JUNO BEACH ACADEMY OF CANADIAN STUDIES

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1 JUNO BEACH ACADEMY OF CANADIAN STUDIES SENIOR HIGH SCHOOL PROGRAM Information Package A Calgary Board of Education Alternative School Program Educating Tomorrow s Citizens Today 18-Oct-10 1

2 JUNO BEACH ACADEMY OF CANADIAN STUDIES MISSION To develop Canadian Citizenship and Personal Excellence VISION JBA students will become life-long learners making a significant contribution to Canadian Society and/or the International Community MOTTO EDUCERE EXCELSIOR THE FOUR PILLARS OF JUNO BEACH ACADEMY Leadership Citizenship Fitness Academic Endeavour This handbook is designed to help students plan their high school program at Juno Beach Academy. Please read all the information thoroughly. If you have any questions ask your teachers, counsellor and parent(s)/guardian(s). As you select your courses, be sure that your choices include the courses you require to graduate with a high school diploma. You should also begin to gather information regarding the courses you may need for post-secondary education and/or career routes you may wish to follow after high school. Your counsellor, teachers or access to the Internet may be helpful to you with this task. In addition, Alberta Learning has a site that facilitates learning about the high school program and is available at: 12/curriculum/parent.asp Information for Grade 10 Students and Parents/Guardians Placement into Grade 10 courses is based upon a student's achievement throughout the Grade 9 year. In order to be successful in the course series it is recommended students achieve at least 65% in their four grade 9 core courses. Junior high school teacher recommendations are used in conjunction with Grade 9 final marks to determine appropriate course selection. Please select your courses carefully. Be aware that timetable changes may not be possible once the school year begins. It is important therefore, to choose courses that will result in success. Once you have registered in a class you are making a commitment to complete the course. 2

3 Explanation of Course Series The core courses in each high school grade have several levels and offer varying degrees of difficulty and student expectations, i.e., amount of homework. The different course series are numbered accordingly: Course series numbered (or -1) and 31 are designed primarily for students planning entry into university or particular programs at colleges and technical schools. JBA offers these courses. Course series (-2) are designed primarily for students planning entry into programs in colleges, technical or trade schools, or direct entry into employment. JBA offers these courses. Course series numbered are designed primarily for students planning direct entry into an area of employment. JBA offers these courses. Semester System Juno Beach Academy High School uses a semester timetable. Semester 1 classes start in September and finish at the end of January. Semester 2 starts in February and finishes in June. Students usually take a maximum of 4 full courses per semester. Course Credits Each senior high school course is worth a specific number of credits. At JBA, full semester courses are assigned a value of 5 credits (125 hours) and half semester courses (75 hours) are assigned 3 credits. Credits can also be earned from CBE on-line courses. Credits in a course are earned if a student achieves a final mark of 50% or higher. Course Prerequisites A mark of 50% in any high school course is the minimum requirement to proceed to the next level. Students who do not attain this mark must repeat the course or alter their program. Realistically, students should achieve at least a 65% standing in a subject in order to advance successfully to the next level of the course. Teacher recommendations are provided at the end of each semester. Diploma Exams (Grade 12) All JBA students will write Grade 12 Diploma Exams. These will be written in English 30 and 33, Social Studies 30 and 33, Math Pure 30 and Applied Mathematics 30, Biology 30, Chemistry 30, Physics 30, and Science 30. The diploma examination and class marks each count for 50% of the final mark. 3

4 ALBERTA HIGH SCHOOL DIPLOMA REQUIREMENTS The requirements indicated in this chart are the minimum requirements for a student to attain an Alberta High School Diploma. The requirements for entry into post-secondary institutions and workplaces may require additional and specific courses. 100 Credits to Graduate Include the following: ENGLISH LANGUAGE ARTS 30 LEVEL (English Language Arts 30-1, 30-2, 30 or 33) SOCIAL STUDIES 30 LEVEL (Social Studies 30 or 33) MATHEMATICS 20 LEVEL (Pure Mathematics 20, Applied Mathematics 20 or Mathematics 24) SCIENCE 20 LEVEL (Science 20, Science 24, Biology 20, Chemistry 20 or Physics 20) PHYSICAL EDUCATION 10 (5 CREDITS) CAREER AND LIFE MANAGEMENT (3 CREDITS) 10 CREDITS IN ANY COMBINATION FROM: Career and Technology Studies (CTS) Fine Arts Second Languages Physical Education 20 and/or 30 Locally developed/acquired and locally authorized course in CTS, Fine Arts, or Second Languages One 36-level course from any IOP Occupational Cluster One 35-level locally developed IOP course, or Two 35-level courses from any trade in the Registered Apprenticeship Program 10 CREDITS IN ANY 30-LEVEL COURSE (IN ADDITION TO A 30-LEVEL ENGLISH LANGUAGE ARTS AND A 30-LEVEL SOCIAL STUDIES COURSE AS SPECIFIED ABOVE) Locally Developed/Acquired and Locally Authorized Courses 3000 Series; Advanced Level in Career and Technology Studies Courses 35-Level Work Experience One 36-level IOP Occupational Course One 35-level Locally Developed IOP Course Two 35-Level courses from any trade in the Registered Apprenticeship Program Two 30-Level courses from any Green Certificate Specialization According to Calgary Board of Education policy, students have a maximum of six semesters to complete their high school program. It is suggested that students spend at least 1.5 hours per night on homework, study and review in order to be successful. 4

