Michael Power • St. Joseph Catholic High School

International Baccalaureate Diploma Programme

COURSE CALENDAR2009 – 2010

MICHAEL POWER • ST. JOSEPH

HIGH SCHOOL

105 Eringate Drive Etobicoke, Ontario

M9C 3Z7

Main Office (416) 393 – 5529 Guidance Office (416) 393 – 5794 IB Office (416) 393 – 5529 ext. 6053

Principal Mr. N. D’Avella Vice Principal Ms. A. Bellissimo Vice Principal Mr. J. Genova Vice Principal Mr. M. Mancuso

IB Coordinator Mrs. A. Murphy

Guidance Department Head Mr. C. Savatteri

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Contents

The IB Diploma Programme………………………….. page 5 Central Elements of IB Diploma …………………….. page 9 Assessment …………………………………………… page 12 University Recognition ………………………………. page 18 Ontario Credits ……………………………………….. page 21 Selection Criteria ……………………………………... page 23 IB Course Descriptions ………………………………. page 24 IB Preparatory Courses Grade 9 and 10…………………. page 46

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Michael Power · St. Joseph High School

History and Tradition Michael Power • St. Joseph High School is a dynamic, co-educational community of 1900 students. Our present school began as two distinct high schools located next door to each other in central Etobicoke, The Sisters of St. Joseph opened St. Joseph’s Islington in 1949 with a population of 150 girls. The school was named after the patron of Canada. Eight years later in 1957, the Basilian Fathers started Michael Power, an all boys high school named after the first Catholic bishop of Toronto. Cooperation, shared resources, co-ed classes and portable facilities characterized the co-existence of these two separate school communities throughout the 60’s and 70’s. In 1982 the two schools were amalgamated officially. In 1993 the school moved to its new location under one roof on Eringate Drive. Our teachers have established a strong tradition of rigorous academic standards. Achievements in athletics and co-curricular activities are part of our well-earned reputation for excellence. Involvement is characteristic of this school and an essential quality of both our history and our tradition. In July of 2002 Michael Power • St. Joseph received approval from the International Baccalaureate Organisation in Geneva Switzerland to offer the IB Diploma Program.

International Baccalaureate Diploma Programme Mission Statement

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the International Baccalaureate Organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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The International Baccalaureate (IB) Diploma Programme

The International Baccalaureate (IB) Diploma Programme is a world-renowned pre-university course of studies, offered during the last two years of secondary school (Grades 11 and 12). The IB Program was first conceived by the International School of Geneva, Switzerland in the early 1960s. Its comprehensive curriculum has a dual purpose:

� To prepare bright, highly motivated, intellectually curious students for an internationally recognized university entrance.

� To provide a curriculum which will challenge the whole student beyond the traditional realm of the high school experience.

Program Features:

� The intellectual rigor of the IB curriculum insures that students are well prepared for challenging undergraduate programs.

� The curriculum has an international flavour and focus that helps the student to understand and appreciate the values of other cultures.

� The student experiences a liberal arts education, studying English, a Foreign Language, Mathematics, Social Sciences, Experimental Sciences and an Arts course.

� Community volunteer experience is required through which students receive self-fulfillment rewards beyond the strict confines of studies-oriented curricula.

Advantages of the IB Programme:

� Specialized teachers provide students with an enriched learning environment where they develop the intellectual skills and philosophical background necessary to evaluate and effectively use the knowledge they have acquired.

� Students will earn two diplomas at the same time - an internationally recognized International Baccalaureate Diploma, and an Ontario Secondary School Diploma (OSSD).

� The IB Diploma streamlines access to Canadian, American and European Universities. The IB Diploma is recognized by post-secondary institutions as an excellent credential for admission.

� Most Universities give preference to IB Diploma holders and some will grant first year university credits for up to six subjects.

� For students who take their studies seriously, it is invigorating to be in a class that is composed of others who have the same focus.

� The curriculum promotes critical and analytical thinking. � Students become aware of the importance of developing strong time-management,

study, and exam-writing skills.

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Preparation for the International Baccalaureate Diploma Programme

The International Baccalaureate Diploma Programme is undertaken by students in the final 2 years of their high school career. However, successful completion of the IB Programme depends largely on the preparation students are given during their first two years in high school. The staff of Michael Power · St. Joseph H.S. will prepare its students for the IB programme by stressing certain skills and by creating a timetable for the student, which ensures that all educational requirements are met. Students entering MPSJ in grade 9 will complete the IB Diploma Program and the Ontario Secondary School Diploma (OSSD) concurrently in 4 years. Students in Grade 9 complete the curriculum as specified by the Ministry of Education and Training. Students in Grade 9 will take five courses in a congregated setting with other IB students. The five courses are English, Mathematics, Science, French and Geography. They will also select two courses from Health and Physical Education, Visual Arts, and Music. In addition to these courses, all Grade 9 students will take a Theology course. In Grade 10, a student’s timetable consists of a combination of compulsory subjects – English, Mathematics, Science, French and Canadian History – along with a second Mathematics course in the second semester. The second semester course satisfies the requirement of a Grade 11 Math course for OSSD purposes and introduces students to the Mathematics component of the IB Diploma program. Students in grade 10 will also select one course from Health and Physical Education, Visual Arts and Music. In addition to these courses, all Grade 10 students will take a Theology course. During Grade 9 and 10 emphasis is placed on:

• study skills

• reading, writing and research skills

• time management

• skills in constructing experiments

• essay and exam writing techniques More concretely for the IB Programme, the following skills should be stressed:

• how to work with original documents

• how to write effectively and efficiently

• how to discuss issues, not argue about them

• how to make effective classroom presentations

• how to avoid procrastination

• how to prioritize one’s work

• how to deal with ‘perfectionism’.

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IB Diploma Programme In Grade 11 (or IB1), students begin their formal course work in three Higher Level (HL) and three Standard Level (SL) courses taken from the six subject groups. HL courses represent a recommended minimum of 240 teaching hours. SL courses cover 150 hours. Courses are usually taken over two years although one or two Standard Level courses will finish at the end of IB1 (Grade 11).

Courses Offered at MPSJ 2009 - 10 Group 1 – Language A1 English HL Group 2 – Second Language French SL Group 3 – Individuals and Societies History HL, SL Geography HL, SL (HL offered if numbers permit) Economics SL Group 4 – Experimental Sciences Chemistry HL, SL (SL offered if numbers permit) Biology HL Physics SL Group 5 – Mathematics Mathematics HL, (HL offered if numbers permit) Mathematics SL Math Studies SL Group 6 – Arts and Electives Visual Arts SL Music SL

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Central Elements of the IB Diploma Programme

Diploma students also study a course called the Theory of Knowledge, prepare an Extended Essay on a topic of their choice and complete the 150 hours of the Creativity, Action, Service, (CAS) component.

Theory of Knowledge (TOK)

Course Description The Theory of Knowledge program is more than simply a “course” of studies; it is central to the educational philosophy of the IB Program. The Theory of Knowledge course is a discussion course, which challenges students to reflect upon the nature of knowledge itself rather than encompassing a particular body of knowledge. That is, it focuses on questions of process rather than of content and consists largely in asking questions about how we come to “know” anything and in what precisely does that knowledge consist. As such it analyses various types of knowledge or “truth” and critically evaluates the basis upon which that truth is arrived at. Students will be encouraged to question their own assumptions, values, and judgments in order to assess the rigor with which they have reached them. This process will involve scrutinizing other types of knowledge – mathematics, science, religion and the arts – to discern the similarities and differences in the various modes of knowing. Finally, students will be challenged to consider the role which knowledge plays in a global society. As residents of Toronto, both the students and staff of MPSJ come from diverse ethnic and national backgrounds. This diversity will be exploited in the course to canvass various cultural and linguistic approaches to knowledge and as a means of examining distinctive cultural biases which are brought to bear in the definition of truth Theory of Knowledge is an inter-disciplinary course which seeks to examine, review, and challenge the origins and validity of various types of knowledge. The goal is to assist students in developing skills in critical thinking, detecting and analyzing bias, and presenting rational arguments. As a Catholic school, the infusion of gospel values into the curriculum particularly from an ethics standpoint will form a significant underpinning of the TOK course content. The Theory of Knowledge Course is 100 hours in length. Students will receive an OSSD equivalent credit at the Grade 12 University Level in Philosophy.

