Secondary School Student Handbook 2013-2014...Wissam Koubeissi Business Studies/Computers 7 – 11 Craig Miller English 7 – 11 Tracy Stewart English 7 – 11 Samar Talal ESL 7 –

Secondary School

Student Handbook

2013-2014

Prepared by: Secondary School Office Version #2 September 3 /2013

Table of Contents

Our Mission Statement.....................................................................................................6

Core Beliefs......................................................................................................................6

CBS Code of Conduct......................................................................................................6

Guidelines for Handbook Information...............................................................................7

Timetable..........................................................................................................................7

Curriculum Description.....................................................................................................7

Languages........................................................................................................................8

Admission Policy...............................................................................................................8

Permanent Student Files...................................................................................................9

Lunch...............................................................................................................................10

Canteen...........................................................................................................................10

Ordering Food From Outside the School........................................................................10

Mobile Phones and Electronic Devices...........................................................................10

Money & Valuables.........................................................................................................10

Field Trips.......................................................................................................................11

After-school activities......................................................................................................11

Student Council..............................................................................................................11

Telephone Calls.............................................................................................................11

Transportation................................................................................................................11

Bus Safety Rules...........................................................................................................12

Visitors...........................................................................................................................12

Morning Arrival..............................................................................................................12

After school dismissal...................................................................................................12

Traffic Control/Secondary School Drop Off Gate..........................................................13

Early dismissal..............................................................................................................13

Communication.............................................................................................................13

Grading Policy...............................................................................................................15

Progress Reports ........................................................................................................... 15

Exams and Report Cards ............................................................................................... 15

Homework Policy ........................................................................................................... 15

Attendance ..................................................................................................................... 16

Early Check-Out at the End of a Quarter ....................................................................... 17

Punctual Attendance ...................................................................................................... 17

Withdrawing a Child from Class ..................................................................................... 17

Exam Procedures........................................................................................................... 17

Academic Honesty ......................................................................................................... 18

Guidelines for Student Behaviour .................................................................................. 19

Unacceptable Actions………………………………………………………………….………20

Bullying............................................................................................................................20

Detention.........................................................................................................................21

Suspension from School ................................................................................................ 21

Expulsion from School ................................................................................................... 22


Field ............................................................................................................................... 22

Lost and Found .............................................................................................................. 22

School Parties ................................................................................................................ 22

Emergency Dismissal..................................................................................................... 22

Valuables ....................................................................................................................... 22

Jewellery and Cosmetics ............................................................................................... 23

Home Behaviour Report………………………………………………………………………24

Character Traits ............................................................................................................. 26

Health Services .............................................................................................................. 27

Library.............................................................................................................................27

Student Supplies............................................................................................................28

Transition between classes............................................................................................28

Student Pass Procedures...............................................................................................28

CBS Uniforms…………………………………………………………………………………..30

CBS Calendar………………………………………………………………………………..…32

Student Information Form................................................................................................33

Traffic Movement Plan……………………………………………………………………..….35

Procedure for traffic control……………………………………………………………...……34

Ontario Graduation Requirements..................................................................................37

Course Descriptions Grade 7..........................................................................................38



Course Descriptions Grade 10........................................................................................46

Course Descriptions Grade 11........................................................................................48

Lyrics of Canada's National Anthem (English and French Version)...............................53


A Letter from the Principal

Dear CBS Families,

It is my privilege to welcome you and your children to Canadian Bilingual School for the

2013 – 2014 school year.

This handbook will serve as a resource and reference to help you understand the rights

and responsibilities you have as a member of the CBS school community. CBS students

learn some of their most important lessons from the caring interaction experienced each

school day. The ideals of CBS have created a shared culture of respect for and service to

others.

We believe that you, as your child’s first teacher, play a vital role in education. We are

committed to developing an ongoing partnership between home and school. By working

together, we will help all of our children succeed. You may expect regular communication

from the school through class newsletters, progress reports, report cards, monthly

publications and updates on the school website.

This Student Handbook has been updated and organized to help you become familiar with

the policies and procedures at CBS. Please read it over with your child and keep it handy

so that you may refer to it throughout the school year when questions arise.

This new school year brings much excitement – meeting new friends, new teachers and

sharing educational experiences. I look forward to meeting all of our students and parents.

As always, feel free to contact me with your questions, ideas or concerns.

On behalf of the entire secondary staff, we welcome each and every one of you back to

school!

Sincerely,

Dr. Yvette DeBeer

Principal


School Contact Information:

Tel: +965 247 44 023 Fax: +965 247 43 470

Secondary Principal: [email protected] Secondary Vice-Principal: [email protected] Counselor: [email protected] Administration: [email protected] Website: www.cbskuwait.com

CBS – Secondary School Academic Staff List 2013-2014

Staff Name Position / Subject Grades

Dr. Yvette DeBeer Principal 7 - 11

Sandra Fryer Vice Principal 7 - 11

Sherin Farag Counselor 7 - 11

Cheryl White Librarian 7 – 11

Eman Ismail Arabic Coordinator/AFL 7 – 11

Mohamed Abdelal Islamic Coordinator/ Islamic

Foreign language 7 – 11

Ahmad Abdul Satar Islamic 7 – 11

Ali Mousa Arabic Social Studies 7 – 11

Ahmad Al Faqi Arabic 7 - 11

Wissam Koubeissi Business Studies/Computers 7 – 11

Craig Miller English 7 – 11

Tracy Stewart English 7 – 11

Samar Talal ESL 7 – 11

Leena Dajani Support Teacher 7 - 11

Khalid Munir Math 7 – 11

Kevin Kretschmann Social Studies 7 – 11

Nada Hussein Science 7 – 11

Brian O’Keefe Science 7 – 11

Shabana Agattu Science Lab Technician 7 - 11

Richard Emond Math 7 - 11

Graeme Knight Art 7 - 11

Kylie Masur PE – Girls 7 - 11

Patrick O’Keefe PE - Boys 7 - 11


Our Mission Statement

Canadian Bilingual School seeks to develop the creative minds, and ethical spirits needed

to contribute wisdom, compassion and leadership to a global society. We provide a

rigorous, academic program encouraging high expectations for success through

developmentally appropriate instruction that allows for individual differences and learning

styles. Our school promotes a respectful, safe and supportive environment where

students, parents, teachers and community members are encouraged to be actively

involved in our students learning.

Core Beliefs

We believe in:

1. Individual Accountability 2. Having a positive belief in people 3. Developing critical thinking

CBS Code of Conduct

As a member of the CBS community,

1. I will be accountable for my own learning and will ensure that my work reflects both my integrity and the best of my abilities.

2. I will treat others, regardless of position or background, with respect and dignity. 3. I will ensure that my actions and attitude contribute to maintaining a positive

learning environment for all. 4. I will take proper care of my belongings and respect the property of others. 5. I will accept my responsibilities to the CBS community by following the school’s

rules and regulations.

In adhering to the Code of Conduct these guidelines should be practiced by all students.

• Arrive to school and classes on time.

• Wear the correct school uniform.

• Speak respectfully to peers, teachers and staff.

• Take care of school property.

• Use the nurse/hall/washroom passes appropriately.

• Not to have gum or candy at school.

• Comply with the school ban on mobiles.

• Keep the environment clean and free of litter.

• Line up at the canteen respectfully with care of others.

• Eating food in the correct place.

• Follow classroom and school rules.

• Follow exam/test/quiz rules and expectations.

• Complete homework and learning tasks as asked by the teacher.

• Follow rules of any special area such as the mosque, labs, auditorium, library etc.


Guidelines for Handbook Information

The information in this handbook outlines expected behaviours and policies for students at

CBS. It is intended to cover most information needed by students and their families, in

most situations. Unfortunately we cannot provide information for every possible

contingency. There may be times when information becomes outdated or inaccurate; if

you find inaccuracies in the handbook or missing information please let the Vice Principal

know so it can be corrected.

Timetable

School Day 2013-2014 Middle School & High School Schedule

Homeroom 7:25 -7:40

Transition 7:40 – 7:45

Period One 7:45 – 9:10


Period Two 9:15 – 10:35 Lunch 10:35 – 11:15

Period Three 11:15 – 12:35


Period Four 12:40 – 14:10

Curriculum description

Curriculum is the driving force behind all teaching. It focuses us and provides continuity across the grades. CBS students require consistent, challenging programs that will capture their interest, stimulate creative thinking and problem solving, develop a co-operative and independent approach to team work, as well as prepare them for a lifetime of learning. They require knowledge and skills that will help them compete and excel in a global economy allowing them to lead lives of integrity and satisfaction both as citizens and as individuals.

