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Wasse-Abin Wikwemikong

High School

School Handbook

2014-2015 34 Henry Street

Wikwemikong, ON P0P 2J0

Phone: (705) 859-2870 Fax: (705) 859-2407

Wasse-Abin Wikwemikong High School Calendar 2014-15 Page 2

Table of Contents

Welcome Message

Student Bus Transportation

Frequently Asked Questions for Parents

Wasse-Abin Wikwemikong High School Vision Statement

Wasse-Abin Wikwemikong High School Staff

Dates to Remember

School Year Calendar

Regular Daily Schedule and Short Period Schedule

Code of Student Behaviour & Expectations

Student Attendance Expectations

Incentives at Wasse-Abin Wikwemikong High School

Homework Policy

Diploma Requirements

The Ontario Secondary School Certificate Requirements

What is a Credit

Community Involvement Hours and Procedure

Provincial Secondary School Literacy Test

Substitutions for Compulsory Courses

Policy and Procedure for Waiving of Prerequisites

Prior Learning Assessment and Recognition


Course Coding

Understanding Types of Courses

Courses Offered Grade 9




Course Change Deadline, Courses of Study, Private Study

Procedures for Transfer Courses and Changing Course Types

Cooperative Education and Work Experience

Assessment Policy

Report Cards & Reporting Periods

Sample of Report Card

Ontario Student Record and Ontario Student Transcript

Support Services and Resources

Computer Facilities Acceptable Use Policy

Athletics Policy

Glossary of Educational Terms


Welcome Message

Aanii parents and students of Wasse-Abin Wikwemikong High School! On behalf of our dedicated staff, welcome to the 2014-2015 school year.

This school handbook was created with the aim of providing students and parents the necessary information which will allow them to become familiar with student responsibilities and the expectations for success in high school. You will also find helpful information on school policies, procedures and the requirements for the completion of the Ontario Secondary School Diploma. All of the courses offered at Wasse-Abin Wikwemikong High School are recognized by the Ministry of Education and Training and are described in this handbook.

As concerned parents, you can rest assured that your son or daughter is receiving the best education in a culturally sensitive environment. Wasse-Abin Wikwemikong High School staff members are devoted teaching professionals who are open to sharing and learning the original language and history of Wikwemikong. It is our wish to see your children succeed and obtain all of the skills necessary to pursue the goals and dreams they envision for themselves.

In closing, we would like to extend a special invitation to all parents and interested community members to become involved in Wasse-Abin Wikwemikong High School life. We also strongly encourage you to become an active member of our Parent Council, which meets every month and is an integral part of the school program. Our school motto says it best, for 2014-2015 school year, and for the rest of your journey:

“Embrace life, Soar with the Eagles.”

Miigwech,

Michael Staruck – Principal of Wasse Abin Wikwemikong High School


Student Expectations: Bus Transportation

While on route, the students are:

1. To conduct themselves in a safe manner and always respect private property.

2. To keep their hands and head inside the bus at all times after entering and leaving the bus.

3. To keep books, lunch pails, packages and coats and all other objects out of the aisles.

4. To refrain from allowing anything to protrude from or be thrown out of the windows of the bus.

5. To keep quiet as loud talking and laughing or unnecessary confusion can divert the driver’s attention and may result in a serious accident.

6. To assist in keeping the bus in a safe and sanitary condition at all times.

7. To treat bus equipment as they would valuable furniture in their own home. Damage to seat, etc., must be paid by the offender.

8. To be courteous to fellow students, the bus driver, the monitor and help look after the safety and comfort of younger students.

9. In the event that the bus must cross a railroad, are to be absolutely quiet when the bus approaches the railroad crossing stop.

10. Not permitted to leave their seats while the bus is in motion.

11. In case of road emergency, to remain on the bus, unless instructed by the bus driver to do otherwise.

12. To refrain from horseplay, use of profane language, smoking or chewing tobacco.

Notes:

Students can only ride the bus of their designated bus route. They are only permitted one destination. If their home address changes, they must inform the office in writing and the office will inform the bus contractor. This is the only way a bus route for a student can be changed.

The Bus Contractor will inform the principal in writing of any serious or constant misconduct by a student. The principal will take the required disciplinary action and advise the parents in writing accordingly.

As a last resort, the Bus Contractor may order a students from a school bus if such a student is acting in a manner deemed detrimental to the safety and well begin of other students being transported.


Frequently Asked Questions by Parents

What is expected of my son/daughter at Wasse-Abin Wikwemikong High School?

All students are expected to value learning, demonstrate self-discipline, show pride and respect for

themselves, others, and the school community, strive for perfect attendance, be organized and

prepared to learn everyday, use class time effectively, recognize the importance of daily reading,

complete all assignments on deadline and with their best effort, complete homework and study for

tests every day, seek extra help when necessary, participate in school activities, take initiative to

always improve.

What can I do to help my son/daughter succeed in high school?

Attend school activities such as open houses, parent/teacher interviews and Parent Council meetings. When your children see you involved, they will also see education as a high priority.

Become involved in your child’s post-secondary and career planning via the “My Blueprint” program.

Be positive toward the school and your son’s/daughter’s teachers.

Talk to your teen about responsibility and the need to develop good work habits and positive attitudes.

Your attitude toward school attendance, education and involvement in the school makes a strong and lasting impression on your teen. Show your teen, by example, that learning is a priority.

Set-up a regular schedule so that your teen gets the proper amount of sleep – 8-10 hours/night.

Talk with your teen every day about his/her day at school. Specific questions, such as, "What was the most interesting thing you learned today in …?" or ask to see school work.

Encourage your son/daughter to access tutoring services and extra-help, especially during the scheduled Student Success Block (3:04 pm – 3:30 pm – Monday, Tuesday, Thursday, Friday.)

Make your teen aware of available study materials at home and at the library.

Provide a suitable environment for your teen to do his/her schoolwork and work out a set homework time (Most likely, your son/daughter will have homework every day).

Look for ways to boost your teen’s confidence and build self-esteem through positive reinforcement.

Together, set guidelines for watching television, using the Internet, and using the phone.

Work with the school to achieve the highest possible attendance rate for your son/daughter.

What are the school rules? Punctuality – Students are not allowed to be late for class.

Remaining in class – Students are expected to remain in class for the entire period. They are not permitted to walk out or leave class without permission from the teacher.

No Smoking or using tobacco products of any kind on school property.

Coats/Jackets and Backpacks are to be stored in students’ lockers.

Food/Drink – With the exception of water, food and drink are discouraged in classrooms, labs,or in the gym.

Dress Code – Clothing that is excessively revealing or with inappropriate messages is not acceptable in the school environment.

What do I do if I need to take my son/daughter somewhere?

Call or visit the main office and sign-out your son/daughter. Sign him/her in when you return. Students will be excused from school for Medical/Illnesses, Appointments, Cultural Activities, Athletic Activities, Illnesses or Deaths in the Immediate Family, but the school needs a note from you or an appointment slip to explain the absence. Make sure that your child understands that it is his/her responsibility to make up work/tests required by the teacher, and if you know in advance that your child must be absent, please remind your child to inform the office and his/her teachers. Unexcused absences will result in missed opportunities to complete assignments/tests. Please stress to your child that they should remain in the classroom until their ride arrives. Once their ride arrives, they will be paged from the office. This will maximize their time in the classroom, as opposed to loitering in the hallways.


What if my child is late for school?

If there is a valid reason for your child being late you must send a note, call the school, or sign him/her in so we can admit your son/daughter to class. If there is not a valid reason (ie. They overslept) they will be marked late and guided directly to class.

Can I call my child at school?

We make every effort not to disturb class time except if it is an emergency. If you need to give your son/daughter a message, relay the message to the receptionist and we will call your son/daughter as soon as classes end. There is a pay phone in the school that students may use outside of class time.

What happens if my child is chronically skipping school?

You will be contacted by phone and by letter to keep you informed about your child’s attendance. Your teen must bring a note or you must call the school to explain the absences. If your son/daughter misses too many days of school, the quality of his/her learning is jeopardized and he/she, they will not acquire the necessary hours of instruction, and they may not be eligible for a credit. In extreme cases, the student is retired from school for non-attendance.

What happens if my son/daughter fails a course?

A student who does not meet the expectations in a course (achieves below 50%) their situation will be reviewed by the teacher, principal, guidance counselor and Student Success Teacher. If it is deemed that the student has attended fairly regularly and tried to complete most of the work, they may be recommend for Credit Rescue for the credit. If they had significant absences and completed minimal work, they will be guided to take the course again.

What does my son/daughter need to graduate?

30 credits, 40 hours of Volunteer Work, Successful completion of the Ontario Literacy Test, or if not successful on the test, successful completion of the Ontario Secondary School Literacy Course.

What are School Allowance Cheques?

Students get school allowance cheques as an incentive if they have exemplary attendance in all of their classes (fewer than 3 excused or unexcused absences combined). Students will get these cheques with report cards if they are eligible. Graduating students can earn $25/month and all other students can earn $15/month. Part-time students are not eligible for this incentive.

Can my son/daughter win any Awards?

Each month teachers nominate students of the month, every year there is an Academic Awards Gala in December, in June there is an Athletics Awards Banquet and at Graduation there are a number of awards presented. At the conclusion of each semester, we create an Honour Roll. For each mark between 80% and 89% the student is awarded $25.00. For each mark 90% or above, the student is awarded $50.00. At an assembly in February and in September, these students are honoured in front of the whole student body, and their awards are distributed. Excellence, Hard work, and Perseverance are recognized and rewarded.

Who do I contact if I have questions about my son’s/daughter’s attendance or progress or other matters?

Call or visit Wasse-Abin Wikwemikong High School (859-2870) and speak to a guidance counselor (Ms. Erika Manitowabi) about your concerns. You can also make appointments to meet with your son/daughter’s teacher, our Student Success Teacher who tries to meet with your child to create positive interventions or with the principal.

