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Chalo Secondary School

“Home of the Mighty Beaver” Strong, Healthy, Proud, Self-Reliant

Course Planning & Description Handbook 2011/2012

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Table of Contents Part I- General Information ................................................................................... 3

Chalo High School Creed ............................................................................................. 4 Program Planning Worksheet For 10, 11, & 12 to Graduation ..................................... 5 Reference Sheet for Graduation ................................................................................... 6 Student Services........................................................................................................... 7 Attendance Policy for Students and Parents ................................................................ 8 Educational Support Services....................................................................................... 9 School Policies and Code of Conduct......................................................................... 10

PART II:............................................................................................................... 14 Course Programs & Descriptions........................................................................ 14

English Courses.......................................................................................................... 15 Mathematics................................................................................................................ 17 Physical Education...................................................................................................... 20 Planning ...................................................................................................................... 20 Sciences ..................................................................................................................... 21 Social Studies ............................................................................................................. 24 Visual Arts................................................................................................................... 25 Other Elective Courses ............................................................................................... 26 Business and Computer Education............................................................................. 29 Parent/Student Contract ............................................................................................. 31

Part III.................................................................................................................. 32 2011/12 Provincial Examination Schedule.......................................................... 32

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Part I- General Information

Welcome to Chalo Secondary School “Home of the Mighty Beaver”

RR#1 Mile 293 Alaska Highway

Fort Nelson, BC V0C 1R0 4021 Fontas Drive

phone: (250) 774-7651 fax: (250) 774-7655

website: www.chaloschool.bc.ca Administration

Principal: Colette Duperreault Vice Principal: Jacki Ludgate

Principal’s Message:

Welcome to Chalo Secondary School for the 2011/2012 School Year. Our school expects to enroll approximately 40- 60 students in grades 8 through to adult. Our goal is to continue to have all students involved and committed to making this a most memorable school year as they work toward their graduation goals.

The publication of the “Course Planning and Program Description Handbook” begins the very important task of selecting courses for 2011/2012. Our course handbook outlines possible programs to assist students in their academic pursuits.

Developing the 2011/2012 school master timetable involves the following procedures:

- Students indicate their requests from the large number of possibilities outlined in this handbook

- Sufficient requests for a particular course or program are required in order for a course to be offered

- Students’ alternate course selections are substituted when, and where it is necessary. With the above procedures in mind, it is essential that students consider the task of choosing courses as a major responsibility. What courses are taught and when they are taught are determined at this time. Once the student has made choices, it becomes extremely difficult to make changes to our school timetable. We certainly hope that our students will take the time to study this information thoroughly with their parents/guardians. Making informed decisions is the desired goal to ensure success of our students and our school. Our teaching staff will be looking forward to meeting all Chalo students and parents and personally welcoming them as members of our student body in early September 2011. Colette Duperreault, Principal

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Chalo High School Creed “We Believe”

We believe. We are the young adults of Chalo School. We are university and career bound. We are exceptional- not because we say it, but because we work hard at it. We will not falter in the face of any obstacle placed before us. We are

dedicated, committed and focused. We never succumb to mediocrity, uncertainty or fear. We never fail because we never give up. We make no

excuses. We choose to live honestly, non-violently and honorably. We respect ourselves and, in doing so, respect all people. We have a future for which we

are accountable. We have a responsibility to our families, community and world. We believe in ourselves. We believe in each other. We are strong,

healthy, proud and self-reliant. We are Chalo- “The Mighty Beaver!”

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Program Planning Worksheet For 10, 11, & 12 to Graduation Students must accumulate a minimum of 80 credits at the grade 10, 11, and 12 level. Graduation Transitions, valued at 4 credits, completes graduation requirements. The minimum graduation requirement from high school and admission requirements for post-secondary institutions may differ. Students intent on attending post-secondary institutions should check with the schools of their choice for admission requirements.

A. Required Courses (48 credits) 1. English 10 (4 credits)____________________ 2. Language Arts 11 (4 credits)____________________ 3. Language Arts 12 (4 credits)____________________ 4. Social Studies 10 (4 credits)____________________ 5. Social Studies 11 or BC First Nations Studies 12 (4 credits)____________________ 6. Science 10 (4 credits)____________________ 7. Science 11 or 12 (4 credits)____________________ 8. Mathematics 10 equivalent (4 credits)____________________ 9. Mathematics 11 equivalent (4 credits)____________________ 10. Physical Education 10 (4 credits)____________________ 11. A Fine Arts or Applied Skills 10, 11, or 12 (4 credits)____________________ 12. Planning 10 (4 credits)____________________

B. Elective Courses (28 credits) 1. Grade 12 Course------------------------------------------------------------ (4 credits)____________________ 2. Grade 12 Course------------------------------------------------------------ (4 credits)____________________ 3. Grade 12 Course------------------------------------------------------------ (4 credits)____________________ 4. Grade 10, 11, or 12 Course------------------------------------------------- (4 credits)____________________ 5. Grade 10, 11, or 12 Course------------------------------------------------- (4 credits)____________________ 6. Grade 10, 11, or 12 Course------------------------------------------------- (4 credits)____________________ 7. Grade 10, 11, or 12 Course------------------------------------------------- (4 credits)____________________ C. Graduation Transitions (4 credits) Graduation Transitions--------------------------------------------------------- (4 credits)____________________ Total required & Elective Courses and Graduation Transitions---------------80 credits

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Reference Sheet for Graduation

A. Courses Satisfying Required Studies 1.Language Arts Courses:

English 10, 11, 12 English First Peoples 10, 11, 12 English Communications 11, 12

2. Social Studies Courses: Social Studies 10 Social Studies 11, or BC First Nations 12

3. Science 11 Courses:

Science 10 Biology 11/12 Physics 11/12 Science and Tech

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Chemistry 11/12 Earth Science 11 Geology 12

4. Mathematics courses:

Principles of Mathematics 10 or Essentials of Math 10 Principles of Mathematics 11 or Essentials of Math 11 Principles of Mathematics 12

5. Physical Education courses:

Physical Education 10 6. Fine Arts or Applied Skills: -One Fine Arts, or Applied Skills 10, 11, or 12 such as:

Drama 10 Music 10 Art Foundations

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Visual Media Arts 11

OR -One Applied Skill such as :

Home Economics 10 Textiles Technology Education 10 Woodworking; Carpentry and Joinery 11/12 Computer Programming ICT Digital Media 10/11/12 ICT Computer Information Systems 11/12 Physical Education 11/12 Tourism 11/12 Leadership 11/12

