· Web viewSpecific university admission requirements vary depending on the institution and the different programs you may wish to enter. However, general …

GRADUATION REQUIREMENTS...........................................................................................................................3

POST-SECONDARY ADMISSION REQUIREMENTS.........................................................................................4

COURSE SELECTION GUIDE.................................................................................................................................4

MINIMUM STUDENT COURSE LOADS................................................................................................................4

COURSE CHANGES POLICY...................................................................................................................................5

ELIGIBILITY POLICY FOR NSSAF SPORTS AND SCHOOL ACTIVITIES..................................................5

RECOGNITION OF ACADEMIC ACHIEVEMENT FOR GRADUATES..........................................................5

OXFORD REGIONAL EDUCATION CENTRE COURSE SELECTION OPTIONS........................................6

NOVA SCOTIA VIRTUAL HIGH SCHOOL ..........................................................................................................6

PREREQUISITES........................................................................................................................................................7

ARTS EDUCATION....................................................................................................................................................7

CAREER AND PERSONAL DEVELOPMENT.......................................................................................................7

OPTIONS AND OPPORTUNITIES PROGRAM.....................................................................................................8

ENGLISH LANGUAGE ARTS.................................................................................................................................10

FRENCH......................................................................................................................................................................11

MATHEMATICS.......................................................................................................................................................12

IMPORTANT INFORMATION CONCERNING MATHEMATICS RECOMMENDATIONS:.....................12

PHYSICAL EDUCATION........................................................................................................................................16

SCIENCE.....................................................................................................................................................................16

SOCIAL STUDIES.....................................................................................................................................................18

TECHNOLOGY EDUCATION................................................................................................................................20

PERSONAL DEVELOPMENT CREDITS..............................................................................................................21

A PLAN FOR SUCCESS...........................................................................................................................................22

GRADUATION CREDIT CHECK..........................................................................................................................23

IS ONLINE LEARNING FOR ME? QUIZ.............................................................................................................24

*Information in this booklet is correct at the time of printing but may be subject to change.**There are courses that are listed in this booklet that may not be available for the 2014/2015 school year. Please check the course selection sheet for the most accurate information.

- 2 -

GRADUATION REQUIREMENTS Minimum of 18 credits of which 13 are compulsory No more than 7 of the 18 credits may at the Grade 10 level At least 5 credits must be at the Grade 12 level 3 English Language Arts: (1 at each grade level) 1 fine arts credit 1 Canadian History (Canadian History 11) 1 Global Studies (Global History, Global Geography) 2 mathematics (from two different grade levels) 2 science (Science 10 + one from Physics, Chemistry, Biology, Oceans 11, or Land Management 12) 1 Physical Education (Physical Education 10) 2 other credits from technology, mathematics, or science. Eligible technology courses offered at OREC

include:o Business Technology 11o Exploring Technology 10o Food Technology/Textile Production10o Film and Video Production 12o Home Trades Technology 12o Production Technology 11/12o Land Management 12

Note: only one credit will be given for a course in the same subject at the same grade level, although both will show on a transcript.

High School Credits

Definition of a Credit: A credit is awarded in recognition of the successful completion of an approved course that would normally be completed in 110 hours of scheduled instructional time. Of these hours, only 22 absences will be permitted, according to the CCRSB Attendance Policy, before a student will be removed from the course.In courses defined through curriculum outcomes statements, students are expected to have demonstrated achievement of the outcomes at an acceptable level of proficiency.

Types of Courses/Credits

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

Advanced – These courses are designed to meet the needs of students who have demonstrated an exceptional degree of academic ability or achievement.Academic – These courses are designed for students who expect to enter college, university, or other postsecondary institutions.Open – Although none of these courses is designed to meet the specific entrance requirements of any postsecondary institution, individual courses may meet entrance requirements of some institutions.Graduation – These courses are designed for students who wish to obtain a graduation diploma with a view to proceeding to employment or some selected area of postsecondary study.

- 3 -

POST-SECONDARY ADMISSION REQUIREMENTSStudents are encouraged to consider university, community college and other institutions in view of their personal interests and career goals before making their post-secondary plans.

Specific university admission requirements vary depending on the institution and the different programs you may wish to enter. However, general admission requirements include Grade 12 diploma with academic or Advanced English and at least four more Grade 12 academic or advanced courses. Overall admissions average as well as minimum individual course grades must be considered and varies among the institutions. Students planning to attend university are advised to consult the guidance department and the university’s calendar to keep up to date on changing admission requirements. Meeting these minimum requirements does not guarantee admission.

Admission to Nova Scotia Community College programs and private business or computer schools is generally high school graduation, but some programs will have specific course requirements. Again, consult with guidance and the college’s calendar before choosing your courses.

COURSE SELECTION GUIDE

Students Entering Grade 10Grade 10 students must take 8 credits (no free periods).

Students Entering Grade 11 Students in grade 11 must take at least 7 credits. They may take as many as 8. Please ensure that you have the necessary prerequisites for any course you select.

* A grade 11 student who plans on taking Calculus 12 in the following year will be required to take the following sequence of courses:

Mathematics 11 - Semester 1 – grade 11 Pre-Calculus 11 - Semester 2 – grade 11 Pre-Calculus 12 - Semester 1 – grade 12 Calculus 12

Students Entering Grade 12Grade 12 students are encouraged to enroll in at least seven courses. Full-time students must take at least six courses regardless of how many they need to graduate. Be sure that you have completed the requirements for grade 10 and grade 11. In order to be placed in grade 12, a student must be carrying enough courses to complete his/her graduation requirements. Students entering grade 12 for the first time should use the following guideline when selecting courses. Please ensure that you have the necessary prerequisites for any course you select.

You must have a minimum of five Grade 12 credits to graduate including language arts and global studies. You must have a minimum of 18 credits to graduate (no more than 7 at the grade 10 level). You must fulfill other graduation requirements as listed on page 2.

Note: Please refer to the course selection planner at the back of this booklet.

MINIMUM STUDENT COURSE LOAD S

Grade 10: 8 credits (4 per semester no free periods)Grade 11: 7 credits (4 one semester and 3 in the other semester)Grade 12: 7 credits highly recommended - 6 credits is the minimum (may take 8)Students who plan to carry less than 6 credits must receive special permission from the principal.Course load is tied to eligibility rules as noted on page 6.

- 4 -

COURSE CHANGES POLICYNote: This policy is strictly enforced.Requests to make any changes in a student’s course selection will be considered:

1. Immediately following the student’s receipt of course selection verification in the Spring; 2. To Add or Switch a course before the end of the eighth day from THE BEGINNING OF EACH

SEMESTER BUT ONLY when the student: needs to repeat a course because of failure or insufficient mark in a course that is necessary for

graduation or entrance into a specific program and if the class is not fully enrolled (the student must be in grade 12.);

has developed a physical or medical condition that prohibits participation in a course such as Physical Education, Physically Active Living, or Dance (Medical excuse required.);

requests to add a course that is not fully enrolled;OR

3. To Drop a course by the end of the day on Friday of the week midterm reports are sent home (November and April) without withdraw (WD) being shown on the transcript. The student must be able to show that they are enrolled in a course inappropriate for his/her academic ability or where other extenuating circumstances exist as determined by administration and guidance.

