AH 2024 Digital

2024-25
ACADEMIC
HANDBOOK
SENIOR SCHOOL
Our Mission is to inspire our students to become fine young men
who will shape positive futures for themselves, their families, and
the global community. Through a broad and inclusive program,
our students will be educated and prepared for life. They will
possess a solid knowledge base in a wide range of disciplines as
well as core academic skills combined with 21st-century global
skills. During their time at Saints, they will also develop Core
Values such as empathy, humility, integrity, resilience, respect, and
responsibility. They will be inspired to become good men!
BUILDING
FINE
YOUNG
MEN.
ONE BOY
AT A TIME.
INDEX
COURSE PLANNING
• Cycle and Timeline 06
• Shared Responsibilities 06
• Planning 06
• Selection 07
• Personalized Course Creation 07
• Reflections and Course Changes 07
GRADUATION REQUIREMENTS
• BC Ministry of Education and St. George’s School Requirements 09
• St. George’s School Course Planning and Post-Secondary Planning 09
• University Admissible Courses 09
• Indigenous-focused Graduation Requirement 10
ACADEMIC EXPERIENCES
• ADST 12
3 • Career Education 12
• English 13
• Languages 14
• Mathematics 15
• Music 16
• Outdoor Education 17
• PHE 18
• Science 19
• Social Studies 20
• Theatre 21
• Visual Arts 22
• University Counselling 23
• Important Contacts 24
COURSE DESCRIPTIONS
• Grade 8 25
• Grade 9 30
• Grade 10 35
• Grades 11 and 12 42
A STATEMENT FROM THE PRINCIPAL
The annual process of selecting courses is an exciting one. Browsing through our extensive
catalogue of courses and imagining all of the possibilities for future learning and growth can THE ACADEMIC HANDBOOK
be quite inspirational. The Academic Program is the foundational pillar of our Senior School This handbook is an important resource to consult as you
experience. We inherently strive to provide our students with a robust, challenging, and engage in course planning for the 2024–25 school year.
supportive learning environment that becomes far more than just a linear progression from You’ll see important academic policies, course descriptions,
Grades 8 to 12, but rather serves as a rewarding journey of self-discovery and enlightenment. guidance on opportunities and requirements for each year,
and worksheets to help guide your thinking and planning. Be
With this in mind, there is great benefit in reflecting upon how all of our students can sure to consult the cycle and timeline for due dates, and keep
demonstrate each of our six Core Values throughout their academic journey. Being an eye on the weekly eNews and updates on the School Portal.
empathetic learners means possessing a genuine openness to different perspectives and
ideas. It’s important to have the capacity to enter into discussions and debates with a sincere
willingness to change a particular point of view, should the facts or new information justify
doing so. Bringing humility to our studies requires the capacity to accept and embrace
THE YEAR AHEAD
The 2024–25 school year will be marked by a sense of change
what we do not know and recognize the value of asking questions and learning from those
and continuity. The entire community will change our learning
around us. Conducting ourselves with academic integrity represents a total commitment to
spaces, with the anticipated completion of our new Senior
completing and submitting work that is authentic and original, even if the results might fall
School campus buildings, and the renovation of the existing
short of expectations. It also necessitates properly acknowledging those resources to which
building. Grade 8s and 9s will finish their transition into a different
we are indebted to through various research processes.
model of assessment and how learning is communicated,
At times learning can be difficult. Not everything comes naturally to us and as a result, while Grade 11s will begin year two of our transition to a new
resilience holds an important place for each of our students. Students should realize that Indigenous-focused graduation course requirement. These
4 risk taking and overcoming challenges will be vital aspects of each individual’s pathway innovations will grow from our solid foundation, and will add
through Senior School. There will never be a shortage of support from our faculty and staff, to the diversity of experiences and depth of learning for our
but our students do need to maintain a resilient mindset. We also ask that our students enter community. Although these changes will be new to many, we
into every learning situation with respect for their teachers and peers. All of our classrooms will continue to practice resilience, humility, and empathy as
must be safe and welcoming places of belonging and purpose for everyone. Lastly, we we learn through these changes together.
understand that our Academic Program is vital in helping prepare our students for the world
that awaits them after graduation. As such, developing consistently responsible habits in the
pursuit of personal success is invaluable. ACADEMICS AT ST. GEORGE’S SCHOOL
I wish all of our students the very best as they choose the courses that will shape their future St. George’s Senior School is committed to providing an
personal learning adventures. Please feel invigorated by all that is to come, and know that exciting range of learning opportunities. Teachers embrace
we are wholeheartedly committed to facilitating an exceptional Academic Program. pedagogical approaches that deepen student engagement
and create a culture of inquiry in the classroom. Through varied
instructional and assessment strategies including cohorts,
Harkness discussions, guided inquiry, blended learning, visible
Warmest Regards, thinking routines, and experiential learning, students are
encouraged to find a love of learning. We believe that there are
many ways of knowing that can be nurtured as each student
finds their own voice and purpose. Learning at St. George’s
School will support a student to develop their independence,
connect to the world, and feel a sense of agency.
MR. LEN GURR
Principal, Senior School
COURSE
PLANNING
5
2024-25
ACADEMIC
HANDBOOK
SENIOR SCHOOL
2024-25 PLANNING
ANTICIPATED TIMELINE MARCH - APRIL 2024
1 on 1 Course Planning Meetings for current Grade 10s and 11s with their University Counsellor.
Course planning and selections is a whole-community In-School or Virtual Information Sessions for all current and new students.
event, and we look forward to supporting you along
this reflective and goal-setting journey.
COURSE SELECTION PLANNING WORKSHEET
The 2024-25 timelines and processes are prepared
Use the following links to download a printable worksheet for your grade to guide you through the planning and selection process.
with care. Should unforeseen circumstances require
a change, we will provide updates to parents in the • Into Grade 8
weekly eNews, update material on the School Portal, • Into Grade 9
and connect with students via email, and update • Into Grade 10
material on the Course Selection Canvas page. • Into Grade 11 and Grade 12
• New to St. George’s Students Into Grade 10-12
LEARNING ABOUT COURSE OFFERINGS

The Academic Handbook has every course that St. George’s School offers at the date of publication. Use this as a starting point to
learn about each course by reading the description, type of course, primary modes of learning in the course, and typical amount of
out-of-class work per week.
HONOURS AND ACCELERATED COURSES
COURSE PLANNING CYCLE There are a number of advanced and accelerated options available to students, increasing through Grades 8–12. These courses are
labeled as Honours or Advanced Placement (AP). These courses are characterised by:
• Increased pace.
PERSONALIZED REFLECTIONS AND • Increased complexity of learning outcomes.
PLANNING SELECTION
COURSE CREATION CHANGE REQUESTS
• Increased number of learning outcomes.
• Increased responsibility on the student for independence in their learning including actively reviewing and previewing
To identify which characteristics may be present in an Honours or Advanced Placement course, look for the following key terms:
6 • Accelerated: Students experience the course's learning outcomes at a faster pace than the non-Honours equivalent course.
• Enriched: Students experience a course with greater depth and complexity of learning outcomes compared to the non-
SHARED RESPONSIBILITIES DURING COURSE PLANNING CYCLE Honours equivalent.
ALL STUDENTS: • Advanced: Students are completing a course that is designed for students in a higher grade level. E.g. Grade 8 students
View the Course Planning and Selection Video Overview, posted to the School Portal completing a Grade 9 course.
Attend and engage in information sessions (as offered)
Submit course planning worksheets by April 26 There are a number of reasons students might consider an accelerated or advanced course. Rather than focusing on the grade
Submit course requests by April 26 students hope to earn in a course, what matters most is that they select a course that is the right style, pace, and fit for them — and
After receiving their full course schedule August 15th, submit any course change requests during the Course Change Windows if desired.
that they’re able to do their best within that “sweet spot” of challenge.
FOR 2023–24 GRADE 10s AND 11s: Note: If it is deemed to be in the best interest of a student’s learning and experience to be removed from an Honours, Accelerated,
Enroll in courses to meet graduation requirements and check your final requests using the Grad Requirements Checklist to ensure you meet or Advanced Placement course, a student may be moved to another course by St. George’s in consultation with the student, teacher,
those requirements Head of Department, and Associate Principal of Academics.
Be familiar with relevant entry requirements and program prerequisites for post-secondary applications
Book a meeting with your University Counsellor
INFORMATION EVENINGS
PARENTS Consider attending In-School or Virtual Information Sessions for all current and new students and Applying to Canada, the United
View the Course Planning and Selection Video Overview, posted to the School Portal States, and Internationally evenings.
Understand St. George’s School and Ministry of Education Graduation Requirements
Be familiar with the course information and selection process to support your child’s decision-making and self-advocacy PREPARING FOR AND BOOKING 1:1 COUNSELLING APPOINTMENTS
Students entering Grades 11 and 12 must book an appointment with their St. George’s University Counsellor prior to submitting their
ADVISORS, TEACHERS, HEADS OF GRADE, AND UNIVERSITY COUNSELLORS course requests. Students will be emailed, notifying them of which University Counsellor they will meet with, along with details
Advisors/Teachers – Are available to answer student questions and guide students to find reliable information on how to book appointments. Appointments will be take place at lunch, after school, and for Grade 11s, also during their spares.
Heads of Department – Consider requests for student placement and determine final placement in streamed courses Early March–April 26th, 2024. Students must complete their Course Planning Worksheet, Activity Log, and University Research
University Counsellors and Heads of Grade – Review student decisions and discuss implications for post-secondary planning
Assignment and share these documents with their University Counsellor a minimum of 24 hours before their scheduled course
planning meeting.
SCHOOL ADMINISTRATION
Ensure information is shared in a timely manner Current Grade 10 and 11 students should look each week at the email, “University Counselling Week Ahead” for available
Ensure policies are equitably upheld appointments with their assigned University Counsellor. Appointments will be available in the weeks leading up to Spring Break,
Receive and process course requests and then upon return from Spring Break until the April 26th submission deadline. Students are invited to book appointments with
Work with Heads of Department for placement their assigned University Counsellor during this time and parents are warmly encouraged to attend.
Work with Heads of Grade, University Counselling, Student Support Success, and others for final schedule approvals
Generate student schedules Note: Timelines and processes are subject to change. Students should refer to the Course Planning and Selection Button on the
Receive and process course change requests
School Portal and pay attention to their school email for the most up-to-date information.
SELECTION REFLECTIONS AND COURSE CHANGES
DEADLINE: APRIL 26, 2024 SUMMER/FALL 2024
Course requests and worksheets are due for students entering Grade 9-12. Student schedules will be distributed, and the course change process will be outlined.
Students who have applied to a Grade 10 Cohort should wait to submit their course requests until instructed to.
Students new to St. George’s should submit their requests based on the timeline provided in the New Student Orientation
St. George’s School provides every opportunity to learn more about all our courses, meet with teachers, and connect with
evening, and on the New Student Checklist
formal and informal mentors and advisors to put students in the best possible position for selecting the right schedule for
them. Yet, we recognize that there are many reasons why a student may change their mind. Therefore, there will be multiple
windows for course changes for students entering Grade 11 and 12. These windows have specific purposes and restrictions.
Each student submits their own course selection for review from the Head of Grade, Personal Counsellors, University Please consider changes carefully. When schedules are released, an electronic course change form will be shared with
Counselors, Associate Principals, and Principal. students. All changes are subject to availability and require students to pay attention to deadlines and details.
To submit your course selection: There are a number of reasons why students may want to change courses. Please keep in mind that there are many other
types of support and solutions if you are feeling like a course isn’t the right fit for you. Your first step is always to speak
1. G
o to your Grade’s submission form, ensuring you are logged into your St. George’s account. directly with your teacher.
Into Grade 8 (‘29) You might consider these questions as a starting point:
Into Grade 9 (‘28)
Into Grade 10 (‘27) • Have other students felt the same way as I am right now? How have they coped?
Into Grade 11 (‘26) • Do you (the teacher) think that I'm showing signs that the material is not the right zone of challenge for me
Into Grade 12 (‘25) (too much or too little)?
• What might I be able to do to fill in gaps or find an extra challenge?
2. Follow all prompts, including uploading your Course Planning Worksheet. • From what you (the teacher) have seen of my work so far, where do you think my strengths and weaknesses are?
• What are some ways I can actively make the best use of class time and homework assigned?
Note: • How can I get further support from you or other peers?
• Students must submit their requests by April 26th, 2024 at 4:00 pm. • How do the concepts I am struggling with line up with other concepts — are they new from the course in the
Please note, these requests will be considered final. There is no priority order to submissions. previous year?
• Is it review? Where does the course go from here?
• Students entering Grades 11 and 12 should wait to submit their choices until they have their 1:1 Course
• How can I get further support?
Counselling Session with their assigned University Counsellor.
7 • New students entering Grades 8-12 will be invited to submit their choices in May 2024, and will also be invited to a New WINDOW (DATES TBC) PURPOSE RESTRICTIONS /DETAILS
Student Welcome Evening and follow up meetings to discuss course selections.
WINDOW #1 • Add/drop any course(s) • Must meet Course Load Requirements
FULL CHANGES (ROUND 1) • May not exceed number of spares permitted
August 15th at 8 AM • Must select from the Master Schedule.
to August 30th at 4 PM • Possibility that desired course may be at capacity
• Course removed from report card/transcript
WINDOW #2 • May drop a Day 1 or Day 2 course • Must meet Course Load Requirements
FULL CHANGES (ROUND 2) • May add another course • May not exceed number of spares permitted
• Grade 8-9: Not open. • Possibility that desired course may be at capacity
• Course removed from report card/transcript
PERSONALIZED COURSE CREATION • Grade 10: Friday September 6th
at 4 PM 1 to Friday September
• Grades from one section of the same course follows
student to new section when moving
13th at 4 PM.
MAY-JUNE 2024 • Grade 11/12: Friday September
Student schedules are created. 6th at 4 PM to Friday
September 20th at 4 PM.
St. George’s School believes in student-centered scheduling, where student choice is at the forefront of our scheduling. WINDOW #3 • Change stream of a course • May not drop a course entirely
For students, this means they will not select courses from a predetermined Master Schedule. Instead, they will select their STREAM CHANGE (in/out of accelerated Honours • Possibility that desired course sections may be at capacity
preferred courses and alternates, and the Master Schedule will be based on the combination of teacher availability and Monday September 23rd or Advanced Placement) • Subject to School approval and teacher consultation
to Start of Winter Break • Original course removed from transcript, kept on report
student requests. This approach will enable us to:
cards (if issued)
• Have a more accurate set of data as to what courses interest students.
• Achieve a higher percentage of fulfilling student requests. WINDOW #4 • Invitation for Grades 8 and 9 to change • Grades 8/9 Semester 2 Elective Course Change Requests
• Be more responsive to student requests to determine the number of sections of courses, GRADE 8/9 SEMESTER 2 Semester 2 courses • Possibility that desired course may be at capacity.
and which courses are offered. ELECTIVE CHANGES
Monday December 2nd
In a small number of cases, we may have more students interested than we have spaces available or students may have a to the Start of Winter Break
conflict when the Master Schedule is created. Additionally, in some cases, there will be insufficient student interest to offer
a course. In both those cases, the School reserves the right to place a student in a different, relevant course to ensure a
positive Academic Program for everyone. As the school year dates can be subject to change, students should consult THIS document throughout the year for
any changes and links to Course Change Request Forms.
GRADUATION
REQUIREMENTS
8
2024-25
ACADEMIC
HANDBOOK
SENIOR SCHOOL
BC MINISTRY OF EDUCATION AND ST. GEORGE’S SCHOOL REQUIREMENTS ST. GEORGE’S SCHOOL COURSE PLANNING AND POST-SECONDARY PLANNING
Students who graduate from St. George's School earn a St. George’s Certificate of Graduation and the BC Dogwood Diploma. The chart below summarises graduation In selecting courses, students need to be aware of both general and specific admission requirements for post-secondary
requirements for our students. All courses are 4 credits, unless otherwise noted. See this Worksheet for a usable copy you can use to track your graduation requirements.
institutions and their specific programs. Admission requirements and how applications are assessed are subject to change,
* Indicates an additional St. George’s requirement that is in addition to BC Ministry of Education requirements
requiring students to do continuous research to ensure they meet entrance requirements.
REQUIREMENT GRADE 10 GRADE 11 GRADE 12 CREDITS Students entering Grades 11 and 12 are advised to work closely with their St. George’s University Counsellor throughout the course
REQUIRED selection process. It is ultimately the student’s responsibility to ensure he has the required courses for his post-secondary
ARTS EDUCATION 10, 11, OR 12 * Concert Band 10 Concert Band 11 AP History of Art 12 4 applications and is able to meet entrance requirements. Students will be supported in this by their St. George’s University
Drama 10 Drama 11 AP Studio Arts 12 Counsellor. St. George’s University Counsellors are well-versed in course planning and post-secondary admissions, and are
Studio Arts 2-D 10 Directing and Script Development 11 Concert Band 12 advocates for each student, supporting and guiding him in his unique journey.
Studio Arts 3-D 10 Media Arts 11 Drama 12
Media Arts 10 AP Music Theory 12 Film Studies 11 While some universities assess a student’s application holistically, taking into account factors such as a student’s character,
Jazz Band 10 Jazz Band 11 Graphic Arts 11/12
Television Production 11 Studio Arts 2D 11 Jazz Band 12
extra-curriculars, and accomplishments, the academic profile remains paramount. Many universities base admissions solely on
Theatre Production 11 Studio Arts 3D 11 Media Arts 11/12 a student’s academic record. Students should also consider their strengths, interests, and abilities in choosing their courses as
Film Studies 11 Theatre Production 11/12 AP Music Theory 12 admission to university is competitive.
Television Production 11/12 Studio Arts 2D 11/12
Studio Arts 3D 11/12 To ensure St. George’s students are university-admissible, they need both the required number of approved Grade 12 courses for
Theatre Production 11/12 admissions and the prerequisites for their program of interest at each institution. While focusing on Grade 12 academic courses,
Television Production 11/12
many universities also include an assessment of a student’s academic performance in Grades 10 and 11 in determining their
admissions decisions.
CAREER LIFE EDUCATION 10 Career Life Education Grade 11 Career Life Grade 12 Career LIfe 8
CAREER LIFE CONNECTIONS 12 Connections 12A Connections 12B (Capstone)
ENGLISH LANGUAGE 10 EFP Literary Studies 10 (2 credits) Literary Studies 11/11 Honours English Studies 12 12
ENGLISH LANGUAGE 11 AND one of: (2 credits) Composition 11/11 Honours (individual course or as double
ENGLISH STUDIES 12 Spoken Language 10 credit from UNIVERSITY ADMISSIBLE COURSES
New Media 10 AP English Literature or
Creative Writing 10 AP English Language)
University Admissible Courses are specific courses used by universities to assess a
Foundations of Math Pre-Calculus 11 8 student’s application and to calculate a student’s academic average for admissions
MATHEMATICS 10
MATHEMATICS 11* & Pre-Calculus 10 Pre-Calculus 12 purposes. Students must graduate from St. George’s School with English Studies 12
Pre-Calculus 11 Foundations of Math 11 or English First Peoples 12, plus at least four (five are highly recommended) additional
university-admissible courses. There are other Grade 12 courses that we offer, which will
PHYSICAL & Physical & Health Education 10 4 contribute to a student’s learning and self-discovery, as well as to their other graduation
HEALTH EDUCATION 10 requirements. See the Course Descriptions for a full list of all Grade 12 courses.
9 University Admissible Courses are specific courses used by universities to assess a
SCIENCE 10 Science 10 Chemistry 11 8 student’s application and to calculate a student’s average mark for admissions purposes.
SCIENCE 11 * Chemistry 11 Honours Students must graduate from St. George’s School with English Studies 12 or English
Physics 11
First Peoples 12, plus at least four (five are recommended) other university-admissible
AP Physics 1 Honours 11
Earth Sciences 11
courses. There are other Grade 12 courses that we offer that will contribute to a student’s
AP Environmental Science 12 learning and self- discovery as well as to their other graduation requirements
Specialized Science 12 See the Course Descriptions for a full list of all Grade 12 courses.
Anatomy and Physiology 12
The following courses are generally regarded as university-admissible. It is crucial for
French 10/10H French 11/11 Honours students to know which courses their prospective universities will accept.
SECOND LANGUAGE 10 * 8 Note: all courses on this list are subject to availability due to enrollment.
SECOND LANGUAGE 11 * Spanish 10/10H Spanish 11/11 Honours
Spanish Introductory 11 Spanish Introductory 11
Mandarin 10/10H Mandarin 11/11 Honours KEY MINISTRY OF EDUCATION • Most Advanced Placement courses (See Course Descriptions for a listing)
Latin 10 Latin 11/12 • 20th Century World History 12
ONLINE INFORMATION • Anatomy & Physiology 12
• Calculus 12
SOCIAL STUDIES 10 Social Studies 10 Contemporary Indigenous Studies 12
8
• Chemistry 12
AND SOCIAL STUDIES 11 * Our Education Program is founded on curricula • Comparative Cultures 12
and requirements from the BC Ministry of • Computer Programming 12 (Accepted by a limited number of schools)
Education and Child Care. The resources below • Contemporary Indigenous Studies 12
INDIGENOUS-FOCUSED EFP Literary Studies 10 (2 credits) Contemporary Indigenous Studies 12 Contemporary Indigenous Studies 12
English First Peoples 12 may be of interest to you: • E-Commerce 12 (Accepted by a limited number of schools)
COURSE
• Economics 12
SUB TOTAL REQUIRED CREDITS 60 • English First Peoples 12
•B
C Graduation Program Policy Guide
REQUIRED FOR COMPLETION • English Studies 12
(Grades 10-12)
• French 12
NUMERACY ASSESSMENT 10 | LITERACY ASSESSMENT 10 | LITERACY ASSESSMENT 12
•B
C Curriculum • Geology 12
• Latin 12
MINIMUM ELECTIVE CREDITS REQUIRED FOR GRADUATION •P
rovincial Assessments • Law Studies 12
(Literacy 10 and 12; Numeracy 10) • Mandarin 12
• 4 CREDIT COURSE GRADE 12 #1 (Course labelled 12, or AP, taken in Grade 11 or 12) 4
• I ndigenous-focused Course • Physical Geography 12
• 4 CREDIT COURSE GRADE 12 #2 (Course labelled 12, or AP, taken in Grade 11 or 12) 4
• Philosophy 12
• 4 CREDIT COURSE GRADE 12 #3 (Course labelled 12, or AP, taken in Grade 11 or 12) 4 Graduation Requirement
• Pre-Calculus 12
• 4 CREDIT COURSE GRADES 10-12 (Course labelled 10, 11, 12, or AP, taken in Grade 10, 11, or 12) 4 (new for Graduates of 2025)
• Physics 12
• 4 CREDIT COURSE GRADES 10-12 (Course labelled 10, 11, 12, or AP, taken in Grade 10, 11, or 12) 4 •R
eporting on Student Learning • Specialized Science 12 (Accepted by a limited number of schools as a Grade 11 Science)
(Updates for 2024-25) • Spanish 12
SUB TOTAL ELECTIVE CREDITS 20
TOTAL MINIMUM CREDITS NEEDED 80

INDIGENOUS-FOCUSED
GRADUATION REQUIREMENT
As part of the new BC. Ministry of Education Indigenous graduation requirements
and St. George’s School’s contribution to advancing the Calls to Action from
the Truth and Reconciliation Commission, we are proud to offer a shared
commitment and diverse learning experiences for our community. In year two of
our implementation plan, students will have a dedicated space in their timetable
for a common experience and additional opportunities for further exploration.
We are grateful to our neighbours and hosts from the Musqueam First Nation for
their teachings and guidance, and their ongoing work with us. You can learn more
about the big picture from the BC Ministry of Education and Childcare and the
First Nations Education Steering Committee.
TRANSITION YEAR 2
2024–25
May Choose:
May or Must* Choose one of:
GRADE • English
• English
Fist Peoples
First Peoples
12 12
12
CLASS
CLASSOFOF
•• Contemporary
ContemporaryIndigenous
IndigenousStudies
Studies1212 2025
2026
(*•Must
BCtake
Fistone if CIS 12
Peoples 12 was not taken Grade 11)
May Choose:
10 GRADE • English Fist
All Peoples
students12
take:
11
CLASS
CLASSOFOF
• Contemporary IndigenousStudies
Studies12
12 2026
2026
• BC Fist Peoples 12
May Choose:
GRADE All students take:
• English Fist Peoples 12
10
CLASS
CLASSOFOF
First Peoples Literary Studies 10
• Contemporary Indigenous Studies 12
(Semester 1)
2027
2026
ONGOING PLAN
2025–26
May Choose:
May or Must* Choose one of:
GRADE • English Fist Peoples
• English 12
First Peoples 12
12
CLASS
CLASSOFOF
•• Contemporary
IndigenousStudies
Studies1212 2026
2026
(*•Must
BCtake
Fistone if CIS 12
Peoples 12 was not taken Grade 11)
May Choose:
GRADE • English Fist
All Peoples
students12
take:
11
CLASS
CLASSOFOF
• Contemporary IndigenousStudies
Studies12
12 2027
2026
May Choose:All students take:

GRADE First Peoples
• English Literary
Fist PeoplesStudies
12 10 (Semester 1)
10
CLASS
CLASSOFOF
Contemporary
• May Indigenous
choose a Semester StudiesFirst
2 English 12 2028
2026
• BC Fist Peoples
Peoples12 course
ACADEMIC
EXPERIENCES
11
2024-25
ACADEMIC
HANDBOOK
SENIOR SCHOOL
ADST
DEPARTMENT PHILOSOPHY
The ADST Department’s philosophy centers on the belief that education thrives through hands-on projects and experiential
learning. Our teachers are committed to fostering an environment that ignites creativity, sharpens critical thinking, and
cultivates problem-solving skills.
Using experiential learning, our courses encourage students to apply theoretical knowledge in practical settings, ensuring
they not only acquire technical proficiency but also develop analytical and problem-solving abilities. Guided by the Design
Thinking Process, our approach to education is a pathway to innovation, teaching students to empathize, ideate, prototype,
and iterate.
The ADST Dpartment is a community that values inclusivity and collaboration. By merging cutting-edge technology with
traditional craftsmanship, we equip students with a versatile skill set, ready to navigate the challenges of the 21st century.
STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

Robotics competition (VEX), Robot Wars, Makers Club, Business, Investment and Entrepreneurship Clubs, Dragon’s Lair
Pitch Competition
COURSES OFFERED
Business Education 8, Computer Studies 8, Drafting 8, Robotics 8, Woodwork 8, Business Education 9, Computer
Programming 9, Drafting 9, Electronics and Robotics 9, Woodwork 9, Electronics and Robotics 10, Entrepreneurship
and Marketing 10, Graphic Production 11, Technology Explorations 10, Web Development 10, Computer Programming
11, Computer Science 11, Graphic Production 12, Woodwork 11, AP Computer Science A 12, AP Macroeconomics 12, AP
Microeconomics 12, Computer Programming 12, E-Commerce 12, and Woodwork 12.
12
CAREER EDUCATION
The Career Life Education Department philosophy guides students along a transformative journey founded on the process
of self-discovery. The program's fundamental belief is that by understanding what motivates and inspires them, students
are better equipped to make informed decisions in various aspects of their academic and personal lives. The emphasis lies
on helping students discern their values, providing a foundation that influences their choices in future course selections,
co-curricular activities at Saints, university program selections, and future career paths.
Our Career Life Education Program empowers students to gain a deeper understanding of themselves as people and
learners. It encourages reflection on the person you are, the future you want to experience, and the best pathways for
reaching that future. Through high quality career education, students can synthesize their personal values and career
pursuits, enabling them to make meaningful contributions and positive impacts on both their immediate community and
the wider world. Through a structured curriculum and experiential learning opportunities, the program fosters character
development, leadership skills, and a sense of personal and civic responsibility. CLE culminates in their Grade 12 year with
a semester-long Capstone project whose dual focus on personal passions and external impact epitomizes what the Career
Life Connections (CLC) experience is all about. By embarking on this journey, students are not only equipped with the tools
to navigate their academic and professional trajectories successfully, but they also become agents of positive change,
inspiring and influencing those around them.