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Creativity Action Service (CAS) The Creativity Action Service (CAS) requirement of the IB Programme takes seriously the importance of life outside the world of scholarship. It should challenge students to develop a value system by which personal growth is enhanced. CAS is an experiential learning programme involving students in new roles. The emphasis is on learning by doing new tasks that have real consequences (results/effects) and then reflecting on these experiences over time. Creativity The Creative component asks students to become actively involved in a creative activity. This could include creative thinking in the design and carrying out of a service project (Students Council, Yearbook, School Newspaper, etc). This often involves participation in dance, music, theater, or art. Students must become active participants, not observers. Action The Action component includes participation in expeditions, individual and team sports, and physical activities outside the normal curriculum. Action could also be incorporated as part of a service project (i.e. labor work required to support the MPSJ Grade 9 Orientation at Camp White Pine) Service Through Service students engage in projects and activities that are often the most transforming elements of the Diploma Program. Service involves interaction, such as the building of links with individuals or groups in the community. The community may be the school, the local district, or it may exist on national and international levels. Service activities should not only involve doing things for others but also doing things with others and developing a real commitment with them. The relationship should therefore show respect for the dignity and self-respect of others. Implementation of CAS Grade 10

� In late spring of Grade 10 all students enrolled in the preparatory classes for IB will attend a general meeting to outline the aims and guidelines related to CAS.

� The CAS Coordinators and Mentors will be identified. � Students will be reminded that CAS is a core element of the program providing an

enriched and complementary set of learning activities. CAS activities start in September of Year 1 of the IB Diploma Programme.

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IB 1

� At a general meeting in September each student will receive a package consisting of the necessary information and forms to be used for tracking CAS.

� As part of the package students will receive Performance Criteria, Parents Tips and Examples of Good Practices sheets.

� Students will also be apprised of the filing system in place in the CAS Office. During IB 1 and IB 2

� At regular intervals, meetings will be held individually with students and in small groups to review progress. Students will share ideas and the nature of their experiences.

� Problem areas will be addressed. � The CAS Supervisors will keep a record sheet of the students and their performance,

mentors, groups, addresses and pertinent data. Reflections: Students will be required to write reflections about their CAS experience as part of their CAS documentation.

� First Reflection: An overall impression of the student’s experience of CAS in the first couple months

� Second Group of Reflections: One brief submission for each of C, A, and S. due on four occasions over the course of IB1 and IB2.

� Final Reflection: Due in IB2 the final reflection is a detailed report which addresses the total CAS experience, and relates directly to the Performance Criteria.

Documentation of CAS Hours

� All CAS hours for the IB Diploma (150 hours required) need to be documented and signed by a supervising adult.

� The supervising adult should sign the tracking form after every 10 hours have been accumulated.

� The form should go to the CAS Supervisor for recording purposes. CAS and the 40 Hours of Community Service (OSSD Requirement)

� CAS activities that are community service related and undertaken in IB1 and IB2 (Grades 11 and 12) can also count toward the 40 hours of community service that all students in Ontario must complete as part of their Ontario Secondary School Diploma requirements.

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Extended Essay (EE)

This aspect of the IB programme is intended to provide students with an opportunity to engage in independent research. It involves in-depth study of a limited topic of particular interest to the student. The essay is expected to be approximately 4,000 words in length. The entire experience of choosing an appropriate topic, doing research, organizing material, and writing the essay gives students an invaluable foretaste of the kind of work they will be doing at university. The Extended Essay is concluded with a Viva Voce interview with the mentor before the cover sheet is signed off by the mentor.

All Extended Essays are assessed by external IB examiners and are graded using General and Subject-Specific assessment criteria. Together with the Theory of Knowledge results, students can achieve up to three Diploma points from the Extended Essay (EE) and the Theory of Knowledge (ToK) combined.

Assessment of Student Performance Responsibility for all academic judgments about the quality of candidates’ work rests with more than 2100 examiners worldwide, led by chief examiners with international authority. Conventional external examination techniques are chosen from a range of options: oral and written, long and short responses, data-based questions, essays and multiple choice questions. These are complemented by internal assessment of coursework by the teachers responsible for evaluating students over the two-year period. The grading system is criterion-referenced. Each student's performance is measured against well-defined and widely accepted levels of achievement, consistent from one jurisdiction and one examination session to the next. Top grades are not simply awarded "on a curve" to a certain percentage of candidates, but rather reflect attainment of knowledge and skills to set international standards, equally applied to all schools and all IB candidates.

� IB subjects are graded on a scale from 1 (minimum) to 7 (maximum).

Grade of 7 – excellent Grade of 6 – very good Grade of 5 – good Grade of 4 – satisfactory Grade of 3 – mediocre Grade of 2 – poor Grade of 1 – very poor

� Up to 3 diploma points may be awarded depending on student performance on the

TOK and Extended Essay components.

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� Based on six subjects in the diploma, a maximum of 45 points are available (6

subjects x 7 points = 42 + up to 3 diploma points).

� A minimum of 24 points is required to earn the IB diploma.

� Because students will also be awarded the OSSD, IB candidates receive an estimate of predicted marks in OSSD equivalent subjects, as well as their IB predicted mark, when marks are submitted for university applications.

� An IB student thus has an "insurance policy" of being able to submit high OSSD

predicted marks along with IB marks.

Conditions for the Award of the IB Diploma

The IB Diploma will be awarded to a candidate whose total score is 24, 25, 26 and 27 points, provided all of the following requirements have been met:

� Numeric grades have been awarded in all six subjects registered for the diploma � An approved programme of CAS has been completed � Grades A (highest) to E (lowest) have been awarded for both theory of knowledge

and an extended essay, with a grade of at least D in one of them � There is no grade 1 in any subject � There is no grade 2 at higher level � There is no more than one grade 2 at standard level � Overall there are no more than three grades 3 or below � At least 12 points have been gained on higher level subjects � At least 9 points have been gained on standard level subjects � The final award committee has not judged the candidate to be guilty of malpractice � Grades A (highest) to E (lowest) have been awarded for both theory of knowledge

and extended essay, with a grade of at least D in one of them. Starting May 2010, a grade of E in either an extended essay or theory of knowledge will become a failing condition, requiring a candidate to obtain at least a grade D in both these requirements in order for a diploma to be awarded.

The IB Diploma will be awarded to a candidate whose total score is 28 or above, provided all of the following requirements have been met:

� Numeric grades have been awarded in all six subjects registered for the diploma � An approved programme of CAS has been completed � Grades A (highest) to E (lowest) have been awarded for both theory of knowledge

and an extended essay, with a grade of at least D in one of them � There is no grade 1 in any subject � There is no more than one grade 2 at higher level � There are no more than two grades 2 at standard level � Overall there are no more than three grades 3 or below

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� At least 11 points have been gained on higher level subjects � At least 8 points have been gained on standard level subjects � The final award committee has not judged the candidate to be guilty of malpractice

A maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB Diploma Academic Honesty, Exams, Tests, and Late Assignment Policy Policy Procedure Academic Honesty

• As a community, our goal is to create an environment where intellectual integrity and academic honesty prevails.

• The Ministry of Education suggests each school community create its own policy

• Students are instructed in class that plagiarism is the presentation of someone else’s work as their own.

• Students are instructed as to the different forms of plagiarism

• Students sign a contract outlining that they understand the meaning of plagiarism and promise to honour the goals of intellectual integrity

• Students are in-serviced in our library concerning different forms of referencing material

• The plagiarism policy is published in the school agenda book

• Plagiarism may result in a mark of zero at MPSJ.

Reporting Dates

• Information dealing with student performance is to be available in a timely manner

• Formal reporting dates are set at the start of the school year.

• Early warning letters for students at risk of being unsuccessful are sent out early in the semester

• Mid term report

• Final reports

• Reports on successful completion of OSSLT, community service

Extra Help • Additional help is available for students

• Students can arrange to meet with their classroom teacher outside of classroom hours.

• Students can meet with guidance counselor to arrange for tutoring

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• IB students are available to help students

Teacher Contacts

• Staff are available for contact in a variety of methods

• Teachers view contact with the home as key building block to academic success

• Teachers can be contacted via voicemail or through a call made to the Main Office or Guidance Office.

• Teachers communicate through Parent-Teacher interviews, early warning letters, mid-term marks, final marks, and arranged appointments

Homework • Homework is key component to student learning.

• Students regularly receive homework in all subjects

• Homework is meant to contain numerous and varied opportunities to learn

• Homework is to be assessed.

• Homework is assessed as a learning skill using a variety of assessment instruments, including checklists, oral recall, and classroom spot-check.