Important Note: If you withdraw from a course after the Friday of the week midterm reports are sent home, a withdraw (WD) will be shown on transcript. Beyond the end of the 15th week of each term, a student who drops a course will be evaluated on the work completed to that point plus zero for the remaining assessments for that term. The mark will be shown on his/her transcript.Students who wish to investigate a possible change in their timetable and who meet the above requirements should see Mrs. Cann within the specified time.

ELIGIBILITY POLICY FOR NSSAF SPORTS AND SCHOOL ACTIVITIES Participation in extra-curricular activities at OREC is a privilege rather than a right. Such activities are intended to provide opportunities for students to broaden their experience through healthy competitions and social interactions with other students. However, such activities are based on the assumption that participating students are devoting themselves to their academic responsibilities to the best of their abilities and not sacrificing academic performance by over-involvement in extra-curricular activities.

Although there are other rules of eligibility to play a NSSAF sport or be a member of a school group like Students Council, from a course selection perspective you must be a full-time student. To be considered full time, you must be enrolled in at least three courses per semester.

RECOGNITION OF ACADEMIC ACHIEVEMENT FOR GRADUATES

Honours with Distinction (Graduation)A student will graduate from high school with honours with distinction standing if he/she has achieved an average of 90% in the mandatory eighteen credits as prescribed by the Department of Education. Only open, academic and advanced level courses may be used in computing the average (no graduation level courses permitted).Therefore, students who have only Math at Work or Math Essentials will not qualify for Honours with Distinction at graduation.Honours (Graduation)A student graduates from high school with honours standing if he/she has achieved an average of 80% in the mandatory eighteen credits prescribed by the Department of Education. Only open, academic and advanced level courses may be used in computing the average (no graduation level courses permitted). Therefore, students who have only Math at Work or Math Essentials will not qualify for Honours at graduation.

- 5 -

OXFORD REGIONAL EDUCATION CENTRE COURSE SELECTION OPTIONS2014 - 2015

Career/ Personal DevelopmentLearning Strategies 10Learning Strategies 11Learning Strategies 12*Career Development 10*Career Development 11*Work Place Health and Safety 11*Community Based Learning 10Entrepreneurship 12

English Language ArtsEnglish 10English 11English 12English Communications 11English Communications 12

Fine ArtsVisual Arts 10Visual Arts 12

FrenchFrench-Core 10French-Core 11French-Core 12

MathematicsPre-Calculus 11Advanced Mathematics 12Calculus 12Mathematics Essentials10Mathematics Essentials 11Math At Work 10Math At Work 11Mathematics 10Mathematics 11Mathematics 12Pre-calculus Math 12

Physical EducationPhysical Education 10

SciencesScience 10Biology 11Biology 12Chemistry 11Chemistry 12Oceans 11Physics 11Physics 12

Social StudiesCanadian History 11Global Geography 12Global History 12Law 12Health and Human Services 12

Technology RelatedMultimedia 12Home Trades Technology 12Production Technology 11Production Technology 12Construction Technology 10

*These courses are only available to students who have applied and been accepted into the Options and Opportunities program.

NOVA SCOTIA VIRTUAL SCHOOL Where courses may not be available at OREC or where a course may not fit into a student’s timetable, Nova Scotia Virtual School may be an option. If either of these two scenarios apply to you, see Mrs. Cann or Mrs. King for further details and to register for this online course. Please complete the quiz at the end of this booklet to help determine if you would be a good candidate for online learning. The courses available for the 2014/2015 school through the Nova Scotia Virtual High School are listed in the Appendices.

- 6 -

PREREQUISITES Academic and advanced level courses are designed for students planning to attend a post-secondary institution. Most universities require a minimum average of 65-70% for general admissions. The school recommends prerequisites for some of these courses and you should consider these recommended prerequisites very carefully. Consult with a teacher, counsellor, or the administration if you have any questions.

Other than for all Mathematics courses, indicated prerequisites are the school’s recommendation as a way of guiding students so that they may be as successful as possible. Where necessary, prerequisites will be evaluated on a case-by-case basis.

ARTS EDUCATION

VISUAL ARTS 10 academicThe first year high school art course will concentrate on the development of basic art skills and an understanding of drawing, design, painting and art history. Experiences will involve both creating art, responding to art and understanding the place of visual arts in a cultural context. It is expected that students will enter the class with varying degrees of skill. A variety of mediums will be used.

VISUAL ARTS 12 academicVisual Arts 12 is a continuation of Visual Arts 10.

CAREER AND PERSONAL DEVELOPMENT

ENTREPRENEURSHIP 12 academic

This course provides a wide range of experiences and learning opportunities related to the world of business. The objective of the course is to introduce entrepreneurship as a possible career option. Students will realize that they can create their own opportunities and have more control over their future. Topics will include: what is entrepreneurship, the focused Entrepreneur, the Windows of opportunity, thriving on Change, taking Care of Business and Launching a Business Venture. The course is designed to meet the needs of a great range of learners, including those who may proceed to post-secondary education in this and other fields as well as those who will be seeking direct entry into the work force following high school graduation.

LEARNING STRATEGIES - GRADES 10, 11, 12 graduationThe programming and services provided at OREC is intended to assist all students in maximizing their learning experience and achieving academic success. For those students experiencing difficulty in achieving the outcomes of the Public School Program, Learning Strategies courses offer further support in a setting where students are taught strategies aimed at promoting learning independence while, at the same time, offered one-on-one assistance to achieve outcomes in the other courses in which they are enrolled.

The Learning Strategies courses for Grades 10, 11 and 12 are recognized as credit courses and count as electives towards a high school diploma. Students whose educational program is assisted by formalized individual course adaptations are encouraged to enroll for these courses. Students whose educational program is not assisted in this way are not eligible to select Learning Strategies courses, but are encouraged to meet with a guidance counsellor to discuss their programming options, which might include selection of Learning Strategies.

FOOD STUDIES/HOSPITALITY 12 open

Food Studies/Hospitality 12 is an introductory curriculum designed to explore food studies through a hospitality perspective. Students will have the opportunity to learn about basic food preparation skills both for personal

- 7 -

development and for entry level employment possibilities. Professional food presentation and service are also explored. Topics covered are Food/Kitchen Safety, Kitchen Literacy and Numeracy Skills, Professional Kitchen Organization, Food and Beverage Service, Basic Cooking Principles, Menu Planning, and Trends in the Canadian Food Industry. This course has a lab component as well as an opportunity to participate in a work experience in the food/hospitality industry.

