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Ø       Carefully read all the graduation requirements listed on page 5.


Ø       Carefully read all course descriptions found in this booklet.  The course descriptions are listed in alphabetical order.  The only exceptions are the twelve French Immersion course descriptions that are found together on pages 32 to 36.


Ø       Check with teachers to find out about specific course requirements - labs, lectures, projects, prerequisites, etc.


Ø       Discover how particular courses fit into any career plans that you may have.  Plan for all your high school years now so that you are sure you can get all courses necessary to attain your future goals.  Use the Three-Year Planner and Credit Check Chart to plan (pp. 5-6).


Ø       Check to make sure that you have all the prerequisites needed to reach your career goals, not just those required for high school graduation.  Requirements for admission to post-secondary institutions (universities, community colleges, etc.) are constantly changing.  Because of this, you should keep in close contact with your teachers and counsellors so that you will be aware of any new developments.  You may also access this information through the Virtual Guidance Office on the Sir John A. Macdonald High School website.  Feel free to contact universities and community colleges for information.


Ø       Before making your final course selection decisions, seek advice and information from a number of sources: parents, subject teachers, advisors and guidance counsellors.  Grade 10 and 11 students will have a personal meeting with their guidance counsellor regarding course selection. Parents/guardians are required to sign the course selection sheet.


Ø       Academic courses need a certain work ethic as well as content knowledge in order to prepare for success in future studies.  Independent study, daily homework, completing assignments and meeting due dates are required of all students to prepare them to succeed.  Students must realize that they have responsibility in the learning process.


Ø       One of the most common problems guidance counsellors deal with is a student taking a course that is proving to be too difficult or not what he/she expected.  This is especially true in mathematics and science courses.  It is important that a student heed the advice of counsellors and teachers when selecting a course that his/her previous performance indicates he/she will have trouble succeeding in.  Remember, you may only change courses for exceptional circumstances and with the approval of a counsellor or administrator.


The information in this publication is as accurate as possible at the time of printing.  All courses are offered conditional upon adequate enrollment.  It may also be necessary to limit the number of students in a course because of space, safety, and other factors.  In second semester grade 10 and 11 students are not given the chance to retake a course failed in the first semester.  This is only considered, and not always possible, for grade 12’s needing the failed course as a credit to graduate.










The Semester System


The semester system is a scheduling strategy in which the school year is divided into two equal parts.  Four courses may be taken in each semester.  Each course consists of at least 110 hours of instruction - the minimum requirement for a credit at the high school level.


Some of the advantages of the semester system include:

·         Students receive 80 minutes of instruction in every course every day.

1) explore a wider variety of course options

2) complete graduation requirements in five semesters

3) have increased opportunity to graduate in three years


Semestering does have its disadvantages:

·         Courses are completed in approximately ninety 8O-minute teaching periods, therefore:

1)      missed classes will result in larger losses and breaks in course continuity

2)      the pace is brisk; availability of time for "catch-up" work is limited

·         Year-to-year scheduling must be watched to avoid gaps in sequential courses



Present Timetable and Bell Schedule







 Period 1










 Period 2










 Period 3










 Period 4





2:15 - 3:35






Friday is the only day without a fixed schedule.  Each week Friday’s schedule rotates between one of the four established schedules.  For example, this week’s Friday may be a Monday schedule, so students begin with Block A.  The Friday of next week will be a Tuesday schedule, the following week it is a Wednesday schedule, and soon on.  The Friday schedule will be outlined in the Student Agenda Book to be distributed in September. 


Required Course Loads


Students in Grade 10 must take eight courses, Grade 11 students take seven courses (permitted one study period), and Grade 12’s take at least three courses each semester.  With careful planning, it is possible to meet graduation and university requirements in five semesters.


Course Codes


Courses are identified by a combination of letters and numbers.  You will be able to identify the subject of the course by the first three letters.  For example, English is ENG and Mathematics is MAT.  After these three letters is the grade level (ENG 12 or MAT 10).  An “F” after the number indicates a French Immersion course (MAT 10F is Math 10 in French Immersion).



Definition of a Credit


A credit is awarded in recognition of the successful completion of an approved course that would normally be completed in a minimum of 110 hours of scheduled time. In courses defined through curriculum outcomes statements, students are expected to have demonstrated achievement of the outcomes at an acceptable level of proficiency.  In short, if you pass a course you get a “credit”.



Credit Types


Each course is categorized as one of the following credit types:

Advanced - These courses are designed to meet the needs of students who have demonstrated an exceptional degree of academic ability or achievement.


Academic - These courses are designed for students who expect to enter college, university, or other post-secondary institutions.


Graduation - These courses are designed for students who wish to obtain a graduation diploma with a view to proceeding to employment or some selected area of post-secondary study.


Open - Although none of these courses are designed to meet the specific entrance requirements of any post-secondary institution, individual courses may meet entrance requirements of some institutions.


NOTE: Individual Program Plans approved by the school for students with special needs and Locally Developed Courses approved by the Department of Education are recognized as credit courses and may be counted towards a High School Graduation Diploma.





A student’s official transcript is a document identifying all the high school courses and final marks attempted by the student.  Every course will appear on an official transcript irrespective of the mark achieved or the number of times a course is taken.  If a student drops a course after the official withdrawal date, he/she will receive a mark on his/her transcript, no matter how low that mark may be. 







       GRADE 10 (Year One)          GRADE 11(Year Two)             GRADE 12 (Year Three)


ADVANCED: Recommended for students who demonstrate an exceptional degree of ability and


                                                                 Advanced Math 11

                                                                 Advanced Math 12


ACADEMIC:  Recommended for students wishing to enter college, university or any post-secondary

 institution. Courses may not be accepted for entrance to specific post-secondary programs.


Art 10                                             African Canadian Studies 11                      African Heritage Literature 12

Art Dramatique 10F                           Art 11                                                    Art 12

Drama 10                                         Biologie 11F                                            Biologie 12F

English 10                                        Biology 11                                              Biology 12

Français 10F                                    Canadian History 11                                 Business Management 12

            French 10                                       Chemistry 11                                           Calculus 12

Geography 10                                  Dance 11                                                Canadian Literature 12

History 10                                       Design 11                                               Chemistry 12

Histoire 10F                                     Drama 11                                                 Computer Related Studies 12 

Mathematics 10                                Economics 11                                          Drama 12

Mathématiques 10F                           English 11                                               Economics 12

Mi’Kmaq 10                                      Français 11F                                           English 12

Music 10                                                     French 11                                              Entrepreneurship 12

Science 10                                      Geography 11                                                     Food Science 12

Science 10F                                     Histoire du Canada 11F                                         Français 12F

                                                     History 11                                              French 12

                                                     Mathematics 11                                       Geology 12

                                                     Mathématiques 11F                                  Global Geography 12

                                                     Music 11                                                Global History 12

                                                     Oceans 11                                              Histoire Planétaire 12

                                                     Physics 11                                              Law 12

                                                     Tourism 11                                             Leadership Development 12         

                                                                                                                 Mathematics 12

                                                                                                                 Music 12

                                                                                                                 Physics 12

                                                                                                                 Political Science 12

     Pre-Calculus Mathematics 12



OPEN:  Although none of these courses are designed to meet specific entrance requirements of any

          post-secondary institution, some courses may meet the requirements of some institutions.


            Business 10                                      Accounting 11                                                    Accounting 12

            Exploring Tech. 10                            Communication Tech. 11                         Communication Tech. 12

            Physical Education 10                       Career and Life Management 11                            Food and Nutrition 12

                                                                 Child Studies 11                                      Housing 12

                                                                 Physically Active Lifestyles 11                    Physical Education 12

                                                                 Physical Education 11                              Production Technology 12

                                                                 Production Technology 11                        Sociology 12

                                                                                                                             Word Information Processing 12


GRADUATION:  Designed for students wishing to obtain a graduation diploma with a view to

           proceeding to employment or some selected area of post-secondary activity. 


            Learning Strategies 10                       English Communication 11                         English Communication 12

            Transition to English 10                     Human Biology 11                                    Math Foundations 12

            Math Foundations 10                        Learning Strategies 11

                                                     Math Foundations 11    


Nova Scotia High School Diploma

Graduation Requirements



Eighteen (18) credits are required to obtain a high school diploma.  Of this number, a maximum of seven (7) credits may be at the Grade 10 level and a minimum of five (5) credits must be Grade 12 level courses.  Most students graduate with more than 18 credits. 



The following thirteen (13) COMPULSORY credits must be included in the 18 credits:


3 English credits (grades 10, 11, 12)

2 Mathematics credits

1 Science credit (normally Science 10, but may be Biology 11, Chemistry 11, or Physics 11)

1 Science credit (any approved science credit)

1 Canadian Studies credit (Mi’Kmaq 10, Canadian Hist. 11, or African Canadian Studies 11)

1 Global Studies 12 credit (Global History 12 or Global Geography 12)

1 Fine Arts credit (Art, Drama, Music, Dance, or Design)

½ credit in Physically Active Lifestyles 11

½ credit in Career and Life Management 11

2 other credits from mathematics (advanced, academic or foundations), and/or science

(Human Biology, Biology, Chemistry, Physics, Oceans, Geology, Food Science), and/or Technology (Exploring Technology, Communications Technology, Production Technology, Word Information Processing, Computer Related Studies, Design)






Three-Year Course Planner



     1st Year                                   2nd Year                                  3rd Year


1.                                                             1.                                                         1.                                 .........

2.                                                             2.                                                         2.                                 .........

3.                                                             3.                                                         3.                                 .........

4.                                                             4.                                                         4.                                 .........

5.                                                             5.                                                         5.                                 .........

6.                                                             6.                                                         6.                                 .........

