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Pelican Falls
First Nations High School
"TO BECOME WHAT WE CAN BE"
A Program of the Northern Nishnawbe Education Council
SCHOOL YEAR & COURSE
CALENDAR GRADES 9 to 12
2017- 2018
Information for Students and Parents
1
Pelican Falls First Nations High School
650 Pelican Falls Road, Sioux Lookout, ON P8T 0A7
Tel: (807) 737-1110 Toll Free: (800) 378-9111 Fax: (807) 737-1449
E-mail: [email protected]
OPERATED ON BEHALF OF SIOUX LOOKOUT DISTRICT FIRST NATIONS
Northern Nishnawbe Education Council
21 King Street, P.O. Box 1419, Sioux Lookout, ON P8T 1B9
2
T A B L E O F C O N T E N T S GRADE 9 to 12 CALENDAR
Page
1.0 WELCOME
1.1 Northern Nishnawbe Education Council .................................................................... 4
1.2 Teachings from the Elders .............................................................................................. 6
1.3 Mission Statement ............................................................................................................ 7
1.4 School Motto .................................................................................................................... 7
1.6 Statement of Philosophy ................................................................................................ 8
1.7 Goals of PFFNHS ............................................................................................................... 9
2.0 ONTARIO SECONDARY SCHOOL DIPLOMA (O.S.S.D.) REQUIREMENTS
2.1 Diploma Requirements for OSS Students ................................................................. 10
2.2 Community Involvement Activities ........................................................................... 11
Community Involvement Completion Form ............................................................ 12
2.3 The Test of Reading and Writing ................................................................................ 11
2.4 Types of Courses ........................................................................................................... 14
2.5 Grades 11 & 12 Courses .............................................................................................. 16
2.6 Substitutions for Compulsory Courses ....................................................................... 17
2.7 The Ontario Secondary School Certificate ............................................................. 17
2.8 The Certificate of Accomplishment .......................................................................... 18
2.9 The Credit System ......................................................................................................... 18
2.10 Curriculum & First Nations Students ........................................................................... 18
3.0 THE FIRST DAY
3.1 Orientation Day ............................................................................................................ 19
4.0 HOW THINGS ARE DONE
4.1 Evaluation ...................................................................................................................... 20
4.2 Reporting ........................................................................................................................ 20
4.3 Examinations / Mid-Term Tests .................................................................................... 21
4.4 Attendance Policy ....................................................................................................... 22
4.5 Student Records (OSR & OST) .................................................................................... 22
4.6 Full Disclosure ................................................................................................................. 23
4.7 Plagiarism Policy ........................................................................................................... 24
4.8 Course Changes ........................................................................................................... 24
4.9 Late and Missing Assignments Policy ........................................................................ 25
5.0 WHEN IT ALL HAPPENS
5.1 The School Day ............................................................................................................. 27
5.2 The Daily Timetable ...................................................................................................... 28
5.3 The Two Day Cycle ....................................................................................................... 29
6.0 OTHER IMPORTANT PROGRAMS
6.1 Support Services............................................................................................................ 30
6.2 Co-Op Program ............................................................................................................ 30
3
T A B L E O F C O N T E N T S GRADE 9 to 12 CALENDAR
Page
6.3 School Facilities
Library ................................................................................................................. 31
Computer Room .............................................................................................. 31
Portable Computer Lab ................................................................................. 31
Gymnasium ....................................................................................................... 32
Kitchen ............................................................................................................... 32
Nursing Station .................................................................................................. 32
Lockers ............................................................................................................... 32
6.4 Wahsa Distance Education Centre ........................................................................... 33
6.5 Student Complaints Procedure .................................................................................. 34
7.0 FUN STUFF TO DO
7.1 Extra Curricular Activities .............................................................................................. 35
8.00 COURSE CODES AND DESCRIPTIONS
8.0 Understanding Course Codes and Descriptions ..................................................... 37
8.1 English .............................................................................................................................. 38
8.2 Canadian & World Studies .......................................................................................... 42
History ................................................................................................................. 42
Law ..................................................................................................................... 44
Geography ....................................................................................................... 45
8.3 Mathematics .................................................................................................................. 47
8.4 Science............................................................................................................................ 50
8.5 Arts .................................................................................................................................... 53
8.6 Native Language .......................................................................................................... 55
8.7 Native Studies................................................................................................................. 57
8.8 Careers ............................................................................................................................ 59
8.9 Health and Physical Education .................................................................................. 61
8.10 Business ............................................................................................................................ 63
8.11 Technology ..................................................................................................................... 66
8.12 Social Sciences & Humanities ..................................................................................... 69
8.13 Cooperative Education ............................................................................................... 71
8.14 Interdisciplinary Studies ................................................................................................ 72
8.15 Prior Learning & Assessment Recognition ................................................................. 73
9.0 SCHOOL YEAR CALENDAR
9.1 About the School Year Calendar .............................................................................. 76
9.2 School Year Calendar .................................................................................................. 77
4
Northern Nishnawbe
Education Council
Pelican Falls is a very special school.
