ÉCOLE SALISH SECONDARY - HOME OF THE WOLVES - COURSE PLANNING GUIDE Grades 8 & 9 2018 2019 - Surrey Schools
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ÉCOLE SALISH SECONDARY
HOME OF THE WOLVES
Grades 8 & 9
2018 – 2019
COURSE PLANNING GUIDE
www.surreyschools.ca/schools/salish
TABLE OF CONTENTS
Grade 8
English Program 3
French Immersion Program 4
Grade 9
English Program 4
French Immersion Program 5
Career Education 6
English Department 8
International Languages Department 9
Mathematics Department 10
Physical Education Department 12
Science Department 13
Social Studies Department 13
Elective Courses 14
Fine Arts 15
Technology Education 18
Optional Program – French Immersion 19
BC’s Redesigned Curriculum
At the heart of British Columbia’s redesigned curriculum are the literacy and numeracy
foundations, essential learning, and Core Competencies.
Please click on the link below to view the BC’s Redesigned Curriculum Orientation
Guide.
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/Curriculum_Brochure.pdf
2
GRADE 8 – ENGLISH PROGRAM
STUDENTS IN GRADE 8 MUST TAKE THE FOLLOWING
COURSES:
• English 8
• Social Studies 8
• Math 8
• Science 8
• Physical Education 8
• French 8
British Columbia’s redesigned curriculum highlights personalized learning and flexible
learning environments. Grade 8 students entering Ecole Salish will follow a linear
timetable which allows students to learn their courses over a ten month period.
JUNIOR LEVEL ELECTIVES:
The redesigned curriculum is a strength based approach to learning. Students at Ecole
Salish will be given a diverse learning experience that will enable them to feel a sense of
ownership over their educational choices.
The junior students at Ecole Salish have the opportunity to be exposed to a wide variety
of subjects, in both the Fine Arts and in Design, through electives which keep them
engaged in their school experience. Grade 8 students will experience the Design Cycle
in a rotation that includes: Robotics, Metal, Wood and Foods. Grade 8’s have a choice
of one elective:
Art Drama
Concert Band Choir
Dance
3GRADE 8 – FRENCH IMMERSION
STUDENTS IN GRADE 8 FRENCH IMMERSION MUST TAKE
THE FOLLOWING COURSES:
• Humanités 8
• Sciences 8
• Ếducation Physique 8
• English 8
• Math 8
GRADE 9 – ENGLISH PROGRAM
STUDENTS IN GRADE 9 MUST TAKE THE FOLLOWING
COURSES:
• English 9
• Social Studies 9
• Math 9
• Science 9
• Physical and Health Education
JUNIOR LEVEL ELECTIVES:
Fine Arts: Design: Other
Art 9 Drafting 9 French 9
Art 9: Ceramics & 3D Sculpture Electronics 9 Spanish 9
Concert Band Foods 9
Choir 9 Metalwork 9
Dance 9 Woodwork 9
Drama 9 Design 9
Musical Theatre Performance 9
(X-Block)
4GRADE 9 – FRENCH IMMERSION PROGRAM
STUDENTS IN GRADE 9 FRENCH IMMERSION MUST TAKE
THE FOLLOWING COURSES:
• Français Langue 9
• Sciences Humaines 9
• Sciences 9
• Ếducation Physique 9
• English 9
• Math 9
JUNIOR LEVEL ELECTIVES:
Fine Arts: Design: Other
Art 9 Drafting 9 French 9
Art 9: Ceramics & 3D Sculpture Electronics 9 Spanish 9
Concert Band Foods 9
Choir 9 Metalwork 9
Dance 9 Woodwork 9
Drama 9 Design 9
Musical Theatre Performance 9
(X-Block)
5GRADES 8 & 9 COURSE DESCRIPTIONS
THE CAREER EDUCATION DEPARTMENT
Life Other Career
Educat Programs
ion
Youth Train Youth Work Work
in Trades in Trades Experience
Grade Life
9
Capstone Connect
ions
The Career Education curriculum involves students in
research, problem solving, and decision making relevant
Grade to career planning. Students need opportunities to
8 explore and research a multitude of education and
career pathways. These pathways require graduates
who can confidently be self-direct, display initiative, set
priorities, establish goals, and take responsibility for
pursuing those goals in an ever-changing
society. Career Education offers individual students
opportunities to acquire the knowledge and
competencies necessary for success in school, in the
workplace, and in their daily lives.