7. Planning - Planning 10 & Graduation Transitions

B. Courses Satisfying Selected Studies and Electives

-Graduation students receive 4 credits for every grade 10, 11 & 12 cours

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Student Services Youth Care Coordinator: Dawn Jean Mould Youth Care Coordinator Responsibilities

- Safe arrival program: Attendance - Personal counseling to deal with social and emotional challenges - Referral to Ministry or FNFN counselors - Liaison work with FNFN Health Authority - Liaison work with Fort Nelson RCMP

Mentoring Program:

In order to address the attendance challenges that many students face, Chalo staff members have taken the initiative to begin a mentoring program for our students to aid them in their ultimate goal: GRADUATION! As a result of our last Annual General Meeting, the Community Education Authority and the Administration at Chalo School authorized the implementation of a new mentoring program in order to close the achievement gap once and for all! Mentors will guide a group of students from their entrance into high school (grade 8) through to their graduation ceremony in grade 12. The following responsibilities will assist our young adults in a number of ways: Mentor Responsibilities

- Working with parents/guardians/students regarding attendance - Assistance with program planning and course selection - Provide information on post-secondary training and scholarships - Information on Student Field Trips - Teach study skills and time management - Assistance with career planning and locating tutoring assistance

Mentors: Colette Duperreault, Ellie Dorosz , Suzanne Dallas, Jacki Ludgate, Jacky Riggs, Karissa Smith, Dawn Jean Mould, Addie Clifford FNFN Drug and Addictions Counselor: Wayne Bouchier (250) 500-1071

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Attendance Policy for Students and Parents

In accordance with the School Act of British Columbia, there is a legal requirement for all students to attend all classes in which they are registered. Students should be in school every scheduled day.

• Except in the case of excused late arrivals and early dismissals, students must be present in school from 8:50 AM to 3:00 PM to be eligible to participate in any extracurricular activity offered by the school that day.

• Students are expected to attend every class meeting. Attendance records are maintained on a course-by-course basis, and requirements and consequences apply to each course individually.

• Recognizing that there are legitimate and unavoidable reasons for absence, parents/guardians may call in to the high school to excuse a student’s absence. To excuse an absence, the parent/guardian must call the high school attendance office at (250) 774-7651 prior to the end of the school day on which the student is absent. If an absence is not called in by 2:00 p.m., the absence is unexcused. The parent/guardian must leave a return telephone number, and a reason for the absence. No one except a parent or guardian may excuse an absence for a student.

• Excused absences should be called in as early as possible. After 9:00 AM, the high school will begin calling parents and guardians of all students who are absent from school without a call-in from home.

• All absences for school-sponsored field trips are considered excused.

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Educational Support Services Student Services Resource Teacher: Karissa Smith The Learning Assistance Program exists as an in-school resource for all students and teachers. Students who are having academic difficulty in class due to: a) skill deficiencies b) learning disabilities or impairments c) English language challenges d) reading and comprehension problems, e) problems grasping mathematical concept

may be referred to the Learning Assistance teacher, parents or themselves. Referral information will be requested and an assessment will be undertaken to include some and/or all of the following:

Interview with student Diagnostic Standardized testing Consultation with parents/teachers and/or students

Results of the assessment will be available to the teachers, student and parents and recommendations will be made. If Learning Assistance is necessary, many interventions are available: a) The student’s progress is monitored by the Learning Support Team and by the classroom teacher. b) The Learning Support Team will determine which interventions may be provided in the class. e.g. Small group instruction or an Education Assistant c) The student may be referred to the School Based Team with a recommendation that adaptations be made and documented in an Individual Education Plan. d) The student may be referred to the School Based Team with a recommendation for further assessment of skills and ability. Individual Education Plans The Learning Support team works closely with students, parents and social agencies to provide an Individual Education Plan (IEP) to accommodate special needs students. A variety of strategies and programs are employed to suit individual student needs. Student needs are assessed and individual programs are designed. The teachers, mentors and educational assistants address a broad range of learning needs and styles. Many students work within the regular classroom with provisions and support given for their specific needs. One-on-one instruction, small groups, classroom support, and alternative programming are all ways in which assistance to students is provided.

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School Policies and Code of Conduct Chalo’s Goals/Purpose behind our Policies and Code of Conduct A safe, caring and orderly school is the foundation for a successful learning environment. Chalo supports socially responsible behavior and allows the members of the school community to be fully informed of Chalo Secondary School’s common expectations for student behavior

Social Responsibility We are guided by the following four aspects of Social Responsibility for BC schools as identified by the Ministry of Education:

1. Contributing to the classroom and school community 2. Solving problems in peaceful ways 3. Valuing diversity and defending human rights 4. Exercising democratic rights and responsibilities 5. Students shall not discriminate against others on the basis of race, color, ancestry, place of origin,

religion, family or marital status, physical or mental disability, age sex or sexual orientation, or for any other reason set out in the Human Rights Code of British Columbia, nor shall a student publish or display anything that would indicate an intention to discriminate against another, or expose them to contempt or ridicule on the basis of any such goals.

Attendance (see page 8 for detailed attendance policy) Students are expected to attend all classes on time. Teachers record attendance for each class. Missed classes mean missed learning! Full attendance is essential to school success. Students who miss classes are responsible for making up the missed learning time. Late to Class Students are expected to be in class prepared, and on time. “Late” is a type of absence and interferes with your learning and the learning of other students. Frequent tardiness may result in teacher intervention to make up for the missed learning time. Academic Honesty Students are expected to present their own work in class and homework assignments. At Chalo, the working definition of plagiarism is, “ using another person’s work and presenting it as your own.” Plagiarism is a form of cheating, and could be in the form of written, visual, audio, or other media. If another person’s ideas are used, credit must be given in the form of a citation. Plagiarism will result in consequences determined by the teacher and/or administration and may include loss of marks for the assignment. Supervision All staff (teaching and non-teaching) have a general supervision responsibility during school time and at any school function, whether on formal duty or not, and students are required to comply with this authority. School rules apply at all school functions even when they occur off school grounds, or outside of the regular school day. Students are also reminded that they may be held responsible to the school from the time they leave home before school until the time they arrive home after school. Dress Code Students and their parents are expected to support a learning environment where attire is appropriate and not distracting to others. Articles of clothing that promote alcohol, drugs, inappropriate language or racism, or that are too revealing are not permitted. Students wearing such clothing will be asked to go home and change if they do not have suitable clothing at school. Cell Phone & I-pods Students are expected to turn cell phones “off” while in the building. The use of Cell Phones is not permitted within the school building. Use at school functions, or from the school is at the discretion of the supervising staff member. I-pod use will be at the discretion of the supervising teacher.

