0

STUDENT COURSE CALENDAR Grades 8 — 12

1

The Academy for Gifted Children – P.A.C.E.

Philosophy

Gifted children require high-powered learning experiences in order to challenge their minds and to ensure intellectual growth and achievement. The greatest satisfaction in life comes to those who know their own po-tential, who set goals that complement their potential, who strive with all their abilities to reach those goals, and who experience the satisfaction of attaining them.

The Director and Professional Staff of P.A.C.E. believe that the primary function of education is to find and enhance the abilities of each child in order to maximize his or her potential for success. Gifted children have learning abilities that make them unique, and thus require a learning environment specifically designed for their special needs. P.A.C.E. is a private school that is committed to providing specialized education that is tailored to gifted children to ensure the development of their unique, outstanding potential.

As a private school complying with the requirements of the Ministry of Education, P.A.C.E. ensures that the basic skills of literacy, numeracy and scientific competence are developed. With appropriate, flexible pacing, we encourage and challenge each child to progress as far as he or she is able, with a view to effectively master these basic skills. In addition, each child receives an education commensurate with his or her needs - a differ-ential education. This means greater depth and breadth of instruction and a more complex approach to learning. The use of an interdisciplinary approach to broad-based issues and themes allows the child to develop higher-level thinking skills.

True learning involves an all-encompassing approach to child development. Through policies and practices employed by our carefully selected, nurturing staff, each child receives the mediation, counselling, support and respect required to optimize his or her potential. Our staff accompanies your child down the road to aca-demic excellence at a pace that is appropriate to his or her needs through the practice of “child-stretching”, NOT “child-stressing”.

P.A.C.E. is committed to reaching every student to ensure a successful secondary school experience which would lead to many doors opening for the career aspiration of choice.

Key components/goals of P.A.C.E. • Mastery of Basic Skills • Strong Focus in English, Mathematics and Science • Differentiated Curriculum • Accelerated Learning • Digital Literacy/Citizenship • Respect for Individual Differences • Excellent Communication Skills

2

Please note: Passages found in lighter and smaller font are not applicable to P.A.C.E. Credit A credit is granted to a student as a means of recognizing the successful completion of a course for which a minimum of 110 hours has been scheduled. Credits are granted to students by the Director of P.A.C.E., on behalf of the Minister of Education. The student must achieve 50% or higher to gain a credit. Course Type P.A.C.E. offers courses that have been highly differentiated for students who have been identified as intellectu-ally gifted. The courses focus on the higher-level thinking skills of analysis; synthesis and evaluation; problem-solving; and creativity. Courses are offered at the Academic, University Preparation, University/College Prep-aration, and Open levels. University Preparation Courses These courses are prescriptive, provincially designed courses that provide common university entrance require-ments and skills for graduates from all Ontario secondary schools. Certain post-secondary institutions require their applicants to have at least six “U” courses/credits for admission. The six “U” courses/credits may be taken as part of the 30 courses/credits required to earn an Ontario Secondary School Diploma (“OSSD”). Courses of Study All courses offered by P.A.C.E. are developed according to the requirements of the Ontario Ministry of Educa-tion (the “Ministry”). However, at P.A.C.E., courses are differentiated and tailored specifically for gifted stu-dents. Students will receive a copy of each of their course outlines on the first day of classes in September. Parents will receive a booklet composed of all outlines of the courses of study for their child’s academic year on curric-ulum night, which typically takes place during the third week of September. The Ontario Ministry Curriculum Documents are filed and held in the main office area at P.A.C.E. Parents may also access these documents on the Ministry’s website at www.edu.gov.on.ca. The Ontario Student Record (“OSR”) The Ontario Student Record (OSR) is the record of a student’s educational progress through school in Ontario. Principals are required to collect information for inclusion in the OSR for each student enrolled in the school and to establish, maintain, retain, transfer, and dispose of the OSR. The OSR is an ongoing record and will be transferred if the student transfers to another school in Ontario. The Ontario Student Record (OSR) Guideline sets out the policies with regard to the establishment of the OSR; the responsibility for the OSR; the components of the OSR; the access to the OSR; the use and maintenance of the OSR; the transfer of the OSR; the retention, storage, and destruction of information in the OSR; and the correction or removal of information in the OSR. Every Ontario school is required to maintain an official school record for each of their students. Each student’s OSR contains achievement results, credits earned, and other pertinent information related to their education. These records are administered in accordance with the requirements set out within the Ministry’s OSR manual and the provisions of the Municipal Freedom of Information and Protection of Privacy Act. Subject to those

P.A.C.E. Curriculum and

Program Requirements at the Secondary Level

3

requirements and provisions, parents and students may examine the contents of their OSR with the assistance of designated P.A.C.E. personnel. The following components of the OSR will be retained for five years from the date on which a student graduates from the school: report cards; documentation file, where applicable; and additional information that is identified by the school as appropriate for retention, in its sole discretion. The following components of the OSR will be retained for fifty-five years after a student retires from school: the OSR folder, the Ontario Student Transcript (“OST”) and the index card (application form). The OST The Ontario Student Transcript (OST) is a comprehensive record of all course work and diploma requirements achieved by a student. An OST must be established for each student enrolled in an Ontario secondary school course, whether or not he or she is taking the course for credit. All information recorded on the transcript must be kept up to date, either in print or electronic form, and must be copied onto an official OST form when a printed copy is required. Upon the student’s graduation or retirement, a current and accurate copy of the stu-dent’s OST must be stored in the OSR folder. The transcript will include the following information:

• the student’s achievement in Grades 9 and 10, with percentage grades obtained and credits earned for successfully completed credit courses;

• a list of all Grade 11 and 12 courses completed or attempted by the student, with the percentage grades earned and the credits gained; Note:

o Only one credit will be granted for a course that a student has successfully completed twice. o If a student withdraws from a course within five instructional days following the issue of the

second report card, the withdrawal is not recorded on the OST • confirmation that the student has completed the community involvement requirement; • confirmation that the student has completed the provincial secondary school literacy requirement; • confirmation that a student in a Specialist High Skills Major (SHSM) program has completed all the requirements. (A SHSM program

must include all four pathways: apprenticeship training, college, university, and the workplace. This is not offered at P.A.C.E.) NOTE: REQUIREMENT FOR FULL DISCLOSURE Withdrawals from Grade 9 courses are not recorded on the OST. Only successfully completed courses are recorded on the OST. Withdrawals from Grade 10 courses are not recorded on the OST. Withdrawals from the PLAR challenge process for Grade 10 courses are also not recorded (Note that, since mature students cannot challenge for credit for Grade 10 courses, this applies only to regular day school students.) Only successfully completed courses, as well as credits granted through the PLAR challenge and equivalency processes, the OSIS equivalency process, and a credit recovery program are recorded on the OST. The PLAR challenge process is not offered at P.A.C.E. If a student withdraws from a Grade 11 or 12 course within five instructional days following the issue of the second report card, the withdrawal is recorded on the OST by entering a “W” in the “Credit” column. The student’s percentage grade at the time of the withdrawal is recorded in the “Percentage Grade” column. Students who withdraw from credit courses offered through continuing education (night school, summer school) or through distance education, including the Independent Learning Centre, also are allowed an equiva-lent amount of time to withdraw from a course. The principal who oversees the continuing education or dis-tance education program will determine the amount of time allowed before the withdrawal must be recorded on the OST. If the student withdraws after the time allowed, a “W” is entered in the “Credit” column and the student’s percentage grade at the time of the withdrawal is recorded in the “Percentage Grade” column. The principal is also responsible for reporting this information to the school that maintains the student’s OSR and OST. Types of Diplomas and Certificates Ontario Secondary School Certificate (OSSC) (Not offered at P.A.C.E.)

4

The OSSC will be granted, on request, to students who are leaving secondary school upon reaching the age of eighteen without having met the requirements for the Ontario Secondary School Diploma. To be granted an OSSC, a student must have earned a minimum of 14 credits, distributed as follows. 7 required compulsory credits

• 2 credits in English • 1 credit in mathematics • 1 credit in science • 1 credit in Canadian history or Canadian geography • 1 credit in health and physical education • 1 credit in the arts, computer studies, or technological education 7 required optional credits • 7 credits selected by the student from available courses • The provisions for making substitutions for compulsory credits also apply to the OSSC.

