BISHOP`S COLLEGE SCHOOL – COURSE HANDBOOK 2012–2013

Transcription

BISHOP’S COLLEGE SCHOOL – ACADEMIC HANDBOOK 2015 - 2016
ACADEMIC HANDBOOK
2015-2016
1
THE MISSION
"to provide our students with a complete education that will lead to success in university and in life
as contributors and leaders"
BCS CORE VALUES
Mutual Respect - Support - Honesty
INTRODUCTION
The essence of BCS is the strength of our academic program. We teach students to think
critically, creatively and independently. Here, students study in a vibrant multilingual, collaborative
environment, benefiting from the latest in portable computers, campus-wide wireless access and
other advanced educational technology available across the curriculum.
Enthusiastic, supportive teachers work closely with students in small classes to develop a love of
learning and academic confidence that enables students to emerge from BCS prepared to tackle
the challenges of universities throughout the world, and to succeed in different roles they will play
as leaders in our global society.
The purpose of this booklet is to help you plan and choose courses for your years at Bishop’s
College School. If you have any questions, please feel free to contact one of the following
individuals:
Head of School …………………….
Director of Academics ……………..
Academic Secretary ……………….
Grade 12 and University Advisor ...
Enrichment Centre Coordinator ….
School Counsellor …………………
Mr. Tyler Lewis
Mrs. Roxane Vigneault
Ms. Victoria Hill
Mr. Jude Byrne
Ms.Andrée Dugal
Ms. Marie-Noëlle Gattuso
([email protected])
([email protected])
([email protected])
([email protected])
([email protected])
([email protected])
Note: Course selection takes place in April.
Course selection sheets for Forms IV-VII are found at the back of the booklet.
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TABLE OF CONTENTS
Page
#
INTRODUCTION, MISSION, CORE VALUES
ACADEMIC INTEGRITY POLICY
LEARNING SUPPORT AND INTERVENTIONS
HOMEWORK EXPECTATIONS
IMPORTANT DATES
GRADUATION REQUIREMENTS 2014-2015 FORM VI (Grade 11)
MINISTRY EXAM SCHEDULE (JUNE 2015)
POST-SECONDARY OPTIONS AFTER FORM VI
CEGEP
POST-SECONDARY OPTIONS AFTER FROM VII (Grade 12)
BCS FORM VII (GRADE 12) PROGRAM
GRADUATION REQUIREMENTS 2012-2013 (Grade 12)
THE ONTARIO SECONDARY SCHOOL LITERACY TEST
THE BISHOP’S COLLEGE SCHOOL CERTIFICATE (VI and VII)
THE EFFORT RATING
MATH STREAMS IN FORMS V AND VI
MATH STREAMS SCHEMATIC
COURSE SELECTION OVERVIEW BY YEAR
FORM II (GRADE 7)
COURSE DESCRIPTIONS
FORM III (GRADE 8)
COURSE DESCRIPTIONS
FORM IV (GRADE 9)
COURSE DESCRIPTIONS
FORM V (GRADE 10)
COURSE DESCRIPTIONS
FORM VI (GRADE 11) COURSE DESCRIPTIONS
FORM VII (GRADE 12) COURSE DESCRIPTIONS
FORMS VI AND VII COURSE SELECTION GUIDELINES
FORM IV COURSE SELECTION FORM: 2015-2016
FORM V COURSE SELECTION FORM: 2015-2016
FORM VI COURSE SELECTION FORM: 2015-2016
FORM VII COURSE SELECTION FORM: 2015-2016
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DEFINITION OF TERMS
Secondary school in Quebec (école secondaire) is five years, called Secondary I-V (Sec I-V for
short) or simply Grades 7-11. Bishop’s College School also offers a Grade 12 Program. The table
below provides clarification of the terminology used in Quebec and by Bishop’s College School, to
describe the various grade levels.
Form II
Form III
Form IV
Form V
Form VI
Form VII
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Secondary 1
Secondary 2
Secondary 3
Secondary 4
Secondary 5
Cycle 1, Year 1
Cycle 1, Year 2
Cycle 2, Year 1
Cycle 2, Year 2
Cycle 2, Year 3
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ACADEMIC INTEGRITY POLICY
The Bishop’s College School motto:
Recti Cultus Pectora Roborant
(Right learnings strengthen the character)
Bishop's College School’s mission is to provide its students with a complete education that will
lead to success in university and in life as contributors and leaders. The school values respect,
support, and honesty. Thus, it considers academic integrity paramount. Incidents such as
plagiarism or cheating are considered to be violations of academic integrity. These acts are
regarded with great seriousness and are subject to a variety of disciplinary actions.
DEFINITIONS
 Plagiarism is presenting another’s ideas or phrasings as one’s own without proper
acknowledgement. It consists of (but is not necessarily limited to):
o
copying and pasting from the internet, a printed source, or other resources without proper
acknowledgement;
o
copying from another student;
o using direct quotations or large sections of paraphrased material in an assignment without
appropriate acknowledgement.
o
translating a text from one language to another without the proper acknowledgement;
o
submitting the same piece of work in more than one course without the permission of the
teacher(s);
o
allowing one’s essay or assignment to be copied by someone else for assessment
(facilitation);
o
buying or selling of papers or assignments and submitting them as one’s own for the
purpose of assessment.
 Cheating is committing an act to gain an unfair advantage. It consists of (but is not necessarily
limited to):
o using notes or other memory aids during an assessment without permission;
o
copying another student’s work or allowing another student to copy one's work;
o
giving unauthorized assistance to another student or receiving unauthorized assistance
from a fellow student, tutor, or parent to the extent that the piece of work is no longer your
own;
o
submitting the same piece of work in more than one course without the permission of the
teacher(s);
o
misuse of technology in an academic context;
o
using the intellectual property of another individual without proper acknowledgement.
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PROCESS
Students are expected to behave in accordance with the Academic Integrity Policy. Those found guilty of
violating the Academic Integrity Policy by plagiarising, cheating, or both (whether intentionally or
unintentionally) will be subject to the following disciplinary actions.



First, the teacher will address the issue with the student.
Then, the incident will be reported to the Head of Department and to the Director of Academics.
In addition, the School adheres to the following protocol:
Violation of the Academic Integrity Policy (First Offence)

The student will receive a mark of zero for the work and may be required to redo the
assignment.

The student will receive a Saturday Night Detention.

The student’s parents will be sent a letter explaining the situation and a copy of the letter
will be placed into the student’s academic file.
Violation of the Academic Integrity Policy (Second Offence)

assignment.

The student will be suspended for one week.


The student will be ineligible to receive a subject prize in the course in which they were
reprimanded, at the subsequent end-of-term Academic Assembly, including Prize Day.
* For students applying to American universities, BCS may be required to inform those institutions.
Violation of the Academic Integrity Policy (Third Offence)

assignment.

The student will receive a one-week off-campus suspension.


The student will be ineligible to receive a subject prize in the course in which they were
reprimanded, at the subsequent end-of-term Academic Assembly, including Prize Day.
* For students applying to American universities, BCS may be required to inform those institutions.
Repeated offenses could be grounds for expulsion from the school.
Violations of the Academic Integrity Policy discovered at the end of the school year will be dealt with on a
case by case basis.
The Academic Integrity Policy has been derived from the following resources:
Princeton University. (2003). Defining and avoiding plagiarism: The WPA statement on best practices. Princeton Writing Program. Retrieved from
www.princeton.edu/writing/university/resources/WPAPlagiarism.pdf
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Queen’s University. (2010). University policy on academic integrity, procedures and requirements of faculties & schools. Faculty of Law. Retrieved from
http://www.queensu.ca/calendars/law/Faculty_of_Law_Plagiarism_and_Academic_Dishonesty_Regulations.html
St. Andrew’s College. (2014). Academic integrity. St. Andrew’s College. Retrieved from http://www.sac.on.ca/middle-school/academics/academic-integrity/index.aspx
LEARNING SUPPORT AND INTERVENTION
A student review process is conducted following each reporting period. The purpose of this review
is to discuss strategies to better support student learning. Student support begins with extra help
offered from the teacher within the individual departments.
The R.D.W. Howson Enrichment Centre is an added support measure put in place for students at
BCS. The learning strategists at the Enrichment Centre work in conjunction with teachers to help
students develop confidence in their own abilities. The centre provides the tools students need to
excel in their studies and in life. Recognizing that not everyone has the same learning styles or
needs; our staff work collaboratively with students to help them set goals, manage their time, rank
their priorities and find strategies to help them succeed academically.
In some cases where the intervention strategies have not led to student improvement, a student
could be placed on Academic Probation. Students who are on Academic Probation are monitored
by the Director of Academics. We believe that with the proper support from both the School and
the student’s parents, (along with the consistent efforts of the student); a student can see
improved academic success.
Coordinator of the Enrichment Centre: Ms. Andrée Dugal [email protected]
Director of Academics: Ms. Roxane Vigneault [email protected]
HOMEWORK EXPECTATIONS
Completion of homework is an important part of student learning. Students are encouraged to use the
School agenda to organize and manage their workload.
The completion of homework is monitored on a daily basis. Students who fail to complete assigned work
are assigned an “Early Prep” after school from 6:30-7:15 pm.
IMPORTANT ACADEMIC DATES
September 2015
September 8: First day of classes
September 30: Last day to add new courses
Registration deadline for October SAT & ACT
October 2015
October 6: Effort Ratings
October 3: SAT exam
October 14: PSAT Exam for Form VI
October 16: Progress Reports Issued
October 24: ACT Exam
October 27: Effort Ratings
Registration deadline for November SAT
November 2015
November 7: SAT exam
November 9: End of Term 1
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November 10: Effort Ratings
November 11: Parent-Teacher Meetings (1:30-5:00)
Marks only report available (for P/T meetings)
Novermber 17: OSSLT (Practice) Exam (Forms VI and VII)
November 20: First Term Report Cards issued
Registration deadline for December SAT & ACT
December 2015
December 1: Effort Ratings
December 5: SAT exam
December 5: Band, Choir, and Dance Concert (3:00)
December 12: ACT Exam
Exams for various subjects (Forms II-VII)
Registration deadline for January SAT
January 2016
January 19 Effort Ratings
January 23: SAT exam
Registration deadline for February ACT
MEESR exams – Refer to schedule (separate page)
Form VII Midterm Reports issued
February 2016
February 2: Effort Ratings
February 6: ACT Exam
Feb 12: Form VII Midpoint Reports issued
Feb 22: End of Term 2
February 23: Effort Ratings
March 2016
March 8: Effort Ratings
March 11: Parent-Teacher Interviews (1:30-5:00)
March 11: Band and Choir Spring Concert
Registration deadline for May SAT & April ACT
March 31: Literacy Test ( form VI and VII for the OSSD)
April 2016
April 9: ACT Exam
April 12: Effort Ratings
April 16: Stoker Arts Festival
April 26: Effort Ratings
QAIS English Public Speaking Competition
May 2016
May 2: SAT Exam
May 10: Effort Ratings
May 31: Effort Ratings
AP Exams + MEESR Exams begin
The Duke of Edinburgh Ceremonies Bronze and Silver
June 2016
June 4: SAT Exam
June 17 (1:30 pm): School Assembly and Academic Awards
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Presentation for Forms II-V
June 18 (6:30 pm): Graduation Ceremonies/ School Closing
Graduation Dinner & Dance
MEESR Exams (refer to schedule on page 9)
GRADUATION REQUIREMENTS
The Ministry of Education, Leisure and Sports (MELS) of Quebec awards Secondary School Diplomas to
students who have met certain requirements.
A Quebec diploma (DES) is issued to Form VI (Grade 11) for the successful completion of:
•
54 credits in Sec. IV (Grade 10) and Sec. V (Grade 11)
•
20 of these credits must be at the Sec. V level (Grade 11)
Of these credits, the following courses are compulsory:
•
•
•
•
•
•
•
•
•
•
•
Sec. V English
Sec. V Français, langue d’enseignement
Sec. V Français, langue seconde (Enrichi)
Sec. V Physical Education
Sec. V Français, langue seconde (Base)
Sec. IV History of Quebec & Canada
Sec. IV Histoire
Sec. IV Math
Sec. IV Science and Technology
Sec. IV Arts Education
Sec. IV Physical Education or ethics
6 credits
6 crédits
6 crédits
2 credits
4 crédits
4 credits
4 credits
4 credits
4 credits
2 credits
2 credits
The passing mark is
60% in all subjects
MELS (Uniform) exams
Secondary 5 (Grade 11) Français, langue d’enseignement
Secondary 4 (Grade 10) Français, langue d’enseignement
Secondary 5 (Grade 11) Français, langue seconde
Secondary 4 (Grade 10) Français, langue seconde
Secondary 5 (Grade 11) English language arts
Secondary 4 (Grade 10) Science
Secondary 4 (Grade 10) Math
Secondary 4 (Grade 10) History and Citizenship/ Histoire et Éducation à la citoyenneté
All schools in Quebec follow the same term weightings (for all levels of study):
Term 1 results count for 20% of a student’s final mark in a subject
At the end of the year, a final mark is calculated by taking into account the results from all three terms, as
well as the MELS uniform exam result when applicable.
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MINISTRY EXAM SCHEDULE 2015-2016
Monday
Tuesday
Wednesday
Thursday
April 28, 2016
Friday
Français, écriture,
langue
d’enseignement
Sec 5 (Form VI)
Remise du dossier
préparatoire
May 5, 2016
Français écriture,
langue
d’enseignement
Sec 5 (Form VI)
Tâche D’Écriture
(9:00 – 12:15)
May 5-17, 2016 Français écriture, langue d’enseignement, fin du 1er cycle du secondaire- secondaire 2 (Form III)
– Activités préparatoires
May 18, 2016
Français, écriture,
langue
d’enseignement Fin
Du 1er Cycle (Form
III)
(9:00 – 12:15)
May 24, 2016
May 25, 2016
English Language
Arts
Reading (all Form
VI)
(9:00-Noon)
English Language
Arts
Production
Preparation (all
Form VI)
(9:00-Noon)
June 7, 2016
June 8, 2016
Français, langue
seconde sec 5
(Form VI)- Enrichi
Compréhension
orale et écrite
(9:00-noon)
Français, langue
seconde sec 5
(Form VI)- Enrichi
Production écrite
(9:00-noon)
June 14, 2016
Mathematics, Sec 4
(Form V)
Science Option
Mathematical
reasoning
(9:00 – noon)
June 20, 2016
June 21, 2016
Science and
Technology Sec 4
(Form V)
Writing
(9:00- Noon)
Mathematics Sec 4
(Form V)
CST Option
Math Reasoning
(9:00 – Noon)
June 15, 2016
History and
Citizenship sec 4
(Form V)
(9:00- Noon)
May 26, 2016
English Language
Arts- All Form VI
Production (writing)
(9:00-Noon)
June 16, 2016
Français, langue
seconde sec 5
(Form VI)- de base
Compréhension
orale et écrite
(9:00- 11:00)
June 17, 2016
Français, langue
seconde sec 5 (Form
VI)- de base
Production écrite
(9:00- 11:00)
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POST-SECONDARY OPTIONS AFTER FORM VI (GRADE 11) AT BCS
Students who have successfully met the requirements for a secondary school diploma from the Ministry
of Education, Leisure and Sports (MELS) of Quebec have the following post-secondary options:
Form VII (Grade 12 Program) at BCS. The Form VII Program is accredited by the Ministry of Education
in Ontario and provides students with the opportunity to earn the Ontario Secondary School Diploma
(OSSD). It is generally recommended that students earn an average of 70% in Form VI (Grade 11),
including a minimum mark of 70% on the June exam in English, in order to qualify for the Grade 12
Program.
Selected high achieving students in Form VI (80% overall average+) who have
demonstrated superior organizational and time management skills may qualify to take an entry level
university course at Bishop`s University, concurrently with the Grade 12 Program (Bishop’s University
Bridge Program).