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Cameras  Photographing people at school or at school functions using still or video cameras can be a privacy issue and should not be done without appropriate permission. Gambling Schools are venues in which gaming is not permitted. Placing bets and wagering money are not appropriate school activities. Litter The school environment should be neat and litter-free. We ask all students to look after their litter by putting it in the nearest garbage can or recycling container. Respect for Public Property and Careful Use & Return of School Materials & Equipment   Students are expected to take good care of textbooks or school resources signed out in the student’s name. There should be no damage to school resources, property or equipment. If such damage creates an expense to the school, the person who does the damage will be expected to reimburse the school for costs. Public Displays of Affection Students are asked to minimize public displays of affection. These may be inappropriate to the school setting and can be addressed by any student, or staff member. Appropriate Language Language used by all members of the school community should be respectful and polite. Any communication that is disrespectful, or demeaning to others including lying, inappropriate or profane language, is unacceptable. Loss /Damage to School or Personal Property We expect members of the student body to respect our school and personal property We expect m Students are responsible for any damage done to other peoples property and will be charged for replacement or repair. Students should also respect the property and rights of the people who live in the neighborhood of the school, or those people who come in contact with us through our many off and on-site activities. Safety First Student activities at the school should take into account student safety and minimize risks to students. Skateboarding, rollerblading and snowballing have a significant enough safety risk that they are not permitted on school grounds. Fireworks, water guns and water balloons are not allowed at school unless it is a directed activity at the discretion of a supervising teacher. School staff will address activities that are deemed unsafe or unhealthy. Security and Safety Students are expected to refrain from any act, including verbal, or written comments that disrupt the good order of the school. Jokes or pranks that may be seen as a threat to security and safety will be addressed as a serious issue. “I was just kidding” is not a defense, once the damage is done. Intimidation, Harassment and Violence Every student, regardless of peer group, has the right to feel safe at school. Any acts of harassment, intimidation or threats of any types: physical, emotional, verbal or sexual, including bullying, physical violence, or retribution against a person who has reported an incident, are unacceptable and will be subject to disciplinary action and possibly police involvement.

Instigators or Spectators The daily endeavor of students and all school activities should occur without interference or disruption. Students who encourage, support, or promote acts of intimidation, harassment or violence either by direct action or by spectating are subject to school disciplinary action. This can include activities that occur during or after school hours, on or off of school property.

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Acceptable Use of Internet Internet resources used carefully and wisely can provide important avenues of learning for students. Inappropriate uses of Internet communications including the sending of threatening or harassing comments are unacceptable. Any incidents will be addressed as a very serious issue. No Smoking All Chalo students should not be smoking at school. We believe that smoking and exposure to environmental tobacco smoke creates serious short term and long-term health risks for our students. It is our goal to prevent young people from starting to smoke and encourage people who are smoking to quit. Therefore, smoking is not permitted in the school building, on school grounds, or at any school function. Drugs or Alcohol Students are expected not to bring alcohol or drugs to school, nor to indulge in these prior to coming to school or attending a school event. At Chalo School, the use or possession of drugs or alcohol at any school function will result in a suspension from school. As part of this suspension, the student’s eligibility to extracurricular activities and field trips may be cancelled, pending a review by the Administration and the Community Education Authority All drugs/ alcohol have the potential to harm; but some drugs are more harmful than others. For a small number of people, drugs lead to serious and far-reaching consequences not only for themselves, but their families, their communities and society in general. For young people in particular, drugs can impact on their education, their relationships with family and friends and prevent them from reaching their full potential. All young people need to be able to make safe, healthy and responsible decisions about drugs, both legal and illegal. Schools play a central role in helping them make such decisions by providing education about the risk and effects of drugs; by developing their confidence and skills to manage situations involving drugs; by creating a safe and supportive learning environment; and ensuring that those for whom drugs are a concern receive appropriate support. Chalo School has a zero tolerance policy towards the possession or use/supply of illegal and other unauthorized drugs/ alcohol within the school boundaries -Rationale The influence and affects of drug/ alcohol use on individuals, families and communities are evident in society. For the purpose of these guidelines a drug is defined as "any substance, that when introduced to the body can alter physical and/or psychological structure or function”. -Prevention A range of preventative strategies is designed to promote a healthy lifestyle.

• The school has a health education program in years 10-18 which includes drug education. In this sensitive and demanding area of teaching, where possible, the program is delivered by teachers/ Dare to Care facilitators who are appropriately trained. Professional development for all staff is provided to ensure current and relevant drug information is available.

• The student services team maintains a support link with appropriate agencies and provides opportunities for parents/students to receive drug related information or learn about and discuss drug related issues.

-Intervention The intervention procedure is designed to respond to drug/alcohol use incidents in a way that is in the best interest of all concerned, while also conforming to legal requirements. The school does not permit students, in their care, (either whilst on the school premises, or at a school function at any other venue) to: * Smoke and/or sell tobacco products * Consume and/or possess alcoholic beverages * Deliberately inhale solvents * Possess and/or use illegal drugs * Possess and/or use drug related equipment such as syringes, bongs, pipes etc. * Possess excessive amounts of legal drugs and/or prescribed drugs. The only staff member permitted to administer analgesics, or oversee the use of diabetic syringes is the Fort Nelson First Nation Nurse or person acting on his/her behalf during his/her absence, as delegated by the Principal. -Procedures Responding to Incidents of Drug/alcohol Use. In a situation where drug use is suspected, an assessment of the condition of the student will be made. The student will then be taken to the administrator who will investigate the situation.

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(drug & alcohol cont’d) The Consequences in a range of incidents of drug use are outlined below: On the first offence – The Parent/Guardian will be contacted and the student will be required to attend a meeting with the Principal. An appointment for counseling with the School Youth Counselor regarding the effects of drug use will be made. On the second offence- the parent/ guardian will be contacted. The offences will result in suspension and the student will have to attend a minimum of 4 drug and alcohol counseling sessions. Once the student has attended one session, they may return to school but a signed note from the counselor must be submitted weekly to the school administrator. If a note is not submitted/ the student is not attending counseling, the student will be suspended until counseling is reconvened. Upon return to the school and after the 4 sessions are completed, the student will present to morning circle or a selected classroom on the effects of drug/alcohol use. Weapons Our school has zero tolerance policy on weapons. Students who bring weapons to school are subject to suspension from school. Weapon “replicas” may also be considered as weapons and will be dealt with accordingly. Duty to Report Students are expected to inform a staff member of incidents of bullying, harassment and intimidation as well as of any knowledge related to possession of weapons or illegal substances. Any student who is involved in, observes, or knows about an emergency situation at school or at a school function, should contact the nearest staff member as soon as possible to report the details of the event. Interventions Range of Interventions: Regardless of the nature or location of unacceptable behavior or the staff member involved, the following is a range of interventions and consequences that may be used at Chalo Secondary School:

• On the spot conference or redirection • Follow-up meeting between the student(s) and staff member(s) • Contact with parent or guardian • Restitution, including a logical remedy for the problem (e.g. paying for damage willfully caused) and

supporting anyone who is a victim or who suffers as a result of the student’s actions. • Restorative Justice conference/facilitation • Supportive intervention and/or service to school • Additional time for the student with the teacher, at the office or during a learning support period at

lunch. • Referral to counseling, administration, and/or community support services • Suspension- including in-school or out of school • Referral to the Community Education Authority • Police involvement

Rising expectations As students move through their years in secondary school, they are expected to assume increasing responsibility and self-discipline. Students will be given numerous opportunities to participate in making decisions and to work on committees and in groups to improve the school community and environment. Students are expected to take on more of a leadership role and to serve as role models as they move through the graduation years. As such, there will be increasing consequences for inappropriate behavior. Notification of Parents The school has the responsibility to advise parents of unacceptable behavior demonstrated by the student. We expect that parents and the school staff will work together to bring about a change of behavior and that efforts will be made in this regard. In some cases parents of a second party (e.g. a victim) will also be contacted and informed of an investigation into another student’s conduct.

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PART II:

Course Programs & Descriptions

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English Courses English 10 Required Provincial Exam Recommended Prerequisite: English 9 Description: Develops skills in reading and understanding a wide variety of genre (poetry, short stories, novels, plays, media) Writing in a broad range of forms and formats Revising written work to a provincial standard Literary interpretation and analysis Oral communication and oral presentations Assessment: Semester work 80% Final Examination: Provincial exam 20% English 10:First Peoples Required Provincial Exam Recommended Prerequisite: English 9 Description: Student will receive credit for English 10. This course provides opportunities for students to: Engage with First Peoples’ creative expressions. Enter the worlds of First Peoples provincially, nationally, and internationally. It explores the experiences, values, beliefs, and lived realities of First Peoples as evidenced in various forms of text – including oral story, speech, poetry, dramatic work, dance, song, film, and prose (non-fiction and fiction). Assessment: Semester work 80% Final Examination: Provincial exam 20% Communications 11 Recommended Prerequisite: English 10 Description: A pathway to English 11 or Communications 12, this course emphasizes basic literacy skills for daily life and the workplace. Assessment: Semester work 75% Final Examination: In class 25% English 11 Recommended Prerequisite: English 10 or Communications 11 Description: A pathway to English 12 or Communications 12, this course has a literary emphasis and develops skills in critical thinking and expression, including multi-paragraph essays. This course may include Shakespearean drama and at least one novel. Assessment: Semester work 75% Final Examination: In class 25% English 11:First Peoples Recommended Prerequisite: English 10 or Communications 11 Description: Student will receive credit for English 11. This course provides opportunities for students to: engage with First Peoples’ creative expressions enter the worlds of First Peoples provincially, nationally, and internationally It explores the experiences, values, beliefs, and lived realities of First Peoples as evidenced in various forms of text – including oral story, speech, poetry, dramatic work, dance, song, film, and prose (non-fiction and fiction). Assessment: Semester work 75% Final Examination: In class 25%

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English 12 Required Provincial Exam Recommended Prerequisite: English 11 or Communications 11 or 12 Description: This course meets the Graduation Requirements for Language Arts 12, and is suitable for university or college entrance. This course provides opportunities for students to: engage with First Peoples’ creative expressions enter the worlds of First Peoples provincially, nationally, and internationally It explores the experiences, values, beliefs, and lived realities of First Peoples as evidenced in various forms of text - including oral story, speech, poetry, dramatic work, dance, song, film, and prose (non-fiction and fiction). Assessment: Semester work 60% Final Examination: Provincial exam 40% Communications 12 Required Provincial Exam Recommended Prerequisite: English 11 or Communications 11 Description: This course meets the Graduation Requirements for Language Arts 12, but it is not suitable for university admission. However, it is recognized by some college trades programs and students may also be able to upgrade English at the college level. See your counselor for information on specific requirements. Assessment: Semester work 60% English 12 Required Provincial Exam Recommended Prerequisite: English 11 or Communications 11 or 12 Description: This course meets the Graduation Requirements for Language Arts 12, and is suitable for university or college entrance. It continues to build on skills developed in English 11, with a continued emphasis on literature. Critical analysis of challenging material is intended to prepare students for the kind of abstract thinking and dedication to learning required in university. Assessment: Semester work 60% Final Examination: Provincial exam 40%

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Mathematics

The new math curriculum includes 3 available pathways for students. The three pathways available are: Apprenticeship and Workplace Mathematics, Foundations of Mathematics, and Pre-Calculus. At the grade 10 level a common Foundations of Mathematics and Pre-Calculus course is the starting point for both the Foundations of Mathematics and Pre-Calculus pathways. When choosing a pathway, students should consider their interests, both current and future. Students and parents are encouraged to research the admission requirements for post-secondary programs of study as they vary by institution and by year. Apprenticeship and Workplace Mathematics 10 Required Provincial Exam Recommended Prerequisite: Mathematics 9 Description: This pathway is designed to provide students with the mathematical understanding and critical- thinking skills identified for entry into the majority of trades and for direct entry into the work force. Topics: Problem solving, number theory, proportional reasoning, algebra, geometry, measurement and measurement conversion (SI and Imperial) Assessment: Assignments, quizzes, tests and projects Final Examination: Provincial Exam, 20% of final mark Required Equipment: Scientific Calculator Foundation of Mathematics and Pre-Calculus 10 Required Provincial Exam Recommended Prerequisite: Mathematics 9 Description: This pathway is designed to provide students with the mathematical understanding and critical- thinking skills identified for post-secondary studies. This course leads to either Foundations of Mathematics 11 or Pre-Calculus 11. Topics: Problem solving, number theory, algebra, relations, functions, and measurement. Assessment: Assignments, quizzes, tests and projects Final Examination: Provincial Exam, 20% of final mark Required Equipment: Scientific Calculator. Recommended : TI83 or TI84 Graphing Calculator Apprenticeship and Workplace Mathematics 11 Recommended Prerequisite: Apprenticeship and Workplace Mathematics 10 Description: Designed for those students with the mathematical understanding and critical thinking skills identified for entry into the majority of trades and for direct entry into the work force. Topics: Algebra (formulas, slope, proportional reasoning) geometry (right angles, 3D objects, scale), Measurement (SI and Imperial units, number theory (numerical reasoning, personal budgets, compound interest, banking, credit cards, loans), statistics and probability. Assessment: Assignments, quizzes, tests and projects Final Examination: In class Required Equipment: Scientific Calculator. Recommended : TI83 or TI84 Graphing Calculator