CBS follows the Ontario curriculum, thus creating challenges and meeting the creative and academic needs of each individual learner.

Teachers use Curriculum Expectations and Achievement level charts (exemplars) to ensure the expectations of the appropriate grade level are met. These charts are used in lesson and unit planning for the teacher, and are reflected in the report cards and used as references when discussing progress with the parents.


Languages

At CBS, English is the language of instruction in the subjects: Language Arts, Mathematics, Social Studies and Science as well as with the specialist subjects: Computers, Art and Physical Education. It is expected students use only English in these classes. If they need to use Arabic for any reason they should seek permission from the teacher.

Arabic, Islamic Studies and Kuwait Social Studies are significant parts of the curriculum as mandated by the Kuwait Ministry of Education. These three subjects are taught in Arabic.

During recess and outside of class students are expected to use the language of the teacher supervising them.

Admission Policy

Parents who wish to enroll their child in the Canadian Bilingual School must complete an

application form that is available in the main office. The student must also complete an

academic assessment. It is administered according to the grade level that matches the

placement of the child. This Admissions Test cannot be given until all previous school

records and a birth certificate are provided. The school’s administration will evaluate the

applicant's previous school records and review the results of the admission test to

determine whether admission is in the best interest of both the school and the child.

The school’s administration will determine the need for further information. It may be

necessary for a parent interview in making a final determination of admission.

1. Age Requirements:

•••• Grade 7 11.6 - 12.6 years

•••• Grade 8 12.6 - 13.6 years

•••• Grade 9 13.6 – 14.6 years

•••• Grade10 14.6 – 15.6 years

•••• Grade 11 15.6 – 16.6 years

•••• Grade12 16.6 – 17.6 years

Ages should be compatible with the Ministry of Education requirements, with the ages

being calculated on September 15 of each academic year.

2. Birth date:

Proof of a child's date of birth is required by providing a valid birth certificate. This

must be placed in the child’s cumulative record folder at the time of admission in

order for the administration to make a determination of placement.

3. Admission of Students to Grades 7-8

Admission to other grades will be determined by the school administration. ALL

PREVIOUS SCHOOL RECORDS, INCLUDING MEDICAL RECORDS, ARE TO BE

SUBMITTED AT THE TIME OF ADMISSION. All new students will complete an


academic assessment that includes a reading, language, writing, and mathematics

component.

Students will be placed in the appropriate grade level with consideration given to

their academic aptitude, readiness, maturity, social adjustment, and age.

4. Standardized Tests:

At the discretion of the school principal, standardized test results may be used in

determining grade placement and admission to the school.

5. Notification of Admission:

When a student’s file is complete and payment of all necessary school fees have

been made, the school will notify the parents regarding the admission of their child.

6. Documents Required:

The following documents are necessary for each student's cumulative file: (A FILE

MUST BE COMPLETED BEFORE THE STUDENT ATTENDS CLASS.)

• Two recent passport size photos.

• Copies of previous school records, including the most recent report card.

• Copies of standardized test scores.

• A clear copy of the passport information pages for each student and their father or guardian.

• A copy of the birth certificate.

• Copies of the Residence Permit and the Civil I.D. card for each student and his or her father or guardian as soon as they are issued by Kuwait authorities.

• For students transferring to CBS from another school in Kuwait, a completed transfer certificate is necessary. This may be obtained from the student’s previous school.

7. Student Health Records:

• BCG card or proof of PPD (Tuberculosis Skin Test) and a physical fitness card.

• Copies of the student immunization record from birth until present.

• A student health file that is available at the Secondary Nurse’s Office.

• A medical release form is available from the secondary school nurse.

Permanent Student Files

Individual cumulative files are maintained in the Public Relations Office. These files

include application forms, copy of the birth certificate, family information form, transcripts,

copies of report cards, health files, discipline reports, copies of progress reports, and

score reports from standardized tests.


Lunch

It is recommended that all students bring a healthy packed lunch from home. Lunch/snack

is eaten in the homeroom classroom under the supervision of a teacher. Each student is

responsible for the cleaning-up of his/her area. We suggest a lunch made of fruit, a

sandwich, raw vegetables, milk, yogurt, juice, or water. When temperatures rise, please

ensure your child has an adequate amount of water to drink during the day.

• Candy and soda are not allowed as part of a student’s lunch or snack.

• Milk or juices are preferred lunch beverages.

• Chewing Gum is not allowed at school.

• No power drinks are to be brought to school.

Canteen

The school canteen is open for students in the middle/high school during lunchtime from 10:35 through to 11:10. Students are not to use the canteen during transition times. Power drinks, soda and candy are not available at the canteen.

Ordering Food From Outside the School It is CBS policy that food is not allowed to be ordered in from outside the school. Students who order food in will have it confiscated and returned to them at the end of the school

day. (Also see entry for mobile phones and using school phones.)

Mobile Phones and Electronic Devices Student cell phones may not be used, seen or heard on campus or at off-campus events

at any time between 7:15 and 2:15. If a cell phone is observed or heard by a staff

member, the following consequences will apply:

For the first offense, the cell phone will be confiscated and held in the office. It will be

returned at the end of the day to parents.

On the second offense, the cell phone, including SIM card, will be held by the office for a

period of one week (7 days) before being returned to the student’s parents.

A third offense will result in the phone being confiscated for the rest of the semester or

year. In all cases the parent must come to school to collect the phone from the office and

the student and parent must sign an undertaking not to re-offend ant acknowledging

further consequences.

This policy complies with the Kuwait ministry of Education regulations.

Money & Valuables Students are advised not to bring large amounts of money or valuables to school. The

school will not assume responsibility for money or possessions lost, damaged or stolen at

school.


Field Trips

The Ministry of Education requires that the school obtain permission for all school-

sponsored activities. Requests for any extra-curricular school function must be made by

formal request to the Ministry of Education. Parents are required to sign permission for

their child to attend field trips and after-school activities. Students without permission will

not attend the trip/activity.

It should also be noted that after field trip money has been submitted to the outside institution that will be visited, no refunds will be allowed.

After-school activities After-school activities are offered during the school year. Activities vary from year to year based on the interests of students and the availability of sponsors. Parents will be advised in writing when it is time for students to enroll in these activities. In the past the following clubs have been offered: soccer, dodge ball, basketball, art, cooking, paper craft, film club. Students must be picked up at the reception immediately following the after-school activity. If they are not picked up soon after the activity and the problem persists, the child will have to forfeit their participation in after school activities.

Student Council The student council serves as a means for students to develop and exercise effective leadership, address concerns from the student body, sponsor school activities and service projects. The student council is made up of two faculty advisors and elected students from Grade 3 through to Grade 11. Two students from each grade are elected in September / October for the year, and are expected to be a role model for others in the school. Student council meetings are held after school during the week and it is expected that all members of the council attend these meetings.

Telephone Calls School telephones are for school business. In cases of emergency, a student may obtain the permission from the principal or vice principal to use the telephone in the school reception only. Students who need to call home must obtain signed permission of the classroom teacher. In case of illness, the school nurse will make a medical decision as to whether or not a student needs to go home, and will notify the parents of the student who is ill.

Transportation Transportation of students to and from school is the responsibility of parents. Bus services

are subcontracted to a private company. The registration for bus transportation is to be

done with the receptionist in the lobby. Students should not arrive to school prior to 7:00

a.m. and should be picked up at the dismissal time of 14:10 Students staying for after

school activities must be picked up promptly at the end of the scheduled activity. Bus

services are not available during emergency dismissal.


Bus Safety Rules

• Follow the bus driver’s directions.

• Fasten your seatbelt.

• Remain seated while the bus is moving.

• Respect your bus neighbor and adults on the bus including the bus driver.

• Scuffling, fighting, and use of indecent language will not be tolerated.

• Students must not make any loud or unusual noise or attempt to distract the driver in any way.

• Students should not extend any part of their body or any other articles out of the bus window.

The principal has the authority to suspend riding privileges for anyone violating these rules.