Certificate of Accomplishment (Not offered at P.A.C.E.) Students who are leaving secondary school upon reaching the age of eighteen without having met the requirements for the OSSD or OSSC may be granted a Certificate of Accomplishment, which may be a useful means of recognizing achievement for students who plan to take certain kinds of further training, or who plan to find employment directly after leaving school. The Ontario Secondary School Diploma (OSSD) As previously stated, courses offered at P.A.C.E. have been developed according to the requirements of the Ministry and reflect the Ministry’s policy of equal educational opportunity for all students. In this school the courses have been differentiated in terms of enhancements and enrichment for intellectually gifted students to afford our students “equal educational opportunity”. All students in Ontario must remain in secondary school until they have reached the age of eighteen or have obtained their OSSD, whichever is earlier. OSSD Requirements An OSSD shall be granted to a student who has successfully completed • a minimum of 30 credits, including 18 compulsory courses as set out by the school and the Ministry of Edu-

cation. • a minimum of 40 hours of community service • the grade 10 Literacy Test See below for further details regarding Diploma Requirements To earn an OSSD students require a minimum of 30 credits, which include the following 18 credits which have been deemed by the Ministry to be compulsory: 18 Compulsory Credits • 4 credits in English

• The Ontario Secondary School Literacy Course (OSSLC) may be used to meet either the Grade 11 or the Grade 12 English compulsory credit requirement. Not offered at P.A.C.E.

• The Grade 11 Contemporary Aboriginal Voices course may be used to meet the Grade 11 English compulsory credit requirement. Not offered at P.A.C.E.

• For English language learners, the requirement may be met through earning a maximum of 3 credits in English as a second language (ESL) or English literacy development (ELD); the fourth credit must be a Grade 12 compulsory English course. Not offered at P.A.C.E.

• 3 credits in Mathematics • 2 credits in Science • 1 credit in Canadian History • 1 credit in Canadian Geography • 1 credit in the Arts

The Grade 9 Expressing Aboriginal Cultures course may be used to meet the compulsory credit requirement in the arts. • 1 credit in Health and Physical Education • 1 credit in French as a Second Language

Diploma Requirements

5

Students who have taken Native languages in place of French as a second language in elementary school may use a Level 1 or 2 Native language course to meet the compulsory credit requirement for French as a second language.

• 0.5 credits in Civics • 0.5 credits in Career Studies

and 3 additional credits, consisting of 1 credit from each of the following groups: Group 1 • English (including the Ontario Secondary School Literacy (“OSSL”) course); French as a Second Lan-

guage; Classical Languages; International Languages; Native Languages; Canadian and World Studies; Native Studies; Social Sciences and Humanities; Guidance and Career Education; or Cooperative Educa-tion. At P.A.C.E., all students will take a Social Science and Humanities as the additional credit.

Group 2 • French as a Second Language; the Arts; Business Studies; Health and Physical Education; or Cooperative

Education. At P.A.C.E., all students will take an Arts credit as the additional credit. Group 3 • French as a Second Language; Science (Grade 11 or 12); Computer Studies; Technological Education; or

Cooperative Education. At P.A.C.E. all students will take Science as the additional credit. 12 Optional Credits Students will choose a minimum of 12 additional credits from available courses to make up the required total of a minimum of 30 credits.

What Does a Student Need to Know about Community Involvement?

• It encourages civic responsibility and promotes community values • It reinforces the importance of volunteering • It is a diploma requirement in addition to 30 credits • Students must complete a minimum of 40 hours prior to graduation. Students may begin their volun-

teer experience and accumulate community involvement hours in the summer prior to entering grade 9 with the hope that they will continue to volunteer throughout their high school years and accumulate many more hours of community service. This affords the students the range of experiences required to successfully compete for university entrance and scholarships.

• Students must complete “Notification of Planned Community Involvement Activities” • Students must have their Activities Supervisor complete and verify the “Completion of Community

Involvement Activities” form • It includes in-class and out-of-class experiences that develop excellent life skills

Ministry’s List of Ineligible Activities The ministry has developed a list of activities that may not be chosen as community involvement activities and that are therefore ineligible activities. An ineligible activity is an activity that:

• is a requirement of a class or course in which the student is enrolled (e.g. Cooperative education por-tion of a course, job shadowing, work experience);

• takes place during the time allotted for the instructional program on a school day. However, an activ-ity that takes place during the student’s lunch breaks or “spare” periods is permissible;

• takes place in a logging or mining environment, if the student is under sixteen years of age; • takes place in a factory, if the student is under fifteen years of age; • takes place in a workplace other than a factory, if the student is under fourteen years of age and is not

accompanied by an adult; • would normally be performed for wages by a person in the workplace; • involves the operation of a vehicle, power tools, or scaffolding;

6

• involves the administration of any type or form of medication or medical procedure to other persons; • involves handling of substances classed as “designated substances” under the Occupational Health and

Safety Act; • requires the knowledge of a tradesperson whose trade is regulated by the provincial government; • involves banking or the handling of securities, or the handling of jewellery, works of art, antiques, or

other valuables; • consists of duties normally performed in the home (i.e. daily chores) or personal recreational activities; • involves a court-ordered program (e.g. community-service program for young offenders, probationary

program).

P.A.C.E.’s List of Eligible Activities Examples of approved activities by P.A.C.E. for the completion of the community involvement require-ment are: Alzheimer’s Society, Epilepsy Ontario, CARD, Electoral Volunteer, Big Brothers/Big Sister, Holland Bloorview. What does a Student Need to Know about the Ontario Secondary School Literacy Test (“OSSLT”)?

• It is a requirement for the OSSD • It is a test taken in grade 10 • It is a check on the progress of the student’s literacy skills • It is a test based on language and communications (reading and writing) expectations of curricula up to and including grade 9 • If a student does not meet the standard on the first attempt:

• the school will provide remedial support • the student must re-take the test until the standard is met • P.A.C.E. does not offer the Ontario Secondary School Literacy Course (OSSL) but this course

may be used as a means of satisfying the requirement via an alternative venue. o The OSSL course differs from other courses in that it outlines specific requirements for evaluation in order to ensure alignment

with the requirements of the OSSLT. If a student has had two opportunities to take the OSSLT and has failed it at least once, the student is eligible to enrol in the OSSLC. Principals have the discretion to allow a student to enrol in the OSSLC before he or she has had a second opportunity to take the OSSLT, if the principal determines that it is in the best educational interest of the student.

o The credit earned for successfully completing the OSSLC may also be used to meet the Grade 11 or the Grade 12 compulsory credit requirement in English or to meet the Group 1 compulsory credit requirement for the OSSD.

o A student cannot be granted credit for the OSSLC through the challenge process from the Prior Learning Assessment and Recog-nition policy.

o For students with special education needs, accommodations specified in the student’s IEP must be available to the student throughout the course.

o Special provisions for English language learners may be provided for the test if the principal deems such provisions to be in the best educational interest of the student.

o Deferrals may be made for students who have been identified as exceptional by an Identification, Placement, and Review Commit-tee and who would not be able to participate in the test even if all accommodations were provided; for students who are English language learners and have not yet acquired a level of proficiency in English sufficient for participation in the test; for students who have not been successful in acquiring the reading and writing skills appropriate for Grade 9.

o Deferrals may also be granted to students who are unable to write the test at the scheduled time owing to illness, injury, or other extenuating circumstance or to students who are new to the school and cannot be provided with the appropriate accommodations in time. Documentation must be submitted to the principal of the school in such cases.

o To be eligible for an exemption, a student must have an IEP. The IEP must include documentation to support an exemption for the literacy graduation requirement and a clear indication that the student is not working towards an OSSD. Both parental consent and the approval of the principal are required for an exemption.

• Students are required to purchase the required texts and resource booklets (if applicable) for each course

for which they are enrolled.

Resources

7

• The Richmond Hill Central Library, located at the southwest corner of Yonge Street and Major Mac-kenzie Drive, is a valuable reference library.

• All students are required to bring to school a personal device (Surface Go) or laptop; have access to a protected school WiFi connection; each student has a P.A.C.E. email account

• The junior and senior computer labs have Internet access. Students may use the Internet only when a teacher is available to supervise.