CAREER EDUCATION 8 & 9
The Learning Standards for Career Education Grades 8 and 9 are met through your
child’s participation in various activities throughout the year. Note Career Education 8 and
9 is not a course in your child’s timetable. The Learning Standards for Career Education
8 and 9 will also be taught in conjunction with their other courses. Every student in Grade
8 and 9 will be given a grade for this course.
Grade 8
Students build on the foundation developed from grade 7, as they begin to
explore in greater depth their skills and passions, and begin to determine
possible pathways to their goals.
Grade 9
Students will continue to explore concepts such as identity, leadership, personal
planning, and transferable skills.
CAPSTONE PROJECT - REQUIRED FOR GRADUATION
The Capstone Project is a culminating project that allows students to demonstrate their
learning through an area of their interests or passions. Students will design, assemble
and present to an audience. The exhibition will reflect their further education and or career
by demonstrating personal learning and achievements (in and out-of-school), growth in
the core competencies and a reflection on the post-graduation plan. The Capstone
Project will be completed during Career Life Connections.
6OTHER CAREER EDUCATION PROGRAMS – SEE CAREER CENTRE FOR
INFORMATION
YOUTH TRAIN IN TRADES – SD#36 PARTNERSHIP PROGRAM
Get a head start on your career in the trade industry. Get your first year paid for and
receive dual credits! The Youth Train in Trades (District Partnership) programs have
been developed by the Surrey School District in partnership with BCIT, Kwantlen
Polytechnic University, NVIT, Surrey College and Vancouver Community College. District
Partnerships allow students the opportunity to complete part or all of a foundation level
trades training program while they are completing their secondary school graduation
requirements. Students accepted into a Partnership Program typically spend one
semester of their grade 11 or grade 12 school year attending training at the college site.
Tuition in these programs is paid for by the Surrey School District. Acceptance is based
on an application and interview process. Please see the Career Centre for course
requirements and applications BEFORE March 2017.
What Youth Train in Trades are offered?
Automotive Refinishing Prep Technician Automotive Collision Repair Technician
Automotive Service Technician Baking & Pastry Arts
Carpentry Culinary Arts
Drafting/CADD Electrician
Hairstylist Horticulture
Law Enforcement Preparation Masonry
Metal Fabrication Millwright
Roofing Painter
Plumbing Welding
Self-paid Programs are:
Emily Carr – Arts Programs and Canadian Flight Centre
YOUTH WORK IN TRADES
Get a head start on earning your Red Seal Trade Certification with the Industry Training
Authority (ITA). Youth Work in Trades provides students with the opportunity to work as
a youth apprentice while still in high school. Students will earn course credits for every
hours of paid work in a trade area. Students can also qualify for $1000 Youth Work in
Trades Scholarship if they have the “approved courses”, a C+ average in grade 12, still
employed or studying in an ITA Red Seal trade and obtain 900 hours of working. Please
see the Career Centre for a Youth Work in Trades package.
WORK EXPERIENCE
Work Experience provides students with the knowledge and skills to be successful in the
world of work, and the opportunity to explore alternative career pathways. In rare
circumstances or exceptions, Work Experience could be done on weekends and evenings
or a student may do half time academic schedule when approved by an Administrator.
Work Experience has two components: completion of 100 hours of work-based training
and completion of written assignments, journals and evaluations. See the Career Centre
for more information as prior approval is required.
7ENGLISH DEPARTMENT
ENGLISH 8
The aim of English 8 is to provide students with opportunities for personal and intellectual
growth through speaking, listening, reading, viewing, writing, and representing to make
meaning of the world and to prepare them to participate effectively in all aspects of
society. Students will: (1) use oral language to interact, present, question, explain,
persuade, and listen; (2) read and view to comprehend and respond to a variety of grade-
appropriate texts; (3) write and represent to create a variety of meaningful personal,
informational, and imaginative texts. Each grade level deepens students’ knowledge,
comprehension, analytical, synthetical and evaluative skills through the following
curriculum organizers: oral language, reading and viewing, writing and representing
(using the conventions and features of the English language).