Options and Opportunities (O2) ProgramOptions and Opportunities (O2) is an exciting high school program which offers students more hands-on learning experiences with a career focus. It's designed to prepare students for successful transitions from high school to work, a career path, or a post-secondary program. O2 was first established in 27 schools in the 2006-2007 school year. In 2012-2013, the program involves more than 2,000 students in 50 high schools. The program focuses on students who may not be fully engaged with their learning and with school, achievement of their academic potential, direction and support in developing career/life pathway, and are prepared to commit to a new approach to their learning. O2 provides multiple opportunities for cooperative education, where students learn in community and workplace settings, link their in-school learning to the workplace, and enhance their employability skills. A critical element in the success of O2 is the participation of the Nova Scotia employers and communities who open their doors to students. Whether it's helping to shape curriculum, attending a career fair or hosting a student for a co-operative education work placement, O2 gives employers and communities an opportunity to play an active role in the education of our youth and to help create the workforce of the future.

Options and Opportunities (O2) is made up of the following courses

Community Based Learning 10

Career Development 10

Career Development 11

Workplace Health and Safety 11

Cooperative Education 10, 11 and 12

Community-based learning 10 is a full credit course offered at the Grade 10 level.  It is a required course need to graduate with an Options and Opportunities Certificate.  It is set up to provide opportunities for students’ personal growth,  enhance students’ development as citizens who actively participate in and contribute positively to their local communities, help prepare students for the opportunities, responsibilities, and experiences of adult and working life and foster, promote, and develop student self-esteem and confidence.

Thoughtfully planned community-based learning experiences and carefully selected community and work placements can help students to

      acquire the knowledge, skills, and attitudes required in today’s society      make informed decisions about their education and career plans      build a foundation for successful transitions to their roles as adults in the community and the workplace      facilitate the development of the essential graduation learning outcomes and the principles of learning

Career Development 10 open This is a full-credit course designed to be offered at the grade 10 level.  It is a required course needed to graduate with a Options and Opportunities Certificate.

Career Development 10 is designed to ensure that students can demonstrate:• career-planning skills through experiential learning and reflection• the ability to access life and work resources

- 8 -

• strategies for making healthy life and work choices• confidence, innovativeness, and adaptability

Career Development 10 has five modules that are closely related. The time frames provided are guidelines for teachers to use or adapt to meet the needs of their learning environments.

Module 1: Personal Development (30 hours)

Module 2: Career Awareness (25 hours)

Module 3: Workplace Readiness (20 hours) Module 4: Financial Management (25 hours) Module 5: Life/Work Portfolio (10 hours)

Career Development 11 open ½ creditThis is an open-type half-credit course designed to be offered at the grade 11 level. In Career Development 11, students continue their exploration of career preparation and refine their understanding of their readiness for the world of work and personal finance. It is a required course needed to graduate with a Options and Opportunities Certificate.

It is recommended that when Career Development 11 is offered, it be paired with Workplace Health and Safety 11, which is also a half credit.

Career Development 11 has four modules that are closely related. The time frames provided are guidelines for teachers to use or adapt to meet the needs of their learning environments.

Module 1: Career Awareness (15 hours) Module 2: Work Cultures (20 hours) Module 3: Financial Management (10–15 hours) Module 4: Life/Work Portfolio (5–10 hours)

Whereas Career Development 10 provides students with broad strokes to prepare for the workplace, Career Development 11 intensifies that focus by building on students’ developing personal and financial awareness of life on their own, adding to their understanding of the nature of workplaces and focusing their attention on their own career development so that they may confidently enter a post-secondary institution or a workplace upon graduation. Career Development 11 is about clarifying students’ understanding of their employment and life-skills strengths as well as their learning needs.

Workplace Health and Safety 11 open ½ creditWorkplace Health and Safety 11 is a 1/2 credit course that is comprised of the two modules•Module 1: Fundamentals of Workplace Health and Safety ·         Module 2: Workplace Hazards—Awareness and Control.  It is a required course to receive the Options and Opportunities Certificate upon Graduation.

ENGLISH LANGUAGE ARTS

The English program at the senior high level will emphasize the development of the essential processes of communication: speaking, listening, presenting, dramatizing, reading, writing, and especially thinking. Students will be expected to develop these skills to a level of sophistication and confidence.

All OREC English courses attempt in various ways to teach students in accordance with the Department of Education’s “Essential Graduation Learnings” which are: (1) aesthetic expression; (2) citizenship; (3) communication; (4) personal development; (5) problem solving; and, (6) technological competence.OREC English courses are semestered from grade 10 through 12. The English department strongly recommends that students develop sophisticated reading habits during semesters when they are not enrolled in an English course by

- 9 -

reading national newspapers, quality fiction, and nonfiction. Ask any English teacher or our librarian for advice (and books) in setting up a personal reading plan.English courses in grade 11 and 12 come in two varieties.

First: ENGLISH 11 and ENGLISH 12 are academic courses, and, as such, will allow entry to university. However, many universities will require more than the 50% passing grade required to graduate from high school. You should expect these courses to be a rigorous preparation, which will allow you to compete effectively with other students in university. Second: English Communications 11 and English Communications 12 are also English courses, which offer a range of instruction in writing and reading, but at a less intensive pace than English 11 and 12. These courses fulfill the high school graduation requirements, but will not allow entry to university. They will, however, allow entry to most programs offered at community college and private institutions.

Check post-secondary calendars or with your guidance counsellor for specific information.

There are many good reasons to take English 11 and 12 other than going to university. Nonetheless, you should decide carefully, now, whether you are ready to take on the extra sophistication in reading and writing that these courses will require.

ENGLISH 10 academicRecommended prerequisite: Successful completion of Grade 9 EnglishThis program is based upon current knowledge about the close association between language and learning, language and thinking, and language and personal growth. Students will explore through their reading and writing diverse forms of literature, media and other forms of communication.

ENGLISH 11 academicRecommended prerequisite: A minimum of 60% in English 10 is needed for admission to this course.The grade 11 course uses the 20th century as a focus for developing skill in the close reading of sophisticated literature and the clear composition of opinions about the ideas found there. Through a series of classics short stories, novels, and poems, students will work toward understanding the forces that have molded modern consciousness, as well as expand their understanding of what makes writing great. Drama study will include the study of Shakespeare. Oral requirements might include discussion, group work, presentations, recitations, acting, and debate. This course will require increased sophistication in reading, writing, and thinking.

ENGLISH COMMUNICATIONS 11 graduationRecommended prerequisite: Successful completion of English 10.This course will continue the emphasis on clear and effective communication on a practical level, both orally and in writing as begun in English 10. Students will be encouraged to develop the habit of reading and writing not only for information but also for pleasure and personal satisfaction.