• Each student in grades 1-12 uses a personal device to be more readily exposed to enhanced learning opportunities, to strengthen executive functioning skills and to be competitive in an ever-changing tech-nological world.

• All students must read, sign and comply with P.A.C.E.’s technology policy. Devices may be used for academic purposes only.

• Other students are also excellent resources! Much expertise in a variety of areas is to be found amongst the students of P.A.C.E. Students should inquire at the office if they would like a peer tutor.

• Teachers are available for extra help throughout the day. Students should make appointments to meet with their teachers, as many staff members are involved in extracurricular activities; there should be no hesitation to ask for extra help.

• The following steps are taken when a student is at risk during their high school years: o Monitoring and tracking student’s through P.A.C.E.’s progress reports o Providing direct support for differentiated instruction to meet the learning needs of the student o Ensure that the student has the opportunity to engage meaningfully in their own learning o Working with parents to support student success. o Director meets individual with at risk students following each reporting period to attempt to

discover the etiology of the underachievement and to co-create a success plan

The guidance and career education program covers the following three components of learning: (a) student development (i.e., the development of habits and skills necessary for learning);

(b) interpersonal development (i.e., the development of the knowledge and skills necessary to get along with others), which is incorporated into our course entitled Life Skills for Today and Tomorrow (grade 8), as well as reported on our grades 1-12 report cards in the section on Attributes for Success; and

(c) career development (i.e., the development of the knowledge and skills necessary to set short-term and long-term goals in planning for the future), which is discussed in our Career Studies program in grade 9. Additional enrichment and enhancements in the guidance/career area are offered throughout the high school years. These include:

• E=mc2 (Enrichment Mini-program at Queen’s University) – offered to students in grade 9 • L.E.A.P. (Learning Enrichment Advancement Program at McMaster), D.E.E.P. (da Vinci Engineering

Enrichment Program at the University of Toronto), Shad (Math, Science, Technology and Entrepre-neurship – various universities across Canada), Computer Insights (University of Toronto) – offered to students in grade 10, 11 and 12

• Mentorship Programs – offered through various organizations to students in grades 11 and 12 • University Campus Visitations – all students in grade 12 attend the University Fair. University campus

tours are typically held during the spring break • Representatives from the community are invited to P.A.C.E. for special presentations, e.g. Fireball

Presentation from McMaster, Science Outreach, York Region Police (bullying and drugs), York Region Fire Department (safety)

• Grade 8 Parent Evening in November – Welcome to the Next Four Years! Please plan to attend if this is applicable to your child

Guidance and Career Education

8

• Director’s visits to students in grades 8-11 classes to discuss the course calendar; education and career planning; and course selections

• Students enrolled in grades 11 and 12 meet with the Director for discussions on career interests and exit pathways. Information on university programs, applications, and admission procedures are dis-cussed

• During mid-November, an evening is scheduled for all grade 12 students and their parents to discuss the application process for University. Please plan to attend if this is applicable to your child

• For those students interested in studying at an American university – optional writing of the PSATs is offered to grade 9 and 10 students in alternate years. Students interested in receiving information and application forms regarding SATs should speak with the Director

• Advanced Placement Exams are available to those students interested in writing them. • To help students successfully demonstrate any unmet expectations of a course, the school boards offer

summer school for credit recovery To ensure that all students qualify for the secondary school diploma, substitutions may be made for up to 3 compulsory credit courses. This may be done by using courses from the remaining courses offered by P.A.C.E. that meet the requirements for compulsory credits, or, due to timetable constraints, through the Independent Learning Centre. Substitutions are designed to accommodate special needs of individual student. Accordingly, they must first be approved by the Director of P.A.C.E., in her sole discretion. In all cases where the parent disagrees with the decision of the Director, the parent may ask an appropriate supervisory officer from the Ministry of Education to review the matter. A notation will be made on the OST for each compulsory credit substitution. The following are limitations on substitutions for compulsory credits:

• English as a second language and English literacy development courses may not be used to substitute for a compulsory credit. • No more than one learning strategies course, from the guidance and career education curriculum policy document, may be used through

substitution to meet a compulsory credit requirement. • Credits earned for cooperative education courses may not be used through substitution to meet compulsory credit requirements. • A locally developed compulsory credit course may not be used as a substitute for a compulsory credit; it may be used only to meet the

compulsory credit requirement that it has been designed to meet.

The PLAR process involves two components: “challenge” and “equivalency”. The “challenge” process refers to the process whereby students’ prior learning is assessed for the purpose of granting credit for a course devel-oped from the provincial curriculum with differentiation for intellectually gifted students, according to P.A.C.E. Assessment instruments for this process must include assessment of learning through a variety of tools (70% of the final mark) and an appropriate tool to the particular course (Grades 10, 11 & 12) encompassing the full year’s work (30% of the final mark). No more than 2 of these credits may be granted in one discipline and a maximum of 4 credits may be granted through the challenge process. The expectations are comparable to a student who has already completed that particular course at P.A.C.E.

Determining “equivalency” involves the assessment of credentials from other jurisdictions. Equivalency credits are granted for student placement only. Students who are eligible for equivalency credits are those who transfer to P.A.C.E. from non-inspected private schools or schools outside of Ontario. The Director will determine as equitably as possible the total credit equivalency of the student’s previous learning and the number of compul-sory and optional credits still to be earned. Students will have to successfully complete the provincial secondary school literacy test and the required hours of community involvement. The results of the student’s assessment

Substitution for Compulsory Courses

Prior Learning Assessment and Recognition (“PLAR”)

9

and deliberations will be noted in the student’s Ontario Student Record. The equivalent credits will be entered as a total, and the required items of information should appear as follows: “Equivalent Credits” should be entered in the “Course Title” column; “PLE” in the “EQV” in the “Percentage Grade” column; the total number of credits in the “Credit” column; and the total number of compulsory credit in the “Compulsory” column.

PLAR procedures are carried out under the direction of the Director.

For mature students who have had broader life experiences, the principal will determine the number of credits, including compulsory credits, that a mature student needs in order to meet the credit requirements for the OSSD. At the discretion of the principal, up to 16 Grade 9 and 10 equivalency credits may be granted to a mature student following an individual assessment. Mature students may earn 10 of the 14 remaining Grade 11 and 12 credits needed to meet diploma requirements in three ways: (a) they may demonstrate achievement of the required secondary school expectations and receive credit through the challenge process; (2) they may present education and/or training credentials for assessment through the equivalency process; or (3) they may take the courses. Mature students must take a minimum of 4 Grade 11 and 12 credits by taking the course at a secondary school. They must also satisfy the diploma requirements with regard to the OSSLT requirement. Principals will determine the number of hours of community involvement activities that a mature student will have to complete.

Procedures for students who wish to change course types. Some students may change their educational goals as they proceed through secondary school. When they decide to embark on a new pathway, they may find that they have not completed all of the prerequisite courses they need. In most cases, a student may enrol in a different type of course in a given subject in Grade 10 than the type he or she completed in Grade 9, although doing so may require additional preparation, as rec-ommended by the principal. For example, the sole prerequisite for the Grade 10 academic mathematics course is the Grade 9 academic mathemat-ics course, so a student who is planning to move from the Grade 9 applied mathematics course to the Grade 10 academic mathematics course must take either the designated transfer course of the Grade 9 academic mathematics course. In Grades 10 – 12, a student may change to a different type of course in a given subject provided that the student has taken any course specified as a prerequisite for that course. If the student has not done so, he or she may take one of the specified prerequisite courses through summer school, nigh school, e-learning, the Independent Learning Centre, or independent study. If the principal believes that a student can be successful in a par-ticular course without having taken the specified prerequisite course, the principal may waive the prerequisite. P.A.C.E. does not offered Applied Courses and as such does not offer Transfer Courses.

Under exceptional circumstances, an individual student in grade 8, with parental consent, may be given permis-sion by the Director to “reach ahead” to take secondary school courses in Mathematics, Science and French, receive a minimum of 110 instructional hours, and be granted a grade 9 credit in each course. The student must write an exam (pre-assessment) which addresses and meets the expectations from the specific grade 8 guideline for the subject area and achieve a minimum of 85%. The Director will decide, on a case-by-case basis, whether “reaching ahead” to take a secondary school course is in the best interest of the student. The Director will assume responsibility for evaluating the student’s achievement and for granting and recording the credit.

