BC Curriculum Course Pathways 2025-26

SALTUS GRAMMAR SCHOOL

BC Curriculum Course Pathways 2025-26

Our Mission is to inspire a passion for learning and independent thinking through a commitment to academic excellence, personal integrity and service to others.

COURSE CATALOGUE

Introduction

Dear Students and Parents,

We are pleased to introduce the Saltus BC Curriculum Course Pathways Guide, designed to help students and families navigate course programming and graduation requirements at the secondary level.

As this is the first edition, the guide provides key information to support students as they begin planning their graduation pathways. It also includes diagrams that illustrate curricular pathways from Grades 8 to 12 across all subject areas, as well as course descriptions for Grades 8 to 10.

This guide is a living and breathing document—one that will evolve to reflect curriculum updates, emerging opportunities, and the needs of our students. Updates will be made as needed, and Grade 11 and 12 course descriptions will be added as we implement BC Curriculum in Grade 11 and 12. If you would like to see BC Grade 11 and 12 course outlines, please visit curriculum.gov.bc.ca.

Course selection is an important step in shaping each student’s academic journey. While students will receive guidance from our University Counsellors, Mrs. Walker and Mr. Anthony, we encourage families to take an active role in these discussions and schedule meetings to explore options that align with individual interests, strengths, and future goals.

Students will have the opportunity to indicate their course preferences in the spring. Please note that elective courses are offered based on student demand, and some may have limited spaces or require a selective application process. For this reason, students should also identify second and third-choice electives to ensure flexibility in their schedules.

If you have any questions regarding the information in this guide, please feel free to reach out to Tanja Walker at tanja.walker@saltus.bm. We look forward to supporting you in planning an exciting and fulfilling academic experience.

Kind regards,

Julie Rousseau Head of School

Programme Planning

A Saltus Education

Courses offered at Saltus at the Secondary level provide student a personalized, and engaging educational journey. With the support of experienced and caring faculty, students engage in both independent and collaborative learning, developing the skills, knowledge, and independence needed to explore their passions to confidently pursue their chosen post-secondary pathways.

Aligned with our school’s vision—“Inspiring students to lead us to a more just, fair, and sustainable world”—Saltus graduates leave with the confidence, leadership skills, and resilience to thrive in an ever-changing world.

MISSION

Our Mission is to inspire a passion for learning and independent thinking through a commitment to academic excellence, personal integrity and services to others.

Course Selection

Each year courses are selected in late February/early March for the subsequent school year. Staffing and other resource allocation decisions are made based on course requests in a process that takes several months. Changes to student course selections cannot be made between mid-April and the end of August.

When selecting courses, students must rank their choices in order of importance and provide alternate options for their preferred courses. Properly completing course selections is essential, as failure to do so may result in certain desired courses being unavailable.

Not selecting alternate courses does not increase the chances of securing first-choice courses; instead, it increases the risk of receiving an incomplete schedule come September. Students who do not specify alternates for elective courses will have the lowest priority when schedules are finalized and incomplete timetables are adjusted.

Course Enrollment, Study Blocks, Spare Blocks

To allow flexibility for independent learning and the maintenance of a healthy and balanced life, students in Grades 11 and 12 can apply to have a limited number of blocks designated as study blocks, and Grade 12 students may have one block designated as a Spare. Study blocks are either supervised by a teacher in a specific room (“Guided Study”) or they are independent where students must sign in the Learning Commons. Guidelines for study blocks are as follows:

Grade Level

11

Limitations

Can apply for one independent Study Block, located in the learning commons, on-campus.

12 Can apply for one independent Study Block (in the Grade 12 Common Room or Learning Commons), on-campus; and one Spare block (can be off-campus but students must sign out at reception if they leave campus).

Study blocks described in this section should not be confused with scheduled blocks with a learning strategist. Such blocks are scheduled for students with specialized learning needs.

Course Changes and Withdrawals

Course Changes: Courses at Saltus follow a linear timetable, running over a 10-month period.

• Grade 8–9 Students: Course changes may be requested without penalty until the last Friday in September, provided that the student’s schedule can accommodate the change and they remain in good academic standing.

• Grade 10–12 Students: Course withdrawals are permitted until the first Friday in October, as long as students continue to meet the required course load for their grade and a suitable alternative is available within their schedule.

• All students must set an appointment with the University counselor before the deadlines stated above.

• Please note that course changes are not guaranteed and are subject to availability and timetable constraints.

• Requesting a course change to be with a friend is not a valid reason for a course change.

• Students wishing a course change will need to fill out a course change request form and submit it before the stated deadlines.

Late Course Withdrawals

In some cases, students may request to withdraw from a course after the course change deadline. These requests are reviewed on an individual basis and require administrative approval as well as parental support. However, students must still meet the minimum course load and credit requirements, and because it is generally not feasible to join a new course partway through the year, withdrawal requests are often denied.

Please note: Teacher preference is not a valid reason for course withdrawal. If a student is experiencing challenges in a course, we strongly encourage open communication with the teacher well in advance to address concerns and seek support.

Students wishing to withdraw must complete a Course Withdrawal Form, available from the University Counsellor. Requests will be reviewed by the University Counsellor in collaboration with the Director of Secondary School.

Criteria for Late Course Withdrawals

To be considered for withdrawal after the deadline, all of the following conditions must be met:

1. Demonstrated Effort: The student must have shown genuine effort to succeed in the course which includes:

• Regular attendance

• A history of seeking extra help from the teacher

• Consistent completion of assignments

• Efforts to improve through reassessment opportunities

• Teacher confirmation of active class participation

2. Academic Standing: The student’s current cumulative mark, excluding any incomplete assignments or scheduled rewrites, falls below the Proficient level.

3. Limited Potential for Improvement: The teacher must confirm that, despite continued sincere effort, the student is unlikely to achieve a Proficient standing in the course.

4. Course Load Requirements: After withdrawal, the student must still be enrolled in at least five academic courses and meet all other elective course requirements.

5. Parental Support: The student’s parent(s)/guardian(s) must actively support the withdrawal request.

6. Schedule Adjustment: If no other course can be added to replace the withdrawn course, the student must agree to participate in a supervised study block. All requests will be carefully reviewed to ensure they align with the student’s overall academic progress, credit and graduation requirements.

Graduation Programme & Transcript Records of Withdrawn Courses

The Graduation Programme applies to students in Grades 10, 11 and 12.

The BC Ministry of Education and Child Care transcripts only include successfully completed (passed) courses from Grades 10–12. Withdrawn or failed courses do not appear on the official BC Ministry transcript. Additionally, if a student repeats a course, only the higher mark is recorded. Saltus has aligned its transcript practices with the BC Ministry’s reporting standards. However, Saltus transcripts can also include courses taken in Grade 9 upon request.

Language Policy

Saltus Language Policy ensures students leave Saltus with the language requirements set out by the BC Ministry of Education Grades 8 - 9 Students are required to complete French or Spanish 9 at Saltus, which normally means enrolling in French or Spanish 8 and 9, over two years. Students may select Spanish or French. Language course placement for students new to Saltus in Grade 9, will be determined in consultation with students, language teachers and the Languages Department Head.

Language Course Exemption Policy

At Saltus School, we recognize the diverse learning needs of our students. A student may be exempt from the language course requirement only if they have a documented learning difference that necessitates additional learning support. This exemption is granted on a case-by-case basis and

requires formal documentation from a qualified professional, as well as approval from the school’s Head of Learning Support Services and administration.

Students who are granted an exemption will be required to participate in an alternative academic support programme as determined by the school. Families seeking an exemption should contact the Learning Support Team for guidance on the application process.

Language Requirements for University Admissions

Grade 10

A grade 10 language course is required for admission to many US universities. At Saltus, students are encouraged to complete a Language 10 and may select from French and/or Spanish. Because universities set their own admission policies, and these policies can change from time to time, students must be certain they will not apply to a University that requires a Grade 10 language should they elect not to complete a Language 10 course. Check with your guidance counsellor.

Grade 11 - 12

Students may choose to study French and/or Spanish in Grades 11 and 12.

Since university admission policies vary and may change, students who do not take a language at the Grade 11 or 12 level must ensure that their prospective universities or programs do not require it. To avoid any complications, students should consult with their University Guidance Counsellor for the most up-to-date admission requirements.

Graduation

BC Ministry of Education and Child Care Requirements

In British Columbia, graduation is conferred by the Ministry of Education and Child Care. The current Graduation programme defines graduation requirements.

Students must complete 80 credits from the Grade 10, 11 and 12 levels, where a full-year course is valued at 4 credits. Within those 80 credits, there must be a minimum of:

• A Language Arts 10, 11 and 12 (12 credits)

• Social Studies 10 (4 credits), and a Social Studies 11 or 12 (4 credits)

• A Math 10 (4 credits), and a Math 11 or 12 (4 credits)

• Science 10 (4 credits), and a Science 11 or 12 (4 credits)

• An Indigenous-focused course at the Grade 10 level or higher

• Career Life Education (4 credits)

• Career Life Connections (4 credits)

• Physical and Health Education 10 (4 credits)

• An Arts Education 10, 11, or 12 and/or an Applied Design, Skills, and Technologies 10, 11, or 12 (4 credits)

• Numeracy Assessment in Grade 10.

• Literacy Assessments in Grade 10 and in Grade 12

Graduation Assessments

The current Graduation programme requires universal assessments in literacy and numeracy.

Numeracy 10: Students are required to complete the Numeracy Assessment in their Grade 10 year. The date of the Numeracy Assessment will be available in either the January or April session yearly.

Literacy 10: Students are required to complete the Literacy 10 assessment in a student’s Grade 10 year. This assessment will be available for students to write in the yearly April session.

Literacy 12: Students are required to complete the Literacy 12 will be available for students to write in the January session each year.

Students may write each assessment as many as three times. Requests for a rewrite must be directed at the Head of the Department as well as the Director of Secondary. Rewrites are written at specific times of the year. The Literacy 12 and Numeracy 10 assessments are graded on a 4-point scale representing four proficiency categories (emerging/ developing/ proficient/ extending), and in the case of rewrites, a student’s BC Ministry transcript will show only the highest achievement. The Literacy 10 assessment is not assessed on a scale – either requirements are “met” or they are not met.

Each university sets its own policies regarding admission, but many Universities will establish a minimum standard for admission of Proficient for the Literacy 12 assessment. Students should always seek direct clarification from their target institutions for their year of application.

Online Learning Policy for BC Offshore Schools

As a BC Offshore School, Saltus is not permitted to offer online courses to students as part of the BC curriculum. The BC Ministry of Education and Child Care has clarified that offshore schools may only deliver in-person instruction and are not authorized to provide BC curriculum courses through online platforms. This policy ensures that students enrolled in BC Offshore Schools receive a consistent and high-quality education within an approved school setting.

Students who wish to take non-BC curriculum courses online may explore offerings from external educational institutions. However, the school cannot facilitate or support enrollment in these courses, including registration, payment, or academic support. Students are expected to carry a full course load. In certain cases, students may be eligible to receive equivalency credit for courses taken from accredited institutions outside the BC system. Those interested in pursuing such options should consult with the Secondary school administration or the University Guidance counsellor for guidance on the equivalency process and required documentation.

External Course Policy

Students can earn external credentials by taking courses, programme, or activities that fall outside the normal BC school curriculum. The BC Ministry approves all external credentials offered for graduation credit. Students who successfully complete external courses with accredited educational authorities will have marks and credits on their permanent record and on their transcripts pursuant to BC Ministry reporting policies. Transcripts produced by Saltus indicate course providers where a student has taken courses outside Saltus. Transcripts produced by the BC Ministry of Education and Child Care do not identify schools, so such transcripts will not indicate whether a course has been taken at Saltus or elsewhere.

Saltus will place students in subsequent courses as deemed appropriate in consultation with academic teachers.

Students should not assume that they will automatically be permitted to enroll in the next grade level of a course simply because they passed the prerequisite through an external course provider. Placement policies for various academic departments are described below.

Modern Languages

• Modern Languages courses may be taken externally or challenged if the student does not intend to take further courses at Saltus for which the external course is a prerequisite. NOTE: French or Spanish 8 must be taken at Saltus up to and including French or Spanish 9.

• Students wishing to strengthen their language skills during the summer should consult their language teachers about options available.

Social Studies

• External courses are not recommended. Important course concepts require discussion and students benefit greatly from interaction with peers. External courses often do not match the enriched learning environment of the Saltus classroom, even though they can provide the student with a valid credential. Students taking Social Studies 10 with an external accredited institution must complete the course with a minimum of 90% prior to September, then complete a final exam achieving a minimum of 90%. Students not meeting these standards will be enrolled in Social Studies 10. NOTE: students may not take Grade 12 -level social studies courses until their Grade 11 year.

Mathematics

• External or online courses are not recommended. Students should not attempt to accelerate independently through the math curriculum unless they are demonstrating an Extending level of critical thinking, strong work ethic, and superior communication skills. Students may be allowed by the Department Head to advance to the next level if students have excelled in their current mathematics course and are achieving at least a 90% cumulative mark in the current year and upon completion of achievement of at least 90% on a placement exam administered at Saltus at the end of the summer but before the start of the next school year. Date to be confirmed at the end of June every year.

Students are required to contact the University Guidance Counsellor to gain approval for their request before the first day in June and confirm the requirements for their proposed acceleration.

Students wishing to be a part of the Honours programme will need to indicate their interest when selecting their courses. Entrance into Honours classes are determined on a number of factors including current and past grades, study skills, ISA results, University of Waterloo math assessment scores and teacher or Head of Department recommendation.

Science

Students wishing to be a part of the Honours programme will need to indicate their interest when selecting their courses. Entrance into Honours classes are determined on a number of factors including current and past grades, study skills, ISA results and teacher or Head of Department recommendation.

• Students that accelerate once at Saltus are not permitted to accelerate in future years.

NOTE: students may not take Grade 12-level science courses until their Grade 11 year.

English

• Students must complete English courses at each grade level (8-12)

• Students cannot enroll in English Studies 12 with an external provider. Those students entering Grade 12 who have received an external credit outside Saltus at the beginning of September, will not be permitted to continue their education at Saltus. Students who take an English course elsewhere will have to graduate elsewhere. Saltus believes in the value of dedicated study of English over an extended period to properly prepare students for success in their post- secondary pursuits. Prior credit from an outside provider undercuts motivation for further learning and is not consistent with the expectations of the Saltus graduate.

External Course Registration and Credentials

Saltus transcripts will not show the results of courses taken outside Saltus until the courses are complete and the final marks are communicated to Saltus.

• Students must submit an EXTERNAL COURSE INTENT FORM prior to enrolling in an external course. This notifies Saltus of student intentions and provides a basis for follow up. Forms are available from the University Guidance Counsellors.

• STUDENTS MUST REPORT THEIR MARKS from external institutions to their University Guidance Counsellor to ensure the credentials are added to their permanent student records. Failure to report external credits will mean that these credits will not appear on their permanent student records.

Earning Credits - External Learning and Equivalency (Documented prior learning)

Students are often involved in learning outside of school.Some organized activities completed under external authorities may qualify for school credit. Some examples follow:

Music—Conservatory of Music, Conservatory Canada, Royal Conservatory of Music, Trinity College: London, London College of Music Dance—Association of International Dance Teachers

Drama, Speech & Effective Communications —Trinity College: London, Royal Conservatory of Music, London College of Music

Languages—Selected language assessments and certificates, secondary schooling in a foreign jurisdiction in a language other than English.

Sport—Athlete (National Teams), Coach (NCCP), Official – Note that an Athlete 10 credit does not satisfy the PHE10 requirement for graduation.

Youth Development—Air/Army/Sea Cadets, 4-H, Girl Guides, Scouts, Outward Bound, Duke of Edinburgh’s Award, Grand Prior’s Badge

Industrial and Occupational—Fitness Leader, Boating, Canadian Pony Club, Tourism, Red Cross Water Safety Instructor, WCB Occupational First Aid, Computer Certification (soft/hardware, networks, applications), Private Pilot’s License, Ground Search & Rescue, Red Cross First Aid Instructor, Lifesaving Instructor

Equivalency (Documented Prior Learning)

Students who have completed equivalent coursework elsewhere (another school in Bermuda or abroad) may apply to have that coursework recognized for credit by Saltus Grammar School. There is no limit to the number of credits students may be awarded through equivalency. Typically, the process of seeking equivalency credits is only used by students entering Saltus from a jurisdiction outside Bermuda or from another school in Bermuda at the Grade 10 level or higher. For the purpose of determining equivalency, comparison of courses may be based on factors such as the following: comparison of learning outcomes, comparison of general subject matter, comparison of depth or breadth of coverage of subject matter, comparison of assessment methods, instruments, and standards. For equivalency to be granted there should be a match of approximately 80% or more of the learning outcomes.

The approval for equivalency must be made by the Director of Secondary School in consultation with the designated University Guidance Counsellor, student’s parents/guardians (if applicable), and the student.

Earning Credits - Challenges (Undocumented prior learning)

Course challenges are for establishing credit for Grade 10, 11 or 12 courses through an assessment of undocumented prior learning. Where prior learning is documented, students must first seek to establish credit through the Equivalency or External Credit process. Students can only challenge a given course once, and they cannot challenge partial courses. Placement in the subsequent level in a course is a school decision and is not guaranteed by passing the prerequisite through challenge.

Note that some universities will not use the results of challenges in the calculation of admission averages. It is the student’s responsibility to ensure that credentials are usable at target institutions if relevant.

Eligibility

Only students who have not been enrolled in a course can challenge that course. Evidence of readiness for a course challenge may include some or all of the following:

• Recommendation of the relevant subject specialist teacher

• Samples of work produced

• Written recommendations from outside experts

• Demonstrated familiarity with learning outcomes

Decisions regarding readiness are made by the Director of Secondary and the University Guidance Counsellor in consultation with parents, students, and the relevant Department Head.

If a student wishes to challenge more than one grade level, then they must formally challenge all levels, (i.e. all lower levels must be completed or challenged before a higher level can be challenged). An unsuccessful challenge at a lower level will halt the challenge process for that student.

Assessment of Challenges

Students will be awarded a percentage grade for courses challenged at the Grade 10-12 levels. Challenges are not relevant to courses up to Grade 9. Students who are not successful in a course challenge may enroll in the course in the next available term. Assessments may take different forms for different curricular areas, may take place in a single sitting, or may take place over a span of several days. Further details for specific curricular areas are as follows:

English – all students must take an English course that matches their grade level, regardless of any prior learning.

Mathematics - all students are expected to receive credit through equivalency or by taking a course with an accredited school. Saltus does not support self-study or tutor-supported self-study as the basis for course challenges in mathematics. Challenges will only be made available for math courses required for graduation in the uncommon situation in which the student is missing the credential and has already completed a subsequent math course with 86% or higher.

Science - all students are expected to receive credit through equivalency or by taking a course with an accredited school. Saltus does not support self-study or tutor-supported self-study as the basis for course challenges in science. Challenges will only be made available for department courses required for graduation if the student is missing the credential and has already completed a subsequent science course with 80% or higher.

Modern Languages - most students take a language course that matches their grade level. New students are assessed by language teachers to ensure that they are placed in a course of the appropriate level. Challenges of language courses cannot be used as prerequisites for higher level language courses. Some universities will not use challenge results in the calculation of admission averages. Language challenges are assessed through the ACTFL Assessment of Performance toward Proficiency in Languages.

Social Studies – all students must take a Social Studies course that matches their grade level in grades 8 -10, regardless of any prior learning.

Information Technology - If evidence of prior learning suggests that the student has a good chance of success, then the student will be able to write a challenge examination. Students wishing to challenge a course must receive a supportive recommendation from an IT teacher and permission from the Department Head. Successful completion of previous IT courses with 86% or higher is required for consideration.

Students wishing to challenge a course must make an appointment with their University Guidance counsellor who will review the process and share all relevant documents that must be completed and submitted.

University Entrance

The British Columbia (BC) Curriculum is highly regarded by Universities worldwide for its rigorous academic standards, focus on critical thinking, and emphasis on real-world application. Designed to prepare students for success in post-secondary education and beyond, it fosters creativity, adaptability, and global citizenship. Recognized by top universities, the BC Curriculum equips students with the knowledge and skills needed to excel in an ever-changing world.

University Entrance Requirements

Universities have diverse entrance requirements: courses, grade averages, and non-academic credentials. Some universities will consider Grade 11 academic courses AND Grade 12 academic courses and look for what they consider “competitive applications”. They will determine this by the amount of rigor in a student’s schedule as well as the relevance of courses the student is taking in high school in relation to the faculty to which they are applying. This is not the case for all universities, but it is certainly a trend that is becoming more widespread. For specific information on current entrance requirements, please refer to their web sites or see one of the Saltus university counsellors.

Canadian Universities

The list of qualifying courses for admission is specific to each university and is typically available on their websites. For example, Ontario, Canada, universities require up to 6 academic courses at the Grade 12 level. University of British Columbia, Canada also requires a minimum of 6 grade 12 courses and a Personal Profile; a set of open-ended questions that can count for as much as half of the admission decision. Some programmes at Ontario schools require similar student writing. Some Canadian Maritime universities will evaluate Grade 11 and 12 courses.

US Colleges/Universities

US colleges/universities have very different admission standards than Canadian Universities. They will evaluate all courses taken from Grades 9 through 12, consider the overall level of rigor, and often require standardized testing as well as extensive extracurricular involvements.

UK Universities

UK Universities confirm that they place high value on BC Curriculum and its Dogwood Diploma. Students applying to UK universities are expected to present the Dogwood Diploma with strong academic performance. Most universities require at least five Grade 12 courses, including prerequisites relevant to the chosen program. Competitive programs may expect grades of at least 80-90% in these subjects. Some programmes/institutions may also require specific standardized tests (such as the LNAT for law or UCAT for medicine). Additionally, selective universities like Oxford and Cambridge often conduct interviews.

Pay Attention to Specific Prerequisite Courses

Specific programmes at university will require specific prerequisite courses at the high school level. For these reasons, students must carefully consider their intended post-secondary destinations and research their requirements when making course choices, especially in Grades 11 and 12

Students receive detailed information and preparation for university admissions in their Career Life Education course. Students are required to take this course at Saltus for this reason. In addition, the university counsellors at Saltus are fully qualified to help every student attain their post-secondary ambitions. Saltus students will work with their University Guidance Counsellor throughout grades 10-12.

Working with Outside University Consultants

Saltus discourages students from working with outside/consultant agents. Our University Guidance Counsellors have in-depth knowledge of each student’s academic journey, school profile, and university admissions trends, ensuring personalized and well-informed support. External consultants may not fully understand BC Curriculum, school-specific opportunities, or the holistic factors that universities consider, potentially leading to misaligned advice. If you are working with an outside agent/consultant, it is important to let your Saltus counsellor know this so that individual responsibilities are clear and transparent.

Advanced Placement Courses

(AP) - The BC Curriculum provides students with the flexibility to pursue AP courses in grades 11 and 12. The AP programme is described further in this guide. “AP” denotes an Advanced Placement course, offered under the direction of the College Board in the USA. These courses allow students to pursue university-level studies while they are still in high school. Based upon their performance on rigorous AP examinations conducted each May, students may earn university credit or advanced placement or both. Students can write such exams at a cost of $100 - 150 per exam. Universities that evaluate the level of rigor in a student’s timetable as part of the admission process will look favorably on strong AP results, using both transcript marks and exam results. Students will not support their applications to foreign universities by taking AP courses and scoring under 80% in the course or below a 4 on the exam. While it may seem intuitive, do not assume that more AP courses looks better than less or that taking AP courses at younger grades makes a student look like a prodigy; that is usually not the case. Most AP courses are restricted to Grades 11 or 12. More universities now will only consider AP courses that are taken from Grade 11 onwards and furthermore, universities want students to take the course at their own school if it is offered. Students who do not take AP courses are not at a disadvantage for University entrance provided they have strong academic standing in their regular courses.

English Language Requirement - Some post-secondary institutions require a student’s proficiency in English, and this is determined by their final English course mark. For specific information on these requirements, please refer to the post-secondary institution’s site to see what their required minimum percentage in grades 11 and 12 English is. These percentages often change so it is advisable to check the university websites for current information. Note that some university programmes also have their own minimum English marks – example Queen’s Commerce requires 80%.

College Admissions Assessments

• SAT (Scholastic Assessment Test): A standardized test widely used for U.S. college admissions, assessing mathematical, reading, and writing skills.

• ACT (American College Testing): Another standardized test for U.S. college admissions, covering English, math, reading, science reasoning, and an optional writing section.

• PSAT/NMSQT (Preliminary Scholastic Assessment Test /National Merit Scholarship Qualification Test): A preparatory version of the SAT, also used for the National Merit Scholarship Program qualification in the U.S.

• UCAT - The University Clinical Aptitude Test (UCAT) is an admissions test used by many UK universities to select applicants to their medical and dental degree programmes.

PSAT/NMSQT - Students considering applying to the USA normally write the Preliminary SAT (PSAT) in anticipation of taking the SAT. The PSAT is a practice test for the SAT and available to Grades 10 & 11 students each fall at Saltus. The PSAT has separate sections dealing with mathematical reasoning skills, verbal reasoning, and written language skills. Results from the PSAT provide a detailed analysis of a broad range of student abilities. The PSAT is written in mid-October and detailed results are returned to students in November. It is a test-taking exercise and self-assessment tool; students are not evaluated by Saltus on their results. Registration for the PSAT occurs in early September

SAT - The SAT is a digital exam administered by the College Board in New Jersey. It is usually written by Grade 11 and 12 students and may be used by United States universities in admissions decisions. In most cases, the last sitting of the SAT for which the results are available in time for Fall admissions is in October or November of the Grade 12 year. Registration deadline for the SAT is approximately two weeks prior to the test. Many USA universities have become test-optional, meaning students can choose to write the test or not, and if they do, they can choose to submit their scores, or not. Students are encouraged to check US institutions to see if they require an SAT score. Registration for the SAT and requesting that the score is sent to the university, is the responsibility of the student.

ACT - Most US schools will also accept the ACT in lieu of the SAT. The ACT tests measure the knowledge and skill that students have acquired throughout their education. The tests emphasize students’ capabilities in understanding and interpreting information, solving problems, and applying knowledge and skills. The ACT comprises four curricula-based, multiple-choice tests in English, mathematics, reading and science and an optional 30-minute writing test which assesses essay composition skills. The total test time without the Writing component is 2 hours and 55 minutes.

*Students should check with the colleges they are considering to learn if standardized testing is required or optional for entry.

UCAT - The University Clinical Aptitude Test (UCAT) is an admissions test used by many UK universities to select applicants to their medical and dental degree programmes. The test helps universities to make more informed choices from amongst many highly qualified applicants. It is used in collaboration with other admission processes such as the UCAS application and students’ academic qualifications. This test must be taken by late September of the Grade 12 year, or earlier. Registration for this test is the responsibility of the student. If you have questions about this test, please talk to your Saltus university counsellor.

UCAS - The Universities and Colleges Admissions Service is the UK’s main application processing service. Saltus is a UCAS center, so when applying you will need to work with your Saltus University Counsellor to complete the application. Please do not work with outside agents/consultants on setting up your UCAS account. While UCAS will process student applications, all decisions are made by individual universities. UCAS will allow students to apply to 5 universities and offers made by any of the 5 cannot expire until all 5 have made offers (or declined). This means that students applying to the UK will not have to accept one university while they are waiting to hear from a more favoured

choice. If a student wants to apply to either Oxford or Cambridge, they may only apply to one, not both. Details on all higher education programmes in the UK can be found at www.ucas.com. The Saltus University Counsellors are fully trained in UK university admissions and use the UCAS system. If you haven’t done so, let them know you will be applying to UK universities.

Special note on international universities: Students planning to go to international universities should be well aware of testing requirements and application deadlines BEFORE the beginning of their Grade 12 year, ideally as early as Grade 10, as applications are complex, lengthy and are often due in the Fall, some as early as October. The most prestigious universities will require interviews in addition to an extensive application package. Students need to be aware of specific qualifications that may be required for international institutions.

Career and Educational Guidance

Saltus is committed to helping students develop the broadest possible range of strong credentials upon their graduation, so they can gain entry to the post-secondary programmes of their choosing. This requires top-notch academic preparation, but it also requires individualized guidance along the way. Self-knowledge is important so that students can make the connection between the world of interests, values, and skills inside them and the world of opportunity outside of high school. In successive grade levels, students are progressively provided more detailed guidance to ensure a smooth transition from Grade 12 to the next stage of their academic development.

Grade 8

• Integrated within the Advisory class.

• Grade 8 students are introduced to the Saltus university counsellors who will give them suggestions on creating a strong personal profile for university applications in their senior year.

Grade 9

• Integrated within the Advisory class.

• Career Education 9 covers personal inventory, post-secondary and career exploration as well as detailed course selection.

• Grade 9 students will work with the university counsellors to focus on immersing themselves into school clubs and organizations so that they will be a stronger applicant for competitive universities when they are in their senior year.

Grade 10: Career Life Education (CLE)

• PSAT written in October (optional) and scores available in December. Students gain further insight into their areas of strength and areas needing improvement.

• Career Life Education Course is mandatory in Grade 10. Students become informed decision makers, take career key tests that indicate possible career options, and create a useable resume. Students are required to attend the individual university visits (virtual or in person) that take place in the fall. This is an opportunity to hear about programmes and university entrance requirements.

• Career 10 is incorporated within “community” time in the student’s schedule.

• In the CLE classes, students will be introduced to many different university options. At times, they will have guest speakers come to the class to introduce them to their programmes and universities. These include international destinations.

• The capstone project will be introduced during this Grade 10 course, which involves students choosing a topic of interest, completing research, and working with a mentor to create a presentation which will be delivered to a panel in Grade 12.

• In addition to the Career Life Education curriculum, we cover the health curriculum where we discuss physical, emotional and mental well-being; topics include sexual health education, healthy relationships, mental health, drugs and alcohol, and nutrition.

• Students will be introduced to Unifrog to record their high school courses, build a resume, research universities and colleges and complete interest and personality surveys.

• Course selection for Grade 11 - course selection assemblies for students and a parent information evening. Students review their previous research of requirements for post-secondary entrance.

• Students intending to go to summer school internationally need to inform the University Guidance Counsellors of their intentions and complete the External Courses form.

• All Grade 10 students are encouraged to begin scheduled meetings with a Saltus university counsellor.

Grade 11

• Students continue to use Unifrog for their programme/faculty research. Interest and personality tests should continue to be taken as these often change yearly.

• PSAT/NMSQT written in October and scores available in November. Students gain insight into their areas of strength and areas needing improvement with respect to “college readiness” (using United States standards). Comparison with your own scores from prior years show areas of improvement.

• Attend university/college liaison visits (virtual/in person) offered at Saltus and other local venues in September through December.

• Course selection for Grade 12: individual meetings with the student (optional for parents) and University Guidance Counsellor to review course selections & post-secondary planning.

Grade 12

• All grade 12 students attend university planning seminar blocks throughout the fall of their senior year. The Saltus university counsellors take students through the entire application process in these seminars. Unifrog is used to track university and college applications. All students are given directions on how to use this programme, which is the primary method of tracking applications.

• US university applicants may write the last relevant sitting of the SAT or ACT in either October or November. Students should confirm the deadline for their schools for the last accepted sitting.

• Individual student meetings with the University Guidance Counsellors at the beginning of the school year to review the match between course load and post-secondary intentions, deadlines for applications and testing in support of post-secondary applications.

• University/college liaison visits offered at Saltus and other local venues in September through December.

• Transcript Verification Reports generated from BC Ministry of Education data to allow students to double-check the accuracy of the BC Ministry’s marks data.

• December transcripts are sent to select universities. Some universities will offer admission based on these early marks.

• Students complete their transcript requests through the BC Student Transcript Service giving the BC Ministry permission to send interim marks to the schools students indicate, and also authorizes the BC Ministry to send final marks to the same schools in July.

• Career Life Connections (CLC) is completed in the senior year through the Community block and will satisfy the BC Ministry requirements for this course.

Post Secondary Preparation Blocks

All students will participate in a Seminar Block from September to May. These are mandatory and attendance is taken. The following topics are covered in the Seminar Blocks:

• Understanding the post-secondary application process

• Unifrog introduction & its usage

• Choosing a programme

• Deciding where to attend

• Introduction of www.ouac.on.ca, www.educationplannerbc.ca, www.commonapp.org, www. ucas.com

• Completing the online Student Transcript Service request

• Completing the self-reporting of grades forms online

• Help with resume writing, personal statements, statement of activities, essays

• Proofreading of statements & profiles

• Provide video interview tips & strategies sessions (Commerce/Engineering applicants)

• Scholarship opportunities and support

• Some seminar blocks are used for individual time with a university counsellor.

Careers Week

We look forward to introducing careers week at Saltus. Students are invited to hear from industry professionals about their career and educational paths in concurrent morning sessions. Drawn from our parent body and friends of Saltus, presenters give a firsthand account of the roles of skill, hard work, luck, risk tolerance, adaptability, teamwork, creativity and numerous other factors in career development and success. Potential presenters are encouraged to contact Mr. Anthony.

Work Experience (WEX)

Students in grades 11-12 will be invited to apply for short, experiential work placements and job shadows throughout the year. These placements are specific to the needs of the individual student and offer a fantastic way for students to begin exploring potential careers. Placements will be completed with the help of our University Guidance Counsellors.

Support Services

Counselling Services

At Saltus, guidance and counselling services aim to provide both prevention education and service, and intervention and crisis response support for students. The Counselling Department promotes social and emotional development, provides assistance to students in school-related issues and assists students in learning how to independently identify, assess and resolve challenges as they arise.

The goal of effective school counselling is to foster growth in students’ self-esteem, individual responsibility, and the development of skills in areas such as independent decision-making and conflict management.

Services to Senior School students include:

• Social and emotional counselling

• Conflict mediation

• Academic and Executive Functioning support

• Student Assembly Presentations -, Internet safety, drug and alcohol prevention, violence prevention, anti-bullying initiatives

• Referral services – for students, parents and families

Learning Support Services

Saltus offers a rigorous academic programme and students must work hard to meet their academic potential. At times, students may experience difficulties with the learning process. Saltus’s dedicated teaching staff provides regular, flexibly scheduled assistance outside of class time to students enrolled in their classes; however, situations may arise where additional support is needed. In such cases, students can seek assistance through the Learning Support Services Team.

The Learning Support Services (LSS) Team provides academic support to students in the senior school as well as a space for students to work, study, write tests and ask questions. Scheduling and space allocation priority are given to those students formally identified with learning differences by a certified Educational Psychologist as outlined in an Individualized Learning Plan (ILP). The LSS room is an inclusive environment where all students are encouraged to develop, challenge and enrich their academic skills. We seek to provide a positive and caring environment to assist students in reaching their academic potential in collaboration with classroom teachers and the school community.

Learning Commons

Open daily from 8:00am-5:00pm, the Saltus Learning Commons is located in the Goslings building on the second floor. The Learning Commons provides a wealth of physical resources as well as access to online databases

Advanced Placement Programme

Enrolling in AP classes is optional for students at Saltus. The Advanced Placement Programme curriculum and comprehensive exams are provided by the College Board in the USA. Most academic departments offer courses to the AP level. AP courses give students the opportunity to complete university-level curriculum in high school. Most universities will recognize successful completion of the AP exam and give students the opportunity to move directly into a second-level undergraduate course. (Some universities award credit for first-year while others merely allow advanced placement into 2nd year).

Students enrolled in an AP course will be assessed by their teachers and given a final mark on their transcripts just as they would any other course. Their interim marks on their report cards may be used by universities as part of an admission average calculation as per the admission policies established independently by each university. The AP exam, written in early May, is scored by the College Board and those scores are not available until July, so AP Exam results from the Grade 12 year are normally not used in admissions decisions. The results on the AP Exam do not affect the mark on a student’s transcript.

Students have the opportunity to write AP exams in May at a cost of *$100-150 each. Students order the exam in the fall when they join AP Classroom for each of their subjects. Payment for the exam will be posted to a student’s account after the exam has been written in May.

Because post-secondary institutions normally grant admissions based upon the school mark (not AP exam marks), occasionally students choose to opt out of the AP exam. Each post-secondary institution has its own policy about AP exam completion. It is imperative that a student check with target institutions before opting out of the exam. This is especially relevant for students taking AP courses in Grade 11 whose exam results will be available at the time of their post-secondary applications. While opting out of an AP exam will not change a student’s mark in the course, it could have implications for university admission or for scholarships.

Only students enrolled in an AP course at Saltus will be registered to write the AP exam at Saltus. Students are automatically enrolled in an exam once they have signed up for the AP Classroom associated with that particular course.

Students who enroll in AP courses at other institutions should expect to write their exams under the direction of that institution. Students should also be aware that they will not be granted a transcript mark for the course work done with most external providers since these providers have not been accredited by the College Board.

* the cost of exams subject to change as per the AP Programme.

Core Programmes

English

The goal of the English programme is to produce graduates who can speak and listen effectively, analyze literature with sophistication, write with forcefulness and precision, read with comprehension and insight, and apply their skills with creativity. To these ends, a sequential programme focused on language and literature has been devised to challenge students of English on a variety of levels.