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Foundations of Mathematics 11 Recommended Prerequisite: Foundations of Mathematics 10 Description: This pathway is designed to provide students with the mathematical understanding and critical thinking skills identified for post secondary studies in programs that do not require the study of theoretical calculus. A mathematics research project is a required part of this course. Topics: Geometry (cosine law, sine law, properties of angles), Measurement (rates, proportional reasoning, 2D and 3D objects), number theory, logical reasoning, relations and functions, statistics and probability Assessment: Assignments, quizzes, tests, and projects Final Examination: In School, 30% of final mark Required Equipment: Scientific Calculator Recommended: TI83 or TI84 Graphing Calculator Pre-Calculus 11 Recommended Prerequisite: Foundations of Mathematics 10 Description: This pathway is designed to provide students with the mathematical understanding and critical thinking skills identified for entry into post-secondary programs that require the study of theoretical calculus such as Science, Math and Engineering. A high level of mastery of the learning outcomes for Foundations & Pre-calculus 10 is recommended. Topics: Algebra and number theory (absolute value, radical expressions, rational expressions), relations and functions (factoring polynomials, graphing and analyzing functions, quadratic equations, systems of equations, arithmetic and geometric series, reciprocal functions), and trigonometry. Assessment: Assignments, quizzes, tests and projects Final Examination: In School, 30% of final mark Required Equipment: Scientific Calculator Recommended: TI83 or TI84 Graphing Calculator Applications of Mathematics 12 Recommended Prerequisite: MA11 or AMA11 (65% or higher) Description: Designed for students bound for university and/or college and interested in the trades and/or arts. Students will be encouraged to extend and develop mathematical concepts and skills by examining authentic situations and investigating solutions. Topics: Finance, matrices, patterns, 2-D and 3-D design, probability and statistics. Assessment: Assignments, quizzes, tests, and projects, final exam. Provincial Exam is optional Final Examination: In School, 30% of final mark Required Equipment: T183 or T184 Graphing Calculator

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Principles of Mathematics 12 Recommended Prerequisite: MA11 (65% or higher) Description: Designed for students interested in the pure and applied sciences, as well as the arts, and are bound for university and/or college. Focus will be on the more abstract and theoretical concepts of Mathematics. Students should also consider taking Calculus 12. Topics: Problem solving, functions, logarithms, trigonometric functions, equations, identities, permutation, combinations, probability and statistics. Assessment: Assignments, quizzes, tests, projects Final Examination: In School, 30% of final mark. Provincial Exam is optional Required Equipment: T183 or T184 Graphing Calculator AP Calculus12 and Principles of Mathematics 12 Recommended Prerequisite: MA11 (75% or higher) Description: This is a Year Long course. This challenging university level course prepares students to write the internationally recognized AP Calculus exam in early May. Students who achieve a sufficiently high standing on this external exam can earn credit and/or placement at most North American Universities. The first months in the fall are spent studying Principles of Mathematics 12 topics necessary for calculus. The Principles of Mathematics 12 course is completed in the spring following the AP exam. Students selecting this course should have very strong math skills and exceptional work habits. AP Calculus will be taught at a faster rate that Calculus 12, covering a broader range of topics. Assessment: Assignments, quizzes, tests Required Equipment: TI83 or TI84 Graphing Calculator Calculus 12 Recommended Prerequisite: MA12 (65% or higher) Description: This is an advanced mathematics class for very capable math students. The course is aimed at students who plan to study calculus at University as it bridges high school mathematics with university level calculus. Topics: History of Calculus, differentiation, integration, and related applications. Assessment: Assignments, quizzes, and tests. Final Examination: In School Required Equipment: TI83 or TI84 Graphing Calculator

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Physical Education

Physical Education 10 Recommended Prerequisite: None Description: The goal of the PE program is to expand the student’s application, understanding and proficiency and leadership qualities through a variety of physical activities. Skills, knowledge, appreciation of team & individual sports, dance, theory, knowledge related to healthy living. Assessment: Fitness 10%, Written Work 20%, Participation 50%, Skill development 20% Final Examination: None Physical Education 11/12:Recreation Recommended Prerequisite: PE10 Description: Prepares students to become active, healthy adults. Skills, knowledge, rules and strategies in a variety of lifetime leisure activities One to three week units including leadership, outdoor ed., golf, tennis, softball, volleyball, badminton, etc. Off-campus activities include golf, curling, Assessment: Knowledge and written work 20-25% Leadership 10% Unit work 65-70% Final Examination: None Physical Education 11/12:Team Sports Recommended Prerequisite: PE10 Description: Team sports with units ranging from one to two weeks. Sports included are soccer, volleyball, softball, handball, lacrosse, floor hockey, basketball and others. Instruction in basic rules, skills, and strategies and basic officiating. Assessment: Fitness 10% Knowledge & written work 15% Skills 25% Unit work 50% Final Examination: None

Planning This course is a graduation requirement and should be taken in Grade 10. Description: Planning 10 is delivered as a classroom course. Students are scheduled to attend mandatory seminars throughout the school year during class time, and then will be required to complete corresponding assignment packages on their own time. Planning provides opportunities for students to:

• Plan for successful learning in the Graduation Program • Explore a wide range of post-secondary education and career options • Think critically about health issues and decisions • Develop financial literacy skills related to pursuing their education and career goals • Begin planning for their transition beyond secondary school

Assessment: Classroom attendance, and course packages (research, questions, self-assessment, and written assignments)

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Sciences

Science 10 Required Provincial Exam Recommended Prerequisite: Science 9 Description: All science students will learn how to write a formal lab report which will help prepare them for any AP or university level science offerings that they may choose in their grade 11 or 12 years. This course examines four key disciplines in science:

• Biology deals with sustainability of ecosystems • Chemistry covers elements and the periodic table, compounds and chemical change • Physics examines radioactivity and the study of motion • Earth Science explores the age of the Earth and the effects of plate tectonic movement, and energy

transfer Assessment: Laboratory investigations, assignments, projects, quizzes, tests and final exam Final Examination: Provincial exam 20% Biology 11 Recommended Prerequisite: Science 10 Description: This introductory course surveys organic forms from the simplest (viruses) to the most complex (vertebrate animals). This course is appropriate for students requiring a grade 11 credit or wishing to pursue a Biological or Health Science related post secondary program. Topics: Animals (invertebrates & vertebrates), microbiology (viruses & bacteria), ecology, plants, evolution, and scientific method. Assessment: Assignments, projects, laboratory investigations, quizzes, and tests Final Examination: In class Biology 11 (Health Science) Recommended Prerequisite: Science 10 Description: Student will receive credit for Biology 11. This course is intended for students interested in a career in health sciences. Students preparing for a career in the health sciences can also take Biology 12 and Human Anatomy 12 (Biology 150) as part of their post secondary preparation. Topics: Scientific method, microbiology, human anatomy and physiology of six systems, nutrition, diseases and prevention. Assessment: Unit tests, quizzes, assignments, projects, laboratory investigations, and final exam Final Examination: In class Chemistry 11 Recommended Prerequisite: Science 10 Description: Chemistry 11 is an introductory course, which is a prerequisite for most post secondary science programs. Topics include: laboratory safety, scientific calculations, matter, periodic table, and history of the atomic model, types of reactions, chemical bonding, solution & organic chemistry. Good basic math skills are recommended. Assessment: Unit tests, quizzes, worksheets and labs Final Examination: In class Earth Science 11 Recommended Prerequisite: Science 10 Description: This is a survey course, which provides students with opportunities to develop a good understanding of the forces that influence change on our planet. Through discussions, examples, and fieldtrips when possible, it will develop the student’s ability to identify local landforms that demonstrate the concepts covered in class. Topics include Earth materials (rocks, minerals and resources), astronomy, Earth’s history and the geologic time scale, plate tectonics, volcanoes and earthquakes, and, weathering and erosion. Earth Science 11 will also provide students with a solid background for both Geography 12 and Geology 12. Assessment: Class work, assignments, quizzes, projects, unit tests, and final exam. Final Examination: In class

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Environmental Science 11 Pre-AP (Sustainable Resources) Recommended Prequisites: One Science 11 course and one Math 11 course Description: Student will receive credit for Sustainable Resources 11. This is an interdisciplinary course embracing a wide variety of topics for different areas of study, including geosciences, biology, ecology, chemistry and geography. It includes study of careers in resource management and environmental science, as well as a survey of issues in forestry, mining, agriculture, energy and aquaculture and marine sciences. Earth systems and resources will be explored, including land and water use, climate change and ozone depletion, pollution and loss of biodiversity. This course is excellent preparation for AP Environmental Science 12 and university-level environmental science or geography courses. Assessment: Class work, assignments, laboratory work, projects, tests and exams Final Examination: In class Physics 11 Recommended Prerequisite: Science 10 Description: Physics 11 is an introductory course, which is a required prerequisite for many post secondary science programs. Topics include: scientific calculations and measurements, the study of motion and forces, relativity, waves, energy relationships, optics and nuclear physics. Design projects illustrating the principles of physics are also a part of this course. Good mathematics and problem solving skills are recommended. Assessment: Tests, labs, quizzes, assignments, design projects Final Examination: In Class Science and Technology 11 This course is not accepted by universities as an academic science course. It will, however, meet the Science 11 graduation requirement. Recommended Prerequisite: None Description: This course is designed to provide opportunities to observe and study the interaction of science, technology and society. It will explore the use of critical thinking and problem solving skills as they relate to technology and technological issues while developing the student’s appreciation and understanding of the history of technology. Topics include:

• Technology and Society (Inventions) • Computer and Information Technologies • Building and Transportation Technologies • Space Exploration Technologies • Health and Forensic Technologies

Assessment: Class work, worksheets, projects, quizzes, and final exam. Final Examination: In Class AP Environmental Science 12 Recommended Prerequisites: Sustainable Resources 11: Environmental Science, one additional Science 11 course and one Math 11 course. Recommended Corequisite: Geography 12 Description: This is an interdisciplinary course embracing a wide variety of topics from different areas of study, including geology, biology, chemistry and geography. It includes a study of the Earth’s ecosystem diversity, resources, pollution and global climate change, the ozone layer, global warming and loss of biodiversity, as well as the impacts of population growth, land and water use including sustainable land use strategies, and consumption and conservation of energy resources. This course meets the Ministry of Education Science requirement for graduation, and is an excellent preparation for university-level environmental science courses. Completion of the AP exam with a grade of 4 or 5 may allow students to earn university credit for a first-year Environmental Science course. *See Page 60 for Advanced Placement Information. Assessment: Class work, assignments, labs and activities, quizzes, projects and tests Final Exam: In Class

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Biology 12 Recommended Prerequisite: Biology 11 Description: Biology 12 focuses on Human Biology. It is a survey of the body systems and how they are integrated. Detailed topics include scientific method, cell biology, biochemistry, and the following body systems: digestive, circulatory, respiratory, nervous, urinary, and reproductive. A basic understanding of chemistry is a benefit. This course is recommended for those pursuing a career in the Biological or Health Sciences. Assessment: Formative and summative unit tests, mid term and final exam; quizzes, assignments, laboratory investigations. Provincial Exam: Optional Languages and Culture

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Social Studies Social Studies 10 Recommended Prerequisite: Social Studies 9 Description:

• Physical geography of Canada • Economic geography of Canada/Pacific Rim • History of Canada 1815-1900 • Contemporary current event issues

Assessment: Tests, quizzes, class assignments, class discussions, essays, and projects Final Examination: In Class BC First Nations Studies 12 Required Provincial Exam Recommended Prerequisite: None Description: FNS 12 meets the Social Studies 11 graduation requirement. All students are welcome. This course is an introduction to Canada's first people and includes the following units: Cultures, Colonialism & Effects, Land Claims, Art Field trips and guest speakers also bring unique perspectives Assessment: Assignments, learning journal, tests Final Examination: Provincial exam 20% History Through Film 12 Recommended Prerequisite: Social Studies 11 Description: History Through Film uses documentaries and feature length movies to examine international conflicts and issues of the 20th and 21st centuries. Topics include World War 2, the Vietnam War, modern conflicts such as Afghanistan and Iraq, and the struggle for civil rights. Each week, one movie will be studied in depth, and a relevant theme explored. All students will be expected to maintain a response journal that will be submitted each week. Assessment: Evaluation will be based upon response journals, quizzes, tests, Power Point presentations, video analysis, research skills, and class activities. Final Examination: In Class Social Justice 12 Recommended Prerequisite: Social Studies 11 Description: Do you want to make a difference and help create a better world? In Social Justice 12 you will create an action plan to do just that. We will analyze historical and contemporary cases globally. We will focus on social injustice based on specific characteristics, the causes and consequences of social injustice, the provisions of human rights legislation, the role of government and public policy in promoting or failing to promote social justice, social justice related to globalization, and individuals who have fought for justice. We will study models and philosophies of social change, and how to apply skills and knowledge to right injustice. Guest speakers from the community and field trips will provide additional perspectives. Assessment: Projects, assignments, quizzes, debates, and class discussions/participation Final Examination: None