Students enrolled at P.A.C.E. may take a course in an alternate way only if the course in question is NOT offered at P.A.C.E. or if remediation is required. E-Learning In e-learning, credit courses in Grades 9 to 12 are delivered online to students. E-learning includes the use of digital learning resources in a virtual classroom setting, where there is a distance between the e-learning teacher and the student. For any credit course delivered online, all of the curriculum expectations for the course must be accounted for and the assessment, evaluation and reporting must be done in accordance with policies outline in Growing Success.

Reach Ahead

Alternate Ways of Earning Credits Towards the OSSD

10

Continuing Education Continuing education supports learners of all ages by offering credit and non-credit learning opportunities out-side the regular day school program and during the summer. These include:

• credit courses for adolescent and adult learners • international language programs for elementary school students • remedial opportunities for students in Grades 7 and up to improve their literacy and mathematics

skills’ • general-interest community programs and workshops for learners of all ages; • literacy upgrading programs for adults offered by the Ministry of Advanced Education and Skills De-

velopment; • English as a second language/French as a second language programs for adults offered by the Ministry

of citizenship and Immigration. A statement of the student’s achievement in all credit courses delivered through continuing education will be issued to the student by the principal of the continuing education school. The student’s achievement will also be reported to the principal of the school that holds the student’s OSR for recording on the OST. Continuing Education Programs include:

• Summer School – Publicly funded and private schools may offer summer school programs to elemen-tary, secondary, and adult students. The terms of admission to a course offered through summer school will be determined by the school that operates the summer school. A summer school program may not begin until after the last school day in the school year and must end before the first school day of the following school year. Summer school credit courses must fulfill the same credit requirements as courses offered during the regular school year, including the requirement that each one-credit course be scheduled for 110 hours. On or before the last day of August, a statement of the student’s achieve-ment will be issued to the student by the principal of the summer school. Where the course(s) are for credit, the achievement will also be reported to the principal of the school that holds the student’s OSR for recording on the OST.

• Evening Credit Courses - A school board may offer evening credit course, through continuing educa-

tion, to regular day school students and to adults who need to complete requirements for the OSSD and/or for entry into postsecondary institutions and apprenticeship training. The scheduled time in any evening continuing education course taken for credit will not be less than 90 hours. A statement of the student’s achievement will be issued to the student by the principal of the night school and reported to the principal of the school that holds the student’s OSR for recording on the OST.

• Independent Study – Independent study is an arrangement by which a student is excused from attend-ing some or all classes in a course in order to study independently but under the supervision of a teacher. There is no restriction on the number of periods that a teacher, in consultation with the Direc-tor, may allow for independent study within any given course. The teacher of the course is responsible for assigning components of the course, suggesting available resources, evaluating the achievement of the student, and ensuring that the total work involved is equivalent to that expected in the time sched-uled for the course. Students are expected to demonstrate achievement of the overall curriculum ex-pectations of the course. The principal will record the student’s achievement on the OSR.

• Private Study (Not offered at P.A.C.E.) – A student may be permitted to take one or more courses through private study in one of two circumstances: (1) if the student is deemed to have a valid reason for not attending classes; or (2) if the school does not offer the course(s). The school must be willing to monitor the student’s progress and evaluate his or her work. Courses offered through the Inde-pendent learning Centre may form part of a student’s private study program. A student who wishes to apply for private study should submit an application as early in the school year as possible - normally no later than the first school day in September. When a student has taken a course through private study, the principal will record the student’s achievement on the OSR.

11

• The Independent Learning Centre (ILC) – Secondary school credit courses are available through the Independent learning Centre (ILC). Courses offered will be courses from the curriculum policy docu-ments and will enable students to fulfill the requirements for an OSSD. When a student has taken a Grade 11 or 12 ILC course, or successfully completed a Grade 9 or 10 ILC course, the principal of the school that holds the student’s OSR will record his or her achievement on the OST. The information about eligibility, enrolment procedures, and course offerings may be found on the ILC website at www.ilc.org.

In Ontario schools, there are other Experiential Learning Programs that can be implemented in accordance with ministry policy such as:

• Cooperative Education Program – (Not offered at P.A.C.E.) This program allows students to earn secondary school credits while com-pleting a work placement in the community. A cooperative education program comprises, at a minimum, one cooperative education course and its related course on which the cooperative education course is based. Any course from an Ontario curriculum policy docu-ment or any ministry-approved locally developed course may serve as the related course for a cooperative education program. Students may earn a minimum of one and a maximum of two cooperative education credits for each related course. The cooperative ed. Course consists of a classroom component and a placement component. The classroom component includes pre-placement sessions and class-room integration sessions. The pre-placement sessions prepare students for the workplace and include instruction in areas of key im-portance, such as health and safety. The classroom integration sessions provide opportunities for students to reflect on and reinforce their learning in the workplace as the program progresses. A personalized placement learning plan (PPLP) must be developed for all students in a cooperative education program. A student’s progress in achieving the curriculum expectation and in meeting the require-ments identified in the PPLP must be assessed and evaluated by a teacher through regular workplace monitoring meetings with the stu-dent and the student’s workplace supervisor.

• Work experience – (Not offered at P.A.C.E.) Work experience is a component of a course that provides students with a learning oppor-

tunity in the workplace for a limited period of time (e.g. one to four weeks). Student preparation must include instruction related to job-readiness skills, health and safety procedures in the workplace, and school and placement expectations. A work experience learning plan (WELP) based on the curriculum expectations of the unit(s) in which the work experience occurs must be developed in collaboration with the participating placement supervisor. Students should be monitored at least once at their placement to ensure that their learning is consistent with the WELP. Students should be provided with opportunities to analyse their work experience and integrate it with their in-school learning.

• Job shadowing/twinning – Job shadowing and job twinning may be offered to students from Grade 7

to Grade 12 as part of curriculum delivery and as part of the career development program. Job shad-owing allows a student to spend one-half to one day observing a worker in a specific occupation. Job twinning provides the opportunity for the student to observe a cooperative education student at his or her placement for one-half to one day. The preparation of students for job shadowing and job twinning should include instruction related to workplace expectations and health and safety requirements. Students should be given the opportunity to reflect on their experience and the learning that has oc-curred.

Grade 9 and 10 courses: In the Ontario Education System, three types of courses are offered: academic courses, applied courses, and open courses. Academic courses emphasize theory and abstract problems. Applied courses focus on practical applications and concrete examples. Open courses are designed to prepare students for further study in certain subjects and to enrich their education generally. Grade 11 and 12 courses: Grade 11 and 12 courses offered to prepare students for their post-secondary destinations include: university preparation courses, developed in close collaboration with universities; university/college preparation courses, developed in close collaboration with both universities and colleges; college preparation courses, developed in close collaboration with colleges; work place preparation courses, developed in close collaboration with repre-sentatives from a variety of work places; and open courses designed to broaden students’ knowledge and skills in subjects that reflect their interest and preparation for active and rewarding participating in society. A student may change to a different type of course in a given subject provided that the student has taken any course specified as a prerequisite for that course. If the student has not done so, he or she may take one of the

Course Types

12

specified prerequisite courses through summer school, night school, e-learning, the Independent Learning Cen-tre, or independent study.

P.A.C.E.’S CURRICULUM At P.A.C.E., only academic courses are offered in the following curriculum areas: English, Mathematics, the Sciences, Canadian and World Studies, Classical Studies, French as a Second Language, Computer Studies, Social Sciences and Humanities. P.A.C.E. also offers Arts (dramatic arts, music) and Health and Physical Ed-ucation courses, which are designated as Open and University/College courses, to enrich our students’ educa-tion.

Common Course Codes – used to identify: • The discipline/course/subject (the first three letters) • The grade or level (the number) • The course type (the fifth character) i.e. D = Academic; O = Open; U = University; M = University/College • The 6th character is used by the school for identification purposes e.g. courses for intellectually gifted stu-

dents e.g. ENG 1 D G ADA 3 M G

Academic Courses Open Courses

Academic courses emphasize theory and abstract problems. These courses set high expectations for students while preparing them for studies in the senior grades.

Open courses are not specific to any par-ticular post-secondary destination but are appropriate for all students and must be taken to meet compulsory or optional requirements as well as for personal in-terest and growth.

University University/College

University courses are designed to prepare students for entrance to uni-versity programmes following high school.

University/College courses are designed to equip students with the knowledge and skills needed to meet the entrance requirements for post-secondary desti-nations.

Gifted Gifted Academic University/College 9 11 English Dramatic Arts P.A.C.E. addresses the needs of students who have been identified as intellectually gifted by offering methodologies and strategies that include compacting, acceleration, a greater depth and breadth of learn-ing, ability groupings in mathematics, in the creation of Learning Experiences, catering to individual Learning Styles (Gregoric’s model), dynamic Field Studies, Jigsaw, Creative Problem Solving, Inquiry-based Learning and Advanced Placement classes in Biology, Calculus, Computer Science, English, and French.

13

SNC 1DG – Science, Academic This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space sci-ence, and physics, and to relate science to technology, society, and the environ-ment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations re-lated to sustainable ecosystems; atomic and molecular structures and the proper-ties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity.

MPM 1DG – Principles of Mathe-matics, Academic This course enables students to develop an understanding of mathematical con-cepts related to algebra, analytic geom-etry, and measurement and geometry through investigation, the effective use of technology and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the connections between different rep-resentations of a linear relation. They will also explore relationships that emerge from the measurement of three-dimensional figures and two-dimen-sional shapes. Students will reason mathematically and communicate their thinking as they solve multi-step prob-lems.

FSF 1DG – Core French, Academic, Prerequisite: 600 hours of elemen-tary Core French instruction, or equivalent This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will continue to develop their skills in listening, speaking, reading and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities and will develop skills necessary for lifelong language learning.

GRADE 8 – 12 COMPULSORY CREDITS (AT P.A.C.E.)

GRADE 8 GRADE 9 GRADE10 GRADE 11 GRADE 12 Mathematics English English English English Science Mathematics Functions Advanced Func-

tions Calculus

Core French Science Biology Chemistry Philosophy or Classical Civilization

Geography Canadian History Civics (.5) Careers (.5) Health for Life Dramatic Arts or

Music Dramatic Arts or Music

Dramatic Arts or Music

ELECTIVES Core French Core French Core French Introduction to

Computer Studies Introduction to Computer Science

Computer Sci-ence

Understanding Ca-nadian Law

Biology Chemistry

Physics Physics Canadian and In-

ternational Law The Writer’s Craft

Mathematics of Data Management

3 Credits 8 Credits 7 Credits 7 Credits 6 Credits

GRADE 8

REACH AHEAD

14

ENG 1DG – English, Academic This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their sec-ondary school academic programs and in their daily lives. Students will analyze literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and cre-ate oral, written, and media texts in a va-riety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. This course is intended to prepare stu-dents for the compulsory Grade 10 aca-demic course. MPM 2DG – Principles of Mathe-matics, Academic, Prerequisite MPM 1DG This course enables students to broaden their understanding of relationships and extend their problem-solving and alge-braic skills through investigation, the ef-fective use of technology, and abstract reasoning. Students will explore quad-ratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using an-alytic geometry; and investigate the trig-onometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems. SNC 2DG – Science, Academic, Prerequisite SNC 1DG This course enables students to enhance their understanding of concepts in biol-ogy, chemistry, earth and space science, and physics, as well as the interrelation-ships between science, technology, soci-ety, and the environment. Students are also given opportunities to further de-velop their scientific investigation skills. Students will plan and conduct investi-gations and develop their understanding of scientific theories related to the con-nections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base re-actions; forces that affect climate and

climate change; and the interaction of light and matter. CGC 1DG – Geography of Canada, Academic This course examines interrelationships within and between Canada’s natural and human systems and how these sys-tems interconnect with those in other parts of the world. Students will explore environmental, economic, and social ge-ographic issues relating to topics such as transportation options, energy choices, and urban development. Students will apply the concepts of geographic think-ing and the geographic inquiry process, including spatial technologies, to inves-tigate various geographic issues and to develop possible approaches for making Canada a more sustainable place to live. CHV 2OG – Civics, Open (0.5 CREDIT) This course explores rights and respon-sibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance such as healthy schools, community planning, environmental responsibility, and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate and express informed opinions about a range of political issues and develop-ments that are both of significance in to-day’s world and of personal interest to them. GLC 2OG - Career Studies, Open (0.5 CREDIT) This course teaches students how to de-velop and achieve personal goals for fu-ture learning, work, and community in-volvement. Students will assess their in-terests, skills and characteristics and in-vestigate current economic and work-place trends, work opportunities, and ways to search for work. The course ex-plores post-secondary learning and ca-reer options, prepares students for man-aging work and life transitions, and helps students focus on their goals through the development of a career plan.

PPZ 3CG – Health for Life, College This course enables students to examine the factors that influence their own health practices and behaviours as well as those factors that contribute to the de-velopment of healthy communities. It emphasizes the concept of wellness, which addresses all aspects of well-be-ing – physical, cognitive, emotional, spiritual, and social – and promotes healthy eating, physical activity, and building and maintaining a positive sense of self. Students will develop the skills necessary to make healthy choices and create a personal wellness plan. They will also design initiatives that en-courage others to lead healthy, active lives.

AND ONE OF

ADA 2OG – Dramatic Arts, Open This course provides opportunities for students to explore dramatic forms, con-ventions, and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres. Students will use the el-ements of drama in creating and com-municating through dramatic works. Students will assume responsibility for decisions made in the creative and col-laborative processes and will reflect on their experiences.

OR

AMU 2OG – Music, Open This course emphasizes the creation and performance of music at a level con-sistent with previous experience. Stu-dents will develop musical literacy skills by using the creative and critical analy-sis process in composition, perfor-mance, and a range of reflective and an-alytical activities. Students will develop their understanding of musical conven-tions, practices and terminology and ap-ply the elements of music in a range of activities. They will also explore the function of music in society with refer-ence to the self, communities, and cul-tures. ELECTIVES One additional course is required to complete the Grade 9 program. A student may choose one of Core French or Introduction to Computer Studies.

GRADE 9

PROGRAM

15

Please refer to the section on ELEC-TIVES.

ENG 2DG – English, Academic, Pre-requisite ENG 1DG This course emphasizes the develop-ment of literacy, communication, and critical and creative thinking necessary for success in academic and daily life. Students will analyze challenging liter-ary texts from various periods, coun-tries, and cultures, as well as a range of informational and graphic texts, and cre-ate oral, written, and media texts in a va-riety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic de-vices appropriately and effectively. MCR 3UG – Functions, University Preparation, Prerequisite MPM 2DG This course introduces the mathematical concept of the function by extending students’ experiences with linear and quadratic relations. Students will inves-tigate properties of discrete and contin-uous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involv-ing applications of functions; investi-gate inverse functions; and develop fa-cility in determining equivalent alge-braic expressions. Students will reason mathematically and communicate their thinking as they solve multi-step prob-lems. SBI 3UG – Biology, University Prepa-ration, Prerequisite SNC 2DG This course furthers students’ under-standing of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.

CHC 2DG – Canadian History Since World War I, Academic This course explores social, economic, and political developments and events and their impact on the lives of individ-uals, groups, and communities, includ-ing First nations, Métis, and Inuit indi-viduals and communities, in Canada since 1914. Students will examine the role of conflict and cooperation in Cana-dian society, Canada’s evolving role within the global community, and the impact of various individuals, organiza-tions, and events on identities, citizen-ship, and heritage in Canada. Students will develop and understanding of some of the political developments and gov-ernment policies that have had a lasting impact on First Nations, Métis, and Inuit individuals and communities. They will develop their ability to apply the con-cepts of historical thinking and the his-torical inquiry process, including the in-terpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.

AND ONE OF ADA 3MG – Dramatic Arts, Univer-sity/College Preparation, Prerequisite ADA 1/2OG This course requires students to create and to perform dramatic presentations. Students will analyze, interpret, and per-form dramatic works from various cul-tures and time periods. Students will re-search various acting styles and conven-tions that could be used in their presen-tations, and analyze the functions of playwrights, directors, actors, designers, technicians, and audiences.

OR AMU 3MG –Music, University/Col-lege Preparation, Prerequisite AMU 1/20G This course provides students with op-portunities to develop their musical lit-eracy through the creation, appreciation, analysis, and performance of music, in-cluding traditional, commercial, and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis pro-cesses when reflecting on, responding to, and analysing live and recorded per-formances. Students will consider the

function of music in society and the im-pact of music on individuals and com-munities. They will explore how to ap-ply skills developed in music to their life and careers. ELECTIVES Two additional courses are required to complete the Grade 10 programme. A student may choose two courses from the following: Core French, Law or In-troduction to Computer Science. Please refer to the section on ELEC-TIVES. ENG 3UG – English, University Preparation, Prerequisite ENG 2DG This course is for students with a special interest in literature and literary criti-cism. The course may focus on themes, genres, time periods, or countries. Stu-dents will analyze a range of forms and stylistic elements of literary texts and re-spond personally, critically, and crea-tively to them. They will also assess crit-ical interpretations, write analytical es-says, and complete an independent study project. MHF 4UG – Advanced Functions, University Preparation, Prerequisite MCR 3UG This course extends students’ experi-ence with functions. Students will inves-tigate the properties of polynomial, ra-tional, logarithmic, and trigonometric functions; develop techniques for com-bining functions; broaden their under-standing of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical process necessary for success in senior mathematics. This course is intended both for students tak-ing the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics be-fore proceeding to any one of a variety of university programs.

GRADE 10 PROGRAM

GRADE 11 PROGRAM

16

SCH 3UG – Chemistry, University Preparation, Prerequisite SNC 2DG This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemi-cal reactions and quantitative relation-ships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environ-ment.

AND ONE OF ADA 4MG – Dramatic Arts, Univer-sity/College Preparation, Prerequi-site ADA 3MG This course requires students to experi-ment individually and collaboratively with forms and conventions of both drama and theatre from various cultures and time periods. Students will interpret dramatic literature and other text and media sources while learning about var-ious theories of directing and acting. Students will examine the significance of dramatic arts in various cultures, and will analyze how the knowledge and skills developed in drama are related to their personal skills, social awareness, and goals beyond secondary school.

OR MU4MG – Music, University/College Preparation, Prerequisite AMU 3MG This course enables students to enhance their musical literacy through the crea-tion, appreciation, analysis, and perfor-mance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the func-tion of music in society and the impact of music on themselves and various communities and cultures. Students will analyze how to apply skills developed in music to their lives and careers. ELECTIVES Three additional courses are required to complete the Grade 11 programme. A student may choose three courses from the following: Physics, Biology, Core French, Law or Computer Science.

Please refer to the section on Elec-tives.

ENG 4UG – English, University Preparation, Prerequisite ENG 3UG This course emphasizes the consolida-tion of the literacy, communication, and critical and creative thinking skills nec-essary for success in academic and daily life. Students will analyze a range of challenging literary texts from various periods, countries, and cultures; inter-pret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using aca-demic language coherently and confi-dently, selecting the reading strategies best suited to particular texts and pur-poses for reading, and developing greater control in writing. This course is offered at the Advanced Placement level. MCV 4UG – Calculus and Vectors, University Preparation, Prerequisite MHF 4UG. This course builds on students’ previous experiences with functions and their de-veloping understanding of rates of change. Students will solve problems involving geometric and algebraic rep-resentations of vectors and representa-tions of lines and planes in three-dimen-sional space; broaden their understand-ing of rates of change to include the de-rivatives of polynomial, sinusoidal, ex-ponential, rational, and radical func-tions; and apply these concepts and skills to the modeling of real-world rela-tionships. Students will also refine their use of the mathematical processes nec-essary for success in senior mathemat-ics. This course is intended for students who choose to pursue careers in fields such as science, engineering, econom-ics, and some areas of business, includ-ing those students who will be required to take a university-level calculus, linear algebra, or physics course. This course is offered at the Advanced Placement level.

AND ONE OF HZT 4UG – Philosophy: Questions and Theory, University Preparation. Prerequisite – Any university/college preparation course in Social Sciences and Humanities, English, or Cana-dian and World Studies This course enables students to acquire an understanding of the nature of philos-ophy and philosophical reasoning skills and to develop and apply their knowledge and skills while exploring specialized branches of philosophy (the course will cover at least three of the fol-lowing branches: metaphysics, ethics, epistemology, philosophy of science, social and political philosophy and aes-thetics). Students will develop critical thinking and philosophical reasoning skills as they formulate and evaluate ar-guments related to a variety of philo-sophical questions and theories. They will also develop research and inquiry skills related to the study and practice of theories. They will also develop re-search and inquiry skills related to the study and practice of philosophy.

OR LVV 4UG – Classical Civilization, University Preparation, Prerequisite ENG2DG This course introduces students to the rich cultural legacy of the classical world. Students will investigate aspects of classical culture, including mythol-ogy, literature, art, architecture, philoso-phy, science, and technology, as well as elements of the ancient Greek and Latin languages. Students will develop crea-tive and critical thinking skills through exploring and responding to works by classical authors in English translation and examining material culture brought to light through archaeology. They will also increase their communication and research skills by working both collabo-ratively and independently, and will ac-quire an understanding and appreciation of the interconnectedness of ancient and modern societies. This course is differ-entiated for gifted students. Please Note: A student may select to study both Philosophy and Classical Civilizations.

GRADE 12 PROGRAM

17

ELECTIVES Three additional courses are required to complete the Grade 12 program. A student may choose three courses from the following: Chemistry, Physics, Data Management or Writer’s Craft.

Please refer to the section on ELECTIVES

CANADIAN AND WORLD STUDIES CLU 3MG – Understanding Canadian Law, University Preparation, Prerequisite CHC 2DG

This course explores Canadian law, with a focus on legal issues that are relevant to the lives of people in Canada. Students will gain an understanding of laws relating to rights and freedoms in Canada; our legal system; and family, contract, employment, tort and criminal law. Students will develop legal reasoning skills and will apply the concepts of legal thinking and the legal studies inquiry process when investigating a range of legal issues and formulating and communicating informed opinions about them. CLN 4UG – Canadian and International Law, University Preparation, Prerequisite – Any university or university/college preparation course in Canadian and world studies, English, social sciences or humanities. This course explores a range of contemporary legal issues and how they are addressed in both Canadian and international law. Students will develop an understanding of the principles of Canadian and interna-tional law and of issues related to human rights and freedoms, conflict resolution, and criminal, environ-

mental, and workplace law, both in Canada and internationally. Students will apply the concepts of legal thinking and the legal studies inquiry process, and will develop legal reasoning skills, when investigating these and other issues in both Canadian and international contexts. WRITER’S CRAFT

EWC 4UG – The Writer’s Craft, University Preparation, Prerequisite ENG 3UG This course emphasizes knowledge and skills related to the craft of writing. Students will investigate models of effective writing; use a workshop approach to write a variety of works; and make considerate decisions for improving the quality of their writing. They will also complete a creative or analytical independent study project and investigate opportunities for publication and for writing careers.

FSF 3UG – Core French, University Preparation, Prerequisite FSF 2DG This course offers students extended opportunities to speak and interact in real-life situations in French with greater independence. Students will develop their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, through responding to and exploring a variety of oral and written texts. They will also broaden their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

ELECTIVES

FSF 2DG – Core French, Academic, Prerequisite FSF 1DG This course provides opportunities for students to communicate in French about personally relevant, familiar, and academic topics in real-life situations with increasing independence. Students will ex-change information, ideas, and opinions with others in guided and increasingly spontaneous, spoken interactions. Students will develop their skills in listening, speaking, reading, and writing through the selective use of strategies that contribute to effective communication. They will also increase their understanding and appreciation of diverse French-speaking communities, and will develop skills nec-essary for lifelong language learning.

FRENCH

18

FSF 4UG – Core French, University Preparation, Prerequisite FSF 3UG This course provides extensive opportunities for students to speak and interact in French independently. Students will develop their listening, speaking, reading, and writing skills, apply language learning strategies in a wide variety of real-life situations, and develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts. They will also enrich their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning. This course is offered at the Advanced Placement level. MATHEMATICS AND SCIENCE MDM 4UG – Mathematics of Data Management, University Preparation, Prerequisite MCR 3UG

This course broadens students’ understanding of mathematics as it relates to managing data. Students apply methods for organizing and analyzing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.