Senior Student Signing Out Protocol

If a Senior Student (18 or older) signs out at any point during the day, they are only permitted to return with written documentation indicating they have attended an appointment (ie. Medical appointment, counseling appointment, etc.)

Parental Involvement Leads to Student Success!


WASSE-ABIN WIKWEMIKONG HIGH SCHOOL VISION STATEMENT

Wasse-Abin Wikwemikong High School staff and students stand together to promote an environment that fosters a balanced educational journey towards future success within and beyond our community.

We will:

Work individually and collectively to maximize and maintain a sense of pride and accomplishment in all aspects of our shared school experience.

Incorporate the Ojibwe language and culturally relevant curriculum in all areas by integrating community resources.

Take pride in the academic excellence of our school while fostering positive, well-rounded individuals.

Promote a variety of individual and team sports where students demonstrate good sportsmanship, commitment, and strive for excellence both within the school and externally.

Mno-daapnan bmaadziwin Embrace Life Wiiji-gzikem mgizwag Fly with the Eagles


Wasse Abin Wikwemikong High School Staff

2014 – 2015 School Year

Administrative Staff

Dorothy Mandamin – Secretary

Patricia Trudeau – Data Entry Clerk

Counsellors

Erika Manitowabi – Guidance Counsellor/Cooperative Education Teacher

Jillian Peltier – Guidance Counsellor

Teaching Staff

Julie Balen English

Peter Baumgarten Science / Graphic Design and Photography

Caroline Black Science / Mathematics / English

Candace Cheechoo Mathematics / Student Success Teacher

Melissa Cooper Law / English / Learning Strategies

Jackie Corbett Psychology/Anthropology / Geography / Civics

Career Studies / Senior Learning Strategies

Patricia Debassige Math / Family Studies / Health / Geography

Holly Hoy Alternative Education

Chris Mara Science / Mathematics

Valerie O’Leary Art / Dance / Fashion /Hair Styling & Aesthetics

Joyce Pitawanakwat History / Drama / Native and Family Studies

Maureen Peltier Science / Social Studies / Student Council

Outdoor Education

Sandra Peltier Native Language / Native Studies

Marcel Recollet Guidance and Career Studies/ Civics

Homes and Shelter/ Fitness / Outdoor Ed

Jason Thibault Business Studies / Construction Technology

Clifton Wassengeso Physical Education / Exercise Science

Support Staff

Nelson Wood Special Education Resource Teacher

Illa Proulx Education Assistant

Brian Pitawanakwat Education Assistant

Francis Trudeau Education Assistant

Operations and Maintenance

Pat Peltier Head of Mainteance

Tim Pangowish

Peter George

Rosemary Wakegijig

Robert Trudeau

Eleanor Rivers

Principal

Mick Staruck


DATES TO REMEMBER 2014-2015

September 2 ................................................................................................... First day of School

September 15 ......................................................................... Last Day To Add Or Drop Classes

October 8 ........................................................................................ Progress Reports Sent Home

October 9/10 .............................................WBE Education Conference – No School for Students

October 13 .................................................................................................. Thanksgiving Holiday

November 12 .................................................................................................... End of First Term

November 26 ........................................................................ Parent / Teacher Report Card Night

December 22 to January 2 ...................................................................................Chrismas Break

December 31 ......................................................... New Years Eve Pow Wow at the High School

January 26, 27, 28, 29 ................................................................................... High School Exams

February 2 .......................................................... PD Day for Teachers – No School for Students

February 3 ................................................................................ Second Semester Classes Begin

February 16 ................................................................................................... Family Day Holiday

March 16 to 20 .......................................................................................................... March Break

April 3 and 6 ....................................................................................Good Friday / Easter Monday

March 13 ......................................................................................... Progress Reports Sent Home

April 20 ............................................................................................................. End of First Term

April 30 ................................................................................. Parent / Teacher Report Card Night

May 18 .......................................................................................................... Victoria Day Holiday

June 19, 23 ............................................................................................................... Final Exams

June 25 ....................................................................................................... Grade 12 Graduation

June 22 .................................................................................................................. Board Holiday

June 26 .................................................................. Professional Development Day For Teachers




Regular Daily Schedule (Monday, Tuesday, Thursday, Friday) Period 1: 9:00 – 10:17 Period 2: 10:21 – 11:38 Lunch: 11:38 – 12:22 Period 3: 12:22 – 1:39 Period 4: 1:43 – 3:00 Student Success Block 3:04 – 3:30 Dismissal 3:30

Regular Wednesday Schedule

Period 1: 9:00 – 10:17 Period 2: 10:21 – 11:38 Lunch: 11:38 – 12:22 Period 3: 12:22 – 1:39 Period 4: 1:43 – 3:00 Dismissal 3:00 Teacher Collaborative Inquiries 3:00 – 4:00

2:00 pm Dismissal – The First Wednesday of Every Month

Period 1: 9:00 – 10:01 Period 2: 10:05 – 11:06 Period 3 11:10 – 12:12 Lunch: 12:12 – 12:52 Period 4: 12:56 – 2:00


CODE OF STUDENT BEHAVIOUR & EXPECTATIONS

Expectations STUDENTS AT WASSE-ABIN WIKWEMIKONG HIGH SCHOOL… Value and recognize the importance of learning Demonstrate self-discipline in learning and behaviour Show pride and respect for self, others, the school community, and the school property Are punctual and are rarely absent from school Are organized and prepared to take an active role in the learning process Recognize the importance of reading daily Complete all assignments on time and with their best effort Assume responsibility for homework completion Are active and positive participants in school activities Recognize and understand their role in the local and global community BE THE BEST YOU CAN! Limits & Rules

Punctuality – Students are not allowed to be late for class.

No Smoking or use of tobacco products of any kind near the school building.

Coats/Jackets and Backpacks are to be stored in students’ lockers.

Food/Drink – With the exception of water, food and drink are discouraged in classrooms, labs, or in the gymnasium.

Remaining in class – Class time is valuable and not to be wasted. Students are expected to remain in class for the entire period

Personal electronics – These devices should not disrupt teacher instruction. Students need to follow the directions of their teachers regarding these devices in the classroom.

Dress Code – Clothing that is excessively revealing or with inappropriate messages is not acceptable in the school environment.

Indoor Athletic Shoes and Gym Clothes must be worn in the Gym and Fitness Room.

Safe Schools Policy The Wikwemikong Board of Education adopted the Safe Schools Policy in 1997, which entitles all students to a safe and orderly learning environment within its schools. Students involved in any of the following serious incidents will face immediate and ongoing intervention and disciplinary action:

Intimidation, Harassment, and Threats

Assault: Physical and Sexual

Student Misbehaviour Co-Curricular Events (school trips and events)

Trespassing

Vandalism and Theft

Weapons and Replicas


Wasse Abin Wikwemikong High School Attendance Policy

Daily attendance is crucial for building momentum in learning. Students are

required to attend class on a regular basis in order to be successful and

obtain their credit. Wasse-Abin Wikwemikong High School has the

following Attendance Policy in place in regard to unexcused/unexplained

absences:

The following policy has been revised and is in regards to all absences:

Students under the age of 18:

Students who are under the age of 18 require one of the following in order

to explain any absence on their attendance record:

A note from home from a parent or guardian that explains their absence.

A phone call to our office from home from a parent or guardian that explains their absence.

An email from a parent or guardian that explains their absence. A parent or guardian can also sign out their child from the main office.

Students 18 years or older:

A note written and submitted to the main office explaining their absence. NOTE: If you are attending an appointment, please secure a note

from this person, or provide their name and contact number for

verification.

A phone call to the main office explaining their absence. An email to the Data Clerk or principal explaining their absence.

Students under 18 who are not able to produce communication from a

parent or guardian regarding their absences will be considered skipping.

They will be issued an Extended Learning Opportunity (a detention

where you can do your homework or study, to make up the time you

missed) from 3:04 pm to 3:30 pm. Students are encouraged to bring

homework to their Extended Learning Opportunity, and a teacher will be

available to provide one-on-one tutoring where possible. Students may


also completed tests and quizzes they have missed in the Extended

Learning Opportunity room.

Students who skip their end of day Extended Learning Opportunity for their

unexcused absences will have their parents/guardians contacted, will not

be eligible to participate in sports practices, and will not be eligible to go on

student trips. If students continue to skip their Extended Learning

Opportunity, a suspension is considered.

Late Policy

The late policy is in place to discourage students from being frequently late to class. Students arriving late to class on a regular basis miss important learning. They also negatively affect the learning environment of the students who do arrive to class on time. The following are some guidelines and protocols to discourage being late to class:

Students who arrive late to class four times in a week, regardless of age, are issued an Extended Learning Opportunity.

Once they serve this Extended Learning Opportunity, they are issued another Extended Learning Oppotunity for each late after the original four lates for the week.

Each Monday, students begin a fresh start, and their records for lates are back to zero for the week.

If a student refuses to attend, then their parents/guardians are contacted and a suspension is considered.

HOW DO I KNOW IF I HAVE AN EXTENDED LEARNING OPPORTUNITY DURING THE STUDENT SUCCESS BLOCK: It is my responsibility to check the Extended Learning Opportunity list each morning to see if my name is on it. If I see my name on the list, I can either: Make sure I go to my Extended Learning Opportunity from 3:04

pm to 3:30 pm. Or

Bring a note to the main office that explains my absence.


INCENTIVES AT WASSE-ABIN WIKWEMIKONG HIGH SCHOOL Students who have fewer than 3 total absences in a given month are eligible for

the attendance incentive allowance. Cheques to be distributed with mid-term and end of semester report cards.