5 JUNO BEACH ACADEMY COURSES OFFERED Grade 10 Grade 11 Grade 12 ENGLISH English Language Arts 10-1 (5) English Language Arts 10-2 (5) English Language Arts 20-1 (5) English Language Arts 20-2 (5) English 30-1 (5) English 30-2 (5) SOCIAL STUDIES Social 10-1 (5) Social 10-2 (5) Social 20-1 (5) Social 20-2 (5) Social 30-1 (5) Social 30-2 (5) MATHEMATICS Pure Math 10 (5) Applied Math 10 (5) Math 14 (5) Pure Math 20 (5) Applied Math 20 (5) Math 24 (5) Pure Math 30 (5) Math 31 (5) (through CBELearn) Applied Math 30 (5) SCIENCE Science 10 (5) Science 14 (5) Biology 20 (5) Chemistry 20 (5) Physics 20 (5) Science 24 (5) Biology 30 (5) Chemistry 30 (5) Physics 30 (5) PERSONAL DEVELOPMENT Phys Ed 10 (3) Drill & Parade 15 (3) SECOND LANGUAGE French 10 (5) FINE ARTS Canadian Art 10 (5) Music 10 (5) Music 15 (3) Jazz Band(Outside Timetable) Music 15 (5) Concert Band Drama 10 (5) LOCALLY DEVELOPED COURSES Canadian Military History 15 (3) Team Leadership 15 (5) ON-LINE COURSES (CBE-Learn) Alberta Distance Learning Correspondence C.A.L.M. 20 (3) Phys Ed 20 (5) Drill & Parade 25 (3) French 20 (5) Canadian Art 20 (5) Music 20 (5) Music 25 (3) Jazz Band(Outside Timetable) Music 25 (5) Concert Band Drama 20 (5) Canadian Military History 25 (3) Team Leadership 25 (5) All core curriculum courses and locally developed courses may be offered on-line or through Alberta Distance Learning. (Prices will vary) Phys Ed 30 (5) Drill & Parade 35 (5) French 30 (5) Canadian Art 30 (5) Music 30 (5) Music 35 (3) Jazz Band(Outside Timetable) Music 35 (5) Concert Band Drama 30 (5) Team Leadership 35 (5) All core curriculum courses and locally developed courses may be offered on-line or through Alberta Distance Learning. (Prices will vary) *Please note: Courses are offered depending on teacher availability and student registration numbers, new levels or different option courses may be changed as our school expands. Every attempt will be made to accommodate students with on-line learning, Alberta Distance Learning, opportunities at other schools, and/or schedule changes. Option courses with low registration may be cancelled or changed to another semester. In turn, other options may be created due to student interest and teacher capability; i.e., Canadian Women Studies, Sports Medicine, Spanish, Canadian Aboriginal Studies. 5

6 COURSES OFFERED AT JUNO BEACH ACADEMY ENGLISH LANGUAGE ARTS COURSE SEQUENCE Recommended Grade 9 Marks 65%> ELA 10-1 ELA 20-1 ELA %+ ELA 10-2 ELA 20-2 ELA 30-2 *Alberta Education recommendation of 65%to be successful at next level. Students who wish to change from English 2 course sequence must do so at or before grade 11 with teacher recommendation. It is extremely important that students challenge the program and courses recommended by their teacher in order to meet with success. English Language Arts 10-1, 20-1, and 30-1 This course sequence is for students of average or above average ability who wish to pursue further academic studies at the university level. The ability to read and write well, to think critically and analytically, and to reason abstractly are definite assets for these courses. Students of English 30-1 are required to write the 30-1diploma examination. English Language Arts 10-2, 20-2, and 30-2 This course sequence is for students with average ability or those who have been experiencing difficulty in English. It is not a lesser version of the 1 stream but a program in and of itself designed to offer many strategies to maximize opportunities for success in English Language Arts. Students of English 30-2 are required to write the 30-2 diploma examination. This sequence is not designed to prepare students for entrance to university. English 10-1 Prerequisite: 50% in Grade 9 Language Arts. However, in our experience only students with 65% or greater in Grade 9 Language Arts meet with success in this course. Designed for students who have experienced dedicated success in junior high language arts courses 6