It was established by your parents and el-
ders to give you an opportunity that they
did not have - to attend a First Nations High
School.
Pelican Falls is operated by Northern Nish-
nawbe Education Council (NNEC). The
NNEC is directed by the Chiefs of the 24
Sioux Lookout District First Nations. It was
established in 1979 as an essential part of
the movement for First Nations to develop
administrative capacity to take over the
boarding program for students of the Sioux
Lookout District attending grades 9 through
12 outside their communities. NNEC now
provides secondary and post-secondary
educational services.
NNEC Vision Statement: For our youth, a
sound successful future with a viable and
meaningful role in society, and their rightful
place as First Peoples.
NNEC's mission is to work in partnership with
parents, guardians and First Nation com-
munities to deliver bi-lingual and bi-cultural
educational services that will enable our
youth to participate successfully in all cul-
tures and in all walks of life.
NNEC Guiding Principles: In all activities,
NNEC conducts itself in a manner con-
sistent with traditional and contemporary
First Nation values and with, but not limited
to, the following principles:
1. We shall respect spiritual and tradi-
tional beliefs.
2. Our first obligation is to our students.
3. We are partners with the parents,
guardians, and communities in the
education of the students we spon-
sor.
4. We will preserve and enhance First
Nations' languages and cultures.
5. We are committed to providing a
safe and secure learning, living and
working environment.
6. We are committed to the delivery of
educational services which will assist
students in achieving their personal
and educational goals.
7. We are committed to the develop-
ment of effective and innovative
educational programs that will pro-
vide the best possible education for
our youth.
8. We are committed to the develop-
ment of future leaders, professionals
and capable citizens for our First
Nations.
9. We will commit to providing stu-
dents with the skills, knowledge,
confidence and attitude to be self
sufficient and capable individuals.
10. We will acknowledge the achieve-
ments and successes of students
and staff.
11. We will work collaboratively with
other agencies and with the gov-
ernments of Canada and Ontario.
WELCOME TO PELICAN FALLS FIRST NATIONS HIGH SCHOOL --
Welcome to Your School!
5
The School
Pelican Falls First Nations High School is a Pri-
vate High School. All courses are approved
and inspected by the Ontario Ministry of Edu-
cation. The credits that you receive at Peli-
can will carry the same value as those of a
provincial secondary school, and are trans-
ferable to any other high school.