CEGEP (see below)
Any Grade 12 Program in North America or Europe.
A two-year Sixth Form Program in the UK.
The University of Ottawa, if a minimum of 85% in all subjects is achieved.
A qualifying year at Brescia College.
Entry into selected Maritime and American universities.
CEGEP (Collège d’enseignement général et professionnel) is an educational level distinctive to the
province of Quebec. It offers two-year university preparatory programs and it also offers three-year
technical programs from which students usually enter the workforce.
The minimum requirement for CEGEP is a Quebec Secondary School Diploma (DES).
Students seeking admission to CEGEP apply during the month of February.
For more information contact Mr. Jude Byrne ([email protected]) or Marie-Noëlle Gattuso
([email protected])
POST-SECONDARY OPTIONS AFTER FORM VII (GRADE 12) AT BCS


Entry into universities in every Canadian province, the United States, the United Kingdom and other
institutions around the world.
Round Square Exchange – BCS is able to offer a limited number of placements in selected Round
Square schools around the world.
Note: Admission standards vary among universities and faculties.
For specific questions regarding CEGEP or university, please contact Mr. Jude Byrne
[email protected]
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FORM VII/GRADE 12 PROGRAM
Bishop’s College School also offers a Form VII /Grade 12 program in which graduates receive the Ontario
Secondary School Diploma (OSSD), recognized by universities around the world.
In order to be awarded the Ontario Secondary School Diploma (OSSD), students must earn a total of 30
credits. A credit is defined as a 110-hour course in which the expectations determined by the Ministry of
Education in the Province of Ontario have been successfully completed.
18 of the credits are compulsory, earned in courses from a list of subjects that every student must take.
4 credits in English (1 credit per Grade 9, 10, 11, and 12)
3 credits in Mathematics (Grades 9, 10 + 1 credit in Grade 11 or 12)
2 credits in Science
1 credit in Canadian history
1 credit in Canadian geography
1 credit in the Arts
1 credit in Health and physical education
1 credit in French as a second language
1 credit in Civics and career studies
Plus one credit from each of the following groups:
Group 1
one additional credit in:
English (including the OSSLC), French as a
second language,
Native languages, classical languages,
international languages,
Canadian and world studies, Native studies, social
sciences and humanities, guidance and career
education, cooperative education.
Group 2
French as a second language,
the arts, business studies,
health and physical education,
cooperative education.
Group 3
French as a second language,
science (Grade 11 or 12),
Computer studies, technological
studies, cooperative education
Note: A maximum of 2 credits in French as a second language can count as compulsory credits, one from
group 1 and one from either group 2 or group 3.
12 of the credits are optional, earned in courses that the student may select from the full range of courses
offered. Consideration should be taken with respect to university program acceptance when selecting
courses.
Students must also:
▫ Complete 40 hours of Community Involvement Activities over the final 4 years of secondary school
(The BCS Program exceeds this minimum.)
▫ Meet the provincial literacy requirement. (Refer to the next page for a description of the OSSLT.)
Passing mark is 50% for Form VII courses.
Notes:
Credits in the Grade 12 program are granted under the BSID# 665681 issued by the Ministry of Education
in Ontario. These credits have the authority to count towards the Ontario Secondary School Diploma.
A student who has graduated with the MELS Secondary School Diplomas from BCS will have earned 23
equivalent credits, out of the 30 credits needed to satisfy the OSSD. This may include the senior
mathematics requirement. Students must earn an additional credit in Grade 12 English and credits in 6
additional courses of their choice.
Students entering the Form VII (Grade 12) program from another school will need to ensure that they
satisfy the requirements in Mathematics – Grade 9, 10 and either Grade 11 or 12 math.
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THE ONTARIO SECONDARY SCHOOL LITERACY TEST
The Ontario Secondary School Literacy Test (OSSLT) is a compulsory standardized test for students who
wish to obtain the Ontario Secondary School Diploma (OSSD). The test is only offered on one day, each
year and is used to assess students' reading and writing skills. The 2.5 hour exam will be written on
March 26, 2015.
THE BISHOP’S COLLEGE SCHOOL CERTIFICATES
The Bishop's College School Certificate Form VI (Grade 11)
To obtain the Bishop's College School Certificate Form VI, a student must pass all of the compulsory
courses in Form VI, as well as a minimum of 3 elective courses. In addition, the student must complete a
minimum of the Bronze level of the Duke of Edinburgh Award, complete a community service requirement
(a minimum of 15 hrs per year*), and participate in the BCS cadet program.
* A minimum of 15 hrs per year is the requirement for the BCS Certificate Form VI.
The Bronze level of the Duke of Edinburgh Award satisfies this minimum 15 hr requirement. The Silver
level includes a 30 hr requirement, and the Gold level includes a 60 hr requirement.
The Bishop's College School Certificate Form VII (Grade 12)
To obtain the Bishop's College School Certificate Form VII, a student must pass 6 courses at the Form VII
level, including English (ENG4U). In addition, the student must complete a minimum of the Bronze level of
the Duke of Edinburgh Award, complete a community service requirement* and participate in the BCS
cadet program.
* In Form VII, 10 hrs of the overall 15 hrs of community service must be organized and completed
independently from BCS as a non-sanctioned BCS event.
THE EFFORT RATING
Every second week each student is assessed by their teachers on the basis of academic effort.
A = Excellent Effort. The student goes beyond regular classroom expectations, consistently exhibiting a
determination to give of his or her best and to do more than is required.
B = Good Effort. The student completes prep on time, participates in class by being on task and involved,
and meets all classroom expectations.
C = Minimal or Inconsistent Effort. The student exhibits minimal or inconsistent effort, attention and/or
participation. Assignments are done, but they are late or incomplete.
D = Absence of Effort. The student has not fulfilled academic obligations, and absence of effort is evident.
Assignments have not been done. Classroom behaviour and/or participation have been poor.
Students who have two or more “A’s” and nothing less than a “B” in their courses are celebrated for their
good effort, and placed on the effort list. Students who earn 4 “C” ratings or any “D’s” are placed into School
House Prep, where they work in a classroom under the supervision of a teacher on duty.
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Note: To take advanced math or science courses in Form V, VI or VII students should maintain a 75%
average in Form IV math, and 75% in advanced science in Form V and VI, or seek permission of the
department head.
MATH STREAMS IN FORMS V AND VI
CST
Cultural, Social and Technical
For students interested in Arts,
Communication, Administration, Humanities.
SN
Science
For students interested in research and
science.
Enjoys solving problems of a personal or
professional nature and understanding social
issues from a mathematical point of view.
Enjoys writing proofs and applying research
protocol as well as analyzing mathematical
models.
These students do better in math when they
are working on problems related to familiar
issues.
These students do better when applying
rules and concepts that require abstraction.
Form VII Math
Data Management
(if over 70% in Form VI math)
Form VII Math
Advanced Functions OR Calculus and Vectors,
Data Management
CEGEP Programs without math*
All CEGEP Programs
University Programs without math
All University Programs
* A student in this option can take a 50 hr bridge course if his choice of CEGEP or university program
requires math.
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MATH STREAMS SCHEMATIC
FORM II
50%-60%
Summer Tutoring
with Learning
Package
FORM III
50%-60%
Summer Tutoring
with Learning
Package
FORM IV
Score less
than 60% REDO
Under
60%
Summer
Progamme
75% or greater
≤ 60%
Summer
Program
FORM V - SN
60% - 75 %
≤60%
FORM V - CST
Summer Bridge Program
or VHS MPM2D
FORM VI – SN
(Science)
≤ 60%
≤ 60%
Summer
Program
FORM VI – CST
VHS GRADE 11
FUNCTIONS MCR3U
FORM VII
FORM VII
CALCULUS & VECTORS
ADVANCED FUNCTIONS
FORM VII
DATA MANAGEMENT
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Form II
Grade 7
Sec. 1
Cycle 1 yr.1
Form III
Grade 8
Sec. 2
Cycle 1 yr.2
Form IV
Grade 9
Sec. 3
Cycle 2 yr.1
Form V
Grade 10
Sec. 4
Cycle 2 yr.2
Form VI
Grade 11
Sec. 5
Cycle 2 yr.3
Form VII
Grade 12
English
English or
ESL
English or
ESL
English or ESL
English or
ESL
English
English ENG4U
Français
French FLS or
French FLE
Français, FLS
or FLE
Français,
FSL or FLE
Français,
FSL or FLE
Français,
FSL or FLE
Français,
FSL or FLE
AP® option
Core French FSF4U
Mathematics
Mathematics
Mathematics
Mathematics
Math CST
or
Math SN
Math CST
or
Math SN
or
Advanced Functions
MHF4U
Math SN +
Advanced
Functions MHF4U
(Option)
Science
Science &
Technology
Science &
Technology
Integrated
Science &
Technology
Integrated
Science &
Technology
Environmental
Science
Social Sciences
Social Science
Social Science
Univers Social
Univers Social
AP® Option
Calculus & Vectors
MCV4U
Data Management
MDM4U
Biology
Biology SBI4U
Chemistry
Chemistry SCH4U
Physics
Physics SPH4U/AP®
History &
Citizenship
History &
Citizenship
Contemporary
World
Histoire et
éducation à la
citoyenneté
Histoire et
éducation à la
citoyenneté
Monde
Contemporain
Economics
CIA4U/ AP®
International
Business BBB4M
World History CHY4U
History
Psychology AP*
Canadian and World
Politics CWP4U
Philosophy HZT4M
Challenge and
Change in Society
(Sociology)
HSB4U
Individuals and
Families (Anthro)
HHS4M
Arts
Art/Music
Art/Music/
Drama
Art
Art
Art
Music AMU4M
Music
Art Dramatique
Music
Visual Art AVI4M
Drama
Music
Drama
Drama
Dance
Dance
Physical
Education
Physical
Education
Physical
Education
Computers &
Technology
Physical
Education
Physical
Education
Robotics
Physical Education
(Crease hours)
Computer
Applications
Computer Sciences
ICS4U/ AP *
Computer Sciences
(prerequisite to
ICS4U)
Moral
Education
Options
Ethics
Ethics
0
Ethics
0
Ethics
1
1
-The bolded text denotes a required course.
-The text in green itlalics denotes courses offered in the Option Bilingue – Bilingual Option Program.
- A * denotes an AP course currently undergoing the formal course audit process
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COURSE DESCRIPTIONS
In keeping with the Ministry of Education reform plan, students in Grades 7 and 8 are considered to be in a
two year program called Secondary Cycle 1.
Course Descriptions
Form II (Grade 7 – Cycle 1, Year 1) – Course Descriptions
English Language Arts – Form II (632106)
Students read and respond, orally and in writing, to a variety of texts. They are exposed to different types of
literature such as short stories, myths, and selections from Shakespeare, novels, plays and poetry. They
are encouraged to make connections between their own lives and the literature they are studying. At all
times, they are expected to read their own choice of literature for pleasure and enrichment.
Students learn the importance of writing to engage and entertain their readers. In the beginning, there is an
emphasis on writing that is informal, reflective and familiar. During the year, they learn how to write for
different purposes and audiences. Modes of writing practiced at this level are autobiographies, narratives,
poems, descriptions, journals, reports, skits, newspaper articles, and personal letters. The students will also
recognize that writing is a process, and that the final product is, therefore, the result of a series of writing
activities in which they must fully participate.
Oral expression is encouraged and cultivated in all classroom activities. Students participate daily in class
and small-group discussions. They also take part in drama workshops, presentations and public-speaking
contests.
Finally, students are often asked to represent their ideas in a variety of media, engaging in, for example, the
illustration of stories and poems, and collage and poster making.
English as a Second Language- Form II - Cycle 1 Year 1 (135234)
The ESL course is designed to allow the student to achieve proficiency in conversational and academic
English so as to integrate as quickly and as fully as possible into the content-area subject classes and the
regular BCS English program. In doing so, the student will maintain an English-only environment while
developing his or her speaking, reading, writing and listening skills. Each task and project done in the ESL
class will ask the student to draw upon one or more of the three targeted competencies in the MELS
program: Interacts Orally, Writes and Produces Texts and Reinvests Understanding of Texts.
Such tasks include recognizing and understanding different types of writing (short stories, novels, poems,
plays, speeches, newspaper articles, short research papers), communicating effectively in social and
academic settings, and understanding English at a normal speed, in unstructured and structured situations
(chats with peers, speeches, TV and movie representations, etc.). The student will also create visual
representations to express personal responses to a variety of texts to express their own message using
collages, portfolios, book jackets, posters, etc.
The ESL course is made to teach students how to interact comfortably and confidently with others at BCS:
in the classroom, in the residences, and on sports teams, by understanding the Canadian and BCS cultures
and expectations, but without sacrificing the values of the student’s own cultural heritage.
Français, langue d’enseignement, 1re année du 1er cycle (132108)
Ce cours s’adresse aux élèves qui ont complété le troisième cycle du primaire dans une école francophone
du Québec ou d’ailleurs. L’objectif premier est d’amener ces élèves à développer les compétences