Volunteer, mentorship and work experience connections, Careers Day, Internship opportunities.
COURSES OFFERED
Career Education 8, Career Education 9, Career Life Education, Career Life Connections.
ENGLISH
The English Department is committed to providing all boys with varied opportunities to help them cultivate a love of
literature, become independent thinkers, and develop a voice that’s distinctly theirs. Beyond preparing students for the
demands of post-secondary education, we aim to foster a critical and explorative appreciation for literature and the
nuances of language by engaging with perspectives different from our own. Our classrooms are places of curiosity, inquiry,
and creativity — supported (not supplanted) by technology, fundamentally driven by a collaborative spirit and individual
contributions. We want learners of all levels to take risks in pursuing excellence. Teachers place understanding of boys’
learning styles, needs, and the diverse cultures of the School at the forefront of lessons. As students progress through their
years at St. George’s School, they will make important choices in focus (whether it be Creative Writing, Spoken Language,
New Media, and/or Composition) and breadth of learning (through Honours or AP courses) to form a challenging, but
cohesive program of study that is personally enriching.

Opus, Poetry In Voice, Book Club
COURSES OFFERED
English 8, English 9, English First Peoples Literary Studies 10, Creative Writing 10, New Media 10, Spoken Language 10,
Composition 11, Composition 11 Honours, Literary Studies 11, Literary Studies 11 Honours, Writers’ Workshop 11, AP English
Language & Composition 12, AP English Literature & Composition 12, English First Peoples 12, English Studies 12, and
Journalism 12.
13
ENGLISH 8
ENGLISH
ENGLISH 9
FIRST PEOPLES LITERARY STUDIES 10 FIRST PEOPLES LITERARY STUDIES 10 FIRST PEOPLES LITERARY STUDIES 10
OR OR
NEW MEDIA 10 SPOKEN LANGUAGE 10 CREATIVE WRITING 10
STUDENTS MAY ADVANCE TO A COURSE OF THEIR CHOOSING BASED ON THEIR DESIRED LEVEL OF CHALLENGE.
LITERARY STUDIES 11 COMPOSITION 11

OR LITERARY STUDIES 11 OR COMPOSITION 11 OR
HONOURS HONOURS
STUDENTS MAY ADVANCE TO A COURSE OF THEIR CHOOSING BASED ON THEIR DESIRED LEVEL OF CHALLENGE.
ENGLISH STUDIES 12 ENGLISH STUDIES 12

ENGLISH
AP ENGLISH LITERATURE ENGLISH STUDIES 12 AP ENGLISH LANGUAGE
FIRST PEOPLES 12
& COMPOSITION & COMPOSITION
LANGUAGES FRENCH
FRENCH 8 FOUNDATIONS FRENCH 8 FRENCH 8 HONOURS

The Languages Department is dedicated to providing a practical and fun language learning experience that emphasizes
culture, communication, and creativity. Our approach promotes collaboration, empathy, growth, and self-discovery. By
exposing our students to new perspectives and equipping them with relevant language skills, we empower them to become
confident and effective communicators in a dynamic and global landscape.
FRENCH 9 FRENCH 9 HONOURS

Francophone Culture Club, National French Contest (Le Grand Concours), National Spanish Exam, Chinese Culture Club.
COURSES OFFERED FRENCH 10 FRENCH 10 HONOURS

French 8, French 8 Foundations, French 8 (Honours), Latin 8, Mandarin 8, Mandarin 8 (Honours), Spanish 8, French 9,
French 9 (Honours), Latin 9, Mandarin 9, Spanish 9, French 10, French 10 (Honours), Latin 10, Mandarin 10, Mandarin 10
(Honours), Spanish 10, Spanish Introductory 11, French 11, Latin 11, Mandarin 11, Spanish 11, AP Chinese Language & Culture
12, AP French Language 12, AP Latin 12, AP Spanish Language & Culture 12, French 12, French 12 (Honours), Latin 12,
Mandarin 12, and Spanish 12. FRENCH 11 FRENCH 12 HONOURS
Please note, in 2024-25, Mandarin 9 and Spanish 9 are introductory level courses and do not have Grade 8-level prerequisites
as shown in the tables below and in the course descriptions.
FRENCH 12 AP FRENCH LANGUAGE 12
Movement between streams is possible with a diagnostic assessment.

14
LATIN
MANDARIN
SPANISH
LATIN 8
MANDARIN 8 MANDARIN 8 HONOURS
SPANISH 8
LATIN 9
SPANISH 9
LATIN 10
SPANISH 10
Placement Test in the Spring and
teacher recommendation required.
SPANISH INTRODUCTORY 11
With Teacher Approval. LATIN 11/12
MANDARIN 11 MANDARIN 12
SPANISH 11 SPANISH 12
AP LATIN 12
AP CHINESE LANGUAGE
MANDARIN 12 AP SPANISH LANGUAGE
& CULTURE 12 SPANISH 12
AND CULTURE
MATHEMATICS
Mathematics is more than a sequence of calculations that lead to the correct solution to a problem. It is a state of mind and
an intellectual art. It is a discipline that goes beyond its immediate, apparent, and obvious applications. It confirms, expands,
and diversifies the meaning of what it is to be human, and its language is accessible to people of all cultures and backgrounds.
Mathematics has been with us ever since we began using language, and the the requirement for mathematics was, and is,
inescapable ever since we civilized.
It is a way of analytical thinking where the benefits extrapolate well beyond the boundaries of a classroom. Our world out there is
crying out for thinkers; people who can critically analyze, deductively reason, substantiate their thought,s and come up with creative
and innovative solutions to problems whose consequences greatly affect the world we live in.
The study of Mathematics can encourage the development of such thinkers. The way in which you will be taught (and the way
in which you will be challenged to learn) is for you to understand what it is you are learning... for you to struggle, negotiate, and
overcome.... emerging as a more resilient, more well-thought-out, more communicative thinking individual. It is with this hope that
we look forward to our experience with you in the classroom this year. We are optimistic that you are up to the challenge.

Fusion Program: Fusion is an opportunity for Grade 10s to explore the world of STEM (Science, Technology, Engineering, and Math)
in an integrated and experiential way. All Cohort members take Science, Math, English, and the Fusion (Technology Exploration
10) course as one group. Where possible, curricula from these courses are blended in order to deepen connections and apply
knowledge.
Co-Curricular Competitive Math Program (CCMP). A Grade 9–12 by invitation co-curricular where students participate in a mixture
of math contest preparation and advanced topics.
Annual Math Contests: American Math Competitions ( AMC 8, AMC10, AMC 12); American Invitational Math Exam; Canadian
Open Math Contest (COMC) that leads to potentially qualifying to the Canadian Math Olympiad and representing Canada at the
15 International Math Olympiad; and Waterloo contests like the Canadian Senior and Intermediate Math Contest, Pascal, Cayley,
Fermat, Fryer, Galois, Hypatia, Euclid, and Gauss.
COURSES OFFERED
Math 8, Math 8 Honours, Math 8 Honours Enriched, Math 9 Honours, Math 9 Honours Enriched, Math and Pre-Calculus 10, Math
and Pre-Calculus 10 Honours Enriched, Pre-Calculus 11 Honours Enriched, Pre-Calculus 12 - Gr 11, Pre-Calculus 12 - Gr 11 Honours
Enriched, Advanced Topics in Mathematics 12, AP Calculus AB 12, AP Calculus BC 12A, AP Statistics 12, Calculus 12, Pre-Calculus 12
MATH COURSES ADVANCED

REGULAR PACE ADVANCED AND ENRICHED
AVAILABLE TO: AND/OR ACCELERATED
GRADE 8 Math 8 Math 8 Honours: Math 8 Honours Enriched: Math 8 and 9

STUDENTS Math 8 and Math 9 combined combined and contests
GRADE 9 Math 9 Math 9 Honours; Foundations of Math

STUDENTS Math 9, Foundations of Math, and Pre-Calculus 10 (Competition)
and Pre-Calculus 10
GRADE 10 Foundations of Math and

Pre-Calculus 11 Pre-Calculus 11 (Competition)
STUDENTS Pre-Calculus 10
GRADE 11 Pre -Calculus 11 Pre-Calculus 12 Pre-Calculus 12 (Competition)

STUDENTS Foundations of Math 11 AP Statistics AP Calculus BC 12A
GRADE 12 AP Calculus BC 12A Advanced Topics in Mathematics

Pre-Calculus 12
STUDENTS AP Calculus AB 12 (For those who have already
Calculus 12
AP Statistics completed AP Calc BC)
See note about Math on Page 44

Our goal is to provide each student with the best possible Music education. Through learning to play an instrument,
students will be challenged to develop an informed and inquiring mind that enables them to engage the fundamental issues
of their art and to become effective cultural leaders in society.
The study of Music brings growth and development in so many ways. By performing in both large and small ensembles,
students will develop highly refined listening skills, personal confidence, healthy self-esteem, cooperation, collaborative
skills, and leadership qualities.
Through the process of individual study of an instrument, each student will develop self-discipline, the ability to set short-
term and long-term goals, and better understand achieving quality through perseverance and dedication. Students will also
MUSIC
gain many other qualities, including Empathy, Humility, Respect, Responsibility, and Resilience: the Core Values of
St. George's School.
Most importantly, we believe that the study of Music allows us to celebrate and preserve our cultural heritages, and also
explore the realms of expression, imagination, and creation resulting in new knowledge. It is a medium that allows us to
express what words cannot.

St. George’s Wind Ensemble, co-curricular open (by audition) to any student enrolled in the Band course at their
corresponding grade level Junior (8-10) or Senior (10–12) Jazz Ensemble. Curricular course open by auditions to any
students enrolled in the Band course at their corresponding grade level.
COURSES OFFERED
Concert Band 8, Concert Band 9, Concert Band 10, Concert Band 11, Concert Band 12, Junior Jazz Ensemble 8, Junior Jazz
Ensemble 9, Junior Jazz Ensemble 10, Senior Jazz Ensemble 10, Senior Jazz Ensemble 11, Senior Jazz Ensemble 12, AP Music
Theory 12
16
At St. George’s School we believe in the transformative power of Outdoor education to foster holistic
development and inspire a lifelong connection to the natural world. Our philosophy is grounded by the belief
that Outdoor and Experiential Education allows students to develop self-awareness, inspires a sense of
responsibility, and creates a deeper connection to natural spaces. Through the Outdoor experiences offered
at St. George’s School, students will connect with their peers, overcome challenges together, and grow as a
community while developing the character strengths that all students need to excel in our ever changing world.
OUTDOOR EDUCATION STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

Grade 8 Community Building Trip, Grade 8 Navig8 Trip, Grade 9 Explorer Trips, and Grade 10 Sea to Sky Trips.
Discovery 10 Cohort: The Discovery Cohort is an opportunity for Grade 10 students to engage in Outdoor and
experiential learning throughout their Grade 10 year. They will participate in 50+ days of Outdoor experiences
during the year and will complete PHE, Science, English, Socials, and and Outdoor Education elective as a
group. When possible, curriculum will be integrated with the Outdoor Experiences and will focus on creating a
deeper connection with their peers, and natural spaces.
17
18
PHE
The philosophy of the St. George’s Physical and Health Education (PHE) Department
aligns with the British Columbia Physical and Health Education curriculum, focusing on the
principle of 'Fit For Life.' Our goal is to introduce and cultivate students' comprehension
and proficiency in a wide range of activities within an enjoyable and supportive classroom
setting.
The health component of our curriculum delves into the concept of wellness, encouraging
students to explore diverse factors affecting their physical and mental well-being. Through
this exploration, students gain insights into themselves and the world around them.
Our approach prioritizes the creation of a fun, safe, and inclusive environment conducive
to students challenging themselves and enhancing their skills across a broad spectrum of
activities. We strive to impart an appreciation for the role of physical activity in maintaining
overall health and wellness, nurturing students' enthusiasm for active participation in all
our courses.

The PHE Team supports the Athletics Department in providing a wide range of co-
curricular choices for our students to pursue their specific areas of interest.
COURSES OFFERED
Physical and Health Education 8, Physical and Health Education 9, Physical and Health
Education 10, Fitness and Conditioning 11, Fitness and Conditioning 12, and Active Living 12.
SCIENCE
The St. George’s Science Department endeavours to empower students with the confidence
to tackle challenges through research and experimentation. Recognizing the inherent
biases in knowledge, we focus on developing techniques for creating informed, ethical, and
inquisitive citizens and scientists.
Our curriculum emphasizes problem-solving using mathematics and the scientific method,
instilling practical skills for real-world challenges. We encourage students to extrapolate ideas
into new domains, fostering creativity and innovation.
We work hard to cultivate intellectual curiosity. We inspire students to ask big questions
about the world, aiming not only to impart knowledge but also to ignite a passion for lifelong
19 learning and exploration.

Clubs - Many student led clubs exist to enrich learning in specific areas of interest. These
include subject specific clubs as well as clubs focused on writing, publishing, or fun activities
such as beekeeping.
Science Fair - This event allows students to take a deep dive into a single topic of interest and
compete with others across the province.
Competitions - Students compete against other students across the country and worldwide
to put their knowledge, problem solving, and engineering skills to the test.
COURSES OFFERED
Science 8, Science 9, Science 10, AP Physics 1 Honours 11, Chemistry 11,
Chemistry 11 (Honours), Earth Sciences 11, Physics 11,
Anatomy and Physiology 12, AP Biology 12, AP Chemistry 12,
AP Environmental Science 12, AP Physics 2 Honours 12,
Chemistry 12, Geology 12, Physics 12.
SOCIAL STUDIES
In Social Studies, our mission is to cultivate engaged and responsible citizens who are equipped with the
tools to navigate an ever-changing world. Through a commitment to critical thinking, curiosity, and inquiry,
we empower students to question, analyze, and shape their understanding of society.
We focus on literacy in its diverse forms, from media literacy to persuasive writing, equipping students
with the skills to effectively communicate and advocate for their ideas. Our classroom activities and
assessments primarily revolve around lively discussions and in-depth research projects, fostering
collaborative learning and critical analysis. Additionally, many courses include guest speakers and offsite
learning opportunities to make connections to real world issues.
20 Central to our mission is the reconciliation of past and present, preparing students to actively shape
the future by understanding historical contexts and promoting empathy. In doing so, we aim to inspire a
generation of compassionate and informed global citizens poised to make positive contributions to society.

Saints Conference: Model United Nations
Saints Conference: Debate
History Club
History Bowl & Bee Competition
Geography Club
Great Canadian Geography Challenge
COURSES OFFERED
Social Studies 8, Social Studies 9, Social Studies 10, Contemporary Indigenous Studies 12, 20th Century
World History 12, AP Comparative Government & Politics 12, AP European History 12, AP Human
Geography 12, AP Psychology 12, AP World History 12, Comparative Cultures 12, Law Studies 12, Philosophy
12, Physical Geography 12, and Urban Studies 12.
21
THEATRE
St. George’s School Theatre Arts: A place for those longing to explore, create, perform, and belong.
Theatre Arts, as a part of St. George's Arts, offers a wide array of performance, technical, analytical, and
creative courses spanning both stage and screen. Theatre Arts courses encourage students to develop their
awareness and use the elements of Drama, Technical Theatre, Film Study, and Creation to invent works that
are related to their personal interests and experiences. In these courses, students will experience being a
performer, audience, playwright, technician, designer, and director. Through the process of taking on roles,
students develop and express empathy for people in a wide range of situations. They develop the ability to
interpret and comment on a range of works and activities and evaluate their own and others’ creative work.

All Grades: Saints Players Theatre Company - Cast, Crew, Front of House, Publicity. (Sister schools as well)
Facilitating our students with our sister school productions.
TVP 11 & 12 – Vancouver- wide School Film Festival. / Production set field trips.
Drama 11 & 12 – BC Zones and BC Drama Festival.
Drama 8–12 – Live theatre performance field trips.
DIRECTING AND SCRIPT DEVELOPMENT 11 – Film/movie viewing field trips
COURSES OFFERED
Drama 8, Drama 9, Drama 10, Directing and Script Development 11, Drama 11, Television Production 11,
Theatre Production 11, Drama 12, Television Production 12, Theatre Production 12, and Theatre Company 12.
Engaging Head, Heart, and Hand. In Visual Arts classes, students are preparing to navigate an ever-
changing world by learning to engage their imagination and creativity, explore perception, and create
meaning. Students are guided through collaboration, employing multiple intelligence strategies,
encouraging self expression, purposeful play, and technical excellence. The process of personal inquiry
fosters independence and cultivates a confident attitude towards new possibilities. The arts remind
students that thinking and feeling do not need to be limited by language.

Students can choose from a variety of classes including 2D Studio Arts that cover drawing, painting,
design, and printmaking, Ceramics includes wheel throwing, hand building and sculpture. Media Arts
includes Animation, Film, Design and Photography, AP Studio Arts, and AP History of Art 12.
COURSES OFFERED
Art 8, Ceramics 8, Media Arts 8, Animation 9, Art 9, Ceramics 9, Media Arts 9, Media Arts 10, Studio Arts
2D 10, Studio Arts 3D 10, Graphic Arts 11, Media Arts 11, Studio Arts 2D 11, Studio Arts 3D 11, AP 2-D Design
Portfolio 12, AP 3-D Design Portfolio 12, AP Studio Art: Drawing 12, Graphic Arts 12, Media Arts 12, Studio
Arts 2D 12, AP History of Art 12, and Studio Arts 3D 12.
VISUAL ARTS
22
The post-secondary planning process is an integral part of a St. George’s
education and permeates much of the thinking and actions of our students,
from course planning, to co-curricular pursuits, to self-reflection. The University
Counselling Department is committed to helping students become the most
authentic version of themselves by guiding them towards opportunities to engage
with life and learning. The department values each student for who he is and
recognizes that each person’s path is unique.
Students are encouraged to immerse themselves inside and outside the classroom,
explore their interests, rise to new challenges, and find the things that inspire
them. The University Counselling Department envisions that through this process,
students will develop a strong sense of self and purpose, eventually pursuing
meaningful careers where they will be happy, successful, and committed to
making the world better. The department provides current information about
post-secondary options, university admissions, athletic recruitment, gap years,
scholarships, and more. The University Counselling Department’s goal of
supporting students in finding the right university or future plan requires a holistic
approach, and places the importance on fit rather than prize.

• 75+ University Visits to St. George’s School
• University Ambassadors Club
• University Counselling Connection Block
• Various special events and presentations
• University Fairs
• University Workshops
23
UNIVERSITY
COUNSELLING
DEPARTMENT HEADS UNIVERSITY COUNSELLING
WES BOISE JONATHAN MERGUI CHRISTINE WESSLER RYAN CHAPMAN

Theatre Arts Applied Design, Skills, & Technology Head of University Counselling University Counsellor
[email protected] [email protected] [email protected] [email protected]
JESSIE BAHIA
Registrar
[email protected]
STEPHANIE CHAN NATHAN MOENS LARA SLEATH ANDREW JONES
English Science Assistant to University Counselling University Counsellor
IMPORTANT
CONTACTS
24
CHRIS VYTASEK
Associate Principal
Academics
[email protected] ANDREW JONES MILICA SEVER VERNE BECOTT DIVA SHRESTHA
Mathematics Languages University Counsellor University Counsellor
STEPHEN ZIFF
Deputy Associate Principal SANTHE LeBLANC CARLY WENNER
Academics Visual Arts Social Studies
[email protected] [email protected] [email protected]
DEAN MARKEL SARAH McLEAN GUY Da SILVA

Music Career Life Education PHE
[email protected] [email protected] [email protected]
25 GRADE 8
COURSE DESCRIPTIONS
2024-25
ACADEMIC
HANDBOOK
SENIOR SCHOOL
IN GRADE 8, students will have a set schedule of six full-year courses, with each course occurring in
one of eight blocks: English, Social Studies, Math, Language, Physical and Health Education, and Science.
Students will also select from a variety of semestered courses in two of their eight blocks.They will have
one course block devoted to Arts Education (from the Visual Arts, Theatre Arts, Music Departments),
and one course block devoted to Applied Design Skills and Technology (ADST) education. Students will
experience up to two Arts Education courses, and two ADST courses. Students also have a choice to
FROM THE HEAD OF GRADE 8 replace one of their Visual or Theatre Arts courses with Latin 8. In these choices, we encourage students
Dear Students, to cast a wide net: exploring skills and topics they love as well as those they may have never encountered
Welcome to Grade 8! My name is Mr. Scribani, your Head of Grade 8, and I look forward
before. In Grade 8, students learn through experimentation with variety. Outside of traditional class time,
to getting to know you better this year. I have high hopes for each of you as you explore students will also complete Career Education 8 through existing school structures and programs like
new activities and interests, pushing beyond your comfort zone to meet new people and Advisory, Assemblies, Flex Days, and through online modules.
embrace new experiences. As you try new things, you might feel a mix of excitement and
nervousness — it's okay to feel this way! Start by joining a club or participating in a new
sport, and seek support and guidance from your classmates or teachers. Note 1: Both Math 8 and French 8 have honours varieties. See the course descriptions for further information about them.
Note 2: Concert Band 8 is a full year course, replacing both Arts Education courses.”
Throughout the year, I will guide you in the Senior School, introduce you to our traditions,
and uphold our standards. I will model pride in St.George’s Senior School, an excitement
PLEASE USE THIS LINK TO ACCESS DIGITAL WORKSHEETS FOR PLANNING YOUR GRADE 8 YEAR.
for learning, and what a supportive community looks like. You will develop confidence
in yourself, embodying the qualities of a fine young man capable of hosting others and
contributing positively to our school life.
26 Together, we will navigate significant events like Orientation Week, Remembrance Day,
Graduation Day, and activities like the New Parents Dinner and MoTalks. These provide GRADE REQUIRED COURSES CHOICES REQUIREMENTS OR RESTRICTIONS
valuable opportunities to showcase your talents, and connect to the school community.
Two blocks for semestered courses that rotate Must have courses in both Arts Education
Grade 8 will present challenges as academics become more demanding and your 8 6 of 8 courses part way through the year for a total of (Music, Theatre Arts, and/or Visual Arts), and
independence increases. Find a study or revision routine that suits you, even if it differs four courses throughout the year. Applied Design Skills and Technology (ADST).
from your peers. As you face these challenges, you might experience moments of frustration
or uncertainty — we are here to support you. Seek resources like study groups or tutoring
sessions, and don't be afraid to ask for help.
Let's make this year memorable and fun!
SAMPLE GRADE 8 SCHEDULE
A B D E
ARTS CHOICE MATH 8
Sincerely, SOCIAL STUDIES 8 PHE 8
(1 per Semester) (Some options)
MR. SCRIBANI
Head of Grade 8 F G I J
LANGUAGES 8 ADST CHOICE
ENGLISH 8 SCIENCE 8
(Some options) (1 per Semester)
SEMESTER COURSES *
SEE COURSE DESCRIPTIONS FOR THE FULL LIST
NOTE: SOME STUDENTS MAY DO RESOURCE 8 OR ELL 8.
COURSE DESCRIPTIONS GRADE 8  Type  Primary modes of learning in the course  Typical amount of out-of-class work per week
APPLIED DESIGN AND TECHNOLOGY