The Staff
Elder .................................Juliette Blackhawk
Elder.............................Jeremiah Kanakakeesic
Executive/Education
Director .......................................Norma Kejick
Principal ........................Solomon Kakagamic
Vice Principal................................ Sylvia Davis
Guidance Counsellor............ Shawn Hordy
Social Counsellor ............Glen Whiskeychan
Secretary .................................... Beth Downey
Receptionist .......................Joyce Wyspianski
Athletic Director ....................... Scott Haines
FNSSP ...............................................Dylan Harp
Teachers:
Graham Coughlin
Elana Daniels
Robert Docherty
Lynnette Fisher
Sean Hochstetler
Tom Hoppe
Nathan Hunter
Jared Louison
Lynnette Martin-
Paulichenko
Barry McLoughlin
Sharon Newman
Caralee Pattyson-
Talbot
Matthew Tilbury
Lucy Quezance
Kate Wesley
Thomas Whately
Pete Wyspianski
Special Education: Moira Bower
Teacher Aide: Paddy Kenny
EducationAssistant:CheyenneKakegamic/
Mitch Simmons
Nurses: ..........Carol Wood/Maryanne Carroll
Custodian............................Lisa Kolhemainen
Operations & Maintenance ....Glen Stewart
The Students PFFNHS will provide you with a real chal-
lenge. Our timetable is demanding and of-
ten tiring.
In addition to playing volleyball, hockey,
basketball, and badminton in the NORWOS-
SA league, you will get opportunities to trav-
el and to make many new friends at Pelican.
We pride ourselves on our "family" atmos-
phere where students and staff, work and
play together. Welcome!
Note: Students who graduate with applica-
ble courses at the college, or college/
university levels are eligible to attend most
post-secondary college programs in Cana-
da.
6
Teachings From the Elders
• We want the best education provided by the best teachers
for our children.
• We want education to help our children live a good life.
• We want self government. Self government means that we
make decisions about our lives; it means having our own
doctors and teachers.
• It is important to us that our children know our language
and our history. We want our language to be built into
the curriculum.
• We want our young people to be proud of who they are;
in order to feel good about someone and something else,
we must first feel good about ourselves.
These are some thoughts that your elders and your parents share.
IT IS OUR RESPONSIBILITY - both students and staff to see that this happens.
PELICAN FALLS FIRST NATIONS HIGH SCHOOL
7
Our School Motto
PELICAN FALLS FIRST NATIONS HIGH SCHOOL
Our Mission Statement
The mission of Pelican Falls First Nations High School is to ensure students
develop a strong sense of identity in the distinct language, culture and traditions of
the Anishnawbek and achieve academic excellence and become active
members of society.
“To Become What We Can Be”
The students of Pelican Falls are committed to:
✓ Working towards success
✓ Strengthening our minds and spirit
✓ Keeping our language alive
✓ Taking pride in everything we do
✓ Being free of drugs and alcohol
8
Statement of Philosophy
Pelican Falls First Nations High School is a place that helps our students grow spiritually,
emotionally, intellectually and physically to become strong, healthy, positive adults who
respect and recognize the rights and dignity of each person and contribute to society.
PFFNHS staff works closely with students, parents and community leaders in the develop-
ment of curriculum, programs and school procedures that enable the school to meet com-
munity aspirations and parental goals.
PFFNHS strives to provide a bicultural program in an environment that encourages learning
and promotes the First Nations identity of our students. PFFNHS is an energetic, cheerful,
welcoming place, where students and staff feel a sense of belonging and ownership.
PFFNHS assists our students to develop a sense of self worth, pride in themselves and their
culture and teaches First Nations values, languages, knowledge, skills, and history to pre-
pare them for self determination and self government. PFFNHS and PFC staff teaches and
models:
1. RESPECT: a. Respect for the Creator.
b. Respect for oneself and others.
C. Respect for the environment.
2. RESPONSIBILITY: a. to oneself,
b. to others, and to society
3. TRUTHFULNESS
4. SOCIAL SKILLS:
a. Living in harmony with others, Coopera-
tion, Listening, Sharing,
b. Helping and Supporting others, Gener-
osity, Volunteering.
5. SELF RELIANCE and SELF INITIATIVE
6. LIFE LONG LEARNING
7. GLOBAL CITIZENSHIP:
Appreciation and knowledge of ones
own culture and other cultures of our
world.
8. WISDOM Using First Nations languages as the me-
dium of instruction, encouraging the use
of the languages socially, and actively
promoting the languages through
school media and communications.