disciplinaires requises : « Lire et apprécier des textes variés », « Écrire des textes variés » et «
Communiquer oralement selon des modalités variées ». Dans leur cheminement personnel, les élèves
devraient atteindre une autonomie qui leur permettra de poursuivre leur apprentissage de tous les volets de
la langue dans les années ultérieures.
16
Français langue seconde, programmes de base et enrichi - 1re année du 1er cycle
Selon le niveau atteint à la fin du 3e cycle du primaire, l’élève sera classé au programme enrichi ou au
programme de base.
Programme enrichi – 1re année du 1er cycle (635106)
Ce cours s’adresse soit aux élèves qui possèdent une certaine aisance en français, soit à ceux qui ont suivi
le parcours d’immersion au primaire. Il vise le développement d’habiletés plus complexes, tant à l’écrit qu’à
l’oral. Le programme enrichi développe trois différentes compétences disciplinaires : « Interagir en
français», « Produire des textes variés en français » et « Lire des textes courants et littéraires en français ».
Tout comme les autres programmes, le niveau enrichi permet à l’élève de s’approprier les compétences
générales suivantes: exercer son jugement critique, organiser son travail, savoir communiquer et savoir
travailler en équipe.
Programme de base - 1re année du 1er cycle (634106)
Ce cours s’adresse aux élèves qui ont suivi le programme de base du primaire. Il vise une connaissance
fonctionnelle de la langue qui permet à l’élève de participer à la vie de la communauté francophone. Le
programme de base développe trois différentes compétences disciplinaires : « Interagir en français »,
«Produire des textes variés en français » et « Lire des textes variés en français ». Tout comme les autres
programmes, le niveau de base permet à l’élève de s’approprier différentes compétences générales
suivantes: exercer son jugement critique, organiser son travail, savoir communiquer et savoir travailler en
équipe.
French as foreign language (634144)
This course is intended for students who have very little or no experience in French. Its principal aim is to
allow students to communicate orally on topics that are relevant to them. They are often encouraged to
work in groups and at other times their projects are individual. Typical topics include: introducing oneself,
the family, school, friends, city and country of origin, sports, food, professions, heroes and vacation plans.
Math – Form II - Cycle 1 Year 1 (563106)
The Grade 7 course is designed to provide students with the opportunity to develop, understand and use
math within a real life context. Most of the work revolves around word problems, based on the following
areas of course content: number theory, decimals, fractions, percentage, rates and ratios; statistics and
probability, co ordinate geometry, solid geometry, transformational geometry and plane geometry, as well
as integers and basic polynomials.
General Science & Technology – Form II - Cycle 1 Year 1 (555104)
The objective of this course is to introduce students to science and technology. Specifically, the
technological world, the material world, earth and space and the living world are examined. Students
engage in both the scientific inquiry process and a technological design process. They examine questions
relating to natural phenomena and analyze them from a scientific or technological point of view. Finally,
they communicate their knowledge in the language of science and technology.
Ethics – Form II - Cycle 1 Year 1 (569102)
The primary aim of this course is to help the youngest, newest students in the school to be comfortable in
their new environment and in themselves. It concentrates on two major themes: Respect and self-esteem.
The course deals with some of the most difficult issues relevant to their lives. It also looks at the major
world religions and some common themes, such as creation stories, to give them a better understanding of
the different cultural backgrounds of the students in our school.
History – Form II - Cycle 1 Year 1 (587103)
Students are encouraged to open up to the world. They use the historical method to examine and interpret
social phenomena that constitute turning points in the history of the Western world, from prehistorical times
to the present. They become aware of the importance of human action in social change.
Geography – Form II - Cycle 1 Year 1 (595103)
Students study how human beings use, occupy and take possession of space and transform it into a
territory. Different types of territories in Québec, Canada and other parts of the world have been selected
for study: urban territory (metropolises, cities subject to natural hazards and heritage cities), regional
territory (tourist regions, forest regions, energy-producing regions and industrial regions), agricultural
17
territory (agricultural territory in a national space and agricultural territory subject to natural hazards), Native
territory and protected territory. Students learn to understand the organization of these territories and
interpret issues associated with them. These territories are presented in the same order as in the
Geography Program, however, they may be taught in any sequence. It is up to teachers and cycle teams to
decide how to distribute the content based on their planning needs.
Univers social
Ce cours d’univers social est le résultat du Renouveau pédagogique amorcé par le Ministère de l’Éducation
des Loisirs et des Sports. Ce programme s’échelonne sur une période de deux ans. Il comprend deux
disciplines qui sont la géographie et l’histoire. Le Program est conçu en alternance dans le but d’assurer la
progression de l’élève dans ces deux matières tout au long du cycle.
Histoire - 1re année du 1er cycle (087103)
Ce cours d’histoire permet aux élèves de découvrir et de sonder l’histoire du monde, de la préhistoire à
l’époque contemporaine. Pour l’élève, l’objectif est de développer un intérêt pour le passé et de voir
comment le monde actuel se bâtit, s’appuyant sur le développement de civilisations antérieures. Les
principaux domaines d’étude sont la Préhistoire et l’Antiquité. Divers aspects de l’histoire de l’Afrique, de
l’Asie et de l’Amérique du Sud sont également à l’étude. Avant d’explorer ces thèmes, les élèves
apprennent la méthode et la terminologie historiques appropriées.
Pour chaque civilisation ou période étudiée, les élèves s’impliquent dans des projets variés. Ils élaborent
des notes d’après les lectures faites et des activités en classe, produisent des affiches ou autres projets
d’art qui seront exposés et préparent de courts textes comparatifs. Les élèves sont aussi mis en contact
avec des spécialistes et ont la chance de parfaire leurs connaissances par certaines visites. Pour chaque
unité, les élèves entreprennent un projet de recherche. Les élèves développent des habiletés de recherche
efficaces, apprennent à évaluer les documents de première et de deuxième main et produisent une
bibliographie complète.
Géographie - 1re année du 1er cycle (095103)
Ce cours de géographie amène les élèves à développer trois compétences fondamentales à cette
discipline. Dans un premier temps, comprendre l’organisation d’un territoire, ensuite s’interroger sur la
complexité d’un enjeu territorial et, finalement, prendre conscience des problèmes géographiques à
l’échelle planétaire. Pour arriver à ces fins, les élèves étudient, durant l’année, différents types de territoires
tels le territoire urbain, le territoire régional, le territoire agricole, le territoire autochtone et, finalement, le
territoire protégé.
À travers des projets de recherche, l’élève se donne des méthodes de travail, exploite des sources variées
et utilise les technologies de l’information. Concrètement, il décode des paysages, étudie et produit des
cartes, schémas et croquis géographiques, met en relation différentes échelles d’analyse des territoires et,
enfin, évalue les conséquences des actions humaines sur un territoire ainsi que la portée des solutions à
des problèmes planétaires.
Health and Physical Education – Form II - Cycle 1 Year 1 (543102)
Physical education is a participation-based class that will provide opportunity for all students to develop
physical, social and communication skills. With consideration for the Quebec Education Program, the
courses will be focused on three main competencies:
Movement Skills
The principles of balance and coordination combined with movement skills will be integrated into different
physical activities.
Interaction Skills and Teamwork
Students will interact with others during various physical activities. Emphasis will be placed on plans of
action, communication and teamwork. Physical activities will focus on cooperation, opposition or a
combination of both. Students must follow a code of ethics and develop strategies that involve individual
and group tactics.
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Adoption of a Healthy Lifestyle
Students will be encouraged to examine and document the impact of their lifestyle habits. Through research
and information analysis, students will reflect on their lifestyle habits, especially, physical activities, diet,
substance abuse, sleep, stress, and personal hygiene. A plan of action should be developed that will
contribute to improvement in their overall lifestyle habits and choices. Upon completion of this Program,
students will be able to make positive lifestyle connections that can be applied in school, family and
community settings.
Music – Form II – Cycle 1 Year 1 (669104)
Students are introduced to the various instruments and make two choices. We do our best to give them
their first choice but it is not always possible. Upon completion of this course students are able to play a
musical instrument with good tone production and various methods of articulation. Students have an
understanding of the basic musical vocabulary and its applications and they are taught proper instrument
care. Basic theory is taught at this level and students use Yamaha Band Method Book 1. Students in Grade
7 are encouraged to play in the Junior Band after Christmas break.
Art – Form II – Cycle 1 Year 1 (668104)
The Visual Arts program in Grade 7 introduces students to a variety of media including drawing, painting,
sculpture and collage. Students are encouraged to develop complementary competencies of personal
images, media images and appreciating images. An example of a Grade 7 assignment is the Alexander
Calder wire and cork circus sculpture project.
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Form III (Grade 8 – Cycle 1, Year 2) – Course Descriptions
English – Form III – Cycle 1, Year 2 (632206)
English Language Arts
Students read and respond to a variety of texts. They learn to identify specific genres of writing as they are
exposed to short stories, novels, plays and poetry. They also have the opportunity to read and discuss
articles and essays that relate to specific literary themes and real life issues. Students learn to develop their
initial responses by making connections between their own lives and the literature they are studying.
Throughout the year, they work towards a deeper interpretation and some evaluation of the prescribed
reading, while at the same time, reading their own choice of literature for pleasure and enrichment.
different purposes and audiences. Modes of writing practiced at this level are: autobiographies, narratives,
poems, descriptions, journals, expository essays (both formal and informal), newspaper articles, and
personal and business letters. The students will also recognize that writing is a process and that the final
product is therefore the result of a series of writing activities in which they must fully participate.
and small-group discussions, as well as readings and recitations. They also take part in role-plays, debates,
presentations and public-speaking contests. In addition, there is a media component to the English
program, through which students learn to be active and critical watchers of film, while learning to
deconstruct a variety of media texts. Finally, students are often asked to present their ideas in forms other
than writing. They may illustrate poems and stories, make posters, bookmarks or play programs.
English as a Second Language – Form III – Cycle 1, Year 2 (134208)
Français - langue d’enseignement, 2e année du 1er cycle (132208)
Ce cours s’adresse aux élèves qui ont complété la 1re année du 1er cycle. Il s’inscrit dans la continuité du
développement des compétences disciplinaires « Lire et apprécier des textes variés », « Écrire des textes
variés » et « Communiquer oralement selon des modalités variées ». Tout est mis en œuvre pour que les
élèves consolident et approfondissent leurs connaissances acquises au cours du 1er cycle. Dans leur
cheminement personnel, les élèves devraient atteindre une autonomie qui leur permettra de poursuivre leur
apprentissage de tous les volets de la langue dans les années ultérieures.
Français, langue seconde – enrichi – 2e année du 1er cycle (635206)
Ce cours s’adresse aux élèves qui ont réussi le niveau enrichi en français, langue seconde de la 1re année
du 1er cycle. Il a comme objectif de permettre aux élèves inscrits d’atteindre, à la fin de la 3e année du 2e
cycle, un niveau de compétence permettant à l’élève de poursuivre ses études en français ou d’exercer sa
profession dans un milieu francophone. Le programme enrichi développe trois différentes compétences
disciplinaires : « Interagir en français », « Produire des textes variés en français » et « Lire des textes
20
variés en français». Tout comme les autres programmes, le niveau enrichi permet à l’élève de s’approprier
les compétences générales suivantes : exercer son jugement critique, organiser son travail, savoir
communiquer et savoir travailler en équipe.
Français, langue seconde - base– 2e année du 1er cycle (634206)
Ce cours s’adresse aux élèves qui ont réussi le niveau de base en français, langue seconde de la 1re
année du 1er cycle. Il a comme objectif de permettre aux élèves inscrits d’atteindre, à la fin de la 3e année
du 2e cycle, un niveau de compétence qui permet de fonctionner efficacement en français. Le programme
de base développe trois différentes compétences disciplinaires : « Interagir en français », « Produire des
textes variés en français » et « Lire des textes variés en français». Tout comme les autres programmes, le