COMPUTER STUDIES 8 (ADST 8) BUSINESS EDUCATION 8 (ADST 8)
Computer Studies 8 is an exploration of technology featuring a Business Education 8 is a hands-on, project-based course. As an
focus on computational thinking, computing technology, and digital introduction to business, this course explores marketing concepts
literacy. By exploring the basics of python programming, basic web such as product innovation, pricing strategies, advertisement, and
design and development, and even a little bit of Virtual Reality, distribution. In addition, students get to engage in design challenges
students will develop introductory skills that will benefit them following the Design Thinking Process. Students gain valuable skills
in the world of computers and programming. Creative thinking, in communicating and creative thinking. Business Education 8 is not
troubleshooting, and sharing will be emphasized using the Design a prerequisite for courses in business education or economics in
Thinking Model. This course assumes no prior knowledge of later grades.
programming, web design/development, or other computer skills.
 ELECTIVE
 ELECTIVE  INQUIRY/PROJECT, TECHNOLOGY/TOOLS  1-2 HOURS  INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL
 1-2 HOURS
WOODWORK 8 (ADST 8)
This course is an introduction to woodwork. Students will learn
how to use hand and power tools safely and confidently. Through
the making of various pieces, students will experience a sense of
accomplishment and demonstrate skills and understanding of basic
woodwork and design practices.
 ELECTIVE
 DIRECT INSTRUCTION, TECHNOLOGY/TOOLS, EXPERIENTIAL
 0 HOURS
DRAFTING 8 (ADST 8)
27 Drafting 8 is designed to help students develop a greater
ROBOTICS 8 (ADST 8)
understanding of technology through an introduction to drafting
Robotics 8 is the introductory course into electronics and robotics techniques, digital prototyping, and 3D literacy. Through the
where previous knowledge is not required. Students will use two exploration of 3D drawings and CAD software, students will
platforms to advance their knowledge, VEX and Arduino circuits. increase their confidence as technology designers, while being
They will explore the importance of the overall design as well the encouraged to find their personal voice through assignments,
thoughts that go towards prototyping, implementation, and testing projects, and reflection. This course will cover the basic concepts
of their ideas. They will learn by doing and determine why some of creating and interpreting 3D drawings and models. Risktaking
concepts require alternative strategies. Students will learn how to and creative thinking will be strongly emphasized using the design
move their robot and how basic programming logic works. They thinking model.
will also explore sensors and basic arduino devices. Lessons are
conducted in a supportive environment where the joy of learning is  ELECTIVE  INQUIRY/PROJECT, TECHNOLOGY/TOOLS  0 HOURS
a key.
 ELECTIVE
 INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL
 0 HOURS
ENGLISH
ENGLISH 8
English 8 provides each student with a broad base of writing, speaking, listening, and reading skills, which will aid students progress through
the Senior School and support them in the development of their own voice and style. Literary sources are embedded from a thematic
perspective, and include a range of short and extended prose, poetry, drama, and non-fiction works. Students will explore how to interpret
the world and connect to those around them as they examine the human condition. Projects and assignments will explore new literacies and
real-life experiences. English 8 also focuses on foundational grammar concepts within students’ writing as well as other sources. Throughout
the year, students will gain confidence in their speaking skills through oral language assignments, group and individual readings, peer and
self-assessments, and directed discussions. The process of writing, pre-planning, editing, and redrafting are key components of the course.
Above all, English 8 students are supported in the development of independent critical and creative thinking skills.
 CORE PROGRAM  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS

LANGUAGES MATHEMATICS
FRENCH 8 FOUNDATIONS MATH 8 OR MATH 8/9 HONOURS MATH 8/9 HONOURS ENRICHED (FORMERLY COMPETITION)
French 8 Foundations is designed for those with very limited or no Students entering Grade 8 will be asked to self-select whether There will also be an additional Math 8/9 (Enriched - Competition)
prior experience in French. A basic foundation will be taught and they feel they would be best placed in a regular Math 8 Program, section for those who are really passionate and curious about
first and then the course will eventually move to cover the same or whether they feel they will be able to perform well on a Math mathematics, already feel they have advanced skills, and wish to be
content as regular French 8. Students will work toward being able 8/9 Program. Ultimately, if the teacher feels a student is incorrectly challenged and stretched. This class will be heavily enriched and
to communicate both orally and in writing on topics that they are placed, based on early performance, that student will be moved to will focus on extending students' understanding of and appreciation
a section which we feel is more appropriate for their eventual long- for problem-solving and competitions. Ultimately, if the teacher
familiar or which they have a personal interest in. Students are
term success in math. This Math 8 Program focuses on the essential feels a student is incorrectly placed, based on early performance,
assessed and evaluated on both their receptive abilities (listening
basic skills of: arithmetic fluency with integers, fractions, and order that student will be moved to a section which we feel is more
and reading comprehension) as well as their productive abilities of operations; developing students’ understanding of methods of appropriate for his eventual long-term success in math.
(speaking and writing). Successful students in this course will solving equations; developing students’ understanding of shape
increase their fluency and be able to participate more actively in and space, surface area, and volume; applications of Pythagoras’ PRE-REQUISITE: Students should feel extremely comfortable with
reciprocal interactions. Theorem. their fluency of their current math skills and should already have a
passion and interest for more advanced mathematics, recreational
 CORE PROGRAM  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS  CORE PROGRAM  DIRECT INSTRUCTION, INQUIRY/PROJECT  1-2 HOURS math and contests.
 ELECTIVE  DIRECT INSTRUCTION, INQUIRY/PROJECT  1-2 HOURS

FRENCH 8
French 8 is designed for those with elementary school background
in French. In this course, students work toward being able to
communicate both orally and in writing on topics that are familiar or
of personal interest. Students are assessed and evaluated on both
MANDARIN 8
their receptive abilities (listening and reading comprehension) as
well as their productive abilities (speaking and writing). Successful Mandarin 8 introduces the Chinese language and culture to those
students in this course will increase their fluency and be able to who have no previous knowledge of Mandarin. Lessons focus
participate more actively in reciprocal interactions. on providing students with various real-life scenarios as well as
Chinese culture and etiquette. It helps students develop the four
28  CORE PROGRAM  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS language skills of listening, speaking, reading, and writing necessary
to communicate in Mandarin at a basic level.
FRENCH 8 HONOURS  ELECTIVE  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS
French 8 Honours is designed for those with extensive experience in
French and a proficiency higher than those in the French 8 Program.
For example, those students from French Immersion. There is a
MANDARIN 8 HONOURS
higher emphasis on oral communication and students should feel Mandarin 8 Honours is an advanced language course tailored for
comfortable understanding and speaking French during class
time. Students will be evaluated on both their receptive abilities
students with a foundational background in Mandarin Chinese.
This course is open to those who have previously engaged in MUSIC
(listening and reading comprehension) as well as their productive Mandarin studies, demonstrating the ability to carry on basic daily
abilities (speaking and writing). Successful students in this course conversations and possess some knowledge of Chinese characters. CONCERT BAND 8 (ARTS EDUCATION 8) JUNIOR JAZZ ENSEMBLE 8 (ARTS EDUCATION 8)
will increase their fluency and be able to participate more actively Building on this foundation, Mandarin 8 Honours is designed to Concert Band 8 is an ideal opportunity for students to explore their Junior Jazz Ensemble is an opportunity for proficient and interested
in reciprocal interactions. Please note that diagnostic assessments provide a comprehensive and immersive learning experience aimed interest in music while working collaboratively with others. This students to learn to play jazz in a big band setting. Students
will be done the first week of class to ensure that students are at enhancing students' overall language proficiency. full-year program is designed to teach music through the use of will undertake a journey exploring the history and repertoire of
registered at the correct level. Students may be moved to a different the concert band and is open to all students. Those with previous the major eras of jazz, including learning basic improvisation
stream that best suits their current abilities.  ELECTIVE  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS
experience on a woodwind, brass or percussion instrument will techniques. As an introductory course much of our effort will be
be placed into an advanced class where time will be spent on the devoted to internalizing the “feel” and “concept” of swing. We will
 ELECTIVE  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS concepts and techniques of performing band and solo music. Those do this through rehearsal, performance, and listening to many
LATIN 8
with no experience on a band instrument will form their own class exemplary recordings. Rehearsals take place Tuesday and Thursday
Latin 8 introduces students to the achievements of the classical for the first term. Here, they will select an instrument and will be mornings from 7:00-8:15 am. Attendance is mandatory. We will
SPANISH 8 world through the study of Latin. Students will learn vocabulary taught the fundamentals of performance of that instrument. By the perform at the Winter and Spring Music Department Concerts as
Spanish 8 is an introductory course that introduces students to the and grammatical concepts essential for reading and translating end of the first term, they will be integrated into the advanced class. well as at the Envisions Jazz Festival (February), the BC Interior Jazz
basics of the language and builds their communicative competence. adapted classical texts. English is the language of instruction, and All students will perform at concerts and festivals as part of the Festival (April), and at the School Fair. Any outside performance
In this course, students work toward being able to communicate students will develop their oral communication, reading, and writing Junior Concert Band. opportunities will be discussed by the group as they arise.
both orally and in writing on topics that are familiar or of personal skills in both English and the classical language. Through a variety  ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  1-2 HOURS PRE-REQUISITE:
interest. Students are assessed and evaluated on both their of enrichment activities, students will explore aspects of life in the Any students enrolled in Band, 8. 9 or 10 are open to join by audition.
receptive abilities (listening and reading comprehension) as well as ancient world, including trade, commerce, education, arts, sports, Auditions occur during the second week of school. All students
their productive abilities (speaking and writing).Successful students ecology, daily life, and social practices, and will make connections wanting to audition must download the audition materials from the
in this course will increase their fluency and be able to participate across the curriculum between the classical world and the world Music Department website. This course is designed to give students
more actively in reciprocal interactions. around them. the experience and skills of playing in a Big Band.
 ELECTIVE  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS  ELECTIVE  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS  ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  1-2 HOURS
PHYSICAL HEALTH EDUCATION THEATRE ARTS

PHYSICAL AND HEALTH EDUCATION 8 DRAMA 8 (ARTS EDUCATION 8)
Physical and Health Education 8 (PHE 8) aims to provide success for every individual student, regardless of physical abilities. We present Drama 8 offers an introduction to character-building and scene-building in order to develop better cooperation, communication, and self-
activities in ways that encourage effort, preparedness, a positive attitude, sportsmanship, cooperation, and skill improvement. Over the year, confidence. All classroom activities require students to work in groups in order to accomplish common goals. Students engage in movement
students are taught a variety of lifelong sports and activities. These sports include aquatics, badminton, basketball, fitness, floor hockey, and trust exercises, apply these skills to mime and, eventually, to prepared in-class performances. Students will explore story structure,
football, soccer, softball, volleyball, ultimate, and yoga. We build up the skill set each year and add new advanced strategies and tactics to character development, and character relationships. Introductory technical elements will be included in order to enhance story-telling.
further excel in the understanding of each sport. The health outcomes for the course will be covered during 10 Health and Career Education Within a trusting environment, students will develop confidence in learning to give and to accept audience feedback.
classes, delivered in two class mini units over the course of the year. Students are assessed on the PHE 8 learning outcomes in the BC
Ministry of Education curriculum. Our goal is to have boys finish the year with enthusiasm, confidence, and strive to be fit for life!  ELECTIVE  DISCUSSION, EXPERIENTIAL  0 HOURS
 CORE PROGRAM  DISCUSSION, DIRECT INSTRUCTION, EXPERIENTIAL  0 HOURS
VISUAL ARTS
SCIENCE SOCIAL STUDIES
ART 8 (ARTS EDUCATION 8)
29
This course introduces students to the basics of drawing, painting and design. In a playful and collaborative studio environment, students
are encouraged to explore materials and find imaginative, creative solutions to their projects. Students will learn colour mixing and painting
SCIENCE 8 SOCIAL STUDIES 8 techniques with acrylic paint on canvas, combined with mixed media. Through the use of sketchbooks, students will be lead to develop their
sketching and shading ability as well as to visiually express their ideas and explore personal interests.
In Grade 8 Science, we recognise that students have a wide range Social Studies 8 looks at the world starting from the seventh century
of Science class experiences. As a result, the goal of Science 8 is to until the 1750s and addresses history, geography, economics,  ELECTIVE  DIRECT INSTRUCTION, DISCUSSION, INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL  0 HOURS
learn not only the language of science but also spark curiosity and political science, sociology, philosophy, and beyond. The course
a love of science. Students engage in a large number of hands-on builds foundational skills of social studies, including gathering,
experiments and inquiry-based projects to build their skills to help CERAMICS 8 (ARTS EDUCATION 8) MEDIA ARTS 8 (ARTS EDUCATION 8)
interpreting, and analysing ideas; assessing the significance
them learn the foundations of the Scientific Method. There are four Ceramics 8 introduces students to clay as a medium for artistic This course offers students a playful introduction into digital artistic
of people, places, events, and developments; the determining
major content units in the course: Biology focuses on the world of expression and exploration. No previous experience is necessary, creation and manipulation using Digital Photography, Photoshop,
credibility of sources and evidence, characterizing continuity and
cells and microorganisms; Chemistry opens up the atomic world but students must be prepared to get their hands dirty and have and Illustrator. Students are introduced to the basics of digital SLR
change over time; deduction of the cause and consequence of
with quarks, protons and changes of state; Physics sharpens our fun! Instruction focuses on wheelwork, hand building, and sculpture. photography including composition, camera functions, mood, and
focus by engaging us in lenses, mirrors and how light is a ray, certain actions, considering historical and present day perspectives;
Each project emphasizes creativity, problem solving, particular storytelling. Imagining the impossible becomes possible as students
particle and wave at the same time; Earth science shakes things and formulating ethical judgments. Unit questions from last year
design elements and principles, and relevant vocabulary. Students learn to develop composites in Photoshop. Students will also learn
up by exploring the explosive nature of volcanoes, earthquakes and include "How do we know what we know about the past?", "How
will begin to develop the skills required to become skilled and to design vector graphics and relevant applications. Students will
plate tectonics. Science 8 is a great introduction to the wonderful revolutionary was the Scientific Revolution?", and "How should the confident. All work assigned can be completed in class time, but have the opportunity, if time allows, to test and explore the magic of
world of Science. Age of Exploration be remembered?" students are encouraged to attend Ceramics Club to extend their the virtual world using HTC Vive headsets and Tilt brush software to
exploration and skill development. make immersive paintings.
 CORE PROGRAM  DIRECT INSTRUCTION, INQUIRY/PROJECT  1-2 HOURS  ELECTIVE  DISCUSSION, INQUIRY/PROJECT  0 HOURS
 ELECTIVE  ELECTIVE
 DIRECT INSTRUCTION, DISCUSSION, INQUIRY/PROJECT, TECHNOLOGY/TOOLS  DIRECT INSTRUCTION, INQUIRY/PROJECT, TECHNOLOGY/TOOLS
STUDENT LEARNING SUCCESS

 0 HOURS  0 HOURS
ELL 8
The English Language Support class is for students who have been identified by the School as needing support with their spoken, written,
CAREER EDUCATION
and academic English skills. Students will be supported in acquiring mastery of English to help them succeed in community engagement CAREER EDUCATION 8
and in their other classes.
Career Education 8 provides an opportunity for students to begin thinking about who they are and their future. Through self-reflection,
PRE-REQUISITE: Enrollment in this course is based on the recommendation of the ELL and Admissions Department. English Language personal development, and community workshops, students begin examining their strengths, preferences, and skills. This course is a first
Learners 8-10 are required courses for students who have been identified as requiring additional English language support. look into creating a future life, career plan, and self-development.
 DIRECT INSTRUCTION, DISCUSSION,  0 HOURS  ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  1-2 HOURS
30 GRADE 9
COURSE DESCRIPTIONS
2024-25
ACADEMIC
HANDBOOK
SENIOR SCHOOL
IN GRADE 9, students will have a set schedule of six full-year courses. Each course will occur in one
of eight blocks: English, Social Studies, Math, Language, Physical and Health Education, and Science.
Students will also select from a variety of semestered courses in two of their eight blocks. They will have
one course block devoted to Arts Education (from the Visual Arts, Theatre Arts, Music Departments),
and one course block devoted to Applied Design Skills And Technology (ADST) education. Students will
experience up to two Arts Education courses and two ADST courses. Students also have a choice to
replace one of their Visual or Theatre Arts courses with Latin 9. With the exception of Latin 9 and Music
9, students can register for any elective, providing another opportunity to explore and experiment with a
variety of courses and types of learning. Similarly to Grade 8, outside of traditional class time, students
will also complete Career Education 9 through existing school structures and programs like Advisory,
Assemblies, Flex Days, and through online modules. In contrast, in Grade 10, there are several courses
that require Grade 9 prerequisites, so it’s best to cast an eye towards 2025 and beyond.
STUDENTS CAN ACCESS A COURSE PLANNING DOCUMENT HERE.
31
GRADE REQUIRED COURSES CHOICES REQUIREMENTS OR RESTRICTIONS
Two blocks for semestered courses that rotate Must have courses in both Arts Education
9 6 of 8 courses part way through the year for a total of (Music, Theatre Arts, and/or Visual Arts), and
four courses throughout the year. Applied Design Skills and Technology (ADST).

A B D E
ARTS CHOICE
SOCIAL STUDIES 9 MATH 9/10 PHE 9
(1 per Semester)
F G I J
LANGUAGES 9 ADST CHOICE
ENGLISH 9 SCIENCE 9
CHOICE (1 per Semester)
SEMESTER COURSES *
NOTE: SOME STUDENTS MAY DO RESOURCE 9 OR ELL 9.
COURSE DESCRIPTIONS GRADE 9
8  Type  Primary modes of learning in the course  Typical amount of out-of-class work per week
APPLIED DESIGN AND TECHNOLOGY LANGUAGES

ELECTRONICS AND ROBOTICS 9 (ADST 9) COMPUTER PROGRAMMING 9 (ADST 9) FRENCH 9 MANDARIN 9
Electronics and Robotics 9 is a project-based, exploratory Computer Programming 9 is an exploration of programming French 9 offers students the opportunity to build on the language In 2024–25, Mandarin 9 introduces the Chinese language and
course. Students will learn how to develop simple systems using concepts through problems and game design. By exploring skills they developed in French 8. Students communicate both culture to those who have no previous knowledge of Mandarin.
Arduino as their platform for designing, prototyping, coding, and graphic- and text-based coding with a choice of Python, C++, or orally and in writing in French, through a variety of thematic units. Lessons focus on providing students with various real-life scenarios
troubleshooting. They will appreciate the importance of incremental Java, students will become more confident using computational Students will improve their fluency and be able to communicate in as well as Chinese culture and etiquette. The course also helps
steps and the sequencing of processes and ideas. Students will thinking and problem solving skills. Creative thinking, program a wider variety of settings than in the previous year. Through project students develop the four language skills of listening, speaking,
learn why things work and more importantly, why they do not flow, debugging, and exploring the impacts of technology will be work and direct instruction, students will expand their vocabulary reading, and writing necessary to communicate in Mandarin at a
work. They will learn about the application of alternative strategies emphasized using the Design Thinking Model. This course assumes and knowledge of grammar in order to communicate their ideas. basic level. Students in the class of 2028 with previous background
and step-by-step improvement. Important connections between no prior knowledge in computer programming. in Mandarin should wait until their Grade 10 year to enter the
electronic and mechanical elements will be explored as well. PRE-REQUISITE: French 8 or equivalent Mandarin Program.
 ELECTIVE  DISCUSSION, INQUIRY/PROJECT  0 HOURS
Students will troubleshoot code, mechanisms, and various Arduino  CORE PROGRAM
 ELECTIVE  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS
components. Lessons are conducted in a supportive, fun, and  DIRECT INSTRUCTION, INQUIRY/PROJECT, EXPERIENTIAL
encouraging environment. DRAFTING 9 (ADST 9)  1-2 HOURS
 ELECTIVE  INQUIRY/PROJECT, TECHNOLOGY/TOOLS  1-2 HOURS Drafting 9 is designed to help students develop a greater MANDARIN 9 HONOURS
understanding of technology through an introduction to drafting FRENCH 9 HONOURS Students will enjoy learning calligraphy, Chinese music, food,
techniques, digital prototyping, and 3D literacy. Through the and contemporary films. Students with previous background in
exploration of 3D drawings and CAD software, students will French 9 Honours is an enriched and fast-paced class that is Mandarin should wait until their Grade 10 year to enter the Mandarin
increase their confidence as technology designers, while being intended for students with a strong background in oral French, Program.
encouraged to find their personal voice through assignments, such as those who are former French Immersion students or
projects, and reflection. This course will cover the basic concepts native speakers. The course is taught almost entirely in French PRE-REQUISITE:
of creating and interpreting 3D drawings and models. Risk-taking and students will engage in project-based learning, authentic Mandarin 8 or with permission of Head of Languages
and creative thinking will be strongly emphasized using the design francophone resources, advanced grammar concepts, and expand
thinking model. their knowledge of francophone culture. Please note that diagnostic  ELECTIVE  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS
assessments will be done the first week of class to ensure that
 ELECTIVE  INQUIRY/PROJECT, TECHNOLOGY/TOOLS  0 HOURS students are registered in the correct level. Students may be moved
to a different stream that best suits their current abilities. SPANISH 9
In 2024–25, Spanish 9 is a beginners course that offers an
32 WOODWORK 9 (ADST 9) PRE-REQUISITE: French 8 Honours introductory experience in the Spanish language that is both
This course builds on the skills developed in Woodwork 8, but cultural and linguistic. We focus on the four basic skills of
 CORE PROGRAM
Woodwork 8 is not a requirement. Students will learn how to use communication: aural comprehension, oral expression, reading,
 DIRECT INSTRUCTION, INQUIRY/PROJECT, EXPERIENTIAL
tools and machinery safely and confidently in order to allow for  1-2 HOURS and writing. Culturally, students will study the daily customs, food,
an exploration of intermediate woodwork practices and joinery music, dance, and festivals of Latin America and Spain to develop
techniques. Through the making of various pieces, students will an appreciation and understanding of the Hispanic world. Students
experience a sense of accomplishment while demonstrating LATIN 9 will become familiar with customs, geography, and people in the
creativity and technical skill. There will be a significant focus on the Latin 9 introduces students to the achievements of the classical Hispanic world through oral presentations, music, films, and trips to
design process. world through the study of Latin. Students will learn vocabulary local Spanish or Mexican restaurants.
and grammatical concepts essential for reading and translating  ELECTIVE  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS
 ELECTIVE
adapted classical texts. English is the language of instruction, and
 0 HOURS students will develop their oral communication, reading, and writing
skills in both English and the classical language. Through a variety
of enrichment activities, students will explore aspects of life in the
ancient world, including trade, commerce, education, arts, sports,
ecology, daily life, and social practices, and will make connections
across the curriculum between the classical world and the world
BUSINESS EDUCATION 9 (ADST 9)
This dynamic half-year course provides students with a valuable
ENGLISH around them
Note: Latin 9 is a semestered course and occurs during the normal
opportunity to acquire skills, gain practical experiences, and Grade 9 elective block. Students must also choose an additional
expand their knowledge in the fields of Finance, Marketing, and ENGLISH 9 Language 9 course.
Communications. The hands-on and participatory approach is Literary sources are embedded from a thematic perspective, and
utilized to encourage active involvement and experiential learning. include a range of short and extended prose, poetic and dramatic PRE-REQUISITE:
Each unit culminates with projects that require students to perform works. Within this is the exploration of how students interpret Latin 8 or with permission of the Head of Languages.
tasks or demonstrate applied skills. Students will learn the value of the world and connect to those around them as they examine
understanding different communication styles and models through the human condition. In English 9, students explore methods to  ELECTIVE  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS
case analysis; compete in an online stock market simulation; and enhance their eloquence and heighten the potency of their words.
work with a real client. Throughout the course, students will engage Throughout the year, students gain confidence in their speaking
both independently and collaboratively. There is a high emphasis skills and hone the critical faculty of listening and responding
on creative and critical thinking, analysis, knowledge, application as through oral reports, individual and group readings, peer and self-
well as both oral and written communication. evaluations, and directed discussions.
 ELECTIVE  TECHNOLOGY/TOOLS, EXPERIENTIAL  0 HOURS  CORE PROGRAM  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS
MATHEMATICS MUSIC
MATH 9 MATH 9 HONOURS (MATH 9 AND 10) CONCERT BAND 9 (ARTS EDUCATION 9) JUNIOR JAZZ ENSEMBLE 9 (ARTS EDUCATION 9)
The Math 9 curriculum places a strong emphasis on problem This course is particularly targeted at those students who are Students continuing their instrumental performance will delve Junior Jazz Ensemble is an opportunity for proficient and interested
solving, critical thinking, communication, developing multiple currently studying Math 8 (who did not advance to Math 9 earlier in into musical expression, instrumental technique, and collaborative students to learn to play jazz in a big band setting. Students
approaches as well as making and reinforcing connections the year) but feel they are now ready to step up and try to complete performance. The Concert Band 9 ensemble will explore more will undertake a journey exploring the history and repertoire of
between the various Big Ideas. The following topics are the outcomes for both Math 9 and Math 10 in one year. Therefore, challenging repertoire from a variety of genres and cultures. the major eras of jazz, including learning basic improvisation
studied: exploring logic and patterns to solve problems and this will be a fast-paced and challenging course. Admission to The emphasis of this course is on achieving a high standard of techniques. As an introductory course much of our effort will be
puzzles;exponents; operations with polynomials; rational numbers this course will definitely require the support and endorsement of performance through study of balance, blend, articulation, and devoted to internalizing the “feel” and “concept” of swing. We will
and order of operation;, operations with fractions; multi-step, your current math teacher. It will require that you are particularly technique. This is a performance-oriented course, with emphasis do this through rehearsal, performance, and listening to many
one-variable linear equations; two-variable linear relations; spatial well-motivated and that you also do some significant review and on festivals (local through international) and concerts. Visiting exemplary recordings. Rehearsals take place Tuesday and Thursday
proportional reasoning; probability and statistics in society; and preview over the summer, prior to the start of the course. If you are clinicians and instrumental specialists also work with students in mornings from 7:00-8:15 am. Attendance is mandatory. We will
financial literacy. successful in completing the outcomes for both Math 9 and Math the second and third terms perform at the Winter and Spring Music Department Concerts, as
10, we would expect you to proceed to Pre-Calculus 11 when you well as at the Envisions Jazz Festival (February), the BC Interior Jazz
 CORE PROGRAM  DIRECT INSTRUCTION, INQUIRY/PROJECT  1-2 HOURS reach Grade 10. If it transpires that you do not have the background PRE-REQUISITE: Festival (April), and at the School Fair. Any outside performance
and / or work ethic to cope with the pace and level of challenge Completion of Concert Band 8 or have related experience with opportunities will be discussed by the group as they arise.
of this Math 9/10 course early on, you will be re-assigned to the approval from Head of Department for Music.
regular Math 9 Program. PRE-REQUISITE:
 ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  3-5 HOURS Students open to join by audition. Band 8, 9, or 10 students are also
 ELECTIVE  DIRECT INSTRUCTION, INQUIRY/PROJECT  2-3 HOURS encouraged to audition. Auditions occur during the second week
of school. All students wanting to audition must download the
audition materials from the Music Department website. This course
is designed to give students the experience and skills of playing in a
Big Band.
 ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  1-2 HOURS
33
FOUNDATIONS OF MATH AND PRE-CALCULUS 10 HONOURS ENRICHED (FOR GRADE 9S)
The enriched-competition section of this Foundations and Pre-Calculus 10 course is heavily accelerated. Students move very quickly
through the curriculum, and the course is then able to give major emphasis to contest work and other enrichment. Students prepare for
and are expected to participate in a variety of math contests throughout the year. Students must maintain a minimum of 92% on the course
and have demonstrated a strong interest in the contests in order to continue into the enriched-competition section of Pre-Calculus 11 in the
following year.
PRE-REQUISITE:
Final placement is determined by the Head of Mathematics, in consultation with the student's Math 8 teacher from 2023–24.
RECOMMENDATIONS: We would recommend that students have achieved at an extending proficiency for the vast majority of outcomes in
Math 9 (92% minimum) AND have shown a curiosity and passion for enrichment and for contests.
 ELECTIVE  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  1-2 HOURS
FOUNDATIONS OF MATH AND PRE-CALCULUS 10 (FOR GRADE 9S)