PELICAN FALLS FIRST NATIONS HIGH SCHOOL
9
PELICAN FALLS FIRST NATIONS HIGH SCHOOL
Goals
Pelican Falls First Nations High School provides an Ontario accredited secondary level
program designed to meet the educational needs of Sioux Lookout District First Nations
students and the educational aspirations and goals of parents and community lead-
ers. The goals of PFFNHS are:
✓ To improve the secondary school gradu-
ation rate of district First Nations students.
✓ To teach students the knowledge, skills
and values to successfully pursue post
secondary education or to enter the
work force.
✓ To assist students in developing a sense
of identity and pride in First Nations herit-
age through knowledge and under-
standing of themselves and their history.
✓ To assist students in developing confi-
dence and self worth through applied
effort and achievement.
✓ To develop and deliver programs that
promote, enhance and teach First Na-
tions values, languages, history, heritage
and culture.
✓ To promote Native Language fluency
and literacy by teaching district First Na-
tions languages.
✓ To provide a positive, caring, nurturing
environment that encourages life long
learning.
✓ To involve students and parents in the
decision-making of the school.
✓ To provide a varied school curriculum
that provides programs and activities to
encourage community, social and mor-
al responsibilities.
✓ To encourage excellence in teaching
and high standards of performance in
learning.
10
What do you need to graduate?
18 compulsory credits
Students must earn the following compulsory credits to obtain the Ontario Secondary School Diploma:
4 credits in English (1 credit per grade)*
3 credits in mathematics (1 credit in Grade 11 or 12)
2 credits in science
1 credit in Canadian history
1 credit in Canadian geography
1 credit in the arts
1 credit in health and physical education
1 credit in French as a second language
0.5 credit in career studies
0.5 credit in civics
12 optional credits†
40 hours of community involvement activities
the provincial literacy requirement
*A maximum of 3 credits in English as a second language (ESL) or English literacy development (ELD) may be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a Grade 12 compulsory English course. **In groups 1, 2, and 3, a maximum of 2 credits in French as a second language can count as compulsory credits, one from group 1 and one from either group 2 or group 3. ***A maximum of 2 credits in cooperative education can count as compulsory credits. †The 12 optional credits may include up to 4 credits earned through approved dual credit courses.
09-276 • ISBN 978-1-4435-1956-4 (Print) (rev) • ISBN 978-1-4435-1957-1 (PDF) Printed on recycled paper © Queen’s Printer for Ontario, 2010
New 1
In addition, students must complete:
New
New
1
1
Plus one credit from each of the following groups:
group 1: additional credit in English, or French as a second language,** or a
Native language, or a classical or an international language, or social sci-
ences and the humanities, or Canadian and world studies, or guidance and career education, or cooperative education***
group 2: additional credit in health and physical education, or the arts, or business
studies, or French as a second language,** or cooperative education***
group 3: additional credit in science (Grade 11 or 12), or technological education,
or French as a second language,** or computer studies, or cooperative
education***
11
COMMUNITY INVOLVEMENT ACTIVITIES
To graduate, the student must complete a minimum of 40 hours of recorded community volun-
teer work. These activities may be completed at any time during your years in secondary school.
Volunteer work is work done without pay.
includes a variety of settings such as in a school, a church, a day care, a recreation pro-
gram, a tournament, to help with elders, to help with children, to help with a feast, elder's
festival or gathering
it can be done on holidays, weekends, lunch hour or after school
includes volunteer work in your home community or at Pelican Falls Centre
does not include any paid work
Students will maintain and provide a record of their community volunteer activities as follows:
A ‘Community Involvement Planning' form may be completed before the student partici-
pates in the volunteer activity. The principal will check to see that the activity meets the
school's requirements.
Once the student has completed the volunteer activity, they must fill out a ‘Community In-
volvement Record' form and submit this form to the principal for approval. The number of
hours of volunteer work will then be entered into the student's records and placed into their
‘Ontario Student Record’.