ENGLISH 12 academic Prerequisite: A minimum of 60% in academic English 11 is recommended. An above average competence in oral and written and analytical skills is also required for success in this rigorous course.

This course will attempt much in a short semester, and will offer you opportunities to prepare for a successful university experience. Whether you go on to university or not, the course seeks to convince you of the powerful possibilities of language. You will read works written at the highest level and consider ideas of universal importance. Come prepared to learn and participate in the following topics:  a thorough review of English grammar;  the history of the English language;  a chronological survey of English poetry; Shakespearean tragedy; a review of the topics of essay, fiction (novels), and poetry with opportunities for composition and appreciation; oral presentation, discussion, debate, recitation; the research essay: the use of critical readings and citations in the study of literature; and the internet as a tool for English study. At the end of the semester, every Grade 12 English student will write an English exam.

ENGLISH COMMUNICATIONS 12 graduationRecommended prerequisite: Successful completion of English 11 or English Communications 11 is required.

- 10 -

This course is a community college preparatory course designed to give the skills and background needed to transition into the workforce or to attend most community college programs. Students are advised to check the course requirements of the program s/he is considering as some programs require academic English.

Course emphasis will be on the essential communication skills with attention to effective use of oral and written language. Students' future career goals will influence the choice of many practical activities to develop increased ability and confidence in language use. Oral communication will be given particular attention as it relates to students' future language needs. The course will include English grammar, the essay, and a reading of a variety of literatures, with an emphasis on students' responses to the ideas, feelings, characters, and themes of the works.

FRENCH

FRENCH CORE 10 academicRecommended prerequisite: Successful completion of French Core 9 or Integrated French in Grade 9. The course continues the development of the four skills - listening, speaking, reading and writing. The study of language structures, composition skills and oral expression are integral parts of the course.

FRENCH CORE 11 academicRecommended prerequisite: Successful completion of French Core 10 or Integrated French 10.This course is a continuation of French 10 and the level of study of language and its structure normally permits students to be competent to speak and write French in authentic patterns. Aural/oral expression as well as balanced writing and reading components are important at this level to prepare students who plan to continue their study of French at the post-secondary level.

FRENCH CORE 12 academicRecommended prerequisite: Successful completion of French Core 11 or Integrated French 11.Note: All students in Grade 12 Core French will be required to provide their own Dictionary of Verbs, Bescherelle, l'Art de conjuger as well as a French-English dictionary.This course is a continuation of French Core 11 and it is the final year of the core French program. At this level, there is a strong emphasis on the program to enable students to use their French to communicate in authentic French settings and situations: to read for information and enjoyment as well as to do research on a given topic; to write appropriately in French; to acquire a sound basis of the structures of the language; to develop an understanding and appreciation of French culture. Mastery of certain verb tenses will be expected. French Core12 fulfills the requirements for University entrance. Students will prepare for an oral proficiency interview given at the end of the course to attain a certificate indicating their level of oral proficiency from the province.The course maintains the same emphasis as French 10 core but challenges the students beyond this level through supplementary reading materials, class discussions, projects, presentations, literature, written compositions, use of the media. Students must be ready and willing to use French as a means of learning and communicating in the classroom setting.MATHEMATICS

Important Information Concerning Mathematics Recommendations:

As students advance through high school, they are faced with several options in mathematics courses. In an effort to simplify the course selection process, the Chignecto-Central Regional School Board requires that mathematics teachers recommend, in writing, the particular mathematics course a student should take the following year. Your child’s teacher recommends the course in which he/she believes your child has the best chance of being successful. The decision is not based solely on marks; all aspects of the student’s ability and performance are considered.

Due to a recent change in the deadlines for final course selection, teachers are required to make their recommendations earlier than in previous years. As some students have just begun their mathematics course, teacher recommendations are conditional. If a student performs differently than expected, teachers are permitted to change their recommendation later in the school year. Parents will be notified if there is a change in their child’s recommended math course.

If a student and his/her parent or guardian wish to appeal the school’s recommendation, a meeting must be scheduled with school personnel to outline a plan of action indicating what the student is willing to do to ensure his/her success in the course. The action plan will be placed in the student’s cumulative record card.

- 11 -

Special Cases

Grade 10 students wishing to take Advanced Mathematics 11 without the recommendation of his/her teacher may do so only if the student’s score on the Regional Math 10 Examination is in the top 20% of the school. The required mark will be calculated in late June when the exam results are published.

MATHEMATICS 10 academic ****NEW****2013/2014 Prerequisite: Successful completion of Mathematics 09 with demonstrated satisfactory achievement of learning outcomes in Mathematics 09.This course is presented as a 220-hour course. This means that students will have mathematics class every day for their grade 10 year. Mathematics 10 is an academic high school mathematics course which is a pre-requisite for all other academic and advanced mathematics courses. Students who select Mathematics 10 should have solid understanding of mathematics from their junior high years. This means that students would have demonstrated satisfactory achievement of learning outcomes in grade 9 mathematics.All students following the academic or advance pathway will need to take Mathematics 10 followed by Mathematics 11. These courses are to be taken consecutively, not concurrently.There are two typical pathways for students who successfully complete Mathematics 10:

For those students intending to follow the academic pathway, Mathematics 10 will be followed by Mathematics 11 and then Mathematics 12. (Mathematics 11 and Mathematics 12 are designed to provide students with the mathematical understandings and critical-thinking skills identified for post-secondary studies in programs that do not require the study of theoretical calculus).

For those students intending to follow the advanced pathway, Mathematics 10 will be followed by Mathematics 11, then Pre-Calculus 11 and Pre-Calculus 12.

Alternatively, students who successfully complete Mathematics 10 may choose a graduation credit in grade 11.Students in Mathematics 10 will explore the following subject areas:measurement systems, surface area and volume, right triangle trigonometry, exponents and radicals, polynomials, linear relations and functions, linear equations and graphs, solving systems of equations, and financial mathematics.

MATHEMATICS AT WORK 10 graduation ****NEW**** 2013/2014Prerequisite: Successful completion of Mathematics 09.

Mathematics at Work 10 is an introductory high school mathematics course which demonstrates the application and importance of key math skills. The new Mathematics at Work courses are designed to provide students with the mathematical understanding and critical thinking skills identified for direct entry into the work force or for entry into programs of study that do not require academic mathematics. The typical pathway for students who successfully complete Mathematics at Work 10 is Mathematics at Work 11 followed by Mathematics at Work 12. Some students who successfully complete Mathematics at Work 10 may choose to take Mathematics Essentials 11 followed by Mathematics for the Workplace 12Students in Mathematics at Work 10 will explore the following topics:Measurement, area, Pythagorean Theorem, right angle trigonometry, geometry, unit pricing and currency exchange, income, and basic algebra.