The Foundations and Pre-Calculus 10 curriculum places a strong emphasis on problem solving, critical thinking, communication,
developing multiple approaches, and making and reinforcing connections between the various Big Ideas. The following topics are studied:
Trigonometry, factors and products, roots and powers, financial literacy, linear relations, relations and functions, systems of equations. The
skills developed in Foundations and Pre-Calculus 10 form the basis and foundation for all the mathematics which follow. This course will
include some elements of enrichment and contest preparation. Students who take Foundations and Pre-Calculus 10 in Grade 9 will ordinarily
PHYSICAL HEALTH EDUCATION
continue on to Pre-Calculus 11 in their Grade 10 year. If you are struggling somewhat on the current course, it may be worth re-evaluating PHYSICAL AND HEALTH EDUCATION 9
whether you should remain accelerated. There is no long-term benefit in studying the grade-level aboveif you cannot reasonably expect to
get a comfortable A grade. Physical and Health Education 9 (PHE 9) aims to provide success for every individual student, regardless of physical abilities. We present
activities in ways that encourage effort, preparedness, a positive attitude, sportsmanship, cooperation, and skill improvement. Over the year,
PRE-REQUISITE: students are taught a variety of lifelong sports and activities. These sports include aquatics, badminton, basketball, fitness, floor hockey,
Final placement is determined by the Head of Department for Math, in consultation with the student's Math 8 teacher from 2023-24. football, soccer, softball, volleyball, ultimate, and yoga. We build up the skill set each year and add new advanced strategies and tactics to
further excel in the understanding of each sport. The health outcomes for the course will be covered during 10 Health and Career Education
RECOMMENDATIONS: We would recommend that students have acheived at an extending proficiency for the vast majority of outcomes in classes, delivered in two class mini units over the course of the year. Students are assessed on the PHE 9 learning outcomes in the BC
Math 9 - (88% minimum) Ministry of Education curriculum. Our goal is to have boys finish the year with enthusiasm, confidence, and to strive to be fit for life!
 ELECTIVE  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  1-2 HOURS  CORE PROGRAM  DISCUSSION, DIRECT INSTRUCTION, EXPERIENTIAL  0 HOURS
SCIENCE SOCIAL STUDIES THEATRE ARTS

SCIENCE 9 SOCIAL STUDIES 9 DRAMA 9 (ARTS EDUCATION 9)
The Grade 9 Science curriculum develops three core competencies: The course will center around the 4 “Big Ideas” in the BC Social Drama 9 deepens students’ ability to express themselves in public and encourages creative risk-taking in a safe, challenging, and enjoyable
communication, thinking, and personal and social awareness. These Studies 9 curriculum: How do new ideas and ideologies influence environment. With their improved cooperation, collaboration, and communication skills, emerging actors will explore dynamic character
competencies are sets of intellectual, personal, and social and societies and events? How is collective identity constructed and relationships in theme-based scene performances. Students will create and explore imagined environments by developing their spatial-
emotional proficiencies that all students need to develop in order to how can it change over time? How do power discrepancies impact awareness, movement, and miming skills. By applying learned lighting and audio principles, performers will explore and build a richer
engage in deep and life-long learning. relationships between individuals and between societies? How theme-based play for an in-school audience. From their deepened experience of creativity and innovation, students will better discuss and
does the physical environment influence politics, economics and critique both their own work and their classmates’ work.
In particular, the Science 9 curriculum focuses on fostering
society? We will study these ideas thematically and through case
the following scientific skills and aptitudes: questioning and  ELECTIVE  DISCUSSION, EXPERIENTIAL  1-2 HOURS
studies from Canada and around the world.
predicting; planning and conducting; processing and analyzing
data and information; evaluating; applying and innovating; and  ELECTIVE  DISCUSSION, INQUIRY/PROJECT  1-2 HOURS
VISUAL ARTS
communicating. These skills will be explored through the lenses of
Biology, Chemistry, Physics, and Environmental Science. The key
themes explored in Science 9 include an introduction to circuits,
periodic table trends and chemical bonding, nutrient cycles and
the effects of human impacts on our ecosystems, and sexual ART 9 (ARTS EDUCATION 9)
and asexual reproduction. Science Inquiry skills are nourished Art 9 students explore various visual techniques responding to themes using self-expression. Students are encouraged to explore materials
throughout the year during explorations with heart rate, yeast and find imaginative, creative solutions to their projects. Units are designed to allow students to fully develop their potential in drawing,
fermentation, and ionic and covalently bonded chemicals. painting, and mixed media. A blend of classical and contemporary approaches will be developed depending on the project. The sketchbook
will be used to encourage independent drawing skills and personal artistic growth, visually express their ideas, and explore personal interests.
 CORE PROGRAM  DIRECT INSTRUCTION, INQUIRY/PROJECT  1-2 HOURS
 ELECTIVE  DIRECT INSTRUCTION, DISCUSSION, INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL  0 HOURS
ANIMATION 9 (ARTS EDUCATION 9) CERAMICS 9 (ARTS EDUCATION 9)

This course provides a basic introduction to the art of animation, Ceramics 9 explores clay as a medium for artistic expression
focusing on the fundamental principles of squash and stretch, and creative problem solving. The semester course focuses on
anticipation, timing, follow-through and overlapping action, slow-in wheelwork and hand building and sculpture. Projects are designed
and slow-out, secondary action, and arcs. These principles will to develop technical skills as well as to engage the imagination of
34
be explored using a new animation software called Harmony by the students. Sketchbooks are an intrinsic part of the course and
Toon Boom. Students will use Harmony and Adobe Premiere to students begin to use them for idea development, goal setting, and
edit and sequence frames, and to add such animated effects as reflection.
fades, scrolling titles, and sound sync. The depiction and analysis
of movement will also be explored through various forms of  ELECTIVE
 DIRECT INSTRUCTION, INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL
stop motion including Claymation. Basic film concepts such as  0 HOURS
composition, framing, and storyboarding will be introduced and
applied to a final film. Beyond a student’s interest in developing
drawing skills, no prior animation experience is required for this MEDIA ARTS 9 (ARTS EDUCATION 9)
STUDENT LEARNING SUCCESS course.
 ELECTIVE
Media Arts 9 develops visual literacy and communication through
the fundamental elements and principles of design. Students will
 DIRECT INSTRUCTION, INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL be encouraged to explore the creative process conceptually and
ELL 9  0 HOURS critically through both traditional and new media. The basics of
The English Language Support class is for students who have been identified by the School as needing support with their spoken, written, Typography and Photoshop will be introduced as tools in image
and academic English skills. Students will be supported in acquiring mastery of English to help them succeed in community engagement creation, along with extensive use of Cintiq screens and pens.
PHOTOGRAPHY 9 (ARTS EDUCATION 9) Image development and design strategies will play an integral part
Digital Photography is a dynamic course designed to introduce in the starting points and content of the assignments and projects
PRE-REQUISITE: Enrollment in this course is based on the recommendation of the ELL and Admissions department. English Language students to the magical world of digital photography. Through presented. The sketchbook will be a visual and written diary
Learners 8-10 are required courses for students who have been identified as requiring additional English language support. hands-on learning experiences, students will explore the documenting the creative process through collections of images,
fundamental principles of photography, including composition, artistic resources, and brainstorming media. A blend of classical
 DIRECT INSTRUCTION, DISCUSSION,  0 HOURS lighting, and image editing, and will build a portfolio of images that and contemporary approaches will be developed depending on
explore landscape, action, street, and portrait photography. They the specific project. The sketchbook will be used to encourage
will learn how to confidently operate Digital SLR cameras, capture independent drawing skills and personal artistic growth.
strong images, develop visual storytelling, and unleash their creative
CAREER EDUCATION potential through image creation and digital editing. This course is
perfect for students eager to develop their photography and digital
 ELECTIVE
 0 HOURS
media skills. Programs used will include Adobe Lightroom and
CAREER EDUCATION 9 Photoshop.
Career Education 9 is a continuation of Career Education 8. Students will continue to expand their personal development and skills through
Note: This is a new course offering for 2024-2025.
workshops that build on personal skills, community involvement, and self-reflection. They will also begin to look at how their communities,
relationships, and society impact the work that they do. Career Education 9 is a guide to helping students recognize that achieving their  ELECTIVE
learning goals requires effort, perseverance, and how their own unique experiences and skills impact prospective careers.  DIRECT INSTRUCTION, INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL
 0 HOURS
35 GRADE 10
COURSE DESCRIPTIONS
2024-25
ACADEMIC
HANDBOOK
SENIOR SCHOOL
IN GRADE 10, students will continue with the same group of six core courses as in Grade 8 and Grade
9, and have two full-year courses of their choice. One change to note is that their Grade 10 English course
has two parts: all students take English First Peoples Literary Studies 10 to start and then have a choice
in which English 10 option they wish to pursue in the second half of the year. In Grade 10, we encourage
students to go deep: choosing skills and topics they wish to explore with time, commitment, and curiosity.
This is a year to learn through relationships and experiences. For their Grade 10 year, students have the
option to apply for an interdisciplinary cohort. For 2024–25, two cohorts will be offered: Discovery 10
and Fusion 10. Students who apply to and are invited to join cohort experience specific classes (core
and elective) with their cohort. These courses use the same foundational curriculum as the non-cohort
sections; however, they are intentionally linked by the theme of the cohort and are focussed on deep
interdisciplinary connections and authentic experiential education.
GRADE REQUIRED COURSES CHOICES REQUIREMENTS OR RESTRICTIONS

36
Two blocks that are full year courses, • See Graduation Requirements
10 6 of 8 for a total of 2 electives. for additional information.
• Students who apply for Cohorts are placed
Students may choose to apply
together in specific sections of 3-4 required
for a Grade 10 Cohort.
courses, in addition to the Cohort Elective.

A B D E
LANGUAGES 10
MATH 10/11 FULL-YEAR CHOICE * SCIENCE 10
CHOICE
F G I J
ENGLISH 10
FULL-YEAR CHOICE * PHE 10 SOCIAL STUDIES 10
CHOICE
FULL-YEAR CHOICE *
FUSION 10 COHORT
GRADE 10 COHORTS
Grade 10 students are presented with a valuable chance to explore the boundless realm of STEM (Science, Technology, Engineering,
and Math) through the Fusion Program, which operates under an integrated and experiential approach. As a cohesive cohort, all
Students in Grade 10 may apply for a Cohort. A Cohort, consisting of approximately 20 students, takes several of their classes students actively engage in Science, Math, English, and the Fusion (Technology Exploration 10) course. By merging the curricula of
together for the entire year. This allows the teachers and students to experience unique learning opportunities that blur the these courses when possible, students are afforded the opportunity to foster robust connections and practically apply their knowledge.
typical boundaries of the classroom and permit greater connections with real-world learning. One such illustration involves a vehicle design project that effectively intertwines the Science 10 Physics curriculum with the tenets
Each Cohort links a different combination of core (3-4) and elective (1) courses within a unifying theme. Participants in a Cohort of applied design. To further expand their horizons and elucidate potential career paths and post-secondary avenues in STEM fields,
have the same outcomes in the linked courses as non-Cohort students, but through a specific lens. For more information on the program orchestrates field trips and hosts guest speakers. A notable highlight of the program lies in the year-end project, wherein
students are encouraged to harness their STEM expertise for the purpose of identifying and resolving a real-world challenge. Facilitating
the Cohorts, please view the School Portal, or contact Mr. Crompton (Fusion), Mr. Siess (Discovery), or Mr. Ziff.
this endeavor are esteemed professionals from both academia and industry, who collaborate with the students. Field trips complement
All students entering Grade 10 may apply to join either Discovery 10 or Fusion 10. Students may only be in one Cohort, but their learning journey by providing additional layers of enrichment. Throughout the program, all students actively partake in a pre-year
may apply to both. The Cohort application process is open from March 6th at 10:00 am and due by April 5th at 4:00 pm. retreat, customarily held in June of their Grade 9 year (the week following Graduation), as well as a year-end trip scheduled for May.
Applications may be submitted through THIS LINK, using student’s regular St. George's School login. The application involves
contributions from the student and a follow up confirmation of parent/guardian support (sent via email). Students who have
applied to a Cohort should NOT submit their other course requests until they receive the results of their application.
EFP LITERARY STUDIES 10
+ NEW MEDIA 10
PRE-CALCULUS & MATH 11
SCIENCE 10
TECHNOLOGY
EXPLORATIONS 10
(ELECTIVE)
37
DISCOVERY 10 COHORT
Discovery 10 is a Cohort Program that offers a year of challenging Outdoor Experiences through which students will learn the Grade
10 curriculum. Together, the Discovery students take Literary Studies & Spoken Language 10, Science 10, Social Studies 10, Physical
Education 10, and Outdoor Education 11. These Cohort classes are often leveraged in order to deliver integrated and extended learning
opportunities in the field and subject-specific catch-up blocks upon their return. The goals of the program are for students to gain
self-confidence, work with others, improve their communication skills, and develop leadership skills. Furthermore, students will learn
to extend their environmental and social awareness and examine their relationship with the natural world; the outdoor skills required
for a variety of self-propelled activities (Hiking, Kayaking, Canoeing, Snowshoeing, Rock Climbing, and Camping); and to integrate
academic learning to cultural and wilderness experiences
LITERARY STUDIES 10
+ SPOKEN LANGUAGE 10
SOCIAL STUDIES 10
SCIENCE 10
PHE 10
OUTDOOR EDUCATION 11
(ELECTIVE)
APPLIED DESIGN AND TECHNOLOGY ENGLISH