ENGLISH 9
The aim of English 9 is to provide many challenging opportunities for students to grow as
individuals, learners and citizens through reading, writing, listening, speaking, viewing
and representing. Through the study of oral, written, visual and digital texts, students will
explore big ideas including the understanding that texts are created for different purposes
and audiences, and recognizing that sharing multiple perspectives extends thinking. This
course will develop an understanding and build a connection to literature, as well as
provide opportunities to create and communicate various texts. Students will examine
how literary elements, techniques and devices help to create and improve meaning; use
inquiry processes to engage with various ideas; and develop metacognitive skills that
improve students’ abilities to think critically, creatively and reflectively. This course will be
guided by the First Peoples’ Principles of Learning.
8INTERNATIONAL LANGUAGES DEPARTMENT
The Ecole Salish Languages Department provides opportunities for students to develop
functional and spontaneous communication skills in the target language and an openness
towards other cultures.
Communication in a second language is an appropriate and accessible goal for all
learners in B.C. schools. The language program seeks to provide students with the
necessary skills to perform real-life tasks, share ideas, acquire information and get things
done
Students will participate in a wide variety of speaking, listening, reading and writing
experiences intended to give them every opportunity to expand their understanding and
appreciation of a second language and culture.
To encourage openness towards other cultures, the language classes will incorporate
elements of the following: anecdotes, cultural comparisons, exposure to food, music,
arts, and optional field trips and events.
French 8 is mandated at the grade 8 level to fulfill the requirements of the Ministry
Language Education Policy.
• A Grade 11 language course may be required for certain university programs
• A Grade 12 language course is helpful for certain university programs
Students completing Grade 12 language courses are encouraged to write the optional
internationally recognized language certificate exam for the language(s) they take: DELF
for French, DELE for Spanish.
FRENCH 8
French 8 fulfills mandatory graduation requirements of the Ministry Language Education
Policy. French 8 focuses on the four communicative skills (listening, speaking, reading
and writing) in situations that are relevant and personally meaningful. Students also
explore elements of francophone cultures in Canada and the world.
FRENCH 9
French 9 builds upon the acquired knowledge, skills and attitudes introduced in French 8
and offers its students further skills for authentic interaction in French. Students increase
their abilities to communicate effectively in French (listening, speaking, reading and
writing). To improve students’ proficiency in the language, an appropriate bank of
vocabulary will be developed.
SPANISH 9
This course is designed to develop communication skills through listening, speaking,
reading and writing as well as to introduce the student to basic Spanish grammar
structures and vocabulary. It also introduces students to the culture, traditions and daily
lives of Hispanic people.
9MATHEMATICS DEPARTMENT
MATHEMATICS 8
Mathematics is one way of trying to understand, interpret and describe our world. The
goal of Math 8 is to provide students with the opportunity to further their knowledge, skills,
and attitudes related to mathematics. New mathematical ideas will be developed through
concrete, pictorial and symbolic representations of mathematics.
The big ideas of mathematics, to be addressed in the grade 8 course, are described by
the curriculum competencies listed below:
• Reasoning and analyzing
• Understanding and solving
• Communicating and representing
• Connecting and reflecting
Mathematics is a required course from grade 8 to grade 11. Mathematics and Calculus
are optional courses in grade 12.
MATHEMATICS 9
Mathematics is one way of trying to understand, interpret and describe our world. The
goal of Math 9 is to provide students with the opportunity to further their knowledge, skills,
and attitudes related to mathematics. New mathematical ideas will be developed through
concrete, pictorial and symbolic representations of mathematics.
The big ideas of mathematics, to be addressed in the grade 9 course, are described by
the curriculum competencies listed below:
• Reasoning and analyzing
• Understanding and solving
• Communicating and representing
• Connecting and reflecting
Mathematics is a required course from grade 8 to grade 11. Mathematics and Calculus
are optional courses in grade 12.
Students recommended to Workplace Mathematics 9 will have a letter mailed to their
home to notify parents of the placement at the end of their Math 8 course. Parents and
students should contact their son/daughter’s Math teacher when a concern or question
arises concerning math placement.
10To satisfy graduation requirements, completion
of any Math 10 and a Math 11 (or Math 12)
Math 8
Math 9
Foundations
Workplace 10 & Pre-Calculus
10
Workplace 11 Foundations 11 Pre-Calculus 11
Foundations 12 Pre-Calculus 12
Calculus 12
11PHYSICAL EDUCATION DEPARTMENT
PHYSICAL AND HEALTH EDUCATION 8 & 9
The aim of physical education is to enable all students to enhance their quality of life
through active living. Students will develop the knowledge, skills and attitudes necessary
to incorporate physical activity into regular routines and leisure pursuits to live an active,
healthy lifestyle. Along with making Healthy choices in regards to relationships, personal
well-being and the community.