THE TEST OF READING AND WRITING SKILLS
All students who enter Grade 9 in the 2001 - 2002 school year or later, must pass the provincial
secondary school ‘Test of Reading and Writing Skills' in order to earn an Ontario Secondary School
Diploma. Students will usually take the literacy test in Grade 10. The test is based on the reading
and writing skills that students should have acquired from Kindergarten to Grade 9.
For the 2016- 2017 school year the Ontario Literacy Test will be written on March 30, 2017 Stu-
dents who are required to write this test must be in school for that day.
Students, who have been eligible to write the Ontario Secondary School Literacy Test (OSSLT) at
least once, and have been unsuccessful at least once, are eligible to take the Ontario Second-
ary School Literacy Course (OLC4O) to achieve both a Grade 12 credit and their literacy cre-
10
dential for graduation. In addition, the school principal may, in special circumstances, grant a
student the right to take the OLC4O course as a substitution for the test after one unsuccessful
Continued on page 13
Mr. Solomon Kakagamic
12
14
Continued from page 11
attempt, as long as the student is in grade 11 or 12 and has the permission of the parent(s)/
guardian(s).
This course is designed to help students acquire and demonstrate the cross-curricular literacy
skills that are evaluated by the Ontario Secondary School Literacy Test. Students who com-
plete the course successfully will meet the provincial literacy requirement for graduation. Stu-
dents will read a variety of informational, narrative, and graphic texts and will produce a varie-
ty of forms of writing, including summaries, information paragraphs, opinion pieces, and news
reports. Students will also maintain and manage a literacy portfolio containing a record of their
reading experiences and samples of their writing.
ACCOMMODATIONS
In special circumstances at the request of students and parents, special consideration will be
given to students who are on an ‘Individual Education Plan' (IEP) when completing the ‘Test of
Reading and Writing Skills'. These can include special forms of print on the test paper and extra
time to complete the test. This requires principal approval.
DEFERRALS
Students registered in English as a Second Language/English Literacy Development (ESL/ELD)
courses, who are not prepared to write the ‘Test of Reading and Writing Skills' in grade 10 may
be allowed to write the test in following years. If a parent or an adult student requests a defer-
ral, the principal will determine whether or not a deferral should be granted and, if so, for what
period of time. The principal will make his or her decision in con-
sultation with the parent or adult student and appropriate school
staff. All students who wish to graduate with an Ontario Second-
ary School Diploma must successfully complete the ‘Test of Read-
ing and Writing Skills' by their graduating year.
EXEMPTIONS
Students whose ‘Individual Education Plan' (IEP) indicates that the
student is not working towards the attainment of an Ontario Sec-
ondary School Diploma may, with parental consent and the ap-
proval of the principal, be exempted from participating in the
secondary school ‘Test of Reading and Writing Skills'.
13
TYPES OF COURSES
Four types of courses are offered in grades 9 - 10: Academic
courses, Applied courses, Open courses, Crossover courses and
Locally Developed courses.
ACADEMIC COURSES
Academic courses are intended to prepare students for university
preparation courses in grades 11 and 12. Students, who are inter-
ested in attending college after completion of high school, should
take academic courses in grades 9 and 10. Academic courses
emphasize theory and abstract problems.
APPLIED COURSES
Applied courses are intended to prepare students for college
preparation courses in grades 11 and 12. Students, who are inter-
ested in attending college, should take applied level courses.
Applied level courses focus on practical applications.
OPEN COURSES
Open courses offered in all secondary school grades, are designed to prepare students for fur-
ther study in certain subjects and to enrich their education. These courses are ‘open' to all stu-
dents and include subjects outside the core areas of mathematics, science, social studies and
English. Like the other streams of courses, open courses are credit-based and are counted to-
ward the 30 credits required to earn an Ontario Secondary School Diploma.
CROSS-OVER COURSES
As students gain experience and learn about new career options, their goals and interests may
change. Students in grade 9 may decide to change pathways and want to switch streams in a
particular subject area when they reach grade 10. For example, a student may decide to move
from grade 9 Applied mathematics to grade 10 Academic mathematics. Students who choose
to switch streams (between Academic and Applied) in the areas of mathematics, sci- ence or
English will be required to complete a cross-over course in that subject area. Cross- over courses
are 30 hours in length and are offered as independent study modules. In most cas- es students
will complete cross-over courses during the summer. Students do not earn credits for completion
of cross-over courses. Please speak with our guidance counsellor if you wish to take a cross-over
course during the summer.