7 Student will develop an analytical understanding of complex texts Students are required to identify and examine ways in which cultural and societal influences are reflected in a variety of texts Students work toward clear and insightful expression of ideas (Academic base designed for students who wish to attend university or another postsecondary institution) English 10-2 Prerequisite: Any student can take this course. However, students with 65% or less are in grade 9 Language Arts are recommended to take this course. Designed for students who have previously experienced difficulty in text study skills Student will develop reading strategies for a variety of texts Students are required to identify and examine ways in which cultural and societal influences are reflected in a variety of texts Students work toward clear expression of ideas (Practical application base designed for students who plan to attend college or other such post-secondary institution) English 20-1 Prerequisite: 50% in English However, in our experience only students with 65% or greater in English 10-1 meet with success in this course. Designed for student to become actively involved with literature, using effective strategies for appreciation understanding and critical response Students practice effective writing, using a variety of techniques and styles to suit the purpose and audience Students speak clearly and effectively in a group and for an audience Students evaluate, use and appreciate visual communication Students listen actively for theme, ideas and details, being aware of the purpose of the communication This course prepares students for the demands and focus of English

8 English 20-2 Prerequisite: 50% in English Students with less than 65% in English 10-1 are recommended to take this course. Designed to study literature that fulfills a variety of goals, including reading for information, for understanding, for appreciation and for enjoyment Student focus is on communication skills using a variety of purposes and audiences Students understand and evaluate the message and the components that create the message in visual communication Students use the active process of listening to evaluate the spoken message, being aware of the tone, purpose and validity of spoken communication This course prepares students for the demands and focus of English 30-2 English 30-1 Prerequisite: 50% in English However, in our experience only students with 65% or greater in English 20-1 meet with success in this course. Designed for students to become actively involved with literature, using effective strategies for appreciation, understanding and critical response Students practice effective writing, using a variety of techniques and styles to suit the purpose and audience Students speak clearly and effectively in a group and for an audience Students evaluate, use and appreciate visual communication Students listen actively for theme, ideas and details, being aware of the purpose of the communication Designed for students working toward university entrance English 30-2 Prerequisite: 50% in English Students with less than 65% in English 20-1 are recommended to take this course. Designed to study literature that fulfills a variety of goals, including reading for information, for understanding, for appreciation and for enjoyment Students focus is on communication skills using a variety of purposes and audiences Students understand and evaluate the message and the components that create the message in visual communication Students use the active process of listening to evaluate the spoken message, being aware of the tone, purpose and validity of spoken communication This course has a practical application base designed for students who plan to attend college or other such post-secondary institutions 8

9 The Revised Alberta Grades Mathematics Program of Studies In September 2010, Alberta high schools will adopt a revised mathematics curriculum that better prepares students for their futures in the 21 st century. The revised program of studies ( program ) aligns with the revised K 9 mathematics curriculum both in content and philosophy. Guiding principles Philosophical approaches Building blocks of the program Course content highlights Guiding principles Revisions to the high school mathematics curriculum are based on four guiding principles, which were developed from stakeholder feedback and validated by teachers. The four guiding principles are: 1. to improve the transition from Grade 9 to Grade 10 mathematics 2. to enhance students depth of understanding by reducing the number of mathematics topics included in each course 3. to increase students opportunities to transfer between course sequences 4. to develop programs that facilitate a better transition from high school to: post-secondary programs that may require calculus post-secondary programs that do not require calculus college and technical school programs apprenticeship programs the workforce. Philosophical approaches The revised mathematics program for all Alberta K 12 students is based on the following philosophies in conceptual and contextual understanding. Conceptual understanding: Focus is on students gaining depth of understanding in the mathematics they study. Content is reduced/realigned to allow for more in-depth study of concepts. Content is designed to enable students to make multiple connections between outcomes and topics. 9