There are four Curricular Competencies in Physical and Health Education 8.
Expectations for each area are listed below:
Physical Literacy: Apply movement skills in a variety of activities, explain fitness
components and principles of training; understand the effects of exercise on body
systems, explain the benefits of and demonstrate warm-up and cool-down activities;
describe how changes in body growth affects movement skills and concepts; select and
apply rules and safety procedures; demonstrate appropriate social behavior, etiquette,
fair play; and apply leadership skills related to physical activity.
Healthy and Active Living: Daily participation in different types of physical activity;
design personal nutrition plans and fitness goal-setting that is specific for each individual
and allows the student to identify, reflect and pursue their goals.
Social and Community Health: Allow students to propose strategies for: bullying,
discrimination, abusive relationships, and stereotyping; Create strategies for promoting
the health and well-being of individual relationships, the school and the community.
Mental Well-being: Describe and assess strategies for promoting mental well-being for
self and others; describe and assess strategies for managing problems related to
substance abuse; describe changes through puberty (physical, mental, social and
emotional changes).
12SCIENCE DEPARTMENT
SCIENCE 8
The Science 8 program is designed to provide students with a “hands on” type of science
experience. Topics covered include: cell biology, matter, optics and plate tectonics. All
science classes stress the need to make accurate observations, the importance of good
records, along with the ability to generalize about ideas and communicate these ideas to
others. In addition, students are taught how to use equipment, follow instructions and
work safely in any laboratory situation.
SCIENCE 9
The Science 9 program is designed to provide students with a “hands on” type of science
experience. Topics covered include: Cell reproduction, chemistry, electricity and nutrient
cycles. All science classes stress the need to make accurate observations, the
importance of good records, along with ability to generalize about ideas and communicate
these ideas to others. In addition, students are taught how to use equipment, follow
instructions and work safely in any laboratory situation.
SOCIAL STUDIES DEPARTMENT
SOCIAL STUDIES 9
This modern history course takes students on a journey from the Age of Revolutions to
World War I (1750-1914). Students will learn about the impact that new ideas and
disparities in power can have on individuals, societies, and the world. Some key questions
to be considered include:
● What revolutions had the biggest impact on the way the world is today?
● Why did thousands of people from Asia and Europe come to Canada despite such
discriminatory immigration policies?
● What role do early imperialism and colonialism have on Canada’s present day
events?
● How did the landforms and geography of canada shape the ways of life for
Aboriginal groups and European settlers?
This course will apply historical thinking skills to wrestle with questions about morality and
values. There will be a final assessment where students will demonstrate their
understanding of the core competencies.
13ELECTIVE COURSES
VISUAL ARTS
ART 8
Art 8 is a fun introductory course in the basics of art. Students will be painting, drawing
and sculpting as they learn the elements of art (line, shape, value, texture and colour)
and principles of design.
DANCE 8
This course is an introduction to various forms of dance. Students will have the
opportunity to learn the history, terminology and basic techniques of different forms of
dance such as tap, jazz, hip hop, contemporary, musical theatre, and cultural dance.
Students will be taught proper dance class and theatre etiquette and will experience
dance both as an audience member and as a performer.
DRAMA 8
Drama 8 is an introductory course designed to engage the students in both “drama” (non-
audience) and “theatre” (audience) activities and performances. Emphasis is placed on
structured play, teamwork, and building self-confidence as well as an introduction to basic
acting skills. Students will have the opportunity to work in small and large groups to create
performances for an audience of their own classmates. They will also have the
opportunity to learn self and peer evaluation skills as an audience member. In this course,
you will study tableau, mime, character building, scripted scenes, improvisation, and
choral monologues.
ART 9
Art 9 is designed to have students develop their own unique artistic styles through the
teaching and use of the creative process. This course is also designed to teach students
the basic technical skills required to further develop drawing and painting skills, as well
as creative thinking and problem-solving skills. Students will be encouraged to
experiment and take risks with their art making. Students will also be studying examples
and art movements in art history. By the end of this course students should have a good
grounding in the visual expression areas of drawing, painting, collage, ceramics/sculpture
and printmaking.