niveau de base permet à l’élève de s’approprier les compétences générales suivantes : exercer son
jugement critique, organiser son travail, savoir communiquer et savoir travailler en équipe.
French as a foreign language – Form III – Cycle 1, Year 2 (634244)
Math – Form III – Cycle 1, Year 2 (563206)
The Grade 8 course is a continuation of the Grade 7 program. The premise is that students are to relate
mathematics to the real world. Therefore questions revolve around areas of concrete mathematics.
Students focus on areas including: various modes of representation, proportions, similarity transformations,
algebraic calculations and equations, transformations on the Cartesian plane, percent, the circle, probability
and regular polygons.
Science & Tech. – Form III – Cycle 1, Year 2 (555204)
This is a continuation of the content and methods introduced in the Science and Technology course which
began in Year 1, Cycle 1. The aim is to continue to help students develop and improve various
competencies related to the investigation of scientific phenomena.
Social Studies - Form III – Cycle 1, Year 2
In keeping with the Ministry of Education reform plan, students in Grades 7 and 8 are considered to be in a
two year program called Secondary Cycle 1. Cycle 1 covers history, geography and citizenship. Students
use a variety of learning techniques that involve research, group work and testing in order to have the
capacity to analyse the material being investigated.
Students build upon the skills and knowledge they acquire throughout the two year cycle, thus the
geography component constantly refers back to map reading techniques undertaken in the early sections of
the course.
History (587213)
This history course allows students to discover and explore world history, from prehistoric to contemporary
times. For students, the goal is to develop an interest in the past and see how the world of today is built,
based on the development of earlier civilizations. The main areas of study are Prehistory, Antiquity, Middle
Ages, the Renaissance, Imperialism and the 20th century. Various aspects of the history of Africa, Asia and
South America are also under consideration. Before exploring these themes, students learn the method and
the appropriate historical terminology.
For each civilization or period, students are involved in various projects. They prepare notes from the
readings and classroom activities, produce posters or other art projects that will be exposed and prepare
short texts comparative. For each unit, students undertake a research project. Students develop effective
research skills, learn to evaluate primary and secondary source documents and produce a comprehensive
bibliography.
21
Geography (595203)
This geography course helps students develop three basic skills in this discipline. Students must first
understand the organization of a territory, then consider the complexity of a territorial issue and finally,
become aware of the geographical problems globally. To achieve these ends, students study different types
of territories such as urban land, land area, agricultural land, the indigenous territory and finally, the
protected territory.
Through research projects the student is given work methods, operates a variety of sources and uses of
information technology. Specifically, the student decodes landscapes, and studies produced maps,
diagrams and sketch maps, connects different scales of analysis of the territories and finally, evaluates the
consequences of human actions on a territory and the scope of solutions to global problems.
Univers social
Ce cours d’univers social est le résultat du Renouveau pédagogique amorcé par le Ministère de l’Éducation
des Loisirs et des Sports. Ce programme s’échelonne sur une période de deux ans. Il comprend deux
disciplines qui sont la géographie et l’histoire. Le programme est conçu en alternance dans le but d’assurer
la progression de l’élève dans ces deux matières tout au long du cycle.
Histoire – 2e année du 1er cycle (087213)
Ce cours d’histoire permet aux élèves de découvrir et de sonder l’histoire du monde, de la préhistoire à
l’époque contemporaine. Pour l’élève, l’objectif est de développer un intérêt pour le passé et de voir
comment le monde actuel se bâtit, s’appuyant sur le développement de civilisations antérieures. Les
principaux domaines d’étude sont le Moyen Age, la Renaissance, l’Impérialisme et le 20e siècle. Divers
aspects de l’histoire de l’Afrique, de l’Asie et de l’Amérique du Sud sont également à l’étude. Avant
d’explorer ces thèmes, les élèves apprennent la méthode et la terminologie historiques appropriées.
Pour chaque civilisation ou période étudiée, les élèves s’impliquent dans des projets variés. Ils élaborent
des notes d’après les lectures faites et des activités en classe, produisent des affiches ou autres projets
d’art qui seront exposés et préparent de courts textes comparatifs. Les élèves sont aussi mis en contact
avec des spécialistes et ont la chance de parfaire leurs connaissances par certaines visites. Pour chaque
unité, les élèves entreprennent un projet de recherche. Les élèves développent des habiletés de recherche
efficaces, apprennent à évaluer les documents de première et de deuxième main et produisent une
bibliographie complète.
Géographie – 2e année du 1er cycle (095203)
Ce cours de géographie amène les élèves à développer trois compétences fondamentales à cette
discipline. Dans un premier temps, comprendre l’organisation d’un territoire, ensuite s’interroger sur la
complexité d’un enjeu territorial et, finalement, prendre conscience des problèmes géographiques à
l’échelle planétaire. Pour arriver à ces fins, les élèves étudient, durant l’année, différents types de territoires
tels le territoire urbain, le territoire régional, le territoire agricole, le territoire autochtone et finalement, le
territoire protégé.
À travers des projets de recherche l’élève se donne des méthodes de travail, exploite des sources variées
et utilise les technologies de l’information. Concrètement, il décode des paysages, étudie et produit des
cartes, schémas et croquis géographiques, met en relation différentes échelles d’analyse des territoires et,
enfin, évalue les conséquences des actions humaines sur un territoire ainsi que la portée des solutions à
des problèmes planétaires.
Ethics – Form III – Cycle 1, Year 2 (569202)
The primary aim of this course is to help the youngest, newest students in the school to be comfortable in
their new environment and in themselves. It concentrates on two major themes: Respect and self-esteem.
The course deals with some of the most difficult issues relevant to their lives. It also looks at the major
world religions and some common themes, such as creation stories, to give them a better understanding of
the different cultural backgrounds of the students in our school.
Physical Education – Form III – Cycle 1, Year 2 543202
22
Movement Skills
and group tactics.
contribute to improvement in their overall lifestyle habits and choices.
Upon completion of this program, students will be able to make positive lifestyle connections that can be
applied in school, family and community settings.
Music – Form III – Cycle 1, Year 2 (669204)
Prerequisite: Grade 7 or equivalent This is a continuation of music from Grade 7. Students are introduced to
music that is a little more demanding. Upon the completion of this course students are more competent on
their chosen instruments. Students use a more sophisticated musical vocabulary and students have the
experience of the performance of band music. Students have a better understanding of the various
demands necessary in performing music. Theory taught at this level includes note spelling, major scales
and key signatures. Students use Yamaha Band Student Book 2. Junior Band is compulsory. After
Christmas students are encouraged to join the senior band.
Music Beginners
This course follows the same pattern as Grade 7. This course is for new students arriving at BCS with no
prior musical training. The only exception is that participation in the Junior Band after Christmas is
compulsory.
Visual Art – Form III – Cycle 1, Year 2 (668204)
Grade 8 students continue to develop the complementary competencies of personal images, media images
and appreciating images. The complexity of assignments and creative outcomes allow students to gain
understanding of the artistic process and rationale. Students will have acquired artistic skills and knowledge
to create personal images that reflect expressiveness and originality. An example of a Grade 8 assignment
is a product design with multiple viewpoints and a written description and logo design.
Drama – Form III – Cycle 1, Year 2 (670204)
The theatre games, exercises and improvisations in this course develop the student’s personal resources
(senses, imagination, emotion) and acting skills (observation, concentration, vocal and physical
expressiveness, listening, relaxation) while engendering collaboration and ensemble play. Introducing the
art of storytelling, the course engages the student in the interpretation of narrative materials drawn from a
wide multicultural base (creation myths, legends, folktales, and fairytales). Materials are also generated by
the students themselves as they tell their own stories and create new ones, using improvisation and roleplay to explore characters and situations. The course culminates with a performance of Story Theatre.
Journal keeping is ongoing: students are required to reflect on their experiences both in class and in the
theatre. Students attend the BCS Players’ Club productions and one performance each term outside the
school.
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FORM IV (GRADE 9 – Cycle 2, Year 1) - Course Descriptions
English Language Arts - Form IV – Cycle 2, Year 1 (632306)
Students read and respond to a variety of texts selected from young adult literature. They learn to identify
specific genres of writing as they are exposed to short stories, novels, plays and poetry. They also have the
opportunity to read and discuss articles and essays that relate to specific literary themes and real life
issues. Students learn to develop their initial responses by making connections between their own lives and
the literature they are studying. Throughout the year, they work towards a deeper interpretation and some
evaluation of the prescribed reading, while at the same time, reading their own choice of literature for
pleasure and enrichment.
different purposes and audiences. Modes of writing practiced at this level are: autobiographies, narratives,
poems, descriptions, journals, expository essays (both formal and informal), newspaper articles, and
personal and business letters. The students will also recognize that writing is a process and that the final
product is therefore the result of a series of writing activities in which they must fully participate.
and small-group discussions, as well as readings and recitations. They also take part in role-plays, debates,
presentations and public-speaking contests. In addition, there is a media component to the English
Program, through which students learn to be active and critical watchers of film, while learning to
deconstruct a variety of media texts. Finally, students are often asked to present their ideas in forms other
than writing. They may illustrate poems and stories, make posters, bookmarks or play programs.
English as Second Language - Form IV – Cycle 2, Year 1 (134304)
Français, langue d’enseignement - 1re année du 2e cycle du secondaire (132308)
Ce cours s’inscrit dans la continuité du premier cycle du secondaire dans le développement des
compétences « Lire et apprécier des textes variés », « Écrire des textes variés » et « Communiquer
oralement selon des modalités variées ». Tout est mis en œuvre pour que les élèves consolident,
approfondissent leurs connaissances antérieures et établissent des liens entre les apprentissages qu’ils
font dans des situations diversifiées.
Français, langue seconde – enrichi – 1re année du 2e cycle (635306)
Ce cours s’adresse aux élèves qui ont réussi le niveau enrichi en français, langue seconde de la 2e année
cycle, un niveau de compétence permettant à l’élève de poursuivre ses études en français ou d’exercer sa
profession dans un milieu francophone. Le programme enrichi développe trois différentes compétences
disciplinaires : « Interagir en français », « Produire des textes variés en français » et « Lire des textes
24
courants, spécialisés et littéraires en français ». Tout comme les autres programmes, le niveau enrichi
permet à l’élève de s’approprier les compétences générales suivantes : exercer son jugement critique,
organiser son travail, savoir communiquer et savoir travailler en équipe.
Français, langue seconde – base – 1re année du 2e cycle (634404)
Ce cours s’adresse aux élèves qui ont réussi le niveau de base en français, langue seconde de la 2e année
cycle, un niveau de compétence qui permet de fonctionner efficacement en français. Le programme de
base développe trois différentes compétences disciplinaires : « Interagir en français », « Produire des
textes variés en français » et « Lire des textes variés en français». Tout comme les autres programmes, le
niveau de base permet à l’élève de s’approprier les compétences générales suivantes : exercer son
jugement critique, organiser son travail, savoir communiquer et savoir travailler en équipe.
French as foreign language, bridge group (634344)
This course is intended for students who have already completed one year of French at BCS. It introduces
them to the basics in writing, reading, speaking and listening. Its principal aim is to allow the students to
become more independent and proficient in French. The linguistic content includes such aspects as:
simple verb tenses, sentence structure, enriched vocabulary, improved pronunciation, understanding of the
written and spoken word, and knowledge of cultural aspects of the French world. Different activities include
dialogues, oral presentations, individual and group projects. Themes studied may include: the school
environment, comic strips and humor, pastimes and hobbies, heroism, and sports.
French as foreign language (634344)
Mathematics - Form IV – Cycle 2, Year 1 (563306)
The Grade 9 course is designed to prepare students for Math and Science in Grade 10. Students will be
