ÉCOLE SALISH SECONDARY

HOME OF THE WOLVES

Grades 8 & 9

2018 – 2019

COURSE PLANNING GUIDE

www.surreyschools.ca/schools/salish

TABLE OF CONTENTS

Grade 8

English Program 3

French Immersion Program 4

Grade 9

English Program 4

French Immersion Program 5 Career Education 6 English Department 8 International Languages Department 9 Mathematics Department 10 Physical Education Department 12 Science Department 13 Social Studies Department 13 Elective Courses 14 Fine Arts 15

Technology Education 18 Optional Program – French Immersion 19

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BC’s Redesigned Curriculum At the heart of British Columbia’s redesigned curriculum are the literacy and numeracy foundations, essential learning, and Core Competencies. Please click on the link below to view the BC’s Redesigned Curriculum Orientation Guide. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/Curriculum_Brochure.pdf

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GRADE 8 – ENGLISH PROGRAM STUDENTS IN GRADE 8 MUST TAKE THE FOLLOWING COURSES: • English 8 • Social Studies 8 • Math 8 • Science 8 • Physical Education 8 • French 8

British Columbia’s redesigned curriculum highlights personalized learning and flexible learning environments. Grade 8 students entering Ecole Salish will follow a linear timetable which allows students to learn their courses over a ten month period.

JUNIOR LEVEL ELECTIVES: The redesigned curriculum is a strength based approach to learning. Students at Ecole Salish will be given a diverse learning experience that will enable them to feel a sense of ownership over their educational choices. The junior students at Ecole Salish have the opportunity to be exposed to a wide variety of subjects, in both the Fine Arts and in Design, through electives which keep them engaged in their school experience. Grade 8 students will experience the Design Cycle in a rotation that includes: Robotics, Metal, Wood and Foods. Grade 8’s have a choice of one elective: Art Drama Concert Band Choir Dance

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GRADE 8 – FRENCH IMMERSION

STUDENTS IN GRADE 8 FRENCH IMMERSION MUST TAKE THE FOLLOWING COURSES: • Humanités 8 • Sciences 8 • Ếducation Physique 8 • English 8 • Math 8

GRADE 9 – ENGLISH PROGRAM STUDENTS IN GRADE 9 MUST TAKE THE FOLLOWING COURSES: • English 9 • Social Studies 9 • Math 9 • Science 9 • Physical and Health Education

JUNIOR LEVEL ELECTIVES: Fine Arts: Design: Other Art 9 Drafting 9 French 9 Art 9: Ceramics & 3D Sculpture Electronics 9 Spanish 9 Concert Band Foods 9 Choir 9 Metalwork 9 Dance 9 Woodwork 9 Drama 9 Design 9 Musical Theatre Performance 9 (X-Block)

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GRADE 9 – FRENCH IMMERSION PROGRAM STUDENTS IN GRADE 9 FRENCH IMMERSION MUST TAKE THE FOLLOWING COURSES: • Français Langue 9 • Sciences Humaines 9 • Sciences 9 • Ếducation Physique 9 • English 9 • Math 9 JUNIOR LEVEL ELECTIVES: Fine Arts: Design: Other Art 9 Drafting 9 French 9 Art 9: Ceramics & 3D Sculpture Electronics 9 Spanish 9 Concert Band Foods 9 Choir 9 Metalwork 9 Dance 9 Woodwork 9 Drama 9 Design 9 Musical Theatre Performance 9 (X-Block)

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GRADES 8 & 9 COURSE DESCRIPTIONS

THE CAREER EDUCATION DEPARTMENT

CAREER EDUCATION 8 & 9 The Learning Standards for Career Education Grades 8 and 9 are met through your child’s participation in various activities throughout the year. Note Career Education 8 and 9 is not a course in your child’s timetable. The Learning Standards for Career Education 8 and 9 will also be taught in conjunction with their other courses. Every student in Grade 8 and 9 will be given a grade for this course. Grade 8

Students build on the foundation developed from grade 7, as they begin to explore in greater depth their skills and passions, and begin to determine possible pathways to their goals.

