Course Selec on Handbook 2021 2022 Grades 9-12 - Surrey Schools
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Course Selec on Handbook
2021‐2022
Grades 9—12
Mission Statement
At Queen Elizabeth our mission is to be
a safe and respec ul learning community where
all students will prepare intellectually, socially, and
emo onally for their journey in a changing world.
Table of Contents
Table of Contents Pg. 3
Grade 9 Plan Pg. 4
Grade 10/11/12 Plan Pg. 5
Applied Skills—Home Economics Pg. 6‐7
Applied Skills—Technology Educa on Pg. 8‐11
Business Educa on Pg. 12‐13
Career Development Pg. 14‐16
English Pg. 17‐19
English Language Learner Pg. 20
Fine Arts—Dance, Drama & Music Pg. 21‐22
Fine Arts—Visual Arts Pg. 23‐25
Mathema cs Pg. 26‐28
Physical Educa on Pg. 29‐30
Modern Languages Pg. 31‐32
Sciences Pg. 33‐35
Social Studies Pg. 36‐38
3
GRADE 9 PLAN
What courses do I need to take?
1. English 9
2. Mathema cs 9
3. Physical Educa on 9 (Boys/Girls)
4. Science 9
5. Social Studies 9
6. Applied Design Skill and Technology Elec ve (A.D.S.T)
7. Fine Arts Elec ve
8. Modern Language
NOTE
At least one of the elec ves must be an Arts (Dance, Drama, Music or Visual Arts) and at least one of
the elec ves must be an A.D.S.T. (Technology Educa on, Informa on Technology, Home Economics or
Business Educa on).
Students must first fulfill requirements for both “ADST Elec ve” and ”Arts Elec ve” before be‐
ing eligible for another elec ve choice.
Students are strongly encouraged to con nue selec ng a language class as an elec ve for as long as
possible.
Students begin the Gradua on Program in their Grade 10 year. Careful and though ul selec on of
elec ves during Grade 9 is important in the beginning to iden fy a focused area of study which stu‐
dents will be asked to consider and choose as they enter the Gradua on Program.
4
GRADE 10 PLAN Grade 11/12 PLAN
What courses do I need to take? What courses do I need to take?
Language Arts 11 & 12
Language Arts 10
Social Studies 12
Social Studies 10
Math 11
Science 10
Science 11 or 12
Math 10
Career Life Connec ons 12
Career Life Educa on 10
Literary Assessment
Physical Educa on 10
Total of 80 credits
Numeracy Assessment
4 courses (16 credits) must come from Grade 12!
4 credits of Fine Arts or Applied Skills
For more informa on, see your counsellor
5
Applied Skills - Home Economics
ADST– Tex les Studies 9 Food Studies 9
Students will make interes ng and useful projects using An introductory course to develop an interest in, and
commercial pa erns and will become familiar with the proper enjoyment of food. Students will learn about ingredients,
use of the sewing machine, serger and other tools of the tex les equipment, and food safe prac ces. Skills and abili es in food
trade. Students will learn fi ng and pa ern adjustment prepara on will be developed and students will finish the
prac ces, study design fundamentals and apply them to course able to cook and bake independently. Students will
wardrobe planning and the garments you choose to create. make recipes from a variety of cultures, and will learn about
Projects include, but are not limited to shorts, stuffed animals, recipe design, nutri on, meal planning, ethical issues, and
bags, pull‐over hoodies, shirts, pyjama pants, etc. tradi onal Indigenous food prac ces.
Tex les Studies 10 Food Studies 10
Students will make interes ng and useful projects using In this course students will develop prac cal culinary skills and
commercial pa erns and will become familiar with the use of the the ability to create and design their own food products.
tools of the tex le trade. This course allows students the Students will become familiar with the design process,
opportunity to fulfill applied skill requirements for Gradua on. elements of meal prepara on and the rela onship between
Areas of learning focus on fi ng and pa ern adjustment ea ng prac ces, and mental and physical well‐being. Other
prac ces, design fundamentals, wardrobe planning, as well as topics will include food trends, food contamina on, nutri on,
prac cing and expanding on various sewing techniques using the marke ng, and various factors that impact food choice and
tools of the trade (pressing equipment, serger, computerized availability.
sewing machine). Students may make many projects including,
but not limited to stuffed animals, zippered hoodies, accessories, Food Studies 11
shirts, dresses, skirts, and pants. This course is designed for students with some basic food
skills, and is suitable for experienced and inexperienced cooks.
Tex les 11 Learn the basics of food prepara on and/or expand on them.
Students will make interes ng and useful projects by Learn about the development and modifica on of recipe com‐
manipula ng commercial pa erns to fit your specifica ons. You ponents and ingredients. Students interested in advancing and
will use all tex le machines (serger, sewing machine and con nuing in the field of culinary arts or strengthening their
computerized embroidery machine and tex le tools to create food prepara on skills for home need this course. They will
unique garments and tex le items. Areas of learning include the build on their knowledge through challenging prac cal labs
study of fabrics, tex le fundamentals, tex le products, and theore cal applica on.
consumerism, and culture and tradi on. Student projects can
include a jacket, culturally inspired bag, pants, dresses, quilt,
knit or crochet items like scarves, headbands and li le animals. Food Studies 12
Take your food prepara on skills to new levels in Food Studies
Tex les 12 12. Emphasis is on the ability to use advanced knowledge and
Students will make interes ng and useful projects by skills in food prepara on to design original recipes and menus.
manipula ng commercial pa erns to fit your specifica ons as Social, cultural, health, economic, and aesthe c aspects of
well as learning about pa ern dra ing. You will use all tex le food will be discussed in depth. This course also provides an
machines (serger, sewing machine and computerized opportunity to explore future career op ons in the food
embroidery machines) and tex le tools to create unique and industry and to develop an individual food philosophy.
complex garments and tex le items. Areas of learning include
the study of fabrics, tex le fundamentals, tex le products
(advanced techniques and technologies to produce tex le items,
like a grad dress), consumerism, and culture and tradi on, and a
variety of cra s. Projects are usually chosen by the student in
consulta on with the instructor but o en includes 3 projects and
a major project .