Visitors At CBS we want to welcome parents and volunteers while making sure our school is safe and that student learning time is not interrupted. We are initiating a new Visitor Policy this year.

� Visitors to the school between the hours of 7:20 and 2:00 need to come directly to

the Reception and check in with the secretary. You will then get a badge if you are

staying in the building.

� If you have an appointment with a teacher please check in with the reception and someone will escort you to meet with the teacher or the teacher will meet you in the reception area. We appreciate your support in this matter. Meetings between parents and teachers must be scheduled and held in a private setting. Meetings should not take place in the reception area.

Morning Arrival

� Students should arrive at school between 7:00 and 7:20 am. From 7:00 to 7:15 students should wait in the designated room. They should not be wandering around campus. The designated room in 2013-2014 is BLDG. 11 Room – 3

� Students need to have organized their belongings for the first period and be seated in their homeroom by 7:25. Attendance will be taken between 7:30 am and 7:40am. Any students arriving after that time will be recorded as late.

� At 7:30 the secondary gate will be closed and students will need to enter through the front reception and obtain a late slip before proceeding to class.

After school dismissal Secondary students will be dismissed at 2:10 by their teacher. They should go directly to

their waiting driver or parent, taking care when moving through the parking area.

Secondary school student should not go to the elementary area to collect siblings –

students in KG – Grade 6 will be collected by their parent/driver.


Traffic Control/Secondary School Drop Off Gate

Secondary school student should arrive through the gate closest to the front office. Please

do not use the Elementary gate.

Early dismissal

� Parents will wait in the reception and the student will come to reception. No child � will be released to a parent who comes to the classroom door between 7:30 – 2:10.

Parents are to check in at the reception and their child will be brought to them. Students should give the early dismissal form (yellow) to reception.

� Students, who miss their bus or are waiting for their pick up, either after school or after activities are finished, should go to reception for pick up.

Communication 1. Newsletters This is a monthly communication which provides information of events

that have happened during each month. These are posted on the CBS website.

2. Text message Occasionally the school will send a text message, if there is an urgent

or important communication. Parents are asked to follow up on these.


3. Email The subject teacher will provide their school email address. In an effort to

reduce paper and provide faster feedback, we request you provide your child’s

homeroom teacher with your email address. Teachers also use edmodo as a means of

contact and updates for subject matter. Other contact emails can be found on the

school web-site www.cbskuwait.com

4. Progress Reports

Progress reports will be sent out for all students in November and April. The purpose of

progress reports is to provide a general overview of how the student is doing, not to

provide exact grades.

5. Report Cards

Report cards will be issued at the end of each semester. The report card’s purpose, like

the progress report, is to keep parents informed of the student’s performance and effort.

Reports cards will be sent home at the end of January and in June.

6. Conferences

There are three formal opportunities during the year to meet for parent-teacher

conferences. The first parent-teacher conference will take place at the end of the first

quarter. The second will be in the form of a three-way conference (parent-teacher-student)

and will take place at the end of the second quarter. The third conference will be a

student-led conference and will take place near the end of the third quarter. Mandatory

attendance is required for the student-led conference, as this is part of our curriculum

expectations.

7. Meetings Regular communication between parents and teachers is encouraged. However, these

meetings must take place in a private setting! Meetings may not take place in the

reception area or classroom during dismissal or morning arrival. This is to ensure

confidentiality of our student affairs.

8. Additional Conferences

Parents and Teachers may request additional conferences throughout the school year to

discuss their child’s academic or social progress. It is very important to pre-arrange a time

when meeting with your child’s teacher. A request can be made by scheduling an

appointment with the School Secretary. We encourage you to discuss any concerns you

have with your child’s teacher. The staff at CBS are dedicated to your child’s success and

want to be aware of any concerns you may have.

9. This Month @ CBS

This Month @ CBS is a monthly publication highlighting school programs and events.

Follow the link on www.cbskuwait.com


10. School Website

The school website at www.cbskuwait.com offers links to academic programs upcoming

events and other relevant info about CBS.

Grading Policy

At Canadian Bilingual School, assessment and evaluation will be based on the Ontario provincial curriculum expectations and the achievement levels.

Progress Report Progress Reports are issued in quarters 1 and 3. Progress Reports are accompanied by parent teacher conferences. Progress reports are intended to provide an indication of student’s work habits and achievement. The Progress report is a warning to staff and students if the student is a candidate for failing.

Exams and Report Cards The report cards are based on the Ontario Provincial report cards. Exams are held at the end of each semester in the auditorium. For some courses a culminating task could substitute for an exam. This option must be discussed with the principal. Alternately a culminating task could supplement the exam.

Homework Policy Homework is a valuable and necessary component of the instructional program and is

important for students’ academic growth and sense of responsibility. Homework may

consist of daily assignments, long-term projects, preparation for a quiz or test, test study

and review of concepts learned in the classroom. Extended projects are expected to be

completed in daily increments. The purpose of homework is to reinforce the ongoing

learning in the classroom and to promote the involvement of you as parents in your child’s

education. Homework provides enrichment, review, and reinforcement of the curriculum.

Time recommendations and suggestions for homework are as follows:

Regular Program Arabic/Religion

Grade 7 60 minutes 60 minutes






Attendance

The satisfactory completion of a year's academic work requires regular attendance to all

classes. Students, who are absent more than 15 days in the school year from the date of

their enrollment, will have their progress reviewed by the principal in order to receive

academic credit for the year.

1. Returning To School After An Absence:

When absent from school, a student must bring a note to their homeroom teacher signed

by the parents stating the reason for the absence. When absent, due to illness, a student

must bring a note from a Doctor indicating the nature of the illness and when the student is

able to return to school.

2. Excused And Unexcused Absences:

When absence from school is necessary, students are requested to have one of their

parents notify the school by telephone early in the morning on the day of the absence to

explain the circumstances. Absences due to illness or because of an emergency will be

considered excused; a doctor’s certificate will be necessary. Absences for extended

vacations or other reasons such as over-sleeping, missing the bus, staying home to study,

etc. will be unexcused.

Secondary absence policy: Absence with no legitimate excuse:

Regular attendance helps the student’s progress and leads to academic success. It is

also demonstrates the respect and commitment that the student has towards the school

and its policies. Student absence is not acceptable unless an official doctor sick leave or

parents’ signed letter has been provided. More than 15 classes missed with or without

notice, endangers students’ ability to receive credit for the course.

Absences

Approved Absences only:

-sickness or emergency treatment(with

doctor’s note)

-school closure

-Religious holiday

All other absences, including TRAVEL are

unapproved. Only the principal can

approve absence for travel.

1st time: After 3 days call parents and send alert letter

for conference + written undertaking

2nd time: After 6 call parents , arrange a conference +

written undertaking

3rd time: After 9 days – letter to parents advising that

student is not allowed to write semester’s exams.

That portion of the mark is zero. The student’s mark

will be determined by semester work only

4th time: After 15 days, the student will not be allowed

to attend class but will be allowed to write the

semester’s exam. Advise the ministry and parents

that the student will not be allowed to reregister.


Notes:

1. Missed exams/tests will not be re-given and the student will receive a zero if the

absence is without a legitimate reason.

2. Missed lessons will not be re-explained for the student absences without legitimate

reasons.

Early Check-Out at the End of a Quarter

Parents are asked to notify the school when a student leaves prior to the end of a quarter.

If a student leaves early in the quarter or does not complete all requirements of a class,

including a final evaluation, credit will not be awarded for the assignments missed. The

school does not make provisions for early final evaluations. Quarter letter grades of

students who miss final evaluations will be affected by incomplete evaluation

requirements.

Punctual Attendance

Students are encouraged to be punctual. Unexcused tardiness to class will be treated by

individual teachers in an appropriate manner. Persistent late arrivals will be addressed by

the principal and parents will be contacted to address this concern.

Withdrawing a Child from Class

If it becomes necessary to withdraw a student from class during the instructional day,

please notify the office secretary in advance. Withdrawing a student from class during the

school day is strongly discouraged – please try to schedule doctors and dentist

appointments outside of school hours. Arrangements will be made from within the school

to have the student withdrawn from class time, and given an early dismissal form, for

serious matters. The parents will meet students at reception.