10 Students will be able to demonstrate their understanding of outcomes in a variety of ways. Group and individual projects and writing assignments are some of the ways students may be asked to demonstrate their understanding of mathematical concepts. Personal strategies to find solutions are encouraged over traditional algorithms. Contextual understanding: Focus is on relating the course content to everyday life. Content connects learning to real-world experiences. Students are encouraged to relate content to their everyday life experiences both inside and outside the classroom. Students can apply concepts in a variety of contexts. Building blocks of the program The revised mathematics program in Alberta was developed through consultation and collaboration with education stakeholders. Those stakeholders include classroom teachers and school administrators, parents and representatives from post-secondary schools, businesses and industry. The revised mathematics program: - outlines the knowledge, skills and attitudes that will enhance a student s ability to participate fully in society - is guided by goals and standards for education - is designed to provide students with a basic education that prepares them for employment and citizenship. The revised Alberta Grades mathematics program will better prepare Alberta students to succeed and thrive in their chosen careers and fields of study. Course content highlights The new mathematics course sequences follow a -1, -2 and -3 pattern. The newly revised program also includes a combined Grade 10 mathematics course Mathematics 10C for students preparing to choose between either Mathematics 20-1 or 20-2 in Grade 11. Students may transfer between the -1 and -2 course sequence in both Grade 11 and Grade 12. Mathematics 10-3 is designed for students pursuing the -3 course sequence. 10

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13 SCIENCE COURSE SEQUENCE Recommended Marks: Grade 10 Grade 11 Grade 12 Biology 20* Biology 30* Science 9 60% Science 10 Chemistry 20* Chemistry 30* Physics 20* Physics 30* >80% <60% Science 14 Science 24 *Recommendation of 60% to be successful in 20 and 30 levels. DESCRIPTION OF COURSES Science 10 Prerequisite: 50% or more in Grade 9 Science. However, in our experience only students with 60% or greater in Science 9, 80% or greater in Science 14 meet with success in this course. Science 10 provides first year high school studies in Biology, Chemistry and Physics. There are 4 units which all include Energy Flow in Technological Systems Cycling of Matter in Living Systems Energy Flow in Global Systems. Science 14 Prerequisite: Less than 50% in Grade 9 Science. A student who achieves >80% in this course may consider taking Science 10. This is a general Science course designed for those students who had difficulty in Grade 9 Science and Math. Topics of Study include: Body Systems The Environment Understanding technology 13

14 Science 24 Prerequisite: 50% or more in Science 14. It is recommended that students who have less than 60% in Science 10 take Science 24. Note: Failure of a 20 level Science may result in this course being recommended. This is a hands-on course with focus on lab activities which includes such topics as: Disease Defence Energy Consumption Materials we use in everyday life. There is a strong science, technology and society emphasis. Completion of Science 24 will meet the 10credit requirement for Sciences for a High School Diploma. Biology 20 Prerequisite: 50% or greater in Science 10. However, in our experience only students with 60% in Science 10 meet with success in this course. This course deals with: The Biosphere Ecosystems and Population Change Photosynthesis and Cellular Respiration Human Physiology (digestive, respiratory, circulatory, excretory and motor systems) Biology 30 Prerequisite: 50% or greater in Biology 20. However, in our experience only students with 60% in Biology 20 meet with success in this course. This course expands on the human physiology from Biology 20 with the introduction of: Nervous & Endocrine systems Reproductive systems and Development Genetics and Molecular Biology Population and Community Dynamics This course is a prerequisite for many science based programs at post-secondary institutions. 14

15 Chemistry 20 Prerequisite: 50% or greater in Science 10. However, in our experience only students with 60% in Science 10 meet with success in this course. This course deals with such topics as: The Diversity of Matter and Chemical Bonding Forms of Matter: Gases Matter as Solutions, Acids and Bases Quantitative Relationships in Chemical Changes Work in the lab will reinforce the theoretical concepts. Chemistry 30 Prerequisite: 50% or greater in Chemistry 20 and Math 20P. However, in our experience only students with 60% in Chemistry 20 meet with success in this course. This is a more theoretical course than Chemistry 20 and includes such topics as: Energy in chemical reactions Equilibrium of chemical systems Acid/base chemistry Oxidation-reduction reactions Organic Chemistry This course is a prerequisite for many science-based programs at post-secondary institutions. Physics 20 Prerequisite: 50% or greater in Science 10 and Math 10. However, in our experience only students with 60% in Science 10 meet with success in this course. Note: It is our experience that those students who are in the Applied Math program have difficulty in Physics 20. This course looks at the study of: Kinematics and Dynamics Circular Motion and Gravitation Mechanical Waves Conservation of Energy 15