6
Applied Skills - Home Economics
Family and Society 10 Culinary Training 11
This course is designed for students as an introductory study of Culinary Training 11 is an introductory course for students
the “family,” including culture, societal influences, spirituality, interested in food prepara on. You will prepare large
and family rela onship dynamics. We will explore topics such as quan es of a variety of foods including sandwiches, salads,
healthy/unhealthy communica on, interpersonal rela onships, soups, desserts, and a daily entrée using a variety of
the roles and rights of children, living and housing op ons for vegetables, meats, poultry and fish using different cooking
individuals and families, and caregiving issues. The opportunity techniques. You will taste and eat the foods prepared in the
for simulated parenthood with electronic computer babies is cafeteria. You will have the opportunity to par cipate in some
available. “in school” and “a er school” catering. You will be trained to
use commercial equipment, prac cing Work Safe procedures
Interpersonal and Family Rela onships 11 and safe food handling prac ces. Students will have the
This course is designed for students in grades 10 to 12 who wish opportunity to receive Food Safe Level 1 Cer fica on. This is
to study human behaviour, development and rela onships and an excellent course to have on your resume if you wish to find
have an interest in counselling, social work, or educa on. We will work in a restaurant.
explore topics such love and rela onships, the interac ve nature
of self and family, personality theories, communica on styles, Culinary Training 12
types of interpersonal and family rela onships, components of Culinary Training 12 is designed with greater in‐depth training
healthy/unsafe rela onships, and factors involved in ending in all aspects of cooking emphasizing food presenta on,
rela onships. Students increase their knowledge of family and nutri on, and menu and recipe development. Students will
the individual via a variety of interes ng ac vi es and projects develop a good work ethic and leadership skills. You will
such as the opportunity for simulated parenthood with prepare large quan es of a variety of foods including
electronic computer babies. sandwiches, salads, soups, desserts, and a daily entrée using a
variety of vegetables, meats, poultry and fish using different
cooking techniques. You will taste and eat the foods prepared
Child Development and Caregiving 12 in the cafeteria. You will have the opportunity to par cipate in
Students will make interes ng and useful projects by some “in school” and “a er school” catering. You will be
manipula ng commercial pa erns to fit your specifica ons. You trained to use commercial equipment, prac cing Work Safe
will use all tex le machines (serger, sewing machine and Procedures and Safe Food Handling Prac ces. Students will
computerized embroidery machine and tex le tools to create have the opportunity to receive Food Safe Level 1
unique garments and tex le items. Areas of learning include the Cer fica on. This is an excellent course to have on your
study of fabrics, tex le fundamentals, tex le products,
resume if you wish to find work in a restaurant.
consumerism, and culture and tradi on. Student projects can
include a jacket, culturally inspired bag, pants, dresses, quilt, knit
or crochet items like scarves, headbands and li le animals.
7
Applied Skills - Technology Education
Anima on 9 Film & Television 11
Ever wonder how PIXAR and gaming companies create their Film & Television 11 will educate students about the posi‐
movies and video games? In Anima on 9, students will be ve impacts they can make through different visual media.
introduced to the skills and techniques used by the gaming By working on ventures such as short films, daily/weekly
and film industry to create digital anima ons using the announcements, and various other visual projects, students
industry leading Autodesk 3Ds Max program. The course will be able to connect with a large majority of the school
covers character crea on, giving characters’ life like features popula on. Whether it is covering different school events,
such as jumping and moving. Students will create a four to five interviewing departments, teams, coaches, and teachers,
minute animated short video including a digital sound track as this course will consistently aim to focus around building
well as a 3D printed project of their own design! Assignment school community and culture. Students will be using video
characters will be 3D printed for students. edi ng and other film so ware to portray what is going on
in and around the school community, whether it is in the
past, present, or future.
Anima on 10
Have you ever wanted to develop your own 3D characters/ Student expecta ons will include:
objects like the cars or building in a favourite video game or
Plan, produce, record, and refine moving images indi‐
movie? Anima on 10 will expand and build off of the
vidually and collabora vely
techniques and skills acquired in Anima on 9. Throughout the
course, a series of tutorials will aid students in crea ng, Take crea ve risks to express ideas, meaning, and mood
modifying and anima ng an array of objects into more Improvise and experiment to inspire crea vity and inno‐
complex scenes. The opportunity for students to explore their va on
crea vity will be encouraged during the crea on of a final Develop film or television projects for an intended audi‐
anima on project which students will have the opportunity to ence or with an intended message
3D print. Examine how moving images relate to a specific place,
Anima on 9 is recommended as a pre‐requisite. me, and context
Express cultural iden ty, perspec ves, and values
through moving images
Anima on 11 Demonstrate personal and social responsibility associat‐
This course is for students who are interested in furthering ed with film and television produc ons
their knowledge and work with 3Ds MAX on the computer for
anima on purposes. Students will also be introduced to
Autodesk’s Inventor to help model certain objects for their
tutorials and projects. The emphasis will focus on a more
advanced approach to scene crea on, special effect ligh ng
and rendering as students will submit a custom anima on at
the end of the semester which students will have the
opportunity to 3D print.
Anima on 10 is recommended as a pre‐requisite.
Anima on 12
This course is for students who are interested in furthering
their knowledge from previous anima on courses taken.
Students taking this course will further their understanding of
using Autodesk 3D’s MAX to design, create, and animate their
own custom scenes and projects. Students in Anima on 12
will be encouraged to use skills learned in previous levels to
design their own custom term project based on their interests
whether it be vehicle, character, architectural, or interior
design related.
Anima on 11 is recommended as a pre‐requisite
8
Applied Skills - Technology Education
Power Technology (Grades 9 & 10) Automo ve Technology 11
This introductory course covers the basics of power Automo ve technology 11 is an introductory course
genera on and transfer from combus on engines (2 stroke designed to give students a basic understanding of an
and 4 stroke), electric motors (power curves, torque and automobile and some of its essen al systems. Paired with
horsepower) and other green and renewable energies (solar, theory, prac cal work in an automo ve shop atmosphere
wind, dal and geothermal). Addi onally, students will learn will allow students to gain experience and confidence
and use basic hand tools and power tools to complete tasks around vehicles as well as the tools and equipment
within the course. Engine building, welding and avia on are all required to complete tasks and repairs. If you are ever
visited in this course. planning on owning a vehicle in the future, this course
will provide you with the knowledge for minor repairs and
Recommended course for any future automo ve course.
maintenance.