14ART 9: CERAMICS AND 3-D SCULPTURE
This course is an introductory course for students wishing to focus their studies in the
area of sculpture, installation and ceramic arts. Students will be introduced to the
fundamentals of sculpture, ceramics and assemblage art. Practice will be given in
constructing forms through clay, found objects, stone, recycled materials, etc.
Manipulation techniques such as hand building clay with coils and slabs, a basic
knowledge of power tools, and various means of fastening will be explored. Students will
also be studying examples and art movements in history.
DANCE 9
This course is an introduction to various forms of dance. Students will have the opportunity to
learn the history, terminology and basic techniques of different forms of dance such as tap, jazz,
hip hop, contemporary, musical theatre, and cultural dance. Students will be taught proper dance
class and theatre etiquette and will experience dance both as an audience member and as a
performer.
DRAMA 9
Drama 9 begins with a review of basic acting skills and techniques at an introductory level.
Students will then advance their skills in “drama” (non-audience) and “theatre” (audience) by
creating and performing several individual and group projects within the class. This course is
designed to enhance the student’s self-confidence, theatre knowledge, theatre etiquette, and
ensemble creation. Students will also have the opportunity to learn how to self and peer critique
as an audience member. Topics of study include character building/development, scripted scene
work, scene creation, monologues, and improvisation. Musical Theatre is a performance-based
course that combines music, dance and drama in one multi-disciplinary performance platform.
Students in this course will have the opportunity to work on individual and group projects to
strengthen their skills as a all-around performer. This course is a year-long program where
students will enhance their knowledge in vocal technique, stage movement, choreography, scene
creation, and large ensemble performance. The first semester will include projects designed to
allow the students to practice their skills in a creative and reflective atmosphere within the
classroom. The second semester will focus on an audition-based production, with the final
outcome being a musical theatre show with a live audience outside of school hours. This course
is designed for students who are serious about developing their skills as a multi-disciplinary
performer, and are interested in taking part in a large-scale production. It is recommended that
students have previous classroom experience in acting or dance, or are taken subsequently with
acting or dance classes.
15MUSIC DEPARTMENT
CONCERT BAND 8
Band 8 Woodwinds/Band 8 Brass/Band 8 Percussion
No pre-requisite, however highly recommended that students have completed Band 7.
Band runs as a year-long course backed on alternate days with Math 8.
Requirements: Rental of instrument (larger instruments rented from the school).
Band 8 Woodwind: flute, oboe, clarinets, saxophone, and bassoon
Band 8 Brass: trumpet, French horn, horn, trombone, baritone, tuba, electric bass
Band 8 Percussion: drum set, tympana, cymbals, mallet percussion, snare drum, & bass
drum.
Students will receive instruction on their instrument, ensemble skills and notational and
rhythmic fluency. A wide variety of music is played in the class. The musical selection
ranges from rock tunes, jazz standards, movie and television themes to classical
compositions.
STAGE BAND 9 (AFTER SCHOOL)
Junior Jazz Ensemble
Pre-requisite: Enrolment in a Band course at LTSS
Grade 8 Band students may enroll in the Junior Jazz ensemble at the invitation of the
director. Requirements: Band instrument (rent or own) and accessories. This is an entry
level course for jazz studies at LTSS. The course will be a 4 credit course but will be
offered in an extracurricular time slot twice weekly throughout the year after school.
Course content will include instruction in jazz performance both as ensemble player and
soloist.
Students can expect to take part in evening coffee house, community, and a variety of
festival concerts. As part of course work students will present musical works at our local
annual Envision Jazz Festival.
Students will be evaluated on the basis of, improvement in musicianship and attendance
at rehearsals.
16CONCERT BAND 9
Band 9 Woodwinds
Band 9 Brass & Percussion
The Concert Band 9 class will be learning and performing a variety of repertoire in
classical, contemporary and movie sound tracks. Students will see a significant increase
in the complexity (and excitement) of the repertoire (songs). Course material will cover
performance style as well as historical and theoretical concepts for a wide variety of
musical genres and style periods. As this is a performance-oriented course, students will
be expected to participate in a number of community, regional and festival concerts
throughout the year. It is the students’ responsibility to make the necessary arrangements
to attend each performance.