Christmas Gala Awards Night

Students of the Month Awards

Athletics Banquet

Special trips and planned activities for students with excellent attendance

HOMEWORK POLICY FOR

WASSE-ABIN WIKWEMIKONG HIGH SCHOOL Wasse-Abin Wikwemikong High School recognizes that homework is a necessary part of the learning process, teaching students to be responsible and independent learners. Homework is a way to practice and apply classroom lessons. Because Canada has one of the shortest school years among developed nations, homework is a means of extending learning time. Homework is also one means of building a strong partnership between home and school. Therefore, Wasse-Abin Wikwemikong High School endorses the regular use of homework in all subjects. Homework will be assigned daily at the discretion of the teacher, reflecting the grade level and pathway of the course. The length of the homework assignments indicated below are averages; individual assignments and student learning rates will vary. Homework should be neither lacking nor excessive. Intermediate 9-10 60-120 minutes daily (15 – 30 minutes per subject) Senior 11-12 120-180 minutes daily (30 – 45 min per subject)

What is Assigned for Homework?

- Completion of unfinished work - Test Corrections _

- Studying for tests/exams - Daily Silent Reading

- Project work

- Review assignment

- Practice and review of Mathematical concepts

- Research using library or computer/internet (if available)


ONTARIO SECONDARY SCHOOL DIPLOMA REQUIREMENTS

Students must earn the following compulsory credits in order to obtain the Ontario Secondary School Diploma.

18 COMPULSORY (Credits required by all students)

4 credits in English (1 credit per grade) 2 credits in Native Language 3 credits in mathematics (at least 1 credit in Grade 11 or 12) 2 credits in science 1 credit in Canadian history or Native Studies 1 credit in Canadian geography 1 credit in the arts 1 credit in health and physical education .5 credit in civics .5 credit in career studies. 1 additional credit in health and physical education, or the arts, or business

studies 1 additional credit in science (Grade 11 or 12) or technological education

(Grades 9–12)

ELECTIVES (Credits based on career goals or interest)

Earn 12 additional optional credits OTHER MANDATORY REQUIREMENTS

complete 40 hours of community involvement activities; successfully complete the provincial secondary school literacy test.

THE ONTARIO SECONDARY SCHOOL CERTIFICATE REQUIREMENTS The Ontario Secondary School Certificate will be granted on request to students who leave school before earning the Ontario Secondary School Diploma, provided that they have earned a minimum of 14 credits distributed as follows:

2 credits in English 1 credit in Canadian geography or Canadian history 1 credit in mathematics 1 credit in science 1 credit in health and physical education 1 credit in the arts or technological education 7 credits selected by the student from available courses

The provisions for making substitutions for compulsory credits also apply to the Ontario Secondary School Certificate.


WHAT IS A CREDIT?

A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours. Credits are granted by a principal on behalf of the Minister of Education and Training for courses that have been developed or approved by the ministry. A half credit may be granted for each 55-hour part of a 110-hour ministry-developed course. Half-credit courses must comply with ministry requirements as outlined in the curriculum policy documents. Partial credits may be granted for the successful completion of certain locally developed courses.

For the purpose of granting a credit, “scheduled time” is defined as the time during which students participate in planned learning activities designed to lead to the achievement of the curriculum expectations of a course. Planned learning activities include interaction between the teacher and the student and assigned individual or group work (other than homework) related to the achievement of the learning expectations in the course. Planned learning activities will be delivered through classroom instruction and activities and/or through community placements related to work experience and cooperative education.

COMMUNITY INVOLVEMENT ACTIVITIES REQUIREMENT

As part of the diploma requirements, students must complete a minimum of 40 hours of community involvement activities. These activities may be completed at any time during their years in the secondary school program.

PROCEDURE FOR FULFILLING THE COMMUNITY INVOLVEMENT REQUIREMENT

Students can obtain a form for documentation of hours accumulated for the Community Volunteer Hours Program in the main office. When a student has accumulated volunteer hours the form is submitted to the Data Entry Clerk who will enter the number of hours into the database. The form is then returned to the student until the student has completed his/her 40 hours of community volunteer service. Community agencies inform Wasse-Abin Wikwemikong High School of upcoming volunteer opportunities. These volunteer opportunities are posted on the Guidance Office bulletin board.

THE PROVINCIAL SECONDARY SCHOOL LITERACY TEST

The Wikwemikong Board of Education is subject to a fee of $100 per student requesting to write the Ontario Secondary School Literacy Test (OSSLT). As a result of the cost incurred, students are granted one opportunity to attempt the OSSLT. In the event that students do not pass on or more portions of the OSSLT, the students are automatically enrolled in the Ontario Secondary School Literacy Course (OSSLC). Enrolment priority will be given to those students approaching the end of their studies at Wasse-Abin Wikwemikong High School.


SUBSTITUTIONS FOR COMPULSORY COURSES In order to allow flexibility in designing a student’s program and to ensure that all students can qualify for the secondary school diploma, substitutions may be made for a limited number of compulsory credit courses using courses from the remaining courses offered by the school that meet the requirements for compulsory credits. To meet individual students’ needs, principals may replace up to three of these courses (or the equivalent in half courses) with courses from the remainder of those that meet the compulsory credit requirements. In all cases, however, the sum of compulsory and optional credits will not be less than thirty for students aiming to earn the Ontario Secondary School Diploma and not less than fourteen for those aiming to earn the Ontario Secondary School Certificate. Substitutions should be made to promote and enhance student learning or to meet special needs and interests.

The decision to make a substitution for a student should be made only if the student’s educational interests are best served by such substitution. If a parent or an adult student requests a substitution, the principal will determine whether or not a substitution should be made. A principal may also initiate consideration of whether a substitution should be made. The principal will make his or her decision in consultation with the parent or adult student and appropriate school staff. In cases where the parent or adult student disagrees with the decision of the principal, the parent or adult student may go to the Wikwemikong Board of Education to review the matter.

Each substitution will be noted on the student’s Ontario Student Transcript.

POLICY AND PROCEDURE FOR WAIVING OF PREREQUISITES

Any prerequisites that are considered to be appropriate are stated in the Wasse-Abin Wikwemikong High School Handbook. In cases where individual students or parents request exemption from a prerequisite course, the principal of Wasse-Abin Wikwemikong High School will rule on the request, with the exception of courses in English and mathematics. For example, a student must earn ENG 1P0 (i.e., prerequisite) to enroll in ENG 2P0. In the case where a prerequisite is waived, a Letter for Waiving Prerequisites is completed by the principal and is filed in the OSR for future reference.

PRIOR LEARNING ASSESSMENT AND RECOGNITION Prior Learning Assessment and Recognition (PLAR) process is the formal evaluation and credit-granting process whereby students may obtain credits for prior learning. Students may have their knowledge and skills evaluated against the expectations outlined in provincial curriculum policy documents in order to earn credit towards the secondary school diploma. Students interested in more information on PLAR may speak to the principal at least one week prior to the start of a new semester.


COURSE CODING All courses are designated by a 5-digit code (i.e. ENG 2P, MPM 1D, CGE 3E, MTT 4G):

The first three characters of the course codes are those given in the ministry’s list of common course codes to indicate the subject.

The fourth character indicates the grade of a course, as follows: 1 (Grade 9), 2 (Grade 10), 3 (Grade 11), and 4 (Grade 12). For courses in English Literacy Development and Native languages only, it indicates the level of a course, as follows: A (Level 1), B (Level 2), C (Level 3), D (Level 4), and E (Level 5).

The fifth character indicates the type of course, as follows: D (academic), P (applied), O (open), E (workplace preparation), L (locally developed), C (college preparation), U (university preparation), M (university/ college preparation), and T (transfer).

For students who began secondary school between 1984–1985 and 1999–2000, the fifth character indicates the level of difficulty of a course, as follows: A (advanced), B (basic), and G (general) for courses based on ministry curriculum guidelines; and X (advanced), Y (basic), and Z (general) for non- guideline courses.

Course codes beginning with “K” indicate courses consisting of alternative expectations, which do not lead to credits. These codes are structured somewhat differently: the fourth character indicates the year of attendance in secondary school (A for the first year, B for the second, etc.); and the fifth character N, indicates a non- credit course.

UNDERSTANDING TYPES OF COURSES

All schools will offer both a sufficient number of courses and courses of appropriate types to enable students to meet the diploma requirements. Schools are not expected to offer all courses in all course types. The types of courses available in the secondary school program are described below. In Grades 9 and 10, three types of courses are offered: academic courses, applied courses, and open courses. Academic courses emphasize theory and abstract problems. Applied courses focus on practical applications and concrete examples. Both types of courses set high expectations for students while preparing them for studies in the senior grades. Open courses are described below. In Grades 11 and 12, courses offered to prepare students for their postsecondary destinations include: university preparation courses, developed in close collaboration with universities; university/college preparation courses, developed in close collaboration with both universities and colleges; college preparation courses, developed in close collaboration with colleges; and workplace preparation courses, developed in close collaboration with representatives from a variety of workplaces. Open courses are also offered in Grades 11 and 12


Open courses, offered in all secondary school grades, are designed to prepare students for further study in certain subjects and to enrich their education generally. Like the other types of courses, open courses are credit-based and are counted towards the 30 credits required to meet diploma requirements. Transfer courses, available in Grades 10, 11, and 12, offer students a means of transferring from one type of course to another if their interests and goals change during secondary school. Like the other types of courses, transfer courses are credit-based and are counted towards the 30 credits required to meet diploma requirements.

Locally Developed courses are not described in the ministry curriculum policy document. Students with widely ranging levels of competency may require this type of course; some of these students may be up to four years behind grade level with significant gaps in knowledge, conceptual understandings, and skills. The locally developed courses support students in developing and enhancing strategies that they need to develop skills and confidence to use these skills in their day-to-day lives.