16 Physics 30 Prerequisite: 50% or greater in Physics 20 and Math 20 Pure. However, in our experience only students with 60% in Physics 20 meet with success in this course. Note: A suggested prerequisite/co-requisite for this course is Math 30 Applied or Pure. The course examines: Electrical fields/forces Magnetic fields/forces, leading to electromagnetic waves The study of quantum physics Conservation of Momentum Nature of Light Nature of the Atom FORENSIC SCIENCE 25/35 (6 credits) Prerequisite: A grade 10 science course Introductory and advanced forensic science (the two courses, each worth three credits, are taken consecutively in the same semester) Philosophy and Rationale: Forensic science is the study and use of basic scientific concepts and technologies related to solving crime. Through the study of forensic science techniques, students are given the opportunity to explore and further understand how basic scientific concepts apply specifically to this field of study. Learning in this course will begin by acquiring knowledge of basic scientific concepts. These scientific principles will then be applied and authenticated through the discussion of realistic scenarios and by engaging in concrete learning activities such as laboratory experiments, internet research assignments and case studies. This course will encourage those interested in a career in forensic science to further pursue this area of interest, while at the same time offering those students who are simply curious a further appreciation of this unique scientific field. Topics covered include: Fingerprint evidence, trace evidence, body fluid evidence, document analysis, forensic genetics, forensic anthropology and entomology, forensic toxicology, ballistics, criminal profiling, explosives and arson investigation. 16

17 SEQUENCE OF COURSES* SOCIAL STUDIES Social Studies 10-1 (65 %+) Social Studies 20-1 (65 %+) Social Studies 30-1 Social Studies 9 (65% recommended) Social Studies 9 (below 65%) 75% recommended Social Studies 10-2 Social Studies 20-2 Social Studies 30-2 The program content reflects the vast scope of the disciplines of history, geography, economics and social sciences at levels consistent with the maturity of the students. In order to accommodate students with a wide range of abilities, needs, interests and aspirations, two sequences for the Senior High School Social Studies Program have been developed. Social Studies 10-1, 20-1 and 30-1 are designed for those students who are seeking a high school diploma and who will pursue post-secondary studies at the college and/or university level. Social Studies 10-2, 20-2 and 30-2 is of interest to those students who are pursuing a high school diploma including those going into post secondary studies at colleges and/or trade schools, and those entering the work force. Changes to entrance requirements mean that some post-secondary programs do not accept Social Studies Students should check admission requirements. Although the content, skills and attitudes are similar for both sequences, the expectations for Social Studies 10-1, 20-1, 30 are far more challenging, particularly in the depth of concept development, the level of critical and creative thinking, and inquiry skill development. The nature of the student learning resources that are approved for each sequence also differ to accommodate depth and breadth of course content as well as an increasing sophistication of reading level. 17

18 DESCRIPTION OF COURSES Social Studies 10-1 Prerequisite: 50% or greater in Social Studies 9. However, in our experience only students with 65% or greater in Social Studies 9 meet with success in this course. This course is about Perspectives on Globalization and students in this course will engage in: The exploration of multiple perspectives on the origins of globalization and the local, national and international impacts of globalization on lands, cultures, economies, human rights and quality of life; and The examination of the relationships among globalization, citizenship and identity to enhance skills for citizenship in a globalizing world. Social Studies 10-2 Prerequisite: Below 50% in Grade 9 Social Studies. However, students below a 65% in Grade 9 Social Studies are recommended to take Social Studies 13. This course examines Living in a Globalizing World and students will develop skills to live in this increasingly complex world by studying the following: Exploring historical aspects of globalization as well as the effects of globalization on lands, cultures, human rights and quality of life; and Exploring the relationships among globalization, citizenship and identity Social Studies 20-1 Prerequisite: 50% or greater in Social Studies However, in our experience only students with 65% or greater in Social Studies 10-1 meet with success in this course. This course examines Perspectives on Nationalism ; students will explore the complexities of nationalism in Canadian and international contexts. They will study the origins of nationalism and the influence of nationalism on regional, international and global relations. The infusion of multiple perspectives will allow students to develop understandings of nationalism and how nationalism contributes to the citizenship and identities of peoples in Canada. 18