Grade 9 Students will continue to explore concepts such as identity, leadership, personal planning, and transferable skills. CAPSTONE PROJECT - REQUIRED FOR GRADUATION The Capstone Project is a culminating project that allows students to demonstrate their learning through an area of their interests or passions. Students will design, assemble and present to an audience. The exhibition will reflect their further education and or career by demonstrating personal learning and achievements (in and out-of-school), growth in the core competencies and a reflection on the post-graduation plan. The Capstone Project will be completed during Career Life Connections.

Capstone

LifeEducat

ion

Life Connect

ions

Grade8

Grade 9

Other Career Programs

Youth Train in Trades

Youth Work in Trades

Work Experience

The Career Education curriculum involves students in research, problem solving, and decision making relevant to career planning. Students need opportunities to explore and research a multitude of education and career pathways. These pathways require graduates who can confidently be self-direct, display initiative, set priorities, establish goals, and take responsibility for pursuing those goals in an ever-changing society. Career Education offers individual students opportunities to acquire the knowledge and competencies necessary for success in school, in the workplace, and in their daily lives.

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OTHER CAREER EDUCATION PROGRAMS – SEE CAREER CENTRE FOR INFORMATION YOUTH TRAIN IN TRADES – SD#36 PARTNERSHIP PROGRAM Get a head start on your career in the trade industry. Get your first year paid for and receive dual credits! The Youth Train in Trades (District Partnership) programs have been developed by the Surrey School District in partnership with BCIT, Kwantlen Polytechnic University, NVIT, Surrey College and Vancouver Community College. District Partnerships allow students the opportunity to complete part or all of a foundation level trades training program while they are completing their secondary school graduation requirements. Students accepted into a Partnership Program typically spend one semester of their grade 11 or grade 12 school year attending training at the college site. Tuition in these programs is paid for by the Surrey School District. Acceptance is based on an application and interview process. Please see the Career Centre for course requirements and applications BEFORE March 2017. What Youth Train in Trades are offered?

Automotive Refinishing Prep Technician Automotive Collision Repair Technician Automotive Service Technician Baking & Pastry Arts Carpentry Culinary Arts Drafting/CADD Electrician Hairstylist Horticulture Law Enforcement Preparation Masonry Metal Fabrication Millwright Roofing Painter Plumbing Welding

Self-paid Programs are: Emily Carr – Arts Programs and Canadian Flight Centre YOUTH WORK IN TRADES Get a head start on earning your Red Seal Trade Certification with the Industry Training Authority (ITA). Youth Work in Trades provides students with the opportunity to work as a youth apprentice while still in high school. Students will earn course credits for every hours of paid work in a trade area. Students can also qualify for $1000 Youth Work in Trades Scholarship if they have the “approved courses”, a C+ average in grade 12, still employed or studying in an ITA Red Seal trade and obtain 900 hours of working. Please see the Career Centre for a Youth Work in Trades package. WORK EXPERIENCE Work Experience provides students with the knowledge and skills to be successful in the world of work, and the opportunity to explore alternative career pathways. In rare circumstances or exceptions, Work Experience could be done on weekends and evenings or a student may do half time academic schedule when approved by an Administrator. Work Experience has two components: completion of 100 hours of work-based training and completion of written assignments, journals and evaluations. See the Career Centre for more information as prior approval is required.

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ENGLISH DEPARTMENT ENGLISH 8

The aim of English 8 is to provide students with opportunities for personal and intellectual growth through speaking, listening, reading, viewing, writing, and representing to make meaning of the world and to prepare them to participate effectively in all aspects of society. Students will: (1) use oral language to interact, present, question, explain, persuade, and listen; (2) read and view to comprehend and respond to a variety of grade-appropriate texts; (3) write and represent to create a variety of meaningful personal, informational, and imaginative texts. Each grade level deepens students’ knowledge, comprehension, analytical, synthetical and evaluative skills through the following curriculum organizers: oral language, reading and viewing, writing and representing (using the conventions and features of the English language). ENGLISH 9

The aim of English 9 is to provide many challenging opportunities for students to grow as individuals, learners and citizens through reading, writing, listening, speaking, viewing and representing. Through the study of oral, written, visual and digital texts, students will explore big ideas including the understanding that texts are created for different purposes and audiences, and recognizing that sharing multiple perspectives extends thinking. This course will develop an understanding and build a connection to literature, as well as provide opportunities to create and communicate various texts. Students will examine how literary elements, techniques and devices help to create and improve meaning; use inquiry processes to engage with various ideas; and develop metacognitive skills that improve students’ abilities to think critically, creatively and reflectively. This course will be guided by the First Peoples’ Principles of Learning.