introduced to problem solving of different types so that they, with some counselling, can make an informed
choice for their direction in Mathematics in Grade 10. Students will focus on the following topics: the real
number system, Pythagorean Theorem, exponents, algebraic expressions and operations, equations, and
inequalities and an introduction to relations and functions, notably the straight line. These linear relations
will include direct, partial and constant functions. Also studied: area and volume of solids, isometry and
similarity of plane figures and solids, probability and statistics (including measures of central tendency;
mean, median and mode; sources of bias; sampling techniques; and quartiles). All students write the
University of Waterloo Pascal Contest.
Science & Technology - Form IV – Cycle 2, Year 1 (555306)
The objective of this course is for students to continue to develop their skills and competencies introduced
in Cycle 1. The living world, the material world, earth and space and the technological world are the focus of
the content. In this first year of Cycle 2, these four areas are combined to address the theme, the human
organism. Once again, students work towards mastering not only the content but refining and improving
various competencies related to the investigation of scientific phenomena.
History & Citizenship - Form IV – Cycle 2, Year 1 (587304)
Students examine the main historical developments in Quebec and Canada from the earliest times to the
nineteenth century.
The main political, economic and social aspects of the past are looked at by using a range of pedagogical
methodology. There is a heavy emphasis on student research and analysis of the subjects being studied.
The effects of the historical experience on the present is a theme that is followed throughout the year in
order to develop the students’ sense of how the past affects current events and their role in society.
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Histoire et éducation à la citoyenneté – 1re année du 2e cycle (087304)
Le programme Histoire et Éducation à la Citoyenneté est réparti sur une période de deux ans. La première
année est structurée selon une approche chronologique qui présente l’histoire du Québec du 16 e siècle à
nos jours. La deuxième est structurée selon une approche thématique qui permet de réinvestir les savoirs
construits en première année et de les consolider. Le cours est construit en fonction des exigences du
Renouveau Pédagogique et couvre les trois compétences disciplinaires au programme.
Ce cours d’histoire est conçu dans le but d’aider les élèves à développer des connaissances sur le passé
du Québec et du Canada ainsi que son lien avec les sujets d’actualité courante. Les élèves sont
encouragés à développer leurs propres opinions sur l’histoire du Québec et du Canada en favorisant le
développement des habiletés au niveau de la lecture, de l’écriture, de la connaissance des évènements
importants et de la pensée critique. Les thèmes principaux étudiés dans ce cours reflètent les
changements politiques, sociaux, démographiques et économiques qui se sont produits au Québec et au
Canada depuis la colonisation. Le cours débute par une étude des Premières Nations nord- américaines
avant l’arrivée des Européens. Cela est suivi par une étude de la colonisation de la Nouvelle-France au
16e et 17e siècles et son impact sur la culture amérindienne. La conquête de la Nouvelle-France et
l’instauration du régime anglais précèdent l’étude de la colonisation du Haut et du Bas Canada. La
Confédération et ses débuts difficiles amorcent le 20e siècle ainsi que la Première Guerre mondiale et les
années de la Dépression. Le cours se termine par les principaux évènements qui ont suivi la Deuxième
Guerre mondiale. Les travaux individuels et collectifs, les cours magistraux, les discussions, le débat et les
présentations orales sont des éléments essentiels de ce cours. Les travaux écrits jouent un rôle essentiel
et chaque élève doit compléter un travail de recherche pour chaque module du cours.
Health and Physical Education - Form IV – Cycle 2, Year 1 (543302)
Movement Skills
and group tactics.
Upon completion of this program, students will be able to make positive lifestyle connections that can be
Art - Form IV – Cycle 2, Year 1 (668302)
Grade 9 students develop the competencies of media production. They will begin to develop transforming
gestures, develop critique of media creation and structure the media production. Students understand how
to integrate several competencies. An example of a Grade 9 assignment is the design and construction of a
robot sculpture. The robot project is then coupled with a written description and a narrative painting of the
robot in a created setting.
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Music - Form IV – Cycle 2, Year 1 (669302)
This course is a continuation of music from Grade 8. It is at this level that certain fundamentals and abilities
in the students' playing begin to be established. Upon the completion of this course, students are much
more comfortable with their playing ability and they have a better understanding of the various technical
difficulties of the instrument. The student will have more experience with problem solving. Students are able
to understand and execute different playing styles. The student's overall comprehension and exposure is
broadened. Students use Yamaha Band Student Book 3 and the Belwin series. Senior Band and
participation in the marching band are compulsory. Participation in the stage band is a possibility if space
exists and the student is of the correct caliber.
Drama - Form IV – Cycle 2, Year 1 (670302)
Activating the senses and stimulating imagination and emotional response, the Grade 9 theatre games,
exercises and improvisations develop the student’s personal resources and acting skills, while engendering
collective creation and ensemble play. Focused on speaking and listening activities with an emphasis on
movement, the course engages the students in improvisation and playmaking, enabling them to learn about
dramatic language and form. Required to attend the BCS drama productions, students also attend theatrical
performances outside the school, reflecting on and critiquing these experiences in discussions and journals.
They also chronicle and reflect on their classroom experiences in their journals, developing their
understanding of themselves, the art form and the world around them.
Robotics - Form IV – Cycle 2, Year 1 (562352)
In this course students will learn the science of Robotics using the latest Lego Mindstorms education kits
and program. Team building, hands-on activities, and collaborative learning are stressed. Each student is
exposed to a variety of fun problem solving activities, designed to familiarize him or her with robot building
materials. There is an emphasis on overcoming challenges using engineering techniques, creative design
and unique thinking.
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FORM V (GRADE 10 – Cycle 2, Year 2)
Course Descriptions
English – Form V – Cycle 2, Year 2 – (632406)-(6 credits)
Students respond to a variety of texts, covering different genres. They are led to understand the attributes
and the purposes of the different genres. Reading is geared to the abilities of each student, but in general
texts are more demanding as students move away from young adult literature. Students are taught to
recognise implications in texts by authors who represent a variety of periods and voices. They are
encouraged to move from an initial response and simple comprehension, to analysis, synthesis and
evaluation of a text. Building on skills developed in earlier grades, students continue to write for a variety of
audiences in a variety of contexts. During the year, they assemble a portfolio of their writing which will
include poetic, creative writing such as poetry, stories, monologues, descriptions and play scripts, as well
as transactional writing in the form of essays designed to inform, persuade, analyse, instruct, theorise or
speculate. They are expected to understand the attributes of different forms, as well as the importance of
voice in writing. There is increasing emphasis on the mastery of the formal, academic essay style. At all
times, the writing process is emphasised, as students become increasingly skilled and autonomous editors
of their work. Oral skills continue to be developed at all times. During class time, students engage in wholegroup discussions and small-group discussions, readings, recitations, debates, enactments and speechmaking. Participation in local public speaking contests is encouraged. Media literacy continues to be taught
as students master skills in interpreting visual media.
English as Second Language (ESL) - Form V – Cycle 2, Year 2 – (136406)-(6 credits)
Français, langue d’enseignement, 2e année du 2e cycle du secondaire (132406)-(6 crédits)
Ce cours s’adresse aux élèves qui ont complété la 1re année du 2e cycle du secondaire. Le
développement des compétences « Lire et apprécier des textes variés », « Écrire des textes variés » et «
Communiquer oralement selon des modalités variées » continue de s’actualiser dans des contextes
diversifiés, engageants et stimulants.
Français, langue seconde – enrichi – 2e année du 2e cycle (635406) -(6 crédits)
Ce cours s’adresse aux élèves qui ont réussi le niveau enrichi en français, langue seconde de la 1re année
du 2e cycle. Il a comme objectif de permettre aux élèves inscrits d’atteindre, à la fin de la 3e année du 2e
cycle, un niveau de compétence permettant à l’élève de poursuivre ses études en français ou à exercer sa
profession dans un milieu francophone. Le programme enrichi continue de développer trois différentes
compétences : « Interagir en français », « Lire des textes courants, spécialisés et littéraires en français » et
« Produire des textes variés en français ». Ces compétences sont interreliées. Tout comme les autres
programmes, le niveau enrichi permet à l’élève de s’approprier les compétences générales suivantes :
exercer son jugement critique, organiser son travail, savoir communiquer et savoir travailler en équipe.
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Français, langue seconde – base – 2e année du 2e cycle (634404)-(4 crédits)
Ce cours s’adresse aux élèves qui ont réussi le niveau de base en français, langue seconde de la 1re
année du 2e cycle. Il a comme objectif de permettre aux élèves inscrits d’atteindre, à la fin de la 3e année
du 2e cycle, un niveau de compétence qui permet de fonctionner efficacement en français. Le programme
de base continue de développer trois différentes compétences : « Interagir en français », « Lire des textes
variés en français » et « Produire des textes variés en français ». Ces compétences sont interreliées. Tout
comme les autres programmes, le niveau de base permet à l’élève de s’approprier les compétences
générales suivantes : exercer son jugement critique, organiser son travail, savoir communiquer et savoir
French as foreign language, bridge group (634444)-(4 crédits)
become more independent and proficient in French. The linguistic content includes such aspects as:
simple verb tenses, sentence structure, enriched vocabulary, improved pronunciation, understanding of the
written and spoken word, and knowledge of cultural aspects of the French world. Different activities include
environment, comic strips and humor, pastimes and hobbies, heroism, and sports.
French as Foreign Language (634444)-(4 crédits)
Mathematics Science Option – Form V – Cycle 2, Year 2 (565416)-(6 credits)
This option is meant for students who are interested in the theoretical aspects of science. This course
involves the formal proof of theorems in math and not just the application of math. Topics are algebraic
expressions, solving equations, factoring, various polynomial functions and their properties, analytic
geometry of a straight line, systems of equations, trigonometry and solid geometry, equivalent figures, and
solids. In order to develop problem solving skills students work with situational problems that may involve
experiments, while others may be purely mathematical. The situations involve using a rigorous
mathematical approach and deductive strategies, explaining clearly as the student moves from step to step.
The student must be ready to carry out an in depth analysis, finding patterns or using extrapolation or
interpolation. Students participate in the Cayley Contest sponsored by the University of Waterloo.
Mathematics Cultural, Science, and Technological Option – Form V – Cycle 2, Year 2 (563414)(4 credits)
This course includes a study of specific functions and their properties (linear, rational, quadratic,
exponential) in their most basic form, some analytic geometry of the straight line, solving and graphing
inequalities, solving systems of equations, plane geometry, trigonometry, probability and statistics
(dispersion, regression, and correlation). The curriculum emphasizes a problem solving approach and
develops each student’s ability to set up mathematical models of real life situations. Students are
encouraged to participate actively in the learning process, to improve their ability to reason logically, and to
acquire facility in using electronic tools such as graphing calculators to solve problems. Problems should be
related to their future work places and should develop pro active learners. Students are allowed to enter the
Cayley Contest sponsored by the University of Waterloo.
Integrated Science & Technology – Form V – Cycle 2, Year 2 (555404)- (4 credits)
This course follows the objectives established by the Quebec Ministry of Education (MEQ). Specifically, the
course covers topics from the fields of biology, physics, chemistry, and their respective technologies within
an environmental context. The issues of climate change, drinking water, energy crisis, and deforestation
guide the students’ learning and approach to a variety of solutions to address these issues. The students
will construct a knowledge base through experiments, research, and field study. They will also engage in
constructing and analysing a variety of technologies in order to better understand limitations and functions
of our environment.
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Environmental Science and Technology - Form V – Cycle 2, Year 2 (558404)-(4 credits)