Recommended prerequisite: Power Technology
Females in Automo ve Technology 11/12
(Girls Only Course)
Females in Automo ve Technology 11/12 is an introductory Automo ve Technology 12
course (Automo ve 11) designed to give female students a As a con nuing course from automo ve technology 11,
basic understanding of an automobile and some of its automo ve technology 12 consists of advanced repairs
essen al systems in a more comfortable all female classroom. and diagnos cs of vehicles and their systems.
If you are ever planning on owning a vehicle in the future, this Addi onal content that may be covered in this course
course will provide you with the knowledge for minor repairs may include: transmissions, electrical and computer sys‐
and maintenance. tems, bodywork and wheel alignment. Students will be
expected to do repairs and maintenance under the
supervision and guidance of the instructor.
Recommended prerequisite: Automo ve Technology 11
9
Applied Skills - Technology Education
Woodwork 9 Dra ing 9
This course is a hands‐on introduc on to woodworking Students will be introduced to the exci ng world of
processes with an emphasis on the development of Computer Aided Design (CAD). This course covers basic
prac cal skills, design work and problem‐solving ability. dra ing principles and techniques that are used by
Students will read and interpret plans, calculate costs, companies to design the products we use every day.
follow wri en instruc ons, and fabricate projects using These skills will allow students to communicate ideas
wood and wood composite materials and become familiar and designs, and solve real‐world problems. Student will
with the safe use of tools and machines. Teacher‐directed demonstrate these principles and skills through custom
projects have been designed to encourage the learning projects and 3D printed models.
development of students, but many aspects of design are Assignments will be completed using the AutoCAD program
le up to the student. and 3D printer.
Woodwork 10 Dra ing and Design 10
This course encourages students to expand their skills, This course will cover a more extensive approach to
design/problem solving ability and knowledge of wood and principles and techniques of AutoCAD (Computer
wood related machinery. Teacher selected projects have Assisted Dra ing). This course will include work in
been designed to promote student development. orthographic (2D) and isometric projec on (3D
Individual design of a project may be possible subject to wireframe and solids). An emphasis will be placed upon
instructor’s approval. prac cal applica ons of skills learned to solve various
Recommended prerequisite Woodwork 9 technical related problems. 2D designs will be applied to
3D modelling to conclude courses and students will have
Carpentry and Joinery 11 the opportunity to 3D print their final assignment.
The main objec ve of this course is to offer a combina on Dra ing and Design 9 is recommended as a pre‐requisite.
of knowledge and “hands‐on” skills that will prove valuable
over a life me as well as opening doors to a variety of Dra ing and Design 11
career op ons. The areas of focus will include a blending of This course is an advanced course stemming from
safety, measurement, theory, tools, equipment, materials Dra ing 10. This course will include a con nua on of
and processes with an emphasis on the fabrica on of wood problem solving approaches in orthographic (2D), and
related products. Students will apply the acquired skills in isometric projec on (3D‐solids). An emphasis will be
the design and construc on of teacher/student selected placed on prac cal applica on of skills learned to solve
projects. technical related problems with projects in both
Recommended prerequisite Woodwork 10 engineering and architectural se ngs. 2D and 3D design
concepts will be applied to more complex modelling
Carpentry and Joinery 12 projects that students will have the opportunity to 3D
The main objec ve of this course is to offer an advanced print.
combina on of knowledge and “hands‐on” skills that will Dra ing and Design 10 is recommended as a pre‐requisite.
build on previous experience in woodwork. The area of
focus will include a blending of safety, measurements Dra ing and Design 12
theory, tools, equipment, materials and processes with an This course is an advanced course stemming from
emphasis on the fabrica on of wood related products. Dra ing 11. The emphasis will be placed on advanced
Students will apply the acquired skills in the design and principles and techniques of Auto CAD (Computer
construc on of advanced teacher and student selected Assisted Dra ing) and will focus on architectural
projects. Post‐ secondary and career op ons are explored drawings such as building layouts. This course will also
in the related subject areas. include problem solving approaches primarily in 3D
Recommended prerequisite Woodwork 9/10 and/or modeling. An emphasis will be placed on the prac cal
Carpentry and Joinery 11 applica on of skills learned to solve various technical
related problems. Engineering and architectural se ngs
and problems will be the focus with project work
including a custom house/apartment layout and a
custom 3D print of the students own design.
Dra ing and Design 11 is recommended as a pre‐requisite.
10Applied Skills - Technology Education
Electronics and Robo cs 9
Ever wonder how circuits like a PlaySta on controller or speaker Junior Metalwork (Metalwork 9 & 10)
work? Have you ever wanted to build and drive robots? Junior metalwork is an introductory course that is designed to
Electronics and Robo cs 9 is an introductory course that will provide students with safety, theory, associated hands‐on
teach students to recognize the func on of basic electronic and skills, metal/tool iden fica on and usage within metalwork.
robo c components through labs and hands on projects. During Course objec ves may include: welding, fasteners, cu ng,
projects, students will learn to use hand and power tools to finishing, measurement and layout. As students’ skills and
prototype and create their projects. Students will learn how to understanding of metalwork develop, they will have many
construct printed circuit boards, how to solder, modify and build op ons of projects to complete to demonstrate their
custom enclosures. Students will also have the opportunity to knowledge.
design, build and drive robots during in class compe ons.
Senior Metalwork (Metalwork 11 & 12)
Electronics and Robo cs 10 As a con nuing course from junior metalwork, students will
Ever wanted to build your own custom programmable light build on basics they have learned with new techniques and
display or build a robot that can drive itself? Electronics and equipment. Larger and more intricate student projects will be
Robo cs 10 will expand and build off of the techniques and skills planned and researched by students and then dra ed to
acquired in Electronics and Robo cs 9. The course offers a create a build plan. This will lead to less material waste,
combina on of hands‐on learning, with theory, to create more efficient use of shop me and comple on of successful
interes ng projects with the use of tools and computers. As a projects. Course objec ves may include: welding, heat
class we will solve circuit problems using Ohm’s law, develop, treatments, metallurgy, precision measurement and sta onary
test, and diagnose circuits for projects, revisit the applica on of and handheld power equipment.
components and introduce microprocessors, and work with Recommended prerequisites: Junior Metalwork
basic coding for Arduino for Robo cs purposes.