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Visual Arts Visual Arts 10:General Recommended Prerequisite: None Description: This course is for you if you want a variety of both 2D and 3D art, including all four components of Drawing, Painting, Printmaking and Ceramics. This course explores all the above art processes as well as image development and use of elements and principles of design. This course will give you a good foundation for any of the senior art courses. A sketchbook is required. Assessment: Studio projects, sketchbook Final Examination: None Yearbook 10 Recommended Prerequisite: None Description: This course produces the Legacy yearbook and instruction will include the following: digital photography, page design, photographic journalism, caption and story writing. Students are expected to work outside of class time to photograph extra-curricular activities and to meet deadlines. Assessment: Based on student contribution to the yearbook in terms of page designs and photography, class assignments, and other projects once the yearbook is completed. Final Examination: None Art Foundations 11 Recommended Prerequisite: None Description: If you wish to continue exploring BOTH 2D and 3D art making, then this is the recommended course. You will continue to develop skills in all areas of drawing, painting, design, sculpture, ceramics, and printmaking as well as study some of the major artists. Emphasis is on image development as well as the use of the elements and principles of design. A sketchbook is required for the course. Assessment: Studio projects, sketchbook Final Examination: None Studio Arts 11:Printmaking and Graphic Design Recommended Prerequisite: None Description: This course offers a concentration in printmaking and graphic design. Art processes include screen-printing, etching, lino-block, wood-block, digital photography, digital manipulation using Photoshop and much more. Emphasis is on image development and knowledge of the elements and principles of design as they relate to print-making and graphic design. A sketchbook is required. Assessment: Studio projects, sketchbook Final Examination: None First Nations Cultural Awareness This course has been developed to explore the art of First Nations cultures. The course will focus on developing awareness of traditional and cultural First Nations Art, as well as concepts related to the Planning program. Students will become familiar with the basic characteristics of Native Art by studying the work of various artists, and by creating their own art projects, using traditional and non-traditional media including painting, drawing, printmaking and sculpting. Upon successful completion of the course, students will receive credit for both Art 10 and Planning 10.

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Other Elective Courses

PEER TUTORING 11 / 12 Peer Tutors are selected through an application process. Selected students will be able to earn Peer Tutoring credit by being assigned to a teacher for the purpose of assisting other students in a classroom setting. Students selected for Peer Tutoring must have excellent attendance, be able to work independently and take initiative, and will demonstrate a desire to learn the skills required to support the peer tutoring environment. Peer Tutors may be required to participate in training sessions with the sponsor teacher, and keep weekly log sheets of activities and hours. Peer Tutor applicants must be recommended by their counselor. Students who are interested in becoming a Peer Tutor should see their counselor to discuss the options and to complete an application form. Assessment: Based on initiative, attendance, participation, log sheets, and other activities as required by the sponsor teacher.

LEADERSHIP 10, 11, 12 Leadership is a year long course designed for students wishing to develop leadership & organizational skills. Public speaking, leadership styles, methods and theory are a part of this course. Students will organize school events and at least one major activity. This course is designed to give students an awareness of social and civic responsibility and an understanding of effective styles and methods of leadership. These courses run outside the timetable throughout the year and will involve volunteer activities. This is a tremendous opportunity for students who want to contribute to the life of the school and community. Assessment: Volunteer Work - 10% Self-Evaluation - 15% Project Work - 25% Class Participation - 25% Written Work - 25% Law 12 Recommended Prerequisite: Social Studies 11 Description: This course provides an overview of law, Criminal, Family and Tort (Negligence) law. This course is about discussing current and/or controversial legal issues (such as euthanasia, same sex marriage, or the death penalty) and features guest speakers and a trip to the law courts. Class participation and attendance are essential. Assessment: Participation (discussion, participation in debate and mock trials) 30% Presentations (one per term) 30% Case Work (case studies, notes and notebook, in class essays) 30% Final Project 10% Final Examination: In class

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Family Studies 11 MFM11 Recommended Prerequisite: None Credit for this course may be transferred to Camosun College through a discretionary credit process. See teacher of this course for details. Description: Are you interested in learning how to manage your life now and in the future? Take a close look at what it means to be an adolescent. Explore topics to learn about yourself, including personal inventories, self esteem, personal development, communication skills, conflict resolution and healthy decision making. You will learn how your behavior is influenced by interactions with others through the study of relationships, beliefs and perceptions. Assessment: Projects, presentations, tests Final Examination: In class 10% Family Studies 12 Recommended Prerequisite: Family Studies 11 Description: Where is the family going in the future? This is a dynamic course that focuses on discovering different lifestyles and identifying careers related to families. Learn about current trends in Canadian families and compare customs in other cultures. Look at various aspects of adulthood from moving out on your own to marriage. Topics include healthy relationships, wedding planning, entering the world of work, parenting, divorce and crisis situations. Experience the opportunity to observe child behavior at our local Day Care Centre and Elementary School. Assessment: Assignment, group projects, tests Final Examination: In class 10% Introductory Sewing and Textiles Recommended Prerequisite: None Description: An introductory sewing course designed to develop an increase in your interest in sewing. Learn to stitch by hand, build a bear with a trimmed pinafore, quilt a pillowcase and makeup bag, create a fleece animal and make your own quilts and garment of your choice. Learn about the properties and care of fabrics and cultural influences on fashion. Available to any grade level. Assessment: Practical work 80%, written work 20% Final Examination: In class 10% Intermediate Sewing and Textiles Recommended Prerequisite: Introductory Sewing Description: An intermediate sewing course designed to increase your interest and skills using the sewing machine and serger. Learn more about the properties, care of various textiles and how to select appropriate fabrics for garment projects. Apply the creative process to wardrobe building, learn how to recycle clothing and understand the influences of Canadian designers in the fashion industry. Select commercial patterns to suit various craft projects. and various craft projects. This course is available to any grade level. Assessment: Practical work 80%, written work 20% Final Examination: In class 10%