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INTERNATIONAL LANGUAGES DEPARTMENT

The Ecole Salish Languages Department provides opportunities for students to develop functional and spontaneous communication skills in the target language and an openness towards other cultures.

Communication in a second language is an appropriate and accessible goal for all learners in B.C. schools. The language program seeks to provide students with the necessary skills to perform real-life tasks, share ideas, acquire information and get things done

Students will participate in a wide variety of speaking, listening, reading and writing experiences intended to give them every opportunity to expand their understanding and appreciation of a second language and culture.

To encourage openness towards other cultures, the language classes will incorporate elements of the following: anecdotes, cultural comparisons, exposure to food, music, arts, and optional field trips and events.

French 8 is mandated at the grade 8 level to fulfill the requirements of the Ministry Language Education Policy.

• A Grade 11 language course may be required for certain university programs • A Grade 12 language course is helpful for certain university programs

Students completing Grade 12 language courses are encouraged to write the optional internationally recognized language certificate exam for the language(s) they take: DELF for French, DELE for Spanish. FRENCH 8 French 8 fulfills mandatory graduation requirements of the Ministry Language Education Policy. French 8 focuses on the four communicative skills (listening, speaking, reading and writing) in situations that are relevant and personally meaningful. Students also explore elements of francophone cultures in Canada and the world. FRENCH 9 French 9 builds upon the acquired knowledge, skills and attitudes introduced in French 8 and offers its students further skills for authentic interaction in French. Students increase their abilities to communicate effectively in French (listening, speaking, reading and writing). To improve students’ proficiency in the language, an appropriate bank of vocabulary will be developed.

SPANISH 9

This course is designed to develop communication skills through listening, speaking, reading and writing as well as to introduce the student to basic Spanish grammar structures and vocabulary. It also introduces students to the culture, traditions and daily lives of Hispanic people.

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MATHEMATICS DEPARTMENT MATHEMATICS 8 Mathematics is one way of trying to understand, interpret and describe our world. The goal of Math 8 is to provide students with the opportunity to further their knowledge, skills, and attitudes related to mathematics. New mathematical ideas will be developed through concrete, pictorial and symbolic representations of mathematics. The big ideas of mathematics, to be addressed in the grade 8 course, are described by the curriculum competencies listed below: • Reasoning and analyzing • Understanding and solving • Communicating and representing • Connecting and reflecting Mathematics is a required course from grade 8 to grade 11. Mathematics and Calculus are optional courses in grade 12. MATHEMATICS 9

Mathematics is one way of trying to understand, interpret and describe our world. The goal of Math 9 is to provide students with the opportunity to further their knowledge, skills, and attitudes related to mathematics. New mathematical ideas will be developed through concrete, pictorial and symbolic representations of mathematics. The big ideas of mathematics, to be addressed in the grade 9 course, are described by the curriculum competencies listed below: • Reasoning and analyzing • Understanding and solving • Communicating and representing • Connecting and reflecting Mathematics is a required course from grade 8 to grade 11. Mathematics and Calculus are optional courses in grade 12. Students recommended to Workplace Mathematics 9 will have a letter mailed to their home to notify parents of the placement at the end of their Math 8 course. Parents and students should contact their son/daughter’s Math teacher when a concern or question arises concerning math placement.