Grade 9 Courses and Descriptions

Course Code, Course Name, Level, Prerequisite

Course Description

AVI 1O, Grade 9 Visual Art – Open Prerequisite: None

Students will become familiar with the elements and principles of design and the expressive qualities of various materials through working with a range of materials, processes, techniques, and styles.

CGC 1P, Grade 9 Geography – Applied

Prerequisite: None

This course focuses on current geographic issues that affect Canadians. Students will draw on their personal and everyday experiences as they explore issues relating to food and water supplies, competing land uses, interactions with the natural environment, and other topics relevant to sustainable living in Canada. They will also develop an awareness that issues that affect their lives in Canada are interconnected with issues in other parts of the world. Throughout the course, students will use the concepts of geographic thinking, the geographic inquiry process, and spatial technologies to guide and support their investigations.

CGC 1D, Grade 9 Geography – Academic Prerequisite: None

This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic, and social geographic issues relating to topics such as transportation options, energy choices, and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place in which to live.

ENG 1P, Grade 9 English – Applied Prerequisite: None

This course is designed to develop the key oral communication, reading, writing and media literacy skills students need for success in secondary school and daily life. Students will read, interpret, and create a variety of informational literacy, and graphic texts.

ENG 1D, Grade 9 English – Academic Prerequisite: None

This course is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs

and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms.

ENG 1L, Grade 9 English – Locally Developed Prerequisite: None

This course provides literacy and communication skills to prepare students for success in their daily lives and in the workplace. The students develop listening and talking skills, reading and viewing skills, and writing skills in authentic contexts.

GLS 1O, Grade 9 Learning Strategies: Skills for Success in Secondary School – Open Prerequisite: None

This course explores learning strategies and helps students become better, more independent learners while increasing their personal management skills, both in school and in other contexts.


Grade 9 Courses and Descriptions

Course Code, Course Name, Level, Prerequisite

Course Description

LNO BO, Grade 9 Native Language – Level 2 Open Prerequisite: At least 4 years of study of a Native Language in elementary school, successful completion of NL1 (LNO AO), or demonstrated proficiency

Students will expand their vocabulary and knowledge of phrases and expressions, using simple dialogues, narrative writing, grammatical constructions, and reading, and to exchange information electronically.

MAT 1L, Grade 9 Mathematics – Locally Developed Prerequisite: None

This course emphasizes further development of mathematical knowledge and skills to prepare students for success in their everyday lives and in the workplace. Students develop skills in money sense, measurement and proportional reasoning by solving everyday problems.

MFM 1P, Grade 9 Foundations of Mathematics – Applied Prerequisite: None

This course enables students to develop mathematical ideas and methods through the exploration of applications, the effective use of technology, and extended experience with hands-on activities

MPM 1D, Grade 9 Mathematics – Academic

Prerequisite: None

Students will investigate relationships between volume and surface area of objects in measurement, and apply extended algebraic skills in problem solving.

NAC 1O,

Grade 9 Expressing Aboriginal Cultures – Open Prerequisite: None

Students will learn to identify Aboriginal art forms and describe relationships between the art forms and Aboriginal traditions, philosophy and culture.

PPL 1O(B), Grade 9 Healthy Active Living (Boys) – Open Prerequisite: None

Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention.

PPL 1O (G), Grade 9 Healthy Active Living (Girls) – Open Prerequisite: None

Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention.

SNC 1P, Grade 9 Science – Applied Prerequisite: None

Students will design and conduct investigations into practical problems and issues related to cell division and reproduction, the structure and properties of elements and compounds, astronomy and space exploration, and static and current electricity.

SNC 1D, Grade 9 Science – Academic

Prerequisite: None

Students will learn scientific theories and conduct investigations related to cell division and reproduction; atomic and molecular structures and the properties of elements and compounds; the universe and space exploration; and the principles of electricity

TIJ10 Exploring Technologies, Grade 9, Open Prerequisite: None

This course enables students to further explore and develop technological knowledge and skills introduced in the elementary science and technology program. Students will be given the opportunity to design and create products and/or provide services related to the various technological areas or industries, working with a variety of tools, equipment and software commonly used in industry.


Grade 10 Courses and Descriptions Course Code, Name, Level, Prerequisite Course Description

ADA20 Dramatic Arts, Grade 10, Open Prerequisite: None

This course requires students to actively explore dramatic forms and techniques, using their own ideas and concerns as well as sources selected from a wide range of authors, genres, and cultures. Student learning will include identifying and using the principles of space, time, voice and movement in creating, sustaining and communicating authentic roles within a drama.

ATC20

Dance, Grade 10, Open

Prerequisite: None

This course emphasizes the development of students’ technique and creative skills relating to the elements of dance and the tools of composition in a variety of performance situations. Students will identify responsible personal and interpersonal practices related to dance processes and production, and will apply technologies and techniques through the process of creation to develop artistic scope in the dance arts. This course is affiliated with the “Outside Looking In” Hip Hop Dance Program.

AVI 2O, Grade 10 Visual Arts - Open Prerequisite: None

This course emphasizes learning through practice; building on what students know; and introducing them to new ideas, materials, and processes for artistic thinking and experimentation. Student learning will include the refined application of the elements and principles of design, incorporating the creative and design processes, and the relationship between form and content. Students will also learn about the connections between works of art and their historical contexts.

BBI 2O Introduction to Business, Grade 9 or 10 - Open Prerequisite: None

This course introduces students to the world of business, including the concepts, functions, and skills required for meeting the challenges of operating a business in the twenty-first century on a local, national, and/or international scale. Students will also learn concepts and skills related to personal finance, entrepreneurship, and international business.

CHV 2O, Grade 10 Civics (0.5 Credit) – Open Prerequisite: None

This course explores rights and responsibilities associated with begin an active citizen in a democratic society. Students will explore issues of civic importance….while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate, and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them.

CHC2D Grade 10 Academic History Prerequisite: None

This course explores social, economic, and political developments and events and their impact on the lives of different groups in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on Canadian identity, citizenship and heritage. They will develop their ability to apply the concepts of historical thinking and the historical thinking process, including the interpretations and analysis of evidence, when investigating key issues and events in Canadian History since 1914.



CHC 2P, Grade 10 Canadian History – Applied Prerequisite: None

This course focuses on the social context of historical developments and events and how they have affected the lives of people in Canada since 1914. Students will explore interactions between various communities in Canada as well as contributions of individuals and groups to Canadian heritage and identity. Students will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating the continuing relevance of historical developments and how they have helped shape communities in present-day Canada.

ELS20 Literacy Skills: Reading and Writing Grade 10, Open Prerequisite: Grade 9 Academic, Applied or Locally Developed English

This course is designed to help students strengthen essential reading and writing skills, providing them with the extra literacy support they need in order to graduate. Students will read informational, graphic and literary texts, with a focus on locating information, identifying main ideas and supporting details, building vocabulary, and consolidating skills in the application of key comprehension strategies. The course will also help students develop core learning strategies.

ENG 2L, Grade 10 English - Locally Developed Prerequisite: A Grade 9 English Credit

Students focus on extending their literacy and communication skills to prepare for success in their daily lives and in the workplace. Students will extend listening and talking skills, reading and viewing skills, and writing skills in authentic contexts.

ENG 2P, Grade 10 English – Applied Prerequisite: ENG 1D or ENG 1P

This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in secondary school and daily life. Students will study and create a variety of informational, literary, and graphic texts.

ENG 2D, Grade 10 English – Academic Prerequisite: ENG 1D or ENG 1P

This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms.

GLC 2O, Grade 10 Career Studies (0.5 Credit) – Open Prerequisite: None

This course teaches students how to develop and achieve personal goals in education and work and contribute to their communities.

HIF20 Individual and Family Living, Grade 10, Open Prerequisite: None

This course explores the challenges faced by all people: how to meet basic needs, how to relate to others, how to manage resources, and how to become responsible members of society. Students will acquire knowledge and skills that are needed to make the transition to adulthood. Teachers will instruct students in developing interpersonal, decision-making and practical skills related to daily life.

HFN 2O,

Grade 10 Food and Nutrition – Open Prerequisite: None

This course explores the factors that affect attitudes and decisions about food, examines current issues of body image and food marketing, and is grounded in the scientific study of nutrition.



LNO CO, Native Language - Level 3 Open, Prerequisite: LNO BO or demonstrated proficiency

Students will communicate by suing a variety of phrases and expressions, create short conversations, skits, stories, and narratives, use information technology, and develop an aware-ness of the structural and functional workings of a Native Language. Mandatory at Wasse-Abin Wikwemikong High School.

MAT 2L, Grade 10 Mathematics – Locally Developed Prerequisite: A Grade 9 Mathematics credit

This course emphasizes the extension of mathematical knowledge and skills to prepare students for success in their everyday lives, and in the workplace. Students develop and extend skills in money sense, measurement and proportional reasoning by solving everyday problems.

MFM 2P, Grade 10 Mathematics – Applied Prerequisite: MPM 1D or MFM 1P

The effective use of technology in learning and in solving problems will be a focus of the course.

MPM 2D, Grade 10 Mathematics – Academic Prerequisite: MPM 1D or MFM 1P

This course enables students to broaden their understanding of relations, extend their skills in multi-step problem solving, and continue to develop their abilities in abstract reasoning.

NAC 2O, Grade 10 Aboriginal Peoples in Canada – Open Prerequisite: None

This course emphasizes historical and contemporary issues that affect the relationship between Aboriginal peoples and Canadian governments.

PPL 2O, Grade 10 Healthy Active Living (Co-Ed) - Open Prerequisite: None

Student learning will include the application of movement principles to refine skills; participation in a variety of activities that enhance personal fitness, and health and examine issues related to healthy lifestyle.