Electronics and Robo cs 9 is recommended as a pre‐requisite. Junior Technology & Engineering (Tech 9 & 10)
Junior technology is a course designed to learn, build and
Electronics and Robo cs 11 understand many of the technologies around us every day by
This course builds on the electronics side of Electronics and asking ques ons and discovering the answers. Students will be
Robo cs 10 while s ll applying robo cs and coding to projects. given real‐world challenges to work independently and
Students will expand on circuit prototyping and development, collabora vely with other using the design cycle to understand
revisit the Arduino for project coding and be introduced to how things work. This is a project based course based on
Wa ’s Law. This course will offer the use of the same materials, problem solving skills and collabora on, while con nuously
but with an expanded component of audio, digital, and light assessing the impacts of technologies on the environment and
circuits such as the Stereo, Colour Organ and programmable LED society.
Cube projects. In this course students have the op on to
complete projects that interest them ranging from computer Senior Technology & Engineering (Tech 11 & 12)
controlled games to IPod stereos. Electronics 11 is a project Senior technology is designed to further the understanding of
based course that allows students to learn and develop skills basic concepts learned in junior technology and engineering,
through the use of tools and computers. while broadening the field of what makes something a
Electronics and Robo cs 9/10 is recommended as a pre‐requisite. technology. In this course, students will prac ce fine motor
skills while they prototype, create and revise their projects
Electronics and Robo cs 12 around cri cal thinking to achieve an end goal in the following
Electronics 12 is a very hands on course that offers students the possible areas: Engineering, Energies, Avia on and Robo cs.
opportunity to build and create several projects throughout the Recommended prerequisites: Junior Technology,
semester. In this course, students will further their knowledge of Dra ing and Design, Metalwork and/or Junior
design and development processes of printed circuit boards and Woodwork.
con nue to incorporate Arduino programming and micro
controllers with the projects they make/develop throughout the
semester. Electronics 12 is a project based course that allows
students to learn and develop skills through those of tools and
computers.
Electronics 11 is recommended as a pre‐requisite.
11Business Education
ADST 9 Informa on & Communica on Technologies Accoun ng 11
This course provides an introduc on to basic accoun ng
This course presents students with fundamental business and
concepts—a system to record and summarize financial events.
computer skills required to be successful in the 21st century.
Students will learn how to organize data using manual methods
Students will learn to develop good keyboarding habits through
to record, post and summarize transac ons, and prepare
prac ce exercises and tes ng. They will use Microso Word,
financial statements and reports. Students learn to create
PowerPoint, Excel, and Googledocs with more advance
balance sheets, ledgers, income statements, journaling and
techniques than previously learned. Students will be introduced
pos ng transac ons. Students will also be required to interpret
to topics in Entrepreneurship and Marke ng and crea ng their
financial statements and predict what changes may occur to
own websites and blogs using Weebly and Wordpress accounts.
affect the financial posi ons of a company. Students do learn
Students will study communica on skills required in society and
how do their own tax returns in this course too.
technologies used in business. They will also examine various
tools and programs for computer programming (coding). Upon
finishing this course, students will be able to evaluate different Entrepreneurship 12
applica ons and defend their use in solving problems, data Students will discover the meaning of entrepreneurship and
retrieval, and edi ng. iden fy characteris cs and skills demonstrated by
entrepreneurs. They will research a variety of entrepreneurs and
Entrepreneurship and Marke ng 10 analyze their own entrepreneurial strengths and skills. They will
This course will cover the basic understanding of business in study the different forms of business en es, how to begin a
Canada and Society. Students will gain basic skills in the func on business, operate a business and create a business plan.
and use of marke ng, business communica on, Important areas covered in the se ng up and opera on of a
entrepreneurship and how each relates to our unique business small business includes: planning, organizing, controlling,
environment. Students will also gain an apprecia on and strengths and weaknesses, site loca on, financing, human
understanding of global business. With an emphasis on crea ve resources, promo on and innova on. Guest speakers will be
and cri cal thinking, students will use a variety of mediums both invited to speak about their businesses. Students will have a
independently and coopera vely in order to begin to acquire the chance to create their own Student Venture in this class.
necessary skills and awareness to par cipate in the Business
Community. Computers will be used as tools for research and
business applica ons. Students who take this course will have
Marke ng 11
opportunity to par cipate in “QE Dragon’s Den.” Also will do a A prac cal, ac vity‐based course providing students with
unit learning about Sports and Entertainment industry too. opportuni es of examining the nature and role of marke ng in
local and global contexts as well as from a consumer perspec ve.
Students will be encouraged to learn how marke ng helps
Web Development 10 businesses determine and meet customer needs (marke ng
This course provides students with an opportunity to learn about research); how business offer, promote and deliver products
the structure and content of HTML, CSS, JavaScript, and block (promo ons and pricing), and how to develop ethical and
coding. Students learn about the benefits and drawbacks of effec ve ways to meet consumer needs (products), and to
online websites and content management systems. Students explore the nature of the worlds economy. Students who take
learn how to create and manage databases and look at career this course will have opportunity to create their own business
op ons in web development and the interpersonal skills plan and par cipate in QE version of Dragon’s Den.
necessary for success in this field.
Computer Studies 10
This course provides an opportunity to learn about computer
hardware, external components and various so ware types and
how to trouble shoot them. Students will learn about computer
security risks, digital literacy and ci zenship and how to plan and
write simple programs. Students will also be required to study
the impact of computers and technology on society and ethical
issues of technology use and environmental sustainability.
12Business Education
Business Computer Applica ons 12 Computer Science 11
This course offers a mul disciplinary approach to teaching the
This founda on course in business communica on systems
underlying principles of computa on. This course will introduce
develops students’ skills in keyboarding, word processing,
students to the crea ve aspects of programming, problem
spreadsheets, databases, business communica ons,
solving using decomposi on, abstrac ons, algorithms, large data
presenta on, electronic communica ons and desktop
sets, cybersecurity concerns, and compu ng impacts. This
publishing. Students learn the nature of business informa on,
course gives students the opportunity to use current
become proficient in choosing technology to manage it, develop
technologies to create computa onal ar facts for both
interpersonal skills to share and present effec vely, and examine
self‐expression and problem solving. Together, these aspects of
issues of privacy and the standards of conduct associated with
the course make up a rigorous and rich curriculum that aims to
holding and seeking informa on. Students will become proficient
broaden understanding and par cipa on in computer science
using Microso Word, Excel, PPT and Publisher in this class.
and technology. The topics covered are: number system and
basic data types, basic programming concepts, variable scope,
Computer Programming 11/12
ways to construct and evaluate logical statements, use of
So ware developer and programmer are two exci ng careers
control flow to manipulate program execu on, development of
now available in the field of computer science. Who knows what
algorithms to solve problems in mul ple ways, techniques for
the future will bring? Who will be developing computer games
opera ons on and searching of arrays and lists, problem
in 2020? This course is designed for students who have no
decomposi on through modularity, ways to model
programming experience, but have an interest in computer
mathema cal problems, big data and security, and impact of
science. Students begin the process of describing, analyzing, and
compu ng such as ar ficial intelligence.
solving programming problems. This course introduces the
fundamental principles of structured programming, within the
context of an object‐oriented language. The emphasis for this
course involves rela ng the syntax and concepts of programming
to HTML, Java, Ruby, Python and more. We will explore the
concepts behind block programming used to program robots
and to design games. Basic computer skills are recommended as
a pre‐requisite.