ENTREPRENEURSHIP & MARKETING 10 SPOKEN LANGUAGE 10
This course is dedicated to fostering essential skills for success Spoken Language 10 supports students in their development
in the business world. Students embark on a journey that begins of spoken communication through processes of questioning,
with a collaborative team project, guiding them through the design exploring, and sampling. This language arts option builds students’
process, while concurrently undertaking the challenge of creating spoken language competencies by introducing them to varied
a prototype for an actual client. Armed with this foundational structures, forms, and styles of oral compositions, and by providing
knowledge, students are then empowered to address a problem opportunities for students to individually and collaboratively
they are passionate about, ultimately evolving their ideas into viable study, draft, and use language to create original pieces in a variety
business concepts. The course leverages Stanford's Business Model of modes. This area of choice will also provide students with
Canvas, guiding students through the dynamic process of creating opportunities for performance, storytelling, and public speaking.
a comprehensive business plan. Utilizing the modern 'blocks,'
WEB DEVELOPMENT 10 Spoken Language 10 is one of the English 10 courses students can
students learn to present their ideas in a contemporary business take in conjunction with English First Peoples Literary Studies 10.
context and then pitch their ideas to an audience, where they must As of 2022–23 Web Development 10 is an exploration of Internet
defend their ideas. The culmination of this course equips students technologies featuring a focus on websites, applications, and  HYBRID
with the requisite knowledge and skills to manage their personal impacts of technology. By exploring web design, user experience,  DISCUSSION, DIRECT INSTRUCTION, INQUIRY/PROJECT
finances, covering crucial aspects such as budgeting and investing. and communication, students will become more confident and  1-2 HOURS
This is achieved through participation in an online simulation that informed technology designers and users, and will be encouraged
replicates real-world financial scenarios. Throughout the course, a to find their personal voice through discussion, projects, and
high emphasis is placed on fostering creative and critical thinking, NEW MEDIA 10
reflection. This course will cover basic programming concepts using ENGLISH FIRST PEOPLES LITERARY STUDIES 10
problem-solving, and the ability to articulate individual ideas into HTML, CSS, and Javascript. It will also explore prototyping and New Media 10 reflects the changing role of technology in
written form. The curriculum builds upon information learned in today’s society and the increasing importance of digital media English First Peoples Literary Studies 10 is grounded in the
wireframing with programs like Figma and Adobe XD. This course
other subjects, providing students with a holistic understanding in communicating and exchanging ideas. Coursework is aimed understanding that texts are historically and culturally constructed.
is designed to challenge students in both the world of programming
that extends throughout the academic year. By the end of the at providing students with a set of skills vital for success in an Students will explore First Peoples literature in a variety of contexts,
as well as designing, using both computational thinking and design
course, students will have honed their business acumen, developed increasingly complex digital world by affording opportunities to genres, and media. In studying Indigenous perspectives, students
thinking to do so. This course assumes no prior knowledge of
practical skills in design thinking, and gained financial literacy, demonstrate understanding and communicate ideas through a will also become more proficient in the literary forms, techniques,
computer programming or web development.
positioning them for success in the dynamic and competitive variety of digital and print media. This language arts option explores and devices that writers use to effectively convey their opinions and
landscape of the business world.  ELECTIVE  INQUIRY/PROJECT, TECHNOLOGY/TOOLS  2-3 HOURS tasks and texts designed to introduce students to a variety of themes. They will develop key analysis and interpretation skills. This
contemporary media studies including film, journalism, writing for course provides opportunities for all students to explore personal
38  ELECTIVE  INQUIRY/PROJECT, EXPERIENTIAL  1-2 HOURS and cultural identities, histories, stories, and connections to land/
web content, blogging, and social media.
FUSION 10 (TECHNOLOGY EXPLORATIONS 10) place.
Note: Students with NCAA recruitment eligibility should take
Fusion 10 is a course taken as part of the Fusion 10 Cohort Program. Spoken Language 10 or Creative Writing 10 instead. Please see the All Grade 10 students will take English First Peoples Literary Studies
It focuses on the design and technology side of STEM and links as Academic Office for more details. 10 in conjunction with a language arts option of their own choosing:
much as possible with the cohort Science, Math, English, and PE Spoken Language 10, New Media 10, or Creative Writing 10.
courses. Students will learn to apply their knowldge in all areas of New Media 10 is one of the English 10 courses students can take in
STEM to build solutions to real world problems. The year's work conjunction with English First Peoples Literary Studies 10.
cullminates in a personal project where students identify a problem
 HYBRID
that interests them and build a solution to solve it. Projects are  DISCUSSION, DIRECT INSTRUCTION, INQUIRY/PROJECT
presented within the School and to industry and university experts  1-2 HOURS WRITERS WORKSHOP 11
on our year end trip. This course is only for students who apply to
The course supports student writers in the fine-tuning and
and are invited to join Fusion 10.
expansion of creative writing skills through the exploration of
CREATIVE WRITING 10
 ELECTIVE new media and global perspectives, and the utilization of critical
Creative Writing 10 is designed for students who have an interest in thinking. One of the key focuses in Writer's Workshop 11 is the
creative expression through language. Students build their writing consideration of the human condition and the exploration of cultural
 3-5 HOURS
skills through the exploration of identity, memory, and story in a boundaries through a consideration of world literature — both
range of genres. Within a supportive community of writers, students from established authors and from our own school community.
ELECTRONICS AND ROBOTICS 10 GRAPHIC PRODUCTION 11 will collaborate and develop their skills through writing and design Embedded within the course is the opportunity for students to
Electronics and Robotics 10 is a project-based, exploratory course. processes. This language arts option is intentionally grounded in participate in more focused workshop sessions and to meaningfully
Graphic Production 11 is an exciting course that combines graphic the sampling of writing processes, inviting students to express
Students will gain practical knowledge about software development leverage technology as part of our curriculum. The course also
arts, photography, and journalism in order to produce the annual themselves creatively as they experiment with, reflect on, and
lifecycle where testing informs the next iteration of reaching provides real-life application with regard to the world of publishing
Georgian Yearbook. Students in this course will take on a leadership practise their writing.
successful results of what the mechanism intends to do. They will and working with outside mentors from the field. Finally, the course
role in the production of the book, learning skills in Adobe InDesign
appreciate the importance of incremental steps and sequencing Creative Writing 10 is one of the English 10 courses students can take provides students with the opportunity to explore preferred writing
and Photoshop that will help them create visually engaging layouts
of processes and ideas. Students will learn how to design circuits in conjunction with English First Peoples Literary Studies 10. media with more independent depth as each class member strives
and designs. They will also learn how to take and edit striking
using Arduino. They will also learn why things work and more to make meaning of the world around him. This course is open to
photos, and to write with concision and a consistent voice. As  HYBRID
importantly do not work in what they intend to accomplish. students in Grades 10–12.
leaders on the Georgian production team, these students will have  DISCUSSION, DIRECT INSTRUCTION, INQUIRY/PROJECT
Important connection between electronic and mechanical elements the opportunity to shape and preserve the legacy and memory of  1-2 HOURS
 ELECTIVE
will be explored and implemented. Students will troubleshoot code, each year at the St. George's School.  DIRECT INSTRUCTION
mechanisms, and electronic components. Lessons are conducted in DISCUSSION
supporting and encouraging environment.  ELECTIVE INQUIRY/PROJECT
TECHNOLOGY/TOOLS
 ELECTIVE  INQUIRY/PROJECT, TECHNOLOGY/TOOLS  1-2 HOURS  0 HOURS EXPERIENTIAL
 1-2 HOURS
LANGUAGES MATHEMATICS
SPANISH 10 previously learned Chinese characters. This course allows students to MATH AND PRE-CALCULUS 10 PRE-CALCULUS 11 FOR GRADE 10s
be able to speak about topics pertaining to their daily lives and also
The aim of Spanish 10 is to continue to widen the students' experience The Foundations and Pre-Calculus 10 curriculum places a strong The Pre-Calculus 11 curriculum places a strong emphasis on
focuses on deepening knowledge of Chinese culture and customs.
in the Spanish language, as well as leading them on cultural journeys emphasis on problem solving, critical thinking, communication, problem solving, critical thinking, communication, developing
through Latin America. Building upon the vocabulary and grammar base PRE-REQUISITE: developing multiple approaches and making and reinforcing multiple approaches, and making and reinforcing connections
from Spanish 9 we will move into more complex structures, such as past Placement Test and approval of the Department Head. connections between the various Big Ideas. The following topics between the various Big Ideas. Pre-Calculus 11 is designed to
and composed tenses that are vital to every form of communication in are studied: Trigonometry, factors and products, roots and powers, provide students with the mathematical understandings and critical-
everyday life. Listening and speaking skills are honed more carefully,  HYBRID financial literacy, linear relations, relations and functions, and thinking skills identified for entry into post-secondary programs
and are as important as written work in this course. Anchoring Spanish  DIRECT INSTRUCTION, INQUIRY/PROJECT, EXPERIENTIAL systems of equations. The skills learned in this course form the basis that require the study of theoretical calculus. The detailed topic list
10, we use a wide variety of online material and language magazines,  1-2 HOURS
and foundation for all the mathematics which follow. is as follows: Patterns: sequences and series, both arithmetic and
and enjoy at least one movie study. Units of study will periodically
geometric; Trigonometry: angles in standard position; sine law;
substitute project-based assignments for our more traditional written  CORE PROGRAM  DIRECT INSTRUCTION, INQUIRY/PROJECT  2 HOURS
tests and exams. Students can also look forward to field trips to Mexican FRENCH 10 cosine law ; Quadratics: vertex form; standard form; completing the
or Spanish restaurants. square ; Solving quadratic equations by graphical solution, factoring,
French 10 is a dynamic course that builds on the language skills completing the square, the quadratic formula; Functions: radical
students have developed in earlier French courses. Students are PRE-CALCULUS 11 (COMPETITION) FOR GRADE10s
PRE-REQUISITE: expressions and equations; rational expressions and equations;
encouraged to communicate actively in French, and are expected The competition section of this Pre-Calculus 11 course is heavily absolute value functions ; Systems of Equations: solving systems
Spanish 9 or approval of Head of Department for Languages.
to develop their work to reflect more personal insight and a more enriched: students move very quickly through the curriculum, and graphically; solving systems algebraically Inequalities: linear
sophisticated understanding of how the language works. A further
 HYBRID the course is then able to give major emphasis to contest work inequalities in two variables; quadratic inequalities in two variables.
expansion of thematic vocabulary and grammar concepts will help
 DIRECT INSTRUCTION, INQUIRY/PROJECT, EXPERIENTIAL and other enrichment. Students prepare for and are expected Students who take Pre-Calculus 11 in Grade 10 will ordinarily
students improve their fluency. Many assessments are project based.
 1-2 HOURS
Students in French 10 can look forward to trips to French restaurants,
to participate in a variety of math contests throughout the year. continue on to Pre-Calculus 12 in their Grade 11 year. High grades in
movies, and exhibits. Students must maintain a minimum of 92% on the course, and have senior math courses are usually required for competitive programs
demonstrated a strong interest in the contests in order to continue in science, engineering, and commerce. If you are struggling
SPANISH INTRODUCTORY 11 PRE-REQUISITE: French 9 or its equivalent. into the Competition section of Pre-calculus 12 in the following somewhat on the current course, it may be worth considering
Spanish Introductory 11 is a dynamic accelerated course for students year. If a student who is currently in the Competition class in Math re-evaluating whether you should remain accelerated. There is
with no background in Spanish and is directed at students in Grade  HYBRID 10 (Grade 9), wishes to enroll in the Fusion cohort; they would not no long-term benefit in studying the grade-level above if you
10 or 11 who may be new to the School without a background in the  DIRECT INSTRUCTION, INQUIRY/PROJECT, EXPERIENTIAL be able to remain in the ‘competition’ class in Grade 10. However, cannot reasonably expect to get a comfortable A grade.
languages that we teach. Other students who wish to join this class  1-2 HOURS
they are potentially able to return to the competition class in Grade
can do so with the permission of the Head of the Spanish Department. 11 (Pre-Calculus 12 + Competition), if they continue to perform very PRE-REQUISITE:
Quickly building a vocabulary and grammar base in Spanish, students well academically, and actively participate in and perform well on Final placement is determined by the Head of Department for Math.
39 move into more complex structures that are vital to every form of FRENCH 10 HONOURS
the contests that are available to them.
communication in everyday life. Listening and speaking skills are honed French 10 Honours is an enriched and fast-paced course that is taught RECOMMENDATIONS:
carefully, and are as important as written work in this course. Students in French. Students are expected to communicate consistently in PRE-REQUISITE: Recommended to have earned Extending profiency levels or an A grade
will enjoy cultural journeys through Latin America and Spain through French with each other and the teacher. It is an enriched class in that Final placement is determined by the Head of Department for Math. in Math 10 in grade 9. ( 88% minimum)
their music, films, and food, and produce projects that highlight their students are encouraged to speak, read, and write at a higher and more
newfound linguistic ability. Students can continue to a regular Spanish sophisticated level than what is expected in the regular French 10 class. RECOMMENDATIONS:  CORE PROGRAM  DIRECT INSTRUCTION, INQUIRY/PROJECT  2 HOURS
11 class upon completion of this course. The themes are supplemented by current francophone media from Students should have achieved at least 92% on their previous course,
around the world. Students in all streams of French 10 can look forward AND have shown excellent passion and motivation for contests and for
 HYBRID  DIRECT INSTRUCTION, INQUIRY/PROJECT  1-2 HOURS to trips to French restaurants, movies, and exhibits. Please note that enrichment.
diagnostic assessments will be done the first week of class to ensure
that students are registered at the correct level. Students may be moved  CORE PROGRAM  DIRECT INSTRUCTION, INQUIRY/PROJECT  2 HOURS
MANDARIN 10 to a different stream that best suits their current abilities.
This course is designed for students with prior knowledge of Easy
Steps to Chinese Book 1. Students in this course focus on building PRE-REQUISITE: French 9 Honours
on past language exposure to improve speaking, listening, reading,
 HYBRID
and writing skills. Students expand their oral expression abilities
by increasing vocabulary, improving understanding of grammar  1-2 HOURS
concepts, strengthening pronunciation abilities, focusing on listening
comprehension, and building on previously learned Chinese characters.
This course allows students to be able to speak about topics pertaining LATIN 10
to their daily lives and also focuses on deepening knowledge of Chinese
culture and customs. This course introduces students to the achievements of the classical
world through the study of Latin. Students will learn vocabulary and
PRE-REQUISITE: grammatical concepts essential for reading and translating adapted
Mandarin 9 or the approval of the Department Head. classical texts. English is the language of instruction, and students will
develop their oral communication, reading, and writing skills in both
 HYBRID  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  1-2 HOURS English and the classical language. Through a variety of enrichment
activities, students will explore aspects of life in the ancient world,
including trade, commerce, education, arts, sports, ecology, daily life,
MANDARIN 10 HONOURS and social practices, and will make connections across the curriculum
Students in this course continue to build on past language exposure to between the classical world and the world around them.
improve speaking, listening, reading, and writing skills. Students expand
their oral expression abilities by increasing vocabulary, improving PRE-REQUISITE: Latin 9
understanding of grammar concepts, strengthening pronunciation
 ELECTIVE  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS
abilities, focusing on listening comprehension, and building on
MUSIC SCIENCE SOCIAL STUDIES

CONCERT BAND 10 JUNIOR JAZZ ENSEMBLE 10 SCIENCE 10 SOCIAL STUDIES 10
Concert Band 10 builds on the foundational skills established in Junior Jazz Ensemble is an opportunity for proficient and interested Science 10 prepares students for their senior program by In Social Studies 10, we try to understand current issues and trends
Concert Band 8 and 9. Whatever your current level, you will find that students to learn to play jazz in a big band setting. Students developing a range of essential skills designed to broaden students in Canada and the world. We will look for local, regional, and global
this ensemble will challenge you as a musician. It is this challenge will undertake a journey exploring the history and repertoire of perspectives on key themes in Science as well as and deepen patterns and parallels between the present and the past as we
that will provide growth and development for each student and the major eras of jazz, including learning basic improvisation their understanding on how these themes are inter-related. The consider important themes of diversity, multiculturalism, and the
director as we explore a variety of repertoire for the concert band. techniques. As an introductory course much of our effort will be key themes explored in Science 10 include an introduction to impact of history on the present. The big ideas of the course explore
The concepts of tone, articulation, balance, blend, interpretation, devoted to internalizing the “feel” and “concept” of swing. We will genetics, chemical bonding, chemical reactions, forms of energy, the impact of global and regional conflicts; the development of
technique, and phrasing form the basis of all instruction. Large do this through rehearsal, performance, and listening to many transformations between energy forms, and an introduction to political institutions; differences in worldviews and perspectives;
ensemble and small ensemble works are performed with emphasis exemplary recordings. Rehearsals take place Tuesday and Thursday Astronomy. Students will experience a variety of inquiry projects local geographic information in comparsion with global issues;
on concert band literature. Excellence of performance is stressed mornings from 7:00-8:15 am. Attendance is mandatory. We will (CRISPR biotechnology applications) and lab-based instruction and historical and contemporary injustices. Students will engage
while students are taught to refine their musical skills and talent perform at the Winter and Spring Music Department Concerts, as to develop strong foundational skills in each area of Biology, in discussions, self-guided inquiry projects, and simulations to
through a series of activities which include concerts, festivals, well as at the Envisions Jazz Festival (February), the BC Interior Jazz Chemistry, and Physical Science. Thinking, problem-solving, and enhance their learning.
master classes, and yearly tours. Concert Band is the ideal venue for Festival (April), and at the School Fair. Any outside performance team-building skills are emphasized to encourage the students
students who are interested in exploring their passion for music and opportunities will be discussed by the group as they arise. ability to evaluate and analyze problems and ideas that are relevant  ELECTIVE  DISCUSSION, INQUIRY/PROJECT  1-2 HOURS
working collaboratively with others. in a rapidly changing world. After Grade 10, students will select a
PRE-REQUISITE: domain (or domains) of Science to specialise in (e.g. Earth Sciences,
PRE-REQUISITE: Open to join by audition, for any student enrolled in Concert Band Chemistry, Life Science, Physics, etc) and so they should also pay
Band 9, or prior experience on a woodwind, brass, or percussion 8, 9, or 10. Auditions occur during the second week of school. All attention to areas they are keen to explore further in future years.
instrument with approval of Head of Department for Music. students wanting to audition must download the audition materials
from the Music Department website. This course is designed to give  CORE PROGRAM  DIRECT INSTRUCTION, INQUIRY/PROJECT  1-2 HOURS
 ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  3-5 HOURS students the experience and skills of playing in a Big Band.
ENGLISH LANGUAGE SUPPORT

ELL 10
40 The English Language Support class is for students who have been identified by the School as needing support with their spoken, written,
OUTDOOR EDUCATION
and academic English skills. Students will be supported in acquiring mastery of English to help them succeed in community engagement
Note: English Language Learners 8-10 are required courses for students who have been identified as requiring additional English language
DISCOVERY 10 support.
Discovery 10 is a Cohort Program that offers a year of challenging Outdoor Experiences throughout which students will learn the Grade 10 RECOMMENDATION: Enrollment in this course is based on the recommendation of the ELL and Admissions Department.
curriculum. Together, the Discovery students take Literary Studies & Spoken Language 10, Science 10, Social Studies 10, Physical Education
 DIRECT INSTRUCTION, DISCUSSION,  0 HOURS
10 and Outdoor Education 11. These Cohort classes are often leveraged in order to deliver integrated and extended learning opportunities in
the field and subject-specific catch-up blocks upon their return. The goals of the program are for students to gain self-confidence, work with
others, improve their communication skills, and develop leadership skills. Furthermore, students will learn to extend their environmental and
social awareness and examine their relationship with the natural world; the outdoor skills required for a variety of self-propelled activities
(Hiking, Kayaking, Canoeing, Snowshoeing, Rock Climbing, and Camping); and to integrate academic learning to cultural and wilderness
experiences.
 HYBRID  INQUIRY/PROJECT, EXPERIENTIAL  5+ HOURS
PHYSICAL HEALTH EDUCATION CAREER EDUCATION

PHYSICAL AND HEALTH EDUCATION 10
Physical and Health Education 10 (PHE 10) aims to provide success for every individual student,regardless of physical abilities. We present CAREER LIFE EDUCATION
activities in ways that encourage effort, preparedness, a positive attitude, sportsmanship, cooperation, and skill improvement. Over the year, This is a mandatory course for graduation that students will complete in Grade 10. The course occurs with direct instruction during pull-out
students are taught a variety of lifelong sports and activities. These sports include aquatics, badminton, basketball, fitness, floor hockey, classes from Physical and Health Education 10, and through special events during the school year (e.g. Flex Weeks and X-blocks, Advisory,
football, soccer, softball, volleyball, ultimate and yoga. We build up the skill set each year and add new advanced strategies and tactics to assemblies, Global Stewardship Conference, ArtsWeek, etc). Learning focussed on preparation for life as an engaged community member
further excel in the understanding of each sport. The health outcomes for the course will be covered during tenHealth and Career Education including skills and aptitudes of personal development, personal advocacy and rights, planning and preparation for post-secondary and
classes, delivered in two mini units in the class over the course of the year. Students are assessed on the PHE 10 learning outcomes in the careers, and cultivating a sense of well-being and balance. This course is followed by Career Life Connections, which students complete in
BC Ministry of Education curriculum. Our goal is to have boys finish the year with enthusiasm, confidence, and to strive to be fit for life! Grades 11 and 12.
 CORE PROGRAM  DISCUSSION, DIRECT INSTRUCTION, EXPERIENTIAL  0 HOURS  CORE PROGRAM  DISCUSSION, EXPERIENTIAL  0 HOURS
THEATRE ARTS VISUAL ARTS

DRAMA 10 DIRECTING AND SCRIPT DEVELOPMENT 11 MEDIA ARTS 10
Drama 10 is a bridge between Middle School Arts Education and Directing and Script Development 11 (previously known as Film Studies In Media Arts 10, students’ knowledge and understanding of new media techniques will be enhanced through visually exploring and creating
Senior Performance Arts courses. It challenges students to deeply 11) focuses on individual and collective storytelling and meaning digital imagery. Based on the processes and content areas of the visual arts curriculum, the course provides an overview of some, if not all,
express emotions and motivations in a safe, engaging, and rewarding through the lens of vibrant histories, diverse cultures, and contemporary of the following: Animation, Film/Digital Video, Graphic Design, Photoshop, and Digital Photography. With extensive use of Harmony by Toon
environment, and to create three-dimensional characters and worlds communities. With an ever-improving critical eye, students will explore Boom, Adobe Premiere, and Photoshop. Students will learn the technical and fundamental aspects of image creation on a Mac computer.
with purposeful speech and movement. Actors will combine a deeper people’s sense of identity and belonging. They will begin to understand
understanding of narrative structure, staging and acting, along with the dedication and resilience of film-makers as they use a myriad of  ELECTIVE
more advanced principles of lighting and audio, to create and perform artistic techniques to immerse their audiences in the lives of their  DIRECT INSTRUCTION, INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL
their own, theme-driven play for an in-school audience. They will learn characters and subjects. In the end, the critical viewer must become  0 HOURS
to communicate and think like actors, and will use these skills to break the storyteller himself in order to understand how creativity and
down and interpret scripts, as well as collaborate, critique and improve. collaboration bring new perspectives to light and can change both the STUDIO ARTS 3D 10 STUDIO ARTS 2D 10
Young actors will conclude their experience in Drama 10 with a one- artist and the audience.
act play that has been written for them, and they will go through a full In this course, students will spend half of the year on the potter’s wheel The primary focus of this course is the development of critical and
rehearsal process before performing it for both school and immediate  ELECTIVE making functional pottery forms, and the other half creating hand creative capacities, through visual exploration and questioning of
community audiences. No prior experience in a drama class is required  INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL built sculpture projects. The course is project-based and students are self. They do this by exploring cultural influences, artistic traditions,
to participate in this class.  3-5 HOURS encouraged to express their own ideas, emotions and personalities and contemporary perspectives to gain more comprehensive
using clay and ceramic processes. Sketchbooks are used to document understandings of self. Students will explore ways to convey their
 ELECTIVE  INQUIRY/PROJECT, EXPERIENTIAL  1-2 HOURS the creative processes explored throughout the year. The program hosts thoughts, emotions, and ideas visually through guided studies and
visiting artists and arranges field trips for inspiration and learning about sustained drawing from various sources. Students gain experience in
the diverse world of Ceramic Art. No prior experience is necessary techniques that include charcoal, oil, and chalk pastel as well as acrylic
but a willingness to get muddy is mandatory! All work assigned can and watercolor paint. The imagination and curiosity of the student are of
be completed in class time, but students are encouraged to attend paramount importance in this elective.
Ceramics Club to extend their exploration and skill development.
 ELECTIVE  INQUIRY/PROJECT, EXPERIENTIAL  0 HOURS
 ELECTIVE
 0 HOURS
41
TELEVISION PRODUCTION 11 THEATRE PRODUCTION 11

Television Production offers students the opportunity to delve into Theatre Production 11/12 is a hands-on experience for students
the creative and technical and side of short filmmaking. Students will working on Saint’s Players Theatre productions and other events in
learn and practice industry techniques and demonstrate their learned the Auditorium. The course is meant for students who wish to gain
knowledge through group-based film projects. All units and projects in valuable practical skills, many of which are applicable outside of theatre.
this course are structured to include the Pre-Production, Production, The course offers students the chance to explore areas such as stage/
and Post-Production phases to allow for thorough understanding of the house management, lighting, sound, scenic design, scenic painting, set-
total process of film production. We will explore the fundamentals of construction, wardrobe, props, and makeup.
writing and acting for the screen. During film apperception discussion,
This course supports the various stage productions at Saint George’s
students will learn to unpack what makes a film successful. Finally,
School throughout any given school year, including events such as
students will have an opportunity to take part in both live broadcasts of
plays, concerts, musical shows, and some presentations at weekly
major school events as well as spirit videos to promote school events.
assemblies. This will require, from each student, some out-of-class
A tremendous amount of maturity, cooperation, communication, and
time for a variety of activities, including scenic design and construction,
effort is required in this course due to the high level of group-based
props building, rehearsals, and the set-up, run and strike phases of a
projects as well as the responsibilities related to our filmmaking
production.
equipment. Students taking Television Production 12 (see prerequisite)
will go into more depth on the course outcomes, have the opportunity to Students should enter the class with the understanding that they will be
specialise their learning, and will be expected to provide leadership and required to work the show run of at least one of the school productions,
mentorship to the program. which is a very rewarding but serious time-commitment. Students
taking Theatre Production 12 (see prerequisite) will go into more depth
 ELECTIVE on the course outcomes, have the opportunity to specialise their
 INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL learning, and will be expected to provide leadership and mentorship to
 5+ HOURS the program.
 ELECTIVE
 1-2 HOURS
42 GRADES 11 & 12
COURSE DESCRIPTIONS
2024-25
ACADEMIC
HANDBOOK
SENIOR SCHOOL
IN GRADES 11 & 12, students have a wide variety of required and elective courses. In these grades,
we encourage students to see their choices as part of a two-year Graduation Program. Some courses
have prerequisites, and some have recommended standings in previous courses. Some students will
have identified required courses to be eligible for specific universities or programs. In all cases, we
encourage students to look at these years in a holistic way, selecting courses that offer challenges and
also the opportunity to return to areas of passion or interest from previous years. This is the time to see
the seeds planted in previous years of experimentation and depth blossom.
43
GRADE 11 SPARE CRITERIA

Students may request a spare without a required co-enrollment course. Students should think of this spare block as an independent
study block, using it for time within the school day to complete homework, meet with teachers, and pursue independent interests or
contributions to the life of the School. Having a spare aligns with our recommendation that a Grade 11 schedule consist of the five
required courses; a "stretch course" (course that pushes a student into new areas of knowledge or skill sets); and a “grow course”
(course or courses that delve into a passion or support wellness).
A well-rounded, recommended St. George’s education in Grade 11 would include a course from at least one of these areas:
• Arts Education (Music, Theatre Arts, Visual Arts)
• Physical and Health Education
• Applied Skills, Design, and Technology
Grade 11 students are required to be on campus for their spares. Students who request eight academic-based subjects will have
their schedules subject to School approval.
EXTERNAL COURSES AND TRANSCRIPTS
We are committed to the quality and impact of our educational
programming at St. George’s School in the classroom and in our
integrated approach that infuses learning, character education, and
DOUBLE CREDIT COURSES community engagement. We provide a variety of ways for students
to be exposed to new interests, pursue passions, meet graduation
A small number of courses will enable students to earn double credit. Students should see double credit courses as
requirements, and fulfill post-secondary application needs.
requiring more than the typical amount of independent work, fast-paced, and challenging. Students will be assessed
specifically on the outcomes associated with each course, and will earn independently-generated marks for each
We expect St. George’s students to complete their high school
course associated with the double credit.
education through our provided program and pathways. Should
In all cases, signing up for the course means that students will be automatically enrolled in the double credit, and a student wish to pursue online or summer school courses, they
responsible for completing the learning and assessments associated with the double credit designation. It is not should consult the respective Head of Department, their University
possible to enroll in one of the courses listed below and only complete one of the listed credits.
Counsellor, and the Associate Principal of Academics to understand
the implications on their learning. Students must be aware that:
COURSE CREDITS EARNED UPON COMPLETION • All courses required to fulfill graduation requirements must be
taken at St. George’s School.
AP ENGLISH LITERATURE AND COMPOSITION • AP English Literature and Composition 12 • Any course that serves as a prerequisite for a subsequent
Grade 12 students only • English Studies 12
course must be taken at St. George’s School. Example: A
student wishing to take Physics 12 at St. George’s must take
AP ENGLISH LANGUAGE AND COMPOSITION • AP English Language and Composition 12
Grade 12 students only • English Studies 12 the prerequisite Physics 11.
• There is a possible exception for students who have
AP PHYSICS 1 HONOURS 11 • Physics 11 demonstrated exemplary understanding in their Pre-Calculus
• Physics AP-1 11 class to accelerate and take Pre-calculus 12 during the
summer after their Grade 11 year. Pre-Calculus 12 must be
AP PHYSICS 2 HONOURS 12 • Physics 12 completed by August 30th prior to a student being permitted
Grade 12 students only • AP Physics 2 Honours 12 to enroll in Calculus 12. Consultation with the Head of
Department for Math and approval from the Associate
AP CHEMISTRY 12 • Chemistry 12 Principal of Academics is required. Please email both before
Grade 12 students only • AP Chemistry 12 June 1, 2024 for approval.
LATIN 11/12 • Latin 11 (Semester 1)

• The St. George’s School transcript will only show courses that
• Latin 12 (Semester 2) have been completed within St. George’s School, or graduation
44 requirements for which equivalencies have been granted (i.e.
students who complete Grade 10 outside of BC).
AP ECONOMICS 12 • AP Microeconomics 12 (Semester 1)
• AP Macroeconomics 12 (Semester 2)
• Approval for courses taken at the post-secondary level (i.e. UBC
Access Studies) is on a case-by-case basis for students in unique
circumstances. Inquiries should be directed to the Associate
Principal of Academics for more information.
If students choose to take a course through a summer or online

provider, they are expected to hold themselves to the highest ethical
standards when taking these courses, including but not limited to
upholding our expectations for Academic Integrity in assessments
and self-reporting, and affirming they are not simultaneously
ADVANCED PLACEMENT (AP) COURSES enrolled in the same course at two different providers (including two
Advanced Placement (AP) courses are available to students in Grades 11 and 12. AP courses follow a curriculum online providers, one online provider and St. George’s School, etc).
designed by the College Board, and are directed towards a final exam (set by the College Board). AP courses are
open only to Grade 11 and Grade 12 students, and count as courses towards graduation. St. George’s School does Students who take Ministry courses with other accredited providers
not recommend students in Grades 8-10 self-study AP courses or self-study exams, and will not excuse students in should forward their final transcript to the School Registrar
these grades from school or school trips to write AP exams. ([email protected]). Courses will be added once complete
There are additional steps students in AP courses must take, including: or, if taken by Grade 12 students, at the School’s regular reporting
• Registering for all AP courses they are registered in at St. George’s using their legal name and four-digit student intervals (October, December, March, and June).
number on the AP registration site in the fall.
• Registering for the AP subject exam in May. Working together with the Academics Office, the University
AP exams take place in May, and do not factor into a student’s grade in the course. The students may opt out or Counselling Team will send St. George’s School’s/Ministry of
cancel an AP exam by submitting the provided cancellation form. There is a charge for each AP exam that a student Education transcripts directly to post-secondary institutions to
writes or cancels after November 15th. Students who do not show up to write their scheduled AP exam will incur a support students' applications, where applicable. If students (of any
charge for the exam. These will be charged to the student’s account at the end of the year. Students in Grade 11 and grade) require a transcript for other purposes (jobs, scholarships,
Grade 12 may register to write an exam for a course they have self-studied, but only if the course is offered at the summer programs, etc):
school in that school year. Only St. George’s students may write AP exams at the school.
Information on the course registration and exam sign up/cancellation will be sent to students in the fall via email. • Students may request a copy of their St. George’s School
For further information on AP Courses, please refer to the College Board website. transcript by completing the form HERE.
• Students may request a copy of their Ministry of Education
transcript by following information HERE.
• Students who believe they qualify for Challenge, External, or
Equivalency credits should contact the Associate Principal of
Academics.
COURSE DESCRIPTIONS GRADES 11 & 12  Type  Primary modes of learning in the course  Typical amount of out-of-class work per week
AP MICROECONOMICS AND AP MACROECONOMICS ENTREPRENEURSHIP 12