Exam Procedures

At CBS we are concerned to maintain and improve our academic procedures, so we would like to stress the importance of students following appropriate exam procedures including not talking/calling out, not being in possession of a mobile phone, not cheating or passing materials & equipment to others. In both mid year and final exams there are a number of consequences for failing to follow these expectations.

1. First infringement = verbal warning + a signed undertaking not to reoffend. 2. A second infringement = Exam is counted as zero.

We would like parents, as well as students, to have a clear understanding of the potential consequences for any infringements, as loss of marks may affect the percentage students need to pass. Note: Talking and disruptive behaviour during the exams is unacceptable and will incur the above penalties. Exams will start promptly at the scheduled times with the first 10 minutes allowed for reading. Students may enter exams during reading time, and within the first 20 minutes of exam time. No entry will be allowed for students arriving after this time. There will be no make-up time allowed for late entry to exams.


Students must bring their own equipment to the exam room. No sharing of materials will be allowed. Students must check what equipment is needed during exams and make sure they bring it with them on the day. The CBS uniform is expected to be worn during exams.

Students may go home when they have finished the exam for the day if permission is given. Students may stay at school till 2:00 pm and use the time as a study period if they wish. Please be aware of the Kuwait Ministry of Education and CBS policy for students missing final exams due to reasons of ill health. The student will be required to provide the school with a ministry approved notice from a government clinic as to the reason for the absence. The school administration will then decide if the student may sit the exam on another day. Any student who needs to retake an exam due to absence must provide the medical notice before school closes for the year.

Academic Honesty

Cheating, including plagiarism of print or electronic material, is considered the equivalent

of stealing. In addition, work completed by people other than the assigned student, is also

considered cheating. Actions that will be taken include notification to student, parent and

administration, and could involve a suspension. Students may also receive a zero for the

assignment/quiz/test/exam, or may be given opportunity to make up the assignment for

partial credit at the discretion of the classroom teacher and administration.


Guidelines for Student Behaviour Canadian Bilingual School seeks to maintain and foster high standards of acceptable

behaviour. The intent of our school procedures and policies is to ensure common decency

and courtesy in order to protect the rights of all students to pursue an education free from

disruption and interference of this process.

Emphasis is placed on the students’ individual responsibility for his/her own actions, and

students are encouraged to make good choices based on self-respect and respect for

others. The primary responsibility for student's behaviour rests with the individual student.

It is important that students are in a safe, non-threatening school environment that is

conducive to successful learning.

When a student has made a poor choice, our goal is to ensure that the student takes responsibility for changing his/her behaviour to that of an appropriate one. If the incident is of a serious nature, the classroom teacher and/or supervisor will need to fill out an Incident Report and submit it to the administration. Involvement of the administration may mean

Plagiarism

• copying ideas

• copying thoughts

• copying images

• stealing other peoples hard work

• taking credit from others

Copying ideas and thoughts for a report or project could cause you to fail a whole

course or get you kicked out of college or university. Stealing other people’s work

may get you good marks but instead of plagiarizing you could take the information

and summarize it yourself.

Q. What should I do if I want to use some ones work?

A. If you want to use some ones work you should at least ask them first or

add quotations. We should never take someone else’ s work and submit it

as our own. You can paraphrase information but don’t take credit if it’s not

yours.

Q. What if I want to download music?

A. If you want to download music you should understand how to give others

credit for their work and pay for it if required.

Q. What should I do if I want to download a picture for my project?

A. If you want to download a picture for a project you should add the owner

of the pictures name and the website or link where you got it from. Never

take credit for other peoples’ work.

By: Farah Al Ansari


contact with the student's parents and will often result in a conference involving the student, his/her parents, teachers, and the administration. If the incident is founded, appropriate consequences will be determined by the principal or vice-principal.

Unacceptable Actions Any action inside or outside the classroom which constitutes an infringement on another

student’s right to learn in a safe environment, interferes with another student's education,

or anyone’s well-being, will be considered a violation of school procedures and rules. The

following list of unacceptable actions is provided as a guideline, but is not intended to be a

complete list. It is the responsibility of each student to evaluate the appropriateness of,

and to be accountable for, all of his/her actions.

Examples of unacceptable actions include (but are not limited to):

•••• destruction of, or defacing of school property or the personal property of another student

•••• disruptive behaviour in classrooms, hallways, buses, the courtyard, playing fields, during co-curricular activities, etc.

•••• dishonesty with regards to tests examinations, reports, or projects

•••• theft of school property or other students’ belongings

•••• fighting, hitting, pushing, spitting or bullying on or near the school grounds

•••• absence from a class without a valid reason

•••• failure to follow directions of teachers, principal or other members of the school

•••• unauthorized use of mobile phones and other electronic equipment

•••• violation of the school dress code

•••• use of profanity or disrespectful language

•••• chewing gum or ordering food to be delivered

•••• Littering (throwing trash on the floor)

Bullying Bullying can be defined as repeated physical or psychological intimidation that creates a

pattern of abuse and harassment over time. It is any act that generates a climate in which

students and/or teachers feel fear or intimidation. There are these characteristics that

generally describe bullying behaviour: it is deliberate, it is repeated over time, and it is

intended to harm another person. A common element in bullying is a perceived imbalance

of power, which allows one student – or groups of students – to victimize others.

Bullying can be classified into three categories: physical, verbal and relational.

• Physical bullying involves hurting the body of another person or damaging

property.

• Verbal bullying involves using words to hurt the feelings of others through taunts,

name-calling, put downs, humiliating, and racist remarks.

• Relational bullying involves isolating, rejecting, excluding and blackmailing others

through direct contact or using technology.

• Cyber bullying is a form of relational bullying that utilizes technology such as

email, blogs, texting, social networking sites and chat sites.


We encourage students to report any bullying behaviour to a caring adult at school.

Reports will be handled confidentially and with discretion, and services will be provided to

both the victim and the bully.

If bullying is suspected or reported, the incident will be dealt with immediately by a teacher or member of administration. The consequence will depend on the nature and severity of the incident.

Detention Detention takes precedence over any activity, including clubs, soccer, student council etc,

that is being held.

Lunch

Students making poor choices about their behavior may incur a lunch detention. They will

spend the lunch recess in the study hall. Failure to attend lunch detention will result in 2

detentions being given. Further non-attendance at lunch detention will incur an after

school detention.

After School

After school detention will be held from 2:15 until 3:00 pm in the supervising teacher’s

room. Students with after school detention need to make sure they are waiting promptly

outside the vice principals office at 2:15. Failure to attend after school detention will incur

further penalties at the discretion of the administration, but may include a Saturday

detention or an in-school suspension. Students who are absent from school on the day of

their detention will need to make up the detention the first day back at school.

Suspension from School

When severe disciplinary action is necessary, a student may be suspended from all

classes and school activities for a specified number of school days. Parents and or

guardians will be informed by letter and a phone call explaining the reason for the

suspension. Reasons for immediate suspension include but are not limited to: physical

violence, threatening other students, showing disrespect towards school teachers/staff,

bullying and any act which may harm or place other students in an unsafe and dangerous

situation.

A student who continually violates school rules will be withheld from school sponsored

activities such as field trips, after-school activities, and PE Sports Day. The principal

reserves the right to make the final decision on these matters. While a student attends an

in-school suspension or is suspended from school, he/she will not be allowed to take part

in any school sponsored activities.


Expulsion from School

Expulsion will be enforced for repeated suspensions or a very serious offence. If an

offense is very serious, our progressive system does not have to be followed and the

issue with be dealt with by the principal and the director.

In addition to the possibility of expulsion, any student who has been suspended 3 times in an academic year will not be permitted to re-register at Canadian Bilingual School the following academic year.

Field Students will use the field for a part of their lunch period. They will be supervised by

teachers.

• Students need permission from the supervising adult to re-enter the building during recess time.

• Students may not enter a room without an adult present.

• Any injuries should be reported to the supervisor and school nurse.

• No food (gum, candy, power drinks etc.) is allowed on the playground or in lunches.

• If play items go outside the school boundary, the supervisor should be informed immediately. Students should never leave the school grounds to retrieve play items. A school custodian will retrieve the item.

• As soon as the bell rings, all students should proceed to their class immediately.

• Balls are not permitted on the playground before and after school unless there is an organized school sanctioned activity.