7.                                                             7.                                                         7. _ _ _ _ _ _ _ _ _ _ _  

8.                                                             8.  _ _ _ _ _ _ _ _ _ _ _                       8.  _ _ _ _ _ _ _ _ _ _ _  


Credit Check Chart


The chart below will help you determine whether you are on the right path towards graduation.  Compare it with your “Three-Year Plan” to ensure that you will meet the requirements to graduate.  On the space provided, write the name of the course that satisfies the requirement.


English 10                                                                                


Remember, only seven Grade 10 credits may be used towards the 18 requirements. Extra grade 10 credits should be listed below the dotted line.

English 11                                                                                

English 12                                                                                

One Mathematics                                                    

One Mathematics                                                                      

One Science                                                                             

One Science                                                                             

One Canadian Studies                                                   

One Global Studies 12                                                   

Physically Active Lifestyles                                                ½ credit

Career and Life Management                                       ½ credit


Students must have a minimum of five Grade 12 credits to graduate.  Most students have more than five Grade 12 credits, especially those going on to university.

One Fine Arts                                                         

One Other (science, math, tech)                             

One Other (science, math, tech)                                    

Three Grade 12 Credits                                           



Two Additional Credits                                           


     Total is 18 Credits

Credits above and beyond 18                                  


Some students carefully plan their courses so they are able to meet their requirements in just 2 ½ years (five semesters).  These students often use the sixth semester to work, travel, etc.








French Immersion Program






"Knowing French has opened many doors for me: doors of opportunity and      doors  of the mind."

                                                              Marc Garneau

                                                                                                            Canadian Astronaut



Sir John A. Macdonald High School’s French Immersion Program offers students the opportunity to choose from twelve (12) full credit courses.  It is highly recommended that students consider taking at least seven French Immersion courses in their first two years of high school.  This allows more flexibility to plan your grade 12 year, thus allowing for more opportunities to take courses to meet university/college entrance requirements or to graduate early.


To be eligible for the High School French Immersion Certificate, students at the high school level must:

§         take Français 10, 11 and 12 and

§         take a minimum of two French Immersion courses each year and

§         complete a minimum of nine credits in French Immersion (this represents 50 percent of the credits required for graduation).



The following French Immersion courses are listed in the year each is usually taken:


Year One                                  Year Two                                 Year Three

Français 10F                               Français 11F                               Français 12F

Sciences 10F                              Biologie 11F                               Biologie 12F

Histoire Ancienne 10F                 Histoire Canadienne 11F              Histoire Planétaire 12

Mathématiques 10F                     *Mathématiques 11F

Art Dramatique 10F                     -offered in 2004-05 only



* In 2005-06 Mathématiques 11F will be replaced with a French Immersion course to be determined.  It is hoped that a Grade 12 humanities course will also be offered at that time.


For convenience sake, the descriptions for these twelve French Immersion courses are found on pages 32 to 36.  They are listed by grade, not alphabetically.




Remember, a French Immersion Certificate is not the same as a Bilingual Certificate!






Selecting the Correct Math Course



Selecting the Correct Math Course


What works:  For many years guidance counsellors and math teachers have promoted the idea of students selecting math courses based first, and foremost, on the student’s ability to be successful in that course, not on which math course is needed to enter a specific post-secondary program.   Most students are aware of their math abilities and make wise decisions based on: their math skills/aptitude, past marks in math courses, a willingness to work hard, and the advice of math teachers and guidance counsellors.  As well, they take into consideration their future plans and the math requirement needed to attend a particular post-secondary program/faculty.  The informed student then weighs the math requirement against their ability to get an acceptable mark that will allow them to enter the program. 


What Happens Far Too Often:  Too many students are selecting math courses in which they are doomed to do poorly.  One of the key reasons these students select a certain math course is because they want to “leave the doors open” to future programs.  While following one’s dreams is important and encouraged, it is also important that students be realistic and aware of their true math aptitude and potential to get an acceptable mark that will “open the doors”.  This is true when selecting all courses, not just math.  Teachers and counsellors regularly hear the comments: “I’m lost and don’t understand what is going on!” and “The pace is too fast and there is so much homework”, and of course, “I need a tutor or I’m going to fail!”.   This frustration is compounded by the fact that after the first week of each semester students are required to stay in the math course they selected, thus must continue in a course they may feel doomed to fail.  


Key Points to Consider:




This diagram shows the “suggested math progression”, but there may be some variations.  For example, scheduling may result in a student taking Advanced Math 12 before Advanced Math 11.  The learning outcomes allow for these courses to be taken in this order.


The marks stated in the diagram are considered the minimum standards needed to have a chance at success in the course. 


Please refer to page 8 when considering the appropriate math course. 








Guidance counsellors are frequently asked by students to answer questions about post-secondary schools and possible careers.  Other than individual appointments with each student, which is always welcomed and encouraged, there are numerous ways for our students to learn about Canada’s universities, colleges and careers:


q        In the fall, a day is set aside for over thirty representatives from Eastern Canadian post-secondary institutions to visit Sir John A. Macdonald High School.  This “Expo” is a very effective way for students to compare and contrast schools.


q        From September to February recruiters from local institutions and some Ontario and Quebec schools visit us to put on one-hour presentations and provide expert advice.


q        An evening is organized for local institutions to speak to parents and answer all questions.


q        The Guidance Office is inundated with publications and information from schools throughout Canada.  This material is sorted by the institution’s name and filed in the Guidance Office.   Students are always welcome to this information.


q        Open Houses, Guided Tours and “Student for a Day” programs are offered at most institutions.  Students are encouraged to “test drive” the schools they are considering. 


q        Guidance provides students with frequent newsletters, public announcements, a bulletin board and a special link on the SJA website.  Scholarships, bursaries and the latest news dominate these communiqués.


q        Occasional Grade 12 general meetings are held to impart information and field questions.



There are several informative websites that counsellors frequently use and encourage students to visit.  Our comprehensive Virtual Guidance Office at is a link to sources throughout the country.  Another valuable document for students interested in schools found in Atlantic Canada is the General Admission Requirements for Atlantic Provinces Universities and Colleges.  This is found on the extensive provincial government site at



Applying to Post-Secondary Schools:  Most local universities and colleges have an early application deadline (usually in March) for students wishing to be considered for entrance scholarships.  Application and scholarship dates vary, so it important for students to research and be aware of any differences.  Schools usually consider entrance applications until late spring, or until their maximum number of seats are filled.  Applications are available in Guidance or can be downloaded from the university’s website.  The application process includes completing and sending the application form, an official school transcript of high school marks, and a cheque.  A few schools may ask for references, resume and/or a short essay.




The Halifax Regional School Board and the Nova Scotia Department of Education and Culture recognize the importance of providing students with opportunities for working independently and accepting responsibility for their own learning.  Students will be given the opportunity to acquire high school credits through independent study and may apply a maximum of two independent study credits toward high school completion.


A student may be granted one independent study credit in each of grades 11 and I2.  Each of these credits may be made up of two half-credits or on full credit.  Credit for an Independent Study course must be approved by a supervising teacher, the guidance counsellor, and the principal.  A student may receive an Independent Study Credit in addition to credit for a public school program course in the same subject at the same grade level when the independent study extends the curriculum of a public school program course the student is already taking or has already taken.


Independent study credits:

Ø       are an option for all students but may not be appropriate for all students;

Ø       are not intended to replicate any existing course in the Public School Program but are intended to be extensions of existing courses;

Ø       are intended for students who have demonstrated an ability to work independently;

Ø       are intended to provide increased opportunity for individualization of program;

Ø       recognize and provide credit to students who initiate and develop courses tailored to their needs, abilities, and interests;

Ø       assume students are responsible for initiating the process and cooperating with the supervising teacher throughout the process;

Ø       are limited to enrolled, full-time students.


NOTE:  The school may refuse an independent study application if appropriate resource persons and/or resources to support the application are not available.  Students wishing to pursue an Independent Study Credit must obtain the appropriate forms from guidance prior to April 13.




The Halifax Regional School Board and the Nova Scotia Department of Education and Culture recognize that students may have already acquire the knowledge, skills and attitude that an existing course seeks to develop.  Challenge for Credit provides a process for students to demonstrate that they have achieved learning outcomes as defined by the Department of Education in the Public School Program and the curriculum guide for a directly related course.


Challenge for credit is applicable to designated Nova Scotia senior high school courses as defined in the Public School Program. For the year 2004-2005, Challenge for Credit will be considered in the areas of Fine Arts (music, art and drama), Languages (core French, German, Spanish), Math and Physical Education.


Students may challenge for no more than two credits at each grade level for a total of six, which may count towards a High School Graduation Diploma.  Courses for which students have already received credit are not eligible for challenge for credit.  The Challenge for Credit process is not permitted as a way to improve a course mark.  Challenge for Credit is not intended as a process by which a student can challenge a lower level course in the same subject at the same grade level.  For a challenge to be successful, students must demonstrate they have met the prescribed learning outcomes of a course.  Successful challenges for credit will be given a mark.  NOTE: Students wishing to undertake a Challenge for Credit must obtain the documentation from guidance personnel prior to April 13.


  - French Immersion Descriptions Begin on Page 32  -


ACCOUNTING 11 (ACC 11)  - open

This is an introductory course in accounting.  Topics include: the accounting equation, the concept of debit and credit, analysis of business transactions, journalizing, posting, financial statements, and the complete accounting cycle for a service business. This course is recommended for personal knowledge and for any student planning on taking Business or Commerce at university or community college.




ACCOUNTING 12 (ACC 12) - open 


This is the advanced course in accounting.  The topics include: General Accounting for a Service Business; Partnership Accounting ‑ forming a partnership, dividing earnings, and end‑of‑period work for a partnership; Specialized Accounting ‑ payroll, departmentalized, and voucher system; and Bedford/Simply Accounting ‑ computerized accounting package.