• When homework is regularly completed or done poorly the home is contacted

Absences • Absences need to be reported to the attendance office in timely manner

• The home needs to contact the school in case of an absence

• When a student is absent from school it is the student’s responsibility in concert with the teacher to make up the work and demonstrate they have met the courses’ expectations

• When a student is returning from an absence the teacher requires an explanation, usually a note or phone call, from home.

• When a student has been absent from school the teacher will provide remediation.

• If a student has been found to have been absent without reason a mark of zero may be assessed for incomplete work. Furthermore, the student may receive community

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• A chronically absent student may not receive a credit.

service or suspension from school for skipping a class.

Missed Work

• Work that is an integral part of the courses expectations must be completed

• Students must take responsibility for work that has been missed

• “Missed and incomplete assignments do impact on the student’s grade.”(policy to practice, frequently asked questions, pg 20)

• Student-Teacher conference to determine why work was missed

• Students are responsible to catch up on missed work as expeditiously as possible. This can be done through contacting the teacher, a friend in class, or checking the teacher web site.

• A reasonable timeline should be created for student to complete missed work

Late Assignments

• Late assignments are reported in the learning skills section of the evaluation.

• Assignments must be submitted in a timely manner

• The student will be made aware of key dates for completing assignments and should plan his or her time accordingly.

• Deducting of marks for lateness as per timeline.

• Student –Teacher conference to determine why assignment is late.

• A 10% deduction will be imposed on students who submit an assignment beyond the due date. Assignments will not be accepted beyond a one-week late submission timeline.

• Parent will be contacted by the teacher if the student persists in handing in late work.

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Note from IBO regarding Academic Honesty

The IBO will only investigate a case of suspected malpractice when there is clear evidence to justify an allegation of malpractice. In the case of plagiarism, the evidence must be in the form of a source that appears to have been copied by a candidate. In cases of collusion, an investigation will only be pursued if the other candidate’s work is available and shows clear similarities.

For other instances of malpractice, please consult the IB Coordinator.

Course Changes

A student may transfer from one course to another prior to the beginning of the school year and no later than three (3) weeks into the school year if class size and master timetable considerations are met. Students are advised to consider their choices very carefully.

Students will not be allowed to change courses or sections because of teacher preference.

Homework

Homework assignments vary over the four years of high school. Students in pre-IB grade 9 are expected to have 2-3 hours of homework daily or about 14-15 hours weekly. Students in the IB Diploma years should expect 3-4 hours daily or 15-20 hours per week. During exam or internal assessment periods, this load may become heavier.

Teachers are expected to monitor the homework load of their students. Whenever possible, accommodations will be made to stagger tests. Teachers are encouraged to make whatever accommodations are necessary at the time due dates are established. It is important to note that the IB Diploma Programme assigns dates for completions of tasks. These dates are fixed and cannot be changed by a school. It is the students’ responsibility to plan their timetables for successful completion of their assignments.

Faculty preparation for IB

• All teachers who will be teaching IB curriculum have attended IB seminars lasting from one to five days.

• Over the past few years, IB faculty members have had access to IB general publications, course outlines, and examinations.

• Continuing in-service training is planned for all faculty members who will be involved in planning and teaching IB courses.

• The professional development workshops focus on the IB curriculum and assessment practices.

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UNIVERSITY INFORMATION

What Admissions Officers Know About IB Candidates Admission Criterion These assumptions apply to IB Diploma Candidates Academic Strength of Curriculum

An admission officer can be assured of the candidate’s strong preparation of breadth of knowledge in a cohesive and broad-based curriculum that touches on basic academic areas: native language and literature, second language, mathematics, social science/humanities, and natural/physical sciences.

Grade Point Average

Nearly all courses in the student’s final two years are in solid academic areas. A higher percentage of the courses that constitute the GPA are the kinds of courses most valued in college admissions.

Academic Strength of High School

IB authorized schools must offer, support and maintain a minimum of seven or eight very strong academic departments to be a successful IB school.

High School Percentile Rank

Regardless of how the HSPR is determined by school, an IB diploma recipient generally will be in the top 10% of his or her graduating class.

Trend of Performance

The IB Diploma Programme requires that students maintain a high level of focus and performance throughout their high school experience.

External Validation Because the IB Diploma, by its examination requirements, validates both achievement and integrity in academic performance, there may be a reduced emphasis placed on standardized tests for admissions.

Research and Writing Skills

The Extended Essay requirement, a 4000 word research paper crafted under the tutelage of a faculty mentor and evaluated by a team of international readers, ensures that students are prepared for post-secondary research skills.

Accepts Educational Challenges

Participation in the IB demonstrates that students accept, rather than avoid, rigorous academic challenges.

Critical Thinking Skills

The required Theory of Knowledge course ensures that students become critical thinkers who understand the interdisciplinary nature of learning.

Interview Skills IB students have strong preparation in oral presentation skills. Several IB courses include mandatory oral assessments, and the Theory of Knowledge course requires students to shape their opinions into logical discourse.

Extracurricular Involvement

The Creativity, Action, Service (CAS) element requires that the student invest a minimum of 150 hours during the final two years in non-classroom activities.

Recommendations The IB student will be well known by the IB Diploma Coordinator, Extended Essay mentor, CAS Coordinator, and the IB teachers.

Maturity and Responsibility

The IB assists the student in developing time management, goal setting, and other organizational skills.

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Race/Ethnicity Because of external assessments, the IB is nearly race/ethnicity neutral. Common Admission Criteria Not Influenced by IB Participation: Age; Alumni, legacy, or staff connections: Athletic prowess; Ethnicity, Gender; Geographic representation, Political consideration, Financial considerations.

Reasons for University Recognition:

• The IB provides a liberal arts tradition in education, which also provides the philosophical basis for undergraduate programs at many of the world’s leading universities.

• The intellectual rigour of the IB curriculum means that Diploma holders are very well prepared for even the most challenging undergraduate programs. This perception is consistently borne out by the grades which IB graduates earn at university.

• The IB program teaches skills which are essential to high levels of attainment at university.

• The IB Diploma is awarded for success in a comprehensive program which, also involves elements of physical, cultural, and service-oriented activities.

• Universities find that IB Diploma holders continue to be involved and to enrich the extracurricular life of their institution.

• The Theory of Knowledge course provides a cross disciplinary approach to studies continued in university education.

• The Extended Essay develops independence by exploring a subject of special interest in depth, emulating the approach of universities.

• In an era of declining standards and mark inflation, the IB Organization is able to assure universities that its evaluation of student performance is thorough, equitable, and consistent.

• Graduate and professional schools (such as those in Law and Medicine) are increasingly taking into account an applicant’s entire academic record in making admission decisions. The CAS component enhances a student’s qualifications.

Universities and the IB Diploma

• The IB Diploma is recognized by post-secondary institutions as an excellent credential for admission. All Canadian universities accept the IB Diploma.

• In Europe, it is considered at least equal to (and in many cases preferable to) credentials for university admission such as British A Levels, the French Baccalaureate, and Germany’s Abitur. Students attending IB schools who do well in the Diploma have many more opportunities for studies abroad.

• For all of the above reasons, Michael Power • St. Joseph High School promotes the IB Diploma. In brief, the IB Programme is consistent with the traditions of Michael

Power • St. Joseph High School, its underlying philosophy of academic excellence,

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and its forward looking goal of preparing its students and itself for the globalization of educational standards and the world economy.

LIBRARY INFORMATION CENTRE Information literacy is defined as “the ability to solve information based problems: acquire, critically evaluate, select, use, create and communicate information in ways which lead to knowledge and wisdom”. (OSLA, Inf. Studies 1999 document). In order to succeed in a constantly changing technological world, students must be information literate. They should be able to locate, critically examine and use information to solve problems. The Library Program at Michael · Power St. Joseph supports and promotes learning technology and information literacy. Michael Power · St. Joseph Library Information Centre is fully automated and houses a collection of 10,000 books. Students may locate the library collection by using the on-line library catalogue. Library resources, both print and electronic are curriculum based to help support the various disciplines in the school. A variety of resources such as newspapers, magazines, journals, government documents, maps and atlases are available in both print and electronic format. Our electronic resources include CD-ROM and subscription on-line databases. Students may also do internet searches and word processing from any networked computer in the library. By accessing the school’s library web-site the Michael Power · St. Joseph High School community has 24 hour remote at-home access to our subscription on-line databases which are password controlled. Every grade 9 student will receive a four day library orientation which introduces the students to the Library Information Centre, as well as, library procedures. The skills learned through the Library Research Process which begins in grade 9, will continue to be developed throughout the student’s high school career. All IB students will have a one day orientation session at the Metro Toronto Reference Library as well as the Robarts Library at University of Toronto. They will also receive a stack pass for the Robarts Library for each year of their IB Programme.