13Career Development
Career Development involves developing the skills of a life‐long Grade 10 Requirements
learner. Our primary focus is to have students self‐manage and Career Life Educa on
find balance in all aspects of life as they build pathways leading
The focus of Career Life Educa on is to enable students to
to overall success and well‐being. Skills such as conflict
develop the skills, knowledge and a tudes they need to become
resolu on, problem solving, rela onship building, and other
self‐directed individuals who set goals, make though ul
facets associated with community engagement and ci zenship,
decisions, and take responsibility for pursuing their goals
as well as a strong work ethic are entrenched within every
throughout life. Specifically, Career Life Educa on provides
career course. These transferable skills paired with work done
opportuni es for students to gain a be er understanding of
on resumes, cover le ers, interviews and opportuni es to
themselves and others, to plan for successful learning
explore their interests, help prepare students for their transi on
throughout secondary school, to think cri cally about personal
from secondary school. Whether it be to the world of work and/
choices and decisions, and to explore a wide‐range of career
or further training and educa on, the goal is to have them be
and post‐secondary op ons. Career Life Educa on provides
confident in their ability to adjust and adapt to the world around
relevant and experien al learning opportuni es, helping
them.
students relate their learning in school to the demands of the
working world as well as the expecta ons of the community.
We will be using MyBlueprint with students in all Career
Educa on classes. MyBlueprint is an online tool that enables
Grade 11/12 Requirements
students to inves gate and research educa onal op ons for all
pathways (appren ceship, work, college and university), Career Life Connec ons
discover learning styles, explore career interest surveys, plan This coursework is designed to help students prepare for a
secondary school courses, set short‐term and long‐term goals, successful transi on to life a er secondary school. Students will
build resumes and much more. spend me discovering and developing a be er understanding
of both themselves, including their skills, interests, abili es and
Grade 8 & 9 Requirements passions, as well as the world they live in. They will also explore
the reali es and opportuni es of modern workplaces, while
Career Educa on 8 & 9 refining their employability skills and learning how to manage
Building on their awareness & experience from K‐7, the focus of themselves as independent, socially responsible ci zens. Based
career development for Grade 8 & 9 is to have students on this founda on, they will begin to target appropriate
con nue to develop and explore concepts such as self‐iden ty, post‐secondary educa on or training op ons and begin to
leadership, conflict resolu on, collabora on, and self‐advocacy implement ac on plans to support their decisions. Students will
in life and in the workplace. They will also work on prac cing & also receive support in crea ng and presen ng a culmina ng
strengthening other essen al skills, including decision‐making project highligh ng their growth and development as skilled,
and problem solving, and begin thinking about all the different knowledgeable, socially aware and responsible ci zens. Students
factors that influence career choices and pathways. Using can meet these requirements in two ways at QE: as part of a
MyBlueprint as a tool, students will access these opportuni es Co‐op program in Grade 11/12, or through a Career Life
through a variety of in‐class ac vi es, workshops, ini a ves and Connec ons Focus Studies program.
given opportuni es to demonstrate their learning through
self‐directed, inquiry‐based projects, reflec ons and por olios.
Career Life Connec ons (CLC)
Focused Studies Programs
Career Life Connec ons is a requirement for all graduates of
2021 and beyond. Career Life Connec ons (4 credits) is a full
semester, daily a ended course required by all students in grade
11 or 12. We highly suggest that all students that have not taken
a Full Day Coop enroll in a focus study program (see below) as a
way to meet the requirements of CLC, concentrate on an area of
interest and to gain valuable work experience.
14Career Development
Co‐op Programs Humani es Co‐op 11 (24 credits)
Along with the chosen area of study, work experience is an The Humani es Co‐op is suited for all students wishing to
integral part of all Co‐op Programs, including workplace safety explore real world issues while gaining work experience and
and prepara on, as well as the comple on of 90 to 120 further discovering where their interests lie. Several gradua on
work‐based hours. This allows Co‐op program students the requirements will be met following the successful comple on of
opportunity to explore and develop their knowledge and skills the Humani es Co‐op, including senior English, Social Studies
both in the classroom and through real‐world work experiences. and Media courses, as well as Career Life Connec ons 12. There
Co‐op programs simulate the balance of school and work, and will be a strong focus on global issues and current events, but
prepare students for transi oning into the world beyond also on B.C.’s past, present, and future through the study of First
secondary school. Na ons history, our poli cs and government, our culture, and
our economic and employment outlooks. This course provides a
Co‐ops are designed to integrate student studies with related founda on for many areas from trades and technical to
work experiences and must be taken as shown. Students will academic, including social sciences, educa on, law, policing, and
work with one teacher and the same classmates throughout health sciences.
the course. They must be prepared for some accelera on of (Open to students in Grade 11 and 12)
class material to accommodate for the me spent outside the Composi on 11
school in the work experience component. Each Co‐op Program Poli cal Studies 12 (SS)
consists of 2‐3 core subjects, 2 Work Experiences, and Career New Media 11
Life Connec ons. Work Experience 12A & 12B
Career Life Connec ons 12
Geography/Leadership Co‐op 11/12 (24 credits)
This Co‐op is for students who enjoy being ac ve and are Automo ve Technician Co‐‐op 11/12 (24 credits)
passionate about both learning and being immersed in Bri sh With a con nuously changing automo ve industry, automo ve
Columbia’s natural environment. There will be many field trips technicians need to be up to date with current vehicle systems,
and one or more mul day over night trips. Field trips will be at parts and diagnos cs. The automo ve technician co‐op is
the students cost. This program is well suited for students who designed to do just that by building on students’ entry‐level
are interested in studies involving ac ve living, geography, and knowledge of vehicles, systems, tools, techniques and theory
natural resources and may be pursuing an educa on in areas while assis ng them to poten ally con nue into the automo ve
such as environmental studies, recrea onal leadership, urban industry. A theory heavy start to the semester will be met with
planning, atmospheric science, teaching, and other geography plenty of hands‐on labs and vehicle repairs, simulated in our
related fields. automo ve shop. Addi onally, students will take part in two
(Open to students in Grade 11 and 12) work experiences placements.