MATHEMATICS ESSENTIALS 10 graduationMathematics Essentials 10 is an introductory high school mathematics course designed for students who do not intend to pursue post-secondary study or who plan to enter programs that do not have any mathematics pre-requisites. Mathematics Essentials courses are designed to provide students with the development of the skills and understandings required in the workplace, as well as those required for everyday life at home and in the community. Students will become better equipped to deal with mathematics in the real world and will become more confident in their mathematical abilities. The typical pathway for students who successfully complete Mathematics Essentials 10 is Mathematics Essentials 11 followed by Mathematics for the Workplace 12.Students in Mathematics Essentials 10 will explore the following topics:Mental math, working and earning, deductions and expenses, paying taxes, making purchases, buying decisions, probability, measuring and estimating, transformation and design, and buying a car.

- 12 -

*****In 2014–15 ***** four mathematics courses will be available at the grade 11 level

• Mathematics Essentials 11: (110 hours), 1 graduation credit • Mathematics at Work 11: (110 hours), 1 graduation credit • Mathematics 11: (110 hours), 1 academic credit • Pre-calculus 11: (110 hours), 1 advanced credit

Mathematics Essentials 11 (graduation, 1 credit) This course will be presented as a 110-hour course.

Prerequisite: Successful completion of Mathematics Essentials 10 or Mathematics at Work 10. Mathematics Essentials 11 is designed for students who either do not intend to pursue post-secondary study or plan to enter post-secondary programs that do not have any mathematics pre-requisites. The Mathematics Essentials pathway is designed to provide students with the development of the skills and understandings required in the workplace, as well as those required for everyday life at home and in the community. Students will become better equipped to deal with mathematics in their everyday life and will become more confident in their mathematical abilities. The typical pathway for students who successfully complete Mathematics Essentials 11 is Mathematics for the Workplace 12. Students in Mathematics Essentials 11 will explore the following topics: • mental mathematics; collecting, organizing and graphing data; borrowing money; renting or buying; household budgets; investing money’ measuring; and 2-D and 3-D design, mathematics in content areas such as science and social studies.

- 13 -

Mathematics at Work 11 (graduation, 1 credit) *****New 2014/2015*****This course will be presented as a 110-hour course. Prerequisite: Successful completion of Mathematics at Work 10 or Mathematics 10. Mathematics at Work 11 demonstrates the application and importance of key mathematical skills. The typical pathway for students who successfully complete Mathematics at Work 11 is Mathematics at Work 12. (The Mathematics at Work pathway is designed to provide students with the mathematical understandings and critical-thinking skills identified for direct entry into the work force or for entry into programs of study that do not require academic mathematics.) Some students who successfully complete Mathematics at Work 11 may choose to take Mathematics for the Workplace 12. Students in Mathematics at Work 11 will explore the following topics: • Measurement systems volume, 2-D and 3-D geometry, scale, exploded diagrams, numerical reasoning, personal budgets, compound interest, financial institution services, and formula manipulation for various contexts.

Mathematics 11 (Academic, 1 credit) *****New 2014/2015*****

Prerequisite: Successful completion of Mathematics 10. This course will be presented as a 110-hour course. Mathematics 11 is an academic high school mathematics course. Students who select Mathematics 11 should have a solid understanding of the Mathematics 10 curriculum. Mathematics 11 is a prerequisite for Pre-calculus 11. These courses are to be taken consecutively, not concurrently. There are two typical pathways for students who successfully complete Mathematics 11: ► For those students intending to follow the academic pathway, Mathematics 11 will be followed Mathematics 12. (Mathematics 11 and Mathematics 12 are designed to provide students with the mathematical understandings and critical-thinking skills identified for post-secondary studies in programs that require an academic or Pre-calculus mathematics credit). ► For those students intending to follow the advanced pathway, Mathematics 11 will be followed by Pre-calculus 11, and then Pre-calculus 12. Alternatively, students who successfully complete Mathematics 11 may choose to select a graduation level course in grade 12.

Students in Mathematics 11 will explore the following topics: • applications of rates, scale diagrams and factors, inductive and deductive reasoning, an introduction to proof, cosine law, sine law, spatial reasoning, statistics, systems of linear inequalities, and quadratic functions.

Pre-calculus 11 (advanced, 1 credit) *****New 2014/2015*****

Prerequisite: Successful completion of Mathematics 11. This course will be presented as a 110-hour course. Pre-calculus 11 is an advanced high school mathematics course. Students who select Pre-calculus 11 should have a solid understanding of the Mathematics 11 curriculum. Pre-calculus 11 is a prerequisite for Pre-calculus 12. These courses are to be taken consecutively, not concurrently. The typical pathway for students who successfully complete Pre-calculus 11 is Pre-calculus 12. (Courses in the Pre-calculus pathway are designed to provide students with the mathematical understandings and critical-thinking skills identified for post-secondary studies in programs that require the study of theoretical calculus.) Some students who successfully complete Pre-calculus 11 may choose to take Mathematics 12. Alternatively, students who successfully complete Pre-calculus 11 may choose to select a graduation credit in grade 12. Students in Pre-calculus 11 will explore the following topics: • absolute value, radical expressions and equations, rational expressions and equations, angles in standard position, analyze and solve quadratic equations, linear and quadratic equations and inequalities in two variables, arithmetic and geometric sequences, and reciprocals of linear and quadratic functions.

PRE-CALCULUS MATHEMATICS 12 advancedPrerequisite: An exceptional aptitude for and ability in mathematics. Successful completion of Advanced Mathematics 11 and Advanced Mathematics 12 with a very good to outstanding performance in relation to the curriculum outcomes prescribed for these courses – OROR – Successful completion of Mathematics 11 and

- 14 -

Mathematics 12 and demonstrated very good to outstanding performance in relation to the curriculum outcomes prescribed for these courses.The topics included in this course are Sequence and Series; Completing the Functions Tool Kit; Trigonometry; Complex Numbers.

CALCULUS 12 academicPrerequisite: Successful completion of Pre-calculus Mathematics 12 with an outstanding performance in relation to the curriculum outcomes prescribed for Pre-calculus.This course is intended for students planning to take a first year university calculus course. This course will be offered during the second semester. The topics include: functions; limits; differentiation of polynomial; trigonometric; exponential and logarithmic functions; product; quotient and chain rules; applications of differentiation, anti-derivatives, and definite integrals; integration by substitution. .

MATHEMATICS 12 academicPrerequisite: Successful completion of Mathematics 11 with a good to excellent performance in relation to the curriculum outcomes prescribed for Mathematics 11 .Topics included in this course are: quadratics, number patterns, non-linear relationships and functions, properties of graphs of quadratic functions, roots of quadratic equations,  exponential growth, exponential functions, exponential equations, rational exponents, laws of logarithms, circle geometry, transforming circles, Euclidean Proofs, probability, combinations, and permutations.

