 11 and 12 - DP Year 1 and 2 Philosophy: questions and theories, Grade 12, University Preparation, HZT 4U*: Theory of Knowledge This course addresses three (or more) of the main areas of philosophy: metaphysics, logic, epistemology, ethics, social and political philosophy, and aesthetics. Students will learn critical thinking skills, the main ideas expressed by philosophers from a variety of the world’s traditions, how to develop and explain their own philosophical ideas, and how to apply those ideas to contemporary social issues and personal experiences. The course will also help students refine skills used in researching and investigating topics in philosophy.

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Upper School Contacts

Upper School Leadership Team Ms. Theresa Hurley IB Diploma (Grades 11-12) Program Coordinator (905) 780 1002, ext. 3386 thurley@tmsschool.ca Ms. Josephine Parody Dean of Student Services (905) 780 1002, ext. 3382 jparody@tmsschool.ca Ms. Ashley Willis Athletics Director (905) 780 1002, ext. 3267 awilis@tmsschool.ca Ms. Jessica Wong IB Middle Years (Grades 7-10) Program Coordinator (905) 780 1002, ext. 3386 jwong@tmsschool.ca Faculty Mr. Greg Adams gadams@tmsschool.ca Mr. Steven Alves salves@tmsschool.ca Ms. Ashley Bailey abailey@tmsschool.ca Mr. Brad Bohte bbohte@tmsschool.ca Mr. Kevin Budd kbudd@tmsschool.ca Ms. Lisa Cantor lcantor@tmsschool.ca Mr. Chris Flood cflood@tmsschool.ca Ms. Holly Jepson-Feteke hjepson@tmsschool.ca Mr. Brendan Kenny bkenny@tmsschool.ca Mr. Roger Marles rmarles@tmsschool.ca Ms. Xanthi Masoudi xmasoudi@tmsschool.ca Ms. Tanya Neff tneff@tmsschool.ca Ms. Mary Joan O’Brien mjobrien@tmsschool.ca Ms. Amelia O’Seasnain aoseasnain@tmsschool.ca Mr. Brian Pastoor bpastoor@tmsschool.ca Mr. Mark Reynolds mreynolds@tmsschool.ca Ms. Fernanda Serroul fserroul@tmsschool.ca Ms. Elisabeth Shrive eshrive@tmsschool.ca Mr. Shane Small ssmall@tmsschool.ca Ms. Rebecca Sutherland rsutherland@tmsschool.ca Mr. John Sweetman jsweetman@tmsschool.ca Mr. Aaron Walker awalker@tmsschool.ca Ms. Judy Warren jwarren@tmsschool.ca Mr. Anthony Wheeldon awheeldon@tmsschool.ca

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Mr. David Young

Head of College, TMS School (905) 780 1002, ext. 3360 sthomas@tmsschool.ca Head of School, TMS School (905) 889 6882, ext. 252 dyoung@tmsschool.ca

TMS Upper School Course Calendar:

Administration Ms. Sheila Thomas

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2017-2018

cmoricz@tmsschool.ca alang@tmsschool.ca fpriolo@tmsschool.ca kgarrett@tmsschool.ca jorr@tmschool.ca

TMS Upper School Course Calendar:

Office Staff Christina Moricz – Campus Coordinator Angela Lang – Reception Fern Priolo - Guidance Coordinator Karen Garrett - Database Administrator Jeff Orr – Custodian

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Revised December 20, 2016 – JP

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2017-2018

TMS Upper School Course Calendar: