SMLS Senior School Course Calendar by smls1891

SMLS SENIOR SCHOOL

COURSE CALENDAR 2022-2023

smls.on.ca

TABLE OF CONTENTS

PLANNING FOR YOUR FUTURE

SMLS TRADITIONS

SMLS FAMILY CODE OF CONDUCT

GLOBAL CITIZENSHIP

STUDENT SUPPORT

COMMUNICATION 14 ATHLETICS AND COMMUNITY INVOLVEMENT

ACADEMIC INFORMATION

OSSD REQUIREMENTS

FOUR-YEAR ACADEMIC PROGRAM

COURSE DESCRIPTIONS

ENGLISH 30 MATHEMATICS 32 SCIENCE 35 COMPUTER SCIENCE

BUSINESS STUDIES

SOCIAL SCIENCES

MODERN LANGUAGES

HEALTH AND PHYSICAL EDUCATION

THE ARTS

COMMUNICATIONS TECHNOLOGY

MUSIC CERTIFICATES

SMLS PROFESSIONAL AFFILIATIONS

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PLANNING FOR YOUR FUTURE

OUR MISSION To develop courageous girls who challenge and change the world.

The successful completion of a secondary school education at SMLS prepares our students to thrive in their post-secondary education, future careers and in life. Our academic program is rigorous and exceeds the Ontario curriculum expectations. Our students learn to navigate a world that is increasingly interconnected and unpredictable. We strive to equip our students with the skills, competencies, dispositions, character and leadership traits that will empower each Millie to be an effective and responsible global citizen who makes a difference in the world.

The Ministry of Education requires that all students remain enrolled in a secondary school program until they have successfully completed the Ontario Secondary School Diploma requirements or reached the age of eighteen. All Ministry of Education curriculum and policy documents can be accessed at www.edu.gov.on.ca. Outlined below are the knowledge, skills, and competencies the faculty of SMLS have identified as significant for our Millies to thrive in the 21st Century. Our Ideal Graduate will:

HAVE 9 foundational skills: literacy, numeracy, digital skills 9 in depth knowledge and understanding of global and intercultural issues 9 knowledge of self 9 an awareness of individual, local and global contexts

BE ABLE TO 9 be adaptable, persistent and resilient in the face of adversity 9 focus on complex problems and ask insightful questions 9 apply knowledge to new situations (learn deeply) 9 work collaboratively and communicate with clarity and precision 9 leverage technology to learn, connect and work with diverse people 9 think critically, creatively, independently, interdependently and rigorously 9 demonstrate time-management and research skills 9 take responsibility for their learning 9 recognize that failure is an essential part of progress

BE 9 ethical, self-motivated, confident, flexible, adaptable, resilient, selfaware 9 curious, empathetic, compassionate and responsible 9 innovative, entrepreneurial, creative and open to risk taking 9 sensitive to the human condition 9 intrinsically motivated 9 eager to tackle the challenges and opportunities of their world 9 a life-long learner who can identify and synthesize the knowledge needed to address challenges in a complex and uncertain world

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SMLS TRADITIONS PREFECTS Each spring, our students in MS6-SS12 along with SMLS staff, elect the next school year’s Prefect Council. The Prefect Council has a multitude of responsibilities as a team, and specific responsibilities with their portfolio. The specific titles and positions are decided upon during Prefect election and may include Head Prefect, Games Captain, House Captain, Junior School Prefect, Middle School Prefect, Arts Prefect, Admissions and Marketing Prefect, Social Prefect, Global Citizenship and Diversity Prefect, Wellbeing Prefect, Service and Sustainability Prefect, and STEMR Prefect. Prefects organize and coordinate day-to-day activities and ensure the effective running of our five councils. They assist at chapels and assemblies, promote community initiatives at the school and act as ambassadors during special events and Open Houses. The Head Prefect is the “head” of the whole student body. She represents our students at all major school functions, leads the Prefect Council, serves as a liaison between the staff and the student body, and helps maintain the traditions and culture of our school. After a year of responsibility, her final duty is to give an address at the Senior School Closing Ceremony.

THE HOUSE SYSTEM The tradition of the House System is a vital and integral part of life at SMLS. Every student and staff member belongs to one of the three Houses: BrantMassey (red), Cartier-Vanier (green) and GrenfellAlexander (blue). Sisters and Legacy daughters (whose mothers attended SMLS) are placed in the same House as their family members. Our House Captain works with Senior and Middle School House representatives in organizing spiritraising activities, such as Intramurals and Sports Day, which are devoted to House competitions. Students and Houses work to earn House Points. Each student contributes to the success of her House in a number of ways: intramural participation, service to the school, club participation and involvement in various other activities. The goal of this program is to combine House spirit and school spirit, giving a family atmosphere and unity to our school community. It also encourages students to work together and with staff, developing leadership skills and personal growth, and rewards students who participate broadly in the life of the school. The student with the highest point total at the end of the year receives a personal plaque and her name is engraved on the House plaques displayed at the school. The House with the top average points per student receives recognition at the final Chapel of the year, and the House and academic year is engraved on the House Cup.

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SMLS FAMILY CODE OF CONDUCT The goal of St. Mildred’s-Lightbourn School is to provide a stable and nurturing environment for girls of all ages; one in which they may grow intellectually, physically, socially and emotionally, while encouraging respect for the school, its traditions, and the community at large. In order to ensure that the girls make the best of their time in school, they are expected to abide by the SMLS Code of Conduct. The vast majority of our students are model school citizens and are supported and encouraged to contribute productively to school life. In the rare circumstance where a student does not adhere to the SMLS Code of Conduct, consequences will range from counselling and detention, to suspension and withdrawal of services. Any behaviour that threatens the safety and well being of others will result in severe penalties. The SMLS Code of Conduct can be found in the Parent Handbook and also on our Resource Board as part of our Safe and Accepting School policies.

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GLOBAL CITIZENSHIP The Global Citizenship (formerly Global Studies) program, from its origin in 1999, is an integral part of the school program at SMLS. This unique and innovative program is designed to extend and enhance the compulsory Ontario Curriculum to connect our students with the world beyond the school walls through technology and real-life experiences. These real-world learning opportunities take many forms. Some are embedded within traditional courses of study and include external investigations and linkages through technology; some are unique programs and learning opportunities; others are purposefully geared towards character development and nurturing personal life skills.

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SS9 Global Citizenship Adventure The SS9 program has been designed to meet the specific needs and learning abilities of girls in their early adolescent years. For students in this age group, it is vital that a positive sense of self be developed, together with a commitment to the community and a sense of social responsibility. At the same time, the cognitive abilities of adolescent girls are more fully developed and they are ready to embrace new academic challenges.

REAL WORLD LEARNING & SKILL DEVELOPMENT GUIDELINES SS9: ADVENTURE

Character Education, Self-Care, Collaboration, Healthy Relationships, Resilience Experiential Learning including Canoe Trip Camp Arowhon, September 2022

The SS9 program includes: 9 developing higher-level thinking skills by encouraging creative, analytical and critical thinking 9 encouraging problem-solving skills through application of knowledge and information 9 establishing the motivation and self-discipline necessary to become confident, self-motivated learners 9 fostering the skills necessary to engage in prosocial behaviours The experiential learning opportunities which include the entire grade 9 Team building exercises and the introduction to the Duke of Edinburgh’s International Award that will include the preliminary training and water safety education. 9 A four-day outdoor education canoeing and camping experience at Arowhon, Algonquin Park with A.L.I.V.E. Outdoors. The focus is on outdoor living skills, effective team and leadership development, self-awareness, engaging with challenge and personal growth. It is also an appropriate expedition for students aged 14 undertaking the Duke of Edinburgh’s International Award at the Bronze level. (Cost of water safety, swim assessment and adventurous journey is approximately $900 and paid in the Spring.) In addition, students may apply to represent SMLS on a Round Square school Exchange. The timing, duration and location of these opportunities are discussed on an individual basis.

SS10: PERSPECTIVE

Self-Awareness, Stretching Comfort Zones, Real World Exploration & Reflection, Self-Reliance IDEALS Block Options: Option 1: Local Service and Skills Option 2: Ecology Research, International Option 3: Service and Culture, International Option 4: Identity, Domestic

SS11: LEADERSHIP

Practical Real World Skills, Peer Mentorship, Professional Understanding Leadership Education with A.L.I.V.E Outdoors Camp Onondaga, September 2022 Personalized Real World Experience: Professional Internship (Co-Op) 4-week block in May & June 2023

SS12: RESPONSIBILITY

Service Learning, Independence, Community Connectedness CAPSTONE Culminating Activity: Graduation Portfolio Grads Giving Back

READY FOR REAL WORLD

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SS10 Global Citizenship – Perspectives Our SS10 year has a focus on Perspectives and Empathy and what it means to be a Global Citizen. Global competence is the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and worldviews of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development. The focus of the SS10 Block experiences are framed around the concept of Character Education and development of metacognitive skills utilizing the Round Square IDEALS and Discoveries.

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Round Square IDEALS Block - 8 Days The IDEALS block provides all girls with the opportunity for experiential learning within the wider community. Students are involved in selecting one of the four options provided. Please note the opportunities requiring travel do incur additional costs. The cost calculated is based upon: number of participants, accommodations, transportation and other programming costs, and is communicated directly to families 6 months prior. 9 Marine Ecology and experiential Biology education, Island School, Bahamas 9 A personalised blend of local community engagement and skill development 9 Exploring cultural identity in Canada 9 Community engagement and culture In addition, there will be a continued focus on the Duke of Edinburgh’s International Award Program to support all girls’ completion of the mandatory Bronze level and every encouragement to continue to work towards the Silver and Gold Awards, including an additional optional trip to fulfil the adventurous journey component at either the Bronze or Silver level. Past experiences have included bike trips, hiking trips and dog sledding and will depend on level of interest and availability.

SS11 Global Citizenship – Personal and Professional Leadership This program consists of two main blocks: 1. PERSONAL LEADERSHIP: This first block involves workshops through A.L.I.V.E. Outdoors which typically takes place at Onondaga in September. The main focus is on learning, developing and practicing the individual personal leadership styles through workshops focused on leadership development and personal legacy. Throughout this program the SS11 students work alongside Middle School students in developing peer mentorship. The cost of this program is approximately $900 and is billed in the Spring. 2. PROFESSIONAL INTERNSHIP: The second block is a 3-4 week intensive block of time at the end of the school year that will see all students engaged in studies beyond the walls of SMLS with a focus on developing real world skills in authentic professional settings alongside industry professionals in a field of their choice. This unique block of learning time can provide such opportunities as cooperative education that meets the criteria for additional Ministry accreditation or elite athletic training The pre-placement program consists of workshops and guest speakers to develop students’ professional skills. The cost of the pre-placement programming is covered by the Global Citizenship Department.

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SS11 Co-operative Education/Mentorship Many of our students are already considering specialized career fields or post-graduate professional programs. Most of our students seek post-secondary programs that are extremely competitive. A thorough understanding of their field of interest and an exemplary graduate resumé that demonstrates not only high scholastic achievement but tangible evidence of a successful experience within a work-related environment are critical components of successful planning. The Co-operative Education program has been designed to support both of these needs. Students who elect to participate in the co-operative education program in the spring of their SS11 year can expect: 9 to spend a minimum of 110 hours per credit. 9 to complete an independent study project in the form of a placement portfolio, under the supervision of their mentor/supervisor and their co-operative education teacher. 9 to keep a daily log. 9 depending upon the area of study and the hours spent in the workplace, there is the possibility to earn one credit towards their Ontario Secondary School Diploma, to be connected to a Grade 11 or 12 credit achieved prior to placement. Students who choose to apply must: 9 take part in 15-20 hours of scheduled preplacement programming. 9 submit an updated resumé and cover letter. 9 be willing to assume responsibility for transportation to and from the workplace; and 9 demonstrate through an interview, their rationale for their participation and their commitment to the program.

Our goal is to provide a rigorous learning experience; therefore, we ensure we can provide a committed mentor/supervisor in an appropriate career setting. Students will be interviewed to determine their needs and to ensure that their commitment is in keeping with the goals of the program.

SS12 Global Citizenship Responsibility The focus in SS12 is on post-secondary applications and the development of an outstanding graduate resumé that reflects the full range of experiential learning accomplishments at SMLS, including the achievement of the Duke of Edinburgh’s International Award at the Bronze level. In addition, the “Grads Giving Back” program with the local community completes the wellrounded profile of our graduating global learner.

Round Square SMLS is proud to be a Global Member of the international association of like-minded independent schools called Round Square. Round Square schools are committed to developing the “I.D.E.A.L.S.” of the organization: Internationalism, Democracy, Environmental Stewardship, Adventure, Leadership and Service. We offer a Young Round Square Club for Middle School students and a Round Square Club for Senior School students, which strives to reinforce the “I.D.E.A.L.S” of the organization throughout the year. As a member of Round Square, students have the opportunity to attend a school exchange in one of over 40 countries around the world and to engage in global collaboration. For a list of Round Square Schools with Exchange opportunities, please see the Round Square webpage. Furthermore, there are Round Square conferences focused on the pillars which bring schools

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from around the world together in an inspiring and dynamic setting. Each year there is an international student conference bringing students together from around the world to create action on specific topics of global importance, as well as an annual Regional Conference that takes place in North or South America. Further information about these events for the 2022-23 school year will be shared with families once they become available.

election process, which begins in March of each year. Achievement of the Duke of Edinburgh’s Award at the Gold level is highly advantageous to students aspiring to enter competitive postsecondary programs, both within Canada and internationally.

The International Duke of Edinburgh’s Award Program

Each March Break, there are offerings available to Senior School students with a focus on service learning or curricular ties. These options are released in summer, and have previously included locations such as Kenya, Hawaii, Bhutan, France, NYC, Galapagos, Ecuador and Costa Rica. There are also opportunities for Co-educational travel through the ongoing partnership with Royal St. George’s College. Information about experiences for March 2023 will be shared with families once the information is available.

The International Duke of Edinburgh’s Award is an internationally recognized elite and prestigious program. Founded by His Royal Highness, The Duke of Edinburgh in Great Britain in 1956, the program is designed to help young people develop a sense of responsibility in themselves and their community by expanding their horizons. This Award has evolved into one of the most comprehensive, individual development, self-training and personal achievement programs in the world. Since its inception, over seven million young people in over 150 countries have participated. The program is open to all young people between the ages of 14 and 25 and is made up of four sections: community service, skill development, physical fitness and expeditions. There are three levels to this award: Bronze (entry age: fourteen), Silver (entry age: fifteen) and Gold (entry age: sixteen).

March Break Opportunities

The school strongly supports this program as the goals parallel our own for developing responsible, well-rounded, compassionate and healthy, active young leaders. The Bronze Award is a compulsory part of the SMLS Senior School program while the Silver and Gold Awards are strongly encouraged. All girls are required to complete the Duke of Edinburgh’s International Award at the Bronze Level prior to Graduation. Students who wish to stand for election as a School Prefect must be working toward the Silver Award prior to the

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STUDENT SUPPORT Student Services Student Services provides information and assistance to students, staff and parents relating to personal, educational and career goals. Postsecondary counselling is an ongoing program in the Senior School and is supported by the compulsory SS10 Career Education course. The girls are offered many opportunities to meet with university representatives and to attend open houses and career fairs. The Grad Seminar facilitates the online application process. Students and parents are encouraged to use the reference materials available in our University Guidance office. Resources include university and college calendars, information on study skills, brochures on personal topics, career information, summer program information, exchanges and other opportunities. In the fall of students’ Graduating Year, parents will be invited in for a meeting with our University Guidance Counsellor to discuss post-secondary options and the application process.

University Guidance and Career Education The University Guidance program at SMLS has expanded to incorporate personal pathways workshops for girls from SS9 through to SS12. In SS9 and SS10, girls engage in extensive self-

assessments of their own skills, aptitudes and interests, aligned with the SS10 Careers course and they begin to develop a personal portfolio through myBlueprint. Our annual Speed Mentoring event provides students with the opportunity to network with several SMLS alumnae, representing a diverse range of professions and to seek advice on pursuing careers in competitive fields. In SS11 and SS12, students receive support and guidance on applying for specific programs and scholarships, including writing essay responses, resumes and preparing for interviews. The goals of the University Guidance and Career Education program are organized into three areas of knowledge and skills: student development, interpersonal development, and career development. The program focuses activities within three major connected stages: Exploration, Assessment and Action. This program reflects the interconnectedness of these three areas and recognizes the important roles played by teachers, advisors and guidance counsellors in supporting our students along the pathway to their postsecondary and professional careers. The following services are available either through advisor groups, whole-grade advisor sessions, supervised study, individual appointment requests or class presentations: 9 self-awareness, values, goal-setting 9 study skills, time and stress management

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9 examination preparation 9 decision-making 9 interpersonal skills development, friendship – conflict resolution 9 career exploration 9 educational planning 9 community service and service to the school 9 interview skill development and resumé writing Throughout the school year, students have opportunities to meet directly with local and global Higher Education representatives and to attend Higher Education Workshops at SMLS. All Senior School students are invited to select sessions and seminars from an array of options, which include specialized programs such as Direct Entry to Medicine and Law. The primary goal of these interactive sessions is to help students develop their understanding of the Higher Education opportunities that are best suited for them, locally, nationally and internationally, and to prepare them for the competitive post-secondary admission process.

Whole-Grade Advisor Sessions Whole Grade Advisor sessions are aimed at facilitating grade-level activities within Senior School. By allocating a period for girls to meet together as a cohort, it is possible to address issues and plan activities that enhance their academic experience at SMLS. These sessions, which take place once per month, include all Senior School students and are often facilitated by members of our SMLS Faculty and Staff. Academic Readiness Series (MS8-SS10): The main goal of the workshops, panel discussions and guest speakers planned within this series is to provide students with important information to assist them in the development of criteria to effectively select

courses that are aligned with their individual pathways and goals. Self Discovery Series (SS9): The main goals within this series are aimed at providing opportunities for students to make use of self assessment resources that will further enable stronger and efficient planning of courses. These sessions are aimed to: 9 facilitate periods for girls to better understand their individual strengths and skills 9 provide data that will enable evidencebased construction of our SMLS courses and timetables. 9 help identify student interest in Advanced Placement courses in a timely manner Personal Pathways Series (SS9-SS12): The guest speakers, panel discussions and workshops within this series inspire girls to consider and explore post-secondary and career options that are personalized to their individual goals and interests. Guest speakers include: SMLS Alumnae, University Chancellors and Professors, and Industry Leaders.

Grad Seminar Our unique Grad Seminar course, taken by each student in their final year of Senior School, helps students prepare to thrive at university. Through this program, our graduating students gain insight into the challenges and opportunities they will face as they enter post-secondary education. The skills we develop through this course include self-assessment, teamwork, critical-thinking, leadership, and decision-making. Between September and December, students spend significant time researching colleges, universities, post-secondary programs and scholarship opportunities, and begin applying to programs in Canada and around the world. Once the application periods are complete, students engage with recent SMLS grads who are currently enrolled in Higher Education to discuss issues such as

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health and safety, academic integrity, money & finances, negotiation & conflict resolution and issues regarding women in the workforce.

Post-Secondary Application Students applying to post-secondary programs, including those applying to programs outside of Canada, are encouraged to connect with our University Guidance Counsellor to ensure the following policies and timelines are adhered to: 9 Course Withdrawal Dates 9 Confidentiality Policy for Recommendation Letters 9 National and International Application timelines 9 Grade Reporting and Transmission timelines

Student Success Centre Our academic program recognizes that each child has a specific style of learning and processing information, and we make every effort to address different learning styles and needs within the classroom setting. Where necessary, however, our Learning Strategies team will coordinate with classroom teachers in the implementation of small group learning opportunities for the students in our Student Success Centre. Our learning strategists work closely with faculty and staff to create a program that will facilitate learning and, over time, allow students to develop habits that will continue to support their learning and academic growth after high school and throughout their professional lives.

Under the guidance of our Director of Learning Strategies and informed by a Psycho-Educational Assessment, the school will develop an individualized education plan (IEP) to outline

the learning profile of students who have specific learning needs or requirements. Outlined in the IEP are the strategies and class accommodations to best support the student in their learning across all subject areas. Where applicable, a plan for the academic future of the student is also included. The implementation of the plan is most successful when faculty, students, and parents work together as a team. All students meet with the learning strategist in September/October to set their personal pathways for the year ahead. In the early years of our Senior School program, parents can expect a minimum of one review meeting during the academic year with the Director of Learning Strategies and the appropriate teaching team to go through the plan and the accommodations that are available to the student throughout the year. In SS11 and SS12, students take the lead during these review meetings in order for them to develop the agency and self-advocacy that is so important to each student’s continued success in their postsecondary study.

Advisor Program All students in SS9-SS12 are placed into advisor groups where a member of our Senior School faculty provides academic guidance and pastoral care for each group of girls. The advisor groups meet regularly and follow a program designed to meet the moral, social and emotional development of our girls. This is a chance for girls from different grades to get to know one another and their advisor, and to share experiences. Various schoolrelated announcements and House challenges are driven through advisor groups. Advisors are the first line of contact to the parents/families of the girls on concerns of a general nature and they will make contact with parents at several points throughout the school year.

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COMMUNICATIONS

MySMLS Our community web portal, MySMLS, is accessible by students and parents in a password-protected environment. Through MySMLS, students and parents have access to academic information for each course including: a course outline; a list of topics covered, assessment information, copies of handouts, links to digital resources as well as regular updates on homework and deadlines. Teachers also post information from each lesson so that students may catch up with material for any classes missed. Students have access to MySMLS at school and from home. To access MySMLS, go to the School’s website, click on the MySMLS tab and enter your name and password.

Report Cards There are several times throughout the year when teachers report on each student’s academic progress through a variety of ways: Progress Reports are written at the end of the first 6 weeks of each semester, highlighting student achievement levels (1-4) for each course,

measuring student achievement in all curriculum expectations covered to that point. Also included in the Progress Report is a written comment from each student’s Advisor. Midterm Report Cards (November and April) and Final Report Cards (January and June) are comprehensive school reports that include a percentage grade, learning skills assessment, and a teacher comment for every course.

Parent-Teacher Interviews Parent-Teacher interviews take place in November and March of each year (once per semester) and may be booked through our Pick-a-Time system which is made available on MySMLS one week prior to the interviews. In addition to 10-minute appointments with each subject teacher, parents may request a separate meeting with members of our Circle of Care Team to discuss any aspect of their child’s SMLS experience. Additional interviews initiated by either parents or teachers may be scheduled at any time by appointment. Parents are encouraged to contact their daughter’s Academic Advisor regarding any questions or concerns.

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ATHLETICS AND COMMUNITY INVOLVEMENT Sports and Co-curricular Activities

CLUBS, COUNCILS AND ACTIVITIES 9 Arts Council

9 Model United Nations

St. Mildred’s-Lightbourn School recognizes the value of experiences that can take place outside of the classroom. Students, therefore, are provided with excellent opportunities to participate in a wide array of co-curricular activities in the form of Clubs, Councils, Drama/Musical performances, Choir and Bands, Visual Arts Exhibits and CISAA Team Sports. The activities the students are encouraged to consider are:

9 Debate Club

9 Photography Club

CISAA SPORTS

9 DECA Club

9 Project Teddy

9 Diversity Committee

9 Round Square

9 FIRST Robotics (SWAT 771)

9 Science Fair Club

9 Badminton

9 Soccer

9 Cross-Country Running

9 Volleyball

9 Swimming

9 Alpine Skiing

9 Tennis

9 Basketball CISAA Sports Team Fees: There are additional costs associated with participation on some CISAA teams to cover pool charges, travel, tournaments, etc.

9 Athletics Council 9 Book Club 9 CIS Music Festival 9 Concert Band 9 Creative Writing Club

9 Musical/Drama Productions 9 Open Art Studio 9 Ovation Choir 9 Panda Club

9 SocDoc Committee

9 Gender and Sexuality 9 Social Council Alliance (GSA) 9 Social Justice Club 9 Hemline Newspaper 9 Spanish Club 9 House Council

9 STEM Council

9 Jack.org

9 Wellbeing Committee

9 Math Club

Note: This list can change from year-year depending on the interests of our students

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Community Involvement Students must complete a minimum of 40 hours of community involvement activities as part of the Ontario Secondary School Diploma requirements. The purpose of this requirement is to encourage students to develop an awareness and understanding of civic responsibility and of the role they can play and the contributions they can make in supporting and strengthening their communities. Students will plan and select their community involvement activities in consultation with their parents. Although this

Diploma requirement applies to students in Grades 9 to 12, students in Grade 8 are now able to start accumulating hours beginning on July 1st in the summer before they enter Grade 9. Community Service opportunities are regularly provided by the school. Students are also encouraged to independently seek out opportunities within their own community. Further information about experiences that qualify toward this graduation requirement can be found in the University / Higher Education section of our MySMLS resource board.

AWARENESS AND UNDERSTANDING OF CIVIC RESPONSIBILITY

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ACADEMIC INFORMATION Student Attendance Regular attendance on the part of the student is critical for the student’s learning and achievement of course expectations. St. Mildred’s-Lightbourn School is committed to meaningful and purposeful educational experiences for our students each and every school day. Students can expect to take part in a range of academic activities, discussions and interactions, which enable them to connect concepts, synthesize information and gain insight and understanding during experiences that cannot be replicated or replaced outside the classroom. Students and parents are encouraged to make school attendance a priority and we ask that parents avoid scheduling vacations, family trips or early departures from school for their children.

Excused and Unexcused Absences Student absences are recorded as “excused” when a student has missed class in order to participate in an alternative school activity such as field trips, athletic events, school performances and in-school speakers. Our Academic report cards, which are released

in December and June, report “unexcused” absences only. Student absences are recorded as “unexcused” when the reason for the absence is not connected to a school event or activity. Teachers will update the course pages on MySMLS to ensure that students have access to any missed materials; however, it is the student’s responsibility to attend to the missed work when they are absent from class for any reason.

Reporting Absences If a student is going to be absent for any period of academic time, or needs to sign out from school during regularly scheduled classes, we ask that a parent/guardian contact our Attendance Manager via email (ssattendance@smls.on.ca) as soon as possible to let us know. Students who arrive, or leave, the school between the hours of 8:45 and 3:45 for any reason are required to sign in/out with our Envoy system at reception. Any unexplained absences will be communicated home via email, once our class attendance has been logged, for confirmation. For any planned student absence of five or more consecutive days for non-medical related reasons, we require a completed “Extended Absence Form”, which is available on the resource board in MySMLS. Students are asked to schedule

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a meeting with their teachers prior to leaving the school for any extended absence to determine what work will be missed and to devise a plan for making up missed work. Special provisions are to be made through the appropriate Head/Assistant Head of School for any student who will need to miss classes for an extended period of time due to medical reasons so that alternative supports and accommodations may be arranged. Students returning to school after a health related matter (such as a concussion), which may have included a hospitalization, must provide a doctor’s note and check in with the School Nurse and with the Student Success Centre upon their return. The note should indicate that the student has recovered sufficiently to return to all school activities. In some cases, a gradual return to full school activities may be required.

Religious Knowledge While St. Mildred’s-Lightbourn School has a traditional and formal association with the Anglican Church of Canada and celebrates the Eucharist on three occasions annually, along with Church seasons and festivals; we recognize that our students come from a wide range of faiths and religious backgrounds. Our school chaplain makes every effort to be aware, and inclusive of, the various faiths represented in our student body and community

Learning Commons Our mission is to provide resources for the SMLS community and to create a hub of learning, literature, research, and collaboration. Directed by this mission, the Learning Commons staff work collaboratively with teachers and students to provide training on information literacy. Through both classroom and individual instruction, our students will learn to: 9 Access a variety of resources (including academic journals and databases) for information, selecting the appropriate source

for the task at hand 9 Think critically about the resources that they are using, particularly online resources 9 Pose interesting questions and identify the information required to develop answers to their own questions 9 Record, organize, and synthesize information 9 Communicate knowledge back to the community using a variety of media 9 Acknowledge the sources used with the proper use of works cited lists and annotated bibliographies 9 Reflect on their presentations and research process in order to improve for future endeavours Students have access to a wide variety of print and digital materials, including a large number of online databases, which are always available to them through our MySMLS portal. We also subscribe to various journals and periodicals that support our curricula. In addition to assisting our students in developing their research skills, we encourage a lifelong love of reading by providing a wide range of Canadian and international literature. Our students are keen participants in a variety of book clubs, as well as the Ontario Library Association Forest of Reading program. We introduce students to the new print resources in our collection through book talks, both online and in person, and encourage frequent discussions about the books once they have read them.

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Textbooks Students are responsible for purchasing textbooks for their courses in SS9 – SS12. Details of required textbooks and editions are made available to students in May of each year. Alpha Textbooks, our supplier, offers online ordering at www. alphatextbooks.com. Used textbooks may be returned to Alpha for a credit, where applicable.

Technology Integration in the Senior School Technology is integrated throughout the curriculum in all subjects. Skills that were acquired in the Junior School and Middle School are further developed and new skills are integrated as appropriate. All Senior School students have their own personal laptop equipped with an SMLS suite of installed software. Updates are completed as necessary by the IT Department. Our use of technology, including a collection of web-based applications, is not limited to computers. Students’ curricular use of technology includes video and digital cameras, tablets, interactive projectors, sound recording, graphing calculators, scientific probes and sensors, virtual reality equipment and GPS units. Technology use is guided by the Acceptable Use Policy that is agreed to during re-registration each year by parents and students.

Academic Honesty St. Mildred’s-Lightbourn School aims to prepare students for success, not only in their high school and post-secondary education, but also in their personal and professional lives. Academic honesty is fundamental to this goal and requires that students submit their own work and give appropriate credit when using the works or ideas of other authors. Copyright laws apply to print and internet sources. Students are instructed in

using different citation styles through several of their Senior School courses and are advised that academic dishonesty is a serious offence that may result in penalties. Students having difficulty completing an assignment in a timely manner are encouraged to consult their teacher, advisor or a member of our learning strategies team.

Assignment Deadlines (SS9 - SS12) SMLS encourages and supports learning through outcome-based assessments. When assessments are not completed by the set due dates or when students are absent, the following procedures will be followed:

ABSENCES If a student is aware that they will be absent the day an in-class assessment is scheduled, they are required to inform their teacher(s) PRIOR to their absence so that arrangements can be made to complete the assessment. If a student is absent from class during an in-class assessment without prior notice, they must contact their classroom teacher as soon as possible to arrange an alternative time to complete the assessment. Completion of any such missed assessment will take precedence over other school activities. 9 For Individual Oral Presentations, Labs, etc. where the subject teacher’s presence is required, students will be asked to attend an extra session at the teacher’s next availability. 9 For students who are absent on a day when an assignment is due to be submitted, the student may arrange to submit the work electronically wherever possible or immediately upon their return to school. 9 For Group Presentations, students who are present on the day may be required to proceed with the presentation regardless of other

20 | ST. MILDRED’S-LIGHTBOURN SCHOOL | SENIOR SCHOOL | COURSE CALENDAR 2022-2023

students’ absence. The absent student will still be graded on any work completed to that point and may be required to present separately upon her return to school. In the case of an unexcused absence during an assessment, the classroom teacher will notify our Senior School Attendance Manager who will email the parents to confirm the absence during this assessment and remind parents to please email ssattendance@smls.on.ca in advance wherever possible. The email will also ask that the parent follow up with the appropriate classroom teacher directly about the missed assessment to discuss next steps for the student. If the parents were unaware of any reason for the absence, the teacher will notify the Academic Advisor and the Head/ Assistant Head of Senior School who will present the student with a letter documenting the instance of truancy and copy the parents. In the case of a repeat incident of truancy during an assessment, a meeting with the student, the parents, the Advisor and the Head of Senior School will be requested and a second letter will be issued outlining the breach of our student Code of Conduct and informing both the student and the parent of the academic consequences of this second offence and outlining the academic penalty associated with subsequent instances.

WORK NOT SUBMITTED If a student determines that they will not be able to submit an assignment by the established due date, they will be allowed to request a new due date with their teacher. This request must take place not less than 48 hours, and not more than 7 days, prior to the due date. The teacher will then determine whether there are reasonable grounds for the extension request.

precedence over any other activity at that time unless the teacher and student mutually agree to an alternate plan. In any case where work has not been submitted on time, and no previous notice has been provided, the subject teacher will email the parents (cc: Advisor) to outline the work outstanding and inform them of any arrangement made with the student to complete the work at the next available time. Work not submitted within the agreed upon deadline may be subject to mark deduction. When a student is frequently unable to meet deadlines and when the above guidelines are unlikely to be sufficient in addressing the issue, a meeting with the appropriate classroom teacher(s), Advisor, Head/Assistant Head of Senior School and Director of Learning Strategies will be arranged in order to develop a plan for the student. This student will be brought to the attention of the Circle of Care in order to gather any information that might be pertinent. A subsequent meeting with the parents and student will be arranged in order to communicate the plan.

LONG-TERM ASSIGNMENTS Due to the extensive period of preparation given to students for all major assignments, Extension Requests may not be granted. Teachers will track the progress of these assignments and support students to meet the due dates and assignment criteria. Parents will be notified immediately by the subject teacher of any concerns. If student illness delays the submission of a major term assessment, a physician’s note is required and must be submitted to the teacher along with the assignment, within 24 hours of the student’s return, otherwise the terms of the late policy apply.

If a student fails to submit work on time (homework, assignment, etc.), they will be required to complete the work as soon as possible and within the succeeding 24hrs. This will take ST. MILDRED’S-LIGHTBOURN SCHOOL | SENIOR SCHOOL | COURSE CALENDAR 2022-2023 | 21

Assessment and Evaluation (SS9-SS12) Assessment and evaluation are based on the provincial curriculum expectations and the assessment levels outlined in the Ministry document Growing Success and in the curriculum policy document for each discipline. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Teachers will obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests. Assessment plays a critical role in teaching and learning and should have as its goal the development of students as independent and autonomous learners. Assessment should be planned concurrently with instruction and integrated seamlessly into the learning cycle to inform instruction, guide next steps, and help teachers and students monitor student progress towards achieving learning goals.

NUMBER AND RANGE OF ASSESSMENTS Although there is no minimum or maximum number of required assessments of learning in any course, students at SMLS can expect to complete assessments regularly in every course throughout the year. The nature of these assessments will depend on the subject and/or grade and are designed in order to provide the most accurate information about student learning across the four categories of knowledge, inquiry, application and communication. In order to triangulate evidence of student learning relative to the identified learning goals and success criteria, assessments will include a balance of products, observations and conversations throughout the year.

As part of students’ participation in assessment as learning, they will also be involved in several peer and self assessments throughout the course of the year. This assessment will be formative in nature (assessment as/for learning) and will not contribute to student grades.

EVALUATION AND GRADES The final percentage grade for SS9 – SS12 will be as follows: 70% of the grade will be based on evaluations undertaken throughout the course and 30% of the grade will be based on a final evaluation which may be a combination of the following: an examination, a performance assessment, an essay, a presentation or another method of evaluation suitable to the course content and expectations. The Seven Fundamental Principles of Assessment (Growing Success, 2010) To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that: 9 are fair, transparent, and equitable for all students; 9 support all students, including those with special education needs; 9 are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students; 9 are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course; 9 are ongoing, varied in nature, and are administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning; 9 provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to

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support improved learning and achievement; 9 develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

GRADE

PERCENTAGE LEVELS OF ACHIEVEMENT

80 – 100

LEVEL 4 identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course.

70 – 79

LEVEL 3 represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent grades/courses.

60 – 69

LEVEL 2 represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.

50 – 59

LEVEL 1 represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course.

Examinations

Course Credits

One examination is required by the Ministry of Education for many OSSD courses, although students may be required to write both a mid-term exam and final exam in some subjects. Formal examinations are set in SS9-SS12, in addition to regularly scheduled unit tests throughout the year. Students will be provided exam schedules for mid-term and final exams well in advance of the exam period and are provided the opportunity to review the exam with their teacher once it has been graded.

A credit is granted to a student by the Head of School on behalf of the Minister of Education upon successful completion of a course for which a minimum of 110 hours (55 hours for a 0.5 credit) has been scheduled.

Types of Courses In SS9 and SS10, two types of courses are offered: academic courses and open courses. Academic courses emphasize theory and abstract

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problems. Open courses are designed to prepare students for further study in certain subjects and to enrich their education generally. In SS11 and SS12, courses offered to prepare students for their post-secondary destinations include: university preparation courses, developed in close collaboration with universities; university/ college preparation courses, developed in close collaboration with both universities and colleges; and open courses. There are also many Advanced Placement courses offered for students seeking enrichment in particular subjects.

Advanced Placement Courses American College Board Advanced Placement (AP) courses are first-year internationally recognized university courses offered to high school students. These courses are designed for highly motivated students who are seeking a challenging learning experience with more content and depth in a subject area. Successful completion of the AP examination may earn students a firstyear university credit or advanced standing for American Universities and in several universities across Canada. Families are encouraged to research individual Canadian university admission policies regarding the acceptance of AP courses. Students will have the opportunity to select AP courses for the following year during the regular course selection process. While we encourage all students to consider the academic challenge afforded by AP courses, based on past student experiences and success, SMLS recommends the following criteria to enroll in AP courses: achievement of a minimum of 90% in the pre-requisite course as well as ‘Good’ or ‘Excellent’ results in Learning Skills on the June report card including: responsibility, organization, independent work, initiative, self-regulation and collaboration. Our Academic Team, in consultation with students and their parents/guardians, will grant the final approval. We suggest that students

and families consider the time commitment required while planning for extra-curricular activities during the same academic year. A maximum of three AP courses at a time will allow for an academic-extracurricular life balance. Students enrolled in AP courses are encouraged to take the final exam held in early May. If a student wishes to write an AP exam for a course not offered at SMLS they will have the opportunity to do so by a request through our University Guidance office. All exam results are made available in July. The 2022-2023 fee per exam is $150.00. This is an additional fee that will be billed to student accounts upon finalizing our exam order. Students will be required to indicate their intention to challenge an exam by mid-late October of the academic year in which the exam will be written. AP courses offered through course selection for 2022-2023 include: 9 Biology 9 Calculus AB 9 English Literature and Composition 9 Chemistry 9 Chinese Language and Culture 9 English Language and Composition 9 Physics I 9 French Language and Culture 9 Studio Art - 2D/3D Design 9 Psychology Note: Students wishing to study independently in an AP subject area outside our Academic Program may request to write any College Board AP exam by contacting our University Guidance office. For more information on the Advanced Placement program and courses visit http://www.ap.ca

24 | ST. MILDRED’S-LIGHTBOURN SCHOOL | SENIOR SCHOOL | COURSE CALENDAR 2022-2023

Course Coding All courses are numbered and identified according to the Ministry of Education. The five digit code can be explained as follows: ENG3U = Grade 11 English, University Preparation ENG (Subject) Represents the discipline, the subject and the course

3 (Grade)

U (Course Type)

1 Grade 9

D Academic

2 Grade 10

O Open

3 Grade 11

P Applied

4 Grade 12

U University Preparation University/College Preparation C College Preparation

Courses of Study Outlines of all courses offered in our academic program are maintained by the Head of Senior School. Each course has been developed according to the requirements of the Ministry of Education, and in the case of AP courses, the College Board. Summaries of full course outlines are available for students and parents through the course pages on MySMLS. Any parent or student wishing to access the complete document are invited to make an appointment with the Head of Senior School.

Course Selection The SMLS Course selection process takes place in October of each year when students will be provided a course selection sheet to complete and have signed by a parent/guardian, Academic Advisor and our University Guidance Counsellor. Students must take into consideration their plans for further education when deciding on a program of study. Each student is encouraged to be aware of admission requirements in various post-secondary institutions and also to meet with an Academic Advisor and our University Guidance Counsellor to clarify these requirements. Initial course selection and any subsequent changes must have parental approval and be authorized by our University

Guidance office. While SMLS has every intention of delivering the courses listed in this calendar each year, on occasion, there may be insufficient student interest in a particular course. SMLS, therefore, reserves the right to determine whether a course will run. Students and parents will be notified on the rare occasion when this occurs and we will work with the student to find an alternative course or pathway, example, through the ELCC.

E-Learning Consortium The eLearning Consortium Canada (ELCC) is a unique cooperative not-for-profit organization of member schools mandated to deliver quality online curriculum for the benefit of students in member independent schools. ELCC develops exceptional eLearning experiences for students using the best teaching and learning practices that exist in our independent schools. The unique Consortium model, of schools working together collaboratively, provides an enhanced online experience using a development and delivery model that has consistently proven to be successful and sustainable. SMLS joined the ELCC in 2020, and along with a large number of other CAIS schools across the country, we are now able to offer several new

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Ontario Secondary School Diploma courses (currently Grades 11 and 12 courses only) through this online platform. As spaces within this program are limited, we prioritize students with schedule conflicts and those seeking to take a course that is not currently offered at SMLS. Students will be notified of an offer to take an online course through the ELCC in the spring for the following September.

Prior Learning Assessment Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and creditgranting process whereby students may obtain credits for Grade 10-12 courses based on prior learning. Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school. Students may have their knowledge and skills evaluated against the expectations outlined in provincial curriculum policy documents in order to earn credits towards the secondary school diploma. PLAR procedures are carried out under the direction of the Head of School, who grants credits. Requests must be made in writing through the University Guidance office.

Transfers and Withdrawals from Courses Some students may change their educational goals as they proceed through secondary school. When they decide to embark on a new pathway, they may find that they have not completed all of the prerequisite courses they need. SMLS aims to make provisions to allow students to make such changes in courses where possible; however, this may require taking additional credits outside the school, such as through the ELCC, online with another provider, or through summer courses.

Students interested in making changes to their courses must do so during the specified add/ drop periods. Typically, these occur in February, late May, late August and early September. The Add/Drop process requires the completion of a request form, which is available through University Guidance.

Supplementary Course Credits Any student who is planning to take a credit course outside of SMLS (summer school, online course, etc.) is asked to complete the Supplementary Credit form that is available through University Guidance.

Substitutions for Compulsory Credits To ensure that all students can qualify for the Ontario Secondary School Diploma, substitutions may be made to a maximum of three compulsory credit courses using courses from the remaining courses offered that meet the requirements for compulsory credits. The Head of Senior School will determine whether or not a substitution should be made. Students new to Canada may select one of the language courses available (Mandarin or Spanish) in substitution for French in Grade 9.

Certificate of Accomplishment Students who leave school before fulfilling the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment will be accompanied by the student’s Ontario Student Transcript. For those students who have an IEP, a copy of the IEP may be included.

Add/Drop Period 26 | ST. MILDRED’S-LIGHTBOURN SCHOOL | SENIOR SCHOOL | COURSE CALENDAR 2022-2023

The Ontario Secondary School Certificate The Ontario Secondary School Certificate (OSSC) will be granted, on request, to students who leave secondary school upon reaching the age of eighteen and who have met the requirements for the Ontario Secondary School Diploma. To be granted an OSSC, a student must have earned a minimum of 14 credits, distributed as follows: 7 required compulsory credits 9 2 credits in English 9 1 credit in mathematics 9 1 credit in science 9 1 credit in Canadian history or Canadian geography 9 1 credit in health and physical education 9 1 credit in the arts, computer studies, or technological education 7 required optional credits 9 7 credits selected by the student from available courses The provisions for making substitutions for compulsory credits also apply to the Ontario Secondary School Certificate.

The Ontario Secondary School Literacy Test All students must successfully complete the Ontario Secondary School Literacy Test to earn a secondary school diploma. The test will be administered in Grade 10. The test is based on the expectations for reading and writing across subjects in the Ontario Curriculum up to the end of Grade 9. The test will determine who has attained the provincial expectations for literacy. It will identify areas for remediation for students who are unsuccessful in completing the test. School boards are required to provide remedial assistance

following the test for students who require it. The literacy test may not be retaken once it has been successfully completed.

THE ONTARIO SECONDARY SCHOOL LITERACY COURSE - OSSLC The Ontario Secondary School Literacy Course has been developed to provide students who have been unsuccessful on the OSSLT with intensive support and an alternative means of demonstrating the required reading and writing competencies. Students who have had at least two opportunities to write the OSSLT and who have failed it at least once will be eligible to take OLC4OR: The Ontario Secondary School Literacy Course in grade 12. The successful completion of this grade 12 course will satisfy the literacy requirement for graduation. Course expectations cannot be modified but accommodations may be made for students who have an IEP. Students who obtain a graduation diploma by passing the grade 12 Literacy Course will be required to demonstrate a standard of reading and writing skills comparable to those measured by the Literacy Test.

ADJUDICATION PROCESS A board adjudication panel is established at the end of the school year to provide certain students with an additional opportunity to meet the literacy graduation requirement. These are the students who otherwise would be eligible to graduate in June but, through no fault of their own, have not been able to take advantage of the normal opportunities to write the OSSLT and/ or have not been able to enroll in or complete the OSSLC, owing to unforeseen circumstances. Also eligible for the adjudication process are students who were receiving special education programs or services, and who had an IEP with documented required accommodations, but, owing to unforeseen circumstances, did not have access to these accommodations when they were taking the OSSLT.

ST. MILDRED’S-LIGHTBOURN SCHOOL | SENIOR SCHOOL | COURSE CALENDAR 2022-2023 | 27

ACCOMMODATIONS A student who is receiving a special education program or service and who has an Individual Education Plan (IEP) will receive the accommodations noted in the IEP that match accommodations permitted by the Education Quality and Accountability Office. These accommodations must be consistent with those available to the student completing their regular school work, including examinations and other forms of evaluation.

DEFERRALS Deferrals are intended for students who have not yet acquired a level of proficiency in English to successfully complete the Literacy Test. This may include students who have been identified as Exceptional, or students who have been unsuccessful in achieving the reading and writing skills appropriate for grade 9. Deferrals may also be granted for students who are unable to write the test during the scheduled administration due to illness, injury or other extenuating circumstances. The Principal will determine if a deferral should be granted. Deferred students are expected to write the OSSLT during the next administration of the test.

The Ontario Student Transcript All credits earned are recorded on the Ontario Student Transcript. In Grades 9 and 10 only successfully completed credits are shown. Full disclosure applies to all Grade 11 and 12 courses taken or attempted by the student and are listed on the OST. This applies to any course in which a student remains enrolled up to a maximum of 5 days beyond the first academic report in December. Transcripts and the Ontario Student Records are available for review upon request to the Head of School by a parent or guardian or student who has reached the age of majority.

EXEMPTIONS A student must have an IEP that clearly indicates that they are not working towards a Secondary School Diploma in order to be exempted from writing the OSSLT. The Head of School, in consultation with the parent(s) and student, will make all decisions regarding exemptions.

Student Records Personal information is collected under the authority of the Education Act and will be used for the establishment and maintenance of the Ontario Student Record in accordance with the (OSR) Guideline 2000. Access to OSR Records may be obtained by contacting the Head of School. 28 | ST. MILDRED’S-LIGHTBOURN SCHOOL | SENIOR SCHOOL | COURSE CALENDAR 2022-2023

The Ontario Secondary School Diploma: Students Who Entered September 1999 and Subsequent Years Students must obtain a minimum of 30 credits in order to obtain a Secondary School Diploma.

18 COMPULSORY CREDITS Students must earn the following compulsory credits to obtain the Ontario Secondary School Diploma: 4

credits in English (1 credit per grade)*

credits in mathematics (1 credit in Grade 11 or 12)

credits in science

credit in Canadian history

credit in Canadian geography

credit in the arts

credit in health and physical education

credit in French as a second language

0.5

credit in career studies

0.5

credit in civics



In addition, students must complete: 12 optional credits ‡

 

Plus one credit from each of the following groups:

40 hours of community involvement activities the provincial literacy requirement

* A maximum of 3 credits in English as a second language (ESL) or English literacy development (ELD) may be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a Grade 12 compulsory English course. **In groups of 1, 2 and 3, a maximum of 2 credits in French as a second language can count as compulsory credits, one from group 1 and one from either group 2 or group 3. ***A maximum of 2 credits in cooperative education can count as compulsory credits. ‡The 12 optional credits may include up to 4 credits earned through approved dual credit courses.

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Four-Year Senior School Program SUBJECT AREA

SS9

SS10

SS11

SS12

ENGLISH

ENG1D*

ENG2D*

ENG3U*

ENG4U** EWC4U/A.P.

MATHEMATICS

SCIENCE

BUSINESS STUDIES

SOCIAL SCIENCES

MCR3U* or

ETS4U/A.P. MHF4U

MHF4U

MCV4U/A.P.

MDM4U SBI3U

MDM4U SBI4U/A.P.

SCH3U

SCH4U/A.P.

SPH3U BAF3M

SPH4U/A.P. BAT4M

BBB4M

CHC2D*

CHW3M

CIA4U CGW4U

GLC2O* ½ cr.

HSP3U

CLN4U

CHV2O* ½ cr.

CLN4U

CHY4U

A.P. Psychology

HSB4U

MTH1W*or MPM2D*

MPM2D* or MCR3U*

SNC1W*

SNC2D*

BBI1O

CGC1D*

CIE3M

FRENCH SPANISH MANDARIN HEALTHY ACTIVE LIVING

FSF1D* LWSBD LKMBD PPL1O*

THE ARTS

ADA2O

ADA3M

ADA4M

AWM4M/A.P.

AMU2O

AMU3M

AMU4M

AMR4M

AVI2O

AVI3M TGJ3M

AVI4M TGJ4M

ASM4M

ICS3U

ICS4U

COMMUNICATIONS TECHNOLOGY COMPUTER SCIENCE

FSF2D LWSCU LKMCU PPL2O

FSF3U LWSDU LKMDU/A.P. PAF3O

A.P. Psychology FSF4U/A.P.

PSK4U PLF4M

*Compulsory Course ** Though any 4U English Course will satisfy the OSSD requirement for Grade 12, most university programs require ENG4U for admission. Courses will run dependent upon enrollment 30 | ST. MILDRED’S-LIGHTBOURN SCHOOL | SENIOR SCHOOL | COURSE CALENDAR 2022-2023

ENGLISH

ENG1D ENGLISH | GRADE 9 ACADEMIC 1 CREDIT

This course is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. Prerequisite: None

ENG2D ENGLISH | GRADE 10 ACADEMIC 1 CREDIT

This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary

texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. Prerequisite: ENG1D - English, Grade 9, Academic

ENG3U ENGLISH | GRADE 11 UNIVERSITY PREPARATION 1 CREDIT

This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course. Prerequisite: ENG2D - English, Grade 10, Academic

ST. MILDRED’S-LIGHTBOURN SCHOOL | SENIOR SCHOOL | COURSE CALENDAR 2022-2023 | 31

ENG4U ENGLISH | GRADE 12 UNIVERSITY PREPARATION 1 CREDIT

This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. Prerequisite: ENG3U - English, Grade 11, University Preparation

EWC4U THE WRITER’S CRAFT GRADE 12 | UNIVERSITY PREPARATION 1 CREDIT

This course emphasizes knowledge and skills related to the craft of writing. Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers. Prerequisite: ENG3U - English, Grade 11, University Preparation

ETS4U STUDIES IN LITERATURE GRADE 12 | UNIVERSITY PREPARATION 1 CREDIT

This course is for students with a special interest in literature and literary criticism. The course may focus on themes, genres, time periods, or countries. Students will analyse a range of forms and stylistic elements of literary texts and respond personally, critically, and creatively to them. They will also assess critical interpretations, write analytical essays, and complete an independent study project. Prerequisite: ENG3U - English, Grade 11, University Preparation

32 | ST. MILDRED’S-LIGHTBOURN SCHOOL | SENIOR SCHOOL | COURSE CALENDAR 2022-2023

ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION

ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION

The AP English Literature and Composition course aligns to an introductory college-level literary analysis course. The course engages students in the close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work›s structure, style, and themes, as well as its use of figurative language, imagery, symbolism, and tone. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.