PHYSICAL EDUCATION

PHYSICAL EDUCATION 10 open Students enrolled in Physical Education 10 will participate in a variety of learning experiences in the categories of exercise science, leadership, personal fitness and outdoor pursuits. Students will draw from and continue with many of their earlier learning experiences in physical education in middle/junior high school.

There are four components that make up this course.

         Sport Experience/Outdoor Pursuits         Personal Fitness         Leadership         Theory/Project

The sport experience/outdoor pursuits component will focus on games from the following categories:1) target games 2) net & wall games 3) batting and fielding games 4) invasion games as well activities such as skiing, orienteering, GPS, sledding, archery, x-country running, hiking and many more. These will take place in the gymnasium, in the green space around the school and some local area venues.

The personal fitness component will place emphasis on your overall improvement of health and skill related physical fitness.

The theory/project component will involve a variety of topics drawn from the categories listed in the course overview.

FITNESS LEADERSHIP 11 academic This course is designed to give students a global perspective of the culture of fitness. Classes will range from performing various workouts including cardiovascular, muscular strength, power, endurance, polymeric and cross training to the study of the human body and how it moves, grows, is fuelled and is healed. You will learn how to create and lead short warm ups to developing full fitness programs. Students of various fitness levels will be challenged. 

- 15 -

SCIENCE

BIOLOGY 11 academicRecommended prerequisite: Successful completion of Science 10.

This introductory course in Biology explores the unity and diversity of living things. The underlying concepts provide connections between units of study, fostering an awareness of the impact of biology and technology on society. Four units include:

i. Matter and Energy for Life –Cell Study; ii. Biodiversity;

iii. Maintaining Dynamic Equilibrium l. Homeostasis in mammals involving the circulatory, respiratory, and digestive systems;

iv. Interactions among Living Things.

BIOLOGY 12 academicRecommended prerequisite: Successful completion of Biology 11.This course expands upon the skills, concepts and attitudes developed in Biology 11. Four units are included:

i. Maintaining Dynamic Equilibrium ll. Homeostasis involving the nervous (electrochemical) system and the endocrine (chemical) system;

ii. Reproduction and Development: emphasis on mammalian systems; iii. Genetic Continuity: Mendelian, Modern and Molecular Genetics including the structure and function of

DNA; iv. Evolution, Change and Diversity: connection between genetics and the variety of organisms.

CHEMISTRY 11 academicRecommended prerequisite: Successful completion of Science 10 and Mathematics 10 (meeting requirements to take Mathematics 11)Chemistry is the study of the composition, properties, and interactions of matter. This first course in the chemistry program emphasizes the science themes: chemical change, diversity, and matter. Chemistry 11 builds on the fundamental attitudes, skills, and knowledge acquired in Science 10. The course is divided into three units of study:

i.         Stoichiometry – the quantitative aspect;ii.        From Structure to Properties – chemical bonding, nomenclature;iii.      Organic Chemistry – the carbon-based compounds.

Chemistry 11 combines both theory and mathematical calculations with laboratory experience to investigate the three units. This course encourages students to participate in lifelong learning about chemistry and to appreciate chemistry as a scientific endeavour with practical impact on their lives and on society as a whole.

CHEMISTRY 12 academicRecommended prerequisite: Successful completion of Chemistry 11 and Mathematics 11 or Advanced Mathematics 11 (meeting requirements to take Mathematics 12 or Advanced Mathematics 12)Chemistry 12 provides a more in-depth exploration of various topics intended for students pursuing post-secondary chemistry. This second course in the chemistry program emphasizes the science themes: change, energy, equilibrium, matter and systems. The course is divided into four units of study:

i.         Thermo chemistry – energy changes in physical and chemical processes;ii.        From Solutions to Kinetics to Equilibrium – solubility, rates of reactions, dynamic equilibria

(qualitative and quantitative);iii.      Acids and Bases – study of hydrogen ion transfer in aqueous solutions, neutralization;iv.      Electrochemistry – electron transfer, electrochemical cells (i.e. batteries).

Chemistry 12 combines both theory and mathematical calculations with laboratory experience to investigate the four units. This course encourages students to participate in lifelong learning about chemistry and to appreciate chemistry as a scientific endeavour with practical impact on their lives (as a possible career path) and on society as a whole.

- 16 -

OCEANS 11 academicRecommended prerequisite: Successful completion of Science 10.This course offers students the opportunity to explore aspects of global and local oceanography as well as current ocean-related issues. One of the priorities of the course is to increase students’ knowledge of emerging new economies and opportunities in such areas as aquaculture and oceans management, which offer new career opportunities. Core topics include: structure and motion, marine biome, coastal zones. Optional topics include: fisheries, aquaculture, and navigation.

PHYSICS 11 academic

Recommended prerequisite: Mathematics 10 (meeting requirements to take Mathematics 11) and Science 10.Recommendation: It is recommended that students have successful completion of Mathematics 10 with an outstanding performance in relation to the curriculum outcomes prescribed for Mathematics 10. (A minimum of 80% in Mathematics 10 academic). This is an Atlantic Provinces Education Foundation course, which was developed jointly by the four Atlantic Provinces. Physics is the branch of science that attempts to predict and explain occurrences in our universe. Areas of study in physics range from sub-atomic particle physics (really small stuff) to astrophysics (really big stuff that is really far away) and cover everything in between. The goal of Physics 11 is to allow students to use their mathematical skills to investigate everyday occurrences and be able to make accurate predictions about the outcomes of everyday life events. Physics provides a foundation for the other scientific disciplines (from chemistry to engineering), both in its fundamental concepts and in the problem-solving techniques that it has developed. Physics 11 is an introductory course, which focuses on four main topics: Kinematics (motion), Dynamics (forces), Energy, and Waves (sound and light).

SCIENCE 10 academicRecommended prerequisite: Successful completion of Science 09.The aim of this course is to heighten students' awareness and understanding of the relationships among science, technology and society. The course is designed to provide students with the tools necessary to become scientifically and technologically literate. Core topics include: weather dynamics, motion, chemical reactions, and sustainable ecosystems. The course is designed to be a foundational science program that reflects the integration of biology, chemistry and physics with critical thinking, technological literacy, communication and numeracy as well as personal and social values and skills.

SOCIAL STUDIES

CANADIAN HISTORY 11 academic This course is essentially designed to provide you with an overview and introduction to Canadian history from our First Nations Peoples through to present day ideas and concepts through five major units or persistent questions in Canada’s history. These are questions of current concerns that have deep historical roots that previous generations of Canadians have had to address. Their efforts have shaped the development of Canada and its identity. These questions form the basis for five of the six modules in the course: Globalization, Development, Sovereignty, Governance and justice. The sixth module, Independent Study, engages students in a specific piece of historical research.

Each unit travels back in political, social, and emotional history covering a wide assortment of landmark triumphs. It is a challenging, yet rewarding course, which strives to ultimately highlight our Canadian identity and the importance of understanding our past for it has a tremendous impact on our future as a country involved in the global village.