Lost and Found Students should label any items that they bring to school with his/her name. The lost and

found is located outside near the office (or reception). Labeling of belongings makes it

much easier for the office staff to return lost items. Items not claimed within 30 days will be

donated to a local charity.

School Parties

At CBS, we maintain a strong academic program and so parties in high school are NOT

permitted.

Emergency Dismissal

When students are to be dismissed from school due to an emergency (dust storm,

evacuation etc) an SMS text will be sent to all parents. Parents will need to collect their

student from school immediately. There will be no busses provided for emergency

dismissal; parents must make alternative arrangements.

Valuables

Students should not bring valuable items to school. The school does not accept any

responsibility for damage or loss.


Jewellery and Cosmetics

Valuable jewellery should not be worn to school. Any items of jewellery should be discreet.

Dangling jewellery (ear rings, chains etc) are not appropriate for safety reasons.


HOME BEHAVIOUR REPORT

This side of form is to provide the student with an opportunity to state his/her account of what happened and to consider future actions in the event of a similar situation.

What happened? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why did this happen? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

List three things or actions that you could have done to avoid the problem. It is important to connect to the character traits listed on the front.

1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________

Write The Consequences You Think Are Appropriate.

1. This time: __________________________________________________________________

2. For a similar action in the future: __________________________________________________________________

Consequence(S) Imposed:

________________________________________________________________________________________________________________________________________________

Teacher’s Comments/Signature: ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________

Principal signature: _____________________________________ (3rd behavior report or severe behavior)


Parent/Guardian: it is the student’s responsibility to take this form home and obtain a signature. The signature of the parent/guardian indicates only that you have read this form. The only follow-up action requested of the home is to provide further consultation with the student to help

1. Reinforce that the student takes responsibility for his/her action relating to the incident;

2. Reinforce the appropriate action in the event of a similar situation in the future.

Parent Interview Required ________(Third Communication Sheet) Please Call For An Appointment. ____________________ ____________________ Student signature (Gr. 3-9) Parent/Guardian signature ____________________ _______________________ Date: ________________ Date: ___________________ Parent comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Character Traits

Be Respectful: � I am courteous and have good manners � I show and feel respect toward others � I treat all people equally

Be Caring: � I show sensitivity towards the needs and feelings of others. � I have personal commitment to action and service and follow-up with my promises.

Show Integrity: � I have a sound grasp of principles of moral reasoning. � I have integrity, honesty, and a sense of fairness. � I have a positive belief in people.

Be Creative: � I think creatively and critically to make sound decisions. � I think creatively and critically to solve complex problems.

Be Communicators: � I receive and express ideas and information confidently. � I receive and express ideas and information in more than one language. � I communicate honestly and confidently.

Be Open-Minded: � I respect the views, values, and traditions of other individuals and cultures. � I seek and consider other people’s points of view.

Be Courageous: � I approach unfamiliar situations with confidence. � I am independent. � I explore new roles, ideas, and strategies. � I am courageous and articulate in defending those things in which I believe.

Be Reflective: � I am thoughtful about my own learning. � I analyze my personal strengths and weaknesses. � I continuously work to improve on both my strengths and weaknesses.

Be Committed: � I use initiative in applying my thinking skills. � I enjoy learning. � I will sustain the love of learning throughout my life.


Health Services

Canadian Bilingual School employs a full-time registered nurse who maintains health files

for each student. Our nurse treats students referred to her by their classroom teachers

and/or administration.

Medicines are administered to students only with written permission from a doctor or the

parents. Any prescription drugs required by a student during school hours should be

registered with the nurse. The student’s name, date on the medication, the time the

medication needs to be given, the dosage amount, and the number of days the medication

needs to be distributed must be written on the instructions.

Any medical information concerning the student must be given to the school nurse, plus

medical documentation after a recent major surgery. These medical documents will be

shared with the principal and teaching staff involved with the student. This will enable us

to give the best possible care to our students.

Students must obtain a pass from their regular teachers before reporting to the Nurse's

Clinic.

Immunizations required by the School Health Department are given by the nurse with

permission from the parents.

1. Illness at School:

If a child becomes ill the teacher will send the child directly to the Nurse's Clinic and the

nurse will determine the nature and degree of illness and course of action to be followed.

When the Nurse or the Principal determines that a student is to be sent home due to

illness, parents will be asked by telephone to come to school to take the student home. If

parents cannot be reached, the child will be kept at school in the nurse’s clinic until

dismissal time.

If a child is sick with fever, vomiting, nausea, etc., they should remain at home until they

are fever free for at least 24 hours before returning to school.

2. Accidents and Injuries:

Injuries that occur at school must be reported to the Nurse immediately. The nurse will be notified immediately and the principal or teacher will assist the student. Students injured at school should receive first aid from the nurse whenever possible. The medical staff will notify administration immediately of any incident involving injury. Parents will be contacted in the event of a serious injury or accident. It is important we have up-to-date listings of contact numbers where parents can be reached.

Library The librarian assists staff and students, as well as many parents, in the selection and

checking out of materials and also provides Secondary students with weekly lessons in

both literary appreciation and media skills. The Secondary Library is open from 7:15 a.m.

till 2:00 p.m. each school day and often, by arrangement, at other times. Books can be

checked out for two weeks in Grades 7- 11. They may be renewed for another week if not

requested by others. Encyclopedias, other reference books, and magazines may not be

checked out.


1. Overdue Books:

It is the responsibility of the students to return books on the appropriate due date. There is

no fine for overdue books. Students with outstanding overdue books are not permitted to

check out additional books.

2. Loss of, or damage of Books and Other Materials:

If a book or other library material is lost or damaged, it must be paid for by the person who

checked it out. The price charged is the current replacement cost here in Kuwait. Report

cards may be withheld from a student who has overdue books or unpaid charges.

Student Supplies

School supplies, such as paper, pencils, and notebooks must be provided by individual students as needed and as requested by teachers. A list of student supplies may be obtained from the office, and a copy will be sent home with students at the beginning of the school year.

Transition between classes This is a time when students need to make a focused effort to get from one class to

another, promptly. It is a time to make sure you have collected necessary equipment from

your locker, get a drink or visit the washroom, and be ready to start your next class. It is

not a social time or club time!

Student Pass Procedures

No student should be out of class during class times without a good reason, and a

classroom pass. Students misusing or abusing procedures will lose their right to use the

student passes.

Washroom:

A boys or girls washroom pass is required if students need to use the washroom during

class time. Permission must be given by the classroom teacher, and only one student at a

time should be given a pass.

Nurse:

Nurse passes are needed for students who need to see the nurse during the school day.

• A student should get permission from their classroom teacher to take the pass to go to see the nurse.

• When students are on the playground, the supervisors will send another adult or a responsible student to escort the student needing attention.

• If a child needs a Band-Aid for a not-so-serious scrape, a teacher or assistant should take care of the situation by using their classroom First Aid Kit.


Office:

Hall Passes are required if students need to go to the office or reception for any reason.

The students should follow hallway procedures to go to the office. No student may use the

phone without written permission from a teacher.


CBS Uniforms 2013-2014

Boys Girls

Su

mm

er

White with red and

grey stripes.

White with red

sleeves and grey

stripes.

White with red and

grey stripes.

White with red

sleeves and grey

stripes.

Grey with red CBS

wording. Black

shoes with clear

soles. Black laces.

Grey with red and

white stripes. White

running shoes with

clear soles.

Grey with red CBS

wording. Black

shoes with clear

soles. Black laces.

Grey with red and

white stripes. White

running shoes with

clear soles.

Win

ter

Marl Grey with CBS

Marl Grey with CBS

White with red and

grey stripes.

White with red and

grey stripes.


logo on chest front

and the CBS

lettering at the back

of the track top.

White running

shoes with clear or

white soles.

logo on chest front

and the CBS lettering

at the back of the

track top. White

running shoes with

clear or white soles.

Grey with red CBS

wording. Black

shoes with clear or

black soles, black

laces.

Grey with red CBS

wording. Black

shoes with clear or

black soles, black

laces.

Grey with red and

white stripes

Grey with red and

white stripes

School uniform needs to be clean, neat and ironed. Tight clothing is inappropriate. Hats

are not part of the school uniform and should not be worn inside.