The AP English Language and Composition course aligns to an introductory college-level rhetoric and writing curriculum, which requires students to develop evidence-based analytic and argumentative essays that proceed through several stages or drafts. Students evaluate, synthesize, and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects in nonfiction texts, including graphic images as forms of text, from many disciplines and historical periods.

Prerequisite: None

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MATHEMATICS MTH1W MATHEMATICS | GRADE 9 1 CREDIT

This course enables students to consolidate, and continue to develop, an understanding of mathematical concepts related to number sense and operations, algebra, measurement, geometry, data, probability, and financial literacy. Students will use mathematical processes, mathematical modelling, and coding to make sense of the mathematics they are learning and to apply their understanding to culturally responsive and relevant real-world situations. Students will continue to enhance their mathematical reasoning skills, including proportional reasoning, spatial reasoning, and algebraic reasoning, as they solve problems and communicate their thinking. Prerequisite: None

MPM2D PRINCIPLES OF MATHEMATICS GRADE 10 | ACADEMIC 1 CREDIT

This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology,

and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multistep problems. Prerequisite: MPM1D - Principles of Mathematics, Grade 9, Academic

MCR3U FUNCTIONS | GRADE 11 UNIVERSITY PREPARATION 1 CREDIT

This course introduces the mathematical concept of the function by extending students’ experiences with quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions; and develop facility in simplifying polynomial and rational expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Prerequisite: MPM2D - Principles of Mathematics, Grade 10, Academic

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MHF4U ADVANCED FUNCTIONS GRADE 12 | UNIVERSITY PREPARATION

MCV4U CALCULUS AND VECTORS, GRADE 12 | UNIVERSITY PREPARATION

1 CREDIT

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

This course builds on the student’s previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors, and representations of lines and planes in three-dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, rational, exponential, and sinusoidal functions; and apply theses concepts and skills to the modeling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who plan to study mathematics in university and who may choose to pursue careers in fields such as physics, engineering, and business.

Prerequisite: MCR3U - Functions, Grade 11, University Preparation

MDM4U MATHEMATICS OF DATA MANAGEMENT | GRADE 12, UNIVERSITY PREPARATION 1 CREDIT

This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest. Prerequisite: MCR3U - Functions, Grade 11, University Preparation

Prerequisite/Corequisite: MHF4U - Advanced Functions, Grade 12, University Preparation Note: There is an opportunity within the Calculus and Vectors course to prepare to write the AP Calculus AB examination.

ADVANCED PLACEMENT CALCULUS AB AP Calculus AB is roughly equivalent to a first semester college calculus course devoted to topics in differential and integral calculus. The AP course covers topics in these areas, including concepts and skills of limits, derivatives, definite integrals, and the Fundamental Theorem of Calculus. The course teaches students to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections amongst these representations. Students learn how to use technology to help solve problems, experiment, interpret results, and support conclusions. Prerequisite: None

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SCIENCE SNC1W SCIENCE | GRADE 9 1 CREDIT

This course enables students to develop their understanding of concepts related to biology, chemistry, physics, and earth and space science, and to relate science to technology, society, and the environment. Throughout the course, students will develop and refine their STEM skills as they use scientific research, scientific experimentation, and engineering design processes to investigate concepts and apply their knowledge in situations that are relevant to their lives and communities. Students will continue to develop transferable skills as they become scientifically literate global citizens.

SNC2D SCIENCE | GRADE 10 | ACADEMIC 1 CREDIT

This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan

and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter. Prerequisite: SNC1W - Science, Grade 9, Academic

SBI3U BIOLOGY | GRADE 11 UNIVERSITY PREPARATION 1 CREDIT

This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity. Evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation. Prerequisite: SNC2D - Science, Grade 10, Academic

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SCH3U CHEMISTRY, | GRADE 11 UNIVERSITY PREPARATION 1 CREDIT

This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment. Prerequisite: SNC2D - Science, Grade 10, Academic

SPH3U PHYSICS | GRADE 11 UNIVERSITY PREPARATION 1 CREDIT

This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment. Prerequisite: SNC2D - Science, Grade 10, Academic

SBI4U BIOLOGY | GRADE 12 UNIVERSITY PREPARATION 1 CREDIT

This course provides students with the opportunity for in-depth study of the concepts and processes associated with biological systems. Students

will study theory and conduct investigations in the areas of population dynamics, biochemistry, metabolic processes, molecular genetics and homeostasis, Emphasis will be placed on achievement of the detailed knowledge and refined skills needed for further study in various branches of the life sciences and related fields. Prerequisite: SBI3U - Biology, Grade 11, University Preparation Note: There is an opportunity within the Grade 12 Biology course to prepare to write the AP Biology examination.

ADVANCED PLACEMENT BIOLOGY AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes — energy and communication, genetics, information transfer, ecology, and interactions. Prerequisite: None

SCH4U CHEMISTRY | GRADE 12 UNIVERSITY PREPARATION 1 CREDIT

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

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Prerequisite: SCH3U - Chemistry, Grade 11, University Preparation

Note: There is an opportunity within the Grade 12 Physics course to prepare to write the AP Physics 1 examination.

Note: There is an opportunity within the Grade 12 Chemistry course to prepare to write the AP Chemistry examination.

ADVANCED PLACEMENT PHYSICS 1

ADVANCED PLACEMENT CHEMISTRY

AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through inquirybased investigations as they explore these topics: kinematics; dynamics; circular motion and gravitation; energy; momentum; simple harmonic motion; torque and rotational motion; electric charge and electric force; DC circuits; and mechanical waves and sound.

The AP Chemistry course provides students with a college-level foundation to support future advanced coursework in chemistry. Students cultivate their understanding of chemistry through inquiry-based investigations, as they explore topics such as: atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium.

Prerequisite: None

SPH4U PHYSICS | GRADE 12, UNIVERSITY PREPARATION 1 CREDIT

This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment. This course is for students anticipating further study in science, engineering, medicine, and mathematics. Prerequisite: SPH3U - Physics, Grade 11, University Preparation 38 | ST. MILDRED’S-LIGHTBOURN SCHOOL | SENIOR SCHOOL | COURSE CALENDAR 2022-2023

COMPUTER SCIENCE ICS3U ICS4U INTRODUCTION TO COMPUTER COMPUTER SCIENCE | GRADE 12 SCIENCE | GRADE 11 UNIVERSITY PREPARATION UNIVERSITY PREPARATION 1 CREDIT 1 CREDIT

This course introduces students to computer science. Students will design software independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computerrelated fields.

This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field. Prerequisite: ICS3U - Introduction to Computer Science, Grade 11, University Preparation

Prerequisite: None

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BUSINESS STUDIES

BBI1O INTRODUCTION TO BUSINESS GRADE 9 | OPEN 1 CREDIT

This course introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, information and communication technology, human resources, and production, and of the importance of ethics and social responsibility. This course builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives. Prerequisite: None

CIE3M THE INDIVIDUAL AND THE ECONOMY | GRADE 11 UNIVERSITY/COLLEGE PREPARATION 1 CREDIT

This course explores issues and challenges facing the Canadian economy as well as the implications of various responses to them. Students will explore the economic role of firms, workers, and government

as well as their own role as individual consumers and contributors, and how all of these roles contribute to stability and change in the Canadian economy. Students will apply the concepts of economic thinking, and the economic inquiry process, including economic models, to investigate the impact of economic issues and decisions at the individual, regional, and national level. Pre/Co-requisite: CHC2D - Canadian History since World War I, Grade 10, Academic or Applied

BAF3M FINANCIAL ACCOUNTING FUNDAMENTALS | GRADE 11 UNIVERSITY/COLLEGE PREPARATION 1 CREDIT

This course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decisionmaking skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and current issues and ethics in accounting. Prerequisite: None

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BAT4M FINANCIAL ACCOUNTING FUNDAMENTALS | GRADE 12 UNIVERSITY/COLLEGE PREPARATION 1 CREDIT

This course introduces students to advanced accounting principles that will prepare them for postsecondary studies in business. Students will learn about financial statements for various forms of business ownership and how those statements are interpreted in making business decisions. This course expands students’ knowledge of sources of financing, further develops accounting methods for assets, and introduces accounting for partnerships and corporations. Prerequisite: BAF3M - Financial Accounting Fundamentals, Grade 11, University/College Preparation

BBB4M INTERNATIONAL BUSINESS FUNDAMENTALS | GRADE 12 UNIVERSITY/COLLEGE PREPARATION

CIA4U ANALYSING CURRENT ECONOMIC ISSUES | GRADE 12 UNIVERSITY PREPARATION

1 CREDIT

This course examines current Canadian and international economic issues, developments, policies, and practices from diverse perspectives. Students will explore the decisions that individuals and institutions, including governments, make in response to economic issues such as globalization, trade agreements, economic inequalities, regulation, and public spending. Students will apply the concepts of economic thinking, and the economic inquiry process, as well as economic models and theories, to investigate, and develop informed opinions about, economic trade-offs, growth, and sustainability and related economic issues. Prerequisite: Any university, or university/college preparation course in Canadian and world studies, English or social sciences and humanities

1 CREDIT

This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for post-secondary programs in business, including international business, marketing and management. Prerequisite: None

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SOCIAL SCIENCES CGC1D ISSUES IN CANADIAN GEOGRAPHY | GRADE 9 ACADEMIC 1 CREDIT

This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic, and social geographic issues relating to topics such as transportation options, energy choices, and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place to live. Prerequisite: None

CHC2D CANADIAN HISTORY SINCE WORLD WAR I | GRADE 10 ACADEMIC 1 CREDIT

This course explores social, economic, and political developments and events and their impact on the lives of different groups in Canada since

1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on Canadian identity, citizenship, and heritage. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914. Prerequisite: None

GLC2 CAREER STUDIES GRADE 10 | OPEN 0.5 CREDIT

This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. Students will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities, and ways to search for work. The course explores post-secondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan. Prerequisite: None

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CHV2O CIVICS AND CITIZENSHIP GRADE 10 | OPEN 0.5 CREDIT

This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance such as healthy schools, community planning, environmental responsibility, and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate, and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them.