15
LOCALLY DEVELOPED COMPULSORY CREDIT COURSES
No longer Offered
TRANSFER COURSES
Transfer courses will allow students who are taking one type of course in Grade 10 or 11 to
switch to another type in the same subject area. For example, a student who wishes to move
from Grade 10 Applied mathematics to University level mathematics.
16
17
GRADES 11 AND 12 COURSES
In Grade 11 and 12, there are six types of courses offered:
1. University Preparation Courses,
2. College/University Preparation Courses,
3. College Preparation Courses,
4. Workplace Preparation Courses,
5. Open Courses, and Transfer Courses.
UNIVERSITY PREPARATION COURSES
University Preparation courses are intended to give students the knowledge and skills they need
to meet the entrance requirements for university programs. These courses are challenging and
emphasize theory.
UNIVERSITY/COLLEGE PREPARATION COURSES
University/College Preparation courses prepare students for entry into either university or col-
lege. This stream of courses will be offered in only some subject areas in grades 11 and 12.
COLLEGE PREPARATION COURSES
College preparation Courses prepare students for entry into most college programs. These
courses are more ‘activity based’ than the University Preparation courses.
P.L.A.R. (Prior Learning Assessment Recognition):
P.L.A.R. courses will be offered in only some subjects. P.L.A.R. provides mature students with the
opportunity to have their skills and knowledge evaluated against expectations outlined in pro-
vincial curriculum policy documents in order to earn credits toward the OSSD. Refer to section
8.15 for additional information.
18
SUBSTITUTIONS FOR COMPULSORY COURSES
Substitutions may be made for a limited number of compulsory credit courses using other com-
pulsory courses offered by the school.
Up to three courses (or the equivalent in half courses) may be replaced by other courses that
meet the compulsory credit requirements. In all cases, however, the sum of compulsory and
optional credits will not be less than thirty for students aiming to earn the Ontario Secondary
School Diploma and not less than fourteen for those aiming to earn the Ontario Secondary
School Certificate.
A parent or an adult student may request that a substitution be made. The principal may also
initiate consideration of whether a substitution should be made. The principal will make his or her
decision in consultation with the parent and adult student and appropriate school staff.
In cases where the parent or adult student disagrees with the decision of the principal, the par-
ent or adult student may ask the Education Director of NNEC, or the Supervisory Officer, to re-
view the matter.
THE ONTARIO SECONDARY SCHOOL
CERTIFICATE
The Ontario Secondary School Certificate will be granted on request to students who leave
school before earning the Ontario Secondary School Diploma, provided that they have earned
a minimum of 14 credits distributed as follows:
Compulsory credits (total of 7):
2 credits in English
1 credit in Canadian geography or Canadian history
1 credit in mathematics
1 credit in science
1 credit in health and physical education
1 credit in the arts or technological education
Optional credits (total of 7)
7 credits selected by the student from available courses
19
THE CERTIFICATE OF ACCOMPLISHMENT
Students who leave school before fulfilling the requirements of the Ontario Secondary School
Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accom-
plishment.
THE CREDIT SYSTEM
A credit is granted in recognition of the successful completion of a full credit course, which is
scheduled for 110 hours. All credit courses are subject to inspection by the Ministry of Educa- tion.
(See section 8 for course offerings)
CURRICULUM & FIRST NATIONS STUDENTS
To promote First Nations' Languages, culture, and identity, the following curriculum adaptations
have been made:
1. 1. All courses reflect First Nations' perspectives.
2. 2. All English Courses must include First Nations' authors.
3. 3. Native Language courses are a requirement for students in Gr. 9 & 10 at Pelican
Falls First Nations High School. Students are also encouraged to take additional
courses.