AP Economics consists of two, independent, semester-long The Entrepreneurship 12 course provides a broad overview of the
courses and are for students interested in the basics of economic process of turning an innovative idea into a successful enterprise.
perspectives and those keen to pursue economics and/or business This course will be useful for anyone, whether or not they have had
as a career. The course follows the Advanced Placement curriculum, prior business or entrepreneurial experience. The course explores
beginning with Microeconomics and supply and demand, elasticity, the characteristics of the entrepreneurial mind and the environment
perfectly competitive to monopoly markets, and the interaction in which these ventures succeed. The course provides self-
of land, labour, and capital complete in the first half-year. After assessment of the skills and commitment necessary to successfully
the first semester, the focus will be on the Macroeconomy and start and operate an entrepreneurial venture. From there, students
macroeconomic models that permit us to investigate and delve into create their own startup venture and are guided through the
national product, inflation, fiscal and monetary policies, the banking entrepreneurial approach. This approach consists in validating
system, trade, and economics development for the balance of the or pivoting assumed hypothesis about the buisness venture. The
year. Students receive credit for Microeconomics in (Semester 1) course uses the Canvas Business Model and the Lean Startup
and Macroeconomics in (Semester 2). methodology as the tools to refine their concept. Entrepreneurship
12 is a hands on, project based course, which features numerous
 ELECTIVE  DISCUSSION, DIRECT INSTRUCTION  3-5 HOURS guest speakers and opportunities to "get out of the building" to
connect class concepts to the real world.
 ELECTIVE  DISCUSSION, DIRECT INSTRUCTION  1-2 HOURS
APPLIED DESIGN AND TECHNOLOGY

COMPUTER PROGRAMMING 12 E-COMMERCE 12
45
Students are offered an opportunity to explore topics in Computer Students will explore components of the digital world of marketing
Science of their own choice. They must demonstrate that their in E-Commerce 12. From foundational principles to advanced
chosen project contains programming material that is beyond strategies, the course will delve into all different themes of online
the APCS level of programming and they must also demonstrate business, covering topics such as digital marketing, search engine ROBOTICS 11/12
a high level of achievement with their chosen topic. Part of the optimization, and website creation. Through a combination of
assessment will be to document their progress, discussing what theoretical knowledge, practical application, real-world case Electronics and Robotics 11,12 is a project-based, exploratory course. Students will gain more advanced knowledge of how software
they have learned, what they found interesting and what they studies, and hands-on simulations, students will be well-equipped development lifecycle works where testing informs the next iteration of reaching successful results of what the mechanism intends to
found challenging, and part of the assessment will actually be to navigate and thrive in the dynamic landscape of E-Commerce. do. They will appreciate the importance of incremental steps and sequencing of processes and ideas. Students will learn how to design
the project that is produced. Students are encouraged to utilize a Note: There is an opportunity for individual students to bring their more advanced circuits and elements using Arduino as well as why things work and more importantly do not work in what they intend
project management application to break down their project into Entrepreneurship & Marketing 10 venture to market. to accomplish. Important connections between electronic and mechanical elements will be explored and implemented. Students will
milestones which they can use to demonstrate their progress. troubleshoot code, mechanisms, and electronic components. An important part of the course is the research element of latest trends in
 ELECTIVE  INQUIRY/PROJECT, EXPERIENTIAL  1-2 HOURS Robotics, Society, and Electronics. Lessons are conducted in a supportive and encouraging environment.
PRE-REQUISITE:
AP Computer Science A 12 or having already written the APCS exam RECOMMENDATIONS:
along with approval of the Head of Department for ADST ECONOMICS 12 Prior coding experience is recommended.
Economics 12 provides students with a framework from which they  ELECTIVE  INQUIRY/PROJECT, TECHNOLOGY/TOOLS  5+ HOURS
 ELECTIVE  DISCUSSION, EXPERIENTIAL  3-5 HOURS
can increase understanding of economic principles and learn the
competencies required to study economics successfully at the
AP COMPUTER SCIENCE A 12 post-secondary level. Students will understand and use economic WOODWORK 11/12 GRAPHIC PRODUCTION 11
terms and concepts, study the exchange of goods and services,
AP Computer Science A 12 is intended to further develop the and also be exposed to both assumptions and theory regarding This course is designed as an in-depth study of woodwork and Graphic Production 11 is an exciting course that combines graphic
programming ability of students. While the standard concepts of economic practices. As well, the study of current economic joinery. Students will use tools and equipment safely and confidently arts, photography and journalism in order to produce the annual
programming are covered in detail, students are also challenged to developments, trends, and issues enables students to improve to explore advanced woodwork practices. While working through an Georgian Yearbook. Students in this course will take on a leadership
write compact solutions to the given problems as well as concepts their educational and career choices. Students are taken through applied design process, students will develop a sense of personal role in the production of the book, learning skills in Adobe InDesign
such as space and time efficiency. These ideas are then used to help the process of producing an Academic Paper to demonstrate their agency and demonstrate a high level of creativity and technical skill. and Photoshop that will help them create visually engaging layouts
further develop each individual's programming ability. Students understanding of Information Literacy, including skills to formulate a Students will journal and connect their pieces and experiences to and designs. They will also learn how to take and edit striking
will have a mature approach to programming as well as having research question, assess relevancy and credibility of sources, how culture, identity, community, and place. photos, and to write with concision and a consistent voice. As
developed their own unique style towards programming. to navigate databases and other critical skills to write and support leaders on the Georgian Production Team, these students will have
PRE-REQUISITE: the opportunity to shape and preserve the legacy and memory of
a position on a macroeconomic topic. There is an expectation to
PRE-REQUISITE: WW8 or WW9 is required, or with approval of Head of Department each year at St. George's School.
be able to articulate ideas succinctly, research critically, analyze
Computer Programming 11 and/or Computer Programming 9, or with for ADST.
thoroughly and solve problems both with a team and independently.
approval of the Head of Department for ADST  ELECTIVE  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  0 HOURS
Success in this course depends on hard work and passion.  ELECTIVE
 ELECTIVE  DISCUSSION, DIRECT INSTRUCTION  3-5 HOURS  INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL
 ELECTIVE  DISCUSSION, DIRECT INSTRUCTION  3-5 HOURS  0 HOURS
ENGLISH
COMPOSITION 11 LITERARY STUDIES 11 HONOURS
Composition 11 is an English 11 option for students who wish to Literary Studies 11 Honours is an enriched English course that
hone their writing abilities through careful study of mentor texts. focuses largely on British Literature from the last 1000 years. The
This course supports students as they refine, clarify, and adjust their course is designed for students with a decent understanding of
written communication. Students will focus on developing their literature and composition, a strong interest in history, and a passion
close reading ability as well as their oral and written communication for storytelling in all of its forms. Students read a broad range of
skills. A variety of fiction and non-fiction texts will be studied, and texts, from the warrior-poets of the Anglo-Saxon era, to the early AP ENGLISH LANGUAGE AND COMPOSITION 12
students will be exposed to different writing styles. These texts environmentalists of the Romantic period, and the cynicism of
The AP English Language and Composition course is equivalent
will be used as models for students in the development of their the Modernist era. Additionally, students in this course will make
to an introductory college-level course; therefore, students who
own writing. This course incorporates First People's Principles connections to contemporary literature and global perspectives,
enroll in this course are expected to be strong, successful English
by examining stories as a way to learn about both ourselves and deepening their worldview and nurturing their appreciation for the
students who want to enhance an already proficient skillset in
different cultures. written word.
the English language. The course focuses on the study of non-
PRE-REQUISITE: Any English 10 course. NOTE: This is an excellent option for students who wish to prepare fiction texts from different historical periods, although the majority
themselves for AP English Literature or AP English Language in Grade 12. of works covered are written by 20th century and present-day
 CORE PROGRAM  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS authors. Students will be exposed to a variety of written genres,
PRE-REQUISITE: Any English 10 course. including speeches, letters, essays, and graphic images as texts.
The study of these works encourages students to focus on critically JOURNALISM 12
COMPOSITION 11 HONOURS  CORE PROGRAM analyzing texts with the goal of discussing and presenting oral and
 DIRECT INSTRUCTION, DISCUSSION, INQUIRY/PROJECT Welcome to The Echo! Journalism 12 is an elective course
written arguments based on the rhetorical strategies and elements
Composition 11 Honours is an enriched English course designed  2-3 HOURS that provides a unique opportunity for students to produce a
employed. Students are required to develop evidence-based
to support students as they refine, clarify, and adjust their written professional-quality, student-directed online newspaper. News
analytic and argumentative essays that proceed through several
communication through practice and revision. The course articles will feature stories that are of interest to the St. George’s
ENGLISH STUDIES 12 stages or drafts including opportunities for self and peer revision,
challenges students to look at fictional and non-fictional texts community, neighbouring schools, and teenagers in general. By
assessment, and reflection. Students will evaluate, synthesize, and
through an argumentative lens as well as apply rhetorical strategies English Studies 12 builds on and extends students’ previous learning creating an interactive, WordPress-based website, Journalism
cite research to support their arguments. Throughout the course,
to their own writing. Students will have the opportunity to examine experiences in English 11. It is designed for all Grade 12 students students will be able to report, on a regular and timely basis, on the
students develop personal style by making appropriate stylistic
a variety of texts including letters, essays, and speeches that are and provides them with opportunities to refine their written and oral many events that occur at St. George’s School such as Athletics,
and grammatical choices. Students who select this course will also
historically significant or related to current events. Students will communication skills as well as their ability to think critically and Arts, Service And Charity, Games, and Clubs. In addition to studying
complete the English Studies 12 course concurrently.
learn and apply close reading, analytical writing, and speaking skills creatively. In this course, students will have opportunities to explore the attributes of quality Journalism (researching, writing, and
46 with the goal of honing their communication ability. In particular, (See Double Credit Course Guidelines) editing news for the public), students will also become familiar
texts from a variety of sources; this will allow for the analysis of
students will have opportunities to hone their ability to write essays many perspectives and challenge students to gain an appreciation PRE-REQUISITE: with contemporary online literacies such as blogs, YouTube, social
in different genres. Note: This is an excellent option for students and understanding of literature’s ability to represent diverse Students are required to have earned Extended proficiency level or an media, and more. Using these resources and publishing online in a
who wish to prepare themselves for AP English Literature or AP worldviews. English Studies 12 is a mandatory course, but students A grade in their English 11 course, or with approval from the Head of responsible and ethical way are at the core of journalistic practices
English Language in Grade 12. may opt to meet graduation requirements with the equivalent Department for English. today. Journalism students will produce a professional portfolio of
English First Peoples 12 instead. published articles, photographs, and videos on our news website.
PRE-REQUISITE: Any English 10 course.  CORE PROGRAM  DIRECT INSTRUCTION, DISCUSSION  3-5 HOURS This course is open to students in Grades 10–12.
PRE-REQUISITE: Any English 11 course.
 CORE PROGRAM  DIRECT INSTRUCTION, DISCUSSION  2-3 HOURS  ELECTIVE
 DIRECT INSTRUCTION, DISCUSSION, INQUIRY/PROJECT,
 CORE PROGRAM  DIRECT INSTRUCTION, DISCUSSION  3-5 HOURS AP ENGLISH LITERATURE & COMPOSITION 12
TECHNOLOGY/TOOLS, EXPERIENTIAL
AP English Literature and Composition provides an enriched  1-2 HOURS
ENGLISH FIRST PEOPLES 12 program with a college-level approach to the interpretation of
imaginative fiction. The course is organized roughly by genre and
This course is grounded in the First Peoples Principles of Learning. thematic continuity, particularly as seen in works by classical writers WRITERS WORKSHOP 11
It is designed for all students who are interested in delving deeply such as Shakespeare, and major novelists, poets, and playwrights. The course supports student writers in the fine-tuning and
into First Peoples oral and written literature and visual texts in a Most students in AP English will write the English Literature and expansion of creative writing skills through the exploration of
range of media. The course focuses on the experiences, values, Composition Advanced Placement exam in early May. Inferential new media and global perspectives, and the utilization of critical
beliefs, and lived realities of First Peoples as evidenced in various and critical comprehension is stressed throughout the year, and the thinking. One of the key focuses in Writer's Workshop 11 is the
forms of text, including oral story, poetry, song, performance, film, reading of scholarly criticism helps to prepare students for their own consideration of the human condition and the exploration of cultural
LITERARY STUDIES 11 and prose. A key feature of the course is its focus on authentic critical efforts in this and subsequent years. With the presumption boundaries through a consideration of world literature — both
First Peoples voices (i.e. historical or contemporary texts created that students are already competent writers, the course focuses
Literary Studies 11 is an English option for Grade 11 students who from established authors and from our own school community.
by or with First Peoples). While the focus in EFP 12 is primarily on on the development of a precise yet elegant style capable of
wish to delve deeply into literature. This course focuses on texts Embedded within the course is the opportunity for students to
First Peoples voices from British Columbia, students also engage responding to a variety of critical and literary sources. Students who
that examine the role of the individual in society, and the role of participate in more focused workshop sessions and to meaningfully
with texts that reflect First Peoples perspectives from elsewhere in select this course will also complete the English Studies 12 course
myths in various cultures. Students will examine poetry, non-fiction leverage technology as part of our curriculum. The course also
Canada and throughout the world. Students can meet graduation concurrently.
and fiction texts, and engage with a variety of media. Through this provides real-life application with regard to the world of publishing
requirements with this course, which is equivalent to English
course, they will learn and apply close reading, argumentative and (See Double Credit Course Guidelines) and working with outside mentors from the field. Finally, the course
Studies 12.
creative writing, and speaking skills with the goal of developing provides students with the opportunity to explore preferred writing
their communication and comprehension ability. This course PRE-REQUISITE: media with more independent depth as each class member strives
PRE-REQUISITE: Any English 11 course. Students are required to have earned Extended proficiency level or an
incorporates First People's Principles by examining stories as a way to make meaning of the world around him. This course is open to
A grade in their English 11 course, or with approval from the Head of
to learn about both ourselves and different cultures.  ELECTIVE  DISCUSSION, INQUIRY/PROJECT  3-5 HOURS students in Grades 10–12.
Department for English.
PRE-REQUISITE: Any English 10 course.  ELECTIVE
 CORE PROGRAM  DIRECT INSTRUCTION, DISCUSSION, INQUIRY/PROJECT,
 DIRECT INSTRUCTION, DISCUSSION, INQUIRY/PROJECT TECHNOLOGY/TOOLS, EXPERIENTIAL
 3-5 HOURS  2-3 HOURS
MANDARIN 11 SPANISH 12
LANGUAGES Mandarin 11 enhances students' foundation in Mandarin by gaining
more confidence in using this language in various contexts. Students
Spanish language study. It offers an enriched atmosphere where
students are expected to communicate actively in Spanish. Such
are expected to be able to engage in general conversations on a communication will be more fully developed and show greater
FRENCH 11 AP FRENCH LANGUAGE 12 range of topics in Mandarin, understand information conveyed on personal insight than was required in previous years. In addition, the
French 11 offers an enriched atmosphere in which students are AP French Language 12 is a fast paced, accelerated class where familiar topics, read texts relating to course content, and write for daily student will continue to enhance his knowledge of Hispanic culture
expected to communicate in French at a more sophisticated level students use French at a first and second year university level. needs. Culture continues to play a large part of this course with units through various media such as Spanish language videos, readings,
and show greater personal insight than what is required in previous Students are expected to communicate actively in French, and to that focus on calligraphy, food, Chinese language films, and Chinese and movies. Oral, written or film projects will be the culminating
years. French 11 will continue to widen the student's experience read and write at a sophisticated level. Six themes which reflect etiquette. assessments for many units. Finally, students will look forward to
in the French language as well as leading students on cultural issues in our modern world are required by the College Board, PRE-REQUISITE: Mandarin 10 visits to local museums and art galleries when Latino or Spanish
journeys through Canada and the world. More complex structures and are the basis of our language and cultural studies. Although presentations are highlighted. A trip to a Mexican or Spanish
in past tenses will be studied and be a part of all oral, listening, we prepare rigorously for the AP exam, students will engage in  ELECTIVE  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  1-2 HOURS restaurant where students can practice their Spanish will be a must!
reading, and writing activities. Supplementary online resources, projects and presentations that showcase their communication
reading material, videos, music, and French language films are used competencies and link to cultural elements that include Visual PRE-REQUISITE: Spanish 11 or approval of Department Head
as deemed appropriate by individual teachers. Students can expect Arts, Cinema, Architecture, Music, Literature, Fasion , and Food. To MANDARIN 12
 ELECTIVE
longer projects to be the culminating assessments for many units. further develop students' knowledge and appreciation of the French Mandarin 12 continues to build students' confidence in the four  DIRECT INSTRUCTION, DISCUSSION, INQUIRY/PROJECT, EXPERIENTIAL
global culture, they will learn about current events in Francophone language skills, and greatly improves Chinese language proficiency.  1-2 HOURS
PRE-REQUISITE: French 10 /French 10H communities around the world, watch two French films, and enjoy a Students will be able to discuss issues related to daily life, and present
class visit to a French restaurant, museum, or art gallery. well-organized information orally and in writing on theme-based
 ELECTIVE AP SPANISH LANGUAGE 12
topics. Students are expected to communicate with more complex
 DIRECT INSTRUCTION, INQUIRY/PROJECT, EXPERIENTIAL PRE-REQUISITE: French 12H; French 10H or French 11 and a placement sentence structures and a variety of vocabulary on familiar topics. AP Spanish Language 12 is a fast paced, accelerated class where
 1-2 HOURS assessment or teacher recommendation. Students will deepen their understanding of Chinese culture with students use Spanish at a first and second year university level.
units that focus on calligraphy, food, Chinese language films, and Students are expected to communicate actively in Spanish, and
 ELECTIVE
Chinese etiquette.
FRENCH 12  DIRECT INSTRUCTION, DISCUSSION, INQUIRY/PROJECT to read and write at a sophisticated level. Six themes which reflect
 3-5 HOURS PRE-REQUISITE: Mandarin 11 or Mandarin 10H issues in our modern world are required by the College Board,
French 12 is the culmination of five years of French language study.
and are the basis of our language and cultural studies. Although
It offers an enriched and dynamic atmosphere where students are  ELECTIVE  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  1-2 HOURS we prepare rigorously for the AP exam, students will prepare
expected to communicate actively in French. Such communication LATIN 11/12 many projects that hone their speaking, writing, and film-making
will become more fully developed and show greater personal
This double-credit course (one semester of Latin 11; the second of skills. Students will also enjoy class fiestas where they prepare
insight than was required in previous years. In addition, students AP CHINESE LANGUAGE AND CULTURE 12 Mexican, South American, or Spanish meals, and learn how the
will continue to enhance their knowledge of French culture through Latin 12) continues with the achievements of the classical world
through the study of Latin. Students will learn vocabulary and AP Chinese Language And Culture 12 is a fast paced, accelerated cultural niceties of these events play such a large role in the lives of
various media such as French language videos, music, literature, class where students use Mandarin at a first and second year
47 grammatical concepts essential for reading and translating original Hispanic people.
and movies. Oral, written, or film projects will be the culminating university level. Students are expected to communicate actively in
assessments for many units. Finally, students will look forward to classical texts (authors such as Catullus, Caesar, Pliny, Ovid, and
Vergil). English is the language of instruction, and students will Mandarin, and to read and write at a sophisticated level. Six themes PRE-REQUISITE:
visits to local museums and art galleries when French presentations which reflect issues in our modern world are required by the College Spanish 12 or approval of Head of Department for Languages
are highlighted. A trip to a French restaurant where students can develop their oral communication, reading, and writing skills in both
English and the classical language. Through a variety of enrichment Board, and are the basis of our language and cultural studies.
practice their French will be a must! Although we prepare rigorously for the AP exam, students will prepare  ELECTIVE
activities, students will explore aspects of life in the ancient world,  DIRECT INSTRUCTION, DISCUSSION, INQUIRY/PROJECT, EXPERIENTIAL
including Trade, Commerce, Education, Arts, Sports, Ecology, Daily many projects that hone their speaking, writing, and filmmaking skills.
PRE-REQUISITE: French 11 or French 10H  3-5 HOURS
Life, and Social Practices, and will make connections across the PRE-REQUISITE: Mandarin 10H, placement test and teacher
 ELECTIVE curriculum between the classical world and the world around them. recommendation.
SPANISH INTRODUCTORY 11
 1-2 HOURS PRE-REQUISITE: Latin 10  ELECTIVE
 DIRECT INSTRUCTION, INQUIRY/PROJECT, EXPERIENTIAL Spanish Introductory 11 is a dynamic accelerated course for
 ELECTIVE  DIRECT INSTRUCTION, DISCUSSION  3-5 HOURS  1-2 HOURS students with no background in Spanish and is directed at students
FRENCH 12 HONOURS in Grade 10 or Grade 11 who may be new to the school without
French 12H is a course intended for Grade 11 students who have a background in the languages that we teach. Other students
AP LATIN 12 SPANISH 11 who wish to join this class can do so with the permission of the
followed the Honours stream and have interest in taking AP French
in the future. Students' oral, listening, and writing skills are stronger This course continues with the achievements of the classical world Spanish 11 offers an enriched atmosphere in which students are department head. Quickly building a vocabulary and grammar base
than students in the regular French 12 class. This class offers an through the study of Latin. Students will learn vocabulary and expected to communicate actively in Spanish that is more fully in Spanish, students move into more complex structures that are
enriched atmosphere where students are expected to communicate grammatical concepts essential for reading and translating original developed, and shows greater personal insight than was required vital to every form of communication in everyday life. Listening and
actively in French. Such communication will be more fully classical texts (Caesar and Vergil) as prescribed by the College in previous years. Spanish 11 continues to widen the student's speaking skills are honed carefully, and are as important as written
developed and show greater personal insight than was required in Board. English is the language of instruction, and students will experience in the Spanish language as well as leading him on cultural work in this course. Students will enjoy cultural journeys through
previous years. In addition, students will continue to enhance their develop their oral communication, reading, and writing skills in both journeys through Latin America and Spain. More complex structures Latin America and Spain through their music, films, and food, and
knowledge of French culture through various media such as French English and the classical language. Through a variety of enrichment in past tenses will be studied and be a part of all oral, listening, produce projects that highlight their newfound linguistic ability.
activities, students will explore aspects of life in the ancient world, reading, and writing activities. Supplementary online resources, Students can continue to a regular Spanish 11 course the next year
language videos, readings, and movies. Oral, written or film projects
including Trade, Commerce, Education, Arts, Sports, Ecology, Daily reading material, videos, music, and Spanish language films are used upon completion of this course.
will be the culminating assessments for many units. Finally, students
Life, and Social Practices, and will make connections across the as deemed appropriate by individual teachers. Students can expect
will look forward to visits to local museums and art galleries when
longer projects to be the culminating assessments for many units.  ELECTIVE
French presentations are highlighted. A trip to a French restaurant curriculum between the classical world and the world around them.
Finally, students will also look forward to visits to local museums and  DIRECT INSTRUCTION, INQUIRY/PROJECT, EXPERIENTIAL
where students can practice their French will be a must!  2-3 HOURS
PRE-REQUISITE: Latin 12 art galleries when Latin or Spanish presentations are highlighted. A
PRE-REQUISITE: trip to a Mexican or Spanish restaurant where students can practice
French 10H or with the permission of the Head of Department.  ELECTIVE  DIRECT INSTRUCTION, DISCUSSION  3-5 HOURS their Spanish will be a must!
PRE-REQUISITE:
 ELECTIVE Spanish 10 or Spanish Introductory 11 or approval of Head of
 DIRECT INSTRUCTION, INQUIRY/PROJECT, EXPERIENTIAL Department for Languages.
 2-3 HOURS
FOUNDATIONS OF MATH 11 PRE-CALCULUS 12