ADVANCED MATH 11 (AVM 11) AND ADVANCED MATH 12 (AVM 12) - academic


(The introduction of the provincial exam in 2004 should be cause for students to reflect carefully before selecting AVM 12).  AVM 12 may be taken before AVM 11.

Advanced Math 11 and Advanced Math 12 are designed for students planning to take Pre-Calculus Math 12 and Calculus 12 courses.  Students enrolled in advanced courses will be expected to achieve not only the specific curriculum outcomes at the academic level, but additional outcomes as well.  Students taking the advanced courses should be mathematically more able.  Emphasis will be placed on quality, depth and originality.  Students require time working with other students who are similarly interested in going further and deeper into mathematical concepts. 


Extensions in their study should include: 

§         more challenging, open-ended problem solving where solutions can be taken beyond the expected to a higher level of awareness and abstraction

§         more problems that combine more concepts, bringing together more skills and procedures into one context 

§         greater facility with, and more need for, algebraic manipulation 

§         more opportunity to make conjectures, followed by proof 

§         more experience dealing with logic, and deductive reasoning 

§         more opportunity for reading, and independent research, for the purpose of obtaining more depth and breadth and instilling a more positive attitude towards and valuing of mathematics.


See Math 11 and Math 12 course descriptions for more detail regarding learning outcomes.




The African Canadian Studies course focuses on the history of people of African descent in Canada.  It is presented in a challenging, dynamic and interesting manner.  It is divided into four basic units: pre-investigation and pre-colonial African studies; transcontinental movement - evolution and change of the African diaspora; pursuit of political and economic empowerment; local community study and challenges of today’s youth. This course is designed to equip students with a sound understanding of the global experience, local achievements and contributions of Canadian people of African descent.  It uses the disciplines of geography, history, economics, political science and sociology to highlight the experiences, struggles and life stories of people of African descent who have contributed to world history.  Designed to be inclusive, African Canadian Studies 11 will appeal to learners of all ethnic and racial backgrounds.  This course fulfills the Canadian Studies requirement for graduation.





This course provides an understanding of the Black experience in Nova Scotia, in Canada, in the United States, in the Caribbean, in South America and on the continent of Africa.    It is a course intended for students from all backgrounds and experiences that will help them to understand the struggles and contributions of Black people to Canadian culture in the past and present. The course will accomplish this through a variety of texts, including: novels, plays, poems and songs, stories and anecdotes, essays and criticism, films and videos, non‑fiction and media study, and various forms of art. The course relies heavily on student discovery and reaction (personal response), but at the same time it is committed to fulfilling the reading, writing, speaking, listening, viewing and representing requirements of core English courses.



ART 10 (ART 10) – academic    


Previous experience in art is not required. This is a general introductory studio course designed to give students a solid foundation in the basic skills of art through the exploration of a wide range of techniques and materials. Sensitivity to the perception of balance, light, colour and form is developed. The major areas covered are: drawing, painting, design, ceramic, sculpture and art history.    NOTE:  This course is also recommended for Grade 11 and 12 students with no previous Art experience.  There is a $15.00 fee for course materials.



ART 11 (ART 11) – academic    


Due to the sequential nature of skills acquired, students with little or no art experience will have difficulty at this level. ART 11 is similar to ART 10, but more advanced techniques are covered such as printmaking and animation. There is a higher demand for independent thinking in all projects. This course places more emphasis on the imaginative analysis and resolution of art problems. The group critique process is explored and students gain an appreciation for the contribution of art and artists in society by exploring architecture, public sculpture and commercial art/design fields.   NOTE: There is a $15.00 fee for course materials.



ART 12  (Art 12) – academic     


A previous study of art is strongly recommended. ART 12 is an advanced level studio course designed to encourage students to carry on their study of art history, theory and practice in a

more self‑directed manner. Students take responsibility for the research and presentation of art issues, thereby developing a critical attitude. Students will experience more freedom to choose from materials and styles of expression while engaged in the art‑making process. Topics to be covered include photography, mural painting and portfolio development.  NOTE: There is a $15.00 fee for course materials.



BIOLOGY 11 (BIO 11) – academic


Biology 11 is a university preparatory course and prospective students should realize that considerable effort and a strong work ethic is required since this course lays the foundation of knowledge and skill required for those who will be taking Biology at the post‑secondary level.  A good understanding of Grade 10 math and science would be beneficial for successful completion of this course. The program is based upon four units of study: energy, equilibrium, matter and systems, with change and diversity as secondary themes.  Students will be expected to develop the ability to use thinking processes associated with problem solving and decision-making.  It will increase their understanding of science knowledge and process, and the connections between biology, technology and society.



BIOLOGY 12 (BIO 12) – academic 


This course continues the concepts introduced in BIO 11.  The main areas of study are: change, diversity, equilibrium and systems.  Familiar topics within these areas are endocrine and nervous regulation, reproduction and development, DNA and genetics, and evolution (speciation and population change).  Students will find the course interesting and relevant yet demanding of time and commitment. Grade 12 biology should be seen as a course designed for students entering university.  Therefore, if students choose this course, they should do so with this realization.



BUSINESS 10 (BUS 10) – open 


Business 10 will offer students opportunity to examine and explore the following areas:


          Keyboarding (as a preparation for all courses using the computer): Eighty percent of computer literacy is simply knowing how to keyboard  ‑ learn the fundamentals of touch-typing.  This course provides an excellent bridge to further computer exploration at SJA.  Students will learn proper techniques, formatting skills, understanding written and oral instructions, and proofreading.  The student will also develop acceptable rates of speed and accuracy  ‑ important tools for many educational, social and vocational activities.  (60 hours)  and


          Business Education (for students who either plan to continue studies in the field of business or desire exposure to a comprehensive overview of business management)  This segment of the course will enable students to broaden their understanding of the Canadian Business System with particular reference to business challenges such as ownership, organization and management and the entrepreneurial aspects of both large and small businesses.  It will provide the student with an understanding of the environment in which a business operates especially as it pertains to the law, government, labour and other businesses.  The functions of business, as well as the stock market, money and banking and an introduction to accounting will be explored. (60 hours)   Business 10 is not considered a technology credit.



BUSINESS MANAGEMENT 12 (BMT 12) - academic           


Business Management 12 focuses on active, experimental learning through which students develop the knowledge, skills, and attitudes they need to succeed in a business environment.  Although the focus is on management, this course seeks to develop the knowledge, skills and attitudes that will be useful for everyone in today’s economy.  A wide variety of scenarios and management decisions are developed by examining business issues and the manager’s role in a variety of companies.



CALCULUS 12 (CAL 12) – advanced


This course is designed for the students who have shown above average aptitude, ability and interest in mathematics.  It is assumed that most students in this course will be planning to study mathematics beyond secondary school.  Therefore, this course is designed to provide students with the understanding of the integrated structure of mathematics and to provide a solid background for future work in this field. In addition to developing the mathematical content, which is outlined below, this course should also develop in the student a sound attitude toward mathematics.  Students should be stimulated to think mathematically and should be encouraged to develop their ability to investigate real life applications. They should be encouraged to develop and use their intuition, to transfer relationships to new situations, and to communicate their thoughts and feelings.  More specifically, this course is designed to: 


§         help recognize and assess analytically one's environments in both physical and symbolic forms;

§         help identify problems in one's environment according to one's needs; interpret them as a mathematical model and develop strategies to solve them;

§         appreciate mathematics not only for its practical values but for its cultural and intrinsic values as well.


 Topics include: combination, permutations, binomial theorem, limits, derivatives and        integration.



CANADIAN HISTORY 11 (CAH 11) – academic 


Canadian History 11 is organized around five continuing or persistent questions in Canada's history.  These are questions of current concerns that have deep historical roots that previous generations of Canadians have had to address.  Their efforts have shaped the development of Canada and its identity. These questions form the basis for five of the six units in the course: Globalization, Development, Sovereignty, Governance and Justice.  The sixth unit, Independent Study, engages students in a specific piece of historical research.  Historiography and the historical method are central to this course in its examination of Canada's history from the first peoples in North America to the present.  Key topics studied through these approaches include, but are not limited to: First Nations, Colonialism, Confederation, the World Wars, Free Trade, Constitutional Issues, Canada's Role in the Global Community, Industrialization, Human Rights Issues, and Immigration/Migration.  This course fulfills the Canadian Studies requirement for graduation.





CANADIAN LITERATURE 12 (CLT 12) – academic 


This course explores several Canadian literary genres and examines how they relate to Canada's multi‑cultural mosaic. Students will develop an understanding of Canada's complex and distinctive literary tradition.  Students will develop a proficiency in analysis, interpretation and critical thinking, as well as a high degree of accuracy and fluency in written and oral work.






This course will provide insight into the changing workplace and how these changes will impact on the individual's life.  In an attempt to cope with these changes that are taking place, this course will offer students an opportunity to explore the topics of self‑management and resource management.  Time will also be spent arranging and participating in a number of job shadowing experiences.




CHEMISTRY 11 (CHE 11) – academic


Chemistry is the branch of science that deals with the composition and structure of matter.  In this course, the following topics are considered in theory and through lab work: atomic structure, chemical bonding, periodic table, formula writing, chemical equations, reaction types, formula determination, mass and percentage problems, stoichiometry, solutions, gas laws and introduction to organic chemistry.  Prospective students should realize that considerable effort will be required to memorize the chemical symbols used throughout this course and CHE 12.  All students will be required to participate in Science Fair or Science Olympics.  This course will provide students with some insights into the relevance of science and technology in modern North American society.  However, the course and its continuation, CHE 12, are primarily intended to lay the basis of factual knowledge, basic processes, and basic laboratory techniques required of those who will take further courses in chemistry at a post‑secondary level.  It is recommended that students enrolling in CHE 11 have credits in Math10 and Science10 since those who attempt the course without that background experience great difficulty with the course.



CHEMISTRY 12 (CHE 12) – academic


This course continues the introduction to the structure and composition of matter begun in CHE 11.  The following topics are considered: review and enrichment of Chemistry 11 topics, stoichiometry, thermochemistry, chemical kinetics, equilibrium, acids and bases and electrochemistry.  There is an emphasis on lab work in investigating theory and solving problems.  Students are required to participate in the Science Fair or Science Olympics.  Although students will gain further insight into the role of science and technology in society, the emphasis in the course is on acquiring knowledge and facility in the basic concepts, processes and techniques of chemistry that are needed at the post‑secondary level.  Students taking CHE 12 should have mastered the topics covered in CHE 11 (and that are used in CHE 12).  It is highly recommended that those enrolling in CHE 12 have a credit in CHE 11.  Students should be aware that there is a provincial exam written at the end of this course.



CHILD STUDIES 11 (CST 11) – open


This course is designed to help students become aware of proper and adequate prenatal care in every aspect of pregnancy.  Topics such as fetal development, nutrition, medical care, drugs, and labour and delivery are discussed. During the second half, focus will be on the infant, the toddler, and the pre‑schooler with emphasis on nutrition, growth and development, play, toys, safety and discipline.  A practicum of approximately 18 hours at a Day Care, Pre‑school or Elementary School may be a requirement in this course.





With the rapid development of technology, the field of communications has grown into a very broad field of media and mediums.  Communication technology is one of the biggest influences affecting our daily lives.  Many personal, business and social problems originate from an inability to communicate effectively and efficiently, both on an individual basis and through the media.   Students will become familiar with the nature of communication technology processes and exposure to the technological context of converting ideas into symbols, words, pictures and sound.  Some of the areas covered will include: Electronic Communications, Desktop Publishing, Presentation Software, Electricity and electronics and Spreadsheet Management.





You are encouraged but not required to complete CMT 11 before enrolling in CMT 12.  The course will begin with an orientation to Communications Technology unit.  Then, continuing with a similar emphasis as CMT 11, this course will provide opportunities for students to become involved in a wider range of communications technology.  Applications include Database Management, Electronic Communication, Global Positioning Satellites, Video Production, Image Manipulation and various integrated projects.





CRS 12 is designed for students who have had some previous exposure to computers and programming and wish to examine the applications of computers in the fields of science, mathematics, business and the arts through study of computer organization and the Pascal programming language.  The major focus of CRS 12 is on developing the ability to formalize and solve real world problems using a structured problem-solving approach both through the use of integrated application software packages and through the design and implementation of a student’s own program, using TURBO PASCAL programming language.  Advanced features of MS Word, MS Excel, MS Access will be covered as well as HTML web design.  Students who have been successful in Advanced Math 11 or Math 11 and who take this course along with Pre-Calculus Math 12 or Math12 will be best able to meet the demands of this course.



DANCE 11 (DAN 11) – academic  


Dance 11 is designed for all students, with or without previous formal dance training, and builds on student’s experiences in dance throughout the physical education curriculum, grades primary to nine.  It emphasizes creative movement as a form of communication and self-expression, as a


unique way of learning about oneself and others.  Learning experiences in this course offer students opportunities to explore a range of dance styles with more focused work in a few genres, to create and present dance sequences, to respond critically to their own dance works and those of others, and to make connections with dance in local and global contexts, both past and present.  Students may also have opportunities to examine the connections between dance and others arts disciplines.  The course comprises four components: elements of movement, creation and composition, presentation and performance, and dance and society.  This course fulfills the Fine Arts requirement for graduation.



DESIGN 11 (DES 11) – academic


Design 11 involves students in using communications and information technologies to develop the visual art skills needed to solve design problems.  Students will conduct inquiries into design issues using a variety of traditional materials and tools and computers.  Students work independently and as part of design teams.  Modules for this course include the following: Design Fundamentals, Communications Design, the Built Environment, Product Design and Design Team or Independent Project.  NOTE: Design 11 may be used as a Fine Art or a Technology credit for graduation.



DRAMA 10 (DRA 10) – academic  


This Developmental Drama course is open to all students entering grade 10. Developmental Drama is an elective credit course that does not fulfill the mandatory English requirement. This introduction to drama includes the development of the physical, intellectual and emotional skills used in the theatre.  Content includes movement, voice, mime and improvisation.  Co‑operative activities are the basis of the program, although some individual activities are included. Participation in group activities is essential. Developmental Drama is a forum both for developing skills and for creative self‑expression.



DRAMA 11 (DRA 11) – academic  


This Theater Arts course is open to all students in grades 11 and 12.  Theatre Arts is an elective credit course that does not fulfill the mandatory English requirement.  This advanced level drama course builds upon the physical, emotional and intellectual skills developed in DRA 10. Content includes advanced movement, voice, mime and improvisation, interpretation of scripts, evaluation of performance, technical and aesthetic aspects of production.  Although some topics are approached through independent projects, most topics are dealt with in co‑operative groups: active participation is essential - students will be expected to perform in front of others.  Students are required to take an active part in a school production. 



DRAMA 12 (DRA 12) – academic           


This Theatre Arts course is open to all students in grade 12.  Drama 12 will not fulfill the mandatory English requirement for grade12.  Students will extend the skills developed in Dramas 11 and will also participate in a major theatrical production.  A significant part of the program will be an independent project involving research, script development and performance.


ECONOMICS 11 (ECO 11) – academic


This introductory economics course is designed to generate a permanent interest in Economics. It takes a common sense approach and builds on the knowledge all students already have in this area.  Topics covered include: allocation of scarce resources, economic systems, the production of goods and services, business organizations, operation of the stock market, the role of government on the economy, taxation, money and banking, industrial concentration, unions and the politics of economics.  Work will include assignments, problems, a major research project related to corporations and the stock market (written and oral presentation), construction and interpretation of tables and graphs related to solving problems based on unit topics.  This course provides an excellent background for ECO 12 and should be considered seriously by students who may be interested in taking business/commerce at college or university.



ECONOMICS 12 (ECO 12) – academic


A sound knowledge and background in Economics 11 is an advantage. This course deals with economic theory and how theory can be applied to the many economic problems faced by Canadian business and the Canadian government in its everyday operations. Topics include: comparative economic systems, distribution of wealth, international development, productivity, monetary and fiscal policy, and international trade.  Students may be expected to participate in a stock market simulation.  The main objective of this course is to have students apply their knowledge of economics to real situations.  This course provides an introduction to business principles for economics courses at the university level.



ENGLISH 10 (ENG 10) – academic 


This course seeks to provide a balance of learning experiences for all students. Oral communication is emphasized.  The study of literature focuses on reading and informed response to the selections.  A variety of titles, forms and levels of difficulty will be provided.  Students will contribute to decisions about the literature they study.  Writing is viewed not only as a creative act, but also as a learning process to clarify, organize and express complex ideas. Writing and creative skills are developed through writing workshops.  There is an emphasis on the impact of the electronic media for both information and communication. Students are encouraged to assume responsibility for their learning, to take risks and to reflect upon their growth.  Students with strong language arts skills will have the opportunity to show greater individual initiative, critical judgement and independence, to select more challenging materials and projects, and to employ creative, logical, and critical thinking skills.



ENGLISH 11 (ENG 11) – academic 


In this course, students extend and refine the communication skills acquired in Grade 10 English. Students examine, on a critical level, a variety of literary and media forms.  Literary forms from a variety of periods and writing for many purposes will be examined and responded to in discussion, presentation and written assignments.  Students will develop writing skills and speaking skills for several purposes, including creative self‑expression, expression of opinion, formal communication of information and of ideas.  Vocabulary and usage skills will be developed through continued writing workshops and group activities.  Students will explore and develop a critical understanding of media and its influence on our complex society.  Individual study and research will be balanced with group activities.

ENGLISH 12 (ENG 12) – academic


Students who expect to do well in English 12 should have a strong background in English 11. Literary topics include: novels, plays, poetry, non‑fiction as well as contemporary media study. Students are expected to contribute written and oral work of a mature level on a consistent basis.  Written work will take the form of essays on a variety of subjects and in a variety of styles.  Emphasis will be on analysis and creativity. Oral work will be both formal (presentations) and informal (discussion).  Classroom activities will also include lectures, independent study and group work.  Students should be aware that there is a provincial exam written at the end of this course.






This course introduces students to a variety of genres of literature in order to encourage their enjoyment of reading.  Forms include short and long fiction, non‑fiction, plays, media, poetry, and video.  Students are expected to communicate effectively both orally and in writing about the literature they have studied and about their own experiences.  Writing and creative skills will continue to be developed through writing workshops. Students will enhance their communication skills and recognize the relevance of success in school to success in the work place.  Students are expected to develop an appreciation for the diverse uses of their language, building on the skills acquired in Grade 10 English. 




ENGLISH COMMUNICATIONS 12 (ECS 12) – graduation 


Students will build on the skills developed in ECS 11.  This course stresses practical skills in written and spoken English as well as strongly emphasizing the ability of the individual to evaluate their relationship to our information environment.  Topics of study throughout the year include media, literary forms such as business documents and brochures, novels, plays, short stories and poetry.  As well writing for information, to persuade and to explain, reports, applications and resumes will be studied.  Activities stress group work. This course is intended for students who plan to go either immediately into the work force or to pursue vocational/technical training at a community college.  Students should be made aware that there is a provincial exam written at the end of this course.




ENTREPRENEURSHIP 12 (ENT 12) – academic


The purpose of this course is to develop the values, skills and attitudes of entrepreneurs and to learn the specific knowledge associated with entrepreneurship ‑ starting a business.  This course aims to produce students who are independent thinkers, who are successful problem solvers, and who believe in themselves.  Entrepreneurship education requires students to be active in their learning.  This course will provide students with the opportunity to develop entrepreneurial skills and attitudes and apply them to personal, school, business and community‑service opportunities, and an out‑of‑school business venture consisting of at least 60 hours will be required.  The venture may consist of one main business or several smaller ventures throughout the semester.  Although this is an academic grade 12 level course, students applying for university should not include it among the requirements for admission.




This course presents students with an exciting look at technology and its development.  EXT10 is designed to provide students with an opportunity to understand technology as related to everyday life.  This course retains a hands-on, experimental philosophy, while introducing students to a broad spectrum of technology, how technology works, and how it affects our lives.  The course offers a wide variety of assignment and project work in many interesting areas related to technology.   Students will use electronic, graphic and digital communication methods throughout the course as they experience a broad range of activities. 



FOOD SCIENCE 12 (FSC 12) – academic


It is important to note that Food Science 12 has been designed to meet the needs of a wide range of learners.  The course is comprised of four modules: Food Constituents, Preservation Factors, Food Quality and Commodities, and Food Packaging.  Most of these modules include extensive lab work.  This course fulfills the second science credit requirement for high school graduation. 



FOODS AND NUTRITION 12 (FNT 12) 1/2 credit – open 


If you sign up for FNT12, you must also sign up for HOUSING 12.  This half-credit course in food and nutrition helps students develop an understanding of resource management in meeting family food needs, an appreciation of the importance of preventative health care through the exploration of nutrition related health concerns and community support, and an awareness of global food issues.



FRENCH 10 (FRE 10) – academic


The objectives of this course are to develop and broaden the skills required to communicate in French.  French is the language of instruction and students are expected to use French at all times.  Although the emphasis will be placed on oral communication, reading and writing are an integral part of learning a language and are an essential part of the program. These communication skills will be developed through the study of various themes such as sports and physical fitness, friendships and relationships, school life and its problems.  The student will be required to make oral presentations such as role-playing and skits, write brief compositions and work in groups or with a partner.  Themes appropriate to the age and interests of students will be selected.



FRENCH 11 (FRE 11) – academic


FRE 11 continues with the objectives outlined in French 10. This course further develops and broadens the skills required to communicate in French.  Reading and writing become increasingly important in order to solidify the student's comprehension and the ability to express himself/herself.  The student will be required to make oral presentations to express his/her feelings and opinions in various themes such as: the future, what does it hold?; the technological age; the environment; movies and entertainment; and school dropouts.  The class will be conducted entirely in French.

FRENCH 12 (FRE 12) - academic 


This course is intended for students who are serious about continuing to expand their knowledge of the French language.  Oral expression, reading and writing are equally important.  Students will be required to produce a magazine as a group project; they will participate in debates and will make oral presentations to their peers.  They will read and analyze short stories, an activity that will integrate all skills: reading, writing and speaking.  In all activities, themes appropriate to their ages and interests will be selected.



GEOGRAPHY 10 (GEO 10) - academic  


The aim of this physical geography course is to develop awareness of the processes that continue to contribute to the shaping of our physical environment both locally and internationally.  This course is designed to give students an understanding of the world in which they live.   Students learn how the earth arrived at its present shape, as well as how to find their way around this planet.  Some topics include: mapping, surveying, aerial photography, climate, glaciations and landforms.  This course uses labs as an important part of the curriculum.  After completing this course, students will be able to select any other high school credit in geography.



GEOGRAPHY 11 (GEO 11)– academic 


A sound background in Grade 10 physical geography is an advantage. GEO 11 examines the physical geography, economic development and settlement patterns of Canada.  Labs, based on unit topics, form part of the student discovery/learning process as part of the assessment. Topics covered include the geological‑geographic history and its relationship to the economic‑social conditions found in Canada today, physical regions, the settlement pattern, economic and social aspects of each region, issues such as problems in the fisheries, regional disparity, problems of western agriculture, the oil industry, free trade, mining and forestry. Another focus of this course includes Geographic Information Systems (GIS).  GIS is the cutting edge computer mapping tied with cartographic skills and is the most innovative aspect in the field of Geography today.  Simulations, assignments and a major project involving a simulated trip across Canada are required.



GEOLOGY 12 (GOL 12) – academic 


The earth is constantly changing!  Its surface is made up of large plates “floating” on a plastic-like layer below the surface.  These plates move around changing the shapes of the continents and oceans.  Erosion and weathering are also at work changing the landmasses.  Topics include our solar system, plate tectonics, earth history, glaciers, earthquakes, minerals, volcanoes, rocks and the rock cycle.



GLOBAL GEOGRAPHY 12 (GGS 12) - academic 


Global Geography 12 is comprised of eight compulsory units based upon the standard themes and skills of the discipline of geography: Our Fragile Planet ‑ A Geographical Perspective; Environmental Hazards ‑ Our Planet At Risk; The Peopled Planet ‑ Standing Room Only?; Feeding The Planet ‑ Food for Thought; Global Resources ‑ The Good Earth; Global Factory ‑ For Whose Benefit?; Urbanization ‑ A Mixed Blessing; The Future Planet ‑ Under New Management.  This course fulfills the Global Studies requirement for graduation.

GLOBAL HISTORY 12 (HGS 12) – academic 


Global History 12 is comprised of five compulsory units each of which focuses upon an historical construct of the post‑World War II era.  The study of these units is based upon the historical method and employs political, economic, and social perspectives. The units are as follows: East‑West: the Role of Super Power in Post‑World War II Era; North‑South: Origins and Consequences and Global Economic Disparity; The Pursuit of Justice; Societal and Technological Change; Acknowledging Global Independence: the Legacy of the 20th Century.  The study required by each unit will contribute to an understanding of major historical developments following 1945.


The question which unifies the studies, and towards which each must contribute, is "Has humanity emerged into a world whose actions are governed more by interdependence at the global level than by dependence or independence at the national or international level?" The concept of power and the role it has played in the social, economic, and political history of the period is foundational to studying this question.  Consistent attention to the varied requirements of this comprehensive and cohesive historical study will enable students to propose reasonable answers to the questions upon which Nova Scotia's Global Studies courses are built: "How did the world arrive at its current state?"  This course fulfills the Global Studies requirement for high school graduation. 



HISTORY 10 (HIS 10) - academic  


This ancient history course is an introduction to the study of history in high school.  There are two overall goals: (1) to examine and understand these events and outcomes which are considered to be "foundation stones" of Western civilization, and (2) to explore with students why the story of human experience should lead all people to respect and appreciate others, regardless of location, culture, religion, race or gender.   Topics include archaeology, human evolution, the impact of technological progress on early human development, Cradles of Civilization, religion, Classical Greece and Rome, Sub‑Saharan African Kingdoms, among others. Particular emphasis will be placed on student presentations, group activities, debates and historical research techniques.



HISTORY 11 (HIS 11) - academic  


This Modern European History course will survey the major events, personalities, ideas and conditions that have shaped the modern world over the past four centuries.  Major areas of study include: The Age of Great Monarchs; The French and Russian Revolutions; Napoleon, Bismarck, The Two World Wars; The Rise of Totalitarianism; Adolph Hitler, as well as the Cold War and Europe. This course makes extensive use of seminars (student presentation), documents and research.  It is recommended for students who are interested in European History and wish to continue studying history in future years or for those students interested in improving their research and writing skills through history.



HOUSING 12 (HOU 12) 1/2 credit – open 


If you sign up for HOU12, you must also sign up for FOOD AND NUTRITION 12.  This half-credit course in housing assists students in assessing housing environments to meet family shelter needs, to explore community concerns and support services related to available adequate shelter, and to develop an appreciation of the problems related to national and global shelter.



HUMAN BIOLOGY 11 (HBI 11) - graduation  


This course examines the systems of the human body in a way that allows the student to gain a personal understanding of his or her own body.  The program focuses on the individual but also examines how society affects personal decision-making as it relates to issues surrounding the major systems of the human body.  The major systems covered will include digestive, respiratory, circulatory, excretory, nervous and reproductive systems.  These will be studied using the topics of - nutrition, cardiovascular fitness, drug abuse and sexuality.  Student progress will be assessed using a variety of techniques including lab work, both group and individual projects, journals, response papers, home assignments and tests.  The student will be expected to be an active participant during in class and out of class activities.  This course fulfills the second science requirement for graduation.




LAW 12 (LAW 12)– academic 


This Canadian law course is designed to provide students with knowledge of the law and its function in society. Students will also attain skills and attitudes that will enable them to understand the process of law. Course content includes the Charter of Rights and Freedoms, Criminal Law, Torts, Contracts, Family Law and Business Law, as well as court procedure and the legal process.  Emphasis is on analysis and interpretation of cases.




This leadership course is an educational, action-based, instructional course that will allow students the opportunity to experience the learning of meaningful, real-world content.  Today’s classrooms provide students with academic knowledge, but may not always focus on skill development in personal growth, trust, communication, cooperation, decision-making, team building, critical thinking, problem-solving with new innovative methods.  This leadership course will reconnect youth to the concept of “life-long learning” and community development.  The drive/thrust of this course is to deliver a curriculum that is adventure based and experiential and that targets key areas of youth leadership and service learning.  Adventure in the classroom is taking risks, exploring new ideas and challenging assumptions.  It is making connections between new curriculum and what we already know.




LEARNING STRATEGIES 10 AND 11 (LST 10/11) - graduation


These courses are for students who need support in their academic programs.  Students who have experienced difficulty in the past with learning and have been associated with resource or a learning centre have top priority for receiving academic support in these classes.  These classes include instruction around organization skills, use of visual aids, homework support, use of assistive technology and software programs, and more strategies.  Placement needs to be approved by Guidance and Learning Centre or Resource teacher.



MATHEMATICS 10 (MAT 10) – academic


Students in MAT10 will explore the following subject areas:

§         Data Management - designing and conducting experiments; interpreting displays of data; studying distributions, normal curve and standard deviation; examining scatter plots and trends.

§         Networks and Matrices - translating between networks and matrices; understanding multiplication of matrices and powers of matrices.

§         Patterns and Equations - representing patterns; developing equations from patterns; solving equations - linear, quadratic, exponential, simple radical and absolute value; manipulating polynomials.

§         Modeling and Functions - interpreting and constructing graphs; developing functions and function notation; understanding transformations of the quadratic absolute value functions; modeling - linear and non-linear regression.

§         Trigonometry - solving problems in similarity and right triangles, vectors and bearings; understanding the Pythagorean Theorem and testing its proofs; applying right triangle trigonometry. 

§         Geometry of Packaging - developing and applying perimeter, area, surface area and volume; discovering relationships between fixed perimeters and area and between fixed volumes and surface areas; applying inductive reasoning and developing arguments.

§         Linear Programming - interpreting and writing constraints; representing constraints algebraically as inequalities and with graphs; solving systems of equations; solving linear programming problems using graphs.



MATHEMATICS 11 (MAT 11) – academic 


This course is intended for students who do not have to take a calculus course in their program at post-secondary institutions.  Topics include:

§         algebra and geometry of three space, solving systems of equations beyond 2x2, algebraically and matrix methods using technology;

§         periodic and sinusoidal relations, circular trigonometric relations and functions, graphing by transformations, solving trig equations, verifying identities and operation on rational algebraic expressions;

§         applications of trigonometry that go beyond right triangles;

§         statistics including, sampling, distributions, 90% box plots, confidence intervals, connections to normal curve and standard deviations, formulating and testing hypotheses and calculating, interpreting and applying the chi square statistic.



MATHEMATICS 12 (MAT 12) – academic 


Students should have math at the grade 11 level.  Students will explore the following subject areas:

§         Quadratics: power sequence, modeling, determining equations, graphs, quadratic formula, solving and exploring roots.

§         Rate of Change: average rate of change, slope of tangents, instantaneous rate of change, calculate slopes at different points on the curve, modeling and patterns, graphs, transformations, exponential and log relationships, properties of logs.

§         Circle Geometry: synthetic algebra, distance and midpoint, proofs, properties and relationships theorems, algebra of the circle and ellipse, transformations.

§         Probability: fundamental principle of counting, tree and area diagrams, conditional probabilities, simulations, permutations and combinations, factorial notation, Pascal’s Triangle binomial expansion.


The introduction of the provincial exam should be cause for students to reflect carefully before selecting this course.





The students in FMA10 courses will be expected to meet the same key-stage curriculum outcomes and most of the same specific outcomes as Math10.   FMA10 should be characterized by a greater focus on concrete activities, models and applications with less emphasis given to formalism, symbolism, computational or symbol-manipulating facility and mathematical structure.



 MATHEMATICS FOUNDATIONS 11 (FMA 11) – graduation 


This course will further develop the application of skills acquired in FMA10.   There is a greater focus on concrete activities, models and applications.  Topics include: systems of equations and inequations set in context of learning the process of linear programming, personal finance, consumerism and related decision statistics - sample size, distribution, normal curve and standard deviation, confidence trigonometry beyond right angles, independent research and presentations.





Students should have math at the grade 11 level.  Students will explore the following subject areas:

§         Sequences (patterning): explore and develop understanding for three kinds of sequences - arithmetic, power and geometric. Quadratics: patterns, graphs and applications 

§         Exponential Growth: patterns, graphs, relationships with compound interest and properties of exponents 

§         Circle Geometry: properties, distance and midpoint, proofs and inductive and deductive reasoning 

§         Probability: principles of counting, tree and area diagrams, simulations, permutations and combinations, and factorial notation. 




MI’KMAQ STUDIES 10 (MKS 10) – academic 


Mi’kmaq Studies 10 is a course intended for all students in Nova Scotia and respects the backgrounds and learning histories of all students.  Its rationale is to convey “... an understanding of the unique history, culture and spirituality of the Mi’kmaq First Nation”.  The course is meant to both empower and educate.  It is an opportunity to explore history, language, culture, art and heritage from a First Nations’ perspective.  Through a unique “stories approach”, the course seeks to “... tell the largely untold or mistold story of the Mi’kmaq”.  Students will examine Mi’kmaq history, folklore, heritage and contributors to society through


the Mi’kmaq worldview.  Because the bulk of this course is based on shared experiences, it is a highly interactive program, and features cooperative participation.  Assessment ranges from traditional tests, programs and projects to non-traditional portfolios, journals and performance-based strategies.  This course fulfills the Canadian Studies requirement for graduation.



MUSIC 10 (MUS 10) – academic 


It is strongly recommended that each student have at least 3 years experience on a woodwind, brass or percussion instrument.  Students continue to study the elements of music through individual development on their instruments. Technical skills are refined through scales and rhythmic exercises; musical skills through Etude Studies.  Each music student must be a member of the Concert Band.

Theory: The composition process is examined through basic rudiments of notation; major and minor scales; rhythm; and intervals. Ear training is begun. 

History: An overview study of the musical periods throughout history, with specific focus on the Baroque period, both literary and listening study. 


    PLEASE NOTE: Students in Grade 10 may not participate in Concert Band unless they take Music 10.



MUSIC 11 (MUS 11) – academic


Performance: A continuation of improving individual instrumental proficiency, through advanced technique of scales and studies, and individual performance of solo repertoire.  Each music student must be a member of the Concert Band. Stage Band is optional. 

Theory: The composition process is examined through intervals and harmonic analysis; melodic transposition and composition; ear training continues.

History: Study of the Classical Period through literature and listening.



MUSIC 12 (MUS 12) – academic


Performance: The development of an individual performance ability of a high standard technically and musically. Each student must participate in the Concert Band. Stage Band is optional. 

Theory: The composition process is examined through harmonic, melodic and musical form analysis; student composition; transposition and orchestration; ear training continues. 

History: Study of the Romantic Period through literature and listening.



OCEANS 11 (OCE 11) – academic 


Oceans 11 is intended to develop a sound scientific background, and awareness of future opportunities in this field of study, an understanding of the importance of a healthy ocean’s environment, and a recognition of the important roles of every Canadian in ocean management.  Oceans 11 reflects current priorities, issues and realities in the ocean’s field, while increasing knowledge of emerging technologies and career opportunities in areas such as aquaculture and ocean’s management.  This course fulfills the second science requirement for graduation.



PAL 11 is designed to create an awareness of the need to lead a healthy active lifestyle.  Upon completion of this course, students will be able to show development of the skills that are foundations of physically active lifestyles, such as a responsibility for personal development, leadership, positive attitude, willingness to explore new activities and interaction with peers in a cooperative, sportsmanlike manner.  This will be achieved by immersing students in a wide variety of non-competitive activities.  Students will not be evaluated on their skill level in a particular activity, but rather on their participation, as well as their understanding of the theory topics related to health and physical activity.  Students will receive certification in Emergency First Aid and CPR.  The objective of the PAL course is to promote to every student the benefits of being physically active throughout their lifetime. 





Physical Education 10 is an activity-based course designed to provide students with dynamic, physical interactions primarily in team sports and activities.  Through participation, students will be evaluated on their willingness to explore new skill areas, mature attitude, fitness concepts, sportsmanship and fair play.  The theory component of the evaluation will include current health and sport related issues and concepts.  This course is open to students in Grade 10.





Physical Education 11 is an activity‑based course designed to provide students with dynamic, physical interactions in a sport and fitness environment.  Upon completion of this course, students will be able to demonstrate a cognitive and physical understanding of basic skills, rules and principles of the course activities.  Students will exhibit knowledge and proficiency in the area of personal fitness.  PHE11 students will demonstrate an awareness and understanding of theory topics and concepts related to sport and physical activity.





This course is designed to offer students an opportunity to explore a variety of recreational activities.  The course will benefit students who enjoy being active in outdoor pursuits as well as the gym.  Off campus activities, such as golfing, tennis, skiing and curling will be offered, as well as the traditional sports of basketball, volleyball, soccer, badminton, etc.  Students enrolled in this program must have a keen interest in participating in non-traditional activities.  Due to the number of off campus activities, students will be required to pay a nominal fee to offset the costs.



PHYSICS 11 (PHY 11) – academic 


The aim of this course is to introduce students to the most fundamental of the physical sciences. This science course will help all students attain the scientific awareness needed to function as effective members of society. It is essential to further study in science, and is particularly suited for those students interested in a future in engineering or other science‑related careers.  There is a major emphasis in this course on practical lab work to better aid students in their derivation


and understanding of the concepts of the course. Topics include: Kinematics, Dynamics, Momentum, Waves and Work, Power and Energy.  Students should have successfully completed Science 10 and Math 10 to enroll in Physics 11.




PHYSICS 12 (PHY 12) – academic 


This university preparatory course is a continuation of the study of Physics 11.  Topics include: Dynamics Extension, Projectiles, Universal Gravitational Law, Electrostatics, Electricity, Electromagnetism and Modern Physics.  This course is designed for those students who had success in Physics 11 and should be seen as a course for students entering a science program in university.  Students should be aware that there is a provincial exam written at the end of this course.




POLITICAL SCIENCE 12 (POL 12) – academic


This course is divided into three parts: developing an understanding of the concepts of government and politics, developing an understanding of the many aspects of Canadian politics, and a comparative study of democratic and other systems of government.






This is the fourth PSP math course available to students who wish to continue their study of mathematics and science at a post-secondary institution.  This course was implemented in February 2002.  The prerequisite for this course will include the successful completion of both Math 11 and Math 12, either academic or advanced.  However, the Advanced Math 11 and Advanced Math 12 are recommended prerequisites.  The learning outcomes for this course are organized around the following units:  Sequences and Series, Developing and Applying the Function Toolkit (working with and modeling polynomial, rational, exponential/logarithmic functions), Trigonometry and Complex Numbers.






Using material processes and systems to produce artifacts to improve the quality of existence is commonly referred to as production technology.  This involves the seven M's of production:  management, material, manpower, machines, market, money, and methods. 


An emphasis will be placed on both custom and mass production. Two integral aspects of this course are the planning phase and the production phase.  The student will learn about production theory through a hands-on approach.  Research and development will also play a part.  Topics may include: materials, processes, processing systems, impacts of production technology, the service industry processing systems management, production technology cycle, future implications of production technology.





The nucleus of Production Technology 12 is entrepreneurship.  This course will give the students the opportunity to setup and operate a simulation of a business enterprise.  All business aspects of a business enterprise will be covered.   By way of example, the following will be included: 


          Research and preliminary market analysis         Tooling up

          Production technology                                   Business plan

          Company organization                                    Product service center

          Responsibilities                                             Quality control

          Design and planning                                       Financing

          Resource recovery and recycling                     Purchasing


Students will have the opportunity to experience all of the above aspects. The course participants will produce actual products on mass.  Developing personal leadership abilities will be a constant theme here.   The product is important, but the process even more so!




SCIENCE 10 (SCI 10) - academic 


Integrated Science 10 is designed to offer students an opportunity to learn more about the disciplines of biology, chemistry and physics.  It is intended to bridge earlier science courses to the electives students may choose in grade 11 and 12.  Students will be encouraged to develop positive attitudes toward scientific investigation and research, to refine investigative skills, and to increase their knowledge base.   Students will renew principles of scientific investigation and receive an introduction to living things, understanding matter and understanding energy.  It is strongly recommended that all students make this course the science of their choice at the Grade 10 level, since it prepares students for all future studies in science at the high school level.




SOCIOLOGY 12 (SOC 12) – open 


Sociology is the study of human relations and how individuals are influenced by the society in which they live.  This course will cover such areas as socialization, social class, collective behavior, mass communication, culture, and social problems.  Students will be expected to apply the knowledge they gain to real life situations.  As well, students will conduct at least one major research project focusing on Canadian sociological issues such as poverty, minority groups, the family, students in schools, women in society, labor and management, crime, punishment and rehabilitation.


Students will be expected to take part in both independent study and various forms of group work.  Student evaluation will consist of tests, essays, examinations, projects, class discussion, seminars and public‑service‑oriented presentations. This course is of particular interest to students who enjoy reading, writing and discussion.






TOURISM 11 (TOU 11) – academic        


Tourism 11 gives students an introduction to the tourism industry.  The course offers students opportunities to develop the essential knowledge and skills needed to enter the tourism industry or post-secondary tourism programs.  Students develop their skills in communicating, problem solving, organizing and managing information, working with others and independently, and using and adapting to new technology. 


The course focuses on career planning and employability skills and on industry design and development (for example, develop a plan for eco-tourism in South America).  Students apply and expand their learning in community or workplace settings through job shadowing, field trips, and work experience.  Learning experiences have a strong applied focus with an emphasis on integrating, applying, and reinforcing learning in other courses.  In addition to the compulsory module Fundamentals of Tourism and Career Exploration in Tourism, other modules may include Transportation, Hospitality, and Attractions; Tourism Attractions, Travel Trade, and Tourism Services: and Tourism Development and Design.  Students planning to enter a tourism program at Nova Scotia Community College may count this course as a college credit if they attain a mark of 75% or better.




TRANSITION TO ENGLISH 10 (TSE 10) – graduation 


This course is recommended for students who have in the past experienced difficulty in English Language Arts.  Students work toward the same outcomes as in English 10, but have learning experiences intended to build communication skills and confidence, especially in reading and writing. If sufficient progress is made, students may receive the credit in English 10.  Placement in TSE 10 should be made only on the advice of the junior and senior high guidance teams.






Word/Information Processing is designed to help students become proficient users of automated word processing procedures.  Modules include keyboarding, word-processing concepts, skill development applications, decision-making and production.  WIP 12 is a technology course that may be used to meet graduation requirements.



(Listed by grade)



ART DRAMATIQUE 10 (ADR 10) Immersion - académique 


Ce cours est offert à tous les élèves de dixième année.  Ce cours est une introduction aux habiletés physiques, intellectuelles et émotives qu'on utilise dans le théâtre.  Le contenu du cours inclut les mouvements physiques, les exercices de voix, le mime et l'improvisation.  Les activités coopératives sont à la base de ce cours.  Toutefois, il y a également des activités individuelles.  La participation est essentielle dans ce cours.  À son plus haut niveau, ce cours offer l'opportunité de développer les habiletés de base en théâtre et l'expression personnelle créative.



FRANÇAIS 10 (FRA 10F) Immersion – académique 


Les objectifs généraux de ce cours sont de développer l'habilité des élèves à comprendre et à produire des discours oraux et écrits nécessaires à leur besoin de communication personnelle et sociale. Plus spécifiquement, le participant aura l'occasion de prendre régulièrement la parole devant le groupe, seul ou avec des partenaires.  Ces présentations où le participant aura l'occasion d'exprimer ses sentiments et idées propres prendront aussi parfois la forme de bulletin d'information ou d'entrevues de genre journalistique. Les participants devront ainsi découvrir comment ils doivent bien organiser leur exposé, comment bien se documenter, comment améliorer la qualité de la communication (qualité du français parlé, trac, intérêt, réponse, esprit critique...)  De plus, la lecture active d'au moins deux romans, de poèmes d'auteurs francophones, d'articles et de nouvelles permettra aux participants de se situer face aux valeurs socio‑culturelles et personnelles présentées dans les textes étudiés. Finalement, les élèves auront maintes occasions de produire et de partager entre eux des textes écrits afin de perfectionner leur communication écrite.  Ce cours est donc exigeant dans la mesure où l'élève doit devenir un participant actif à son propre apprentissage ainsi qu'à celui de son groupe.


The overall objectives of this course are to develop the ability of the students to understand the spoken and written word, to increase their critical judgment and to improve their oral and written skills. With these objectives in mind, the students will undertake a study of the media, specifically the newspaper and television news and current affairs programs. They will write their own articles and contribute to a group newspaper. Furthermore, they will produce a video of their own current affairs program. In addition, the students will study two novels, a selection of poems, articles and short stories by francophone writers.  Students will produce many written texts, both creative and analytical, and will present several oral exposes, with an emphasis on the art of the interview and the compte rendu. This is a demanding course in that the student must play an active role in his/her own learning and that of the group.



HISTOIRE 10F (HIS 10F) Immersion – académique 


Ce cours est une introduction à l'histoire antique. Il a pour but d'inciter les participants à comprendre comment et pourquoi changent les sociétés ainsi qu'à réaliser quel rôle ils peuvent jouer dans cette évolution. Ce cours invite les participants à répondre à certaines questions que pose l'Histoire. Les élèves devront donc, à l'aide de la méthode historique, de nombreuses recherches, de débats, de présentations et de travaux visuels et écrits, tenter de répondre à ces questions. Nous retrouvons parmi les thèmes principaux du cours: les origines de l'humanité, les assises des premières civilisations telles que la Mésopotamie, l'Égypte, le peuple Juif, les Phéniciens; la naissance de la démocratie en Grèce; l'impérialisme romain; le rôle déterminant des religions, de la politique, de l'art dans toute société; l'importance du Moyen‑Âge comme période de transition. Ce cours offrira dans l'esprit du multiculturalisme, une perspective plus globale sur l'histoire. Les participants auront donc l'occasion de mieux connaître des civilisations telles que celles qui se sont développées en Amérique Centrale, en Chine et au Japon, en Inde, en Afrique et dans le monde Arabe. Par une étude de ces échos du passé, les participants seront donc plus aptes à analyser les sociétés contemporaines et peut‑être même à apercevoir ce qui les attend dans l'avenir.



MATHÉMATIQUES 10F (MAT 10F) Immersion - académique 


Le but général de ce cours est d'exposer l'élève à un contenu mathématique qui lui permet de confronter les changements rapides de la société en développant son raisonnement et sa communication en mathématiques. À ce niveau, l'élève a besoin de comprendre les complexités et les technologies de la communication, de poser des questions, d'assimiler des informations nouvelles en travaillant coopérativement. Ce cours contient: analyses de données, relations et fonctions linéaires, régressions linéaires, équations linéaires rationnelles, solution de systèmes à deux variables, notions de géométrie analytique, trigonométrie des triangles rectangles et des triangles quelconques, polynômes, factorisation et transformations géométriques des fonctions linéaires et les lois des exposants, les radicaux et les systèmes des nombres réels.   Ce cours prépare l'élève à Math 11F.



SCIENCES 10F (SCI 10F) Immersion – académique 


Le but de ce cours est d'aider les élèves à percevoir l'apprentissage à l'école et l'expérience de la vie comme inséparables. En intégrant l'étude des sciences à la technologie et la société, ce cours encourage les élèves à combiner la connaissance scientifique et la pensée critique pour prendre des décisions eux-mêmes. Il met aussi l'emphase sur  le raisonnement et l'analyse. Il offre à tous les élèves les outils intellectuels pour devenir scientifiquement éduqués par la résolution de problèmes et le raisonnement critique. De plus, il offre aux élèves l’occasion d'explorer les problèmes environnementaux qui leur semblent importants. Il offre une solide base aux élèves qui espèrent poursuivre l'étude de la chimie et de la physique.  Ce cours répondra aux besoins d'une large clientèle d'apprenants.   (Please see SCI 10 for English version.)



BIOLOGIE 11F (BIO 11F) Immersion – académique 

Ce cours de biologie est une préparation à l’université. La biologie répond aux questions que les élèves se posent sur eux-mêmes et sur l'environnement. L'intégration de la technologie et d'autres disciplines à la biologie est une des caractéristiques principales de ce programme. Le contenu et les approches pédagogiques préconisées favorisent le développement de la pensée critique, la pensée créative, la communication et l'acquisition des connaissances et des habiletés de pensée d'ordre supérieur. De plus, ce cours offre la chance à l’élève de développer des relations entre la biologie, la technologie et la société.