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The Ontario Secondary School Diploma (OSSD) The OSSD Diploma is awarded to a student by the Minister of Education, on the recommendation of the Principal, who has earned a minimum of 30 credits. The Requirements of the Ontario Diploma In order to earn the Ontario Diploma, a student must:

� earn 18 compulsory credits � earn 12 optional credits � complete 40 hours of community involvement activities � successfully complete the provincial secondary literacy test

A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours

Ontario Secondary School Diploma - 30 credits total, including: 4 English (Grade 9, 10, 11, 12) 3 Mathematics (1 Senior) 2 Science 1 French 1 Canadian History 1 Canadian Geography 1 Arts (Music, Art, Drama) 1 Health and Physical Education 1 Civics and Career Studies 1 additional credit in English or a third language or a Social Science or Canadian and World Studies, or guidance and career education, or cooperative education. 1 additional credit in Health and Physical Education or the Arts or Business Studies or cooperative education 1 additional credit in Science, or Technological Education or cooperative education. 4 Religious Studies 8 Optional Credits Community Involvement Activities 40 hours Secondary School Literacy Test (Grade 10) Pass

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Community Involvement All students must complete a minimum of 40 hours of unpaid community involvement before graduating from high school. Students will be able to choose their own community involvement activities within guidelines provided by the school. Students are responsible for fulfilling requirements on their own time and for keeping a record of their activities on a tracking sheet provided by their TAP teacher. Once the forty hours have been completed, the student should bring their tracking sheet(s) to the Guidance secretary to be entered on their transcript.

In the International Baccalaureate Diploma Programme a student needs to complete 50 hours for the Service component of the CAS hours. The IB student can use the 40 hours of the OSSD community service and add 10 hours to complete the CAS requirement provided this is done in the last two years of the student’s high school years, the IB years. (please see pages 9-10 for the CAS description)

Secondary School Literacy Test (OSSLT)

Students take the test in Grade 10. They must pass the test in order to graduate and their result is recorded on their transcript. Students who do not pass the test will receive remedial help to prepare them for retesting. English as a Second Language students will take the test only when they have reached Grade 9 level in their language studies. Accommodations will be made for students in Special Education programs. Ontario Student Record The Ontario Student Record (OSR) is the official record for a student. The OSR contains achievement results, credits earned, diploma requirements and other information important to the education of the student. Students and their parents (if the student is not an adult) may examine the contents of the OSR, but may not remove any part of it. These records are protected by the Education Act and Freedom of Information legislation.

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IB APPLICANT SELECTION CRITERIA The following are the criteria that the Admissions Committee will use when determining an applicant’s eligibility for the IB Diploma Programme. International Interests The IB Programme is an international programme. Students are expected and encouraged to demonstrate broad interests in other cultures, countries, beliefs and customs. Academic Achievement Suitable candidates should be highly motivated students who are capable of achieving honour standing with at least a high 70’s average in their academic studies. Language Facility A good command of the English Language is needed for success in the programme. Thinking Skills The IB Programme is best suited to students who think clearly and logically, who are able to see relationships, draw conclusions and not be induced into habitual patterns. Organizational and Time-Management Skills The IB student will have outside deadlines which are not flexible. To that end, good time management and organization is crucial to success in the programme. Extra-Curricular School and Community Activities Good IB students are involved in school and community activities which will benefit not only their immediate environment but their own personal growth. Teacher Recommendation A positive recommendation is required from one or two of the student’s teachers. CAT 3 Score Good scores on the Canadian Achievement Test are expected. These criteria will be evaluated through an application process in the late fall of the Grade 8 year. COSTS Most of the costs related to the IB Programme will be incurred by the school and /or the Toronto Catholic District School Board. Additional fees of $1200.00 will be paid by the parent/guardian of the student. This part of the fee will be paid in three non-refundable increments during the first three years of high school. However, no student will be disqualified from participating in the IB Diploma Programme for financial reasons at Michael Power · St. Joseph High School.

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MICHAEL POWER •••• ST. JOSEPH HIGH SCHOOL

IB COURSES

GROUP 1

LANGUAGE A1

ENGLISH HIGHER LEVEL

COURSE CODES: ENG 3UC, ENG 4UC, ETS 4UC

Course Description

This course of study encourages students to develop an awareness of the techniques of modern literature and those creations of previous literary epochs. Moreover, through the range of texts studied, students will gain an appreciation for, and knowledge of, the Canadian and North American cultures and for a diverse grouping of World communities. In the context of linked Canadian and World literature studies, student will gain a broad, international perspective of human thought. As such, World literature is integral to the course programme.

As importantly, the course seeks to develop in its students clear, considered, and precise presentations of argument, in both written and oral discourse. To this end, Language Al aims to foster a sensitivity toward the wealth and subtleties of the English language and to lend awareness of the range of possible linguistic structures.

Aims and Objectives

� promote the students' appreciation and enjoyment of literature and language.

� broaden the students' knowledge of literature, both past and present, and deepen their insight into different cultures

� develop the students' power of expression, both in oral and written communication, and to provide the opportunity for practising and developing the skills involved in writing and speaking in a variety of styles and situations.

� demonstrate an ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication.

� heighten the ability to research, organize, evaluate, and synthesize information in order to apply newly-acquired knowledge.

� demonstrate a logical and independent approach to literary analysis and personal response to the literature studied.

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Course Summary Independent textual commentary on familiar and sight passages will constitute the Higher Level course. A total of 15 works will be studied over a period of 2 years. Assessment is based on two 2-hour external examinations, two World Literature Assignments (internally set and externally assessed) and internally assessed oral work. The Higher Level programme is divided into four components as follows: Part 1 World Literature Total number of works: 3

Possible works studied: Beckett, Waiting for Godot: Kafka, Metamorphosis; Garcia Marquez, One Hundred Years of Solitude.

Part 2 Detailed Study Total Number of Works: 4 Possible works studied: Shakespeare, King Lear, Hamlet or Macbeth; Conrad, Heart of Darkness; Poetry, Hopkins/Frost/Atwood.

Part 3 Groups of Works Total Number of Works: 4

Possible works studied: Davies, Fifth Business; Joyce, Dubliners; Rushdie, Midnight’s Children; Borges, Ficciones.

Part 4 School's Free Choice Total Number of Works: 4

Bronte, Wuthering Heights; Frye, The Educated Imagination; Sophocles, Oedipus Rex; Munro, Short Stories.

English Higher Level is intended for those students who have an interest in the study of literature. However, this course will also benefit most university-bound students.

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GROUP 2

LANGUAGE B

FRENCH STANDARD LEVEL

COURSE CODES: FSF 3U4, FSF 4U5

Course Description

The Modern Language B program is a foreign language learning course designed for students with previous experience of learning the language. It draws on the themes of Exploring Change, Groups and Leisure to promote extensive development of French language skills. Students will consolidate their oral and written skills as they discuss literature, culture and current issues in an international context. The notion of bilingualism will also be stressed since it is particularly relevant in the Canadian context.

Aims and Objectives

The aims of the Language B program are to develop the four basic language skills.

Students will:

� develop the ability to communicate accurately and effectively in their written and oral expression within a range of contexts.

� develop the ability to understand and respond in the target language in day to day situations, both social and transactional.

� develop the ability to respond to a wide range of media works.

� be exposed to a variety of cultures within the Francophonie.

� have the opportunity for enjoyment, creativity and intellectual stimulation.

� acquire a sound linguistic base for further study, work and leisure.

Course Summary

The material selected for this course will reflect the three themes of Groups, Change and Leisure. The course is communicative in nature and focuses on the interaction between speakers and on the writers of the French language. It is also designed to extend the students’ knowledge and appreciation of French culture and language.

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Assessment is based on two one and a half hour external examinations, and internally assessed oral work. Some of the works studies in French SL are: Pagnol, Topaze, Dubé, Le Temps des Lilas, D’Alelo, Découverte du poème. Magazines, newspapers, and films will also be studied to allow the students to fully experience French culture and language.