Students are expected to be in correct uniform every day. It is up to the student to make

sure they have dress or PE uniform on the appropriate days. Students arriving at school

wearing incorrect uniform will be asked to ring home and have the correct uniform brought

up to school. Students will be sent home if continued non-compliance with the dress code

occurs. Parents will be notified.



Student Information Form

Academic year (2013 / 2014)

Student's Data:

Student’s full name: As shown in the passport

Student Civil ID

Expiry Date:

Father's or Guardian's Data Mother's Data

Name:

Name:

Relationship: Relationship:

Civil ID: Civil ID :

Occupation: Occupation:

Email ID: Email ID:

Home telephone: Home telephone:

Mobile: Mobile:

Home Address:

Area: Block: Street:

House No:

STUDENT’S MEDICAL HISTORY

Please tick if the student has suffered from any of the following

Blood diseases Diabetes Epilepsy

Mumps Asthma Rheumatic fever

Does the student have any other chronic medical problems? No yes

If yes, please give details below

________________________________________________________________________

Does the student have siblings in the school? ○ Yes ○ No (If yes, please give their

details)

Name Class

•

•

•


In case of emergency, please notify

Name: Relationship: phone

number:

Name: Relationship: phone

number:

Signature of Parent/Guardian ______________________Date: ___________________

Please return this form to the classroom teacher



Procedure for traffic control:

1. Each morning and afternoon the security guards will put 2 barricades each on the roads

facing elementary and high school. During school drop off in the morning (7:00am to

8:00am) and during pick up in the afternoon( 1:00- 2:30pm) these roads will be closed off

to help students cross the road safely.

2. One security guard will direct traffic to the parking lots as follows:

a. Cars with elementary students go to the Elementary school (ES) parking lot.

b. Cars with high school students will be directed to the high school (HS) parking lot.

c. Cars with high school and elementary students will be directed to the high school

parking lot: HS students will take their ES siblings via the HS entrance.

3. Security guard no. 1 will be positioned on the road facing the elementary school to

safely move children from the ES parking lot to the ES gate.

4. Security guard no. 3 will be positioned on the HS entrance road to safely direct students

from the HS parking to the HS gate.

5. (Security guard no. 2) will direct traffic in the ES parking lot to make sure that cars are

parked in an organized manner to enable easy entry and exit from the ES parking lot.

6. (Maintenance) will be positioned in the HS parking lot to make sure that cars are parked

in an organized manner to enable easy entry and exit from the HS parking lot.

7. The bus maids accompanying students on the bus will ensure that students using the

school bus transportation will safely cross the road from the bus parking lot to the HS

entrance and vice versa as all students using the bus have to use the HS entrance.


Ontario Graduation Requirements

Requirement Advanced Core Open

English 4 courses in English (1

course per grade)

- Leads to university

>70%

3 courses in ESL and

1 English at Grade 12

– Leads to College or

workplace

< 70%

Mathematics 3 courses in

mathematics (1 credit

in Grade 11 or 12

-Advanced

- Leads to University

>70%

3 courses in

mathematics (1 course

in Grade 11 or 12

-Core

- Leads to College or

workplace

>70%

Science 2 courses in science

Advanced- Leads to

University

>70%

2 courses in science -

Leads to College or

workplace

>70%

Health &

Phys Ed

1 course

-Open at Gr. 9 & 10

only

Canadian

History and

Geography

1 course in Canadian

history Grade 9 & 10

1 course in Canadian

geography Grade 9 &

10

Kuwaiti Social

Studies and Islamic

Studies and Arabic

Studies

Arts 1 course in the arts 1 course in the arts

French as a

second

language

1 course

1 course -Usually Grade 9 or

10

Guidance 0.5 course in

career studies

0.5 course in civics

-Open at Gr. 9 & 10

only

Group1: Additional Courses - additional English; or third language or social sciences and

humanities or Canadian and world studies, or guidance and career education, or

cooperative education.

Group 2: Additional Courses – additional Health and P.E, or the arts or business or

French as a second language,** or co-operative education.

Group 3: Additional Courses – additional science (Gr 11, 12) or technology.


The Ontario Curriculum states the expectations that students must meet. Following are

the overall (global) expectations that teachers will assess.

English Reading

1. Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.

2. Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.

3. Use knowledge of words and cueing systems to read fluently. 4. Reflect on and identify their strengths as readers, areas for improvement, and the

strategies they found most helpful before, during, and after reading.

Writing

1. Generate, gather, and organize ideas and information to write for an intended purpose and audience.

2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience.

3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

4. Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

Oral communication

1. Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.

2. Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.

3. Reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

Science Understanding Life Systems

1. Assess the impacts of human activities and technologies on the environment, and evaluate ways of controlling these impacts.

2. Investigate interactions within the environment, and identify factors that affect the balance between different components of an ecosystem.

3. Demonstrate an understanding of interactions between and among biotic and abiotic elements in the environment.

Course Descriptions Grade 7


Matter & Energy

1. Evaluate the social and environmental impacts of the use and disposal of pure substances and mixtures.

2. Investigate the properties and applications of pure substances and mixtures. 3. Demonstrate an understanding of the properties of pure substances and mixtures,

and describe these characteristics using the particle theory.

Structures & Mechanisms

1. Analyze personal, social, economic, and environmental factors that need to be considered in designing and building structures and devices.

2. Design and construct a variety of structures, and investigate the relationship between the design and function of these structures and the forces that act on them.

3. Demonstrate an understanding of the relationship between structural forms and the forces that act on and within them.

Earth and Space Systems

1. Assess the costs and benefits of technologies that reduce heat loss or heat-related impacts on the environment.

2. Investigate ways in which heat changes substances, and describe how heat is transferred.

3. Demonstrate an understanding of heat as a form of energy that is associated with the movement of particles and is essential to many processes within the earth’s systems.

Geography 1. Identify and explain the themes of geographic inquiry: location/place, environment,

region, interaction, and movement. 2. Use a variety of geographic resources and tools to gather, process, and

communicate geographic information. 3. Analyze current environmental issues or events from the perspective of one or

more of the themes of geographic inquiry.

Art 1. Produce two- and three-dimensional works of art that communicate a variety of

ideas for specific purposes and to specific audiences. 2. Identify the principles of design (emphasis, rhythm, balance, unity, variety,

proportion). 3. Explain how artistic choices affect the viewer, and support their conclusions with

evidence. 4. Use correctly vocabulary and art terminology associated with the specific

expectations for this grade.


Mathematics

Number Sense and Numeration:

1. Represent, compare, and order numbers, including integers. 2. Demonstrate an understanding of addition and subtraction of fractions and integers,

and apply a variety of computational strategies to solve problems involving whole numbers and decimal numbers.

3. Demonstrate an understanding of proportional relationships using percent, ratio, and rate.

Measurement:

1. Report on research into real-life applications of area measurements. 2. Determine the relationships among units and measurable attributes, including the

area of a trapezoid and the volume of a right prism.

Geometry and Spatial Sense:

1. Construct related lines, and classify triangles, quadrilaterals, and prisms. 2. Develop an understanding of similarity, and distinguish similarity and congruence. 3. Describe location in the four quadrants of a coordinate system, dilatate two-dimensional shapes, and apply transformations to create and analyze designs. 3.

Patterning and Algebra:

1. Represent linear growing patterns using concrete materials, graphs, and algebraic expressions.

2. Model real-life linear relationships graphically and algebraically, and solve simple algebraic equations.

Data Management and Probability:

1. Collect and organize categorical, discrete, or continuous primary data and secondary data

2. Make and evaluate convincing arguments, based on the analysis of data; 3. Compare experimental probabilities with the theoretical probability of an outcome

Physical Education Active Living

1. Participate actively and regularly in a wide variety of physical activities. 2. Demonstrate an understanding of the importance of being physically active. 3. Demonstrate responsibility for their own safety and the safety of others.

Movement skills

1. Perform movement skills, demonstrating an understanding of the basic requirements of the skills.

2. Apply movement strategies appropriately.


Healthy Living

1. Demonstrate an understanding of factors that contribute to healthy development. 2. Demonstrate the ability to apply health knowledge and living skills. 3. Demonstrate the ability to make connections that relate to health and well-being.

The Ontario Curriculum states the expectations that students must meet. Following are

the overall (global) expectations that teachers will assess.

English Reading

1. Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.

2. Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.

3. Use knowledge of words and cueing systems to read fluently. 4. Reflect on and identify their strengths as readers, areas for improvement, and the

strategies they found most helpful before, during, and after reading.