HSP3U INTRODUCTION TO ANTHROPOLOGY PSYCHOLOGY AND SOCIOLOGY GRADE 11 | UNIVERSITY PREP. 1 CREDIT

This course provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science research, and to become familiar with current thinking on a range of issues within the three disciplines.

Prerequisite: None

Prerequisite: ENG2D - English, Grade 10, Academic or CHC2D - Canadian History since World War I, Grade 10, Academic

CHW3M WORLD HISTORY TO THE END OF THE 15TH CENTURY GRADE 11 | UNIVERSITY/ COLLEGE PREPARATION

CLN4U CANADIAN ANDINTERNATIONAL LAW | GRADE 12 | UNIVERSITY PREPARATION

1 CREDIT

This course explores the history of various societies and civilizations around the world, from earliest times to around 1500 CE. Students will investigate a range of factors that contributed to the rise, success, and decline of various ancient and premodern societies throughout the world and will examine life in and the cultural and political legacy of these societies. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating social, political, and economic structures and historical forces at work in various societies and in different historical eras. Prerequisite: CHC2D - Canadian History since World War I, Grade 10, Academic

This course explores a range of contemporary legal issues and how they are addressed in both Canadian and international law. Students will develop an understanding of the principles of Canadian and international law and of issues related to human rights and freedoms, conflict resolution, and criminal, environmental, and workplace law, both in Canada and internationally. Students will apply the concepts of legal thinking and the legal studies inquiry process, and will develop legal reasoning skills, when investigating these and other issues in both Canadian and international contexts. Prerequisite: Any university, university/college or college preparation course in Canadian and world studies, English, or social sciences and humanities

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CGW4U WORLD ISSUES: A GEOGRAPHIC ANALYSIS GRADE 12 | UNIVERSITY PREPARATION 1 CREDIT

In this course, students will address the challenge of creating a more sustainable and equitable world. They will explore issues involving a wide range of topics, including economic disparities, threats to the environment, globalization, human rights, and quality of life, and will analyse government policies, international agreements, and individual responsibilities relating to them. Students will apply the concepts of geographic thinking and the geographic inquiry process, including the use of spatial technologies, to investigate these complex issues and their impacts on natural and human communities around the world. Prerequisite: Any university, university/college or college preparation course in Canadian and world studies, English, or social sciences and humanities

CHY4U WORLD HISTORY SINCE THE FIFTEENTH CENTURY | GRADE 12 | UNIVERSITY PREPARATION 1 CREDIT

This course traces major developments and events in world history since approximately 1450. Students will explore social, economic, and political changes, the historical roots of contemporary issues, and the role of conflict and cooperation in global interrelationships. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate key issues and ideas and assess societal progress or decline in world history. Prerequisite: Any university, university/college or college preparation course in Canadian and world studies, English, or social sciences and humanities

HSB4U CHALLENGE AND CHANGE IN SOCIETY | GRADE 12 UNIVERSITY PREPARATION 1 CREDIT

This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyse how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change. Prerequisite: Any university, university/college or college preparation course in Canadian and world studies, English, or social sciences and humanities

ADVANCED PLACEMENT PSYCHOLOGY This course will prepare highly motivated students to write the A.P. Psychology exam in May. The goal of the A.P. Psychology course is to provide students with a quality educational experience that is the equivalent of a one-semester, college-level introductory psychology course, incorporating the concepts and materials typically covered in such a course. Various topics in this course will include: research methods, biological bases of behaviour, cognition, states of consciousness, personality theories, states of consciousness – including dream theories, social and abnormal psychology. In addition to the mastery of the fundamentals of psychology, students will engage in the study of research designs, methods, statistics and ethical issues in psychological research and application, and undertake one research study. Prerequisite: None

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MODERN LANGUAGES

FRENCH FSF1D CORE FRENCH | GRADE 9 ACADEMIC 1 CREDIT

This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse Frenchspeaking communities, and will develop the skills necessary to become life-long language learning. Prerequisite: Minimum of 600 hours of French instruction, or equivalent

FSF2D CORE FRENCH | GRADE 10 ACADEMIC 1 CREDIT

This course provides opportunities for students to communicate in French about personally relevant, familiar, and academic topics in real-life situations

with increasing independence. Students will exchange information, ideas, and opinions with others in guided and increasingly spontaneous spoken interactions. Students will develop their skills in listening, speaking, reading, and writing through the selective use of strategies that contribute to effective communication. They will also increase their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for life-long language learning. Prerequisite: FSF1D - Core French, Grade 9, Academic

FSF3U CORE FRENCH | GRADE 11 UNIVERSITY PREPARATION 1 CREDIT

This course offers students extended opportunities to speak and interact in real-life situations in French with greater independence. Students will develop their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, through responding to and exploring a variety of oral and written texts. They will also broaden their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

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Prerequisite: FSF2D - Core French, Grade 10, Academic

FSF4U CORE FRENCH | GRADE 12 UNIVERSITY PREPARATION 1 CREDIT

This course provides extensive opportunities for students to speak and interact in French independently. Students will develop their listening, speaking, reading, and writing skills, apply language learning strategies in a wide variety of real-life situations, and develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts. They will also enrich their understanding and appreciation of diverse Frenchspeaking communities, and will develop skills necessary for lifelong language learning. Prerequisite: FSF3U - Core French, Grade 11, University Preparation Note: There is an opportunity within the Grade 12 French course to prepare to write the AP French Language and Culture examination.

cultural products (e.g., tools, books, music, laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions). Prerequisite: None

SPANISH LWSBD SPANISH | LEVEL 1 | ACADEMIC 1 CREDIT

This course enables students to develop competence in listening, speaking, reading, and writing in the language of study. Students will continue to participate in interactive activities in which they can apply and develop their language skills to communicate with native speakers of the language. They will explore aspects of culture in regions of the world where the language is spoken, including social customs, food, sports and leisure activities, popular festivals, and music. Although students will expand their vocabulary and knowledge of linguistic elements, the language they will use at this level will still be simple. Prerequisite: None

ADVANCED PLACEMENT FRENCH LANGUAGE AND CULTURE

LWSCU SPANISH | LEVEL 2 UNIVERSITY PREPARATION

The AP French Language and Culture course emphasizes communication (understanding and being understood by others) by applying the interpersonal, interpretive, and presentational modes of communication in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. The AP French Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in French. The AP French Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students› awareness and appreciation of

This course offers students opportunities to further develop competence and confidence in listening, speaking, reading, and writing in the language of study. Students will participate in interactive activities (e.g., discussions about literature, travel, shopping) in which they will further develop their knowledge of linguistic elements. They will continue to explore aspects of culture in regions of the world where the language is spoken, including fashion, historical figures, art, and architecture. Students will enhance their critical and creative thinking skills through reading diverse materials, including original literature, and will explore a variety of personal and professional contexts in which knowledge of the international language is required.

1 CREDIT

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Prerequisite: LWSBD - Spanish, Level 1, Academic

LWSDU SPANISH | LEVEL 3 UNIVERSITY PREPARATION 1 CREDIT

This course prepares students for post-secondary studies in the international language being studied. Students will continue to refine and enhance their listening, speaking, reading, and writing skills in the language, with the goal of using these communication skills in a variety of personal, academic, and professional contexts. Using a wide variety of sources, including original texts in the language, students will consolidate their language skills as they use increasingly complex linguistic elements and language conventions. Students will also have opportunities to enrich their knowledge of aspects of culture in regions where the language is spoken, including issues related to popular culture, linguistic communities in Canada, literature, history, geography, and the arts. Prerequisite: LWSCU - Spanish, Level 2, University Preparation

MANDARIN LKMBD MANDARIN | LEVEL 1 | ACADEMIC 1 CREDIT

This course provides opportunities for students to begin to develop and apply skills in listening, speaking, reading, and writing in the language of study. Students will communicate and interact in structured activities, with a focus on matters of personal interest and familiar topics, and will read and write simple texts in the language. Throughout the course, students will acquire an understanding and appreciation of diverse communities in regions of the world where the language is spoken. They will also develop skills necessary for lifelong language learning.

LKMCU MANDARIN | LEVEL 2 UNIVERSITY PREPARATION

1 CREDIT

This course provides opportunities for students to increase their competence and confidence in listening, speaking, reading, and writing in the language of study. Students will communicate about academic and personally relevant topics in increasingly spontaneous spoken interactions, and will develop their creative and critical thinking skills through exploring and responding to a variety of oral and written texts. Students will continue to enrich their understanding and appreciation of diverse communities in regions of the world where the language is spoken. They will also investigate personal and professional contexts in which knowledge of the language is required, and develop the skills necessary for lifelong language learning. Prerequisite: LKMBD - Mandarin, Level 1, Academic

LKMDU MANDARIN | LEVEL 3 UNIVERSITY PREPARATION 1 CREDIT

This course provides extended opportunities for students to communicate and interact in the language of study in a variety of social and academic contexts. Students will refine and enhance their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where the language is spoken, and develop the skills necessary for lifelong language learning. Prerequisite: LKMCU - Mandarin, Level 2, University Preparation

Prerequisite: None ST. MILDRED’S-LIGHTBOURN SCHOOL | SENIOR SCHOOL | COURSE CALENDAR 2022-2023 | 47

HEALTH AND PHYSICAL EDUCATION PPL1O HEALTHY ACTIVE LIVING EDUCATION | GRADE 9 | OPEN

PPL2 HEALTHY ACTIVE LIVING EDUCATION | GRADE 10 | OPEN

This course equips students with the knowledge and skills they need to make healthy choices now and to lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

This course enables students to further develop the knowledge and skills they need to make healthy choices now and to lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

1 CREDIT

Prerequisite: None

1 CREDIT

Prerequisite: None

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PAF3O HEALTHY LIVING AND PERSONAL AND FITNESS ACTIVITIES | GRADE 11 | OPEN 1 CREDIT

This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities and exposure to a broader range of activity settings, students enhance their movement competence, personal fitness, and confidence. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. The specialized course will cover all of the expectations of the Healthy Active Living course (PPL3O) with a focus on personal and fitness activities that take advantage of our school Fitness Centre. Prerequisite: None

PLF4M RECREATION AND HEALTHY ACTIVE LIVING LEADERSHIP GRADE 12 | UNIVERSITY/ COLLEGE PREPARATION 1 CREDIT

mentoring and assisting them in making informed decisions that enhance their well-being. The course will prepare students for university programs in physical education and health and kinesiology and for college and university programs in recreation and leisure management, fitness and health promotion, and fitness leadership. Prerequisite: Any health and physical education course Note: Additional course fees may apply, depending on the activities selected by the students