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GROUP 3

ECONOMICS STANDARD LEVEL

COURSE CODES: CIE 3U4, CIA 4U5

Course Description Economics plays an integral role in everyone's life. As producers and consumers we make economic decisions that affect our standard of living both domestically and within a larger global community. In fact, today's trend toward seamless global trade coupled with rapid technological advancements mandates that all citizens around the world appreciate the need to nurture mutually beneficial relationships. As such, the economics program at Michael Power-St. Joseph High School is designed to equip students with a sound knowledge of economic principles and encourage them to develop skills that are relevant to personal inquiry and analysis. AIMS AND OBJECTIVES

� provide students with a core knowledge of economics � examine current economic issues � encourage students to think critically about economics and apply theory to real world

events � promote an awareness and understanding of internationalism in economics � encourage students’ development as independent learners and thinkers using

economic theory and terminology COURSE SUMMARY

The following parts make up the SL Economics syllabus. UNIT 1: INTRODUCTION TO ECONOMICS

� The purpose of this section is to introduce the basic terminology and concepts of economics

• definitions of micro and macro economics

• definitions of growth, development and sustainable development

• Ceteris Paribus

• factors of production

• opportunity costs

• production possibility curves

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UNIT 2: MICROECONOMICS � The purpose of this section is to identify and explain the importance of markets and

the role played by demand and supply

• demand and supply

• interaction of demand and supply

• price controls

• elasticities

• competition vs. monopoly

• market failure UNIT 3: MACROECONOMICS

� The purpose of this section is to provide students with the opportunity for a detailed examination of major macroeconomic issues facing countries’ economic growth, economic development, unemployment, inflation and income distribution

• measuring national income

• introduction to development

• macroeconomic models

• demand-side and supply-side policies

• unemployment and inflation

• distribution of income UNIT 4: INTERNATIONAL ECONOMICS

� The purpose of this section is to encourage students to understand why countries trade, the problems involved and how these problems are addressed.

• reasons for trade

• free trade and protectionism

• World Trade Organization

• balance of payments

• terms of trade UNIT 5: DEVELOPMENT ECONOMIES

� The purpose of this section is to provide students with the opportunity to understand the problems and possible solutions faced by developing countries.

• sources of economic growth and/or development

• consequences of growth

• barriers to economic growth and/or development

• growth and development strategies

• evaluation of growth and development strategies

Assessment is based on two external exams, paper 1 and 2 and an internal assessment of four written reports assessed by the teacher.

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GROUP 3

GEOGRAPHY HIGHER LEVEL

COURSE CODES: CGF 3MC, CGW 4UC, CGR 4MC

Course Description

This course will lay the groundwork not only for those students interested in studying geography but also for those interested in other social sciences and or earth sciences. This course will be a composite of the Physical Geography: Patterns, Processes and Interactions (grade 11), Canada and World Issues: A Geographic Analysis (grade 12), and, The Environment and Resource Management (grade 12). The emphasis of the course will deal with the nature of the interaction between the human and physical environment and will emphasize an analysis and explanation rather than just description and spatial interaction. This course will also emphasize primary source research approach incorporating a variety of mapping, and Geographic Information Systems tools to evaluate the relationships within a local, regional and global context.

Aims and Objectives

� Develop an appreciation and respect for different socio-cultural groupings through a study of their development and interrelationship.

� Develop the ability to observe, describe, quantify, clarify, and explain the locations of various human and physical phenomena.

� Encourage an appreciation of the role of geography in the analysis of and solution to contemporary issues at a variety of scales.

� Acquire fieldwork skills that will develop the student’s ability to quantify and assess critically characteristics within our physical and social environment.

� Show the relationships that have been developed between the human and social environments with the physical one.

� Develop geographical knowledge, conceptual understanding and skills which will allow students to critically examine geographical- based issues.

� Develop an understanding of resource management and sustainability as one of the aims towards global survival.

� Develop an understanding of fundamental geographic concepts and tools such as location, distance, time, scale and interaction.

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Course Summary

The following parts make up the HL Geography Syllabus:

Part A:

1. Geographic skills (30 hours)

Part B: Core Theme

2. Population, Resources and Development (90 hours)

Part C: Optional Themes

3. Drainage Basins and their management (30 hours)

4. Lithospheric processes and hazards (30 hours)

5. Climactic hazards and change (30 hours)

6. Productive activities and aspects of change (30 hours)

The work will incorporate map work (reading, analyzing, interpreting, constructing), graph work (reading, analyzing, interpreting, constructing), and, statistical analysis. The optional courses that are selected are based on the proximity of the school to facilitate local and extended fieldwork as well as the availability of materials already present and developed in the existing curriculum.

Assessment is based on two external exams, paper 1 and 2, and an internal assessment of two written reports assessed by the teacher.

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GROUP 3

GEOGRAPHY STANDARD LEVEL

COURSE CODES: CGF 3M4, CGW 4U5

Course Description

Geography is a study of the spatial interaction of the physical world with human activities and problems. This course will focus on contemporary issues and answer to questions of “where” and “why” certain interactions occur. This course will be a composite of the Physical Geography: Patterns, processes and Interactions, and, The Environment and

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Resource Management. The areas that will be explored include population dynamics, food production, contrasts in economic and social development and issues of environmental degradation. Since geography is at the interface between the social, political, environmental and earth sciences, its role will be to examine the manner by which societies distribute themselves over space and interact with the environment.

Aims and Objectives

� Develop geographical knowledge, conceptual understanding and skills which allow students to critically examine geographical based issues.

� Develop an understanding of fundamental geographic concepts and tools such as location, distance, time, scale and interaction.

� Develop an appreciation and respect for different socio-cultural groupings through a study of their development and their interrelationships.

� Develop an understanding on the ways in which humans respond to natural hazards while emphasizing the underlying physical process.

� Develop an understanding of resource management and sustainability as the key towards global survival.

� Develop an understanding and application of various tools and techniques employed by geographers.

Course Summary

This course is an introduction to geography with a problem oriented, issue based approach. It will draw on geographic concepts, skills, methods and technologies to analyze significant issues facing Canadians as citizens of the world. The work will incorporate map work (reading, analyzing, interpreting, constructing), graph work (reading, analyzing, interpreting, constructing), and, statistical analysis.

This course focuses on population and resource management and provides case studies from various parts of the world. The optional courses that are selected are based on the availability of present materials and the proximity of the school to facilities that would enable primary research and fieldwork.

The following parts make up the SL Geography syllabus.

Part A:

1. Geographic skills (30 hours)

Part B: Core Theme

2. Population, Resources and Development (90 hours)

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Part C: Optional Themes

3. Drainage Basins and their management (30 hours)

4. Climactic hazards and change (30 hours)

Assessment is based on two external exams, paper 1 and 2 and an internal assessment. of two written reports assessed by the teacher.

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GROUP 3

HISTORY HIGHER LEVEL

COURSE CODES: CHA 3UC, CHY4UC, CHI 4UC

Course Description

This is a two-year course of study with a regional study option of the Americas. Western Europe and America have had a strong influence on world history, particularly in the 20th century. It is important for students of the 21st century to understand and be aware of this history. Examining various social, political, economic, artistic, and religious factors will demonstrate how this influence grew. Students will make a thematic study of the West and it relationship to the rest of the world. Integrated into this course is the IB 22 Americas regional study topics, Prescribed Subjects #3 (the Cold War 1947-90), and 20th Century World History Topics #1,3,5 (Causes, Practices and Effects of War, The Rise and Rule of Single Party States, and the Cold War).

Aims and Objectives

The aims of History HL are the following:

� To have a better grasp of current affairs as a result of understanding the past

� To have an appreciation of the discipline of historical studies

� To develop an awareness and understanding of the historical roots of other cultures in order to increase the students empathy with people from other backgrounds

At the end of the Programme students should be able to:

� Articulate clear historical arguments substantiated by facts

� Evaluate historical evidence critically

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� Have a balanced view of ways in which history reflects both continuity and change in the course of events

Course Summary

Students will begin their HL history, IB 1, with a thematic study of U.S. history from Reconstruction to the present. Students will analyze significant events and individuals as they impact on the social, political and economic landscape throughout this period in American history. Whenever possible, connections to Canada, Latin America, and world events will be made. These connections will reveal to students the international effects of a local or national decision.

Students will complete an Internal Assessment at the end of IB I and will be prepared to write the three examination papers at the end of IB 2.