MATHEMATICS Foundations of Mathematics 11 focuses on the Big Ideas of logical
reasoning, optimization, proportional relationships, and statistical
(Grade 11 Honours and Competition students, Grade 12 students)
The competition section of this Pre-Calculus 12 course is heavily
analysis. The content coversforms of mathematical reasoning; angle enriched: students move very quickly through the curriculum, and
ADVANCED TOPICS IN MATHEMATICS 12 AP CALCULUS AB 12 relationships; graphical analysis of linear inequalities, quadratic the course is then able to give major emphasis to contest work
This course is intended for those who have already completed AP AP Calculus AB 12 is primarily intended for senior students who functions and systems of equations; optimization methods and and other enrichment.Students prepare for and are expected to
Calculus BC, who wish to continue learning more mathematics. have already successfully completed Pre-Calculus Mathematics their applications; statistical analysis and financial literacy. This participate in a variety of math contests throughout the year.
This will provide a rich, useful, and challenging mathematics course, 12 and wish to take a college/university calculus course while course is as rigorous as Pre-Calculus 11, and similarly meets BC
which will give them an insight into the various higher-level topics still in high school. The course follows the syllabus for Advanced graduation requirements;however, there is less emphasis on PRE-REQUISITE: Pre-Calculus 11.
explored in first- or second- year undergraduate mathematics Placement Calculus (AB), which is effectively the equivalent of conceptual or abstract understanding. The focus is very much on
real-world applications and on using technology to explore these RECOMMENDATION: Grade 11 students selecting this course are
courses. Many of the topics covered will be a direct extension of, a first year of calculus taught at most universities. It is strongly
topics. This may be an appropriate option for those who have recommended to have achieved a minimum of 88% on the Pre-Calculus
or an application of, the material learned in AP Calculus: Complex recommended that students have already completed Pre-
struggled with some of the more algebraic aspects of Math 10, for 11 course in Grade 10.
Numbers, Hyperbolic Functions, further Integration techniques, 1st Calculus 12, and have performed very well on that course. This
and 2nd order Differential Equations, Vectors, Matrices, and perhaps is a demanding course, and students should expect to devote who are genuinely more interested in learning about applications  ELECTIVE  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  2-3 HOURS
brief forays into group theory or number theory. There may also be considerable time out of class to reinforcing what they have learned of mathematics, who are interested in pursuing post-secondary
required a third-term independent study / project digging deeper and practising extensively. Because of the advanced nature of this learning in the Social Sciences or Arts, or for those who may take a
into an area of the course already covered, or exploring a new area. course, it is meant for students who are exceptionally well-prepared final math course in Grade 11. AP STATISTICS 12
and motivated. If you are interested in this course, but you don't The ability to understand data accurately and from a variety of
 ELECTIVE  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  1-2 HOURS
PRE-REQUISITE: meet the intended conditions / pre-requisites, you are strongly viewpoints is becoming necessary across many disciplines: social
Students must already have completed AP Calculus (BC) 12 and have encouraged to speak to your current math teacher and / or the sciences, medicine, business, commerce, applied mathematics and
the permission of the Head of Department. Head of Department before selecting this course. PRE-CALCULUS 12 biology. The ability to interpret numbers in context helps to inform
NOTE: This course is not a University Admissible Course. PRE-REQUISITE: The Pre-Calculus 12 curriculum places a strong emphasis on decision making. While statistics is in the field of mathematical
Grade 11 students must continue with their Pre-Calculus 12 Program problem solving, critical thinking, communication, developing studies, students should also have strong writing, reading
 ELECTIVE concurrently with AP Calculus. Students who have not yet completed multiple approaches, and making and reinforcing connections comprehension, and communication skills. The AP Statistics course
 DIRECT INSTRUCTION, INQUIRY/PROJECT, TECHNOLOGY/TOOLS Pre-Calculus 12 are encouraged and expected to do preparation and between the various Big Ideas. Pre-Calculus 12 is designed to introduces students to the major concepts and tools for collecting,
 1-2 HOURS preview with materials available from the Head of Department for Math. provide students with the mathematical understandings and analyzing, and drawing conclusions from data.
critical-thinking skills identified for entry into post-secondary
RECOMMENDATION: There are four themes evident in the content, skills, and
programs that require the study of theoretical calculus. The detailed
CALCULUS 12 Students are strongly recommended to have earned 88% in Pre- assessment in the AP Statistics course: exploring data, sampling
topic list covers: transformations of various families of functions,
Calculus 11 or Pre-Calculus 12. and experimentation, probability and simulation, and statistical
Calculus 12 follows a provincially designed curriculum. The course trigonometry, characteristics of polynomials, exponential and
inference. Students use technology, investigations, problem solving,
covers the basic principles and elements of a first-year calculus  ELECTIVE  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  3-5 HOURS logarithmic functions, and rational functions. Students who take
48 and writing as they build conceptual understanding.
course at university. Calculus is a highly- recommended course, or a Pre-Calculus 12 in Grade 11 will ordinarily continue into AP Calculus
necessary prerequisite course, for many science-based or business- or Calculus 12 in their Grade 12 year. High grades in senior math The AP Statistics course is equivalent to a one-semester,
based university programs in Canada (especially in Ontario). Due to AP CALCULUS BC 12A courses are usually required for competitive programs in science, introductory, non-calculus-based college course in statistics. This
sequencing of topics in the two curricula, Calculus 12 may be taken engineering, and commerce. course is available to students in Grade 12, and to those entering
AP Calculus BC is similar to the AP Calculus AB course except
concurrently with Pre-Calculus 12. This is a demanding course, and that it covers even more material, and to a greater depth. This If you are struggling somewhat with the current course, it may Grade 11 who have already completed Pre-Calculus 11.
students should expect to devote considerable time out of class course is much faster-paced than the Calculus AB course and be worth considering re-evaluating whether you should remain
to reinforcing what they have learned and practising extensively. consequently requires an even greater commitment from the accelerated. There is no long-term benefit in studying the grade- PRE-REQUISITE: Pre-Calculus 11.
This course is only available to Grade 12 students. Students need a student. Students should expect to devote a considerable amount of level above if you cannot reasonably expect to secure a comfortable
strong work ethic, and need to be proactive about asking for help if  ELECTIVE  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  2-3 HOURS
time out of class, reinforcing what they have learned and practising A grade.
necessary. extensively. Because of the advanced nature of this course, it
is meant primarily for Grade 12 students who are exceptionally PRE-REQUISITE: Pre-Calculus 11.
PRE-REQUISITE:
well-prepared and highly motivated. This may be an appropriate
Pre-Calculus 12 must be taken in advance or concurrently. RECOMMENDATION: Grade 10 students selecting this course are
choice for exceptionally strong and motivated students entering
recommended to have achieved a minimum of 88% on the Pre-Calculus
RECOMMENDATION: Grade 11, having completed Pre-Calculus 11. However, it will require
11 course in Grade 10.
Students are recommended to have achieved a minimum of 80% in Pre- significant preparation and preview of material prior to the course.
Calculus 11 and/or Pre-Calculus 12. Grade 11 students wishing to pursue this course are still required  ELECTIVE  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  3-5 HOURS
to enroll in Pre-Calculus 12 concurrently. If you are interested in
With the support of the Head of Mathematics, students may take this course but you don't meet the pre-requisites, you are strongly
Pre-Calculus 12 the summer between Grade 11 and Grade 12, with encouraged to speak to your current math teacher and / or the
the following criteria met: Head of Mathematics to learn more about other opportunities to
demonstrate your preparedness for this course.
• Get permission from the Head of Mathematics and Associate
Principal of Academics before June 1, 2025. PRE-REQUISITE:
• The course must be completed through an accredited provider. Students entering Grade 11 and who wish to enroll in AP Calculus (BC)
• The course must be completed by August 30 th, with final grades require approval from the Head of Department for Math.
sent to: [email protected].
• There are no exceptions to this rule. RECOMMENDATION:
• Students will be registered in Pre-Calculus 12, and only upon Grade 11 students wishing to enrol in AP Calculus BC should have
completion by August 30th, may submit a course-change request. demonstrated exceptional success and ability in Pre-Calculus 11. It is
recommended that students would have achieved 95% or higher in
 ELECTIVE Pre-Calculus 11.
 2-3 HOURS  ELECTIVE  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  3-5 HOURS
MUSIC
CONCERT BAND 11 & 12
Students enrolled in Band 10, 11, & 12 form the Senior Concert Band. This course is open only to students who have prior experience on a
woodwind, brass, or percussion instrument or by permission of the instructor. Band 10, 11, and 12 build on the foundational skills established
in Band 8 and 9. Whatever your current level, you will find that this ensemble will challenge you as a musician. It is this challenge that will
provide growth and development for each student and director as we explore a variety of repertoire for the concert band. The concepts
of tone, articulation, balance, blend, interpretation, technique, and phrasing form the basis of all instruction. Large ensemble and small
ensemble works are performed with emphasis on Concert Band literature. Excellence of performance is stressed while students are taught
to refine their musical skills and talent through a series of activities including concerts, festivals, master classes, and yearly tours. Concert
Band is the ideal subject for students who are interested in exploring their passion for music and working collaboratively with others.
PRE-REQUISITE: Band 10 or approval of Head of Department for Music.
AP MUSIC THEORY 12 SENIOR JAZZ ENSEMBLE 11/12

AP Music Theory 12 is offered as a supplement to the Music Program Senior Jazz Ensemble 11/12 is an ensemble of musicians with an interest
and is open to interested students who are keen to deepen their and experience in exploring all kinds of jazz. Interested students should
understanding of music theory. Its purposes are to prepare the student have at least one year experience playing jazz and must be current
for the Advanced Placement exam in Music Theory while allowing the members of the Concert Band at their grade level. Rehearsals occur
student to explore compositional and theoretical issues pertaining to Tuesday and Friday mornings at 7:00 am. As this is a small ensemble
the European art music traditions (ie. "classical music"). The course is with players playing unique parts, regular attendance is essential.
tailored to the interests of the participating students within the confines The focus of the ensemble is in learning jazz style, tradition, and
of exam preparation. Topics covered include basics of harmony, formal improvisation, with a focus on listening to discover the cultural context
structure of music, sight singing, introductory history, and analysis. of the music we play. Evaluation will include playing tests, listening
SCIENCE
Other topics that are often explored include composition, arranging, and assignments, transcriptions, and jazz syntax. The members of the group
orchestration. The AP Music Theory 12 students learn the basics of MIDI will prepare a large ensemble and combo repertoire for performance at
(computer music), composition, and performance through access to both of the Music Department’s concerts in December and April, at a
and use of the MIDI Lab. Royal Conservatory Theory is helpful but not a music festival, and the St. George’s School Fair. The group will also work
49 prerequisite. toward additional performance opportunities as they arise. AP BIOLOGY 12 CHEMISTRY 11 HONOURS
PRE-REQUISITE: PRE-REQUISITE: One year of previous jazz experience. All students AP Biology 12 is designed to be the equivalent of a college This is the first year of a two-year program that will provide an
Approval of Head of Department for Music required. required to complete an audition in September. introductory Biology course usually taken by Biology Majors opportunity for the very best students of chemistry who scored
during their first year. The two main goals of AP Biology are to help a minimum 90% in Chemistry 10 to gain credit for Chemistry
 ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  3-5 HOURS  ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  3-5 HOURS students develop a conceptual framework for modern biology and 11, Chemistry 12, and Chemistry AP through two courses. The
to gain an appreciation of the scientific process. Major themes that Chemistry 11H course is a demanding and enriched version of
are emphasised include science as a process, evolution, genetics, Chemistry 11 and will cover the regular Chemistry 11 curriculum
PHYSICAL HEALTH EDUCATION

energy transfer, continuity and change, relationships of structure (see above) and five units from AP Chemistry. Students will receive
to function, regulation, interdependence in nature, and science credit for Chemistry 11 at the end of their Grade 11 year.
technology and society.
PRE-REQUISITE:
FITNESS AND CONDITIONING 11/12 ACTIVE LIVING 11/12 PRE-REQUISITE: Required to have earned a 90% grade or Extending proficiency levels
Fitness and Conditioning is a course offered for all fitness levels and Active Living 11/12 will be taught in the same format as the existing Completion or be concurrently enrolled in Anatomy and Physiology 12. on the skills and chemistry outcomes of Science 10, or with approval of
backgrounds. The class will train regularly in the Fitness Centre and PHE 8-10 curriculum. This course will focus on three big ideas: 1) That Grade 12 students only. Head of Department for Science.
will expose students to various styles and types of training. Students physical activity is an important part of personal health and wellness.
will learn how to train the entire body effectively, safely, and with 2) That finding activities that you enjoy will motivate you to become  ELECTIVE  ELECTIVE  DISCUSSION, EXPERIENTIAL  3-5 HOURS
proper technique in all exercises and with all types of equipment. In more active on a regular basis. 3) Preventing injury and participating in  DIRECT INSTRUCTION, INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL
the classroom, students will learn nutrition, basic anatomy, and muscle a safe manner will allow you to be active for a lifetime. Through units  1-2 HOURS
physiology to help gain a deeper understanding of how the body works on lifelong sports, building personal fitness plan, and through some CHEMISTRY 12
and how muscle growth occurs. Assessment will include personal exciting field trips and speakers, students will learn the needed skills Chemistry 12 is a course in physical and inorganic chemistry with
training and nutrition logs, self and peer evaluations, and small group and understanding to be active and fit for life. Assessment will take CHEMISTRY 11 a quantitative emphasis; therefore, students must be adept at
projects to demonstrate expertise in a field of fitness. Field trips and place through health assignments and peer and self-evaluations and
Topics taught in Chemistry 11 are the foundational skills for all algebraic and numerical problem solving. Students use a variety of
interesting guest speakers will enhance the learning and make this a reflections .Other areas of assessment include participation, leadership,
higher level chemistry courses. These include an overview of the analytical skills and experimental techniques to measure rates of
course a great fit for those athletes playing at the next level or students knowledge of lifelong sports, and physical literacy. This course follows
just wanting to make personal fitness gains. The learning outcomes we the learning outcomes from the BC Ministry of Education curriculum. historical and philosophical developments that led to the modern reaction and study dynamic equilibrium, solubility equilibrium, and
assess are from the BC Ministry of Education curriculum. Our goal is Our goal is to support students as they become confident in their skills quantum model of the atom and the organization of the periodic acid-base reactions. This experimental data is used to develop and
to develop boys that can train safely, confidently, and understand the and sport knowledge, participate in these activities for many years to table; the quantum model of the atom to predict the structure of interpret the appropriate theory. The clear presentation of ideas
importance of good nutrition and proper goal setting to be fit for life! come, and develop a lifelong passion for exercise. simple molecules and compounds, including organic molecules; with full supporting factual data is expected in both written work
the nature of chemical bonds and prediction of physical and and during in-class activities. An emphasis is placed on making
Grade 11 students will be enrolled in Fitness and Conditioning  ELECTIVE  INQUIRY/PROJECT, EXPERIENTIAL  0 HOURS chemical properties; and the mole concept and its applications in connections between the material studied and the real world.
11, whereas Grade 12 students will be registered in Fitness and stoichiometry, including solution chemistry. Laboratory skills and
Conditioning 12. Grade 12 students having already taken Fitness and experiments are integrated with the theory to reinforce the concepts PRE-REQUISITE: Chemistry 11
Conditioning 11 will experience an increased depth of concepts covered and their practical origins throughout the course. RECOMMENDATION:
in Grade 11. Recommended to have earned a B grade or higher in Chemistry 11.
 ELECTIVE  INQUIRY/PROJECT, EXPERIENTIAL  0 HOURS  ELECTIVE  DIRECT INSTRUCTION, INQUIRY/PROJECT  3-5 HOURS
AP CHEMISTRY 12 GEOLOGY 12 PHYSICS 12

This is the second year of the Chemistry 11 Honours / Chemistry Geology 12 explores the history of the Earth's formation. After a Physics 12 at St. George’s School continues from Physics 11 in
Advanced Placement Program. In Grade 12, students who thorough investigation of minerals, rock types, and the sources of developing an understanding of the world around us. We use a
successfully completed Chemistry 11H, with a minimum “A” these minerals and rock types, the scope of the course broadens mathematical approach to describe motion in terms of the forces
standing, will continue their rigorous study of chemistry with the to investigate other aspects of the Earth and its history. The which govern the interactions between objects. The course’s many
remaining eight units of AP Chemistry. Five of these units form significance of volcanism, metamorphic events, weathering and learning outcomes all contribute to a greater understanding of the
the basis of the provincial Chemistry 12 curriculum and therefore erosion, and mountain building are explored in detail to explore and interactions between objects and fields, and help us to predict their
students will receive credit for Chemistry 12 and Chemistry AP upon explain changing physical landscapes. Earth's history is explored behaviors.
successful completion of this course. in detail through the study of paleontology to explore themes
that include the history of life on Earth, biological diversity, and PRE-REQUISITE: Physics 11
PRE-REQUISITE: extinction events. The earth is studied as a continually changing,
Completion of Chemistry 11 is required and one of: open laboratory; the course seeks to enhance the student's  ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  3-5 HOURS
1) earning an A grade in Chemistry 11H or understanding of the earth and the processes that continue to
2) an A grade in Chemistry 11 along with a summer study package and shape its evolution. The theory of plate tectonics and its relationship
assessment in September. Material is available from the Head of AP PHYSICS 2 HONOURS 12
to geological events such as earthquakes, volcanoes, mountain
Department for Science. This is the second year of the Physics AP stream. The course
building, and mineral resources is also explored in depth. Surface
 ELECTIVE  DIRECT INSTRUCTION, DISCUSSION  3-5 HOURS processes including glaciers, running water, groundwater and contains a large portion of material that is common to both Physics
groundwater resources are investigated, and align closely with 12 and AP-2 as well as several topics specific to one or the other.
Geography 12. Topics covered in Physics AP-2 include the following: dynamics,
EARTH SCIENCES 11 thermodynamics with kinetic theory, electrostatics, electric circuits
This course is focused on discovering the changing nature of our with capacitors, electromagnetism, physical and geometric optics,
world, and developing the ability to think on a geological timescale. and topics in modern physics. Students will be prepared to write
Students will study topics such as geology, plate tectonics, BIODIVERSITY 12 (SPECIALISED SCIENCE 12) the College Board exam for Physics AP-2 in May, and will have
oceanography and the hydrosphere, meteorology, and astronomy. regular assessments to complete the Physics 12 outcomes. They
Welcome to Biodiversity 12 where we study all the different kinds will be asked to make connections between the content from this
They will discuss how these topics have an impact on our lives,
of life you find in one area— animals, plants, fungi, and even course and other courses and experiences. Experimental work is an
and work to gain a deeper understanding of how our place in the
microorganisms like bacteria that make up our natural world. important part of any physics program, and it is a strong component
universe came to be. The course focuses on climate change as well
This course is assessed through projects and labs, not tests. The in the AP courses. Students receive credit for Physics 12 and
as topics and issues that relate from climate change.
purpose is to immerse students in hands-on experiences so they Physics AP-2.
 ELECTIVE can understand how organisms work together in ecosystems, like
 DIRECT INSTRUCTION, DISCUSSION, INQUIRY/PROJECT an intricate web, to maintain balance and support life. The course PRE-REQUISITE: Required to have earned an A grade or Extending
 1-2 HOURS will focus on different environments, examining how the organisms proficiency levels on the skills and physics outcomes of Science 10,
50 that live there shape and are shaped by their home. This course and an A in Pre-Calculus 11, or with approval of Head of Department for
will open your eyes to the wonder of many new fields of Biology Science.
and provides a valuable foundation to students wishing to pursue
Biology degrees in post-secondary institutions, or students looking
at other faculties of study but value learning about the natural
world. This course is eligible to students in Grade 11 as their Grade
AP PHYSICS 1 HONOURS 11 ANATOMY AND PHYSIOLOGY 12
11 science course.
This is the first year of a two-year stream that provides an Anatomy and Physiology 12 is an intensive, in-depth study of the
opportunity for students who are passionate about physics to wonders of the human body. The focus shifts from the atomic
complete Physics 11, Physics 12, Physics AP-1, and Physics AP-2 with molecular biology, through microscopic with cellular biology
over their grade 11 and 12 years. This is a very challenging, rigorous, and then macroscopic as body parts and body systems are fully
PHYSICS 11 understood. This course has students engaging in a large number
algebra- based course, covering the full curriculum of Physics 11 and
The grade 11 science curriculum focuses on fostering the following the AP-1 courses and portions of Physics 12 (momentum and static of labs, projects and dissections so that they can really understand
AP ENVIRONMENTAL SCIENCE 12 scientific skills and aptitudes: questioning and predicting; planning the content they are learning and see how it is applied in a real
equilibrium). Experimental work is an important part of any physics
This is a descriptive science course, rather than a rigorously- and conducting; processing and analyzing data and information; program, and it is a strong component in the AP courses. Topics world context. In many units, students have opportunities to pursue
mathematical analytical course. The goal of the AP Environmental evaluating; applying and innovating; and communicating. Physics covered in Physics 11 Honours include the following: kinematics; topics of personal interest and to present their findings on various
Science course is to provide students with the scientific principles, 11 applies these competencies to foundational physics principles dynamics; motion and momentum; work and energy; gravitation diseases, disorders, and health issues to their peers. Given one only
concepts, and methodologies required to understand the organized in the following units: kinematics, dynamics, energy, and and circular motion; and waves. Students taking this course will gets one life to live, this course is essentially like getting to study
inter-relationships of the natural world, to identify and analyze waves. Kinematics includes recognizing that an object's motion be prepared to write the College Board exam for Physics AP-1 in the operating manual of the care and keeping of your body. The end
environmental problems both natural and human-made, to evaluate can be predicted, analyzed, and described. Dynamics involves May of their grade 11 year. Students will receive credit for Physics goal is a detailed understanding of factors that can impact human
the relative risks associated with these problems, and to examine understanding that forces influence the motion of an object. Energy 11 and Physics AP-1, and will ordinarily continue into the Physics health and how to use our knowledge to keep ourselves as healthy
alternative solutions for resolving or preventing them. Environmental includes seeing that energy is found in different forms, is conserved, AP-2 course in their Grade 12 year. This course is accelerated and and happy as possible. If you're not interested in humans, see Life
Science is interdisciplinary. The following themes provide a and has the ability to do work. The energy unit also includes work students should expect to be challenged and possess excellent Sciences 11.
foundation for the structure of the AP Environmental Science and power, thermal energy, and electric circuits. Finally, the waves independent learning skills. Students requesting Physics AP-1
course. Energy conversions underlie all ecological processes; the unit includes recognizing that mechanical waves transfer energy RECOMMENDATION:
should have a real passion for Physics. Mathematics, especially Students taking this course in grade 11 are recommended to have
Earth itself is one interconnected system; humans alter natural but not matter. In addition to scientific competencies, numeracy and algebra, is used throughout the course so students should have earned Extending proficiency levels or A grades on the skills and
systems; environmental problems have a cultural and social context; literacy skills are developed and assessed throughout the course. demonstrated a high degree of competence and confidence. biology outcomes of Science 10.
understanding the role of cultural, social, and economic factors is
vital to the development of solutions; human survival depends on  ELECTIVE  DIRECT INSTRUCTION, INQUIRY/PROJECT  3-5 HOURS PRE-REQUISITE:  ELECTIVE  DIRECT INSTRUCTION, INQUIRY/PROJECT  1-2 HOURS
developing practices that will achieve sustainable systems. Required to have earned an A grade or Extending proficiency levels on
the skills and physics outcomes of Science 10, and an A in Pre-Calculus
 ELECTIVE 11, or with approval of Head of Department for Science.
 DISCUSSION, INQUIRY/PROJECT, TECHNOLOGY/TOOLS
 1-2 HOURS  ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  3-5 HOURS
PHYSICAL GEOGRAPHY 12 causation, and continuity and change over time; and developing
SOCIAL STUDIES Physical Geography 12 involves the examination of interrelationships