The main objective of this course is to give students the opportunity to learn about the roles science and
technology play in their environment. The students are challenged to think like scientists by adopting a
problem-solving approach involving the experimental method or design process. Students will take on a
hands-on approach and use modelling and the observation method and, in some cases, the empirical
method. There are two tiers within this course: Integrated Science and Technology and Environmental
Science and Technology. The main course is a general science course for all Form V students and the
second part covers topics for those students who want to continue taking sciences in Form VI.
History & Citizenship – Form V – Cycle 2, Year 2 (587404)- (4 credits)
This course follows the Quebec Ministry of Education guidelines for the second year of the second cycle in
high schools.
There are three competencies that will be examined –
1. Examination of social phenomena from a historical perspective
2. Interpretation using historical method
3. Citizenship through the study of history.
The following modules will be covered:
World War One, the inter war years and World War Two.
The Duplessis Era and the Quiet Revolution
The 1970s and 1980s
The contemporary Period
In all of these modules Canadian events will be put into an international context.
Citizenship: Major themes, population, economic changes, social and political developments since the
1500s.
The final module will compare demographic, economic and social change throughout the period studied,
and relate these elements of society to Canada and Quebec today. The themes cover the entire period of
the Second Cycle Program.
Histoire et éducation à la citoyenneté – 2e année du 2e cycle (087404)- (4 crédits)
Le Program Histoire et Éducation à la citoyenneté est réparti sur une période de deux ans. En cette
deuxième année, une approche thématique permet de réinvestir les savoirs construits en première année
et de les consolider. Le cours est construit en fonction des exigences du Renouveau Pédagogique et
couvre les trois compétences disciplinaires au Program.
Ce cours d’histoire est conçu dans le but d’aider les élèves à développer des connaissances sur le passé
du Québec et du Canada ainsi que son lien avec les sujets d’actualité courante. Les élèves sont
encouragés à développer leurs propres opinions sur l’histoire du Québec et du Canada en favorisant le
développement des habiletés au niveau de la lecture, de l’écriture, de la connaissance des évènements
importants et de la pensée critique. Les thèmes principaux étudiés dans ce cours reflètent les
changements politiques, sociaux, démographiques et économiques qui se sont produits au Québec et au
Canada depuis la colonisation. Le cours débute par une étude des sources de la Révolution tranquille
pour se poursuivre avec les éléments des débats constitutionnels. Ensuite, nous explorons spécifiquement
les thèmes suivants : le peuplement et les migrations, le développement économique, l’évolution des
systèmes politiques. Afin de bien compléter les attentes de la troisième compétence sur la citoyenneté,
nous incluons les éléments culturels et les enjeux présents de notre société.
Les travaux individuels et collectifs, les cours magistraux, les discussions, les débats et les présentations
orales sont des éléments essentiels de ce cours. Les travaux écrits jouent un rôle essentiel et chaque
élève doit compléter un travail de recherche pour chaque module du cours. Ce cours est ultimement évalué
par un examen du Ministère et sa réussite est requise pour obtenir les crédits nécessaires à la certification
des études secondaires au Québec.
Ethics – Form V – Cycle 2, Year 2 (569404)-(4 credits)
The Ethics and Religious Culture Program will allow your child to acquire an understanding of how all
individuals are equal in terms of right and dignity. The students will learn to reflect on ethical issues and
questions; this will include discussion of human rights and responsibility, environmental issues, and
globalization. They will also explore various religious traditions from throughout Quebec and the world.
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Health and Physical Education – Form V – Cycle 2, Year 2 (543402)-(2 credits)
Movement Skills
and group tactics.
Upon completion of this Program, students will be able to make positive lifestyle connections that can be
Options:
Visual Arts – Form V – Cycle 2, Year 2 (668402)-(2 credits)
Grade 10 students will develop competencies of coherence of the creative intention, the shaping of the
work and the visual message. They will have an authenticity of production and an effectiveness of
transforming gestures. The work produced by Grade 10 students will have coherence of organization and
an integration and review of the creative process. An example of a Grade 10 assignment is the use of text
as an art form. Students use knowledge of design and composition and couple that with font choice and
narrative. Critique and reflection complete the cycle when displaying the work in a public space.
Music – Form V – Cycle 2, Year 2 (669402)-(2 credits)
This course is a continuation from music in Grade 9. It is in this year that many of the fundamentals learned
in the previous years begin to solidify. The musicians play more principal roles in the sections and greater
demands are placed on them musically. Upon completion of this course students have a more expanded
repertoire of band music and a specialized approach to problem solving in terms of the music played and
technical difficulties on the instrument. Students also have better capabilities as section leaders. Theory
taught at this level includes major and minor scales (harmonic), intervals, and chords. Students use are I
Recommend method book plus others. Senior, stage and marching band are compulsory at this level.
There is the possibility of the issuance of rank in the marching band.
Drama – Form V – Cycle 2, Year 2 (670402)-(2 credits)
The theatre games, exercises and improvisations in this course develop the student’s personal resources
and acting skills, equipping them to work confidently as individual and ensemble players. Students engage
in the oral interpretation of dramatic poems and monologues, public speaking activities, storytelling, issuedriven improvisation and scene work from contemporary dramatic forms. Required to attend the BCS drama
productions, students also attend theatrical performances outside the school, reflecting on and critiquing
these experiences in discussion and in their journals. They also chronicle and reflect on their classroom
experiences in their journals, developing their understanding of themselves, the art form and the world
around them.
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FORM VI (GRADE 11 – Cycle 2, Year 3)
English Language Arts (612536)-(6 credits)
The content of the Grade 11 course expands on that set for Grade 10. Texts studied continue to represent
a variety of voices, periods and cultures, but are increasingly complex. Works are examined in detail as
students develop initial responses and move towards the formation of intellectually founded judgements. As
understanding deepens, students become involved in the process of synthesis: drawing inferences from the
works and generalizing about them. Ultimately, they are encouraged to judge the value of each text to
themselves, to their world and to the world of literary experience. It is essential at this level that students
have gained control of the elements of language and style used in formal and informal creative and
transactional writing. They continue to write for a variety of audiences in a variety of contexts. They are
expected to understand the attributes of different forms, as well as the importance of voice in writing. While
a great deal of creative writing is encouraged, there is increasing focus on the mastery of the formal,
academic essay style. Strong emphasis continues to be placed on the writing process, as students further
develop the revision and editing skills which will allow them to succeed in passing the Ministry examination
required for graduation, and to handle college or university level writing assignments. Students are strongly
encouraged to submit their work externally for publication, and often meet with outstanding success in local,
national and international contests.
Français, langue d’enseignement, 3e année du 2e cycle du secondaire (132506) (6 crédits)
Ce cours s’adresse aux élèves qui ont complété la 2e année du 2e cycle du secondaire.
Le développement des compétences « Lire et apprécier des textes variés », « Écrire des textes variés » et
« Communiquer oralement selon des modalités variées » continue de s’actualiser dans des contextes
diversifiés, engageants et stimulants et les élèves approfondissent des problématiques en les abordant
sous différents angles.
Français, langue seconde – enrichi – 3e année du 2e cycle (635506) (6 crédits)
Ce cours s’adresse aux élèves qui ont réussi le niveau enrichi en français, langue seconde de la 2e année
du 2e cycle. Il a comme objectif de permettre aux élèves inscrits d’atteindre, à la fin de cette année, un
niveau de compétence permettant à l’élève de poursuivre ses études en français ou d’exercer sa
profession dans un milieu francophone. Le programme enrichi continue de développer trois différentes
compétences : « Interagir en français », « Lire des textes courants, spécialisés et littéraires en français » et
« Produire des textes variés en français ». Ces compétences sont interreliées. Tout comme les autres
programmes, le niveau enrichi permet à l’élève de s’approprier les compétences générales suivantes :
exercer son jugement critique, organiser son travail, savoir communiquer et savoir travailler en équipe.
Français, langue seconde – base – 3e année du 2e cycle (634504) (4 crédits)
Ce cours s’adresse aux élèves qui ont réussi le niveau de base en français, langue seconde de la 2e année
du 2e cycle. Il a comme objectif de permettre aux élèves inscrits d’atteindre, à la fin de cette année, un
niveau de compétence qui permet de fonctionner efficacement en français. Le programme de base
continue de développer trois différentes compétences : « Interagir en français », « Lire des textes variés
en français » et « Produire des textes variés en français ». Ces compétences sont interreliées. Tout
comme les autres programmes, le niveau de base permet à l’élève de s’approprier les compétences
générales suivantes : exercer son jugement critique, organiser son travail, savoir communiquer et savoir
French as foreign language- pont (bridge) group (634544) (4 crédits)
become more independent and proficient in French. The linguistic content includes such aspects as: simple
verb tenses, sentence structure, enriched vocabulary, improved pronunciation, understanding of the written
and spoken word, and knowledge of cultural aspects of the French world. Different activities include
environment, comic strips and humor, pastimes and hobbies, heroism, and sports
32
French as foreign language- débutant (634544) (4 crédits)
Contemporary World (592504) (4 credits)
This course focuses on the development of skills that will help students better understand the events that
make international news. They will be better able to understand how these facts fit into the complexity of
today's world. They will explore current problems and take positions on certain global issues. To achieve
this, they must draw on geographical and historical perspectives while considering economic and political
dimensions in order to understand the potential impact on societies. During the year, students will work
specifically on environmental concerns that lead companies to question the importance of choice in the
management and accountability for their actions. They will also have to question the legitimacy of external
intervention in conflict zones. To be able to reflect on these issues, students will develop projects to
understand the complexities of global issues. Constant contact with international news will cause them to
think and consider the various viewpoints.
Monde contemporain (092504)- (4 crédits)
Ce cours est axé sur le développement de deux compétences qui aideront les élèves à mieux comprendre
les événements qui ponctuent l’actualité internationale. Ils seront plus en mesure de saisir comment ces
faits s’inscrivent dans la complexité du monde actuel. Ils auront à expliquer un problème contemporain ainsi
qu’à prendre position sur certains enjeux mondiaux. Pour y parvenir, ils devront recourir aux perspectives
géographique et historique tout en considérant les dimensions démographique, économique et politique
ainsi que comprendre les impacts possibles sur les sociétés. Au cours de l’année, les élèves travailleront
plus spécifiquement sur les préoccupations environnementales qui amènent les sociétés à se questionner
sur l’importance des choix en matière de gestion et de la responsabilisation des actes posés. Ils auront
aussi à se questionner sur la légitimité des interventions extérieures dans les zones de conflits. Pour être
en mesure de réfléchir sur ces problématiques, les élèves auront à évaluer la complexité des enjeux
mondiaux à l’aide de l’actualité internationale et ainsi considérer les divers points de vue.
Mathematics - Cultural, Social and Technical Option (563504) - Form VI
This course is meant for students who are interested in Math as it applies to the arts, social sciences and
law. Topics include optimization, graph theory, transformations in the Cartesian plane, equivalent figures
and solids, as well as probabilities. The curriculum emphasizes a problem solving approach and develops
each student’s ability to set up mathematical models of real life situations. Students are encouraged to
participate actively in the learning process, to improve their ability to reason logically, and to acquire facility
in using electronic tools such as graphing calculators to solve problems. Problems should be related to their
future work places and should develop pro active learners. Students are allowed to enter the Fernat
Contest sponsored by the University of Waterloo.
Mathematics - Science Option (565506) - Form VI
This option is meant for students who are interested in the theoretical aspects of science. Topics include
working with complex algebraic expressions, polynomial functions, absolute value functions, square root