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To satisfy graduation requirements, completion of any Math 10 and a Math 11 (or Math 12)

Math 8

Math 9

Foundations & Pre-Calculus 10

Workplace 10

Workplace 11

Foundations 11

Pre-Calculus 11

Foundations 12

Pre-Calculus 12

Calculus 12

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PHYSICAL EDUCATION DEPARTMENT PHYSICAL AND HEALTH EDUCATION 8 & 9 The aim of physical education is to enable all students to enhance their quality of life through active living. Students will develop the knowledge, skills and attitudes necessary to incorporate physical activity into regular routines and leisure pursuits to live an active, healthy lifestyle. Along with making Healthy choices in regards to relationships, personal well-being and the community. There are four Curricular Competencies in Physical and Health Education 8. Expectations for each area are listed below: Physical Literacy: Apply movement skills in a variety of activities, explain fitness components and principles of training; understand the effects of exercise on body systems, explain the benefits of and demonstrate warm-up and cool-down activities; describe how changes in body growth affects movement skills and concepts; select and apply rules and safety procedures; demonstrate appropriate social behavior, etiquette, fair play; and apply leadership skills related to physical activity. Healthy and Active Living: Daily participation in different types of physical activity; design personal nutrition plans and fitness goal-setting that is specific for each individual and allows the student to identify, reflect and pursue their goals. Social and Community Health: Allow students to propose strategies for: bullying, discrimination, abusive relationships, and stereotyping; Create strategies for promoting the health and well-being of individual relationships, the school and the community. Mental Well-being: Describe and assess strategies for promoting mental well-being for self and others; describe and assess strategies for managing problems related to substance abuse; describe changes through puberty (physical, mental, social and emotional changes).

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SCIENCE DEPARTMENT

SCIENCE 8 The Science 8 program is designed to provide students with a “hands on” type of science experience. Topics covered include: cell biology, matter, optics and plate tectonics. All science classes stress the need to make accurate observations, the importance of good records, along with the ability to generalize about ideas and communicate these ideas to others. In addition, students are taught how to use equipment, follow instructions and work safely in any laboratory situation. SCIENCE 9 The Science 9 program is designed to provide students with a “hands on” type of science experience. Topics covered include: Cell reproduction, chemistry, electricity and nutrient cycles. All science classes stress the need to make accurate observations, the importance of good records, along with ability to generalize about ideas and communicate these ideas to others. In addition, students are taught how to use equipment, follow instructions and work safely in any laboratory situation.

SOCIAL STUDIES DEPARTMENT

SOCIAL STUDIES 9 This modern history course takes students on a journey from the Age of Revolutions to World War I (1750-1914). Students will learn about the impact that new ideas and disparities in power can have on individuals, societies, and the world. Some key questions to be considered include:

● What revolutions had the biggest impact on the way the world is today? ● Why did thousands of people from Asia and Europe come to Canada despite such

discriminatory immigration policies? ● What role do early imperialism and colonialism have on Canada’s present day

events? ● How did the landforms and geography of canada shape the ways of life for

Aboriginal groups and European settlers? This course will apply historical thinking skills to wrestle with questions about morality and values. There will be a final assessment where students will demonstrate their understanding of the core competencies.

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ELECTIVE COURSES

VISUAL ARTS

ART 8 Art 8 is a fun introductory course in the basics of art. Students will be painting, drawing and sculpting as they learn the elements of art (line, shape, value, texture and colour) and principles of design. DANCE 8 This course is an introduction to various forms of dance. Students will have the opportunity to learn the history, terminology and basic techniques of different forms of dance such as tap, jazz, hip hop, contemporary, musical theatre, and cultural dance. Students will be taught proper dance class and theatre etiquette and will experience dance both as an audience member and as a performer. DRAMA 8 Drama 8 is an introductory course designed to engage the students in both “drama” (non-audience) and “theatre” (audience) activities and performances. Emphasis is placed on structured play, teamwork, and building self-confidence as well as an introduction to basic acting skills. Students will have the opportunity to work in small and large groups to create performances for an audience of their own classmates. They will also have the opportunity to learn self and peer evaluation skills as an audience member. In this course, you will study tableau, mime, character building, scripted scenes, improvisation, and choral monologues. ART 9

Art 9 is designed to have students develop their own unique artistic styles through the teaching and use of the creative process. This course is also designed to teach students the basic technical skills required to further develop drawing and painting skills, as well as creative thinking and problem-solving skills. Students will be encouraged to experiment and take risks with their art making. Students will also be studying examples and art movements in art history. By the end of this course students should have a good grounding in the visual expression areas of drawing, painting, collage, ceramics/sculpture and printmaking.