- 17 -

Key topics studied through this approach include, but not limited to: First Nations, Colonialism, Confederation, the World Wars, the Cold War, Free Trade, Constitutional Issues, and Canada’s Role in the Global Community, Industrialization, Human Rights Issues and Immigration/Migration.

GLOBAL GEOGRAPHY 12 academic *This course fulfills the global studies requirement.This course, which focuses on global geography, explores major themes that help us to understand the nature and origins of complex humanity/environment relationships in the contemporary world. Guided by the fundamental themes and skills of modern geography, students pursue this exploration through eight compulsory units: Our Fragile Planet: A Geographical Perspective; Perilous Processes: Our Planet at Risk; The Peopled Planet: Standing Room Only?; Feeding the Planet: Food for Thought; Global Resources: The Good Earth; Global Factory: For Whose Benefit?; Urbanization: A Mixed Blessing; and The Future Planet: Under New Management.

By using geographic skills and techniques, learning and applying a body of skills and techniques, learning and applying a body of geographic knowledge, and developing their own planet management awareness, students become informed global geography students. The process of becoming informed enables students to propose reasonable answers to the question upon which Nova Scotia’s global studies courses are built—"How did the world arrive at its current state at the close of the twentieth century?"

All topics will be discussed with interdependence, interconnectedness and the concept of the global village in mind. We will also be recognizing the direct impact our individual actions and beliefs have on the global community.

GLOBAL HISTORY 12 academic*This course fulfills the global studies requirement.This course is essentially designed to provide you with an overview and introduction to the major historical developments following 1945. Guided by the fundamental themes and skills of modern history, students pursue this exploration through five compulsory units: The Global Historian, The Dynamics of Geo-Political Power, The Challenge of Economic Disparity, The Pursuit of Justice, and Social Change, Technology & Interdependence.

The five compulsory units upon which this course is created unifies together under one central probing question – “Has humanity emerged into a world whose actions are governed more by interdependence at the global level than by dependence or independence at the national or international level?”

The concept of power and the role it has played in the social, economic, and political history of this comprehensive and cohesive historical study will enable you, the student, to propose reasonable answers to the question upon which Nova Scotia’s Global Studies course are built: “How did the world arrive at its current state at the close of the 20th Century?”

LAW 12 academicThis course is designed to provide students with: (l) a knowledge of the law and its function in society and with (2) the attainment of skills and attitudes that will enable students to understand the process of law. Guided by the fundamental themes and skills of modern law, students pursue this exploration through four compulsory units: Foundations of Justice and Law, Criminal Law, Civil Law, and Case Studies – Law Fields.

Course content includes the Canadian legal system, crimes and crime control, injuries and wrongs, human rights, property rights, promises and agreements, business relations, family relations, courts and trials.

SOCIOLOGY 12 academicThis course is designed to give an understanding of the basic aspects of sociology. Guided by the fundamental themes and skills of modern law, students pursue this exploration through five compulsory units: A Social Science,

- 18 -

Culture: A Shared Human Experience, Socialization: The Shaping of Human Behavior, Social Organizations: Living Together as Humans, and Social Control: Deviant and Conformist Behavior.

This course allows students to examine topics such as culture, socialization, society and structure, groups and organizations, sex and gender, and crime and deviance. Canadian sociological issues will include family, poverty, homelessness, and minorities, women in society, conflict as well as labour and management.

TECHNOLOGY EDUCATION

BUSINESS TECHNOLOGY 11 academicBusiness Technology 11 introduces students to a range of business productivity software tools and their application. Software will include word processor, spreadsheet and desktop publishing. Students will develop a basic proficiency in touch keyboarding. They will integrate touch keyboarding skills with skills in document processing and design, create spreadsheets to manage data, apply the principles and practices of desktop publishing to design and produce documents. Business Technology 11 is an academic credit that also meets the technology credit required. It is composed of the 5 following modules. Module 1: Touch Keyboarding, Module 2: Document Processing, Module 3: Spreadsheets, Module 4: Desktop Publishing, and Module 5: Business Technology Fundamentals.

BUSINESS TECHNOLOGY 12 academicBusiness Technology 12 further provides students with opportunities to investigate the range of careers and employment opportunities that exist in the expanding communications and business sectors, to develop advanced skills and to explore the range of roles and workplaces where the creating of business documents is a core activity.  Business Technology 12 is an academic credit that also meets the technology credit required. It is composed of the 6 following modules.Module 1: Advanced Document Processing/Desktop Publishing ·    Module 2: Advanced Spreadsheet Applications Module 3: Presentation Software ·         Module 4: Database Management Systems Module 5: Software Integration and Website Exploration/Evaluation Module 6: Computer Safety and Emerging Technologies

EXPLORING TECHNOLOGY 10 academicStudents will explore graphic design, photography, web design, and video production.

FILM and VIDEO PRODUCTION 12 academic Film and Production 12 provides learning experiences that explore the essential elements of film. Students discover the essence of story, experience the struggle to shape and express ideas in a visual medium and explore a variety of roles in working with others to produce a collective work.

HOME TRADES TECHNOLOGY 12 graduation

This course provides a wide range of experiences and learning opportunities related to the trades. As a result of this course, students will develop some of the skills and knowledge necessary to participate in the home construction industry. The course is designed to meet the needs of a great range of learners, including those who may proceed to post-secondary education in this and other fields as well as those who will be seeking direct entry into the work force following high school graduation. The main purpose of the Homes Trades Technology course is the development of employability skills in an interesting and meaningful context while allowing students to earn credits toward a high school graduation diploma. In particular, aspects of organization, preparing quotations, and budgeting become integral aspects of the course. Students may participate in a small-trades business venture. Topics include: planning and design, Framing, Finish Carpentry, Electrical, and Drywall

 LAND MANAGEMENT 12 open

- 19 -

Land Management 12 provides a wide range of experiences and learning opportunities related to agriculture and land management. As a result of this course, students will improve their skills and increase their knowledge related to our rural industries, and will gain supervisory and leadership experience. The course is designed to meet the needs of a wide range of learners. While there are significant components of knowledge and skills to Land Management 12, the main purpose is the development of employability and entrepreneurial skills in an interesting and meaningful context while still allowing students to earn credits toward a high school graduation diplomaTopics include: Woodlot Management, Land Use Practices, Mapping and Property Deeds, Habitat Study and Trail Planning, Trail Construction and Maintenance. 

PRODUCTION TECHNOLOGY 11 and 12 open

Production Design and Technology is an activity based course. Production technology involves using material processes and systems to produce artifacts to improve our quality of life. During the term you will be manufacturing items of various sizes both individually (craft business) and as a class. Students will develop their own craft business, during this unit students will be designing, marketing, manufacturing and creating a step by step construction guide for manufacturing the product. Students in Grade 12 will take on a leadership role and will spend more time on finish carpentry.