Writing

1. Generate, gather, and organize ideas and information to write for an intended purpose and audience.

2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience.

3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively

4. Reflect on and identify their strengths as writers, areas for improvement.

Oral communication

1. Listen in order to understand and respond appropriately in a variety of situations for 2. a variety of purposes. 3. Use speaking skills and strategies appropriately to communicate with different

audiences for a variety of purposes. 4. Reflect on and identify their strengths as listeners and speakers, areas for

improvement, and the strategies they found most helpful in oral communication situations.



Science Understanding Life Systems - Cells

1. Assess the impact of cell biology on individuals, society, and the environment. 2. Investigate functions and processes of plant and animal cells. 3. Demonstrate an understanding of the basic structure and function of plant and

animal cells and cell processes.

Matter & Energy – Fluids

1. Analyze how the properties of fluids are used in various technologies, and assess the impact of these technologies on society and the environment.

2. Investigate the properties of fluids. 3. Demonstrate an understanding of the properties and uses of fluids.

Structures & Mechanisms

1. Assess the personal, social, and/or environmental impacts of a system, and evaluate improvements to a system and/or alternative ways of meeting the same needs.

2. Investigate a working system and the ways in which components of the system contribute to its desired function.

3. Demonstrate an understanding of different types of systems and the factors that contribute to their safe and efficient operation.

Water Systems

1. Assess the impact of human activities and technologies on the sustainability of water resources.

2. Investigate factors that affect local water quality. 3. Demonstrate an understanding of the characteristics of the earth’s water systems

and the influence of water systems on a specific region.

Geography 1. Identify the main patterns of human settlement and identify the factors that

influence population distribution and land use. 2. Use a variety of geographic representations, resources, tools, and technologies to

gather, process, and communicate geographic information about patterns in human geography.

3. Compare living and working conditions in countries with different patterns of settlement, and examine how demographic factors could affect their own lives in the future.

Art 1. Apply the creative process to produce art works in a variety of traditional two and

three dimensional forms. 2. Apply the critical analysis process to communicate feelings, ideas, and

understandings in response to a variety of art works and art experiences. 3. Demonstrate an understanding of a variety of art forms, styles, and techniques

from the past and present, and their socio cultural and historical contexts.


Mathematics

Number Sense and Numeration:

1. Representing and ordering rational numbers. 2. Representing numbers using exponential notation. 3. Solving multi-step problems involving whole numbers and decimals. 4. Multiplying and dividing fractions and integers. 5. Multiplying and dividing decimals by powers of ten. 6. Applying order of operations in expressions with brackets and exponents. 7. Solving problems involving percents to one decimal place and percents greater

than 100. 8. Solving problems involving rates and proportions.

Measurement:

1. Converting between cubic centimetres and cubic metres and between milliliters and cubic centimeters.

2. Developing circumference and area relationships for a circle. 3. Developing and applying the formula for the volume of a cylinder. 4. Determining and applying surface-area relationships for cylinders.

Geometry and Spatial Sense:

1. Sorting quadrilaterals by geometric properties involving diagonals. 2. Constructing circles. 3. Investigating relationships among similar shapes; determining and applying angle

relationships for parallel & intersecting lines. 4. Relating the numbers of faces, edges, and vertices of a polyhedron. 5. Determining and apply the Pythagorean relationship geometrically. 6. Plotting the image of a point on the coordinate plane after applying a

transformation.

Patterning and Algebra:

1. Representing the general term in a linear sequence, using one or more algebraic expressions.

2. Translating statements, using algebraic equations. 3. Finding the term number in a pattern algebraically when given any term. 4. Solving linear equations involving one variable terms with integer solutions using a

“balance” model.

Data Management and Probability:

1. Collecting categorical, discrete, and continuous data. 2. Organizing data into intervals; displaying data using histograms and scatter plots. 3. Using measures of central tendency to compare sets of data. 4. Comparing two attributes using data management tools. 5. Comparing experimental and theoretical probabilities. 6. Calculating the probability of complementary events.


Physical Education

Active Living

1. Participate actively and regularly in a wide variety of physical activities. 2. Demonstrate an understanding of the importance of being physically active. 3. Demonstrate responsibility for their own safety and the safety of others as they

participate in physical activities.

Movement skills

1. Perform movement skills appropriately as they engage in a variety of physical activities;

Healthy Living

1. Demonstrate an understanding of factors that contribute to healthy development. 2. Demonstrate the ability to apply health knowledge and living skills to make

reasoned decisions and take appropriate actions relating to their personal health and well-being.

3. Demonstrate the ability to make connections that relate to health and well-being.

Grade 11 Courses English, Grade 9 Advanced, ENG1D This course is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. The course is intended to prepare students for the Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12. Prerequisite: None English, Grade 9 Core ENG1P This course is designed to develop the key oral communication, reading, writing, and media literacy skills students need for success in secondary school and daily life. Students will read, interpret, and create a variety of informational, literary, and graphic texts. An important focus will be on identifying and using appropriate strategies and processes to improve students’ comprehension of texts and to help them communicate clearly and effectively. The course is intended to prepare students for the Grade 10 applied English course, which leads to college or workplace preparation courses in Grades 11 and 12. Prerequisite: None



Principles of Mathematics, Grade 9 Advanced (MPM1D) This course enables students to develop an understanding of mathematical concepts related to algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the connections between different representations of a linear relation. They will also explore relationships that emerge from the measurement of three-dimensional figures and two-dimensional shapes. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Foundations of Mathematics, Grade 9, Core (MFM1P) This course enables students to develop an understanding of mathematical concepts related to introductory algebra, proportional reasoning, and measurement and geometry through investigation, the effective use of technology, and hands-on activities. Students will investigate real-life examples to develop various representations of linear relations, and will determine the connections between the representations. They will also explore certain relationships that emerge from the measurement of three-dimensional figures and two-dimensional shapes. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Science, Grade 9 Advanced (SNC1D) This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity. Prerequisite: None

Science, Grade 9 Core, (SNC1P) This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to apply their knowledge of science to everyday situations. They are also given opportunities to develop practical skills related to scientific investigation. Students will plan and conduct investigations into practical problems and issues related to the impact of human activity on ecosystems; the structure and properties of elements and compounds; space exploration and the components of the universe; and static and current electricity. Prerequisite: None

Information and Communication Technology in Business, Grade 9 Open (BTT1O) This course introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society. Students will develop word processing, spreadsheet, database, desktop publishing, presentation software, and website design skills. Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills, and current issues related to the impact of information and communication technology.


Healthy Active Living Education, Grade 9 Open, (PPL1O) This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention. They will investigate issues related to health and the use and abuse of, tobacco, and other drugs, and will participate in activities designed to develop goal-setting, communication, and social skills.

Visual Arts, Grade 9 Open, (AVI1O) This course is exploratory in nature, offering an overview of visual arts as a foundation for further study. Students will become familiar with the elements and principles of design and the expressive qualities of various materials by using a range of media, processes, techniques, and styles. Students will use the creative and critical analysis processes and will interpret art within a personal, contemporary, and historical context. Prerequisite: None

English as a Second Language ESL Level 4 Open (ESLDO) This course prepares students to use English with increasing fluency and accuracy in classroom and social situations and to participate in Canadian society as informed citizens. Students will develop the oral-presentation, reading, and writing skills required for success in all school subjects. They will extend listening and speaking skills through participation in discussions and seminars; study and interpret a variety of grade-level texts; write narratives, articles, and summaries in English; and respond critically to a variety of print and media texts.