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GROUP 3

HISTORY STANDARD LEVEL

COURSE CODES: CHA 3U4, CHY 4U5

Course Description

Students taking the SL History will focus on 20th century history of Western Europe and the rest of the world. Western Europe has had a major influence on world history. It can be argued, for good or bad, the world has been Europeanized during the 20th century. Students must come to understand and be aware of the effects this influence has had on the world. To provide a background to the world's current state, students will make a thematic study of the West and the world, with a 20th century emphasis. Integrated into this course are IB Prescribed Subject #3 (the Cold War), and 20th Century World History Topics #1,3,5 (Causes, Practices and Effects of War, The Rise and Rule of Single Party States, and the Cold War).

Aims and Objectives

� To have a better grasp of current affairs as a result of understanding the past

� To have an appreciation of the discipline of historical studies

� To develop an awareness and understanding of the historical roots of other cultures in order to increase the students empathy with people from other backgrounds

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At the end of the programme students should be able to:

� Articulate clear historical arguments substantiated by facts

� Evaluate historical evidence critically

� Have a balanced view of ways in which history reflects both continuity and change in the course of events

Course Summary

Students will complete their SL History programme through a thematic study of the West and the rest of the world, with emphasis on the 20th century. Major events, ideas and people will be examined as to how they influenced modern social, political, and economic systems. Students will gain an appreciation and understanding of how history's continual change and repeating themes are a part of current world issues. Integrated into this course are IB Prescribed Subject #3 (the Cold War), and 20th Century World History Topics #1,3,5 (Causes, Practices and Effects of War, The Rise and Rule of Single Party States, and the Cold War). Whenever possible, connections between and global impact of world events will be made. These connections will reveal to students the effects a local or national decision has on our international community.

Students will have completed an Internal Assessment and will be prepared to write the two examination papers by the end of the course.

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GROUP 4

BIOLOGY HIGHER LEVEL COURSE CODES: SBI 3UC, SBI 4UC, PSE 4UE Course Calendar The purpose of Higher Level Biology is to ensure that students acquire a broad understanding of living systems, yet gain the necessary knowledge of specific concepts, facts, and terms. There are four basic themes to the course: structure and function, universality versus diversity, equilibrium within systems, and evolution. Higher Level Biology will give students a new perspective on how interconnected all life forms are. The over all aim of Higher Level Biology is to unravel, develop, and ripen students’ knowledge of vital and unifying principles of biology such as the origins of life, natural selection, and adaptation. Aims and Objectives

� the purpose of the course is to study various concepts and topics as they relate to one of these four basic themes.

� the focus of the course is to gain an appreciation of how interdependent and universally similar all living systems are.

� to acquire the skills to effectively analyze biological data. � to make students aware of moral/ethical, socioeconomic, and environmental

effects of biotechnology on the biosphere. � to provide sound preparation for courses requiring a biological qualification (

biochemistry, medicine, pharmacy, dentistry). Course Summary There are three major sections that make up this course 1. 110 hours (80 hours theory/30 hours practical) of Subject Specific Core (SSC) 2. 70 hours (55 hours theory/15 hours practical) of Additional Higher Level Material

(AHL) 3. 60 hours (44 hours theory/16 hours practical) of Options

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GROUP 4 BIOLOGY STANDARD LEVEL COURSE CODES: SBI 3U4, SBI 4U5 Course Description There are four basic themes to the course: structure and function, universality versus diversity, equilibrium within systems, and evolution. Standard Level Biology will give students a new perspective on how interconnected all life forms are. The over all aim of Standard Level Biology is to unravel, develop, and ripen students’ knowledge of vital and unifying principles of biology such as the origins of life, natural selection, and adaptation. Aims and Objectives

� give students an opportunity to study biological concepts and to create a holistic overview of living systems that will stimulate and challenge students

� acquire the skills to effectively analyze biological data � sharpen and develop laboratory and investigative skills � make students aware of moral/ethical, socioeconomic, and environmental effects of

biotechnology on the biosphere � generate an awareness of possibilities, yet limitations, of science and the scientific

method Course Summary There are two major sections that make up this course:

1. 110 hours (80 hours theory/30 hours practical) of Subject Specific Core (SSC) – 5 topics

2. 40 hours (30 hours theory/10 hours practical) of Options – 2 topics

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GROUP 4 CHEMISTRY HIGHER LEVEL COURSE CODES: SCH 3UC, SCH 4UC, SNC 4ME COURSE DESCRIPTION Chemistry is a science that is central to our lives. Through the study of chemical principles, the behaviour of materials in both the physical environment surrounding us and in biological systems will be investigated and analyzed. The properties of matter and its reactions will be carefully studied. Practical applications and investigative skills are thoroughly integrated throughout the program to provide a balanced syllabus. This is achieved through rigorous laboratory exercises and by the use of the variety of options available. By drawing from such an approach the student will gain a solid understanding in the whole field of chemistry and at the same time realize that the underlying principles and concepts are interrelated with the other sciences. The students will draw on this to correlate and unite the knowledge they have learned to global phenomena and concerns in the world about them. Aims and Objectives � to familiarize the student with the principles of Chemistry � to provide opportunities to engage in the methods of chemical inquiry � to enable students to apply and use chemical knowledge to solve investigative inquiries � to develop experimental and investigative skills that make the students proficient in the

processes of chemical investigations � to prepare the students for science’s influence on our society and how it affects the

technological changes that occur in our lives and throughout the world Course Summary There are three major sections that make up the Higher Level Chemistry course:

1. 110 hours (80 h theory/30 h practical) of Subject Specific Core 2. 70 hours (55 h theory/15 h practical) of Additional HL Material 3. 60 hours (45 h theory/15 h practical) of Options

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GROUP 4

CHEMISTRY STANDARD LEVEL

COURSE CODES: SCH 3U4, SCH 4U5

Course Description

This course is aimed at the non-specialist scientist. It is designed to give a broad coverage of chemical principles. It is a course concerned with the study of materials of our environment, their properties, and the way they react with each other. Chemistry is an experimental science and thus there is ample opportunity for students to acquire practical and investigative skills. This approach to Chemistry will bear on the students growing body of descriptive and theoretical knowledge. By the end of this course the student should have developed an appreciation of how matter behaves, how its behaviour is used to further our technological advances and how these changes impact upon society and the environment.

Aims and Objectives

� to familiarize the student with the principles of Chemistry

� to engage students in the methods and techniques of chemical inquiry

� to prepare the students for science’s influence on our society and how it effects the technological changes that occur in our lives and throughout the world

� to make students aware of the moral, ethical, social, economic and environmental implications of the uses of chemistry to further improve the standard of living of all peoples in the world

Course Summary

The course consists of two sections.

1. The Subject Specific Core (SSC) - 110 hours (80 hours theory/30 hours practical)

2. Options which consists of two topics from a prescribed list - 40 hours (30 hours practical/10 hours practical)

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GROUP 4 PHYSICS, STANDARD LEVEL

COURSE CODES: SPH 3U4, SPH 4U5 Course Description Physics is the most fundamental of all sciences. This course seeks to deepen the student’s understanding of matter and energy and to extend that understanding to the duality of matter and energy. A non-calculus approach is taken to delivering the course so as to emphasize the physical concepts, which are developed from first principles, and this approach extends to solving problems. Experimentation is vital as it serves to strengthen and validate the theoretical concepts. The group 4 project will provide an opportunity to put into practice and apply the theoretical concepts. This course is essential for any student wanting to study science, engineering or technology. AIMS AND OBJECTIVES

� provide opportunities to engage in the methods and processes of scientific study � enable students to apply the knowledge of physics to the world around them � make students mindful of the moral, ethical, social, economic and environmental

implications of using physics and technology � develop an appreciation for the relationships between scientific disciplines and the

encompassing nature of the scientific method. Course Summary The following topics will by studied in the order shown below.