Students will be evaluated on the basis of:
Improvement in the musicianship – technical and stylistic
Rehearsal preparation (home practice)
Rehearsal Skills
Evaluation is gained by observation and or taped submissions
CHOIR 9
This course is a fun way to explore the art of vocal technique and singing, and no
previous singing experience is necessary. This class will explore a wide variety of
musical styles and repertoire. Discover ways to extend your vocal range, create breath
energy, formulate and place vowels correctly, and perform with confidence and skill in a
choral setting. Participation in music departmental activities is expected.
17TECHNOLOGY EDUCATION
DESIGN TECHNOLOGY 8
This hands-on course covers a variety of topics in the area of technology. Through
projects, students will be introduced to Woodwork, Metal Work, Jewelry, Plastics, Power
and Energy, Computer Drafting, Drafting, Electronics, and Film and T.V. Equal emphasis
will be given to each discipline as much as possible and there will also be an emphasis
on developing safe work habits and fundamental hand & machine tool skills.
DRAFTING 9
Students will be introduced to the exciting world of graphic communication using a design-
oriented problem-solving approach. This course will provide students with a basic
understanding of the following concepts: orthographic projection, dimensioning, work
drawings, scale drawings, 3-D animation and architectural drawing. Students will
complete assignments using computer assisted design programs such as AutoCad,
Rivet, Solidworks and 3D Studio Max. Students will also construct a scale model of one
of their projects.
ELECTRONICS 9
Have you ever wondered how electricity works? This introductory course will teach
students to recognize basic electronic components and their functions, to use electronic
test equipment, and to read schematic drawings. Boys and girls will learn to solder, to
make enclosures, and to troubleshoot their projects. Electronics projects may include:
Blinker, Sumo Robot Hockey, Snoop Tube, Love Meter, USB/Ipod Charger, Music
Controlled Light Display, Strobe Light, etc.
METALWORK 9
Metal 9 is an introductory metal work course for students interested in developing skills
in metal fabrication, welding, machining, casting and project design. Students will learn
to weld using the ARC, MIG, TIG and the oxyacetylene torch. The metal fabrication
component of the course will consist of the use of metal cutting and surface preparation
tools in the shop such as the horizontal band saw, chop saw, plasma cutter and angle
grinder. The machine tools used will consist of the lathe, milling machine and drill press.
In addition to the extensive use of machinery students will acquire skills in the use of the
related hand tools for this subject area. A variety of fun and useful in class projects will
be given to help develop the student’s general knowledge base and understanding of
metal work
WOODWORK 9
This course is a hands-on introduction to woodworking processes with an emphasis on
the development of practical skills, problem solving, and design work. Students will
become familiar with the safe use of tools and machines. Teacher directed projects have
been designed to encourage the learning development of students, but many aspects of
design are left up to the individual.
18OPTIONAL PROGRAM – FRENCH IMMERSION
Prerequisite: Completed Early or Late Immersion Program at Elementary Level
FRENCH IMMERSION
PROGRAMME FRANÇAIS LANGUE SECONDE: IMMERSION
Raison d’être
Le but du programme de Français langue seconde en immersion est d’offrir à l’élève
l’occasion d’acquérir la compétence langagière nécessaire en français pour pouvoir
interagir avec confiance dans les milieux où cette langue est parlée et valorisée.
L’apprentissage du français langue seconde en immersion donne à l’élève l’occasion
• d’acquérir les connaissances, les processus d’apprentissage, les capacités et les
attitudes nécessaires pour communiquer en français de façon efficace et avec
confiance
• d’acquérir les connaissances, une compréhension et une appréciation de la langue
française à travers les contextes culturels de cette langue, afin de mieux comprendre
les communautés francophones et leurs cultures ainsi que sa propre culture et celle
des autres
• d’acquérir une connaissance, une compréhension et une appréciation des œuvres
écrites, orales et visuelles d’expression française
• d’explorer son potentiel dans les domaines de l’apprentissage de la langue, de la
pensée critique et de l’expression de soi
Rationale
The goal of the French Immersion Program is to offer students the opportunity to attain
the necessary language competence in French to be able to communicate with
confidence in context where the French language is spoken and valued.