English, Grade 10 Advanced ENG2D This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. This course is intended to prepare students for the compulsory Grade 11 university or college preparation course. Prerequisite: English, Grade 9, Advanced or Core English, Grade 10 Core ENG2P This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in secondary school and daily life. Students will study and create a variety of informational, literary, and graphic texts. An important focus will be on the consolidation of strategies and processes that help students interpret texts and communicate clearly and effectively. This course is intended to prepare students for the compulsory Grade 11 college or workplace preparation course. Prerequisite: English, Grade 9, Advanced or Core



Principles of Mathematics, Grade 10 Advanced (MPM2D) This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Foundations of Mathematics, Grade 10 Core (MFM2P) This course enables students to consolidate their understanding of linear relations and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and hands-on activities. Students will develop and graph equations in analytic geometry; solve and apply linear systems, using real-life examples; and explore and interpret graphs of quadratic relations. Students will investigate similar triangles, the trigonometry of right triangles, and the measurement of three-dimensional figures. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Science, Grade 10 Advanced, (SNC2D) This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter. Prerequisite: Science, Grade 9, Advanced or Core Science, Grade 10 Core, (SNC2P) This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science, and physics, and to apply their knowledge of science in real-world situations. Students are given opportunities to develop further practical skills in scientific investigation. Students will plan and conduct investigations into everyday problems and issues related to human cells and body systems; chemical reactions; factors affecting climate change; and the interaction of light and matter. Prerequisite: Science, Grade 9, Advanced or Core Communications Technology, Grade 10 Open, (TGJ2O) This course introduces students to communications technology from a media perspective. Students will work in the areas of TV/video and movie production, radio and audio production, print and graphic communications, photography, and interactive new media and animation. Student projects may include computer-based activities such as creating videos, editing photos, working with audio, cartooning, developing animations, and designing web pages. Students will also develop an awareness of environmental and societal issues related to communications technology, and will explore secondary and postsecondary education and training pathways and career opportunities in the various communications technology fields.


Prerequisite: None Career Studies, Grade 10 Open (GLC2O) This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. Students will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities, and ways to search for work. The course explores postsecondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan. Prerequisite: None English as a Second Language ESL Level 5 Open (ESLEO) This course provides students with the skills and strategies they need to make the transition to college and university preparation courses in English and other secondary school disciplines. Students will be encouraged to develop independence in a range of academic tasks. They will participate in debates and lead classroom workshops; read and interpret literary works and academic texts; write essays, narratives, and reports; and apply a range of learning strategies and research skills effectively. Students will further develop their ability to respond critically to print and media texts. English, Grade 11 University Preparation ENG3U This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyze challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course. Prerequisite: English, Grade 10, Advanced

English, Grade 11 College Preparation ENG3C This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will study the content, form, and style of a variety of informational and graphic texts, as well as literary texts from Canada and other countries, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity. The course is intended to prepare students for the compulsory Grade 12 college preparation course. Prerequisite: English, Grade 10, Core



Functions, Grade 11 University Preparation MCR3U This course introduces the mathematical concept of the function by extending students’ experiences with linear and quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions; investigate inverse functions; and develop facility in determining equivalent algebraic expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Prerequisite: Principles of Mathematics, Grade 10, Advanced Functions and Applications, Grade 11 University/College Preparation (MCF3M) This course introduces basic features of the function by extending students’ experiences with quadratic relations. It focuses on quadratic, trigonometric, and exponential functions and their use in modeling real-world situations. Students will represent functions numerically, graphically, and algebraically; simplify expressions; solve equations; and solve problems relating to applications. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Prerequisite: Principles of Mathematics, Grade 10, Advanced, or Foundations of Mathematics, Grade 10, Core Biology, Grade 11 University Preparation (SBI3U) This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation. Prerequisite: Science, Grade 10, Advanced Chemistry, Grade 11 University Preparation (SCH3U) This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment. Prerequisite: Science, Grade 10, Advanced Physics, Grade 11 University Preparation (SPH3U) This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment. Prerequisite: Science, Grade 10, Advanced


Financial Accounting Fundamentals, Grade 11, University/College Preparation (BAF3M) This course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and ethics and current issues in accounting. Prerequisite: None Leadership and Peer Support, Grade 11, Open (GPP3O) This course prepares students to act in leadership and peer support roles. They will design and implement a plan for contributing to their school and/or community; develop skills in communication, interpersonal relations, teamwork, and conflict management; and apply those skills in leadership and/or peer support roles – for example, as a student council member or a peer tutor. Students will examine group dynamics and learn the value of diversity within groups and communities. Prerequisite: None World History Since 1900: Global and Regional Perspectives, Grade 11, Open (CHT3O) This course focuses on the major events and issues in world history from 1900 to the present. Students will investigate the causes and effects of global and re gional conflicts and the responses of individuals and governments to social, economic, and political changes. Students will use critical-thinking and communication skills to formulate and test points of view, d r aw conclusions, and present their findings about the challenges that have faced and continue to face people in various parts of the world. Prerequisite: Prerequisite will be waived Introduction to Anthropology, Psychology, and Sociology, Grade 11, University/College Preparation (HSP3M) This course introduces the theories, questions, and issues that are the major concerns of anthropology, psychology, and sociology. Students will develop an understanding of the way social scientists approach the topics they study and the research methods they employ. Students will be given opportunities to explore theories from a variety of perspectives and to become familiar with current thinking on a range of issues that have captured the interest of classical and contemporary social scientists in the three disciplines. Prerequisite: None Visual Arts, Grade 11 University/College Preparation Open (AVI3M) This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, and information design). Prerequisite: Visual Arts, Grade 9 or 10,


Healthy Active Living Education, Grade 11, Open (PPL3O) This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable physical activities that have the potential to engage students’ interest throughout their lives. Students will be encouraged to develop personal competence in a variety of movement skills and will be given opportunities to practice goal-setting, decision-making, social, and interpersonal skills. Students will also study the components of healthy relationships, reproductive health, mental health, and personal safety. Prerequisite: None Communications Technology: Broadcast and Print Production, Grade 11, Open TGJ3O This course enables students to develop knowledge and skills in the areas of graphic communication, printing and publishing, audio and video production, and broadcast journalism. Students will work both independently and as part of a production team to design and produce media products in a project-driven environment. Practical projects may include the making of signs, yearbooks, video and/or audio productions, newscasts, and documentaries. Students will also develop an awareness of related environmental and societal issues, and will explore secondary and postsecondary education and training pathways and career opportunities in the various communications technology fields. Prerequisite: None Arabic, International Languages, Level 3, (LBACU–LYXCU) University Preparation This course offers students opportunities to further develop their knowledge of the international language and to enhance their communication skills. Students will use increasingly sophisticated language in a variety of activities that will enable them to speak and write with clarity and accuracy. Students will also enhance their thinking skills through the critical study of literature, and continue to explore aspects of the culture of countries where the language is spoken through a variety of print and technological resources. Prerequisite: Arabic Grade 10 English as a Second Language, ESL Level 4, Open (ESLDO) This course prepares students to use English with increasing fluency and accuracy in classroom and social situations and to participate in Canadian society as informed citizens. Students will develop the oral-presentation, reading, and writing skills required for success in all school subjects. They will extend listening and speaking skills through participation in discussions and seminars; study and interpret a variety of grade-level texts; write narratives, articles, and summaries in English; and respond critically to a variety of print and media texts. English Literacy Development, ELD Level 4, Open (ELDDO) This course extends students’ literacy skills and ability to apply learning strategies effectively, and teaches them how to use community resources to enhance lifelong learning. Students will communicate with increased accuracy and fluency for a variety of academic and everyday purposes; perform a variety of guided reading, writing, and viewing tasks; and use media and community resources to complete guided-research projects. This course further develops the critical thinking skills students will need to participate in Canadian society as informed citizens.


Advanced Learning Strategies: Skills for Success After Secondary School, Grade 12, Open (GLE3O) This course improves students’ learning and personal-management skills, preparing them to make successful transitions to work, training, and/or postsecondary education destinations. Students will assess their learning abilities and use literacy, numeracy, and research skills and personal-management techniques to maximize their learning. Students will investigate trends and resources to support their postsecondary employment, training, and/or education choices and develop a plan to help them meet their learning and career goals. Prerequisite: Recommendation of principal


Lyrics of Canada's National Anthem (English and French Version)

Lyrics O Canada (English version)

O Canada!

Our home and native land!

True patriot love in all thy sons command.

With glowing hearts we see thee rise,

The True North strong and free!

From far and wide,

O Canada, we stand on guard for thee.

God keep our land glorious and free!



Lyrics O Canada (French version)

« O Canada! Terre de nos aïeux,

Ton front est ceint de fleurons glorieux!

Car ton bras sait porter l'épée,

Il sait porter la croix!

Ton histoire est une épopée

Des plus brillants exploits.

Et ta valeur, de foi trempée,

Protégera nos foyers et nos droits.

Protégera nos foyers et nos droits. »