There is a great emphasis on writing at every level whether it is creative writing, response writing or journal writing. Mastery will enable students to write successful post-secondary undergraduate essays. It is important to note that language skills develop cumulatively; often similar skills are stressed at every grade level, the object being to enhance sophistication of a specific technique so that the graduating student can be said to have mastered it. Thus, the teaching of writing skills recurs at all levels. However, the expectations and specific assignments grow increasingly sophisticated and challenging, moving, for example, from work on sentence unity, sentence variety, paragraph unity, and verb tense usage in Grade 8 to the smooth integration of quotations and the development of a concise and formal academic style in Grade 12.

A similar evolution occurs in the study of literature. Mastery at the lowest levels of such concepts as theme and character culminates in Grade 12 with the detailed analysis of individual texts and the application of a variety of critical approaches. At all levels, the programme stresses close reading and clear writing. Language skills development follows the curriculum established by the British Columbia BC Ministry of Education. At each grade level, the programme is based on the general learning outcomes established by the BC provincial curriculum.

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feeling and experiences. They will learn to comprehend and respond personally and critically to oral, print and other media texts, to manage ideas and information and to communicate with clarity. Teaching texts are determined based on their literary merit, their ability to fulfill the general goals of the English Department, and age and grade appropriateness.

At Saltus, grades 8-12 English courses are year-long courses and may not be taken online.

The English Department focuses on the critical analysis of literature with the expectation that students will continue to post-secondary education. Students are exposed to complex and sophisticated literary works, fostering their intellectual curiosity, and ensuring their love for reading. Attaining clarity, logic, tone and style are the goals for young writers.

English AP Pathway (Limited enrollment)

Students can complete AP English Language and/or Literature. The Language course focuses on non-fiction, such as political and philosophical essays, while the Literature course focuses on fiction, including poetry, novels, and plays. Some universities give credit for a maximum of one such course; students wishing to take both should check each university’s AP English credit policy. Students in the Honours pathway will be eligible to take an AP Language or Literature course providing they earn 86% in Literary Studies and Composition 12. Students who do not meet that standard may be permitted to enroll in AP English at the discretion of the department. Factors that will be considered in such decisions may include final exam results in Literary Studies and Composition 11.

Mathematics

Courses in Mathematics are designed to broaden mathematical literacy, to become numerate citizens, and to prepare students for university level mathematics. Students are taught to master the fundamental processes while their problem-solving abilities are challenged with increasingly complex materials. The needs and talents of individual students are considered in placement decisions. Mathematics 8 through 11 are required courses while the rest are electives.

Math Pathways

Saltus provides both regular and honours pathways in Math that lead to fulfilling post-secondary math requirements. For most students, a regular pathway is sufficiently challenging in Grade 8; however, for high achieving, keen, and dedicated students an accelerated stream in Grade 8 may be a good fit. This is a blended Math 8/9 Honours course which places the students one year ahead. In 20242025 we offered (for one year only due to the transition to the BC Curriculum) an accelerated option for our current Grade 9 students who completed Math 9/10. Both accelerated pathways require successful completion of a selection process, including achievement of Proficient or Extending in the student’s current math course and recommendation by the current math teacher. The final decision for admission to the accelerated stream is made by the Department Head. See the flowchart below for the pathways.

Accelerated Pathways

Admission criteria for the Math 8/9 Honours course in 2025/2026 will be based on the following:

• Participation in Gauss math competition in May 2025

• A strong recommendation from your current Math 7 teacher based on your learning initiative, time management, and resilience.

• Reference letters are required for candidates not attending Saltus in Grade 7.

• Extending or Proficient achievement indicators on your current Math 7 report cards

• Strong work and study habits

• Regular attendance

• Consideration of Grade 7 Math ISA results.

Foundations of Mathematics 11 & 12 Pathway

The Foundations of Mathematics pathway is designed for students who do not meet the prerequisites of Pre- Calculus 11 and require a more practical stream of mathematics that could still lead to postsecondary studies in primarily, but not exclusively, arts, fine and performing arts, nursing, and some other areas. Mathematics requirements for post-secondary entrance should be discussed with Saltus university counsellors before committing to this pathway. Some post-secondary programmes require both Foundations 11 and 12 for students without Pre-Calculus 11. Foundations of Mathematics 11

does not meet the prerequisite for Pre-Calculus 12. This pathway should be strongly considered for students who achieve below 80% in Foundations and Pre- Calculus 10 and have not shown the proficiency necessary to meet the demands of the precalculus pathway by their current Foundations of Mathematics and Pre-Calculus 10 teacher.

AP Calculus AB/BC & Calculus 12 Pathways

For students to qualify for enrollment in AP Calculus, they must first complete Pre-Calculus 12. Students will be recommended to the AB or BC option by their current Pre-Calculus 12 teacher and/ or the Mathematics Department Head. Prospective AP Calculus BC students must achieve at least a 90% in Pre-Calculus 12 whereas prospective AP Calculus AB students must be above 80%. Students are not allowed to enroll in AP Calculus and Pre-Calculus 12 concurrently.

1. AP Calculus AB: at least an 80% in Pre-Calculus 12.

1. AP Calculus BC: at least a 90% in Pre-Calculus 12.

Please note that while two different AP calculus courses exist, any of these may not be offered if enrollment numbers are low.

Social Studies

The Social Studies curriculum introduces students to the disciplines of history, geography, and the social sciences. In studying these areas, students become more knowledgeable, ethical, responsible, and globally aware. Social Studies 8 through 10 and Social Studies Indigenous Perspectives are required courses while the rest are electives. The Graduation programme requires a minimum of one Social Studies 11 or 12 course.

AP Pathway. Students can work towards completion of World History (Modern), Human Geography, Psychology, and Economics at the Advanced Placement level. Prerequisites vary, but all AP Social Studies courses require prior completion of Literary Studies and Composition 10 and Social Studies 10.

Languages

French and Spanish courses develop key communication skills: listening, speaking, reading, writing, and interaction. From the start, the language is used in the classroom. Grammar, vocabulary, and cultural insights are introduced to build understanding and confidence in communication. The goal is clear and effective expression in both spoken and written language. These courses also encourage lifelong language learning and foster an appreciation for different cultures, creating connections between languages.

AP Languages Pathway. Students wishing to enroll in an AP Language course should complete a Grade 12 language course or Grade 11 Honours course in the previous year. Students must have obtained an 86% or higher in Grade 11 and 12 language courses. Honours language courses prepare students for the challenges of AP. AP language courses require a strong skills base, excellent work habits, and a high level of commitment from students. AP language course selections are thoroughly reviewed by the department to address individual learning needs and help students excel. All requests for AP language courses must indicate alternates. AP language courses may not be offered if there is low enrollment in the course.

French/Spanish programme

The French/Spanish programme is designed to teach French or Spanish as a second language using the communicative approach. By providing the tools necessary to guide students through the process of learning, the programme is intended to help students develop their receptive skills (listening, reading and viewing) and their productive skills (speaking, interacting and writing) in a second language.

The programme is based on a multidimensional curriculum. It encourages students to learn a second language by having real experiences in that language. Students develop comprehension skills and learn to negotiate meaning. They produce in written and oral formats in a variety of real-life contexts.

The programme introduces language in context and teaches the student to reflect on its use. It is designed to help students become aware of the types of strategies that can increase their ability to

communicate and succeed in a second language. It also encourages students to make connections with their previous knowledge.

The French and Spanish programme fosters awareness of, and sensitivity to a second culture and to the world community.

French and Spanish 8 and 9 are required courses.

Sciences

Today’s increasingly interconnected and complex world demands that all people have a strong knowledge of scientific concepts to function responsibly as informed and engaged citizens. Saltus’s programme embeds the content in the curricular and core competencies, as designed by the BC Ministry of Education. Our science courses aim to promote inquiry, critical thinking, and problem solving in and beyond the classroom. Science 8 through 10 are required courses. Additional courses are electives.

Science Enrichment and Science Acceleration

Admission criteria for the Science 8/9 Honours course in 2025/2026 will be based on the following:

• Extending or Proficient achievement indicators on your current Science 7 report cards

• Strong results in the Gauss math competition in May 2025 (Proficient or Extending)

• A strong recommendation from your current Science 7 teacher based on your learning initiative, time management, and resilience.

• Reference letters are required for candidates previously not attending Saltus.

• Strong work and study habits

• Regular attendance

• Consideration of Grade 7 Science ISA results.

AP Pathways. AP science courses offered at Saltus include Biology, Chemistry, Environmental Science, and Physics C. Possible pathways to specific AP science courses are: Corequisite: Anatomy and Physiology 12.

AP Biology

• Prerequisite: Life Sciences 11 at Saltus.

• Corequisite: Anatomy and Physiology 12.

AP Chemistry

• Prerequisite: Chemistry 11 at Saltus.

• Prerequisite: Chemistry 12.

AP Physics C (Mechanics and E&M)

• Prerequisite: Physics 11 at Saltus & Physics 12.

• Corequisite: Calculus 12 or AP Calculus

AP courses with low enrollment may not be offered in a particular year. Students in AP courses can write the College Board Exam in May at a cost of $100-150.

Applied Design Skills and Technology (ADST)

Courses in ADST help students develop the attitudes, skills, and knowledge needed to live effectively in an information-rich technological society. The Computer Science curriculum introduces students to computer programming, animation, film, graphic design and desktop publishing and woodworking. In studying these areas, Saltus students learn to use current technology to communicate and solve problems. Students also gain knowledge relevant to careers in Computer Science, Engineering, and the Arts.

AP Pathway. In Information Technology, students work towards completion of AP Computer Science. Students in AP courses can write the College Board Exam in May at a cost of $150.

* Explorations are offered at the Grade 6 and 7 level permitting students to experience and “explore” various ADST classes for a short period of time. This allows students to discover their interests which will assist them in course selections in future grades.

Physical and Health Education

Enrollment Requirements:

Saltus students receive mandatory instruction in PHE from Pre-K to Grade 10 to ensure students maintain healthy lifestyles and an appreciation of active living. Some of the benefits of the PHE programme are improved physical fitness, skill and motor skills development, stress reduction –provides an outlet for tension and anxiety release, influences moral development, leadership and cooperation with others, and improves academic success.

Health within the PHE programme:

Health curriculum is incorporated into the grades 8, 9, and 10 programmes.

SEAP (Student Elite Athlete Programme)

Students who are currently enrolled and/or seak to be enrolled in the SEAP programme, can apply for the Sports Performance 10 course. (see course description)

Currently, the grade 11 and 12 PHE course electives have not been identified as these will be developed in the upcoming year when our current grade 9 students enter grade 11. Electives could include: Outdoor Education 11/12 , Fitness and Conditioning11/12, Leadership 11 & 12

Physical and Health Education Participation Policies and Expectations

Physical and health education is a participatory subject area that requires regular attendance and effort for success. If a student is well enough to attend school that day, they are expected to attend and participate in their PHE class. Accommodations for participation will be made at the discretion of the teacher and on a case-by-case basis. When possible, please arrange appointments after school. We encourage our students to take PHE 11 and 12 electives as this is part of a healthy and balanced lifestyle.

Injuries and illnesses:

If students have an injury or health condition that may limit their participation in PHE classes, parents should contact their child’s teacher. It is expected that students attend their PHE class and check in with their teacher unless they are physically unable to do so. For example, if a student is on crutches, they are not expected to travel down to the gymnasium. An alternative location will be determined between the teacher and student. PHE teachers often make accommodations for injured students, and when possible, arrange physically active alternatives (ex. biking, completing stationary exercises, or other exercises). If an injury or illness prevents a student from participating for more than 3 periods, a doctor’s note stating the reason and duration of the exemption is required. For injuries and illnesses that prevent a student from participating over an extended period time, arrangements will be made between the teacher, student and parent.

Creative and Performing Arts

The Creative and Performing Arts programme plays an essential role in developing the creative talents of the students of Saltus. Saltus provides students with opportunities for individual creative expression, collaboration, critical thinking and self-discipline. As a result, students acquire the attitudes, skills and knowledge necessary to support a range of career goals and develop a foundation for lifelong learning. Throughout history, the arts have been studied as the true measure of civilization. Whether through appreciation of the arts, the development of skills and techniques, or strong knowledge of its history and context, the arts relate to our everyday life experiences.

Students develop a respect for cultural pursuits which enhances the quality of life in the school environment through art, music, and drama (images, sounds and experiences). As students grow and develop further understanding, they perceive and respond to the arts more critically. Our students demonstrate excellence in their creative endeavors; many go on to pursue their goals in leading postsecondary institutions worldwide.

Creative and Performing Arts courses provide students with an understanding of the value of the arts as life-long learners. Theater arts, music, and visual arts are incorporated into an environment where students can discover and nurture their artistic affinities and creative potential. Through exhibitions and performances, students are provided with opportunities to share their abilities with our community. Participation as a performer in drama and music is available to students in both curricular and co-curricular activities.