PE Leadership 12 (Open to students in Grade 11 and 12)
Geography 12 Machining & Welding 12
Physical Educa on 11 Auto Engine & Drive Train 12
Work Experience 12A Automo ve Technology 12
Work Experience 12B Work Experience 12A &12B
Career Life Connec ons 12
Career Life Connec ons 12
15Career Development
Entrepreneurship 11/12 (2 blocks – 12 credits) Science Co‐op 11/12 (2 blocks—12 credits)
This course prepares students to make successful transi ons to Science Co‐op is suited for students with a passion for science
post‐ secondary work, educa on, and/or training and allows who may be considering pursuing an educa on in areas such as
students to complete their gradua on requirements within an general/health sciences, nursing, health services and educa on.
area of interest. Whether as a poten al career or simply to gain Students will be engaged in hands‐on learning in the lab,
skills & knowledge related to business, students interested in building essen al skills for any science‐based post‐secondary
looking for the opportunity to obtain valuable skills in the program. 70% or higher in Science 10 and 67% in Math 10 is
classroom and the real world should consider this program. This recommended as a pre‐requisite.
course provides students with the experience of star ng, (Open to students in Grade 11 & 12)
running and closing a business while gaining skills in marke ng Chemistry 11
and accoun ng. The career possibili es in business are endless; Work Experience 12A
build your own future. Career Life Connec ons 12
(Open to students in Grade 11 & 12)
Entrepreneurship 12 Robo cs Engineering Co‐Op 11/12 (2 blocks—12 credits)
Work Experience 12A Robo cs Engineering Co‐Op 11/12 (2 blocks – 12 credits)
Career Life Connec ons 12 In today’s world, coding and electrical circuits are becoming a
big part of our everyday lives. Electricians and programmers
Trades Prep Co‐op 11/12 (2 blocks – 12 credits) are in very high demand in the work force and it is important
Trades Prep is designed for students wishing to gain skills and/ students familiarize themselves with the basic skills and
or explore a variety of trades. Through coursework and hands knowledge required for post‐ secondary programs. The
‐on experience, students will be exposed to all or some of the Electronics and Robo cs 11/12 Co‐op is a special learning
following areas: Electrical, Plumbing, Sheet Metal, Welding, opportunity that allows students to spend me learning and
Machinery, Auto Tech and Carpentry, giving students a wide developing skills to construct electrical circuits, code,
range of technical skills on which to further build and explore. prototype and design projects including VEX robo c
(Open to students in Grade 11 & 12) construc on and design, 3D modeling for 3D printer use,
Skills Explora ons 11 electrical theory, as well as career opportuni es within the
Work Experience 12A •electrical field. Addi onally students will take part in a work
Career Life Connec ons 12 •experience placement and compete in Skills Canada.
(Open to students in Grade 11 & 12)
Electronics 11
Work Experience 12A
Career Life Connec ons 12
16English
English Language Arts English 10
The major goal of English 10 is to provide learning strategies
English Language Arts are designed to empower students by
providing them with strong communica on skills, an understanding around the three core competencies of thinking, communica ng,
and apprecia on of language and literature, and the capacity to and personal/social learning. Through the integra on of reading,
engage fully as literate and responsible ci zens in a digital age. wri ng, oral communica on, viewing, and represen ng, English 10
Students are guided in learning to think cri cally, crea vely, and is designed to develop students’ language arts skills and to
reflec vely; to construct a sense of personal and cultural iden ty; enhance their apprecia on of literature and language, including
and to be respec ul of a range of perspec ves and worldviews. In First Peoples literature and First Peoples Principles of Learning. The
ELA, all six of the language arts elements (reading, listening, ac vi es and resources are selected to appeal to a range of
viewing, wri ng, speaking, and represen ng) are inextricably interests and abili es and to foster inquiry, curiosity, and
interconnected. The First Peoples Principles of Learning are though ul reflec on connected to the curricular competencies and
embedded in the ELA curriculum. ‘Big Ideas’ of the grade 10 curriculum:
The explora on of text and story deepens our under‐
standing of diverse, complex ideas about iden ty, others,
English 9 and the world
The major goal of English 9 is to provide learning strategies around People understand text differently depending on their
the three core competencies of thinking, communica ng, and worldviews and perspec ves.
personal/social learning. Through the integra on of reading, Texts are socially, culturally, geographically, and
historically constructed.
wri ng, oral communica on, viewing, and represen ng, English 9 Language shapes ideas and influences others.
is designed to develop students’ language arts skills and to Communica on empowers and engages people as
enhance their apprecia on of literature and language, including ci zens in the real‐world.
First Peoples literature and First Peoples Principles of Learning. The
ac vi es and resources are selected to appeal to a range of Due to the impact of COVID 19 and the quarter system being in
interests and abili es and to foster inquiry, curiosity, and place for the 2021/2022 school year, all students will take only
though ul reflec on connected to the curricular competencies and Composi on 10 to complete their English Language Arts 10
‘Big Ideas’ of the grade 9 curriculum: requirement. Embedded in Composi on 10 will s ll be elements of
Language and literature help us find meaning and joy. the elec ves offered in other years (New Media, & Crea ve Wri ng)
Exploring stories and other texts helps us understand
ourselves and make connec ons to others and to the
world. Literary Studies and Composi on 10
People understand texts differently depending on This course is designed to support students in their development
their worldviews and perspec ves. of wri en communica on. Students explore and create coherent,
Texts are socially, culturally, and historically constructed. purposeful composi ons. Students will be introduced to varied
Ques oning what we hear, read, and view contributes to structures, forms, and styles of composi ons. Students will study,
our ability to be educated and engaged ci zens.
create, and write original pieces exploring audience and purpose.
As well, students will delve deeply into literature (fic on and
non‐fic on) as they explore specific themes, periods, authors, or
areas of the world. Students will develop higher level thinking and
learning skills to broaden their understanding of themselves and
the world.