� Physics and physical measurement – SSC � Subtopics-The realm of physics, measurement and uncertainties, mathematical and

graphical techniques, vectors and scalars. � Mechanics – SSC � Subtopics-Kinematics, forces and dynamics, inertial mass, gravitational mass and

weight, momentum, work, energy and power, uniform circular motion. � Thermal Physics – SSC � Subtopics-thermal concepts, thermal properties of matter, ideal gasses � Optics - SL Option � Subtopics-The nature of light, reflection at a plane surface, reflection at plane

interface, refraction by lenses, optical instruments, diffraction and interference, thin film interference

� Waves – SSC � Subtopics-Travelling Waves, wave properties, standing waves � Electricity and Magnetism – SSC

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� Subtopics-Electrostatics, electric current and electric circuits, magnetism � Atomic and nuclear physics – SSC � Subtopics-The atom, radioactive decay, nuclear reactions, fission and fusion

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GROUP 5 MATHEMATICS STANDARD LEVEL COURSE CODES: MCR 3U4, MHF 4U4, MCV 4U5 MATH STUDIES STANDARD LEVEL COURSE CODE: MCR 3U4, MDM 4U5 PROGRAM PREREQUISITES: Course Description: This course is designed for students planning to study university programs that have significant mathematical content, such as chemistry, economics, geography, psychology and business administration. The course involves students in the exploration of the nature of proof and logical thinking through a variety of perspectives, and in the development of a broad range of tools for problem solving. Moreover, it is intended that this course will assist in preparing students to deal with the increasing technological nature of both studying and living in a global society. Aims and Objectives

� students will engage in the inquiry process, simulate and model problems, develop systematic approaches and solutions, and extend this knowledge.

� students extend the ability to extrapolate their powers of abstraction and generalization.

� students will gain an appreciation for the role of mathematics in the world and become aware of their own potential for success.

Course Summary Compulsory topics include counting methods, binomial theorem, matrices, probability and statistics, geometry, calculus, exponential and logarithmic functions. There are also optional topics offered. The topics found in the Mathematical Methods SL group 5 Syllabus are a composite of the courses in the Ontario Curriculum, Grades 11-12 (Revised) Mathematics, 2007.

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GROUP 5: MATHEMATICS STUDIES STANDARD LEVEL COURSE CODE: MCR 3U4, MDM 4U5 PROGRAM PREREQUISITES: MPM 1DE, MPM 2DE Course Description:

Mathematics Studies is a two year course for students with varied backgrounds and abilities. More specifically, it is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students taking this course need to be already equipped with fundamental skill and a rudimentary knowledge of basic processes. Students will experience fully integrated mathematics e.g. when they learn trig functions and then learn statistics they will then see statistical problems using trig functions, everything they learn can be crossed with anything else they have learned in the past. This will result in continual review of past material and an attitude of learning full mastery. Each type of problem will be analyzed from an algebraic approach, from a numerical approach and from a graphical approach to enhance full mastery.

Aims and Objectives

� students will engage in the inquiry process, simulate and model problems, develop systematic approaches and solutions, and extend this knowledge.

� students extend the ability to extrapolate their powers of abstraction and generalization.

� students will gain an appreciation for the role of mathematics in the world and become aware of their own potential for success.

Internationalism and Mathematics: Students will experience internationalism through mathematics by having teacher directed discussions of a) the differences in notation, b) the lives of mathematicians set in a historical and/or social context, c)the cultural context of mathematical discoveries, d) the ways in which specific mathematical discoveries were made and the techniques used to make them, e) how the attitudes of different societies towards specific areas of mathematics are demonstrated, f) the universality of mathematics as a means of communication.

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GROUP 6

VISUAL ARTS STANDARD LEVEL A

Option A (SLA)

COURSE CODES: AVI 3M4, AVI 4M5

Course Description

This course recognizes the basic human need for artistic expression intrinsic to all cultures throughout time. Through an initial teacher directed assignment which focuses on a broad theme, students will begin the investigations, research, sketching and experimenting of the Research Work Book which ultimately will see them producing a series of works on a theme that is self directed. Independent research into art history and other cultures will help students identify artists and themes that have personal significance for them. Continual sketching, gathering of visual information, writing and experimenting with a variety of disciplines and media will prepare them for the execution of their studio work.

Aims and Objectives

� to heighten awareness, perception and criticism in the arts of various cultures

� to produce a series of original and personal related works that move from being teacher directed to being student directed

� to encourage curiosity, experimentation, independence, risk taking, originality , technical skill and self evaluation in their production of studio works

Course Summary

Art Theory / Aesthetics

� Review of the Design Elements and Principles used in achieving a successful composition

� Review of critical analysis of a work of art

Studio

� The production of approximately 8 studio pieces which make personal statements reflecting a chosen theme.

� The production of 1 - 2 Research Work Books that reflect this personal visual journey with written and visual support that investigates personal imagery, art history, other cultures and media experimentation and is directly related to their studio production.

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Art History

� will focus on 20th century art and beyond: from Expressionism to Digital art and Instillation works in a series of teacher and student lead seminars: The focus will be both Canadian and International.

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GROUP 6 MUSIC STANDARD LEVEL

COURSE CODES: AMI 3M4, AMI 4M5 OR AMV 3M4, AMV 4M5

Course Description The fundamental aim of a music course is to educate the student culturally, intellectually, creatively, socially and spiritually through the study of music. Opportunities for active and passive participation must be provided so that students may experience music as a truly spiritual and social force. Technical facility must be developed in order to provide a medium for personal expression in this universal art. Only through performing, creating and listening can an understanding of the many musical cultures, heritages and styles be obtained. Intelligent and careful choice of materials and high standard of performance will not only develop the student's musical capabilities, but also develop their own discriminating taste for the various musical styles and their national tradition. Aims and Objectives

� understand the basic musical concepts of pitch, rhythm, and dynamics, melody, tone colour and harmony.

� study the various musical forms i.e. symphony, sonata, fugue, opera, jazz. � examine the various compositional styles as reflected by composers, cultural origin

and national tradition. � undertake independent study projects and demonstrate creativity and their musical

proficiency through composition, arranging and conducting Course Summary This course will consist of performance, composition and the study of both Western and World music. Performance will be of an active nature with participation in solo, small group and large group ensembles. i.e. orchestra, stage band, string chamber group,, woodwind or

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brass ensemble. These are some of the performing ensembles that exist on an extra-curricular basis. The course will be divided into four units of study: Unit One – Study of Western Music:

Unit Two – Study of non – Western World Music Unit Three – Theory, Arranging and Composition Unit Four – Solo Performance or Composition Portfolio

Note: Compulsory attendance of one concert performance and subsequent report for each of Units One, Two and Three.

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GRADE 9 and 10 COURSES

ENGLISH ENG1DE – English Grade 9 This course emphasizes analytical reading, writing, oral communication, and thinking skills that students need for success. Students will examine texts from contemporary and historical periods, including short stories, poems, plays and novels. Moreover students will create and investigate media works. An important focus will be the correct and effective use of language. ENG2DE – English Grade 10 This course extends the range of analytic reading, writing, oral communication and thinking skills that students need for success in secondary school academic programs. Students will study and interpret challenging texts from contemporary and historical periods, including novels, poems, plays and opinion pieces, and will analyze and create effective media works. Focus will be on thoughtful use of spoken and written language. Ministry Prerequisite: ENG1DE FRENCH FSF1DE – Core French Grade 9 This course emphasizes the further development of oral communication, reading, and writing skills. Students will build and apply their knowledge of French while exploring a variety of themes, such as relationships, social trends and careers. Readings, from short stories, articles, and poems, will serve as stepping stones to oral and written activities. Ministry Prerequisite: Grade 8 Core French FSF2DE – Core French Grade 10 This course enables students to increase their knowledge of the French language, further develop their language skills and deepen their understanding and appreciation of francophone culture around the world. Exploring a variety of themes, students develop and apply critical thinking skills in discussion, analysis, interpretation of texts, and in their own writing. Ministry Prerequisite: FSF1DE FEF1DE – Extended French Grade 9 This course emphasizes the expansion of students’ oral communication, reading, and writing skills through the study of themes that reflect their interests. Students will apply their knowledge of French in discussions, debates, dramatizations, and oral presentations. Students will read and write in a variety of genres (e.g. poems, articles, brochures) and study at least one short novel intended for a French speaking audience. Ministry Prerequisite: Grade 8 immersion or equivalent

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CGC1DF – Géographie du Canada, French Extended Grade 9 This course uses a variety of frameworks, including ecozones and principles of physical, human and economic geography to explore the distinct and evolving character of Canada’s geography. Students will investigate the interconnection between the environment and human activities in Canadian ecozones in order to understand Canada’s diversity and role in the world. The language of instruction is French. Ministry Prerequisite: Grade 8 immersion or equivalent HRE1OF – Théologie, French Extended Grade 9 This course uses the Beatitudes as framework to examine the attitudes and actions that characterize the Christian life. Students will derive knowledge and skills from a study of Scripture, Profession of Faith, Christian Moral Development, Prayer, Sacramental Life, and Family Life. The language of instruction is French. Recommended background: Grade 8 immersion or equivalent BTT2OF – Commerce, French Extended Grade 9 This course introduces students to the use of information technology for business as well as personal use. Students will use the computer to perform electronic research using the internet, career exploration, electronic communication and common business software such as: Microsoft Office (Word, Excel, Access) Microsoft Publisher, Corel Draw and Power Point. The language of instruction is French. Ministry Prerequisite: Grade 8 immersion or equivalent FEF2DE – Extended French Grade 10 This course emphasizes the continued development and refinement of students’ oral communication, reading and writing skills as they explore a variety of themes. Students will expand their knowledge and appreciation of francophone culture through study and interpretation of novels, poems and plays intended for a French speaking audience. Ministry Prerequisite: FEF1DE

MATHEMATICS

AIMS: The primary focus of the Pre-IB program is to develop the mathematical background necessary for the successful completion of an appropriate IB Mathematics program. During the course of this program, an ability for communicating mathematical arguments in a clear, concise and logical manner will be developed .It is intended that students will gain an appreciation for the role of mathematics in the world and become aware of their own potential for success.