4. 4. Native Language is offered in both Ojibway and Oji-Cree.
5. 5. Elders share their knowledge and skills in a variety of courses within the school.
6. 6. Traditional outdoor skills are taught as part of the regular curriculum.
7. 7. Courses are designed to include and promote First Nations culture and values.
20
ORIENTATION DAY
The first day of classes is an ‘Orientation Day'. All students will participate in a number of activities
in which they will have the opportunity to:
Meet all of the staff at Pelican Falls Centre and the School,
Become familiar with the Teacher-Adviser Program,
Review your timetable and make any necessary changes,
Begin work on an ‘Education Plan' for high school and discuss diploma require-
ments,
See the extra-curricular activities that will be offered during the school year,
Discuss the school's code of behavior for students and staff,
Learn about some of the programs and facilities we offer at the school and centre,
such as: Cooperative Education; Medical Services; NorWOSSA Sports; Intramural
Sports; Outdoors Club; Student Council; School Library.
21
EVALUATION Evaluation is based on the ability of students to meet very specific expectations listed for each
course. Students' marks are determined as a result of their knowledge and skill development as
reflected in:
daily work;
oral and written work, reports, assignments;
projects, essays, assignments;
tests, quizzes, examinations
consistency of completed work
It is expected that all essays, projects and assignments are completed by the due date.
The final 30% of the mark of each course will comprise of various combinations of:
An exam,
Projects,
Presentations, or
Culminating activities.
Because each course has its own specific guidelines with regards to evaluation, students and
parents are invited to visit or call the school to discuss the contents of the course guideline.
Students will be provided with a summary of the course outline prior to the commencement of
the course. Parents also have the right to request a copy of the course summary.
REPORTING
Evaluation is based on the ability of students to meet very specific expectations listed for each
course. Students' marks are determined as a result of their knowledge and skill development as
reflected in:
daily work;
oral and written work, reports, assignments;
projects, essays, assignments;
tests, quizzes, examinations
consistency of completed work
It is expected that all essays, projects and assignments are completed by the due date.
Progress reports will be handed out bi-weekly. If you have an outstanding assignment, it will be
indicated as a ‘No Mark’. If it still hasn’t been handed in by the next progress report, it will be
indicated as a ‘zero’.
20
The final 30% of the mark of each course will comprise of various combinations of:
An exam,
Projects,
Presentations, or
Culminating activities.
Because each course has its own specific guidelines with regards to evaluation, students and
parents are invited to visit or call the school to discuss the contents of the course guideline.
Students will be provided with a summary of the course outline prior to the commencement of
the course. Parents also have the right to request a copy of the course summary.
EXAMINATIONS/MID-TERM TESTS Early Intervention
September 22, 2017 and January 26, 2018
At Risk Reports
November 17, 2017 and March 28, 2018 At Risk Reports will be issued on this date, only for students who
are at risk of failing a course.
Report Cards
An official report card will be issued to students, house parents, and parents on the following dates:
First Semester
Mid-Term Marks—October 20, 2017
Final Marks—December 16, 2017
Second Semester
Mid-Term Marks— February 28, 2017
Final Marks—May 12, 2018
Each final report card will show the total accumulated credits.
FINAL EXAMINATIONS
First Semester (September to December)
Final Exams December 14 & 15, 2017
Second Semester (January to May)
Final Exams May 10 & 11, 2018
22
ATTENDANCE POLICY
The Ministry of Education, under O.S.S. (Ontario Secondary Schools), states that,
"Regular attendance on the part of students is vital to the learning process."
It goes on to say:
"Where attendance has been identified as an essential part of the course . . . and where the
student is unwilling to attend regularly such a student will normally fail to achieve credit."
Students who miss days (excluding funerals, illnesses or appointments) may lose their credits.
Furthermore, students who do not regularly attend school will be withdrawn from the program at
PFFNHS. Students are responsible for ensuring that they catch up on any work missed due to their
absence from school. Parents are reminded that pulling students out of school during the day is
not a practice we encourage. Unexcused absences will be dealt with in the following steps:
Step 1 First five absences will be dealt with by the teacher through counselling and phone
calls to house counsellors and parents.