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ART 9: CERAMICS AND 3-D SCULPTURE

This course is an introductory course for students wishing to focus their studies in the area of sculpture, installation and ceramic arts. Students will be introduced to the fundamentals of sculpture, ceramics and assemblage art. Practice will be given in constructing forms through clay, found objects, stone, recycled materials, etc. Manipulation techniques such as hand building clay with coils and slabs, a basic knowledge of power tools, and various means of fastening will be explored. Students will also be studying examples and art movements in history. DANCE 9 This course is an introduction to various forms of dance. Students will have the opportunity to learn the history, terminology and basic techniques of different forms of dance such as tap, jazz, hip hop, contemporary, musical theatre, and cultural dance. Students will be taught proper dance class and theatre etiquette and will experience dance both as an audience member and as a performer. DRAMA 9 Drama 9 begins with a review of basic acting skills and techniques at an introductory level. Students will then advance their skills in “drama” (non-audience) and “theatre” (audience) by creating and performing several individual and group projects within the class. This course is designed to enhance the student’s self-confidence, theatre knowledge, theatre etiquette, and ensemble creation. Students will also have the opportunity to learn how to self and peer critique as an audience member. Topics of study include character building/development, scripted scene work, scene creation, monologues, and improvisation. Musical Theatre is a performance-based course that combines music, dance and drama in one multi-disciplinary performance platform. Students in this course will have the opportunity to work on individual and group projects to strengthen their skills as a all-around performer. This course is a year-long program where students will enhance their knowledge in vocal technique, stage movement, choreography, scene creation, and large ensemble performance. The first semester will include projects designed to allow the students to practice their skills in a creative and reflective atmosphere within the classroom. The second semester will focus on an audition-based production, with the final outcome being a musical theatre show with a live audience outside of school hours. This course is designed for students who are serious about developing their skills as a multi-disciplinary performer, and are interested in taking part in a large-scale production. It is recommended that students have previous classroom experience in acting or dance, or are taken subsequently with acting or dance classes.

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MUSIC DEPARTMENT

CONCERT BAND 8 Band 8 Woodwinds/Band 8 Brass/Band 8 Percussion No pre-requisite, however highly recommended that students have completed Band 7. Band runs as a year-long course backed on alternate days with Math 8. Requirements: Rental of instrument (larger instruments rented from the school). Band 8 Woodwind: flute, oboe, clarinets, saxophone, and bassoon Band 8 Brass: trumpet, French horn, horn, trombone, baritone, tuba, electric bass Band 8 Percussion: drum set, tympana, cymbals, mallet percussion, snare drum, & bass drum. Students will receive instruction on their instrument, ensemble skills and notational and rhythmic fluency. A wide variety of music is played in the class. The musical selection ranges from rock tunes, jazz standards, movie and television themes to classical compositions. STAGE BAND 9 (AFTER SCHOOL) Junior Jazz Ensemble Pre-requisite: Enrolment in a Band course at LTSS Grade 8 Band students may enroll in the Junior Jazz ensemble at the invitation of the director. Requirements: Band instrument (rent or own) and accessories. This is an entry level course for jazz studies at LTSS. The course will be a 4 credit course but will be offered in an extracurricular time slot twice weekly throughout the year after school. Course content will include instruction in jazz performance both as ensemble player and soloist. Students can expect to take part in evening coffee house, community, and a variety of festival concerts. As part of course work students will present musical works at our local annual Envision Jazz Festival. Students will be evaluated on the basis of, improvement in musicianship and attendance at rehearsals.

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CONCERT BAND 9 Band 9 Woodwinds Band 9 Brass & Percussion The Concert Band 9 class will be learning and performing a variety of repertoire in classical, contemporary and movie sound tracks. Students will see a significant increase in the complexity (and excitement) of the repertoire (songs). Course material will cover performance style as well as historical and theoretical concepts for a wide variety of musical genres and style periods. As this is a performance-oriented course, students will be expected to participate in a number of community, regional and festival concerts throughout the year. It is the students’ responsibility to make the necessary arrangements to attend each performance. Students will be evaluated on the basis of: Improvement in the musicianship – technical and stylistic Rehearsal preparation (home practice) Rehearsal Skills Evaluation is gained by observation and or taped submissions CHOIR 9 This course is a fun way to explore the art of vocal technique and singing, and no previous singing experience is necessary. This class will explore a wide variety of musical styles and repertoire. Discover ways to extend your vocal range, create breath energy, formulate and place vowels correctly, and perform with confidence and skill in a choral setting. Participation in music departmental activities is expected.