19 Social Studies 20-2 Prerequisite: 50%+ in Social Studies 10-2 or 45% - 65% in Social Studies Students with a 45-49% in Social Studies 10-1 may receive retroactive credits for Social 10-2 only upon successful completion of Social Studies The course examines Understandings on Nationalism and students will examine historical and contemporary understandings of nationalism in Canada and the world. They will explore the origins of nationalism as well as the impacts of nationalism on individuals and communities in Canada and other locations. Examples of nationalism, ultra nationalism, supranationalism and internationalism will be examined from multiple perspectives. Students will develop personal and civic responses to emergent issues related to nationalism. Social Studies 30-1 Prerequisite: 50% or greater in Social Studies 20-1 or 75%+ in Social Studies However, in our experience only students with 65% or greater in Social Studies 20 meet with success in this course. The course takes an academic approach to exploring the origins and complexities of ideologies and examines multiple perspectives regarding the principles of classical and modern liberalism. An analysis of various political and economic systems will allow students to asses the viability of the principles of liberalism through the following topics: The relationship between identity and ideology; An assessment of the impacts, and reactions to, principles of liberalism; The extent to which the principles of liberalism are viable in a contemporary world; and Individual rights, roles and responsibilities as citizens. Note: This is a highly specialized course which requires a significant amount of out of class reading, research, and strong writing skills. Social Studies 30-2 Prerequisite: 50%+ in Social Studies This course examines the origins, values and components of competing ideologies. Multiple perspectives regarding relationships among individualism, liberalism, common good and collectivism will consider the following topics: The relationship between identity and ideology; The impacts of, and reactions to, liberalism; 19

20 An assessment of the impacts, and reactions to, principles of liberalism; and Individual rights, roles and responsibilities as citizens. Note: Social Studies 30-2 is a challenging course, designed for students interested in a broad understanding of politics, economics and history. 20

21 PERSONAL DEVELOPMENT COURSE SEQUENCE PHYSICAL EDUCATION Physical Education 10 more than 65% Physical Education 20 more than 65% Physical Education 30 As one of our Four Pillars, Physical Education is an integral part of the total education of a student at Juno Beach Academy. Physical Education requires a commitment to participation that contributes to the physical, mental, social, emotional, and spiritual development of our students. The aim of the program is to enable individuals to develop knowledge, skills, and attitudes necessary to lead an active healthy lifestyle. The program emphasizes four general student outcomes: 1. Students will acquire skills through a variety of developmentally appropriate movement activities in an alternative environment; i.e. aquatics and outdoor pursuits; dance, games and individual activities. 2. Students will understand experience and appreciate the health benefits that result from physical activity. 3. Students will interact positively with each other. 4. Students will assume personal responsibility to lead an active way of life. To achieve these outcomes the Physical Education Program has incorporated a modular program that integrates all levels of Physical Education 10/20/30. Students select activities for their program and fees are assessed according to the modules selected for the semester. A student registering in Physical Education 20 or 30 must have earned 3 or more credits in the prerequisite course whether it be Physical Education 10 or 20, earned a mark of 65% or better, shown leadership skills and meet the attendance requirements. C.A.L.M. (CAREER AND LIFE MANAGEMENT) 3 credits Compulsory for all High School Students (offered in grade 10 combined with Physical Education). The core curriculum of CALM is organized into the following modules: Personal and Interpersonal Challenges, Career Explorations, Financial Planning, Consumer Choices, and Human Sexuality. The aim of this course is to enable students to make well informed, considered decisions and choices in all aspects of their lives. It helps students to develop the behaviours and attitudes that contribute to the well-being and respect of self and others, now and in the future. 12/curriculum/bysubject/healthpls/default.asp 21

22 LOCALLY DEVELOPED COURSES DRILL 15, 25: 3 credits per course DRILL 35: 5 credits This locally developed course is offered as an option through grades and has the potential to further develop one s leadership capacity. It is based upon the Canadian Forces Manual of Drill. Students will learn all facets of drill from operating as both student and instructor. Students will apply leadership principles as they design lessons, deliver instruction to small and large groups, and critique their colleagues. Students will be asked to facilitate drill period instruction to our junior high students and in turn, will learn more in-depth lessons and parades as they progress through these courses. CANADIAN MILITARY HISTORY 15 & 25: 3 Credits per course Unique to our alternative school environment is the study of Canadian history and military history. Locally approved courses are a way to allow students that have an interest in history to further their studies at JBA. Military History 15 introduces the students to a study of Canada and War in the Modern era. It looks at the Riel Rebellion to the modern years. Military History 25 introduces students to some of the principle themes and events in world military history from the prehistoric era up to the gunpowder revolution. COURSE SEQUENCE SECOND LANGUAGES - FRENCH French 10 (little background some junior high experience learning French) French 20 (70% or greater in Grade 9 and enrolment in French 10) French 30* * Those arriving from a Grade 9 bilingual program or other situations should have a conference with the French teacher to determine course level, i.e.: French 20 or French 30. For the first year of JBA Senior high French 20 may need to be done in part on-line if there are not enough students to maintain a learning group. * Those wishing to challenge the French 30 course must see the teacher at the beginning of the semester. 22