PSK4U INTRODUCTORY KINESIOLOGY, GRADE 12 | UNIVERSITY PREPARATION 1 CREDIT

This course focuses on the study of human movement and of systems, factors, and principles involved in human development. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sport, and the physiological, psychological, and social factors that influence an individual’s participation in physical activity and sport. The course prepares students for university programs in physical education and health, kinesiology, health sciences, health studies, recreation, and sports administration. Prerequisite: Any Grade 11 university, or university/college preparation course in science, or any Grade 11 or 12 open course in health and physical education

This course enables students to explore the benefits of lifelong participation in active recreation and healthy leisure and to develop the leadership and coordinating skills needed to plan, organize, and safely implement recreational events and other activities related to healthy, active living. Students will also learn how to promote the benefits of healthy, active living to others through ST. MILDRED’S-LIGHTBOURN SCHOOL | SENIOR SCHOOL | COURSE CALENDAR 2022-2023 | 49

THE ARTS DRAMA ADA2O DRAMA | GRADE 10 | OPEN 1 CREDIT

This course provides opportunities for students to explore dramatic forms, conventions, and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres. Students will use the elements of drama in creating and communicating through dramatic works. Students will assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences. Prerequisite: None

ADA3M DRAMA | GRADE 11 UNIVERSITY/COLLEGE PREPARATION 1 CREDIT

This course requires students to create and perform in dramatic presentations. Students will analyse, interpret and perform dramatic works from various cultures and time periods. Students

will research various acting styles and conventions that could be used in their presentations, and analyse the functions of playwrights, directors, actors, designers, technicians and audiences. Prerequisite: ADA1O/2O - Drama, Grade 9 or 10, Open

ADA4M DRAMA | GRADE 12 UNIVERSITY/COLLEGE PREPARATION 1 CREDIT

This course requires students to experiment individually and collaboratively with forms and conventions of both drama and theatre from various cultures and time periods. Students will interpret dramatic literature and other text and media sources while learning about various theories of directing and acting. Students will examine the significance of dramatic arts in various cultures, and will analyze how the knowledge and skills developed in drama are related to their personal skills, social awareness, and goals beyond secondary school. Prerequisite: ADA3M - Drama, Grade 11, University/College Preparation

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MUSIC AMU2O MUSIC | GRADE 10 | OPEN

AMU4M MUSIC | GRADE 12 UNIVERSITY/COLLEGE PREPARATION

1 CREDIT

This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices, terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities and cultures.

This course enables students to enhance their musical literacy through the creation, appreciation, analysis, and performance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their lives and careers.

Prerequisite: None

Prerequisite: AMU3M - Music, Grade 11, University/College Preparation

AMU3M MUSIC | GRADE 11 UNIVERSITY/COLLEGE PREPARATION

AMR4M REPERTOIRE | GRADE 12 UNIVERSITY/COLLEGE PREPARATION

1 CREDIT

This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis, and performance of music, including traditional, commercial, and art music. Student will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to, and analyzing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers.

This course emphasizes the appreciation, analysis, and performance of music from the Renaissance period through the twentieth century, including jazz, popular, and non-Western music. Students will concentrate on developing interpretive skills appropriate to the type of group in which they are performing (solo, duet, small ensemble, large ensemble, etc.). Participation as section leaders in the Senior Concert Band is an expectation and will require a commitment outside of school hours. They will also complete a complex creative project. Prerequisite: AMU3M - Music, Grade 11, University/College Preparation

Prerequisite: AMU1O/2O - Music, Grade 9 or 10, Open

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VISUAL ARTS AVI2O VISUAL ARTS | GRADE 10 | OPEN 1 CREDIT

This course enables students to develop their skills in producing and presenting art by introducing them to new ideas, materials, and processes for artistic exploration and experimentation. Students will apply the elements and principles of design when exploring the creative process. Students will use the critical analysis process to reflect on and interpret art within a personal, contemporary, and historical context. Prerequisite: None

AVI3M VISUAL ARTS | GRADE 11, UNIVERSITY/COLLEGE PREPARATION

AVI4M VISUAL ARTS | GRADE 12 UNIVERSITY/COLLEGE PREPARATION 1 CREDIT

This course focuses on enabling students to refine their use of the creative process when creating and presenting two-and three-dimensional art works using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts. Prerequisite: AVI3M - Visual Arts, Grade 11, University/College Preparation

1 CREDIT

This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emergent technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course is delivered as a comprehensive program, incorporating photography, video, computer graphics, and information design. Prerequisite: AVI1O/2O - Visual Arts, Grade 9 or 10, Open

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AWM4M VISUAL ARTS: PAINTING AND DRAWING | GRADE 12 UNIVERSITY/COLLEGE PREPARATION 1 CREDIT

This course focuses on the refinement of students’ skills and knowledge in visual arts through the development of a personal portfolio. Students will analyse art forms; use theories of art in analysing and producing art; and increase their understanding of stylistic changes in modern and contemporary Western art, Canadian (including Native Canadian) art, and art forms from various parts of the world. Students will produce a body of work that follows a particular theme, yet highlights the student’s individual style and approach. Prerequisite: AVI3M - Visual Arts, Grade 11, University/College Preparation (Prior successful completion of AVI4M is highly recommended) Note: There is an opportunity within the Grade 12 Visual Arts: Painting and Drawing course to create portfolio pieces for the AP Studio Art 2-Dimensional Design course

ASM4M MEDIA ARTS | GRADE 12, UNIVERSITY/COLLEGE PREPARATION 1 CREDIT

This course emphasizes the refinement of media arts skills through the creation of a thematic body of work by applying traditional and emerging technologies, tools, and techniques such a multimedia, computer animation, installation art, and performance art. Students will develop works that express their views on contemporary issues and will create portfolios suitable for use in either career or post-secondary education applications. Students will critically analyse the role of media artists in shaping audience perceptions of identity, culture and community values. Prerequisite: ASM3M - Media Arts, Grade 11, University/College Preparation or TGJ4M - Communications Technology, Grade 12, University/College Preparation (Students who have completed TGJ3M may be offered special permission to enrol in this course)

ADVANCED PLACEMENT STUDIO ART 2-DIMENSIONAL / 3-DIMENSIONAL DESIGN The AP Studio Art portfolios are designed for students who are seriously interested in the practical experience of art. Students submit portfolios for evaluation at the end of the school year. The three portfolios correspond to the most common college foundation courses. Students create a portfolio of work to demonstrate the artistic skills and ideas they have developed, refined, and applied over the course of the year to produce visual compositions. Prerequisite: None

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COMMUNICATIONS TECHNOLOGY TGJ3M COMMUNICATIONS TECHNOLOGY | GRADE 11 UNIVERSITY/COLLEGE PREPARATION

TGJ4M COMMUNICATIONS TECHNOLOGY | GRADE 12 UNIVERSITY/COLLEGE PREPARATION

This course examines communications technology from a media perspective. Students will develop knowledge and skills as they design and produce media projects in the areas of live, recorded, and graphic communications. These areas may include TV, video, and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students will also develop an awareness of related environmental and societal issues, and will explore college and university programs and career opportunities in the various communications technology fields.

This course examines communications systems and design and production processes in the areas of electronic, live, recorded, and graphic communications. Students will create, manage, and distribute complex electronic, graphic, recorded, or audio-visual projects independently and in project teams. Students will also study industry standards and regulations and health and safety issues, and will explore careers, the importance of lifelong learning, and the impact of communications technology on society and the environment.

1 CREDIT

Prerequisite: TGJ3M - Communications Technology, Grade 11, University/College Preparation

Prerequisite: None

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MUSIC CERTIFICATES

A maximum of one Grade 11 university/college preparation music credit may be awarded towards the OSSD for the successful completion of one of the following:

A maximum of one Grade 12 university/college preparation music credit may be awarded towards the OSSD for the successful completion of one of the following:

AMX3M

AMX4M

Grade VII Practical and Intermediate Rudiments (formerly Grade 1 Rudiments) of the Royal Conservatory of Music, Toronto

Grade VIII Practical and Advanced Rudiments (formerly Grade II Rudiments) of the Royal Conservatory of Music, Toronto

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

Grade VIII Practical and Grade IV Theory of Conservatory Canada, London, Ontario

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

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

Grade V Practical and Grade III Theory of Trinity College London, England

Grade VI Practical and Grade IV Theory of Trinity College London, England

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

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

Notes: The term practical refers to any musical instrument on which performance is examined. It includes voice (i.e., singing), but not speech arts. The mark credited to the student is calculated by averaging the marks that the student has earned in the practical component and in rudiments or theory, as the case may be.

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PROFESSIONAL AFFILIATIONS St. Mildred’s-Lightbourn School is a proud member of: ROUND SQUARE is an international association of more than 150 schools worldwide whose purpose is to empower students through experiential learning to become the leaders and guardians of tomorrow’s world. For more information, visit roundsquare.org THE ELEARNING CONSORTIUM CANADA (ELCC) is a unique cooperative not-for-profit organization of member schools mandated to deliver quality online curriculum for the benefit of students in member independent schools. ELCC develops exceptional eLearning experiences for students using the best teaching and learning practices that exist in our independent schools. For more information, visit elccanada.ca CANADIAN ACCREDITED INDEPENDENT SCHOOLS (CAIS) A community of independent schools in Canada, whose mission is to explore and pursue exemplary leadership, training, research and international standards of educational excellence. Formerly CESI and SEAL. For more information, visit cais.ca CONFERENCE OF INDEPENDENT SCHOOLS OF ONTARIO (CIS ONTARIO) A collegial group of 47 member schools working together to advance educational excellence in Ontario independent schools. For more information, visit cisontario.ca ADVANCED PLACEMENT (AP) Since its inception in 1955, AP has provided motivated high school students with the opportunity to take college-level courses in a high school setting. There are currently more than 110,000 teachers leading AP courses in high schools worldwide. For more information, visit collegeboard.org THE NATIONAL COALITION OF GIRLS’ SCHOOLS (NCGS) is the leading advocate for girls’ schools, connecting and collaborating globally with individuals, schools, and organizations dedicated to educating and empowering girls. For more information, visit ncgs.org THE NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS (NAIS) is a nonprofit membership association that provides services to more than 1,800 schools and associations of schools in the United States and abroad, including more than 1,500 independent private K-12 schools in the U.S. For more information, visit nais.org

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She’s a Millie!

ST. MILDRED’S-LIGHTBOURN SCHOOL 1080 Linbrook Road, Oakville, ON L6J 2L1 T: 905-845-2386 | communications@smls.on.ca | smls.on.ca