AP Pathway. In Visual Arts, students can work towards completion of a portfolio at the Advanced Placement level. For students to qualify to enroll in AP Studio Art 12, they must have enrolled in Art 11 and submit examples of their artwork to obtain permission from the instructor. In music, for students to qualify to enroll in AP Music Theory, they must obtain permission from the instructor. This course is recommended for any student interested in pursuing post-secondary education in music performance or education.

Course Catalogue

Refer to the course selection forms at the back of this guide to help you select your courses.

Grade 8 Programme

Grade 8 Core Programme

Students take English, Math, Science, Social Studies, French and Physical/Health Education.

Prerequisite: English 7.

English 8

English 8/9 Honours

English 8 lays the foundation for analytical thinking, literary exploration, and effective communication. Throughout the year, students will develop their skills in reading, writing, and oral communication through the study of a variety of literary and informational texts, including exposure to Shakespeare. They will learn to analyze texts for deeper meaning, examining how authors use literary devices, historical context, and structure to convey ideas. Students will also strengthen their research skills by engaging with informational texts and exploring real-world connections to literature. In writing, they will refine their ability to craft clear, well-supported arguments, while also practising personal and creative expression. Through seminar discussions, literature circles, presentations, and group projects, students will enhance their ability to articulate ideas, collaborate with peers, and engage critically with texts. This course leads to English 9.

Prerequisite: Enrollment in Grade 9 Honours requires a recommendation from the English Department, with students expected to demonstrate proficiency in English 7 and a strong commitment to learning.

English 8/9 Honours is a fast-paced, enriched course that combines the Grade 8 and 9 English curricula, preparing students for more advanced literary studies. Designed for motivated readers and writers, this course challenges students to engage deeply with complex texts, refine analytical writing, and develop well-structured arguments. Students will explore diverse literature—including Shakespeare, contemporary fiction, poetry, and non-fiction— analyzing literary techniques and how historical and cultural contexts shape narratives. They will also hone their skills through persuasive essays, creative writing, and critical discussions. The year begins with the study and analysis of a text assigned for summer reading, forming the foundation for early discussions and writing. With an accelerated pace and enriched curriculum, this course is ideal for students eager to challenge themselves and build a strong foundation for future high-level English studies.

French 8

Prerequisite: French 7.

Students use French as a tool for communicating about everyday topics, such as themselves, their friends and their favourite activities. Students are expected to develop and apply a range of language-learning strategies to assist in comprehension and expression. They are expected to use simple, related sentences to express ideas orally and in written form. Through listening, speaking, interacting, reading and writing activities, students will expand their usage of vocabulary and grammatical structures, and will learn more about Francophone communities and cultures. Instruction is given mostly in French and the focus is on communication and the development of students’ confidence.

Prerequisite: none.

Mathematics 8

Mathematics 8/9 Honours

The big ideas are representing numbers as rates, ratios, and percentages, developing a computational fluency with fractions, comparing surface area and volume of 3D objects, representing linear relationships with equations, and analyzing sets of large data. Students will be expected to express their understanding through numerical, graphical, analytical, and verbal means in all areas of the curriculum. Students wishing to transition to the Mathematics 9/10 cohort in their Grade 9 year must fulfill additional requirements set by the Math Department.

Prerequisite: See admission criteria below.

This acceleration course is designed for students to complete two years of math in one. This course covers most of the curriculum material for Mathematics 8 & 9 and focuses on developing problem solving through math competitions and enrichment activities, both individually and in groups. It is a fast-paced course where students extend their prior experiences in math and, thus, must have a very strong foundation in number operations.

Admission criteria for the Math 8/9 Honours course will be based on the following:

• Participation in Gauss math competition with strong results

• Strong recommendation from your current Math 7 teacher based on your learning initiative, time management, and resilience.

• Extending achievement on current Math 7 report cards

• Consideration of ISA Math scores.

Physical and Health

Education 8

Science 8

Science 8/9 Honours

• Reference letters are required for candidates not attending Saltus in Grade 7

See Math 8 and Math 9 course descriptions for more information on content.

Prerequisite: none.

Opportunities are provided for students to experience a variety of recreational pursuits and activities that promote lifelong healthy living. This course uses a games-based approach with fitness activities being integrated throughout the class. Students learn how to set physical activity goals for themselves and learn about the influence of nutrition, exercise and mental well-being on their bodies. Students will participate in a wide variety of game activities including volleyball, basketball, football, aquatics, track and field, badminton, cricket, netball and cross country running. Students also cover the health curriculum within PHE.

Prerequisite: none.

Science 8 introduces students to foundational concepts in biology, chemistry, physics, and Earth science, fostering scientific literacy and critical thinking. Through hands-on experiments, inquiry-based learning, and problem-solving activities, students explore cellular processes, atomic theory, energy transfer, and plate tectonics. Emphasis is placed on developing scientific competencies such as questioning, analyzing data, and communicating findings, helping students build the skills necessary for future scientific exploration.

Prerequisite: See admission criteria below.

Admission criteria for the Science 8/9 Honours course in will be based on the following:

• Participation in Gauss math competition with strong results

• Strong recommendation from your current Science 7 teacher based on your learning initiative, time management, and resilience.

• Extending achievement on current Science 7 report cards

• Consideration of ISA Science scores.

• Reference letter from a candidate attending school outside of Saltus in Grade 7.

See Science 8 and Science 9 course descriptions for more information on content.

This accelerated course combines the content and competencies of Science 8 and Science 9, preparing Grade 8 students for

Social Studies 8

advanced science pathways. Students engage in a rigorous curriculum that emphasizes independent research, complex problem-solving, and critical analysis. Through hands-on experimentation and collaborative projects, students refine their ability to question, evaluate evidence, and communicate scientific ideas effectively. This course is designed for grade 8 students with a strong interest in science and a commitment to academic excellence.

Prerequisite: none.

This course explores global history from the 7th century to 1750, focusing on the impact of contact and conflict between civilizations, human and environmental influences on populations, and the consequences of exploration and colonization. Students will examine cultural, social, and political changes, as well as philosophical and technological advancements. Key competencies include critical inquiry, evaluating historical significance, analyzing cause and consequence, and understanding diverse perspectives. By analyzing primary and secondary sources, historical narratives, and various perspectives from this period, students will develop skills in research, analysis, and communication, fostering a deeper understanding of the forces that shaped the modern world

Grade 8 Elective Options

Students must enroll in one Creative and Performing Arts course and one ADST course.

Prerequisites: Choral Music 7 or instructor approval

Music 8/9/10

Concert Band 8/9/10

Choral Music is offered to students who want to develop their vocal skills in a performance programme. Emphasis is on the development of proper vocal techniques, rhythmic and melodic music reading skills, and ensemble singing. The choir performs in school assemblies, winter and spring concerts and in local music festivals and showcases as determined by the director. Attendance at these performances and dress rehearsals are a course requirement. Music performed covers a wide range of historical periods and musical styles.

Prerequisite: Concert Band 7 or instructor approval.

This course refines students’ musical skills and talents in a performance concert band environment. Students are required to maintain regular practice and care of a band instrument and work toward a Grade-specific standard of technical competency, improved range, and tonal concept. Topics in musicianship include evaluation of performances, an introduction to harmony, interval and chord recognition, basic arranging, minor tonality, and basic conducting technique. Students develop teamwork and community skills through commitment to their role in the ensemble and performing in public. Opportunities for meaningful aesthetic experiences are provided through exposure to a variety of musical styles and textures. The course is comprehensive in nature such that elements of world music, music history and the music industry are incorporated into the class structure. Students must have already attained at least a moderate level of technical playing and music reading skills prior to taking this course.

Prerequisite: none.

Media Arts 8

Media Arts is an important and growing field in the 21st century. The course introduces students to the principles of media product creation, by addressing the design considerations related to the user experience, as well as media literacy. Students will explore a range of new media technologies in the production cycle. This may include; the Adobe Creative Cloud suite of products, Canva, or other new digital technologies and applications. Students will explore the

Choral

Drama 8

Orchestra 8/9/10

role of print media, produce their own zines, explore print advertising, publish a class magazine, and begin to delve into the imaginative world of multimedia and digital media creation.

Prerequisite: none.

This course will build on student learning in Grade 6 & 7 Drama, however students can enter the course with no prior experience. Students will develop and refine drama skills and techniques, explore the dramatic process and learn about themselves in a nonthreatening environment. Confidence, trust and communication are emphasized in this course. Drama 8 offers students extensive experience in developing their physical and vocal skills while promoting personal growth and maturity. Students will study a wide range of material; the degree of difficulty and the choice of texts is tailored to the individual. The students will also perform and direct devised and scripted works, be introduced to the elements of drama, improvisation and theatrical design, as well as performing in a course production.. All students in Drama 8 will have an opportunity to perform before an audience.

Orchestra 8-10 is designed to provide students with a comprehensive and enriching musical experience in both chamber orchestra and small ensemble settings. This course supports the development of technical proficiency, musical expression, and ensemble skills while offering students a unique way to explore their identity and sense of belonging through music. Students will refine their bowing and fingering techniques, develop critical listening and teamwork skills, and explore a diverse repertoire across various musical styles and historical periods. Emphasis will be placed on ensemble cohesion, intonation, balance, and expression, with instruction tailored to individual and group skill levels. Music literacy, including reading notation, rhythmic accuracy, and theoretical understanding will be integrated into performance practice. Students will also develop their knowledge of rhythm, pulse, articulation, and stylistic interpretation, while engaging in composition to deepen their understanding of musical structures and personal expression. Performance opportunities including concerts and events both within the school and the wider community will allow students to apply their skills in real world musical settings. This course fosters artistic growth, discipline, and collaboration, encouraging students to develop confidence, creativity, and a lifelong appreciation for music as both soloists and ensemble musicians.

Computer Science 8

Prerequisite: none.

In Grade 8, students will develop computational thinking by engaging in coding, algorithms, and problem-solving tasks using C# and Visual Studio. NET. They will explore the role of computers and communication devices, gaining hands-on experience in hardware components, software applications, and networking concepts. The course emphasises digital literacy, empowering students to critically analyze online information, practice ethical digital citizenship, and use technology responsibly.

Students will apply the Design Thinking Process defining problems, ideating solutions, prototyping, testing, and iterating through app development projects. Collaboration, creativity, and critical thinking are fostered through team projects and real-world scenarios. By the end, students will possess foundational ICT skills, an understanding of technology’s societal impact, and readiness to engage in further technical education or careers in the digital economy.

Web Development/ Digital Graphics 8

This course introduces students to web development and digital graphics through project-based learning, following the BC ADST curriculum. Students will build functional websites while exploring graphic design principles using industry-standard software. Emphasizing design thinking, user experience (UX), and ethical digital practices, students will develop problem-solving skills through iteration and refinement. By working on real-world projects, they will gain collaboration and project management experience. The course also explores emerging technologies like responsive design and interactive media, helping students build a strong portfolio for future careers in digital design, media arts, and technology.

Prerequisite: Spanish 7

Spanish 8

Students use Spanish as a tool for communicating about everyday topics, such as themselves, school, hobbies, vacations, and shopping. They apply a range of language-learning strategies to assist in comprehension and expression. They are expected to use simple, related sentences to express ideas orally and in written form. Through listening, speaking, interacting, reading and writing activities, students will expand their usage of vocabulary and grammatical structures. Students will be encouraged to present the language within the context of the contemporary Spanish-speaking world and its culture. All students will be actively involved

Visual Arts 8

Design Technology 8 (Woodworking and Drafting)

by completing hands-on activities, participating in group work, assuming roles, utilizing technology and obtaining information from a variety of sources.

Prerequisite: none.

This programme is designed to allow students to develop and enhance their inherent abilities. The course is divided into units that emphasise: drawing and painting. . Drawing assignments will use various mediums such as graphite, pencil, crayons, conté and oil pastels. Painting assignments will use watercolour paints, acrylic paints and ink. Art history, demonstrations on artistic techniques and group discussion will be used to introduce new projects to build the student’s vocabulary, understanding of past examples and overall skill level.

Prerequisite: none.

This course allows students to develop their design skills through hands-on exploration of materials, tools, and processes. They will engage in the design cycle, learning to prototype, test, and refine their ideas while considering technological innovation and sustainability.Students will also explore engineering principles, such as structural integrity and motion, while applying problem-solving and critical thinking to real-world challenges. Collaboration and project management will be key as they work independently and in teams to create functional and innovative designs.

Grade 9 Programme

Saltus Grade 9 Core Program

Grade 9 Core Programme

Students take English, Math, Science, Social Studies, French and Physical/Health Education.