23 French 10 5 credits FRENCH French 10 is designed for students that have completed some prior French language training in junior high school. This level is an initial, yet practical, learning experience, using a theme based approach. Emphasis is placed on vocabulary building through conversation and simulated real-life situations. Basic grammar is developed through the oral and unwritten components. Students that are proficient in French may challenge the course examination to receive credits in French 10 and 20. (In the assessment process for FSL course challenges, students need to perform a number of oral, written and listening and reading comprehension tasks as well as show samples of their work that demonstrates the expected standards for the course being challenged.) French 20 5 credits This level is a continuation of French 10 and is designed for students who have already developed the vocabulary and grammar basics of the beginner level. Students must have basic proficiency in both oral and written components of the language. Using a thematic approach, this level will continue to enhance their conversational skills. French 30 5 credits This level covers a more in-depth and intensive study of different verb tenses and incorporates them into practical and interesting oral/written components of a thematic approach. 23

24 FINE ARTS at JBA COURSE SEQUENCE Art 10 Art 20 Art 30 Drama 10 Drama 20 Drama 30 Music 10 Music 20 Music 30 Concert 15 Concert 25 Concert 35 Jazz 15 Jazz 25 Jazz 35 *Pipes and Drums Club meets at JBA once a week for one hour of instruction by a volunteer and our leadership students. At this time, this is not offered as a formal complementary option course at JBA, but may become a credited course in the future depending on instructor/teacher availability. ART Art 10, 20, 30 is a unified, sequential program with common goals that span the entire secondary program and focuses on three major components of visual learning: Drawings or Delineations; Compositions or Structures; and Encounters with art. Within JBA s Canadian Studies perspective, our Art courses will have a distinct focus on Canadian life and cultures. Canadian Art 10-5 credits This course provides an introduction to the fundamentals of design, drawing, painting, sculpture and printmaking. The primary objective is to help students learn to think creatively, applying their impressions and experiences through the application of the principles and elements of art. Projects may show their relation to Canadian culture, science and technology, social or historical sources, or may be created through personal experience or fantasy. Canadian Art 20 and Canadian Art 30 5 credits. These courses continue with the studio-based program offered in grade 10. It continues to consist of three general areas of visual learning: Drawings: how visual information is seen and presented; developing technical and critical skills, Compositions: how images are designed; creating meaning visually, Encounters: how visual images evoke responses and interpretation; exploring art across history and tradition. 24

25 DRAMA Drama 10 5 credits This course introduces the student to performance and stage management skills. Students are encouraged to develop concentration, imagination, self-discipline and co-operation with others. This course curriculum includes orientation, movement, speech, improvisation, theatre studies and technical theatre design with a focus on Canadian content. Students will complete individual and group projects. Drama 20 and Drama 30 5 credits These courses are a continuation of Drama 10. Students will take on increasing responsibility for staging their own productions, directing, and stage management. Music 10-5 credits MUSIC This course is for students interested in pursuing studies in instrumental music. The main emphasis of the course includes all aspects of instrumental playing; technical, musical and performance skills. Some theory and music appreciation will also be included as it pertains to the performance with an instrument. Computer utilization will also be a component of this course. This is a pre-requisite of Music 15. Music 15/Concert Band - 5 credits This is a full year course, which meets twice weekly. Music 15 further develops the elements contained in Music 10. Creative musicianship is also introduced in this course. It is recommended for the student who wishes greater performance success in the music department. This course is offered in the mornings, prior to the start of the regular school day. This is a co-requisite of Music 10. Music 15/Jazz Band - 3 credits JBA Jazz 25: This course is open to any music student registered in Music 10/20 and will continue throughout grades 11 and 12. This is a full year course and is nonauditioned. This course is offered outside the timetable. (3 credits) Note: Music 10, 20, 30 and Music 15, 25, 35 are continuous programs that extend over the student s high school career. 1. It is expected that students registered in Music 10/20/30 will also register in Music 15/25/35 for their performing group. 2. All students wishing to use a school-based instrument pay a yearly rental fee. 3. An extra-curricular jazz program will also be offered. (See above) 25