functions, piecewise functions, rational functions, exponential and logarithmic functions,
vectors,optimization, trigonometric ratios and functions, trigonometric identities and conics. In order to
develop problem solving skills students work with situational problems that may involve experiments, while
others may be purely mathematical. The situations involve using a rigorous mathematical approach and
deductive strategies, explaining clearly as the student moves from step to step. The student must be ready
to carry out an in depth analysis, finding patterns or using extrapolation or interpolation. Students participate
in the Fermat Contest sponsored by the University of Waterloo.
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OPTIONAL COURSES
Biology (535534) (4 credits)
This course is an introduction to the biology of living things. It is expected that students will have had little
previous experience in this subject. It is intended as a foundation course for further studies at the Advanced
Placement level. Topics include Cells, Genetics, Evolution, Microorganisms, Plants, Invertebrates,
Chordates and Ecology. Students conduct experiments in the lab and use the environs of the school for
their field work. This course is a prerequisite for SBI4U.
Chemistry (551504) (4 credits)
This course is designed as a basic course in general Chemistry. This is an optional course intended for
students who plan to continue in Pure and Applied or Health Sciences at the post-secondary level. Its major
objectives are to reinforce and help to broaden the students’ scientific knowledge of matter and the changes
it undergoes. Major areas of investigation include gases, energy changes which accompany reactions,
kinetics and equilibrium. Laboratory activities form a very significant portion of this course. This course is a
prerequisite for SCH4U.
Physics (553504) (4 credits)
This is a course in Introductory Physics. Objectives seek to foster student interest in physics and to prepare
them for a career in science or technology. The course is divided into three modules. Module 1, The Nature
of Light, is a study of geometric optics, the transmission, reflection and refraction of light using various
mirrors and lenses. Module 2, Optical Devices, is a study of the design and construction of instruments
such as telescopes, microscopes and cameras. Finally, Module 3, Mechanics, is an introduction to the
principles of kinematics and dynamics and the laws of conservation of energy and momentum. Students
develop their understanding of basic physics principles as a result of problem solving exercises and
laboratory work. This course is a prerequisite for SPH4U.
Computer Applications (611554) (4 credits)
This course is intended for anyone wishing to gain many basic computer skills and a working knowledge of
some of the more common software packages available on personal computers. Students from all
disciplines will find this course beneficial in their studies as well as in everyday life. The course focuses on
the computer as a tool for school and work. Topics covered will include the Internet, principles of design,
desktop publishing, word processing, spreadsheets, databases, photo editing, web design, computer
hardware and operating systems, and careers in the world of computers.
Computer Science (611534) (4 credits)
This course introduces students to computer science; in particular, the study of computer software
development. Students will learn to program using the Java programming language. They will learn to write
programs that will interact with the program user, make decisions, repeat actions, and use subprograms
within computer programs. Students will develop creative solutions for various types of problems as their
understanding of the computing environment grows. They will also explore the history of and emerging
research in computer science, and careers in computer-related fields. This course is the prerequisite for
ICS4U Computer Science.
World History (568544) (4 credits)
The Form VI World History course covers modern topics of history from the late 19th century till the early
21st century. It starts at the imperialistic growing empires such as Britain and France and their impact on
the world. The course then continues through the first World War, the emergence of fascism, World War 2,
the Cold War, counter cultures of the 1960s, and ends with a modern day look at how all of these events
impacted the world we live in today.
Introduction to Psychology (625554) (4 credits)
The Introduction to Psychology course designed to familiarize students with the methods and scientific
study of behaviour and mental processes in animals, with a primary focus on human beings. Students are
introduced to psychological principles and phenomena associated to the study of psychology. They also
learn about the ethics and methods employed within the field of psychology. This course is being prepared
as an AP offering.
34
Visual Art (668502) (2 credits)
Students continue to develop and implement competencies drawing on cultural references, cross-curricular
approaches, art history, art theory and critique. An understanding of art production to the social/political
context is displayed. Students are adept at critique and integration of visual art tools. An example of a
Grade 11 assignment is a collective installation piece referencing the metaphysical concerns of French
artist Yves Klein. Students agree on a common narrative and complete individual works that work in relation
to each other. The finished work is then installed, and critiqued having researched and written about the
concepts dealt with by the artist.
Music (669502) (2 credits)
This is a continuation from music in Grade 10. It is not uncommon for the student to have reached section
leader status at this point. Upon completion of this course the student should have continued to expand
their repertoire. Students have a stronger, more evident command of their instrument and they have a
better, more personal approach to problem solving. Students are expected to show mature leadership skills
not only in their respective section but also in general. Books used are "I Recommend" as well as other
method books. Theory taught at this level includes major and minor scales in both clefs, and transposition.
A short music history paper is also required. Senior, Stage and marching band are all compulsory at this
level. Ranks issued from the previous year come up for review.
Drama (670502) (2 credits)
The theatre games, exercises and improvisations in Grade 11 develop the student’s personal resources
and acting skills, enabling them to engage in the expressive and collective work of dramatic play with
confidence and commitment. Focusing on the actor’s craft, especially characterization, students explore
situations in scripts and through improvisation. Theatre history is introduced as materials for monologues
and scene study are drawn from classical and modern texts. Students read, research, design, rehearse and
perform a full-length play as a final project. Required to attend the BCS drama productions, they also attend
theatrical performances outside of the school, reflecting on and critiquing these experiences in discussions
and in journals. Students also chronicle and reflect on their classroom experiences in their journals,
developing their understanding of themselves, the art form and the world around them.
35
FORM VII (GRADE 12) – COURSE DESCRIPTIONS
ENG4U- English (Compulsory for all Form VII students)
This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking
skills necessary for success in academic and daily life. Students will analyse a range of challenging literary
texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts;
and create oral, written, and media texts in a variety of forms. An important focus will be on using academic
language coherently and confidently, selecting the reading strategies best suited to particular texts and
particular purposes for reading, and developing greater control in writing. The course is intended to prepare
students for university, college, or the workplace.
AMU4M - Music
This course enables students to enhance their musical literacy through the creation, appreciation, analysis,
and performance 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 function of
music in society and the impact of music on themselves and various communities and cultures. Students
will analyse how to apply skills developed in music to their life and careers.
Prerequisite for AMU4M- Music, Grade 11 (AMU4U is not a prerequisite for University admission)
AVI4M – Visual Art
This course focuses on enabling students to refine their use of the creative process when creating and
presenting two- and three-dimensional art works using a variety of traditional and emerging media and
technologies. Students will use the critical analysis process to deconstruct art works and explore
connections between art and society. The studio program enables students to explore a range of materials,
processes, and techniques that can be applied in their own art production. Students will also make
connections between various works of art in personal, contemporary, historical, and cultural contexts.
Prerequisite for AVI4M- Visual Art, Grade 11 (AVI4M is not a prerequisite for University admission)
BBB4M – International Business
This course provides an overview of the importance of international business and trade in the global
economy and explores the factors that influence success in international markets. Students will learn about
the techniques and strategies associated with marketing, distribution, and managing international business
effectively.This course prepares students for postsecondary Programs in business, including international
business, marketing, and management.
Prerequisite for BBB4M- Any Social Science or Humanities - Grade 11 (BBB4M is not a prerequisite for
University admission)
CIA4U/ AP® - Analyzing Current Economic Issues
This course investigates the nature of the competitive global economy and explores how individuals and
societies can gain the information they need to make appropriate economic decisions. Students will learn
about the principles of microeconomics and macroeconomics, apply economic models and concepts to
interpret economic information, assess the validity of statistics, and investigate marketplace dynamics.
Students will use economic inquiry and communication skills to analyze current economic issues, make
informed judgments and present their findings.
Prerequisite for CIA4U- Any Social Science or Humanities - Grade 11 (CIA4U is not a prerequisite for
University admission)
CHY4U- World History: The West and the World
This course investigates the major trends in Western civilization and world history from the sixteenth
century to the present. Students will learn about the interaction between the emerging West and other
regions of the world and about the development of modern social, political, and economic systems. They
will use critical-thinking and communication skills to investigate the historical roots of contemporary issues
and present their conclusions.
Prerequisite for CHY4U- Any Social Science or Humanities – (min. 70% in Grade 11) (CHY4U is not a
prerequisite for University admission)
36
CPW4U – Canadian and World Politics
This course examines Canadian and world politics from a variety of perspectives. Students will investigate
the ways in which individuals, groups, and states work to influence domestic and world events, the role of
political ideologies in national and international politics, and the dynamics of international cooperation and
conflict resolution. Students will apply criticalthinking and communication skills to develop and support
informed opinions about current political conflicts, events, and issues.
Prerequisite for CPW4U- Any Social Science or Humanities – (min. 70% in Grade 11) (CPW4U is not a
FSF4U – Core French
This course draws on a variety of themes to promote extensive development in French language skills.
Students will consolidate their oral skills as they discuss literature, culture, and current issues. They will
read a variety of texts and will write a formal essay. The use of correct grammar and appropriate language
conventions in both spoken and written French will be emphasized throughout the course.
Prerequisite for FSF4U- Grade 11 second language French. Antirequisite: français, langue d’enseignement
(FSF4U is not a prerequisite for University admission)
HHS4M – Individuals and Families in a Diverse Society (Anthro-Soc-Psych)
This course applies current theories and research from the disciplines of anthropology, psychology, and
sociology to the study of individual development, family behaviour, intimate and parent-child relationships,
and the ways in which families interact within the diverse Canadian society. Students will learn the
interpersonal skills required to contribute to the well being of families, and the investigative skills required to
conduct and evaluate research about individuals and families.
Prerequisite: Any Social Science or Humanities, (for University Program – not a prerequisite).
HSB4U – Challenges and Change in Society (Sociology)
This course examines the theories and methodologies used in anthropology, psychology, and sociology to
investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society.
Students will analyse cultural, social, and biological patterns in human societies, looking at the ways in
which those patterns change over time. Students will also explore the ideas of classical and contemporary
social theorists, and will apply those ideas to the analysis of contemporary trends.
Prerequisite for HSB4U- Any Social Science or Humanities – (min. 70% in Grade 11) (HSB4U is not a
HZT4U – Philosophy: Questions and Theories
This course addresses three (or more) of the main areas of philosophy: metaphysics, logic, epistemology,
ethics, social and political philosophy, and aesthetics. Students will learn critical-thinking skills, the main
ideas expressed by philosophers from a variety of the world's traditions, how to develop and explain their
own philosophical ideas, and how to apply those ideas to contemporary social issues and personal
experiences. The course will also help students refine skills used in researching and investigating topics in