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TECHNOLOGY EDUCATION DESIGN TECHNOLOGY 8 This hands-on course covers a variety of topics in the area of technology. Through projects, students will be introduced to Woodwork, Metal Work, Jewelry, Plastics, Power and Energy, Computer Drafting, Drafting, Electronics, and Film and T.V. Equal emphasis will be given to each discipline as much as possible and there will also be an emphasis on developing safe work habits and fundamental hand & machine tool skills. DRAFTING 9

Students will be introduced to the exciting world of graphic communication using a design-oriented problem-solving approach. This course will provide students with a basic understanding of the following concepts: orthographic projection, dimensioning, work drawings, scale drawings, 3-D animation and architectural drawing. Students will complete assignments using computer assisted design programs such as AutoCad, Rivet, Solidworks and 3D Studio Max. Students will also construct a scale model of one of their projects. ELECTRONICS 9 Have you ever wondered how electricity works? This introductory course will teach students to recognize basic electronic components and their functions, to use electronic test equipment, and to read schematic drawings. Boys and girls will learn to solder, to make enclosures, and to troubleshoot their projects. Electronics projects may include: Blinker, Sumo Robot Hockey, Snoop Tube, Love Meter, USB/Ipod Charger, Music Controlled Light Display, Strobe Light, etc. METALWORK 9

Metal 9 is an introductory metal work course for students interested in developing skills in metal fabrication, welding, machining, casting and project design. Students will learn to weld using the ARC, MIG, TIG and the oxyacetylene torch. The metal fabrication component of the course will consist of the use of metal cutting and surface preparation tools in the shop such as the horizontal band saw, chop saw, plasma cutter and angle grinder. The machine tools used will consist of the lathe, milling machine and drill press. In addition to the extensive use of machinery students will acquire skills in the use of the related hand tools for this subject area. A variety of fun and useful in class projects will be given to help develop the student’s general knowledge base and understanding of metal work WOODWORK 9 This course is a hands-on introduction to woodworking processes with an emphasis on the development of practical skills, problem solving, and design work. Students will become familiar with the safe use of tools and machines. Teacher directed projects have been designed to encourage the learning development of students, but many aspects of design are left up to the individual.

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OPTIONAL PROGRAM – FRENCH IMMERSION Prerequisite: Completed Early or Late Immersion Program at Elementary Level FRENCH IMMERSION PROGRAMME FRANÇAIS LANGUE SECONDE: IMMERSION Raison d’être Le but du programme de Français langue seconde en immersion est d’offrir à l’élève l’occasion d’acquérir la compétence langagière nécessaire en français pour pouvoir interagir avec confiance dans les milieux où cette langue est parlée et valorisée. L’apprentissage du français langue seconde en immersion donne à l’élève l’occasion • d’acquérir les connaissances, les processus d’apprentissage, les capacités et les

attitudes nécessaires pour communiquer en français de façon efficace et avec confiance

• d’acquérir les connaissances, une compréhension et une appréciation de la langue française à travers les contextes culturels de cette langue, afin de mieux comprendre les communautés francophones et leurs cultures ainsi que sa propre culture et celle des autres

• d’acquérir une connaissance, une compréhension et une appréciation des œuvres écrites, orales et visuelles d’expression française

• d’explorer son potentiel dans les domaines de l’apprentissage de la langue, de la pensée critique et de l’expression de soi

Rationale The goal of the French Immersion Program is to offer students the opportunity to attain the necessary language competence in French to be able to communicate with confidence in context where the French language is spoken and valued. Learning French in a French immersion context allows students to: • Acquire the knowledge, learning processes, abilities and attitudes necessary to

communicate in French in an effective manner • Acquire an appreciation of the French language within its cultural context, in order to

better understand Francophone communities and their cultures as well as the students’ own culture and those of others

• Acquire knowledge and appreciation of written, oral and visual works in the French language

• Explore their own potential through language awareness, critical thinking and self-expression