SNC 2L, Grade 10 Science – Locally Developed Prerequisite: None

This course emphasizes reinforcing and strengthening science-related knowledge and skills, including scientific inquiry, critical thinking, and the environmental impact of science and technology, to prepare students for success in everyday life and in the workplace.

SNC 2P, Grade 10 Science – Applied Prerequisite: SNC 1D or SNC 1P

Students will design and conduct investigations into everyday problems and issues related to ecological sustainability, chemical reactions, weather systems, and motion.

TCJ 2O, Grade 10 Construction Technology – Open Prerequisite: None

This course requires students to design, build, and evaluate projects using design instruments and machine and hand tools. Students will solve technological problems through a variety of media; identify and describe building materials and other resources needed to construct, maintain, and service buildings; identify support systems and components; apply safety rules related to materials, processes, and equipment; identify common architectural styles; and identify careers related to construction technology.

TFJ 2O Grade 10 Hospitality and Tourism Technology, Open Prerequisite: None

Students will study food origins, food-handling techniques and food preparation, health and safety standards, and the use of specialized tools and equipment. They will also develop effective communication and management skills, and identify career opportunities in the hospitality and tourism industry.


TXJ20 Hairstyling and Aesthetics, Grade 10 , Open Prerequisite: None

This course presents hairstyling, make-up, and nail care techniques from a salon/spa perspective. Using materials, processes, and techniques used in the industry, students learn fundamental skills in hairstyling, giving manicures and facials, and providing hair/scalp analyses and treatments. Students will also consider related environmental and societal issues, and will explore secondary and postsecondary pathways leading to careers in the field of hairstyling and aesthetics.


BAF3M

Financial Accounting Fundamentals, Grade 11, University / College

Prerequisite: None

This course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and ethics and current issues in accounting.

BDI 3C, Grade 11 Entrepreneurship: The Venture – College Prerequisite: None

This course focuses on ways in which entrepreneurs recognize opportunities, generate ideas, and organize resources to plan successful ventures that enable them to achieve their goals. Students will create a venture plan for a school-based or student-run business. Through hands-on experiences, students will have opportunities to develop the values, traits, and skills most often associated with successful entrepreneurs.

CLU 3M,

Grade 11 Understanding Canadian Law – University/College

Prerequisite: CHC 2P or CHC 2D

This course explores Canadian law with a focus on legal issues that are relevant to people’s everyday lives. Students will investigate fundamental legal concepts and processes to gain a practical understanding of Canada’s legal system, including the criminal justice system. Students will use critical-thinking, inquiry and communication skills to develop informed opinions on legal issues and apply this knowledge in a variety of ways and settings, including case analysis, legal research projects, mock trials and debates.

ENG 3C,

Grade 11 English – College

Prerequisite: ENG 2P

This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will study the content, form, and style of a variety of informational and graphic texts, as well as literary texts from Canada and other countries, and create oral, written, and media texts in a variety of forms

for practical and academic purposes.

ENG 3U,

Grade 11 English – University

Prerequisite: ENG 2D

This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyze challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms.



ENG3E

Grade 11 English – Workplace Preparation

Prerequisite: English, Grade 10 Applied or Locally Developed English

This course emphasizes the development of literacy, critical thinking, and communication skills. Students will study the content, form, and style of informational texts and literacy works; write explanations, letters, and reports; and investigate the connections among media forms, audiences, and media industry practices. An important focus will be on using language clearly, accurately, and effectively in a variety of contexts.

HNC 3C,

Grade 11 Fashion and Creative Expression – Open

Prerequisite: None

This course explores what clothing communicates about the wearer and how it becomes a creative and entrepreneurial outlet through the design and production processes. Students will learn about the nature of fashion design; the characteristics of fibres and fabrics; the construction, production, and marketing of clothing.

HSP3U Introduction to Anthropology, Psychology, and Sociology, Grade 11, University Preparation Prerequisite: The Grade 10 Academic course in English, or the Grade 10 Academic History course.

This course provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science research, and to become familiar with current thinking on a range of issues within the three disciplines.

IDC30

Interdisciplinary Studies,

Grade 11, Open

Prerequisite: None

This course will help students combine the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline.

IDP30

Interdisciplinary Studies

Grade 11, Open

Prerequisite: Prerequisite for each course in the package

This course will help students combine the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. This course is run in partnership with Coalition Music Recording Studios and Rogers Communication, and is the foundation of our “Music Business” course.

MBF 3C,

Grade 11 Mathematics of Personal Finance – College

Prerequisite: MFM 2P

This course enables students to broaden their understanding of exponential growth and of important areas of personal finance.

MCR 3U

Grade 11 Function and Relations – University

Prerequisite: MPM 2D

This course introduces some financial applications of mathematics, extends students’ experiences with functions, and introduces second-degree relations.

MEL 3E,

Grade 11 Mathematics for Everyday Life – Workplace

This course enables students to broaden their understanding of mathematics as it is applied in important areas of day-to-day living.



Prerequisite: MPM 1D or MFM 1P or MAT 2L

PAD30

Physical Education: Emphasis – Outdoor Education

Prerequisite: None

This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable physical activities that have the potential to engage students’ interest throughout their lives. Students will be encouraged to develop personal competence in a variety of movement skills and will be given opportunities to practice goal-setting, decision-making, social, and interpersonal skills. Students will also study the components of healthy relationships, reproductive health, mental health, and personal safety. Students will take part in a variety of traditional and cultural outdoor activities, and obtain various certifications that would be beneficial in the outdoors.

PAF30,

Grade 11 Healthy Active Living: Emphasis Personal Fitness

Open, Prerequisite: None

This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable physical activities that have the potential to engage students’ interest throughout their lives. The emphasis of the course will be on personal fitness.

PPL 3O, Grade 11 Healthy Active Living – Open Prerequisite: None

This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable physical activities that have the potential to engage students’ interest throughout their lives.

PPZ 3O, Grade 11 Health for Life – Open Prerequisite: None

This course helps students develop a personalized approach to healthy living. Students will examine the factors that affect their own health and the health of individuals as members of the community. They will learn about the components of the Vitality approach to healthy living – an initiative that promotes healthy eating, an active lifestyle, and a positive self-image.

SBI3C

Grade 11 Biology – College Preparation

Prerequisite: Science, Grade 10 – Academic or Applied

This course focuses on the processes involved in biological systems. Students will learn concepts and theories as they conduct investigations in the areas of cellular biology, microbiology, animal anatomy and physiology, plant structure and physiology, and environmental Science. Emphasis will be placed on the practical application of concepts.

SBI3U Biology, Grade 11, University Prerequisite: Grade 10 Science, Academic

This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.

SCH3U Chemistry, Grade 11, University Prerequisite: Grade 10 Science, Academic

This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the



impact of some common chemical reactions on society and the environment.

SPH3U

Physics, Grade 11, University

Prerequisite: Grade 10 Science Academic

This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyze the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.

SVN3E

Environmental Science, Grade 11, Workplace

Prerequisite: Grade 9 Science, Academic or Applied, or a Grade 9 or 10 locally developed compulsory credit course in Science

This course provides students with the fundamental knowledge of and skills relating to environmental science that will help them succeed in work and life after secondary school. Students will explore a range of topics, including the impact of human activities on the environment; human health and the environment; energy conservation; resource science and management; and safety and environmental responsibility in the workplace. Emphasis is placed on relevant, practical applications and current topics in environmental science, with attention to the refinement of students’ literacy and mathematical literacy skills as well as the development of their scientific and environmental literacy.

TGJ3M

Communications Technology

Grade 11, University/College

Prerequisite: None

This course examines communication technology from a media perspective. Students will develop knowledge and skills as they design and produce media projects in the areas of live, recorded and graphic communications. Students will also develop an awareness of related environmental and societal issues, and will explore college and university programs and career opportunities in the various communications technology fields.


AEA 4O,

Grade 12 Exploring the Arts – Open

Prerequisite: Grade 9 or 10 Art course

This course emphasizes the explorations of knowledge and skills related to the creation, interpretation, and production of works in various art media including but not limited to visual art, photography, and traditional arts.

CGR4M

The Environment and Resource

Management, Grade 12, University/College

This course investigates the complexity and fragility of ecosystems and the pressures human activities place on them. Students will examine ecological processes, the principles of sustainability, and strategies for resource management, with a focus on the challenges of environmental degradation and resource depletion.



Prerequisite: Any university, university/college preparation course in Canadian and World Studies, English, or Social Sciences and the Humanities

Students will use geo-technologies and skills of geographic inquiry to explain and evaluate various approaches to achieving a more sustainable relationship between people and their environment.

ENG 4C,

Grade 12 English – College

Prerequisite: ENG 3C

This course emphasizes the consolidation of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a variety of informational and graphic texts, as well as literary texts from various countries and cultures, and create oral, written, and media texts in a variety of forms for practical and academic purposes.

ENG4E

English

Grade 12

Workplace

Prerequisite: Grade 11 English, Workplace

This course emphasizes the consolidation of literacy, communication, and critical and creative thinking skills necessary for success in the workplace and in daily life. Students will analyse informational, graphic, and literacy texts and create oral, written, and media texts in a variety of forms for workplace-related and practical purposes.

ENG 4U,

Grade 12 English – University

Prerequisite: ENG 3U

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.

GLS 4O

Advanced Learning Strategies: Skills for Success after Secondary School - Open

Prerequisite: GLC 2O

This course improves students’ learning skills, preparing them to make successful transitions to work and postsecondary education and become independent, lifelong learners. Students will learn how to assess their learning abilities and use critical reading, time management, and other techniques for promoting effective learning. I

HSB4U

Challenge and Change in Society, Grade 12, University Preparation

Prerequisite: Any university, university/college preparation course in Canadian and World Studies, English, or Social Sciences and the Humanities

This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyze how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyze causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change.