and interdependencies among natural and cultural phenomena
historical arguments. The course provides five themes that students
explore throughout the course in order to make connections among
historical developments in different times and places including:
in order to enhance student understanding and familiarity with
20TH CENTURY WORLD HISTORY 12 AP COMPARATIVE GOVERNMENT & POLITICS 12 interaction between humans and the environment; development
the physical and human environments which surround them. The
and interaction of cultures; state building, expansion, and conflict;
20th Century World History focuses on developing students’ AP Comparative Government and Politics 12 introduces students course begins with an exploration of the roots of geography in
creation, expansion, and interaction of economic systems; and
abilities to think conceptually about World History from to the rich diversity of political systems. The course uses a our society and an in-depth look into mapping and Geographic
development and transformation of social structures.
approximately 1918 to the present, and to apply historical thinking comparative approach to examine the political structures; policies; Information Systems. The students will then move to a study of the
skills as they learn about the past. Students will study three ‘Big and political, economic, and social challenges of six selected physical and biological processes which have shaped, and continue  ELECTIVE
to shape, the world around us. Topics include the rock cycle, plate  DIRECT INSTRUCTION, DISCUSSION, INQUIRY/PROJECT
Ideas’ of equal importance — Nationalist movements can unite countries: Great Britain, Iran, China, Russia, Mexico, and Nigeria.  3-5 HOURS
people in common causes or lead to intense conflict between Students will compare the effectiveness of approaches to many tectonics, gradational processes, weather, climate, soils, and
different groups; the rapid development and proliferation of global issues by examining how different governments solve vegetation. Throughout the year, students will examine resource
technology in the 20th century led to profound social, economic, similar problems. They will also engage in disciplinary practices management and assessment through the analysis of various local PHILOSOPHY 12
and political changes; and the breakdown of long-standing empires that require them to read and interpret data, make comparisons and international case studies, coupled with a brief introduction to
created new economic and political systems — providing areas of and applications to real world issues, and develop evidence-based resource use and environmental ethics. Effective written and oral Derived from a Greek word that means ‘lover of wisdom’, Philosophy
historical inquiry for investigation throughout the course. Studying arguments. This is a discussion-based course. communication is emphasized throughout the year. is an academic discipline that examines the fundamental nature
these themes requires students to use reason in order to examine of knowledge, reality, and existence. In the history of education,
historical significance. They will be evaluating source material  ELECTIVE  DIRECT INSTRUCTION, INQUIRY/PROJECT  1-2 HOURS  ELECTIVE  DIRECT INSTRUCTION, INQUIRY/PROJECT  1-2 HOURS Philosophy was essentially the first subject because it involves what
and examining differing perspectives, drawing connections and we think about subjects, rather than the use of experimentation and
conclusions about continuity and change over time, and weighing observable evidence. As areas of study have become accessible
AP HUMAN GEOGRAPHY 12 AP PSYCHOLOGY 12 to empirical investigation, they have become their own subjects,
cause and consequence as we look at the course in the context of
ethical judgement and historical empathy. The AP Human Geography course helps students understand AP Psychology 12 will introduce students to the systematic and such as Biology, Chemistry, Mathematics, and History. However,
the influence of globalizing forces, the frameworks of political scientific study of behaviour and mental processes of human beings Philosophy retains its value in the modern world as there are still
 ELECTIVE  DIRECT INSTRUCTION, INQUIRY/PROJECT  1-2 HOURS systems, and the economic developments which have transformed and other animals. Students are exposed to the psychological many deep, fundamental questions to be explored. This course
regions. As such, the course provides students with models for facts, principles, and phenomena associated with each of the will deal with 5 key areas, 1) methods of reasoning and argument
understanding the world around them. The major units introduce major subfields within psychology. Major content areas include in philosophy, 2) metaphysical theories about the nature of reality,
COMPARATIVE CULTURES 12 students to key geographic concepts, skills, and issues. Issues the following: methods, approaches, and history; biological bases 3) epistemological theories about knowledge and truth, 4) social
explored relate to population studies; differing cultural patterns and of behaviour; sensation and perceptions; states of consciousness; and political philosophy, and 5) theories of morality, ethics, and
In Comparative Cultures 12, students explore a variety of cultures
their impact on the environment; political frameworks; agriculture learning; cognition; motivation and emotion; developmental aesthetics. Examples of topics that will be discussed include, logic
throughout the world, both ancient and modern, through an
and rural land use; the rise of cities, urban patterns, and urban psychology; personality; abnormal psychology; treatment of and rational argument, logical fallacies, idealism, materialism,
anthropological lens. The course probes the essential elements
planning; and global patterns of industrialization and their impacts. psychological disorders; and social psychology. free will, skepticism, personal identity, justice, rights, virtue ethics,
of culture, from laws and economics to gender and sport, and
Throughout the year, students will complete problem-based and many more. The course will be anchored in reading for
interrogates our frameworks for understanding them. Above all,
51 learning and inquiry-based assignments, Harkness discussions,  ELECTIVE understanding and discussion based learning, but will involve
students are encouraged to make cross-cultural connections, and
AP exam preparation, and further develop their research and essay
 DIRECT INSTRUCTION, DISCUSSION, INQUIRY/PROJECT numerous written responses to philosophical questions and a major
analyze our present, lived culture(s) through learning about those  3-5 HOURS
writing skills. They will also be asked to participate in field trips. project around developing your own personal philosophy for life.
as disparate as Golden Age pirates and Ancient Egypt. Student
interests play a key role in shaping the content and nature of this Human Geography AP offers great diversity. This course will appeal  ELECTIVE  DISCUSSION, INQUIRY/PROJECT  1-2 HOURS
discussion-focused, interdisciplinary course, and students are to students who enjoyed success in their earlier work in Social AP U.S. HISTORY 12
encouraged to share their learning in a variety of ways beyond the Studies and are now interested in such areas of college study as
AP U.S.. History 12 is an engaging discussion around some of
traditional essay. . Geography, History, Economics, Sociology, Political Science, and CONTEMPORARY INDIGENOUS STUDIES 12
the key issues and events that have shaped America today. This
Anthropology.
course covers U.S. history from the pre-Columbian period to Contemporary Indigenous Studies 12 offers students an opportunity
 ELECTIVE  DISCUSSION, INQUIRY/PROJECT  1-2 HOURS
 ELECTIVE  DISCUSSION, INQUIRY/PROJECT  3-5 HOURS the present. Student-centered, conversational, and problem- to honour the Calls to Action from the Truth and Reconciliation
based learning dominate this course. In addition, this course is Commission of Canada in addressing injustices of the past and
taught using a variety of styles including: simulations, debates, committing to the act of reconciliation. The big ideas of the course
LAW STUDIES 12 discussions, document analysis, documentaries, films, projects, and focus on learning about Indigenous cultures and worldviews in
presentations. Thus, collaboration, collegiality, and critical thinking Canada, the resistance and resilience of Indigenous communities,
In Law Studies 12, we consider three questions to help students
are key components. AP U.S.. History 12 follows a chronological and the rights and responsibilities of governments and citizens in
develop their own definition of justice: 1. What does justice look like?
approach and covers legal, economic, and social history as well as taking action against injustices. The course is an interdisciplinary
2. What has been said about justice? 3. How do we achieve justice?
the more traditional political, military-diplomatic, and biographical blend of history, geography, politics, law, economics, and art. The
Through the first question, we look at the Canadian criminal and
themes. Those interested in attending college or university in course will feature inquiry projects and discussion-based learning.
civil system and feature mock trials and a trip to the Law Courts
the U.S.; having a career in law, politics, government, journalism,
AP EUROPEAN HISTORY 12 along with guest speakers. In the second question, we look at the
management, or history; or learning about how the U.S. came to  ELECTIVE  DISCUSSION, INQUIRY/PROJECT  1-2 HOURS
nature of law and criminality more philosophically; we consider
AP European History 12 focuses on developing students’ ability dominate world affairs should carefully consider taking the AP U.S.
moral dilemmas, classic and modern philosophers, and work to
to think conceptually about European History from approximately History course.
recognize how our own perspective and experiences shape our URBAN STUDIES 12
1450 to the present and apply historical thinking skills as they
beliefs and ideas about justice. The third question is explored (Offered on a two year rotation, next offered 2024-25
learn about the past. The students will study five themes of equal New for 2024–25, Urban Studies is an interdisciplinary course that
through independent inquiries into instances of injustice, applying
importance— interaction of Europe and the world, poverty and  ELECTIVE  DISCUSSION, INQUIRY/PROJECT  3-5 HOURS blends together history, geography, and politics of the city. It looks
our learning from the rest of the year towards understanding
prosperity, objective knowledge and subjective visions, states and at the big ideas of urbanization as a critical force, the historical
the problem and proposing solutions. Law 12 is a dynamic,
other institutions of power, and individual and society — providing development of cities, decision making in the planning of cities as
participation-centred course that is suitable for both Grade 11 and
areas of historical inquiry for investigation throughout the course. AP WORLD HISTORY 12 well as contemporary issues in urban studies both in Vancouver
Grade 12 students interested in a range of ideas, questions, and
These require students to reason historically about continuity and and abroad. Students will be introduced to real world geographic
concepts related to law, power, governance, systems, and issues in In AP World History 12, students investigate significant events,
change over time and make comparisons among various historical technological tools such as ArcGIS. The course will be largely
society. individuals, developments, and processes in four historical
developments in different times and places. discussion-based, including guest speakers and offsite learning.
periods ranging from 1200 to the present. Students develop and
(Offered on a two year rotation, next offered 2025-26)  ELECTIVE  DISCUSSION, INQUIRY/PROJECT  3-5 HOURS use the following same skills, practices, and methods employed Students will also have an opportunity to create their own city
by historians: analyzing primary and secondary sources; making planning project.
 ELECTIVE  DISCUSSION, INQUIRY/PROJECT  3-5 HOURS historical comparisons; utilizing reasoning about contextualization,
 ELECTIVE  DISCUSSION, INQUIRY/PROJECT  1-2 HOURS
TELEVISION PRODUCTION 12 THEATRE PRODUCTION 11/12

THEATRE ARTS TVP 12 is the subsequent course of TVP 11. This prerequisite model
allows now experienced film students the chance to build off of all
Theatre Production 11/12 is a hands-on experience for students working
on Saints Players Theatre Company productions and other events in
previous knowledge, skills, and experience gained during the students' the Auditorium. The course is meant for students who wish to gain
DRAMA 11 DIRECTING AND SCRIPT DEVELOPMENT 11 journey through TVP 11. TVP 12 offers students the opportunity to delve valuable practical skills, many of which are applicable outside of theatre.
All students are welcome to take this fun, exciting course, regardless Directing and Script Development 11 (previously known as Film Studies deeper into the technical and stylistic side of filmmaking. Students The course offers students the chance to explore areas such as stage/
of their experience levels! The main goal of Drama 11 is for students to 11) focuses on individual and collective story-telling and meaning will learn and practice industry techniques building off of their already house management, lighting, sound, scenic design, scenic painting, set-
expand their understanding of what is possible in the fields of theatre through the lens of vibrant histories, diverse cultures, and contemporary acquired skills. This learning will be demonstrated through group-based construction, wardrobe, props, and makeup.
and acting. Students will experiment with new styles of movement communities. With an ever-improving critical eye, students will explore projects. All units and projects in this course are structured to include
This course supports the various stage productions at St. George's
and staging to tell stories, learn new techniques to discover and create people’s sense of identity and belonging. They will begin to understand the Pre-Production, Production, and Post-Production phases as per
School throughout any given school year, including events such as
characters from a script, and work with a professional film actor on a the dedication and resilience of film-makers as they use a myriad of industry standards. Throughout the year, students will have many
plays, concerts, musical shows, and some presentations at weekly
simulated film set. Students will also perform a one-act play using a artistic techniques to immerse their audiences in the lives of their opportunities to continue to find their own style as a filmmaker and
assemblies. This will require, from each student, some out-of-class
professionally written script, and perform this play for various audiences, characters and subjects. In the end, the critical viewer must become to be able to identify particular styles of known filmmakers. A variety
time for a variety of activities, including scenic design and construction,
including at a local drama festival. Drama 11 gives all students the the storyteller himself in order to understand how creativity and of creatively structured projects allow for deep learning and growth
props building, rehearsals, and the set-up, run, and strike phases of a
opportunity to develop their creativity and experience the supportive collaboration bring new perspectives to light and can change both the towards a number of skills and abilities.
production.
team environment of a play's cast without the after-school commitment artist and the audience.
PRE-REQUISITE: Students should enter the class with the understanding that they will be
and gives seasoned actors new tools that they can apply to other
 ELECTIVE Television Production 12 requires completion of Television required to work the show run of at least one of the school productions,
productions. which is a very rewarding but serious time-commitment. Students
 INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL Production 11
 1-2 HOURS taking Theatre Production 12 (see prerequisite) will go into more depth
 ELECTIVE on the course outcomes, have the opportunity to specialise their
 INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL learning, and will be expected to provide leadership and mentorship in
 5+ HOURS
DRAMA 12 TELEVISION PRODUCTION 11 the program.
Drama 12 is welcome to all, offering an opportunity for self-directed Television Production 11 offers students the opportunity to delve into the PRE-REQUISITE:
growth. It provides an enriched introduction to the craft of acting for creative and technical side of short filmmaking. Students will learn and Theatre Production 12 requires completion of Theatre Production 11.
students who are newly interested in theatre, while also acting as a practice industry techniques and demonstrate their learned knowledge
final developmental stage for experienced actors. Students will gain through group-based film projects. All units and projects in this course  ELECTIVE
confidence, collaboration, and listening skills in a supportive, team- are structured to include the Pre-Production, Production, and Post-  INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL
oriented environment, which also prepares those who are interested for Production phases to allow for thorough understanding of the total  1-2 HOURS
post-secondary acting and theatre opportunities. Fun and rewarding process of film production. We will explore the fundamentals of writing
dramatic exercises, scene work, direction, and most importantly, and acting for the screen. During film apperception discussion, students
performance, make up the landscape of Drama 12. Ensemble work will learn to unpack what makes a film successful. Finally, students will
is stressed so attendance is critical. Drama 12 students write or are have an opportunity to take part in both live broadcasts of major school
52 provided with a script that aims to challenge but not defeat the actor, events as well as spirit videos to promote school events. A tremendous
and will be performed in front of an invited audience during the school amount of maturity, cooperation, communication, and effort is required
day in the last few weeks of the year. in this course due to the high level of group-based projects as well
as the responsibilities related to our filmmaking equipment. Students
RECOMMENDATION: taking Television Production 12 (see prerequisite) will go into more
Some acting experience or lower-level drama courses are helpful and depth on the course outcomes, have the opportunity to specialise their
encouraged, but not required. learning, and will be expected to provide leadership and mentorship to
the program.
 ELECTIVE
 5+ HOURS
STUDIO ARTS 2D 11 STUDIO ARTS 3D 11

VISUAL ARTS Many of the processes used in this course are familiar to the
students. The diverse nature of the course allows for flexibility,
In this course, students spend half of the year on the potter’s wheel
making increasingly complex pottery forms. The other half of the
creative thinking, and risk-taking. Based on general themes, the year is spent creating hand-built sculpture projects, including using
MEDIA ARTS 11 students are encouraged to develop imagery in a two-dimensional and making plaster molds for slip casting. The course is project-
An extension of Media Arts 10, this course builds upon the students’ medium that best suits their visions. The evolution of ideas and based and students are encouraged to express their own ideas,
understanding of new media techniques. Students will continue exploration of design problems and techniques occur in the emotions and personalities using clay and ceramic processes.
to explore and create digital imagery through more involved sketchbook. Studies and preliminary work are developed before Sketchbooks are used to document the creative processes explored
assignments. Based on the processes and content areas of the any major project. This course expects students to focus on their throughout the year. The course includes visiting artists and field
visual arts curriculum, the course provides an advanced overview imagination and creativity, rather than their technical limitations. trips for inspiration and learning about the diverse world of Ceramic
of some, if not all of the following: Animation, Film/Digital Video, The students will exhibit their work throughout the year, and art. A “Raku firing” at the Shadbolt center closes out the year. It
Graphic Design, Photoshop, and Digital Photography. With everyone is expected to participate in a final show at the end of the gives students the opportunity to participate in the experience of
extensive use of Harmony by Toon Boom, Adobe Premiere, and year. directly working with fire. All work assigned can be completed in
Photoshop, students will approach the creative process from an class time, but students are encouraged to attend Ceramics Club to
 ELECTIVE  INQUIRY/PROJECT, EXPERIENTIAL  1-2 HOURS extend their exploration and skill development.
enhanced technical and aesthetic point of view on a Mac computer.
PRE-REQUISITE: PRE-REQUISITE: Completion of Studio Art 3D 8, 9, or 10.

Experience in Animation 9, Media Arts 9 and or Media Arts 10 is STUDIO ARTS 2D 12
 ELECTIVE
recommended. or with related experience and approval of the Head At this level, the students are expected to work with increased  DIRECT INSTRUCTION, INQUIRY/PROJECT, TECHNOLOGY/TOOLS, EXPERIENTIAL
of Department for Visual Arts. independence, resolving their own questions derived from given  0 HOURS
themes. They will design works to express their own understanding
 ELECTIVE  INQUIRY/PROJECT, TECHNOLOGY/TOOLS  0 HOURS of self. Portfolio development is an integral part of the course as
it helps to gain greater understanding of their creative potential STUDIO ARTS 3D 12
and journey. The teacher acts as a resource person and helps At this level, the students are expected to work with increased
MEDIA ARTS 12
with aesthetic and technical problem-solving. Sketchbooks are a independence, resolving their own questions derived from given
An extension of Media Arts 11, this course builds upon the students’ requirement and all artwork should display vision and imagination. themes. They will design works to express their own understanding
understanding of new media techniques. Students will continue Students are asked to use their books to explore their creativity, of self. Portfolio development is an integral part of the course as
to explore and create digital imagery through more involved, and focussing on their imagination rather than their technical limitations. it helps to gain greater understanding of their creative potential
conceptual assignments. This course is designed for students The students will exhibit their work throughout the year, but all are and journey. The teacher acts as a resource p erson and helps
who have completed Media Arts 11 and wish to take their technical expected to participate in a final show at the end of the year. with aesthetic and technical problem-solving. Sketchbooks are a
knowledge base of digital software to the next level, and engage
requirement and all artwork should display vision and imagination.
AP 2-D DESIGN PORTFOLIO 12 in the creative process in an independent study format. Students PRE-REQUISITE: Studio Arts 2D 11
53 Students are asked to use their books to explore their creativity,
AP 3-D DESIGN PORTFOLIO 12 are encouraged to think conceptually and critically, and to
focussing on their imagination rather than their technical limitations.
AP STUDIO ART: DRAWING 12 visually problem solve through personal expression of ideas. The
The students will exhibit their work throughout the year, and all are
sketchbook will be a visual and written diary documenting the
Students select one of the following programs offered: expected to participate in a final show at the end of the year.
creative process through collections of images, artistic resources,
2-Dimensional Design, 3-Dimensional Design, or Drawing. AP
and brainstorming. Context and linear development to a design PRE-REQUISITE: Studio Arts 3D 11
Studio Art is designed for students who are seriously interested
solution is essential.
in the practical experience of art and have time to dedicate to
 ELECTIVE  INQUIRY/PROJECT, TECHNOLOGY/TOOLS  0 HOURS
their practice. Students select an area of focus and create a PRE-REQUISITE:
portfolio of work to demonstrate their artistic skills and ideas they Completion of Media Arts 11 or with related experience and approval
have developed, refined, and applied over the course of the year. of Head of Department for Visual Arts.
Students submit portfolios to the AP board for evaluation in mid-
May.  ELECTIVE  INQUIRY/PROJECT, TECHNOLOGY/TOOLS  0 HOURS
 ELECTIVE
 3-5 HOURS
GRAPHIC ARTS 11
With no prior art experience necessary, this course gives students
an introduction to graphic design through fine arts processes
combined with digital media such as Photshop and Adobe
Illustrator. Students will explore imagery making through traditional
drawing, painting, and printmaking techniques, which they will
AP HISTORY OF ART 12
CAREER EDUCATION
transfer into digital media to make original patterns, laser-cut
graffiti stencils, logos, t-shirts, and digital fine art prints on canvas. AP History of Art 12 is an introductory college-level art history CAREER LIFE CONNECTIONS
Students will further understand visual literacy through an course. Students cultivate their understanding of art history through
exploration of social media, advertising, and street art as it pertains Career LIfe Connections (CLC) is a mandatory course for graduation that students will complete in their Grade 11 and 12 years. CLC 11
analyzing works of art and placing them in historical context as
to contemporary culture. Students will explore themes through is a scheduled course, that will occur outside of the regular timetable (after school) for one term of the student's choice. The course will
they explore concepts like culture and cultural interactions, theories
a personal journey that encourages them to express themselves be delivered using a combination of synchronous and asynchronous learning activities as well as an opportunity to participate in a work
and interpretations of art, the impact of materials, processes, and
imaginatively and visually communicate their ideas. placement experience. Learning will focus on preparation for the future as lifelong learners, focusing on themes of personal reflection and
techniques on art and art making, and understanding purpose and
community engagement, personal futures and postsecondary preparation, and lifeskills and wellbeing. CLC 11 is a prerequisite for the CLC
audience in art historical analysis.
 ELECTIVE 12 course, which will focus on community engagement and the completion of a Capstone Project. CLC 12 will be a non-scheduled course
 DISCUSSION, INQUIRY/PROJECT, TECHNOLOGY/TOOLS that students complete independently and with support in X Blocks, Flex Weeks, Special Events, etc.
 0 HOURS  ELECTIVE  INQUIRY/PROJECT, EXPERIENTIAL  0 HOURS
 CORE PROGRAM  INQUIRY/PROJECT, EXPERIENTIAL  1-2 HOURS

54
SENIOR CAMPUS: 4175 West 29th Avenue, Vancouver, BC Canada V6S 1V1 T: 604-224-1304 | F: 604-224-7066
JUNIOR CAMPUS: 3851 West 29th Avenue, Vancouver, BC Canada V6S 1T6 T: 604-224-1304 | F: 604-224-3515
stgeorges.bc.ca [email protected] stgeorgesbc saintsbc saintsbc saintscommunications
PROUD MEMBER 2017

2018
THE ASSOCIATION of BOARDING SCHOOLS
2017 – 2018
PROUD
ST. GEORGE’S SCHOOL IS PROUD TO BE ASSOCIATED WITH:
St. George’s School acknowledges
MEMBER that we are situated on the
unceded traditional territory of the
Musqueam First Nation.
THE ASSOCIATION of
BOARDING SCHOOLS

AH 2024 Digital

Uploaded by

Copyright:

Available Formats

AH 2024 Digital

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

AH 2024 Digital

Uploaded by

Copyright:

Available Formats

2024-25

LEARNING ABOUT COURSE OFFERINGS

HONOURS AND ACCELERATED COURSES

TOTAL MINIMUM CREDITS NEEDED 80

May Choose:All students take:

STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

LITERARY STUDIES 11 COMPOSITION 11

ENGLISH STUDIES 12 ENGLISH STUDIES 12

FRENCH 8 FOUNDATIONS FRENCH 8 FRENCH 8 HONOURS

STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

COURSES OFFERED FRENCH 10 FRENCH 10 HONOURS

FRENCH 12 AP FRENCH LANGUAGE 12

Movement between streams is possible with a diagnostic assessment.

STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

MATH COURSES ADVANCED

GRADE 8 Math 8 Math 8 Honours: Math 8 Honours Enriched: Math 8 and 9

GRADE 9 Math 9 Math 9 Honours; Foundations of Math

GRADE 10 Foundations of Math and

GRADE 11 Pre -Calculus 11 Pre-Calculus 12 Pre-Calculus 12 (Competition)

GRADE 12 AP Calculus BC 12A Advanced Topics in Mathematics

See note about Math on Page 44

STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

OUTDOOR EDUCATION STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

STUDENT EXTENSION OPPORTUNITIES BEYOND THE CLASSROOM

WES BOISE JONATHAN MERGUI CHRISTINE WESSLER RYAN CHAPMAN

DEAN MARKEL SARAH McLEAN GUY Da SILVA

APPLIED DESIGN AND TECHNOLOGY

 CORE PROGRAM  DIRECT INSTRUCTION, DISCUSSION  1-2 HOURS

 ELECTIVE  DIRECT INSTRUCTION, INQUIRY/PROJECT  1-2 HOURS

PHYSICAL HEALTH EDUCATION THEATRE ARTS

 CORE PROGRAM  DISCUSSION, DIRECT INSTRUCTION, EXPERIENTIAL  0 HOURS

STUDENT LEARNING SUCCESS

STUDENTS CAN ACCESS A COURSE PLANNING DOCUMENT HERE.

SAMPLE GRADE 9 SCHEDULE

APPLIED DESIGN AND TECHNOLOGY LANGUAGES

 ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  1-2 HOURS

 ELECTIVE  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  1-2 HOURS

FOUNDATIONS OF MATH AND PRE-CALCULUS 10 (FOR GRADE 9S)

SCIENCE SOCIAL STUDIES THEATRE ARTS

ANIMATION 9 (ARTS EDUCATION 9) CERAMICS 9 (ARTS EDUCATION 9)

STUDENT LEARNING SUCCESS course.

STUDENTS CAN ACCESS A COURSE PLANNING DOCUMENT HERE.

GRADE REQUIRED COURSES CHOICES REQUIREMENTS OR RESTRICTIONS

SAMPLE GRADE 10 SCHEDULE

PRE-CALCULUS & MATH 11

APPLIED DESIGN AND TECHNOLOGY ENGLISH

MUSIC SCIENCE SOCIAL STUDIES

 ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  1-2 HOURS

ENGLISH LANGUAGE SUPPORT

 HYBRID  INQUIRY/PROJECT, EXPERIENTIAL  5+ HOURS

PHYSICAL HEALTH EDUCATION CAREER EDUCATION

THEATRE ARTS VISUAL ARTS

TELEVISION PRODUCTION 11 THEATRE PRODUCTION 11

 ELECTIVE  DIRECT INSTRUCTION, INQUIRY/PROJECT  1-2 HOURS

 ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  1-2 HOURS

 ELECTIVE  DIRECT INSTRUCTION, TECHNOLOGY/TOOLS  1-2 HOURS

 ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  1-2 HOURS

LATIN 11/12 • Latin 11 (Semester 1)

 ELECTIVE  DIRECT INSTRUCTION, EXPERIENTIAL  2-3 HOURS

 CORE PROGRAM  INQUIRY/PROJECT, EXPERIENTIAL  1-2 HOURS