17English
English 11
Due to the impact of COVID 19 and the quarter system being in place
The major goal of English 11 is to provide learning strategies
for the 2021/2022 school year, all students will take only
around the three core competencies of thinking, communica ng,
Composi on 11 to complete their English Language Arts 11
and personal/social learning. Through the integra on of reading,
requirement. Embedded in Composi on 11 will s ll be elements of
wri ng, oral communica on, viewing, and represen ng, English 11
the elec ves offered in other years (New Media, Crea ve Wri ng,
is designed to develop students’ language arts skills and to
Literary Studies, and Spoken Language).
enhance their apprecia on of literature and language, including
First Peoples literature and First Peoples Principles of Learning. The
ac vi es and resources are selected to appeal to a range of Composi on 11 (4 credits)
interests and abili es and to foster inquiry, curiosity, and Composi on 11 is designed to support students as they refine,
though ul reflec on connected to the curricular competencies clarify, and adjust their wri en communica on through prac ce
and ‘Big Ideas’ of the grade 11 curriculum: and revision. Students will read and study composi ons by other
The explora on of text and story deepens our writers and be exposed to a variety of styles as models for the
understanding of diverse, complex ideas about iden ty, development of their wri ng. The course provides opportuni es for
others, and the world. students to, with increasing independence, study, create, and write
People understand text differently depending on original and authen c pieces for a range of purposes and
their worldviews and perspec ves. real‐world audiences. They will expand their competencies
Texts are socially, culturally, geographically, and historically through processes of dra ing, reflec ng, and revising to
constructed. build a body of work that demonstrates expanding
Language shapes ideas and influences others. breadth, depth, and evidence of wri ng for a range of
Ques oning what we hear, read, and view contributes to situa ons. They will develop confidence in their abili es as
our ability to be educated and engaged ci zens. they consolidate their wri ng cra .
Digital ci zenship requires both knowledge of digital The following are possible areas of focus within Composi on 11:
technology and awareness of its impact on individuals and Narra ve, expository, descrip ve, persuasive, and
society. opinion pieces.
People are empowered by being able to Planning, dra ing and edi ng processes.
communicate effec vely. Wri ng for specific audiences and specific disciplines.
Engagement with wri ng processes can support How to cite sources, consider the credibility of
crea vity and enhance clarity of expression. evidence, and evaluate the quality and reliability of
Crea ve writers take risks and persevere. the source.
Crea ve writers are observant of the world.
Writers write for authen c audiences and real world repor ng, interviews, reviews (fashion, movie),
purposes. adver sing, tles, bylines, sample readings.
Memoir – suggested content includes place‐based
wri ng, narra ve, film memoir, sample readings.
EFP (English First Peoples) Literary Studies and Wri ng 11
EFP Literary Studies and Wri ng 11 is the academic equivalent
to Language Arts 11. This course focuses on the experiences,
values, beliefs, and lived reali es of First Peoples as evidences
in various forms of text‐including oral story, speech, poetry,
drama c work, dance, song, film, and prose (fic ons and
non‐fic on)
18English
All students must take English In addi on to English Studies 12, students may
Studies 12 to graduate choose the following as an elec ve:
The required English Studies 12 course builds on and extends Literary Studies 12 (4 credits)
students’ previous learning experiences in English Language
Literary Studies 12 allows students to delve more deeply into
Arts 10
and 11 courses. It is designed for all students and provides literature through increasingly complex texts. Students can explore
them with opportuni es to: specific themes, periods, authors, or areas of the world through
Refine their ability to communicate effec vely in a literary works (fic on and non‐fic on) in a variety of media. Giving
variety of contexts and to achieve their personal and students the choice of a range of literary topics allows them to
career goals.
follow their passion and at the same me:
Think cri cally and crea vely about the uses of
languages. Increase their literacy skills through close reading of
Explore texts from a variety of sources, in mul ple appropriately challenging texts.
modes, and that reflect diverse worldviews. Enhance their development of the English Language Arts
Deepen their understanding of themselves and others
curricular competencies, both expressive and recep ve.
in a changing world.
Gain insight into the diverse factors that shape Expand their development as educated global ci zens.
iden ty. Develop balance and broaden their understanding of
Appreciate the importance of self‐representa on themselves and the world.
through text. Further refine higher‐level thinking and learning skills.
Contribute to Reconcilia on by building greater
understanding of the knowledge and perspec ves of The following are possible areas of focus in Literary Studies 12:
First Peoples. Genre‐specific studies – poetry, short stories, novels,
Expand their understanding of what it means to be
drama, graphic novels, children’s literature.
educated Canadian and global ci zens English Studies
12 will provide learning strategies around the three World literature.
core competencies of thinking, communica ng, and Diasporic literature.
personal/social learning. Through the integra on of Feminists literature.
reading, wri ng, oral communica on, viewing, and Canadian literature.
represen ng, English Studies 12 is designed to First Peoples texts.
develop students’ language arts skills and to enhance
Specific author studies.
their apprecia on of literature and language,
including First Peoples literature and First Peoples Topic, theme, or inquiry.
Principles of Learning. The ac vi es and resources are Canonical literature by era – Middle Ages, Renaissance,
selected to appeal to a range of interests and abili es Restora on, Roman c, Victoria, 20th Century.
and to foster inquiry, curiosity, and though ul
reflec on connected to the curricular competencies
English 12 First Peoples
and ‘Big Ideas’ of the grade 12 curriculum:
The explora on of text and story deepens our English 12 First Peoples is the academic equivalent to Language
Arts
understanding of diverse, complex ideas about
12. This provincially examinable course is intended for both
iden ty, others, and the world.
People understand text differently depending on their Aboriginal and non‐Aboriginal students. The First Peoples’
worldviews and perspec ves. worldview will be studies through oral tradi on, storytelling,
Texts are socially, culturally, geographically, and poetry, media and informa onal text and drama as wri en/told by
historically constructed. First Peoples’ authors. There will also be a connec on with local
Language shapes ideas and influences others.
Elders who will be available to visit and speak on various subjects.
Ques oning what we hear, read, and view
contributes to our ability to be educated and engaged
ci zens.
The examina on of First Peoples cultures and lived
experiences through text builds understanding of
Canadians’ responsibili es in rela on to
Reconcilia on.