IDC40

Interdisciplinary Studies, Grade 12, Open

Prerequisite: None

This course emphasizes the development of practical skills and knowledge to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Through individual and collaborative inquiry and research into contemporary issues, real-life situations, and careers, students will apply the principles and skills derived from the complementary subjects and disciplines studied, evaluate the reliability of information,



and examine how information technology can be used safely, effectively and legally. They will also learn how to select strategies to define problems, research alternative solutions, assess their thinking in reaching decisions, and adapt to change as they acquire new knowledge.

IDC4U

Interdisciplinary Studies,

Grade 12, University

Prerequisite: Any University or College Preparation Course

This course will help students develop and consolidate the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. They will also assess their own cognitive and affective strategies, apply general skills in both familiar and new contexts, create innovative products, and communicate new knowledge.

LNODO

Native Languages (NL4)

Level 4, Open

Prerequisite: Native Languages, Level 3, or demonstrated proficiency

This course will provide students with opportunities to further develop their knowledge of a Native language and of Native philosophy, spirituality, and values, and to enhance their sense of identity and self-worth. Students will increase their vocabulary and their facility in using idioms, and will use the Native language to analyse literature, discuss various issues that affect the local community, and exchange information electronically.

MEL 4E, Grade 12 Mathematics for Work and Everyday Life – Workplace Prerequisite: MEL 3E

This course enables students to broaden their understanding of mathematics as it is applied in the workplace and daily life. Students will investigate questions involving the use of statistics; apply the concept of probability to solve problems involving familiar situations; investigate accommodation costs, create household budgets, and prepare a personal income tax return; use proportional reasoning; estimate and measure; and apply geometric concepts to create designs. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

MHF 4U,

Grade 12 Advanced Functions - University

Prerequisite: MCR 3U or MCT 4C

This course extends students’ experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric 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 who plan to study mathematics in university and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs.

OLC 4O,

Ontario Secondary School Literacy Course – Open

This course is only available to students who have been unsuccessful on the Literacy Test two times. This course will help students meet the expectations for the Literacy Test graduation requirement.

PPL 4O,

Grade 12 Healthy Active Living Education – Open

Prerequisite: None

This course focuses on the development of a personalized approach to healthy active living through participation in a variety of sports and recreational activities that have the potential to engage students’ interest throughout their lives.



PSE4U

Exercise Science

Grade 12, University

Prerequisite: Any Grade 11 university/college prep course in Science or Grade 11 or 12 physical education course

This course focuses on the study of human movement and of systems, factors, and principles in involved in human development. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sports, and the factors that influence an individual’s participation in physical activity.

TGJ40

Communications Technology: Digital Imagery and Web Design

Grade 12, Open

Prerequisite: None

This course enables students to develop knowledge and skills in the areas of photography, digital imaging, animation, 3D modeling, and web design. Students will work both independently and as part of a production team to design and produce media products in a project-driven environment.


COURSE CHANGE DEADLINES Once classes have commenced, the deadline for any class or timetable changes is 10 school days from the beginning of each semester. Parents must consent to any changes involving compulsory courses and/or changes in course type (ie.s Academic to Applied).

COURSES OF STUDY

The courses offered by Wasse-Abin Wikwemikong High School have been developed according to the requirements of the Ministry of Education and Training. The ministry inspects our high school annually and a part of this inspection includes a review of courses of study. Copies of courses of study for all courses offered at Wasse-Abin Wikwemikong High School are available for perusal by students and parents/guardians. For more information, please contact the individual subject teacher or the principal. **In the first week of each semester, students are given a course syllabus that includes a description of the course structure, overall expectations, information on evaluation, and major test and project dates.

PROCEDURE FOR OFFERING PRIVATE STUDY Students may be granted permission to take an Independent Learning Course if the student is in his or her final year of study at Wasse-Abin Wikwemikong High School. In special circumstances, when a course is not offered through regular programming, a student who requires an Independent Learning Course (ILC) may be granted permission to enrol in independent study.

1) Upon consultation with the Guidance Department, a student and parent (if under the age of 18) will submit a written request to the principal to undertake an Independent Learning Course.

2) The principal will rule on the request based on the student’s academic record, school attendance trend and current course load.

3) Students will be required to complete the ILC within the specific time frame of the semester.

4) Wasse-Abin Wikemikong High School will not grant a credit until the student submits the required official documentation on achievement in that particular course.

If a graduating student needs an independent course for their area of study that is not offered through WAWHS Independent packages, the school will consider ordering an independent course via the TV Ontario ILC courses.


PROCEDURE FOR TRANSFER COURSES

A transfer course is a partial-credit course that bridges the gap between courses of two different types in the same subject and grade. Students who revise their educational and career goals and who wish to change from one destination-related stream to another in a particular subject may often do so by taking a transfer course. Transfer courses enable students to achieve the expectations not covered in one course type but required for entry into a course in the next grade. For example, the prerequisite for the Grade 11 university preparation course in English is the Grade 10 academic course in English. A student who is taking the applied English course in Grade 10 but who decides to enter the university preparation course in Grade 11 may do so by taking a transfer course.

Transfer courses will be offered for students who wish to change from one course type to another in the same subject between Grade 10 and Grade 11 or between Grade 11 and Grade 12. A transfer course can be taken as a summer course or as an independent-study or partial-credit course within school hours.

PROCEDURE FOR CHANGING COURSE TYPES A student may be identified as requiring a change in course type by a teacher, parent/guardian or guidance counsellor. Requests for changing course type may be initiated by the parent/guardian, principal or student. The student and parent (if student is under the age of 18, unless the student is 16 years of age and is self-supporting) are required to complete a Letter of Agreement for Changing Course Type Form. This form will also indicate whether a transfer credit course is required in order to allow for the change in course type (e.g., from Applied to Academic). This form can be obtained from the Wasse-Abin Wikwemikong High School Guidance Department. Upon review, the principal may change the course type of those listed as compulsory courses. A copy of this document will be filed in the student’s OSR. If a student transfers to another school, a copy of this document will accompany the transfer application.


COOPERATIVE EDUCATION AND WORK EXPERIENCE

Students’ education must be appropriate to their strengths, interests, and needs, and must prepare them for the future. To ensure that it does so, school boards must provide cooperative education programs and work experience to help students to acquire knowledge and skills and to apply this learning in practical situations. Such opportunities will help students see the relationship between the curriculum and the world beyond the school. This practical experience will help them decide what they would like to do and will assist them in making successful transitions to postsecondary education, apprenticeship programs, or directly to the workplace. In some situations, students in Grades 9 and 10 may benefit from cooperative education and work experience. Courses of all types and in all disciplines may be offered through the cooperative education mode. Work experience, when offered, is part of a credit course and provides students with a learning opportunity in the workplace for a limited period of time – that is, from one to four weeks. Cooperative education programs and work experience will be developed and implemented in accordance with ministry policy.

Planned learning experiences in the community can enhance the school program, familiarize students and teachers with current workplace practices, increase students’ awareness of career opportunities, provide concrete applications of curriculum, and give students and teachers a better understanding of employers’ expectations. Such programs complement students’ academic programs and are valuable for all students, whatever their postsecondary destination. For students who intend to enter the work force directly from school, such programs provide personal contacts with potential employers. For students who intend to enter college or university, the programs provide information that they will find helpful in making educational and career choices. For exceptional students fourteen years of age and older, planned learning experiences in the community need to be considered in the development of the transition plan in the student’s IEP.

Cooperative education and work experience are available to students in the following forms:

school-arranged experiences that are tied to the curriculum, including work experience placements in the community and in-school work simulations

cooperative education programs and work experience

Schools may expand these programs in the following ways to provide opportunities for all students:

Programs may be developed for students who have previously not been involved in cooperative education.

A one- to two-week work experience component may be added in all types of courses.


Placements for students may be found in new employment sectors.

Schools may develop ways of making use of the resources in the community for educational purposes (e.g., use the Internet to seek information from employers in the community to help them complete their assignments).

All forms of cooperative education and work experience will include the following:

pre-placement instruction (e.g., instruction on topics such as interviews, résumés, health and safety in the workplace, and legal and harassment issues)

provision of Workplace Safety and Insurance Board coverage

a learning plan (including assessment criteria) based on the curriculum expectations of courses in the provincial curriculum policy documents and on the expectations of participating employers

assessment of students’ progress through regular monitoring of their learning in the workplace setting

opportunities for students to analyse their out-of-school experiences and to integrate them with their in-school learning

evaluation of students’ learning to determine whether course expectations have been met

ASSESSMENT POLICY

Assessment and Evaluation of Student Achievement

The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices.

Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in a course. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In Ontario secondary schools, the value assigned will be in the form of a percentage grade.

Assessment and evaluation will be based on the provincial curriculum expectations and the achievement levels outlined in the curriculum policy document for each discipline.


In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

address both what students learn and how well they learn;

are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart that appears in the curriculum policy document for each discipline;

are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;

are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;

are fair to all students;

accommodate the needs of exceptional students, consistent with the strategies outlined in their Individual Education Plan;

accommodate the needs of students who are learning the language of instruction;

ensure that each student is given clear directions for improvement;

promote students’ ability to assess their own learning and to set specific goals;

include the use of samples of students’ work that provide evidence of their achievement;

are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course.

Examinations

Formal final examinations will be scheduled at the end of each semester. The examination periods are part of the school year. Students should not accept employment, training or other commitments until after the last day of examinations. Students will write a comprehensive final examination in many courses. In these courses the final examination is a requirement for credit. A few courses do not have formal final examinations on the schedule. Many of these courses have performance examinations during regular class time prior to the scheduled examinations. It is the student’s responsibility to be present and on time for all examinations. Students late for an examination will not be permitted to write the exam. Students who miss an examination due to extenuating circumstances will have to apply for a rewrite to an Examination Appeal committee, which includes their teacher, a guidance counsellor, and the principal. Students who are ill for an examination must submit a doctor’s note.