TEXTILE PRODUCTION 10 open ½ creditFOOD PREPARATION & SERVICE 10 open ½ credit*These 2 credits will be offered together in one slot. In Textile Production, students are provided extensive hands-on experience to ensure that they will practice and develop skills in working with textiles with the goal of creating personalized items. Students examine the impact of technology on the clothing consumer and the fashion industry. Technology will be used to produce textile projects and to help students develop basic skills in textile and clothing maintenance. Remodeling, redesigning, and recycling textiles encourage individual creativity and environmental consciousness.   Food Preparation/Service 10 is one of the half credit options that may be used towards a technology credit for graduation purposes.  Through food preparation and presentation, students develop skills which may be transferred to food service skills in the workplace.  Students are provided with practical experiences in food preparation and service.  They look at the impact of technology on the preparation of food in the home and the workplace.  Topics include Meal Planning and Preparation, Food Service and Hospitality, Food Handling Procedures, Health and Safety in the Food Industry and Food Marketing.

Information for Students and Parents/Guardians

RE: PERSONAL DEVELOPMENT CREDITSBeginning in September 2012, high school students who have gained personal development credits from providers approved by the Department of Education and Early Childhood Development can have these credits recognized on their high school transcripts. One of the student’s five elective credits required for graduation can be a personal development credit, but the student can also have additional personal development credits recorded on his/her transcript as extra credits beyond the thirteen mandatory and five elective credits required for graduation. More information can be found at https://pdc.ednet.ns.ca/ .

*Please see attached list of course providers for 2013/2014 at the end of the booklet.

- 20 -

A PLAN FOR SUCCESS

We encourage you to complete the chart below tentatively listing all the courses you plan to take in high school. Be sure you include prerequisites for future courses. Please check your graduation requirements on page 2 and requirements for any post-secondary programs that might interest you before you finalize your selections with your counsellor.

IMPORTANT NOTE: Pre-Calculus Math 12 will only be offered in Semester 1.

My future plans are: ________________________________________________

If college or university, program of study: ____________________________________

Specific program requirements include: ______________________________________

GRADE 10 GRADE 11 GRADE 12

- 21 -

Alternate Course Alternate Course Alternate Course

Alternate Course Alternate Course Alternate Course

Please choose 2 alternate courses in case some elective courses are cancelled.

GRADUATION CREDIT CHECK

Use the chart below to keep track of your credits as part of your planning and to ensure that you are fulfilling all of the graduation requirements. Place a check or write the name of the course you have taken that fits each category. Remember, you can only use a maximum of 7 credits from Grade 10 and must have a minimum of 5 from Grade 12.

Graduation Requirements

(Please check if you have completed the course and place “IP” if currently taking the course)

English 10 ________ English 11 ________ English 12_______

Math ________ Math ________

Science 10________ Science ________

Canadian History11______

Physical Education 10 ________

Fine Arts______

One Other (Science/Math/Tech) ______

One Other (Science/Math/Tech) ______

Global Geography 12 _______OR Global History12_____

Grade 12 Additional Credit_______

Grade 12 Additional Credit _______

- 22 -

Grade 12 Additional Credit _______

Is Online Learning For Me?

Take this quiz to find out if you are ready to take an online course through Nova Scotia Virtual School.

You can take a distance learning program when and where it is convenient for you and still have opportunities to interact with your teacher/facilitator and other students. You will cover the same learning objectives you would in a traditional onsite high school course in Nova Scotia.

If you are an independent learner, highly self-motivated, distance learning may be appropriate for you since some of the coursework can be completed any time of the day or night. However, if you cannot set and maintain a schedule which allows you to keep up with your coursework assignments, it is likely you will fall behind. In that case, distance learning may not be a good option.

If you have an IPP in reading and or writing to assist you in achieving in these areas, you, your guidance counselor, and the Coordinator, Distributed Learning need to have some additional conversation prior to enrolling you in an NSVS course.

The following self-assessment may help you decide if distance learning is a good match with your learning style, schedule, and technology skills.

Many things affect your success as a student. Rate each statement below depending on how much you agree that it matches your situation.

1 is "a lot like me" 3 is "sort of like me" 5 is "not like me at all"

1. I have a specific place where I will be able to study and work on my course assignments. 2. The place I will study will be relatively free from interruptions. 3. I believe my family and friends will really support me as I work for my educational goals. 4. Taking into consideration my personal, academic, work and extracurricular activities (sports, clubs, etc), l

will be able to devote as much or more time to my online class, as I do to my traditional studies? I expect to be able to spend 10-12 hours per course on my courses, every week.

5. I do not get easily discouraged when I run into difficulties. 6. I am a good time manager. My work is usually done with plenty of time before the due date.

- 23 -

7. I always see a project through to the end. 8. I would describe myself as self-motivated, self-disciplined and organized. 9. I can often complete difficult tasks on my own, even if others do not provide support and encouragement. 10. I usually manage to get everything done in a day that I set out to do (I am in control of my time.) 11. I think of myself as a good student (i.e. take good notes, prepare & study for exams, employ good study

habits). 12. I believe I can work independently, without the traditional class arrangement (students & teacher in the

same class at the same time).13. When I need help I feel comfortable asking questions and asking for help.14. My reading and writing abilities are average or above average. 15. I enjoy reading and writing and have confidence in my abilities.

My Course Expectations

1. I would expect to spend as much time in a distance learning course as an in-school course. 2. I expect to get a good grade in the courses I take.3. Not completing or failing an online course would be a big setback for me. 4. Class discussions are not really important to me in helping me learn the information presented in class.

My Technological Skills and Access

1. When it comes to learning I welcome opportunities to learn new things and master new technologies.2. I have access to the technology that I need for an online course (computer, web camera, microphone,

software) 3. I feel pretty comfortable with the hardware I will have to use for my course(s) (computer, digital still and

video cameras, scanners, webcams and headsets).4. I can communicate comfortably online using e-chat, email and video conferencing. 5. My technology skills are good. I can use e-mail, Web browsers, word-processing software, and can

download files and create attachments. I like trying to solve technology problems on my own and don't get frustrated easily.

Once you have answered all these questions, add up your scores.

20-45: Distance learning is a good possibility for you. You are a relatively independent learner, manage your time well, seek out help when you need it, and are fairly comfortable with technology. You should do well in courses offered through the Nova Scotia Virtual School.

46 - 80: These courses may be OK for you. You might need to be sure you seek out the assistance you need from your teacher/facilitators or other students; they can help you with study skills or adapting to the technology.

81 - 115: You should probably discuss your choice with your parents and a guidance counselor. Distance learning courses from the Nova Scotia Virtual School may not be the option you need; there may be other choices that will suit you better.

Adapted from:https://nsvs.ednet.ns.ca/m19/course/view.php?id=2452&username=guest

- 24 -