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MPM1DE – Principles of Mathematics Grade 9 This course enables students to develop generalizations of mathematical ideas through exploration of applications, the effective use of technology and abstract reasoning. Students will investigate relationships to develop equations of straight lines and analytical geometry, explore relationships between volume and surface area of objects in measurement, and apply extended algebraic skills in problem solving. Students will engage in abstract extensions of core learning that will deepen their mathematical knowledge and enrich their understanding. MPM2DE – Principles of Mathematics Grade 10 This course enables students to broaden their understanding of relations, extend their skills in multi-step problem solving and continue to develop their abilities in abstract reasoning. Students will pursue investigations of quadratic functions and their applications; solve and apply linear systems; solve multi-step problems in analytic geometry to verify properties of geometric figures; investigate the trigonometry of right and acrue triangles; and develop supporting algebraic skills. Ministry Prerequisite: MPM1DE (min. mark > 70%) SCIENCE SNC1DE – Science Grade 9 This course enables students to understand basic concepts in biology, chemistry, earth and space science, and physics: to develop skills in the processes of scientific inquiry; and to relate science to technology, society and the environment. Students will learn scientific theories and conduct investigations related to cell division and reproduction, atomic and molecular structures and the properties of elements and compounds, the universe and space exploration and the principles of electricity. SNC2DE – Science Grade 10 This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science and physics; to develop further their skills in scientific inquiry; and to understand the interrelationships among science, technology and the environment. Students will conduct investigations and understand scientific theories related to: ecology and the maintenance of ecosystems, chemical reactions, with particular attention to acid bas4e reactions; factors that influence weather systems and motion. Recommended background: SNC1DE GEOGRAPHY CGC1DE – Geography of Canada Grade 9 This course uses a variety of frameworks, including ecozones and principles of physical, human and economic geography to explore the distinct and evolving character of Canada’s geography. Students will investigate the interconnections between the environment and human activities in Canadian ecozones in order to understand Canada’s diversity and role in the world.

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HISTORY CHC2DE – Twentieth Century Canadian History Grade 10 This course explores Canadian participation in global events and traces our development as a country through changes in population, economy and technology. Students will learn about differing interpretations of the past, and will come to understand the importance in historical studies of chronology and cause-and-effect relationships. They will also learn to develop and support a thesis, conduct research and analysis, and effectively communicate the results of their inquiries. Ministry Prerequisite: None ARTS VISUAL ARTS AVI1O1 – Visual Arts Grade 9 This course is an overview of visual arts as a foundation for further study. Students will become familiar with elements and principles of design and the expressive qualities of materials by working with a range of media, processes, techniques and styles. They will learn and use methods of analysis/criticism and will study art characteristics from selected work of Canadian art and art of other cultures. AVI2O1 Visual Arts Grade 10 This course emphasizes learning through practice, building on what students know and introducing them to new ideas, materials and processes for artistic thinking and experimentation. Students will learn the refined application of the elements and principles of design, incorporating the creative and design processes and the relationship between form and content through drawing, painting, printmaking, sculpture, design and art history activities. Recommended Background AVI1O1 MUSIC AMI101 – Grade Nine Music (Experienced Band) Open Grade 9 This course is designed for students with one or more years of experience on a brass, woodwind or percussion instrument .It emphasizes the performance of music at a level that strikes a balance between challenge and skill and is aimed at developing technique, sensitivity and understanding. Student learning will include participating in creative activities and listening with understanding. They will be required to develop a thorough understanding of the language of music and the use of computers, music software and MIDI technology using piano synthesizers.

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AMS101 – Grade Nine Music (Strings) Open Grade 9 This course is designed for students with one or more years of experience on the violin, viola, cello or bass. It emphasizes the performance of music at a level that strikes a balance between challenge and skill and is aimed at developing technique, sensitivity and understanding. Student learning will include participating in creative activities and listening with understanding. They will be required to develop a thorough understanding of the language of music and the use of computers, music software and MIDI technology using piano synthesizers. AMI201 – Grade Ten Music (Band) Open Grade 10 This course is a practical study of a brass, woodwind or percussion instrument that emphasizes the performance of music at an intermediate level that strikes a balance between challenge and skill. Student learning will include participating in creative activities and listening perceptively. They will be required to develop a thorough understanding of the language of music including scales and key signatures up to four sharps and flats, intervals, inversions and triads. Conducting, arranging and composition using MIDI and computer technology will be studied. AMS201 – Grade Ten Music (Strings) Open Grade 10 This course is a practical study of the violin, viola, cello or bass that emphasizes the performance of music at an intermediate level that strikes a balance between challenge and skill. Student learning will include participating in creative activities and listening perceptively. They will be required to develop a thorough understanding of the language of music including scales and key signatures up to four sharps and flats, intervals, inversions and triads. Conducting, arranging and composition using MIDI and computer technology will be studied. understanding of the language of music including scales, key signatures and the use of computers, music software and MIDI technology.. Ministry Prerequisites: None HEALTH AND PHYSICAL EDUCATION PPL1OU(Male) PPL1OV(Female) – Healthy Active Living Education Grade 9 This course emphasizes students’ daily participation in a variety of enjoyable physical activities that promote life-long healthy active living. Students will learn movement techniques and principles, ways to improve personal fitness and physical competence, and safety/injury-prevention strategies. They will investigate issues related to healthy sexuality, the use and abuse of alcohol, tobacco, and other drugs and participate in CPR training session. They will also participate in activities designed to develop goal-setting, communication and social skills.

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PPL2OU (Male) PPL2OV(Female) - Healthy Active Living Education Grade 10 This course introduces individual sports and develops more advanced skills in the team sports along with an outdoor activity unit, so that students will be able to pursue an active lifestyle. Volleyball, basketball, badminton, softball, weight training, lacrosse, ultimate, orienteering and recreational games are included. Health topics include conflict resolution, growth and development and nutrition. Recommended Background: PPL1OV or PPL1OU BUSINESS STUDIES AND LAW BTT1O1 – Computer Applications in Business Grade 9 This course introduces students to the use of information technology for business as well as personal use. Students will use the computer to perform electronic research using the internet, career exploration, electronic communication and common business software such as; Microsoft Office (Word, Excel, Access), Microsoft Publisher, Corel Draw and PowerPoint. Ministry Prerequisite: None BBI2O1 – Introduction to Business Grade 10 This course introduces students to the exciting and fast paced world of business. Students will explore topics ranging from entrepreneurship and marketing to international business and personal finance. They will surf the Internet and use popular business software in order to appreciate the skills required to operate a business in the twenty-first century. Ministry Prerequisite: None THEOLOGY HRE101 - Be With Me: Called to Journey Grade 9 Using the Christian metaphor of ‘call’ and the archetype of ‘journey’, this course invites students into a conversation between their own story and the lived story of the Christian community. With eyes of faith, students will gaze through a lens filtered by Scripture, Profession of Faith, Christian Moral Development, Prayer, Sacramental Life, and Family Life in order to examine the attitudes and actions that characterize the Christian life. Students develop their understanding of Gospel values while actively engaging in a variety of challenging educational activities. HRE201 - Christ and Culture Grade 10 This course examines the relationship between the person and message of Christ and the dominant attitudes of contemporary culture. Central to this course is the sacramental nature of Jesus and through His incarnation, the sacramentality of the Catholic Church, of the Gospel narratives, students acquire a deeper and more systematic knowledge of Christ, his message and His Church. Recommended Background: HRE101

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