Prerequisite: English 8

English 9

French 9

English 9 deepens students’ ability to analyze literature, craft effective writing, and engage critically with texts. Students will read a diverse range of classic and contemporary literature, including Shakespeare and Indigenous texts, alongside non-fiction and poetry, exploring various themes, perspectives, and literary styles. They will examine how societal and historical contexts shape narratives and apply this understanding by creating their own creative pieces. They will also develop non-fiction writing skills through travel writing, speeches, memoirs, and essays, learning to inform, persuade, and engage audiences effectively. The study of poetry will introduce diverse voices and literary techniques, strengthening their appreciation for language and expression. Additionally, students will engage with texts that explore survival, resilience, and cultural identity, deepening their understanding of storytelling as a means of conveying lived experiences. Through seminar discussions, collaborative projects, and analytical writing, students will refine their ability to communicate ideas with clarity and purpose, preparing for study of Literary Studies and Composition 10 or New Media and Spoken Language 10.

Prerequisite: French 8

The students will be provided with a range of language-learning strategies to assist in comprehension and expression. Through listening, speaking, interacting, reading and writing activities, students will expand their usage of vocabulary and grammatical structures. The focus is on communication. It is expected that students will be motivated to acquire information from French resources to complete a task and transfer the information through oral and written language. This course leads to French 10.

Mathematics 9

Prerequisite: none.

The big ideas are principles and processes of numbers, fluency with rational numbers, continuous linear relationships, proportion with shapes and triangle ratios, and interpreting data. To ensure that students are prepared for the demands of further education and the workplace, problem solving will be integrated throughout the course. Several key concepts will be covered, including rational numbers, higher order of operations, exponential laws, systems of linear equations and relation, solving equations, factoring algebraic expressions, arithmetic sequences and series, simple trigonometric ratios, statistical analysis, and basic probability.

Prerequisite: none.

Physical and Health

Education 9

Science 9

Opportunities are provided for students to experience a variety of recreational pursuits and activities that promote lifelong healthy living. This course uses a games-based approach with fitness activities being integrated throughout the class. Students learn how to set physical activity goals for themselves and learn about the influence of nutrition, exercise and mental well-being on their bodies. Students will participate in a wide variety of game activities including: volleyball, basketball, football, aquatics, track and field, badminton, cricket, netball table, and cross country running. Students also cover the health curriculum within PHE 9.

Prerequisite: none.

Science 9 builds on the skills and knowledge developed in Science 8, deepening students’ understanding of the natural world through investigations in biology, chemistry, physics, and Earth science. Students explore cellular reproduction, atomic structure, electric circuits, and Earth’s interconnected systems. Emphasizing scientific inquiry and data analysis, this course encourages students to think critically, recognize patterns, and apply their learning to real-world contexts.

Social Studies 9

Prerequisite: none.

This course examines global history from 1750 to 1919, focusing on the impact of emerging ideas and ideologies, political and social revolutions, imperialism, colonialism, and the development of modern nation-states. Students will explore the effects of power disparities, demographic shifts, and global conflicts, including discriminatory policies and injustices in Canada. Key competencies include critical inquiry, evaluating historical significance, analyzing cause and consequence, and understanding diverse perspectives. Students will engage with primary and secondary sources, historical narratives, and multiple perspectives to develop their analytical and communication skills. Additionally, students will read the memoir of Mary Prince, whose experiences as an enslaved woman in Bermuda provide powerful insights into the human impact of colonialism and slavery, connecting local history to global events covered in the course.

Grade 9 Elective Options

Students must enroll in one Creative and Performing Arts course and one ADST course.

Prerequisite: Choral Music 7 or instructor approval

Choral Music 8/9/10

Concert Band 8/9/10

Choral Music is offered to students who want to develop their vocal skills in a performance programme. Emphasis is on the development of proper vocal techniques, rhythmic and melodic music reading skills, and ensemble singing. The choir performs in school assemblies, winter and spring concerts and in local music festivals and showcases as determined by the director. Attendance at these performances and dress rehearsals are a course requirement. Music performed covers a wide range of historical periods and musical styles.

Prerequisite: Concert Band 7 or instructor approval.

This course refines students’ musical skills and talents in a performance concert band environment. Students are required to maintain regular practice and care of a band instrument and work toward a Grade-specific standard of technical competency, improved range, and tonal concept. Topics in musicianship include evaluation of performances, an introduction to harmony, interval and chord recognition, basic arranging, minor tonality, and basic conducting technique. Students develop teamwork and community skills through commitment to their role in the ensemble and performing in public. Opportunities for meaningful aesthetic experiences are provided through exposure to a variety of musical styles and textures. The course is comprehensive in nature such that elements of world music, music history and the music industry are incorporated into the class structure. Students must have already attained at least a moderate level of technical playing and music reading skills prior to taking this course.

Presequisite: none.

Digital Media 9 (Graphics and Web Design)

This course introduces students to digital media, graphic design, and web development through a project-based learning approach, following the BC ADST curriculum. Students will explore digital graphics, image editing, and layout design using industry-standard software while also learning the fundamentals of web design and interactive media. Emphasizing design thinking, user experience (UX), and ethical digital practices, students will develop problemsolving skills through iteration and refinement. By working on

Drama 9

Design Technology 9

(Woodworking and Drafting)

real-world projects, they will gain experience in creative design, collaboration, and project management. The course also explores emerging technologies, helping students build a strong foundation for future studies in digital design, media arts, and technology.

Prerequisite: Drama 8 highly recommended.

This course expands on Drama 8 concepts.Drama 8 is not a prerequisite but is highly recommended. Confidence, trust, and communication are emphasized in this course. Drama 9 offers students extensive experience in developing their physical and vocal skills while promoting personal growth and maturity. The students will study a wide range of material including an exploration of theatrical styles through history and the application of this to the development of acting technique; the degree of difficulty and the choice of texts are tailored to the specific individual. Students will also perform and direct devised and scripted works and perform selected scenes, monologues and one-act plays by various playwrights during the year. In addition, all students in the course will contribute to the design and/or performance of a course production. Students will see at least one professional theatre performance during the year. All students in Drama 9 will have an opportunity to perform before an audience during the year. This course leads to the combined Drama 10.

Presequisite: none.

This course challenges students to apply their design and engineering skills to real-world problems through a project-based learning approach. Students will work through the design cycle, collaborating with peers and engaging with authentic clients to develop solutions that meet real needs. They will explore technological innovation, sustainability, and user-centered design while considering the environmental and social impact of their choices. Through prototyping, testing, and iteration, students will refine their solutions, developing strong problem-solving and critical thinking skills to tackle complex challenges with creativity and technical expertise.

Media Arts 9

Prerequisite: Media Arts 8 strongly recommended. Media Arts is an important and growing field in the 21st century. Media Arts 8 is highly recommended prior to enrolment to Media Arts 9. The course introduces students to multi-media and digital media creation, by addressing the design considerations related to

Orchestra 8/9/10

the user experience, as well as media literacy. Students will explore a range of new media technologies in the production cycle. This may include; the Adobe Creative Cloud suite of products, Canva, or other new digital technologies and applications. They will explore the role of digital advertising, mise-en-scene and the design cycle, visual storytelling, stop motion animation, claymation, and delve further into the imaginative world of multimedia and digital media creation, producing a portfolio of media works.

Presequisite: none.

Orchestra 8-10 is designed to provide students with a comprehensive and enriching musical experience in both chamber orchestra and small ensemble settings. This course supports the development of technical proficiency, musical expression, and ensemble skills while offering students a unique way to explore their identity and sense of belonging through music. Students will refine their bowing and fingering techniques, develop critical listening and teamwork skills, and explore a diverse repertoire across various musical styles and historical periods. Emphasis will be placed on ensemble cohesion, intonation, balance, and expression, with instruction tailored to individual and group skill levels. Music literacy, including reading notation, rhythmic accuracy, and theoretical understanding will be integrated into performance practice. Students will also develop their knowledge of rhythm, pulse, articulation, and stylistic interpretation, while engaging in composition to deepen their understanding of musical structures and personal expression. Performance opportunities including concerts and events both within the school and the wider community will allow students to apply their skills in real world musical settings. This course fosters artistic growth, discipline, and collaboration, encouraging students to develop confidence, creativity, and a lifelong appreciation for music as both soloists and ensemble musicians.

Prerequisite: none.

Computer Science 9

In Grade 9, students will build on the foundational skills developed in Grade 8 course Applied skills, Information Technology (Computational Thinking, Computers and Communications Devices, Digital Literacy). These include computational thinking through coding and problem-solving, understanding the functions and components of computers and communication devices, and enhancing digital literacy by evaluating online information and practicing ethical digital citizenship. Grade 9 will deepen these skills through more complex C# .NET projects, emphasizing efficient

Spanish 9

Visual Arts 9

design of algorithms, creativity, critical thinking, and collaboration while preparing students for advanced technology applications and real-world problem-solving.

Prerequisite: Spanish 8.

Instructions are given mostly in Spanish. The students will be provided with a range of language-learning strategies to assist in comprehension and expression. Through listening, speaking, interacting, reading and writing activities, students will expand their usage of vocabulary and grammatical structures. Emphasis will be on communication. Students will be encouraged to present the language within the context of the contemporary Spanish-speaking world and its culture. Students are given exposure to various Spanish and Latin American cultures. They will be actively involved in completing hands-on activities, participating in group work, assuming roles, using technology and obtaining information from varied sources. This course leads to Spanish 10.

Prerequisite: Visual Arts 8 recommended and Department approval

This course fosters creativity and autonomy, encouraging students to explore their artistic strengths while developing areas for growth. Through a series of mini briefs, students will engage in an inquirybased process—sketching, researching artists, and creating original works informed by their own imagery and investigations. Each brief will introduce a different material or technique, broadening technical skills while nurturing innovation and artistic literacy. By analyzing and responding to the work of historical and contemporary artists, students will make meaningful connections between their own practice and the wider art world. Emphasis is placed on personal expression, experimentation, and creative risk-taking, fostering a deeper inquiry into artistic processes. As students progress, they will refine technical abilities, reflect critically on their work, and develop a strong sense of artistic identity. This course leads to Visual Arts 10.

Grade 10 Course Selection

Saltus Grade 10 Required Courses

Choose 1 English Language Arts course: (4 credits)

English Language Arts

Science

Mathematics

PHE

• New Media and Spoken Language

• Literary Studies and Composition

• Literary Studies and Composition (Honours)

Choose at least 1 Science (4 Credits)

• Science 10

• Physics 11 (*Science 9/10 is a prerequisite to this course)

• Life Sciences 11 (*Science 9/10 is a prerequisite to this course)

• Chemistry 11 (*Science 9/10 is a prerequisite to this course)

• Environmental Science (*Science 9/10 is a prerequisite to this course)

Choose 1 Math (4 Credits)

• Foundations of Mathematics and Pre-Calculus 10

• Workplace Mathematics 10

• Pre-Calculus 11 (*Math 9/10 Honours is a prerequisite to this course)

Physical and Health Education (4 Credits)

• Physical and Health Education 10

• Sports Performance (SEAP) 10

Social Studies Social Studies 10 (4 Credits)

Career Education Career Life Education (4 Credits)

Saltus Grade 10 Elective Courses

*students can select 3 electives from any subject area, including the core subjects. 4 credits of Art or ADST must be taken between Grades 10-12.

Creative and Performing Arts

Concert Band 10 (4 Credits)

Choral Music 10 (4 Credits)

Orchestra 10 (4 Credits)

Drama 10 (4 Credits)

Visual Arts 10 (4 Credits)

Photography 10 (4 Credits)

Applied Design Skills and Technology Languages

Woodwork and Drafting 10 (4 Credits)

Computer Studies 10 (4 Credits)

Web Development 10 (4 Credits)

Media Arts 10 (4 Credits)

Spanish 10 (4 Credits)

French 10 (4 Credits)

Social Studies

Economic Theory

Grade 10 Core Programme

Students take English, Math, Science, Social Studies, French and Physical/Health Education.

Workplace 10 Mathematics

Workplace Mathematics 10 is for students entering the workforce, trades, or technical programs. It focuses on practical math skills for daily life and employment. Topics include percentages, ratios, measurement (metric and imperial), financial literacy, geometry, data analysis, and probability. The course emphasizes hands-on learning and real-world applications. It is ideal for students who do not require advanced math for university. After completion, students can take Workplace Mathematics 11 to further develop applied math skills useful for trades, business, and everyday financial decision-making.

Prerequisite: Math 9.