Academic Dishonesty Cheating occurs when a student obtains or assists others in obtaining credit for work that is not his/her own. Plagiarism is the act of appropriating the ideas, language or work of another, and passing them off as one's own product. Examples of cheating and/or plagiarism include, but are not limited to, the following:

Copying from another student's test or helping another student during a test.

Providing or accepting information regarding specific test content.

Submitting another person's work as one's own.

Stealing copies of tests or answer keys.

Copying another student's homework, test, quiz, project, book report, assignment, or take-home test.

Allowing another student to copy a test, homework assignment, quiz, project, book report, assignment, or take-home test.

Presenting or Cutting & Pasting materials taken from sources, such as books, periodicals, newspapers, or the Internet without appropriate documentation & works cited.

Changing answers on a test, assignment, or project after grading.

Changing grades in a grade book or altering a computer-grading program.

Using programmable calculators in a manner not specified by the teacher. If a student or parent has a concern about whether a particular behaviour is ethical, he or she should discuss the behaviour with the teacher prior to taking such action. Cooperative Learning is a recognized and beneficial instructional practice. When this practice is acceptable to the teacher, the teacher's expectations must be clearly explained. If not clearly delineated as approved, the copying of academic work will be considered cheating. Consequences of Academic Dishonesty

First Offence No academic credit for educational product Parent contact by teacher Notification by teacher to counsellor or principal Second Offence No academic credit for educational product Conference with parent, teacher, and student Notification by teacher to counsellor & principal Notification of student status to student's other teachers by counsellor


Third Offence Student dropped from class with a failing grade Students who provide their work to other students, allow others to copy, or complete work for others will be subjected to severe disciplinary action.

REPORT CARDS AND REPORTING PERIODS Wasse-Abin Wikwemikong High School uses the Ministry of Education and Training’s Provincial Report Card for all formal reporting purposes. To communicate student development to parents and learners, teachers prepare informal progress reports four weeks after the start of each semester. The first mid-term report will be prepared nine weeks after the commencement of school in September, and a final report at the end of the first semester in January. A second mid-term report will be sent out nine weeks after the commencement of second semester, and a final report at the end of the second semester in June. Copies of these reports will also be placed in the student’s Ontario Student Record (OSR). A progress report will also be produced for a student at the time of his or her transfer to another school if requested. Student achievement must be communicated formally to students and parents by means of the Provincial Report Card, Grades 9–12. The report card documents the student’s achievement in every course, at particular points in the school year or semester, in the form of a percentage grade. It also includes teachers’ comments on the student’s strengths and weaknesses, specifying the areas in which improvement is needed and the ways in which it might be achieved. The report card contains separate sections for recording attendance and for evaluating the student’s learning skills in every course.


SAMPLE REPORT CARD


ONTARIO STUDENT RECORD (OSR) The Ontario Student Record (OSR) is the record of a student’s educational progress through schools in Ontario. The OSR is an ongoing record and will be transferred if the student transfers to another school in Ontario. The OSR includes:

Biographical Data

Schools attended

Retirement Information

Names of Parents/Guardians

Special Health Information

Photographs

Additional Information

Report Cards

Ontario Student Transcript (OST)

The Documentation File

Student Record of Accumulated Native Language Instruction from Elementary School

Access to the Ontario Student Record

Access to the OSR is covered by the Freedom of Information and Protection of Privacy Act, which prohibits Wasse-Abin Wikwemikong High School from releasing personal information in the OSR to anyone other than the person to whom the information relates, except in certain circumstances, without the consent of the adult student or his/her parent/guardian. Access to the OSR is granted to the following:

Every student may access his or her OSR

Parents/Guardians of a student who is under the age of eighteen may have access to the student’s OSR, including non-custodial parents

Educational personnel of Wasse-Abin Wikwemikong High School have access to the OSR for the purpose of improving the instruction of the student

The Ministry of Education and Wikwemikong Board of Education are permitted to compile and deliver information contained in the OSR

ONTARIO STUDENT TRANSCRIPT (OST) The Ontario Student Transcript (OST) is a cumulative and ongoing record of a student’s successful completion of Grade 9 and 10 courses, successful and unsuccessful attempts at completing Grade 11 and 12 courses, and completion of other diploma requirements. The OST is part of the OSR. When it is maintained as a hard copy, it is filed in the OSR folder.


SUPPORT SERVICES & RESOURCES

SCHOOL GUIDANCE & CAREER EDUCATION PROGRAM The guidance and career education program is a vital and integral part of the secondary school program. Through the program, students will acquire the knowledge and skills that they need in order to learn effectively, to live and to work cooperatively and productively with a wide range of people, to set and pursue education and career goals, and to carry out their social responsibilities. The program is delivered through various means, including classroom instruction, the teacher adviser program, orientation and exit programs, completion of the annual education plan, career exploration activities, and individual assistance and short-term counselling.

THE STUDENT SUCCESS BLOCK The Student Success Block is scheduled daily (except for Wednesdays) from 3:04 pm to 3:30 pm, primarily for needed student interventions. Students who are struggling with a concept will be required to meet with a teacher one-on-one or in small groups for further instruction and coaching. Students may also be required to report to a particular teacher in order to finish an assignment, project or summative task. There are also spaces available for students to complete their homework. Enrichment activities are also available for students who do not need an academic intervention. Activities such as traditional drumming, school sports, music, computer lab time and other clubs are available at this time. If you have more questions regarding the Student Success Block, please contact the school for more information. In many cases, teachers are willing to remain beyond 3:30 pm to support students, and this time is extended to support these students. THE STUDENT SUCCESS TEACHER The Student Success Teacher this school year is Ms. Candace Cheechoo. Her role is to coordinate and provide supports for students who are struggling in their academic studies. She works with teachers to identify struggling students. She then looks to coordinate and provide interventions to assist these students. She monitors their progress in order to determine if the interventions have been successful in helping the student, or if more interventions are necessary. She also mentors and advocates for students academically, and helps identify professional development support for teachers (mentor teachers, FNSSP Coaches, professional development opportunities, research articles, etc.) who request additional learning to support their students’ needs. GUIDANCE In addition to the teacher advisors, high school guidance counsellors are also available to assist students. The counsellors are able to assist a student in making decisions about future educational and career opportunities as well as decisions about her/his personal life. In the course of their duties, counsellors may contact the home and are always available and pleased to be of assistance to parents or guardians.


SPECIAL EDUCATION The needs of our exceptional pupils, as identified by an Identification, Placement and Review Committee (I.P.R.C.), are met through the accommodations in the pupil’s regular classroom program, individual education plan (I.E.P), Resource intervention, and regular case conferences. HEALTH SERVICES & WELL TEEN CLINIC Wasse-Abin Wikwemikong High School is fortunate to have the services of a registered nurse. The nurse is in the school one day each week. The availability of health services in our school promotes health education and student well being while minimizing disruptions to classes. Students who find that they are experiencing personal or health difficulties are encouraged to visit the nurse. Appointments can be made at the front office. LIBRARY The Wikwemikong Public Library, situated on the first floor of the high school, is for the use both of the public in general and of the high school students. Its role for the high school is to support the curriculum of the school and to increase the effectiveness of the academic program by providing reference and research materials. FITNESS ROOM Wasse-Abin Wikwemikong High School offers students the opportunity to access a fully equipped weight room. After completing an introductory session, students may join a weight-training club and obtain membership to the fitness room. TUTORING PROGRAM Upon request, students may obtain the services of a peer or staff tutor assigned by the school to assist them with improving marks, remediation, catching up after an illness, or in order to support their goals. Tutoring Services can be obtained through the Guidance Centre. COMPUTER LAB A computer lab is available for student use including printer availability, Internet access, and a wide array of software. Each student is assigned a username and password and is responsible for their computer usage.

The Acceptable Computer Use Policy is included on the following pages.


WASSE-ABIN WIKWEMIKONG HIGH SCHOOL COMPUTER FACILITIES ACCEPTABLE USE POLICY

This document details the principles and regulations that apply to the use of Wasse-Abin Wikwemikong High School computer facilities. User Accounts

Access to the computer facilities of Wasse-Abin Wikwemikong High School is a privilege, not a right. Students and staff of Wasse-Abin Wikwemikong High School are provided with computer accounts in order to facilitate their learning and duties. The use of Wasse-Abin Wikwemikong High School computer facilities is restricted to activities related to the school. The Wikwemikong Board of Education reserves the right to review any material on user accounts.

Principles The following principles guide this policy. Activities that violate any of these principles, but are not specifically mentioned in the regulations, will be considered a violation of this policy.

1. Responsible use of computer facilities, equipment, and services. 2. Respect of legal protection provided by licensing and copyright laws. 3. Respect for each computer users’ intellectual property. 4. Respect for other people by complying with accepted guidelines with regard to

sexual, racial, and other forms of harassment. 5. Respect of the privacy of others by not tampering with or attempting to gain

access to files, passwords, accounts which you are not normally entitled to access

6. Adherence to any local, provincial, or federal laws governing the use of computer and communication facilities in Canada.

7. Respect for the integrity of computing systems and data. Regulations What follows are examples of activities that violate the principles of this policy.

1. Playing games and communicating through chat lines using Wasse-Abin Wikwemikong High School computing facilities. Game playing uses computer time and resources that could be used for legitimate work. Games include, but are not limited to: MUDs/MUSHs/MOOs. Using TELNET, JAVA, or any browser to access a game site. IRC (Internet Relay Chat). Doom, Quake, or any other internet/network entertainment software.

2. Developing software of any type. This includes, but is not limited to macros, web pages and batch files unless related to course work.