26 4. Performances and concert band materials are ongoing and will be tied in with all 10, 20, 30 and 15, 25, 35 courses. THE CAREER PATHWAYS PROGRAM Students at JBA will have an opportunity to select a Career Pathways program and to further enhance a Personalized Learning Plan and Portfolio. This plan is to be completed and students will be guided through their high school years focusing on these pathways. Pathways are designed to facilitate student career choice, to personalize one s learning plan, and to give students an insight into the working world or post-secondary studies. At any time, a student can change a selected pathway to another career pathway. Some of the possible Human Services Career Pathways that may be offered at JBA are: Emergency Services (Police/Fire/ EMS) Post-Secondary Education (University College entrance) Canadian Military (Regular and Reserves) Energy, Science, and Applied Technology Human Resources Logistics Volunteerism CBE COURSES on CBE- LEARN: On-line Learning CBE- Learn offers students an opportunity to meet the requirements of the high school program through a different classroom setting. The course offers a combination of online computer learning in addition to face-to-face instruction. Students are expected to attend class daily. Assignments and daily activities can be found within the class shell. These courses can be accessed on the Internet both in the school and from home. Priority placement is for those students who have not successfully completed courses in a face-toface setting. Research indicates that successful completion of this course is correlated with students choosing to learn in this setting as opposed to simply being placed in it. Familiarity with computers is not a prerequisite to taking this course. All students must take an introductory course prior to enrolling in other on-line courses. Cadets Canada: If you are a member of a Cadet organization, senior high school credits for summer and winter (Local Area Training) are now being offered. It is understood that the CBE Career Pathways Office and Alberta Learning are collaborating on initiatives to provide Cadets with high school credits for courses and training completed during summer concentrations outside the province and now at local areas/garrisons. Up to 15 Credits may be applied towards one s high school diploma; this may cover cadet leadership training, staff work, and courses completed. Juno Beach Academy supports this initiative and applications are available from the school office. 26

27 Duke of Edinburgh Award Program: JBA is a partner with the Duke of Edinburgh Program. This initiative challenges young Canadians to discover the satisfaction of achievement. JBA students from grade 8 (age 14) to grade 12 can participate in this citizenship and leadership development program. JBA students are eligible to receive completion levels of bronze, silver, and gold. Gold recipients receive awards from members of the Royal Family. It is only $20 to register for all of the three programs. See the JBA office for more details. Uniform Program: JBA prides itself on being a uniform school. Prior to final acceptance, all students that attend JBA must commit to wearing the school uniform daily and have paid for their clothing. Our parents front all costs for the uniform program. Details on the uniform costs and the proper protocol for wearing the uniform can be found in the school s Right Dress handout. Required packages are approximately $400 and are available from the School Council s Kit Shop. Our strict uniform policy reinforces hygiene, eliminates economic barriers and peer pressures, and encourages student dress and deportment. This includes enforcing rules against the writing on personal skin, no facial piercing, and the inappropriate wearing of any unauthorized clothing or jewellery. We believe that students must arrive to school each day and leave JBA with the approved school clothing. Students that are dressed inappropriately will not be allowed to attend classes and could possibly be sent home to remedy the situation. Alternative Program: JBA is a magnet school; we attract students from all over the Calgary area. We are smaller in total student population than regular high schools and as such do not offer the same depth of experiences as large schools, i.e. football teams, variety of clubs, etc. At JBA, we believe our small school setting to be the strength of our program as we involve our students in other vocations. We have found that at JBA students receive the required personal attention, we accommodate outside opportunities and other work experiences, and we provide an environment where students may feel accepted and comfortable learning. We are not a traditional disciplined setting nor do we encourage outdated teaching methods, but we do encourage academic growth, leadership and citizenship through the use of self-esteem development, marching drill and selfdiscipline, syndicate discussions, application of Multiple Intelligence Theory, small group projects, and the study and pride in one s country. We believe in a diversified Canada and the notion of public school, but at the same time, we honour our Country by singing O Canada and standing at attention when the Canadian Flag arrives to our assemblies. Student Senate: Operating much like a student council, the elected, democratic and open Student Senate will collectively bring student issues forward to the School Council and to the teachers. The Senate is shaped each year in the fall. 27

28 Is a junior/senior high school student who: The Juno Beach Academy Student: Enjoys learning in different places Is interested in a deeper understanding of Canadian history and responsible citizenship Is proud of Canada and of being Canadian Endeavours to work toward academic achievement Believes it is important to be a creative and critical thinker Understands the value of physical, mental, emotional and spiritual fitness and strives to develop self-discipline Understands the need for life-long learning Can become a self-directed learner Strives to become a better communicator Sees the value in being a team player Wants to develop leadership potential Values and honours diversity Enhances a loyalty to Canadian culture and values Improves time management skills Improves personal management skills Sets goals to achieve the Duke of Edinburgh Award 28