Foundations of Mathematics and PreCalculus 10 Mathematics

To ensure that students are prepared for the demands of further education and the workplace, problem solving will be addressed throughout the course. Instruction through concrete, visual and abstract means will be incorporated into all areas of the curriculum as students move between different levels of understanding. Students will focus on several key topics including prime factorization, trigonometry, solving polynomial equations, factoring, relations and functions, financial math, and systems of linear relations. This course is required for graduation and is the final common math course including both foundation and pre-calculus aspects of mathematics.

Prerequisite: English 9

New Media and Spoken Language 10 English Language Arts

New Media and Spoken Language 10 develops essential digital and oral communication skills, preparing students to navigate and contribute to today’s media-driven world. In New Media 10, students strengthen digital literacy by exploring journalism, blogging, podcasting, and social media, analyzing and creating content across various platforms. Spoken Language 10 enhances oral communication through storytelling, speechwriting, slam poetry, public speaking, and professional applications. Together, these courses foster adaptability, creativity, and confidence in both digital and spoken expression. This course is ideal for students who enjoy engaging

Literary Studies and Composition 10 English Language Arts

with media and verbal expression or who may find traditional essay writing challenging and are looking for alternative ways to develop strong communication skills for academic, professional, and real-world contexts. This course satisfies the Language Arts 10 requirement for graduation.

Prerequisite: English 9

Literary Studies and Composition 10 builds on students’ analytical and composition skills through the study of classic and contemporary literature, including drama texts. Students will explore how form, structure, and textual features shape meaning and impact while examining how texts are socially, culturally, geographically, and historically constructed. A key focus will be comparison and contrast, as students analyze themes across multiple texts and consider how ideas evolve over time. In writing, students will engage in the writing and design process to create meaningful texts for various audiences and purposes. However, emphasis will be placed on developing the skills necessary for crafting logical and compelling analytical essays and well-documented literary analyses. Additionally, students will refine their ability to acknowledge sources and cite properly, recognizing the importance of intellectual property rights. Through critical reading, thoughtful discussion, and purposeful writing, this course satisfies the Language Arts 10 requirement for graduation.

Prerequisite: Students are expected to demonstrate proficiency in English 9 Honours; however, students who achieve an Extending in English 9 may also be considered. A strong commitment to learning, effective time management skills, and the ability to meet deadlines are essential.

Literary Studies and Composition 10 Honours Alternate Required Course

Literary Studies and Composition 10 Honours is a challenging, pre-AP course designed for students intending to take AP English Language and/or Literature in future years. This course demands a high level of critical thinking, analytical writing, and literary exploration. Students will engage deeply with a wide range of fiction and nonfiction, refining their ability to interpret complex texts and craft well-structured, compelling arguments.

Physical and Health Education 10 Required Course

Coursework emphasizes advanced composition skills, including analytical and rhetorical writing, as well as literary analysis. To be successful, students should be keen readers, competent writers, and ready to engage with demanding texts and ideas. Through rigorous discussion, writing, and inquiry-based learning, this course prepares students for the expectations of AP-level English.

Prerequisite: none.

The Grade 10 Physical & Health Education (PHE) course at Saltus is designed to help students develop lifelong healthy habits through fitness, sport, and overall wellbeing. This course emphasizes the importance of physical activity, social-emotional learning, and mental health in leading a balanced and active lifestyle. Students will engage in a variety of fitness activities aimed at improving strength, endurance, flexibility, and overall well-being. They will also explore lifetime sports such as tennis, golf, and swimming—activities that promote lifelong participation in physical activity beyond competitive athletics. Beyond physical fitness, the course focuses on the connection between physical, social, and mental well-being. Students will examine topics such as stress management, goal setting, nutrition, and the role of movement in mental health. Through reflection, group discussions, and handson activities, students will develop strategies to maintain a positive and active lifestyle. By the end of this course, students will not only have improved their fitness levels but will also have gained the knowledge and skills necessary to make informed health choices, sustain lifelong physical activity, and foster a strong sense of overall well-being.

Prerequisite: This course will meet the PE 10 required credits.

Sports Performance 10 (SEAP)

Physical and Health Education

Entry into Sports Performance (SEAP) 10 is determined by the Head of Department. Consideration of attitude to learning, current academic standing, attendance and study habits will be taken into account when admitting students into SP 10.

Sports Performance 10 is the entry level sports performance course where students learn about and practice key components of an athletic program that is designed to hone performance. This course is not sports specific and focuses on improving the overall performance

Science 10

Social Studies 10

of a multi-sport athlete. Sport Performance courses will focus on the development of students’ sport specific skills, levels of fitness, training knowledge, nutrition knowledge, and personal portfolio creation. Students will gain the knowledge and experience to develop individualized training programs specific to their sport and physical requirements. Students will be required to analyze fitness components by testing and then comparing norms and sports goals. Students will gain experience in a variety of strength, speed, and power techniques. In addition, students will be using athlete specific training, which involves exercise drills used to simulate athletic movements in their sport. Some examples would be to incorporate speed, agility, multi-directional, plyometrics, and endurance exercises into one’s fitness program. Selfreflection will be a key component of the course through journaling and self-assessment. The option to gain certifications may be offered in senior classes.(A table comparing the three strands has been provided in the “Additional Information” section of this proposal).

Prerequisite: Science 9.

Science 10 provides students with a comprehensive understanding of key concepts in biology, chemistry, physics, and astronomy. Topics include genetics and DNA, chemical reactions, energy conservation, and the origins of the universe. The course fosters scientific curiosity and critical thinking through inquiry-based investigations, experimental design, and data analysis. Students develop the skills necessary to evaluate scientific claims, recognize connections between disciplines, and understand the broader implications of science in society.

Prerequisite: none.

Social Studies 10 is a required course for graduation and is the prerequisite for Grade 12-level social studies courses.This course explores Canadian and global history from 1914 to the present, examining the impact of conflicts, political institutions, and economic, social, and ideological forces. Students will investigate the evolution of the Canadian identity, multiculturalism, and historical and contemporary injustices, with a focus on First Nations governance, human rights, and identity building in Canada. While emphasizing Canadian history, the course also

Career Life Education 10

Careers Credit Requirement

draws comparisons with Bermuda, exploring shared themes of identity, governance, and justice. Students will critically evaluate primary and secondary sources, and will continue to develop analytical skills, and make ethical judgments about past and present events, developing essential critical thinking and communication skills.

Prerequisite: none. This is a mandatory course in Grade 10

Career-life planning will not be a matter of making one major decision and living with it for a lifetime. Students learn to be open to multiple possibilities for their future and be flexible and adaptable to emerging opportunities that fit their values and aspirations. The career education curriculum is designed to help students learn how to effectively manage their life journey toward several possible preferred futures. Through purposeful career -life development, students learn to recognize their evolving interests and strengths, refine their learning goals, and apply this self-knowledge to exploration of post-secondary possibilities, work-related, and personal life contexts. In this way, students can advance toward who they want to be in the world. This course is a graduation requirement and is customized to the needs of Saltus students. Along with the CLE teacher, the Saltus university counsellors contribute to the teaching of this course by doing some of the teaching and/or bringing in guest speakers from a wide range of universities across the globe so that students can begin to explore their post-secondary options.

Grade 10 Elective Options

Prerequisite: French 9.

French 10 Modern and Foreign Languages

The purpose of this course is to develop students’ comprehension, written and oral skills in the French language. A variety of activities and teaching methods will be used to develop each area of learning and to match the needs of students’ different learning styles. Attempts will be made to accommodate students at each end of the academic spectrum. Students are expected to prepare and review the material for each class period. To aid in the acquisition of this new language, students are requested to speak French whenever possible during class time. Most instruction will be given in French and the focus will be on communication. This course leads to French 11.

Prerequisites: Choral Music 7 or instructor approval

Choral Music

8/9/10 Performing Arts Education

Computer Studies 10 with the possibility of AP Principles (exam) Information Technology

Choral Music is offered to students who want to develop their vocal skills in a performance programme. Emphasis is on the development of proper vocal techniques, rhythmic and melodic music reading skills, and ensemble singing. The choir performs in school assemblies, winter and spring concerts and in local music festivals and showcases as determined by the director. Attendance at these performances and dress rehearsals are a course requirement. Music performed covers a wide range of historical periods and musical styles.

Prerequisite: none.

AP Computer Science Principles (Grade 10) introduces students to the foundational concepts of computer science and its applications in real-world problem-solving. Students develop computational thinking skills by learning to design and analyse algorithms, write programs in block-based or text-based languages, and troubleshoot code. They explore the principles of data analysis, understanding how data is collected, visualised and used to inform decisions.

The course emphasizes internet and cybersecurity principles, covering topics like how the internet functions,

Concert Band

8/9/10

Orchestra

8/9/10

Performing Arts Education

protecting privacy, and ensuring data security. Students also examine the societal and global impact of computing, considering ethical issues and equity in technology. Collaboration and creativity are integral, with students working on team projects and creating their own computational artifacts. By the end of the course, students will have a broad understanding of computer science and its role in driving innovation across various fields.

Prerequisite: Concert Band 7 or instructor approval.

This course refines students’ musical skills and talents in a performance concert band environment. Students are required to maintain regular practice and care of a band instrument and work toward a Grade-specific standard of technical competency, improved range, and tonal concept. Topics in musicianship include evaluation of performances, an introduction to harmony, interval and chord recognition, basic arranging, minor tonality, and basic conducting technique. Students develop teamwork and community skills through commitment to their role in the ensemble and performing in public. Opportunities for meaningful aesthetic experiences are provided through exposure to a variety of musical styles and textures. The course is comprehensive in nature such that elements of world music, music history and the music industry are incorporated into the class structure. Students must have already attained at least a moderate level of technical playing and music reading skills prior to taking this course.

Presequisite: none.

Orchestra 8-10 is designed to provide students with a comprehensive and enriching musical experience in both chamber orchestra and small ensemble settings. This course supports the development of technical proficiency, musical expression, and ensemble skills while offering students a unique way to explore their identity and sense of belonging through music. Students will refine their bowing and fingering techniques, develop critical listening and teamwork skills, and explore a diverse repertoire across various musical styles and historical periods. Emphasis will be placed on ensemble cohesion, intonation, balance, and expression, with instruction tailored to individual and group skill levels. Music literacy, including reading notation, rhythmic

Drama 10 Performing Arts Education

accuracy, and theoretical understanding will be integrated into performance practice. Students will also develop their knowledge of rhythm, pulse, articulation, and stylistic interpretation, while engaging in composition to deepen their understanding of musical structures and personal expression. Performance opportunities including concerts and events both within the school and the wider community will allow students to apply their skills in real world musical settings. This course fosters artistic growth, discipline, and collaboration, encouraging students to develop confidence, creativity, and a lifelong appreciation for music as both soloists and ensemble musicians.

Prerequisite: none.

This course offers a combination of Drama 10 and Theatre Company 10. During the first half of the course, students will engage in an exploration of Dramatic forms and styles with an opportunity to expand their knowledge and skills in devising, scriptwriting, theatrical design and technology, acting and directing, both through a close study of text and through the creation of original theatre. In the second half of the course, students will form a Theatre Company and will devise a theatrical production utilising prior learning to write, devise, direct, design for, perform in and create their own course production for an audience. This course leads into Drama 11

Prerequisite: none (may be taken concurrently with Grade 10 Social Studies)

Economic Theory Social Studies

Economic Theory 12 is an elective course which explores how economic theories shape decision-making and influence social and political movements. Students will examine the evolution of economic thought, from early trade systems to modern economic models, including classical, Marxist, neoclassical, and Keynesian theories. They will analyze the ethical implications of economic systems and evaluate competing perspectives by considering historical contexts and cultural worldviews.

Through inquiry-based learning, students will develop critical thinking skills, compare theoretical approaches, and make reasoned ethical judgments. This course prepares students to understand complex economic

Media Arts 10 Digital Media

issues and equips them for future studies in social sciences, business, or political science.

Please note this is a required course for electives AP Macroeconomics and AP Microeconomics. It is not recommended to take the economics APs concurrently, but rather in grades 11 and 12 respectively.

Prerequisite: Media Arts 9 strongly recommendedDepartment approval.

Media Arts 10 takes students further into the world of digital media production, as an introduction to the production cycle of film & television. Students explore media products and media literacy, understanding how media manipulates and conveys messages to specific audiences. Students will engage in the pre-production, production and post-production cycles, learning screen craft, storyboarding, camera work, production design and script writing, sound and editing, to tell their own ‘digital’ stories.

Photography 10 Creative Visual Arts

In this Grade 10 Photography course, students will explore the fundamental principles of photography, including composition, exposure, and depth, with a central focus on the theme of light. Through hands-on projects and creative exploration, students will develop technical skills using both digital and traditional photographic techniques. They will learn to analyze and apply the elements of photographic design while considering historical and contemporary photography practices.