SPH 3UG – Physics, University Preparation, Prerequisite SNC 2DG This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyze the interre-lationships between physics and technology, and consider the impact of technological applications of physics on society and the envi-ronment. SPH 4UG – Physics, University Preparation, Prerequisite SPH 3UG This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electro-magnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyze, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.

SBI 4UG – Biology, University Preparation, Prerequisite SBI 3UG This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achieve-ment of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields. This course is offered at the Advanced Placement level.

SCH 4UG – Chemistry, University Preparation, Prerequisite SCH 3UG This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochem-istry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communi-cate scientific information. Emphasis will be placed on the importance of chem-istry in everyday life and on evaluating the impact of chemical technology on the environment.

19

ASSESSMENT AND EVALUATION BELIEF STATEMENT

ASSESSMENT AND EVALUATION The Academy for Gifted Children - P.A.C.E. believes that assessment and evaluation is a supportive, on-going process which provides for individual learning and the development of the self-esteem of each student. DEFINITIONS Assessment (Assessment for learning and assessment as learning) Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learn-ing through continuous and ongoing feedback throughout the year. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers en-gage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who can set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. Evaluation (Assessment of Learning) Evaluation refers to the process of judging the quality of student learning based on established performance standards (achievement charts from the Ministry guidelines as well as differentiated criteria for our students) and assigning a value to represent that quality. Evaluation accurately summarizes and communicates to par-ents, universities, and students themselves what students know and can do with respect to the overall curricu-lum expectations. Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout the grade/course, often at the end of a period of learning.

ICS 3UG – Introduction to Computer Science No Prerequisite Required This course introduces students to computer science. Students will design software inde-pendently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within com-puter programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computer-related fields. This course includes a locally designed Robotics unit.

ICS 2OG – Introduction to Computer Studies, No Prerequisite Required. This course introduces students to computer programming. Students will plan and write simple computer pro-grams by applying fundamental programming concepts, and learn to create clear and maintainable internal documentation. They will also learn to manage a computer by studying hardware configurations, software selection, operating system functions, networking, and safe computing practices. Students will also investigate the social impact of computer technologies, and develop an understanding of environmental and ethical issues related to the use of computers. This course includes a locally designed Robotics unit.

ICS 4UG – Computer Science, University Preparation, Prerequisite ICS 3UG This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyze algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field. This course includes a locally designed Robotics unit and is offered at the Advanced Placement level.

20

PRINCIPLES The fundamental principles are designed to ensure that assessment, evaluation, and reporting practices and pro-cedures:

• are fair, transparent, and equitable for all students; • support all students, including students with special education needs, those who are learning the lan-

guage of instruction, and those who are First Nation, Métis, or Inuit; • are carefully planned to relate to the curriculum expectations and learning goals and, as much as possi-

ble, to the interests, learning styles and preferences, needs, and experiences of all students; • are communicated clearly to students and parents at the beginning of the school year or course and at

other appropriate points throughout the school year or course; • are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities

for students to demonstrate the full range of their learning; • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved

learning and achievement; • develop students’ self-assessment skills to enable them to assess their own learning, set specific goals,

and plan next steps for their learning.

Re: Assessment (for, as learning) All students will be assessed with respect to their growth in academic achievement and attributes for success. These assessments, ongoing and reflective of the 4 performance strands, (Knowledge and Understanding, Think-ing & Inquiry, Application and Communication in appropriate ratios) must be recorded to provide continuous, authentic assessment throughout the term but will not be included in the marks on the report card.

• Examples of assessment for and as learning include: math/verb drills, homework, formal and informal observations, discussions, learning conversations, questioning, conferences, tasks done in groups, portfo-lios, mini performances, exit cards, peer and self-assessments.

Re: Evaluation (Assessment of learning) • There will be three terms and three official report cards – one in mid November, one at the end of Feb-

ruary, and the final report card in June. • There will be one set of exams in June which will address the overall expectations for the course. • Term I, Term II and Term III will each be worth 100%. The student’s mark for each term will be gener-

ated from 6 or 7 pieces of evaluation (end products including observations, discussions, assignments, tests, essays, rich performance tasks, [each student must be marked individually], etc.) which involve critical thinking skills, taking into account the most consistent level of achievement.

• The final marks for the students in grades 1 – 8 (with the exception of gr.8 Math, Science and French) will be calculated by adding Term1, Term 2 and Term 3 and dividing by 3. Please Note: In the areas of Math, Science and French grade 7 students must achieve 85% on each of the three pre-assessment term tests in order to move on to grade 8 and earn the grade 9 credit.

• Final marks for the students in grade 8 (math, science and French) and grades 9– 12: 70% of the grade will be based on evaluation conducted throughout the entire course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course. 30 % will be in the form of an exam and/or another method of evaluation suitable to the course content i.e. a rich performance task (addressing the overall expectations for the course).

21

The final evaluation for the year for credit courses is calculated as follows:

Term 1 mark + Term 2 mark + Term 3 mark = 70% Final Exam = 30%

PARTICIPATION, ATTITUDE AND EFFORT ARE NOT recorded as part of the assessment and evaluation process. These qualities are “Attributes for Success” and are acknowledged as such on the report card.

Students who are absent from an evaluation must provide a Doctor’s certificate and the student will receive an alternative evaluation that will not penalize the students.

On the first day of class, all students in grades 7 through 12 will receive written curriculum outlines and written assessment and evaluation profiles for each of their subjects/courses. The assessment and evaluation profiles will outline, in detail, the methods used for recording student achievement. SCHOOL POLICY FOR STUDENT EVALUATION Evaluation is an important component of the total educational experience in all courses. Evaluation tools may include: oral presentations, practical exams, laboratory exercises, individual interviews, unit testing, formal ex-aminations, etc. P.A.C.E. is a full year program, with five, 42-minute instructional periods per week for each course. GRADE: 10

TIMES MONDAY

Period 1 8:55 AM

History Rm. 230

Period 2 9:45 AM

Mathematics Rm. 204

Period 3 10:34 AM

English Rm. 210

Period 4 11:19 AM

Intro. Computer Science Rm. 206

Period 5 12:04 PM

French Rm. 208

Period 6 12:49 PM

Law Rm. 209

Period 7 1:34 PM

Biology Rm. 200

Period 8 2:19 PM

Drama/Music Rm. 107/106

This is a sample of a Grade 10 student’s daily timetable. Please note: Lunch will fall in one of Periods 4, 5, and 6. These periods are designated for electives and the student chooses only 2 electives.

22

1. At the beginning of the school year students will receive a written profile of each course outlining the course expectations, units of study and methods of assessment and evaluation.

TERM 1 – September to mid-November TERM 2 – mid-November to mid-February TERM 3 – mid-February to June ABSENCE FROM SCHEDULED EVALUATIONS/EXAMINATIONS The school policy regarding absences is as follows:

Students missing evaluation activities for the reasons listed below will not be penalized but will be eval-uated in an alternative way, following discussions with the Director.

a) bereavement b) illness or injury (must be accompanied by a doctor’s note upon return to school) c) school-related activity Students missing evaluation activities for any other reason may receive a mark of ZERO, unless the Director deems otherwise.

P.A.C.E.’s CODE OF ACADEMIC INTEGRITY For Oral & Written Assessments/Evaluations

At P.A.C.E. academic integrity is paramount; cheating and or plagiarism are forms of academic dishonesty, which undermine and compromise a student’s education and the intended outcome of the learning experiences we provide. CHEATING At P.A.C.E., students are strictly prohibited from knowingly: using unauthorized resources, talking to another student without permission or copying from another stu-

dent during any forms of evaluation; copying another student’s assignment or evaluation or giving another student a copy of one’s assignment or

evaluation; receiving or using help on assigned work beyond the limits specified by the teacher; submitting the same work for credit to more than one teacher without prior permission to do so; using translations or abridged forms of texts studied in class without the permission of the teacher. PLAGIARISM At P.A.C.E., students are strictly prohibited from knowingly: submitting someone else's work as one’s own; making slight variations in the language of others’ words and ideas and failing to give credit to the source; copying words or ideas directly from someone else without giving credit; failing to put a quotation in quotation marks; giving incorrect information about the source of a quotation; changing words but copying the sentence structure of a source without giving credit; copying so many words or ideas from a source that it makes up the majority of your work, whether you

give credit or not. Please Note: Any form of cheating or plagiarism may result in an evaluation of zero.