Learning French in a French immersion context allows students to:
• Acquire the knowledge, learning processes, abilities and attitudes necessary to
communicate in French in an effective manner
• Acquire an appreciation of the French language within its cultural context, in order to
better understand Francophone communities and their cultures as well as the
students’ own culture and those of others
• Acquire knowledge and appreciation of written, oral and visual works in the French
language
• Explore their own potential through language awareness, critical thinking and self-
expression
Students take 50 % of their course load in French in Grades 8-10
Grade 8 Humanités 8 + Sciences 8 + Éducation Physique 8
Grade 9 Français Langue 9 + Sciences 9 + Sciences Humaines 9 + Éducation Physique 9
19HUMANITÉS 8 (XLDCA08)
Le cours d'Humanités est une combinaison des sujets académiques suivants: Français
Langue et Sciences Humaines. Le curriculum se concentre sur l'enseignement de
l'histoire, des systèmes de gouvernement, de l'économie, des arts, des religions et de la
géographie des sociétés humaines du passé et du présent. L'apprentissage de ces divers
concepts se fera à travers le renforcement de la communication écrite, orale et de lecture
en français.
La notion humanités est dérivée de la perception néo-platonicienne de l'époque de la
Renaissance; Humanisme, se définit comme l'étude de la pensée, de la fondation des
idées, de l'expression culturelle et de l'organisation sociale. Autrement dit, dans ce cours
nous essayerons de comprendre notre propre humanité afin de pouvoir vivre une vie
agréable, charitable et où nous sommes capables de développer notre autonomie
intellectuelle.
Humanités 8 se déroulera durant toute l'année scolaire avec le même enseignant afin de
supporter chaque élève à travers sa transition à l’école secondaire. En d'autres termes,
le programme aspire que les rapports créés dès le début du cours, offrira un endroit de
sécurité pour les étudiants pendant leur première année à l'école Lord Tweedsmuir. Ainsi,
la communication entre famille-école est primordiale pour que ce but soit accompli.
The Humanités course is a combination of the following academic subjects: Français
Langue and Sciences Humaines. The curriculum focuses on the instruction of the history,
religion, politics, economics, art and geography of human societies, both past and
present. The acquisition of the aforementioned concepts will take place as students
reinforce their written, oral and reading communication in French.
The term humanities is derived from the neo-Platonic Renaissance term humanism –
meaning the study of human thought, foundational ideas, expressions of culture, and
social organization. In other words, we will seek to understand our own humanity so that
we might live good, compassionate, intellectually autonomous and above all happy lives.
Humanités 8 runs through both semesters, and students will work with the same teacher
for the entire school year. A closely associated goal of the Humanités program is to
support each student through his or her transition into secondary school. It is hoped that
the relationships built early on will allow the Humanités program to act as an unofficial
home room and facilitate a caring, safe space for students in their first year at LTSS.
Strong family-school communication is an asset to this transition process.
SCIENCES 8 (SCF08)
Le cours de sciences de 8ème année introduit quatre disciplines fondamentales:
1. La méthode scientifique – Les mesures de sécurité, graphiques, et concepts
scientifiques
2. Les sciences de la vie – Les cellules et les systèmes du corps
3. Les sciences physiques – La lumière, la vision, la matière, les forces, et la pression
4. Les sciences de la terre et de l’espace – Les océans et les réseaux
hydrographiques
20Les élèves sont enseignés comment utiliser l’équipement de laboratoire, puisqu’ils font
plusieurs expériences en petits groupes. Ils apprennent aussi à suivre attentivement les
directives, à faire des observations précises, et à communiquer leurs idées avec leurs
camarades pour formuler des hypothèses.
Science 8 introduces students to four fundamental topics:
1. Process of Science: Safety, graphing and the scientific method
2. Life Science: Cells and body Systems
3. Physical Science: Light, vision, states of matter, forces, and pressure
4. Earth Science: Water systems on earth
This course is designed to provide students with a “hands on” type of science experience.
All science classes stress the need to make accurate observations, the importance of
good records, along with the ability to generalize about ideas and communicate these
ideas to others. In addition, students are taught how to use equipment, follow instructions
and work safely in any laboratory situation.
SCIENCES HUMAINES 8 (SCH08)
En sciences humaines 8, l’élève développe les notions du temps et de l’espace. Ce cours
est un survol de l’évolution de l’humanité à travers l’histoire (l’Antiquité, le Moyen-Âge, la
Renaissance et les Grandes Explorations) et dans le monde (l’Europe, le Moyen-Orient,
l’Asie et l’Amérique). L’élève acquiert une meilleure compréhension des origines du
monde actuel en étudiant le développement des grandes religions, l’évolution des
sociétés traditionnelles et l’expansion des liens économiques et des échanges
commerciaux dans le monde.