Students take 50 % of their course load in French in Grades 8-10 Grade 8 Humanités 8 + Sciences 8 + Éducation Physique 8 Grade 9 Français Langue 9 + Sciences 9 + Sciences Humaines 9 + Éducation Physique 9

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HUMANITÉS 8 (XLDCA08)

Le cours d'Humanités est une combinaison des sujets académiques suivants: Français Langue et Sciences Humaines. Le curriculum se concentre sur l'enseignement de l'histoire, des systèmes de gouvernement, de l'économie, des arts, des religions et de la géographie des sociétés humaines du passé et du présent. L'apprentissage de ces divers concepts se fera à travers le renforcement de la communication écrite, orale et de lecture en français. La notion humanités est dérivée de la perception néo-platonicienne de l'époque de la Renaissance; Humanisme, se définit comme l'étude de la pensée, de la fondation des idées, de l'expression culturelle et de l'organisation sociale. Autrement dit, dans ce cours nous essayerons de comprendre notre propre humanité afin de pouvoir vivre une vie agréable, charitable et où nous sommes capables de développer notre autonomie intellectuelle. Humanités 8 se déroulera durant toute l'année scolaire avec le même enseignant afin de supporter chaque élève à travers sa transition à l’école secondaire. En d'autres termes, le programme aspire que les rapports créés dès le début du cours, offrira un endroit de sécurité pour les étudiants pendant leur première année à l'école Lord Tweedsmuir. Ainsi, la communication entre famille-école est primordiale pour que ce but soit accompli. The Humanités course is a combination of the following academic subjects: Français Langue and Sciences Humaines. The curriculum focuses on the instruction of the history, religion, politics, economics, art and geography of human societies, both past and present. The acquisition of the aforementioned concepts will take place as students reinforce their written, oral and reading communication in French. The term humanities is derived from the neo-Platonic Renaissance term humanism – meaning the study of human thought, foundational ideas, expressions of culture, and social organization. In other words, we will seek to understand our own humanity so that we might live good, compassionate, intellectually autonomous and above all happy lives. Humanités 8 runs through both semesters, and students will work with the same teacher for the entire school year. A closely associated goal of the Humanités program is to support each student through his or her transition into secondary school. It is hoped that the relationships built early on will allow the Humanités program to act as an unofficial home room and facilitate a caring, safe space for students in their first year at LTSS. Strong family-school communication is an asset to this transition process. SCIENCES 8 (SCF08) Le cours de sciences de 8ème année introduit quatre disciplines fondamentales: 1. La méthode scientifique – Les mesures de sécurité, graphiques, et concepts

scientifiques 2. Les sciences de la vie – Les cellules et les systèmes du corps 3. Les sciences physiques – La lumière, la vision, la matière, les forces, et la pression 4. Les sciences de la terre et de l’espace – Les océans et les réseaux

hydrographiques

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Les élèves sont enseignés comment utiliser l’équipement de laboratoire, puisqu’ils font plusieurs expériences en petits groupes. Ils apprennent aussi à suivre attentivement les directives, à faire des observations précises, et à communiquer leurs idées avec leurs camarades pour formuler des hypothèses. Science 8 introduces students to four fundamental topics: 1. Process of Science: Safety, graphing and the scientific method 2. Life Science: Cells and body Systems 3. Physical Science: Light, vision, states of matter, forces, and pressure 4. Earth Science: Water systems on earth This course is designed to provide students with a “hands on” type of science experience. All science classes stress the need to make accurate observations, the importance of good records, along with the ability to generalize about ideas and communicate these ideas to others. In addition, students are taught how to use equipment, follow instructions and work safely in any laboratory situation. SCIENCES HUMAINES 8 (SCH08) En sciences humaines 8, l’élève développe les notions du temps et de l’espace. Ce cours est un survol de l’évolution de l’humanité à travers l’histoire (l’Antiquité, le Moyen-Âge, la Renaissance et les Grandes Explorations) et dans le monde (l’Europe, le Moyen-Orient, l’Asie et l’Amérique). L’élève acquiert une meilleure compréhension des origines du monde actuel en étudiant le développement des grandes religions, l’évolution des sociétés traditionnelles et l’expansion des liens économiques et des échanges commerciaux dans le monde. In Sciences Humaines 8, the student develops the concepts of time and space. This course is an overview of the evolution of humankind throughout history (Ancient Times, Middle Age, the Renaissance, and the Explorers) and in the world (Europe, Middle East, Asia, and the Americas). The study will acquire a better understanding of today’s world through the study of the world’s major religions, the evolution of traditional societies, and the expansion of economic ties and world trade. ÉDUCATION PHYSIQUE 8- Mixte (EPH08) Le cours d’éducation physique 8 tient compte des résultats d’apprentissages suivants :