19Learning Support & English Language Learners
The Learning Support Program is available for students who BOARD APPROVED ELL COURSES:
need support and assistance in their academics. The program
consists of enrolled tutorial/skill building classes for Introduc on to Academic Language ELL 10
designated students and non‐enrolled drop‐in opportuni es This course is designed for English Language Learners (ELLs) who
for all other learners. Placement in LST tutorials, Skills for have made some progress in developing their Basic Interpersonal
Success, and ELL courses will be based on the individual Communica on Skills (BICS) already and are ready to more
learning needs of the student. Students will not choose these intently and explicitly begin developing academic English
courses themselves—placement will be determined by a (Cogni ve Academic Language Proficiency, or CALPS). In this
student’s counsellor based on teacher recommenda ons and course, students grow their knowledge and skills for academic
iden fied need. communica on in English through explicit vocabulary, reading,
wri ng, speaking, listening, and viewing instruc on in a sheltered
environment. This course builds a bridge between students’
LST Tutorials – Non‐Credit (Grades 8‐ 12) previous learning, their personal and social iden es and
The Learning Support program provides students with a tutorial rela onships, and the new cultural se ng within which they are
block to support them in their educa on. In a tutorial block, now interac ng. This course is worth 4 credits.
students receive assistance and support in areas of need and
build fundamental academic skills in a suppor ve environment.
Please not that LST courses are zero credits unless otherwise English Language Development 11
stated.’’ In this course, students will develop their academic English within
a sheltered environment which meets the specific cultural
Skills for Success (Grades 10‐12) adjustment needs of English Language Learners (ELLs). This
This course provides direct and specific instruc on to develop course con nues to expand upon the skills acquired in
student knowledge, self‐awareness and skills to engage learning. Introduc on to Academic Language ELL10 which are needed in
The course is designed to offer opportuni es for cross‐curricular order to be successful in wri ng, speaking, listening, and reading
connec ons and focuses on core competency development that competencies through a variety of text genres, registers,
will help learners demonstrate independence in use of skills and structures, forms, and styles. This course includes elements of
strategies that support learning and person goal se ng. This Canadian culture (cultural iden ty and First Peoples culture). This
course is worth 4 credits and students will receive credit for one course is worth 4 credits.
course per year from grades 10 to 12.
ELL 1/2 (Beginner/Developing)
Students who are new to English or who are experiencing
difficulty with any aspect of English (listening, speaking, reading,
and wri ng) will be registered in this course by counsellor based
on language assessment. This is a non‐credit course.
ELL 2/3 (Developing/Expanding)
Students will con nue to receive English language instruc on
(listening, speaking, reading, and wri ng) to build upon the skills
learned in beginning/developing class. This is a non‐credit
course.
20Fine Arts - Dance, Drama & Music
Beginner Dance 9/10
Band 9‐Instrumental Music This is a beginner dance course. It is an excellent opportunity for
Band 9 is a course that will build on skills learned in Band 8. It students who have li le to no experience in dance classes. This
will allow students to con nue explora on in an instrument of course is designed to give students basic skills in hip‐hop, jazz,
their choice. It will also be a course designed around cultural and contemporary projects. Students have shown that
opportuni es to perform. dance relieves stress and helps students express themselves
through the body.
Band (Grades 10‐12)‐ Instrumental Music
This group studies and performs a variety of music, including
pop, jazz, and rock. Each year, the group performs at concerts Intermediate Dance 10/11
and fes vals. Special emphasis is placed on developing Students will delve more deeply into the intricacies of each genre.
improvisa on skills, ensemble playing, forming small bands The program will include guest instructors for cultural dance and
called “combos”, building of self‐esteem and achieving a very specific types of dance (ie. Bboy, Pop, Lock, Krump, Groove etc).
high level of playing skill and musicianship. You will work on group choreography projects as well as dance
the choreography of others (ie: teacher, guest, peers).
Performance opportuni es include lunch‐ me shows, elementary
Guitar 9 school shows as well as a semester end showcase called
This is an introductory course and is intended for students of all QinEsthe cs, Surrey Schools Dance Fes val as well as Outbreak
backgrounds, even if they have never played music before. We which is a Surrey hip hop dance compe on. This class is perfect
start with what a guitar looks like, how to hold it, and how to get for students who have enjoyed dance previously and are ready
a sound but by the end of the semester you will be able to play for more performance opportuni es. O en students who have
melodies and strum chords to your favorite songs. had experience performing in front of others have increased
self‐confidence.
Guitar 10
This is a beginner guitar course so even if you’ve never played Advanced Dance 11/12
music before, this is a great opportunity. This course is designed This course is for students who are serious about dance.
to equip students with beginner guitar skills including reading Students will con nue to deepen their knowledge of Hip Hop,
notes, reading chords, group playing, group performance, basic Jazz and Contemporary dance primarily as well as some Tap and
soloing ability, healthy playing posture, playing techniques and Cultural dance. Intense daily warm‐ups will challenge students to
some basic music theory understanding. The guitar is the most push their endurance and strength to the next level. The course is
popular instrument worldwide because it is light and easy to intended for mainly senior students because a high level of
carry, not very expensive and sounds great! If you have taken maturity is necessary for the themes we will be tackling in
guitar 9, you have the opportunity to both re‐learn the basics, choreography. This class will be taking a leadership role in
and also to move onto book 2, if you are ready to learn more collabora on projects with other classes in the school. There will
techniques. be a wide opportunity for advanced dance students to perform
including: lunch‐ me shows, elementary school shows,
Guitar 11/12 QinEsthe cs, Surrey School Dance Fes val and BreakOut/
Senior guitar classes are intended for senior students who enjoy OutBreak. There will be me commi ed to exploring the Fine and
music and would like to develop their guitar playing ability. Performing Arts opportuni es at post‐Secondary ins tu ons
Students who have taken Guitar 9 and/or Guitar 10 will likely be including a field trip to the School of Contemporary Arts in the
progressing onto book 3 and developing some high level skills if Woodwards SFU building. Here is a great opportunity to learn as
they feel ready for the challenge. much about dance as you can, create some las ng memories with
Ra onale: Regular playing of music has been shown, though friends and perform while it’s free!
scien fic study, to add joy to a person’s quality of life. By
learning some basic guitar skills, a student has the exposure and
opportunity to enter into this higher quality of life if they choose
to con nue. Recent studies at UBC claim that when BC high
school students are ac vely involved in their school’s music
program, all of their work improves, even final exams in math
and science!
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