Students will engage in a series of mini briefs that challenge them to experiment with lighting, framing, and camera settings to enhance their visual storytelling. Emphasis will be placed on critical reflection, personal expression, and developing a photographic portfolio. By the end of the course, students will have a deeper appreciation of photography as both an art form and a means of communication.

Prerequisite: Spanish 9.

Spanish 10 Modern and Foreign Languages

Instructions are given mostly in Spanish. The students will be provided with a range of language-learning strategies to assist in comprehension and expression. Through

Web Development 10

Applied Design Skills and Technology

listening, speaking, interacting, reading and writing activities, students will expand their usage of varied vocabulary and more complex grammatical structures. The focus will be on communication. Students will be encouraged to present the language within the context of the contemporary Spanish-speaking world and its culture. Students are given additional exposure to various Spanish and Latin American cultures. They will be actively involved in completing oral presentations, participating in group work activities, using technology, and obtaining information from varied sources. This course leads to Spanish 11.

Prerequisite: Visual Arts 9 and Department approval

Building on the creativity and autonomy developed in Grade 9, this course encourages students to deepen their artistic practice through three major projects. Each project will refine technical skills, foster personal expression, and strengthen artistic literacy. Students will engage in inquiry-based processes—researching artists, experimenting with materials, and creating work informed by their own imagery and investigations. With a focus on specialization, students will select materials and techniques that align with their evolving artistic voice while continuing to explore new possibilities. Critical reflection and creative risk-taking will be essential as students push their work conceptually and technically. The course culminates in a student-curated exhibition, where they will present their work to an audience, developing skills in curation, presentation, and artistic communication. Through inquiry, innovation, and selfdirected learning, students will refine their creative identity and artistic vision.

Prerequisite: none.

This course introduces students to web development through a project-based learning approach, following the ADST curriculum. Students will explore website design, user experience (UX), and interactive media, developing functional and visually engaging web pages using industry-standard tools. Emphasizing design thinking, problem-solving, and digital ethics, students will refine their skills through iteration and testing. By working on

Visual Arts 10 Creative Arts

Woodworking and Drafting 10

Applied Design Skills and Technology

real-world projects, they will gain experience in collaboration, project management, and emerging web technologies. This course provides a strong foundation for future studies and careers in web design, digital media, and technology-related fields.

This course combines Woodworking 10, Drafting 10, and may include Textiles, offering hands-on experience in design and fabrication. Through a project-based learning approach, students will follow the design cycle, from sketches and technical drawings to constructing functional projects.

In woodworking, students will develop skills in tool use, joinery, and sustainable material sourcing. Drafting will cover technical drawing, 2D/3D modeling, and design communication, while textiles may introduce fabric selection and construction techniques.

By prototyping, testing, and refining, students will enhance their problem-solving, critical thinking, and practical skills, creating innovative projects that balance creativity, function, and sustainability.

Saltus Grade 11 Honours Course Selections

*These courses are offered to students who successfully completed Math or Science 9/10 Honours in the 2024/2025 academic year

Prerequisites: Science 10, Math 10; minimum of 80% strongly recommended.

Chemistry 11

Chemistry 11 introduces students to the fundamental principles of chemistry, including atomic and molecular structure, chemical reactions, and solution chemistry. Through experimental investigations, students develop their ability to analyze data, recognize patterns, and apply scientific reasoning. The course emphasizes both qualitative and quantitative analysis, encouraging students to think critically about the role of chemistry in technology, health, and the environment. Chemistry 11 is the foundation for Chemistry 12 and AP Chemistry. This course satisfies the science requirement for graduation.

Prerequisite: Science 10

Science

11

Environmental

Science 11

Environmental Science 11 explores the complex relationships that sustain ecosystems and how they respond to natural and human-driven changes. Students will investigate biodiversity, ecological processes, and the impact of human activities on environmental sustainability. Through inquiry, data analysis, and field studies, they will develop scientific skills to assess environmental challenges and explore solutions for stewardship and restoration. This course encourages critical thinking about the role of science in addressing global and local environmental issues. Environmental Science 11 prepares students for Environmental Science 12 and AP Environmental Science. This course satisfies the science requirement for graduation.

Prerequisite: Science 10

Life

Sciences 11

Life Sciences 11 explores the complexity of living organisms, from molecular interactions to ecosystem dynamics. Students examine cell structure, evolution, and taxonomy through hands-on laboratory work and field studies. Emphasizing scientific inquiry, critical thinking, and ethical considerations, this course encourages students to evaluate biological concepts and apply them to contemporary issues. Life Sciences 11 serves students

Physics 11

to evaluate biological concepts and apply them to contemporary issues. Life Sciences 11 serves as a foundation for Anatomy and Physiology 12 and AP Biology. This course satisfies the science requirement for graduation.

Prerequisite: Science 10, Math 10; minimum of 80% strongly recommended.

Physics 11 explores the principles of motion, forces, energy, and waves, providing students with a strong foundation in Newtonian mechanics and scientific reasoning. Through hands-on experiments and problem-solving activities, students develop their analytical skills and ability to model physical phenomena. Emphasis is placed on inquiry, data interpretation, the use of mathematics, and the application of physics concepts to real-world scenarios. Physics 11 prepares students for Physics 12 and AP Physics. This course satisfies the science requirement for graduation.

Prerequisite: Math 9/10 Honours

Foundations 11

Mathematics 11

Pre Calc 11

This course is intended for students who do not meet the prerequisites of Pre-Calculus 11 and need a more practical stream of mathematics that will still lead to post-secondary studies in non-technical or non-sciencerelated areas. Further counselling is required to determine the post-secondary math requirements in your preferred programme with our university counsellors and your current math teacher. The Foundations stream is designed to provide students with the mathematical knowledge and critical-thinking skills identified for post-secondary studies in programmes that do not require the study of theoretical calculus. Topics include proportional reasoning, 2D and 3D objects, volume, surface area, trigonometry, reasoning, analysis of puzzles and games, statistics, normal distributions, confidence intervals, systems of linear inequalities in two variables and quadratic functions. Problem solving is a major focus of the course and is integrated throughout the curriculum. A final exam or final project may be incorporated into the overall course mark.

Prerequisite: Strong recommendation of a minimum of at least an 80% in Math 9/10 Honours. If this recommended achievement is not met, students will be advised to enrol in Foundations of Mathematics 11.

Pre-Calculus 11 is for students planning to study science, engineering, business, or mathematics in post-secondary education. It builds on algebraic and mathematical reasoning skills to prepare students for Pre-Calculus 12 and university-level math. Topics include algebra, quadratic functions, trigonometry, radicals, exponents, sequences, series, reciprocal functions, and systems of equations. The course emphasizes problem-solving and mathematical reasoning. It is ideal for students pursuing programs that require advanced math. After completion, students can take Pre-Calculus 12, which further develops their skills for university-level calculus and other higher mathematics courses.

Course Selection Instructions

Calendar

Late Feb/March Individual guidance meetings with Mrs. Walker or Mr. Anthony Selections made in SaltusLive (on paper for 2025-2026)

Early April Course selections deadline

Early April Selections exported from SaltusLive

Late August Student schedules visible on SaltusLive

Last week of August Consultations with students with incomplete schedules

September Student-initiated course changes.

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

English, Math, Science, Socials, MFL, PHE, 2 electives

English, Math, Science, Socials, MFL, PHE, 2 electives

English, Math, Science, Socials, PE choice, 3 electives, Career Life Education (language is recommended)

English, Math, Science, Socials, PE choice, and 4 electives

English, PE Choice, 7 electives

Requesting changes to course selections

No changes mid-April to end of August. If you submit your course selection then change your mind later, you can request changes in person (see Mrs. Walker) up to mid-April. Except for newly enrolled students, requests for changes to course selections for next year will not be considered between midApril and the end of AugustApril 11 and August.

Students who neglect to submit sufficient course selections by mid-April will need to wait until the end of August or later (see below) to choose from available courses, space permitting.

The Senior School Timetable is built to make space to accommodate course requests made by students. While the timetable is under construction, changes to requests are not permitted because students who have changed their minds may fill sections in which there is limited available space. Priority is reserved for students who selected sufficient courses by the deadline and who indicated alternates for their elective choices.

Grade

Typical Choices

During the last week of summer holidays, optional schedule reviews are conducted with grades 1012 with the older grades receiving the earlier review sessions. Because most requests for course changes require a two-way conversation, requests for changes are not accepted by email. Students can view their schedules on SaltusLive at the end of August.

Early review sessions for incomplete schedules – Last week of August

Students with incomplete timetables will be emailed during the summer and invited to connect with a University Guidance Counsellor the last week in August. Only students whose schedules cannot be completed due to conflicts or cancelled electives will be invited to participate in these advance sessions. Students who selected an insufficient number of courses or who failed to indicate alternates will not have access to this priority service.

Grade 10 course change sessions

Grade 10 students will be invited starting the Tuesday after Labour Day to make any desired changes to their schedules, subject to course availability and space. Specific timeslots will be communicated closer to the dates. These sessions are offered in person only. Counsellors will not discuss course placements via email. Students with incomplete timetables when school starts will see their University Guidance Counsellor in any empty block beginning the first day of school. All other course changes may be sought starting the fourth day of school.

Course Planning Worksheet Grades 8-9

Grade 10 Course Selection Form

*All courses are subject to student interest and availability. Please return this form to Mrs. Walker or Mr. Anthony when attending your course selection meeting.

First Name:

Last Name:

Please choose your classes carefully as selection of courses determines our fall schedule. Following the course selection process, all incoming Grade 10 students will meet with Mrs. Walker or Mr. Anthony to discuss their course selections and graduation plans to ensure alignment of BC graduation diploma and post secondary entrance requirements.

Grade 10 students must be enrolled in 8 classes. Students must select their desired course from each of the required subject areas to obtain their BC Graduation Diploma. Honours classes are based on teacher recommendation and student achievement. Grade 10 students have three elective classes to choose from various subject areas.

Grade 10 students must complete the Career Life Education course (CLE) as a part of the BC graduation requirements. This will be taken during our Academic Extra block and is not considered one of the students electives.

Grade 10 students will also be required to successfully complete the Math and English Graduation Assessments.

Required Courses

* Students must select one course from each of the categories below.

Elective Courses

*Students can select 3 electives from any subject area, including the core subjects. 4 credits of Art or ADST must be taken between Grades 10-12.

Science Media Art 9

Social Studies

Physical and Health Education

Career-Life Education 10

English

Language Arts

Mathematics

Required Courses

Creative and Performing Arts

Science

Social Studies

PHE

Career Education

Choose 1 English Language Arts course: (4 credits)

• New Media and Spoken Language

• Literary Studies and Composition

• Literary Studies and Composition (Honours)

Choose 1 Math Course:

• Foundations of Mathematics and Pre-Calculus 10 (4 Credits)

• Workplace Mathematics 10 (4 Credits)

• Pre-Calculus 11 (*Math 9/10 Honours is a prerequisite to this course) (4 Credits)

Choose at least 1 Science Course:

• Science 10 (4 Credits)

• Life Science 11 (Science 9/10 Honours is a prerequisite to this course) (4 Credits)

• Chemistry 11 (Science 9/10 Honours is a prerequisite to this course) (4 Credits)

• Physics 11 (Science 9/10 Honours is a prerequisite to this course) (4 Credits)

• Environmental Science 11 (Science 9/10 Honours is a prerequisite to this course) (4 Credits)

• Social Studies 10 (4 Credits)

• PE 10 (4 Credits)

• Sports Performance (SEAP) 10 (4 Credits)

• Career-Life Education 10 (4 Credits)

Creative and Performing Arts

Elective Course Options

• Photography (4 Credits)

• Visual Arts (4 Credits)

• Drama (4 Credits)

• Band (4 Credits)

• Choir (4 Credits)

• Orchestra (4 Credits)

Applied Design, Skills and Technology (ADST)

Languages

Social Studies

Electives

• Woodwork and Drafting (4 Credits)

• Computer Studies (4 Credits)

• Web Development (4 Credits)

• Media Art (4 Credits)

• French 10 (4 Credits)

• Spanish 10 (4 Credits)

• Economic Theory 10 (4 Credits)

* Please list your top 3 elective classes and 2 alternatives. Elective classes are subject to availability and enrollment.

Alternative

* Students must select two alternative electives.

Parent/Guardian Signature

Please return this form to Mrs. Walker

At

Course Planning Worksheet Grades 10-12

• Social Studies 11/12

• Science 11/12

• Math 11/12