philosophy. Prerequisite for HZT4U- Any Social Science or Humanities – (min. 75% in Grade 11) (HZT4U is
not a prerequisite for University admission)
ICS4U/AP® – Computer Science
This course helps students use programming and software engineering principles to design and develop
algorithms and Programs. Students will use software development and diagnostic tools, implement data
structures and algorithms, and use file management techniques in project settings. They will also develop
an understanding of the ethics of computer use and the impact of information technology on the community,
and will explore post-secondary education and career paths in computer science.
Prerequisite for ICS4U- Computer and Information Science, Grade11 (ICU3U) (ICS4U is not a prerequisite
for University admission)
MCV4U – Calculus and Vectors
This course builds on students’ previous experience with functions and their developing understanding of
rates of change. Students will solve problems involving geometric and algebraic representations of vectors
and representations of lines and planes in threedimensional space; broaden their understanding of rates of
change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and
apply these concepts and skills to the modelling of real-world relationships. Students will also refine their
use of the mathematical processes necessary for success in senior mathematics. This course is intended
37
for students who choose to pursue careers in fields such as science, engineering, economics, and some
areas of business, including those students who will be required to take a university-level calculus, linear
algebra, or physics course.
Note: The Advanced Functions course (MHF4U) must be taken prior to, or concurrently with
Calculus and Vectors (MCV4U). Prerequisite: Functions, Grade 11, University Program – a prerequisite
for Business, Engineering, and Sciences.
MHF4U – Advanced Functions
This course extends students’ experience with functions. Students will investigate the properties of
polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining functions;
broaden their understanding of rates of change; and develop facility in applying these concepts and skills.
Students will also refine their use of the mathematical processes necessary for success in senior
mathematics. This course is intended both for students taking the Calculus and Vectors course as a
prerequisite for a university Program and for those wishing to consolidate their understanding of
mathematics before proceeding to any one of a variety of university programs.
Prerequisite for MHF4U: Functions, Grade 11, University Program – MHF4U is a prerequisite for Business,
Engineering, and Sciences.
MDM4U – Mathematics of Data Management
This course broadens students’ understanding of mathematics as it relates to managing data. Students will
apply methods for organizing and analysing 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.
Prerequisite for MDM4U - Functions, Grade 11, University Program – MDM4U is a prerequisite for some
Programs. recommended for Social Sciences.
SBI4U – Biology
This course provides students with the opportunity for in-depth study of the concepts and processes
associated with biological systems. Students will study theory and conduct investigations in the areas of
metabolic processes, molecular genetics, homeostasis, evolution, and population dynamics. Emphasis will
be placed on achievement of the detailed knowledge and refined skills needed for further study in various
branches of the life sciences and related fields.
Prerequisite for SBI4U - Biology, Grade 11, University Program – SBI4U a prerequisite for Sciences.
SCH4U - Chemistry
This course enables students to deepen their understanding of chemistry through the study of organic
chemistry, energy changes and rates of reaction, chemical systems and equilibrium, electrochemistry, and
atomic and molecular structure. Students will further develop problem-solving and laboratory skills as they
investigate chemical processes, at the same time refining their ability to communicate scientific information.
Emphasis will be placed on the importance of chemistry in daily life, and on evaluating the impact of
chemical technology on the environment.
Prerequisite for SCH4U - Chemistry, Grade 11, University Program – SCH4U is a prerequisite for
Engineering and Sciences.
SPH4U/ AP® – Physics
This course enables students to deepen their understanding of the concepts and theories of physics.
Students will explore further the laws of dynamics and energy transformations, and will investigate
electrical, gravitational, and magnetic fields; electromagnetic radiation; and the interface between energy
and matter.They will further develop inquiry skills, learning, for example, how the interpretation of
experimental data can provide indirect evidence to support the development of a scientific model. Students
will also consider the impact on society and the environment of technological applications of physics.
Prerequisite for SPH4U - Physics, Grade 11, University Program – SPH4U is a prerequisite for Engineering
and Sciences.
38
FORM VI (GRADE 11) AND FORM VII (GRADE 12)
COURSE SELECTION FORM GUIDELINES
The Grade 11 and 12 Course Selection Forms are located at the back of the booklet:
Use this page as a draft worksheet in making your choices and decisions for your graduation years.
For new Students: Use this form to make your final choices, have your parents sign the form, then return it
to the Academic office.
FORM VI (Grade 11) STUDENTS:
Grade 11 students at Bishop’s College School take 7 courses in a regular timetable. Occassionally, courses
may be offered outside of the regular timetable.
Required Grade 11 Courses:
Language Arts 11 (6 credits)
Français, langue seconde or Français, langue d’enseignement (4-6 crédits)
Regular (563504) or Advanced (565506) (4-6 credits)
Contemporary world or Monde Contemporain (4 credits)
One Fine Art 11 (2 credits)
One Science 11 (4 credits)
FORM VII (Grade 12) STUDENTS:
Students take seven courses in Form VII.
Required Grade 12 Courses:
2 ENG4U
Notes and Messages:
Note 1: The Ontario Ministry of Education requires all graduates to pass the Ontario Secondary School
Literacy Test.
Note 2: University entrance requires Math 11.
Note 3: Science requirements can also be very specific.
Note 4: The Advanced Placement (AP) Program is a universally recognized academic Program designed to
provide motivated high school students with university-level academic courses. Students are exposed to
university-level content and expectations in AP courses, allowing them to feel more comfortable and have
more confidence once they reach university. AP content is taught concurrently with the standard BCS
curriculum. The AP Examination will be written in May.
Note 5: AP French Language
Le cours de français, langue seconde enrichi – AP French Language - est offert aux élèves qui ont suivi un
minimum de quatre ans de français et qui démontrent une habileté certaine dans l’apprentissage de la
langue. Les quatre volets de la langue y sont à l’étude : l’écriture, la lecture, l’écoute et la communication
orale sont évaluées dans le but d’obtenir la note finale. De plus, tout est mis en œuvre pour permettre à
l’élève de s’ouvrir à la culture francophone.
Note 6: Form VII/Grade 12 students with high academic standing have a unique opportunity to excel farther
in the Bridge Program partnership with neighbouring Bishop’s University. The Program allows students with
high academic standing to enroll in a first year course at the university, challenging students with the
exhilarating experience of university class sizes and curriculum. Students receive university credit for
successfully completing Program courses, thus accelerating their post-secondary pursuits.
39
ADVANCED PLACEMENT (AP ®)
Bishop’s College School offers Advanced Placement (AP®) courses.
The courses in this Program are rigorous college-level courses with examinations developed by the College
Board of Princeton, New Jersey. Students who achieve excellent standing in an Advanced Placement
examination may receive university credit, advanced placement or exemption from certain university
courses.
The benefits of taking an Advanced Placement course and examination include extra
challenge and stimulation, admission to US and some Canadian schools, possible university credit, and
excellent preparation for first year of university. AP results can predict level of success at university.
There is a cost associated with each Advanced Placement examination taken (approximately $90 US).
Please speak to Mr. Byrne or Mrs. Vigneault for more information.
40
COURSE SELECTION FORM: 2015- 2016
FORM IV (GRADE 9 – Cycle 2, Year 1)
Student Name: ____________________________________________
The Form IV Program consists of 8 courses. All Grade 9 students take the following courses:
▫ An English
▫ A French
▫ Science and Technology
▫ Mathematics
▫ Physical Education
▫ A History (select language of delivery)
▫ Arts and Elective Couses (select two)
English
632306
Placement determined by the
English Language Arts
department.
English, Second language
134304
Français, langue d’enseignement
132308
Français, langue seconde, enrichi
635306
Français, langue seconde, base
634404
French, foreign language (pont)
634344
French, foreign language (debutant)
634344
Science & Technology
555306
√
Math
563306
√
Physical Education
543302
√
History and citizenship
Histoire et éducation à la
citoyenneté
587304
087304
Placement determined by the
French department.
Select one:
Select two:
Visual Arts
Robotics
Music
Drama
668302
562352
669302
670302
41
Date______________
Parent Signature ___________________________________
COURSE SELECTION FORM: 2015-2016
FORM V (GRADE 10 – Cycle 2, Year 2)
Student Name: ____________________________________________
The Form V Program consists of 8 courses. All Grade 10 students take the following courses:
▫ An English
▫ A French
▫ Mathematics (CST or Sn)
▫ Science and Technology or Sceince and Technology with Environmental Sciences option
▫ A History (select language of delivery)
▫ Physical Education
▫ Ethics
▫ An Art
Form V (Grade 10) Courses
Course Code
Required Courses:
English Language Arts (6 credits)
English as a Second Language (6 credits)
632406
136406
Français, langue d’enseignement (6 crédits)
Français, langue seconde, enrichi (6 crédits)
Français, langue seconde, base (4 crédits)
Foreign Language (pont) (4 crédits)
Foreign Language (debutant) (4 crédits)
Mathematics
Mathematics Science (6 credits)
Mathematics Cultural, Science, and Technological
Option (4 credits)
132406
635406
634404
634444
634444
Course
Selected
(√)
Placement determined by
the English Language
Arts department.
the French department.
565406
563404
Social Science
History & Citizenship (4 credits)
Histoire et éducation à la citoyenneté (4 crédits)
Science and Technology
Science and Technology (4 credits)
Environmental Science (Advanced) (4 credits)
Form IV results and
approved by the Maths
department.
Select One:
587404
087404
Select One:
555404
558404
Ethics (4 credits)
Physical Education (2 credits)
569404
543402
√
√
Options: Arts Education (2 credits)
Music (2 credits)
Art (2 credits)
Drama (2 credits)
Date______________
Select One:
669402
668402
670402
Parent Signature ___________________________________
42
FORM VI (GRADE 11 – Cycle 2, Year 3)
Student Name: ____________________________________________
The Form VI Program consists of 7 courses. All Grade 11 students take the following courses:
▫ English (no ESL course available)
▫ A French
▫ Mathematics (CST or Sn)
▫ Contemporary World (select language of delivery)
▫ An Art
▫ Two Elective offerings
Course Code
Form VI (Grade 11) Courses
Required Courses:
English Language Arts (6 credits)
612536
Français, langue d’enseignement (6 crédits)
Français, langue seconde, enrichi (6 crédits) /AP option
Français, langue seconde, base (4 crédits)
French, foreign language (pont) (4 crédits)
French, foreign language (débutant) (4 crédits)
Mathematics
Grade 11 Math (Cultural, Science and Technical –
CST)
Grade 11 (Science Option – Sn)
132506
635506
634504
634544
634544
Social Science
Contemporary World (in English) (4 credits)
Select One:
592504
Monde contemporain (in French) (4 crédits)
092504
Select 2 from from the selection below:
Biology (4 credits)
Chemistry (4 credits)
Physics (4 credits)
Introduction to Psychology (4 credits)
Computers Applications (4 credits)
Computer Science (programming) (4 credits)
History (4 credits)
535534
551504
553504
625554
611554
611534
586544
Select 1 from from the selection below:
Music (2 credits)
Art (2 credits)
Drama (2 credits)
669502
668502
670502
563504
565506
Course
Selected (√)
√
the French department.
Form V results and
approved by the Maths
department.
I have discussed my course selection with Mr. Byrne __________________________________
(Mr. Byrne’s signature)
Date______________
Parents Signature: ___________________________________
43
FORM VII (GRADE 12 )
Student Name: ____________________________________________
The Form VII Program consists of 7 courses. All Grade 12 students take the following courses:
Form VII (Grade 12) Courses
Note: Each course is worth one credit
Course Code
Course
Selected
(√)
All Form VII must select English 12 (ENG 4U)
Required Courses:
English 12
ENG 4U
√
Select 6 Additional Courses from the course list below.
Core French (AP Option)
FSF4U (AP® option)
International Business Fundamentals
Canadian and World Politics
Anayzing Current Economic Issues
World History: The West and the World
Challenge and Change in Society (Sociology)
Philosophy: Questions and Theories
Individuals & Families in a Diverse Society (Anthro-Psych-Soc)
BBB4M
CPW4U
CIA4U/ AP®
CHY4U
HSB4U
HZT4U
HHS4M
Mathematics of Data Management
Advanced Functions
Calculus and Vectors
MDM4U
MHF4U
MCV4U*
Biology
Chemistry
Physics
Computer Sciences
SBI4U
SCH4U
SPH4U/AP®
ICS4U/AP®
Music
Visual Art
AMU4M
AVI4M
Bishop’s University Bridge Course **
(University credit- not part of OSSD)
* denotes a course for which the AP course audit is pending.
** denotes a course offered outside of the regular class schedule.
I have discussed my course selection with Mr. Byrne __________________________________
(Mr. Byrne’s signature)
Date______________ Parents Signature: ___________________________________
44

BISHOP`S COLLEGE SCHOOL – COURSE HANDBOOK 2012–2013

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