1. Les étudiants comprendront les principes et les concepts qui sont à la base d'une vie active.

2. Les élèves montreront qu'ils possèdent des habiletés et des notions de mouvement efficace et ce, dans toutes les catégories de mouvements.

3. Les étudiants acquerront des comportements positifs sur les plans personnel et social et entretiendront de bonnes relations avec les autres.

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Les élèves qui participent au programme d'éducation physique 8 acquièrent des connaissances, des habiletés et des attitudes dont ils auront besoin pour intégrer des activités physiques à leurs occupations journalières, leurs loisirs, et pour mener une vie saine ainsi qu’active. The aim of physical education is to enable all students to enhance their quality of life through active living. Students will develop the knowledge, skills and attitudes necessary to incorporate physical activity into regular routines and leisure pursuits to live an active, healthy lifestyle. There are three main components in Physical Education 8: active living, movement, safety, fair play, and leadership. FRANÇAIS 9 (FRAL09) Les élèves apprendront à utiliser des stratégies de lecture et d’écriture afin d’améliorer leur compréhension de textes divers en français et pour exprimer leurs idées et leurs pensées. Ils liront à leur rythme des romans, des nouvelles, des contes, des poèmes et ils écriront des narrations personnelles, des poèmes, des éditoriaux et des articles ainsi que plusieurs autres formes de communication écrite. Ils exploreront des présentations médiatiques et ils feront des présentations orales sur des sujets divers. Ce cours met l’accent sur le progrès individuel de l’élève et vise l’affinement des habiletés d’expression orale et écrite du français et des habiletés de compréhension orale et écrite du français. SCIENCES 9 (SCF09) Le cours de sciences de 9ème année introduit quatre disciplines fondamentales: 1. La méthode scientifique – mesures de sécurité, graphiques, et concepts

scientifiques 2. Les sciences de la vie – la reproduction 3. Les sciences physiques – les atomes, les éléments et les composes, ainsi que les propriétés de l’électricité 4. Les sciences de la terre et de l’espace – l’exploration spatiale Les étudiants approfondiront davantage leurs connaissances en faisant des expériences de laboratoire et en communiquant leurs idées avec leurs camarades de classe pour formuler des hypothèses.

SCIENCES HUMAINES 9 (SCH09) En sciences humaines 9, l’élève développe les notions d’évolution, de changement et de progrès de l’humanité au cours de l’histoire. Le cours est divisé en deux composantes majeures: la colonisation européenne en Amérique du Nord et plus particulièrement au Canada, et l’histoire européenne aux XVIIIe et XIXe siècles. L’élève prend connaissance de l’expansion européenne à l’époque de la colonisation et de l’impérialisme ainsi que de l’évolution de la démocratie, du nationalisme et du progrès industriel. Tous ces éléments sont essentiels à la compréhension du monde actuel.

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ÉDUCATION PHYSIQUE 9 - Mixte (EPH09) Le cours d’éducation physique 9 tient compte des résultats d’apprentissages suivants :

1. Les étudiants comprendront les principes et les concepts qui sont à la base d'une vie active.

2. Les élèves montreront qu'ils possèdent des habiletés et des notions de mouvement efficace et ce, dans toutes les catégories de mouvements.

3. Les étudiants acquérront des comportements positifs sur les plans personnel et social et entretiendront de bonnes relations avec les autres.

Les élèves qui participent au programme d'éducation physique 9 acquièrent des connaissances, des habiletés et des attitudes dont ils auront besoin pour intégrer des activités physiques à leurs occupations journalières, leurs loisirs, et pour mener une vie saine ainsi qu’active.