Le cours académique Biologie 11F comprend les quatre modules suivants : la matière et l'énergie pour la vie, la continuité génétique, le maintien de l'équilibre dynamique et la biodiversité.



FRANÇAIS 11 (FRA 11) Immersion – académique 


Ce cours poursuit le développement des objectifs généraux introduits dans le cours FRA 10F, et vu le caractère cumulatif de l'apprentissage dans ces cours, il est recommandé que les élèves aient bien développé les habiletés requises en Français 10. L'emphase sera mise sur la communication en lisant des textes d'invitation et en écrivant un texte expressif. Les élèves doivent exprimer correctement et efficacement leurs goûts, leurs opinions et leurs sentiments et être capables de s'informer en écoutant et en faisant des entrevues et des documentaires. À l'écrit, ils doivent produire une revue, des analyses de texte ainsi que des exposés critiques. Ils devront, de plus, écrire eux‑mêmes une légende et un conte original. Du côté littéraire, ce cours offre une étude approfondie du conte et de la chanson poétique. 


This course continues the objectives set out in FRA 10F and as French is a cumulative subject, the student should have mastered the skills required in FRA 10F. The study of the media begun in 10F is further developed through the study, analysis and production of a magazine of the student's choice. Reading, writing and interpretative skills are enhanced through a study of the documentary, the editorial, publicity, interviews and biographies and other types of articles pertaining to the magazine genre. Students will further develop their oral skills through debates, interviews and critical interpretations of their readings, which will include two novels, a wide selection of legends and short stories, culminating in the creation of both an original legend (on audio tape) and short story (written). The art of the poem will be approached through the "chanson poétique".



HISTOIRE DU CANADA 11F (HCA 11F) Immersionacadémique 


Ce cours académique de onzième année répond aux exigences du Ministère de l’Éducation de la Nouvelle-Écosse face à la nécessité pour les élèves commençant leur dixième année en septembre 2001 d’avoir parmi l’ensemble de leur cours au niveau secondaire un cours en histoire du Canada. Ce nouveau cours d’histoire canadienne est structuré avant tout selon une approche thématique mais respecte aussi l’évolution chronologique de la société canadienne. Les participants seront invités à participer activement à l’aide de débats, d’enquêtes, d’études de cas et de contacts avec divers représentants de la mosaïque canadienne afin de mieux définir ce que représente les valeurs de la citoyenneté canadienne.

I. Regard sur le développement économique canadien. (Ex: la traite entre les Premières Nations et l’exploitation des Grands Bancs par les pêcheurs européens jusqu’à la participation du Canada dans l’économie mondiale par l’entreprise d’organisations telle l’Organisation Mondiale du Commerce.)

II. Les Formes de gouvernement en terre canadienne. (Ex: les gouvernements Iroquois, ceux des premières colonies, ainsi que la division du pouvoir lors de la Confédération de 1867, le rapatriement de la Constitution et les discussions constitutionnelles du Lac Meech et de Charlottetown)

III. La Justice et Droits de l’Homme. (Ex: la déportation des Acadiens, les ententes et mésententes entre le gouvernement canadien et les Premières Nations, l’internement des Japonais lors de Deuxième guerre mondiale et la Chartre des droits.)

IV. Facettes de la quête de souveraineté. (Ex: la quête de souveraineté du Québec, les doutes constitutionnels de la Nouvelle-Écosse, de la Colombie-Britannique, de Terre-Neuve et plus récemment en Alberta, désir d’autodétermination par les Premières Nations)

V. Le Canada face à la mondialisation. (Ex: les ententes  coloniales entre Européens en terre canadienne, la relation ambiguë entre le Canada et les États-Unis, la participation du Canada à la paix et à la justice mondiale, son rôle face aux pays en voie de développement ainsi que les enjeux économiques face aux multinationales.)


MATHÉMATIQUES 11F (MAT 11F) Immersion - académique 


Cours académique conçu pour les élèves qui ont l'intention de poursuivre des études post secondaires dans des domaines reliés aux mathématiques. Dans ce cours, l'accent est mis sur l'abstraction, les structures mathématiques et les généralisations symboliques sophistiquées. Par l'entremise d'activités du monde réel, l'élève atteint les résultats d'apprentissage spécifiques à ce cours.


Ce cours comprend : les régularités et les inéquations, la représentation graphique d’inéquations, la programmation linéaire, les matrices et les systèmes linéaires, définition et opérations, la résolution des systèmes linéaires, les régularités et les fonctions quadratiques, la modélisation des situations réelles par des fonctions quadratiques, la représentation graphique de y = ax2 + bx + c, de y = a(x - h) + k et les régularités dans y = ax2 + bx + c, la résolution d’équations quadratiques par méthode graphique, par décomposition en facteurs par « complétons le carré »  et par la formule quadratique et le discriminant, le cercle, les propriétés des cordes, des angles, des tangentes et les angles et les polygones, la géométrie analytique, les distances entre des points et des droites, la notion du lieu géométrique et l’équation d’un cercle en repère cartésien, la trigonométrie du triangle quelconque.


L'utilisation de la calculatrice à affichage graphique, du CBL, des sondes et des logiciels graphiques et de géométrie est encouragée afin de découvrir des concepts mathématiques et les appliquer pour résoudre des problèmes, faire des liens et communiquer des résultats de façon appropriée.



BIOLOGIE 12 (BIO 12)  Immersion  - académique 


Ce cours développe les concepts et les notions introduits en Sciences 10 et Biologie 11. Il est conçu pour fournir aux élèves des connaissances et des habiletés qui leur permettent de poursuivre des études post secondaires dans des disciplines connexes ou de faire carrière en sciences.


Ce cours comprend les quatre modules suivants : les systèmes de régulation chimique et électrochimique, la reproduction et le développement, la génétique et l’évolution et finalement les interactions chez les êtres vivants.

Le cours est complété par des travaux de laboratoire, des projets et des recherches (individuel ou en groupe). Ce cours permettra aux élèves de prendre des décisions, de résoudre des problèmes et de penser analytiquement. Les connections entre biologie et science, technologie et société, seront traitées.



FRANÇAIS 12 (FRA 12) Immersion - académique 


L'objectif général de ce cours est de poursuivre le cheminement entrepris avec FRA 10F et 11F; il est donc recommandé que les élèves aient atteint les buts proposés en Français 11F. L'objectif premier de ce cours est d'offrir l'occasion aux participants d'améliorer la qualité de leur communication en langue française ainsi que leur connaissance de la francophonie. Ce but sera atteint par la lecture, la rédaction et l'analyse actives de publicité, de poésie, de différents textes d'information, de lettres d'opinion et de nouvelles. De plus, les participants devront

analyser, par une approche dynamique, certains romans et quelques pièces de théâtre.  Les élèves seront de plus invités à présenter une pièce de théâtre qu'ils auront eux‑même conçue. L'emphase sera mise particulièrement sur la littérature canadienne‑française.


As mentioned in FRA 11F, French is a cumulative subject and students should have achieved the goals of the Grade 11 course in order to do well in FRA 12F. The primary objective is to enable the students to improve their communication skills in the French language, as well as extending their knowledge of the francophone culture. This goal will be reached through reading, writing and analysis of publicity, poetry, informative texts, letter of opinion and short stories, the emphasis being on French Canadian Literature. Certain novels and plays will be analyzed in depth and the students will write and produce their own play.




HISTOIRE PLANÉTAIRE 12 (HEP 12) Immersion – académique 


Le cours d'histoire planétaire offre aux élèves de 12e année la possibilité de maîtriser les acquis développés dans leurs études précédentes en histoire. En effet, l'élève perfectionnera ses habilités de recherche et d'apprentissage qui lui permettront de mieux comprendre et interpréter les causes et les conséquences des principaux développements historiques survenus depuis 1945.


Suivant une approche thématique plutôt que chronologique, ce cours invite les participants à jeter un regard critique sur le rôle du pouvoir et de l'interdépendance dans le monde contemporain, et tout particulièrement sur leur influence au niveau des réalités sociales, économiques et politiques. Afin de faciliter l'analyse, le cours se divise en cinq unités d'étude: le rôle des superpuissances (pouvoir politique et militaire, course aux armements, guerre      froide, ...); les origines et conséquences de la disparité économique entre les nations (pouvoir économique, colonialisme, pays en voie de développement, multinationales,...); la poursuite de la justice (crimes contre l'humanité, droits de la personne et des collectivités, égalité des sexes et des races, terrorisme, présence autochtone,...); changements sociaux et technologiques (éthique, technologie de la reproduction, révolutions culturelles, féminisme); interdépendance mondiale (les Nations‑Unies, le rôle des télécommunications, le crime international, le maintien de la paix...).   À l'aide de stratégies diverses tels la tenue d'un journal d'apprentissage, l'étude de cas, le débat, le séminaire, l'analyse de textes, de vidéos, de statistiques et de divers autres documents, l'élève sera appelé à développer un esprit critique, une ouverture d'esprit et une certaine objectivité face à la subjectivité parfois manipulatrice des ressources documentaires. Tout en respectant la méthode historique, le cours d'histoire planétaire invitera les élèves à formuler des réponses informées aux grandes questions de ce siècle en justifiant leurs arguments et leurs analyses à l'aide de faits, de preuves, de témoignages, ...  Que ce soit par des activités coopératives ou individuelles, orales ou écrites, le participant perfectionnera sa capacité d'écrire et de s'énoncer avec clarté, logique, persuasion et créativité et répondra à l'invitation de reconnaître sa responsabilité de jouer un rôle actif dans le "village global".