23

REGULAR ATTENDANCE & PUNCTUALITY

Regular attendance is expected both at school and in all classes. Students are required to report to the office if feeling ill and must sign out at the office if leaving the school for any reason during school hours. Students are expected to be on time for school and for all classes. Failure to do so will cause disruption to the class and jeopardize a student’s academic progress.

5 Missed Classes (45 minute periods) – Student involved will meet with a member of the administration to inform the student that the credit may be jeopardized with further absenteeism. 9 Missed Classes (45 minute periods) – Written notification will be forwarded to the student and his or her parent or guardian to inform that the integrity of the credit is in jeopardy after 15 missed classes. 15 Missed classes (45 minute periods) – The Director will inform the student and his or her parent or guardian that the credit has been jeopardized and the student must withdraw from the course.

All students are aware of the times for the beginnings and ends of classes. Students should be in their classrooms with all materials needed for morning classes by 8:55 a.m. Similarly, students should be in their afternoon class-rooms, with all materials, by 12:45 p.m. The school has adopted a strict late policy. All students who arrive late for class will not be allowed into that class without a late slip from the office. When late slips are issued, a record of the time and date will be signed by the student and kept on file in the office. The following policies will be implemented for students who are continuously late:

3 late slips/Term: The student involved will meet with a member of the administration, and written notification will be forwarded to the parents/guardians.

6 late slips/Term: The student involved will receive an automatic one-day suspension from school. The suspension notification will be filed in the student’s Ontario Student Record (O.S.R.).

Please note: Students who are late due to a medical or other professional appointments, illness, inclement weather, or delays in our school busses, will still require a late slip; however, it will not be recorded. Parents are asked to phone the school before 8:30 a.m. if the student is going to be absent/late. If a phone call is not received by 9:45, a phone call will be made by the school inquiring about your child’s absence. When parents find it necessary to remove their child from school for any length of time, the parent should discuss the matter in advance with the teachers. Missed work, assignments, etc., are the student’s responsibility. If your child is absent due to illness for three days or more, please contact the office to facilitate a comfortable return to school.

24

CODE OF BEHAVIOUR At the Academy for Gifted Children - P.A.C.E., we have high expectations for our students’ behaviours. This is a unique school where we aspire to mutual goals set for an environment where staff and students can feel comfortable learning and where people care, take pride in their school community, and strive to excel on a daily basis. Every student who walks through our doors shares in the responsibilities of maintaining a standard of excellence, both academically and through personal conduct. At P.A.C.E. there are rules and regulations in place to govern the safety and common concerns of all. Regular Attendance & Punctuality Regular attendance is expected both at school and in all classes. Students are to report to the office if they are feeling ill and must sign out at the office if they are leaving the school during school hours, for any reason whatsoever. Students are expected to be on time for school and for all classes. Students must report to the office when arriving late to school (see P.A.C.E.’s Late Policy). Respect for Self Students are expected to dress in a manner that is appropriate for a school setting (no extreme haircuts/hair colours, body piercings, baseball caps, revealing attire, attire with innapropriate images/words, etc.). Students are expected to demonstrate self-respect through personal cleanliness and grooming; hats are not permitted to be worn in class. Students must use appropriate language at all times and are not permitted to speak in any language other than English. Respect for Authority Students are expected to comply with established rules in the classrooms, hallways, school grounds, gymnasium and on school trips, including, but not limited to being courteous towards teachers, custodians, administrative staff, and school bus drivers (see P.A.C.E.’s Bussing Code of Behaviour). Respect for Peers Students are expected to be courteous and considerate in their dealings with other students and respect each others’ personal space. Students are expected to respect everyone’s right to an education (i.e. be quiet and respectful in the classroom), and respect the equality of all persons. A strict NO BODY CONTACT policy is in place to guarantee safety for all. Students must respect everyone’s right to personal, physical safety and dignity and to be free of fear or intimidation. Physical and verbal abuse, exclusion, cyber bullying, vandalism, and any behaviours deemed by the school as bullying will not be tolerated. Silent support will not be tolerated. Students are expected to report all forms of bullying to the administration. Preparation for Class Students are expected to be prepared for each class, to have all notebooks, textbooks and materials deemed necessary by a teacher, meet due dates for assignments and to be prepared for all assessments and evaluations. Students shall make homework a priority, and complete all aspects of the program to the best of their ability (see P.A.C.E.’s Code of Academic Integrity).

Respect for Property Students shall respect the personal property of others. Borrowing or “acquiring” another person’s property without that person’s express permission is strictly prohibited. Theft will not be tolerated.

Students shall not bring the following to school: gum, personal baseball bats, toy guns/weapons, rollerblades, sneakers with built in wheels, water toys, frisbees, hockey sticks, portable stereo equipment, electronic games, trading cards, toys, skateboards (or variations thereof), slime, silly putty, etc. During school hours, students are forbidden from selling or distributing anything; Student Council members excluded. Phones must be turned off and stored in a secure place during class unless express permission to use such devices has been granted (see P.A.C.E.’s Electronic Device Policy). Students shall adhere to the Electronic Device Policy when using devices at school. All school property including but not limtied to the buildings, grounds, school buses, lockers, lunch rooms, equipment and textbooks must be kept clean and in good repair.

Respect for Environment Students are expected to be congnizant of P.A.C.E.’s Green School Program and contribute to the daily expectations of “reduce, reuse, recycle” (and recover where possible). Litter must be placed in appropriate bins both in and around the school campus.

P.A.C.E is a nut free school. All food brought in to the school must contain a list of ingredients and be clearly labeled as nut free.

Smoking or vaping on school property or during a school sanctioned event is prohibited. Students must be in school (or any school sanctioned event) free from drugs or alcohol; non- compliance will result in a suspension and possibly an expulsion, in the Director’s sole discretion.

Parking Lot Safety Students must not exit vehicles that have stopped in front of the school. Cars that enter onto school property must continue through to the north-east parking lot. Students may also disembark vehi-cles that have stopped on the north side of Bond Crescent or the west side of Timber Valley. Only busses may stop in front of the school and only staff are permitted to park in front of the building. (see Parking Lot Policy)

When a student behaves in a manner that disrupts the rights of others, or disregards academic expectations, fair and consistent action will be taken. Actions will be determined by the nature and/or frequency of the incident.

Actions by teaching staff may inlcude: Administrative actions may include: -review of expectations with student(s) -discussion with student &/or parent -supervised “time out” (in or out of classroom) -loss of privileges -student apology and/or plan of action - restitution for damages or loss of -parent contact school and/or personal property -loss of privileges -probation -suspension, expulsion -police involvement

25

RECOMMENDATIONS FROM THE DIRECTOR

There are certain key decisions that students should make to increase their chances for success. Gifted students typically have difficulty making career choices because they excel in many areas and have diverse interests. As a result, early decisions that “close doors” are contrary to their best interest. The following recommendations are for the students and parents of P.A.C.E.: • Completion of the first 3 senior sciences, Biology, Chemistry and Physics allows for flexibility of choice for

the grade 12 sciences and first year university.

• A student who has taken calculus and vectors, advanced functions, biology, chemistry and physics at the “4U” level, in most cases, has the prerequisites needed to enter a science program offered at universities.

• To determine acceptability for entrance to universities and entrance scholarships Ontario universities use a

student’s top six Grade 12 credits, including the grade 12 English and necessary prerequisites for the program chosen. Most of the universities require one science, one social science and one humanities course (re-gardless of the programme) for the completion of a university degree. Thus, all students must complete Grade 12 Philosophy or Classical Civilization.

• Completion of a Grade 12 credit in French is strongly recommended.

A number of additional credits have been made compulsory by P.A.C.E. (Grade 11 Biology and Chemistry; Grade 12 Advanced Functions and Grade 12 Calculus and Vectors; Grade 10, 11 and 12 Fine Arts courses, a Grade 12 Philosophy or Classic Civilization). It is believed that this is in the best interest of our students as they prepare for university. If you have any questions regarding the calendar, please feel free to speak with the Director.