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Carpentry Dual Credit Program This Program is offered at the following campus locations: Chalo School Description: The Residential Construction program is a Foundation Trades Training Program during which students earn credit for Carpentry Apprenticeship Levels 1 and 2 Technical Training of the B.C. Apprenticeship Program. In Level One, theoretical and practical instruction is provided through a variety of projects including stairs, forms for concrete, framed floors, walls, and roofs. Students will spend approximately 70 per cent of their time in practical skills development building a construction project from start to lock-up stage. In Level Two, the program builds on the skills learned in the Level One Residential Construction Program, while introducing students to finishing work and rigging/hoisting. Certification: Residential Construction and Carpentry Levels 1 and 2 Apprenticeship Certificates, plus 600 hours credit toward required Carpentry Apprenticeship work-based hours. Program Contact: Admission Requirements: Secondary school dual credit students Grade 10 level completion that includes: • Grade 10 English, or ENGL030, with 67 per cent (C+) or higher; and • Grade 10 Math (Applications or Principles), or MATH030, with 67 per cent (C+) or higher. Adults Submission of a secondary school transcript indicating Grade 10 level completion that includes: • Grade 10 English, or ENGL030, with 67 per cent (C+) or higher; and • Grade 10 Math (Applications or Principles), or MATH030, with 67 per cent (C+) or higher. Adults or secondary school dual credit students – Completion of assessment An applicant who does not have the above academic background is required to write an assessment in Reading Comprehension, Number Operations, Problem Solving, and Mechanical Reasoning. A minimum Grade Equivalent (GE) score of 10.0 or higher is required for Reading Comprehension, Number Operations, and Problem Solving; and above average score (51/70; 6th Stanine) required for Mechanical Reasoning. Based on the results of the assessment, applicants may be required to participate in an assessment interview to determine admissibility. Program Intake Start: June-August (work experience), Sept. 11- Feb. 12 regular class work or upgrading, Feb. 12- June 12 full time work experience/ carpentry classes

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Business and Computer Education Business Education 10:General Recommended Prerequisite: None Description: This course is an introduction to upper level business courses. Topics covered include marketing, finance, entrepreneurship, economics, human resources and international business. Gain an understanding of personal finances, compete in an online stock market competition, and participate in developing a class based business idea. Assessment: In class assignments 75% and unit quizzes 25% Final Examination: None Course Fee: None Introduction to Computer Concepts Recommended Prerequisite: None Description: This course is designed to introduce the student to the basic concepts of the computer; how it functions, its components, and what kind of work it can do for you. Students will develop knowledge and skills in keyboarding, computer fundamentals, business applications, use of the Internet, and web site design. Possible applications include All the Right Type, Microsoft Office (Word, Excel, PowerPoint, Access), HTML, GIMP, Scratch, and Macromedia (Dreamweaver, Flash). Assessment: In class assignments, unit quizzes, and a final exam Final Examination: In class Course Fee: None Digital Media Development 11 Recommended Prerequisite: None Description: This course is designed to introduce students to topics in digital image manipulation, animation, web site design, and web publishing. Possible applications include GIMP, HTML, Photoshop Elements, and Macromedia (Dreamweaver, Flash, Fireworks). Assessment: In class assignments, chapter quizzes, and a final project Final Examination: None Course Fee: None

Marketing 11 Recommended Prerequisite: None Description: Put your business skills to the test! A dynamic activity based course, which focuses on developing business ideas and marketing campaigns within the school. Past projects have included organizing and running school wide contests, food sales and fundraising campaigns. Improve your presentation and public speaking skills. This is an excellent course for those thinking of pursuing business as a career. Assessment: Classroom participation, school based projects and class assignments Final Examination: In class Psychology 11 Recommended Prerequisite: None Description: Will focus on some of the factors that may influence the thinking and behaviour of humans Learning is done through oral presentations, experiential activities, analyses and reflective writing Attendance, participation, and commitment are priorities Assessment: Class activities and participation, assignments, handouts, essay and journal writing, analysis, oral presentations and tests. Final Examination: None Course Fee: None

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Tourism 11 Recommended Prerequisite: None Description: Appeals to those interested in the hospitality tourism industry of BC Covers various sectors: food & beverage delivery, accommodation, adventure, attractions, communication skills, tourism visitor information Learn all about BC and its 6 regions – including maps, pamphlets, and brochures Certificate programs– “Superhost Fundamentals” Includes several field trips to local tourist sites Assessment: Projects, assignments, class presentations, homework, tests, participation Final Examination: In class

Entrepreneurship 12 Recommended Prerequisite: None Description: This is an excellent course for the person who anticipates working in the business world at some time in the future. All aspects of running a successful business are explored. Topics such as business organization, people management, communications, and management styles are covered. Opportunities within organizations are explored, as well as external factors such as unions, government, demographic change and societal influences. The subject matter offers life skills and practical benefits. Students could undertake their own business venture. Assessment: Class work, chapter quizzes, and cases Final Examination: None Psychology 12 Recommended Prerequisite: Psychology 11 Description: Introduction to Social Psychology How people think, connect, influence, and relate to each other Leadership, decision making, conformity Groups – class structure, gender, stereotypes, prejudices, propaganda Assessment: Class activities, participation, assignments, essays, oral presentations, research and analysis Final Examination: None Tourism 12 Recommended Prerequisite: None Description: Appeals to students who are interested in the hospitality or tourism industry Geographical, historical, cultural, economic, environmental, political issues Transportation and accommodation sectors Emphasis on Canada and international tourism and cultures Certificates: “Superhost Japan” May include tourism outing Assessment: Projects, assignments, class presentations, homework, tests, participation

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CHALO SCHOOL

RR#1 Mile 293 Fort Nelson, BC V0C 1R0 4021 Fontas Drive Fort Nelson First Nation

Telephone: (250) 774-7651 Fax: (250) 774-7655

Parent/Student Contract

Student: On this day of_______________, I, __________________ agree to follow the Chalo student policies and code of conduct, as I work on my goal toward graduation. I am also aware of the levels of intervention and possible consequences of any inappropriate behavior while attending Chalo School. I will treat my peers, teachers, administrations and community members with respect and courtesy at all times. Parent/Guardian On this day of_______________, I, __________________ agree to read and familiarize myself with the Chalo Student Handbook, and the policies maintained by the Chalo School community. I have read and agree to work with the teachers and administrators regarding the attendance policy, as I am aware that attendance is directly related to the success of my child’s education. Date: ______________________ Student name_______________________ Parent/guardian name_______________________ Administrator name_______________________

Student signature____________________ Parent/guardian signature____________________ Administrator signature____________________

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Part III

2011/12 Provincial Examination Schedule