3. Attempting to gain access to any computer, network, account, files and directories that you are not currently entitled access to on local as well as remote systems. This activity includes, but is not limited to: Hacking into a system over the Internet. Hacking into any system at Wasse-Abin Wikwemikong High School. Obtaining a username and password that has not been assigned to you. Using a username and password that has not been assigned to you.


4. Installing any software on any Wasse-Abin Wikwemikong High School system without prior written authorization.

5. Removing any software, or uninstalling it from any Wasse-Abin Wikwemikong High School computer without prior written authorization.

6. Disclosing your username and password to anyone without approval from Wasse-Abin Wikwemikong High School staff. You may lose your privileges if someone else uses your account.

7. Impersonation or misrepresenting yourself using any Wasse-Abin Wikwemikong High School facility. Examples include, but are not limited to mail and news postings that make it appear the message originated from someone else.

8. Using Wasse-Abin Wikwemikong High School facilities to create, distribute, or possess obscene or harassing materials, chain letters and “get rich quick” schemes, or any material that violates local, provincial and federal law, or this policy.

Enforcement Perceived violations will result in the immediate suspension of all accounts involved. Access may be restored pending an investigation into the matter.

1. Actual violations will result in the permanent loss of all computer privileges. 2. All activities that involve Wasse-Abin Wikwemikong High School systems, which

violate the criminal code, will result in permanent suspension of computer use privileges. All criminal activity will be reported to the appropriate authorities.

Waivers The Wikwemikong Board of Education makes no guarantees with respect to the computer and Internet service and it specifically assumes no responsibility for:

1. The content of any information received by a student from an Internet source outside the WBE, or any costs of charges incurred as a result of seeing or accepting such advice.

2. Any costs, liability or damages caused by the way the student chooses to use his/her Internet access.

3. While the WBE supports the privacy of electronic mail, Internet users must assume that this privacy cannot be guaranteed.

4. The WBE will not be responsible for any viruses, which may be conveyed by a student from a school computer to a home computer.

5. The WBE does not have control over the information on the Internet, nor does it provide any barriers (except for recommending appropriate sites) to students using the full range of information available on the Internet.


ATHLETICS Wasse-Abin Wikwemikong High School offers students the opportunity to participate in NSSSA sports competitions against other North Shore schools throughout the school year. Individual and team sports include Golf, Volleyball, Basketball, Badminton, Cross-Country Running, Track and Field, Curling, and Tennis. Below is the Athletics Policy, which governs student participation in school sports.

ATHLETICS POLICY

Academic Standing

Students must be passing all of his/her courses or be actively receiving regular extra help to raise marks to participate on an athletics team.

Students must have fewer than 12 unexcused absences in each class to remain on any athletics team. The Principal may consider a rigorous intervention attendance contract, that would allow students who have accumulated too many absences a last chance to improve their attendance and academics.

Individual teachers must be aware of the athletics policy and monitor students’ achievements and/or absences in their respective classes. Teachers must inform coaches at least one full day prior to games if any student’s academic standing is in jeopardy.

Coaches are responsible for informing other teachers at least one full day in advance when their team will be travelling and/or playing home games.

Students are responsible for collecting and completing any work missed due to athletic events.

Students must make arrangements with their teachers to write any tests that will be missed due to athletic events (teachers are encouraged to be flexible and preferably allow students to write tests in advance).

In-School Behaviour

Detentions/Extended Learning Opportunities will take priority over any athletic practices or games.

Students who skip their Extended Learning Opportunities may be removed from the team.

Students absent from school may not attend any practices or games on that day.

Any student who has a suspension will not attend any athletic functions (games/practices) on that day.

Any student who is suspended from the team for three or more games is removed from the team.

Any student who quits or is suspended from a team is ineligible from joining any other teams or athletics intramurals for the remainder of the school year.

Any student who is suspended from school for more than one day will not be permitted to take part in any team or individual sports for the remainder of the semester.

External Behaviour

Any student, who chooses not to remain under the coach’s supervision while away from the school, will immediately be removed from the team.

Students will be expected to follow all school rules and regulations while on athletics trips and represent our school with respect and pride.


GLOSSARY OF EDUCATIONAL TERMS

achievement

A student's learning demonstrated at a given time.

achievement levels

Brief descriptions of four different degrees of achievement of the provincial curriculum expectations for any given grade. Level 3, which is the “provincial standard”, identifies a high level of achievement of the provincial expectations. Parents of students achieving at level 3 in a particular grade can be confident that their children will be prepared for work at the next grade. Level 1 identifies achievement that falls much below the provincial standard. Level 2 identifies achievement that approaches the standard. Level 4 identifies achievement that surpasses the standard.

accommodations

In the area of special education, specialized support and services that are provided to enable exceptional students to achieve the learning expectations, such as hearing aids, learning materials in Braille, tape recorders; provision of extra time for completing classroom tests.

adult

A person who is eighteen years of age or more.

assessment

A process of collecting information about a student’s achievement in relation to specified curriculum expectations.

assessment strategy

A process which permits students to demonstrate the knowledge and skills acquired.

compulsory course

A course that must be successfully completed in a student’s program towards the earning of a diploma.

conference

A meeting of a teacher with one or more students and in some cases parents to review progress.

course calendar

The name given to the document prepared by a secondary school to inform students and their parents of the courses that are available in the school.


course of study

An outline of the content of a course and other details about the course, such as prerequisites, resources, and evaluation procedures.

credit

A means of recognition of the successful completion of a course for which a minimum of 110 hours has been scheduled. A credit is granted to a student by the principal of a school on behalf of the Ministry of Education.

critical thinking

Some aspects of thinking critically in reading are: examining opinions; questioning ideas; interpreting information; identifying values and issues; detecting bias; detecting implied as well as explicit meanings.

curriculum

The plan for student learning outlined in Ministry of Education and Training curriculum documents and implemented in classroom programs through the use of a wide range of resources.

editing

The making of changes to the content, structure, and wording of drafts to improve the organization of ideas, eliminate awkward phrasing, correct grammatical and spelling errors, and generally ensure that the writing is clear, coherent, and correct.

evaluation

The process of integrating assessment information from a variety of sources to determine how well students have achieved curriculum expectations.

exceptional student

A student who is defined in the Education Act as “a pupil whose behavioural, communicational, intellectual, physical, or multiple exceptionalities are such that he or she is considered to need placement in a special education program by an IPRC committee.

exemplar

Work or performance by a student that demonstrates a particular level of achievement.

exhibitions/demonstrations

An assessment strategy in which students demonstrate personal competence by performing specific skills


expectations

A statement of the knowledge and skills students should develop and demonstrate in their class work, on tests, and in other activities used to assess their achievement. These provincial expectations are stated by grade and by subject.

full-time student

a student in grade 9-11 taking four courses each semester or a student taking enough courses to meet graduation requirements

grading

the practice of describing student achievement by assigning a letter (ABC), percentage, number, or other score.

learning skills

For each course, in each reporting period, report on the quality of the learning skills demonstrated by the student in each of the categories identified on the report card (Works Independently, Teamwork, Organization, Work Habits/Homework, Initiative). The assessment and evaluation of learning skills is distinct from and should not influence the determination of percentage grades. Teachers are encouraged, however, to include comments about the student’s learning skills in the “Comments” section of the report card.

locally developed course

A course that is not described in a ministry curriculum policy document. If offered for credit, such a course requires the approval of the Ministry of Education and Training.

mature student

For purposes of determining further required credits for a diploma, a mature student is defined as a student who is at least eighteen years of age and who has not attended day school for a period of at least one year.

median

The middle number in a set of numbers, such that half the numbers in the set are less and half are greater when the numbers are arranged in order. For example, 14 is the median for the set of numbers 7, 9, 14, 21, 39. If there is an even number of numbers, the median is the mean of the two middle numbers. For example, 11 is the median of 5, 10, 12, and 28.

Ontario Student Record (OSR)

The official record for a student. Every Ontario school keeps an OSR for each student. The OSR contains reports cards, transcripts, and other information important to the education of the student. Students and their parents (if the student is not an adult) may examine the contents of the OSR. These records are protected by the Education Act and freedom of information legislation.


optional credit

A credit that is earned for the successful completion of an optional course. Optional courses are those selected by a student from available courses other than his or her compulsory courses.

peer assessment

Assessment of student performance by fellow classmates.

performance task

An open-ended, hands-on activity performed by a student or group of students under the supervision of a teacher for the purpose of demonstrating specific skills and/or knowledge.

portfolio

A selective, reflective, and collaborative collection of a student’s work that demonstrates the range and depth of the student's achievement, competencies, and skills over time and across a variety of contexts.

prerequisite course

A course that is deemed absolutely essential for the successful understanding and completion of a subsequent course. Prerequisite courses are established only by ministry curriculum policy documents.

quiz/test/examination

An assessment strategy in which students write what they know (content) and can do (skills).

rubric

A scale which requires the evaluator to choose from a description of a range of levels to assess actual achievement.

self-assessment

Students’ marking their own work to learn about personal progress in knowledge or skills.

skipping / truancy

Without the authorization of school administration or guardian, a student making a conscious decision not to attend a scheduled class.

special education program

A program that is defined in the Education Act as “an educational program for an exceptional pupil that is based on, and modified by, the results of continuous assessment and evaluation, and that includes a plan containing specific objectives and an outline of educational services that meet the needs of the exceptional pupil.”


truancy / skipping

Without the authorization of school administration or guardian, a student making a conscious decision not to attend a scheduled class.

writing process

The process involved in producing a polished piece of writing. The writing process comprises several stages, each of which focuses on specific tasks. The main stages of the writing process are: generating ideas; choosing a topic and determining the purpose for writing and the audience to be addressed; developing a plan for writing; writing a first draft; reviewing and revising; editing and proofreading; and producing a final copy.

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