In Sciences Humaines 8, the student develops the concepts of time and space. This
course is an overview of the evolution of humankind throughout history (Ancient Times,
Middle Age, the Renaissance, and the Explorers) and in the world (Europe, Middle East,
Asia, and the Americas). The study will acquire a better understanding of today’s world
through the study of the world’s major religions, the evolution of traditional societies, and
the expansion of economic ties and world trade.
ÉDUCATION PHYSIQUE 8- Mixte (EPH08)
Le cours d’éducation physique 8 tient compte des résultats d’apprentissages suivants :
1. Les étudiants comprendront les principes et les concepts qui sont à la base d'une
vie active.
2. Les élèves montreront qu'ils possèdent des habiletés et des notions de
mouvement efficace et ce, dans toutes les catégories de mouvements.
3. Les étudiants acquerront des comportements positifs sur les plans personnel et
social et entretiendront de bonnes relations avec les autres.
21Les élèves qui participent au programme d'éducation physique 8 acquièrent des
connaissances, des habiletés et des attitudes dont ils auront besoin pour intégrer des
activités physiques à leurs occupations journalières, leurs loisirs, et pour mener une vie
saine ainsi qu’active.
The aim of physical education is to enable all students to enhance their quality of life
through active living. Students will develop the knowledge, skills and attitudes necessary
to incorporate physical activity into regular routines and leisure pursuits to live an active,
healthy lifestyle.
There are three main components in Physical Education 8: active living, movement,
safety, fair play, and leadership.
FRANÇAIS 9 (FRAL09)
Les élèves apprendront à utiliser des stratégies de lecture et d’écriture afin d’améliorer
leur compréhension de textes divers en français et pour exprimer leurs idées et leurs
pensées. Ils liront à leur rythme des romans, des nouvelles, des contes, des poèmes et
ils écriront des narrations personnelles, des poèmes, des éditoriaux et des articles ainsi
que plusieurs autres formes de communication écrite. Ils exploreront des présentations
médiatiques et ils feront des présentations orales sur des sujets divers. Ce cours met
l’accent sur le progrès individuel de l’élève et vise l’affinement des habiletés d’expression
orale et écrite du français et des habiletés de compréhension orale et écrite du français.
SCIENCES 9 (SCF09)
Le cours de sciences de 9ème année introduit quatre disciplines fondamentales:
1. La méthode scientifique – mesures de sécurité, graphiques, et concepts
scientifiques
2. Les sciences de la vie – la reproduction
3. Les sciences physiques – les atomes, les éléments et les composes, ainsi que les
propriétés de l’électricité
4. Les sciences de la terre et de l’espace – l’exploration spatiale
Les étudiants approfondiront davantage leurs connaissances en faisant des expériences
de laboratoire et en communiquant leurs idées avec leurs camarades de classe pour
formuler des hypothèses.
SCIENCES HUMAINES 9 (SCH09)
En sciences humaines 9, l’élève développe les notions d’évolution, de changement et de
progrès de l’humanité au cours de l’histoire. Le cours est divisé en deux composantes
majeures: la colonisation européenne en Amérique du Nord et plus particulièrement au
Canada, et l’histoire européenne aux XVIIIe et XIXe siècles. L’élève prend connaissance
de l’expansion européenne à l’époque de la colonisation et de l’impérialisme ainsi que de
l’évolution de la démocratie, du nationalisme et du progrès industriel. Tous ces éléments
sont essentiels à la compréhension du monde actuel.
22ÉDUCATION PHYSIQUE 9 - Mixte (EPH09)
Le cours d’éducation physique 9 tient compte des résultats d’apprentissages suivants :
1. Les étudiants comprendront les principes et les concepts qui sont à la base d'une
vie active.
2. Les élèves montreront qu'ils possèdent des habiletés et des notions de
mouvement efficace et ce, dans toutes les catégories de mouvements.
3. Les étudiants acquérront des comportements positifs sur les plans personnel et
social et entretiendront de bonnes relations avec les autres.
Les élèves qui participent au programme d'éducation physique 9 acquièrent des
connaissances, des habiletés et des attitudes dont ils auront besoin pour intégrer des
activités physiques à leurs occupations journalières, leurs loisirs, et pour mener une vie
saine ainsi qu’active.
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