Step 2 After five absences school counsellor, school administration will meet with the student and
make attendance expectations clear, conference with the parents and/or com- munity
counsellor and advise boarding home parents.
Step 3 After 10 absences Step 2 will be repeated; in addition, school administration will place
the student on an attendance contract.
Step 4 After 15 absences the student will normally be removed from the course and possibly
withdrawn from the program.
STUDENT RECORDS
ONTARIO STUDENT RECORD
The school must maintain an Ontario Student Record (OSR) folder for each student. This folder
contains complete academic history of the student. Any student has the right to examine his/
her record, as does the parent or guardian of any student who has not yet reached the age of
18. If a parent of an adult student (over 18) wishes to examine their child's OSR, they must ob-
tain their son’s/daughter's permission. These records are protected by the Education Act and
freedom of information legislation.
23
ONTARIO STUDENT TRANSCRIPT
The Ontario Student Transcript (OST) provides a comprehensive record of a student's overall
achievement in high school. The credits that a student has earned toward the fulfillment of the
requirements for the graduation diploma are recorded on the OST. It will include:
the student's achievement in all grades and credits gained for successfully completed
courses,
identification of any course that has been substituted for one that is a diploma requirement,
confirmation that the student has completed the community involvement requirement,
the student's final result on the provincial secondary school literacy test,
a special indicator of any extraordinary circum-
stances affecting the student's achievement in a
Grade 11 or 12 course,
equivalent credits granted based on the princi-
pal's evaluation of their previous learning, i.e. out of
province credits or non-inspected private school,
repeated Grade 11 or 12 courses that students have
previously failed.
FULL DISCLOSURE
Full disclosure of marks earned in all Grade 11 and 12 courses. This means that students who fail
any Grade 11 or 12 courses will have their marks recorded on their Ontario Student Tran- script
(OST) after a determined date. In addition, a student who withdraws from a grade 11 or 12 course
before the completion of the course will have their marks and date of withdrawal recorded on
their OST, with the following condition: If a student remains in a Grade 11 or 12 course (including
a student with an Individual Education Plan) longer than five instructional days following the issue
of the first provincial report card, and then withdraws before the com- pletion of the course, their
mark will be calculated and recorded, based on their performance to date. All students
considering withdrawing from courses should recognize that their incom- plete marks will be
recorded on their OST and could affect their eligibility for post-secondary education.
Semester One Report Card will be issued on December 16, 2017. Full disclosure will apply for any
Grade 11 or 12 courses after November 4, 2017. Semester Two Report Card will be issued on May
12, 2017. Full Disclosure will apply after March 23, 2017.
24
PLAGIARISM POLICY
By definition in The Random House Webster's College Dictionary,
‘Plagiarism' means - "the unauthorized use of the language and thoughts of another, and the
representation of them as one's own".
To Plagiarize is to - "take ideas, passages, etc. from another's work by plagiarism”.
This definition includes copying someone else's work in any subject. If you, as a student, do any
of the following:
copying/submitting work done by another student,
copying extensively from a text, report, document, or any other resource without proper documentation and then presenting it as your own original work,
using Internet sites to download pre-written essays and reports,
then you are plagiarizing.
Plagiarism in business and the publishing and entertainment industries is considered legally to
be a form of ‘theft'. That is why schools and universities do not accept it either.
Because Pelican Falls First Nations High School promotes high-quality education in the twenty-
three participating communities, we believe in offering courses which require students to main-
tain honest academic practices.
Plagiarism will not be tolerated; therefore - Any student's work that is found to be knowingly and
deliberately plagiarized will receive a mark of ‘zero'. The student will be furthermore asked to
complete the assignment properly.
COURSE CHANGES
If you wish to change from one course to another, you will have two weeks at the beginning of
each semester to do so.
You will require approval from your teacher, house counsellor, and the principal. Please see
the guidance office on how to go about making course changes.
Semester One course change deadline will be September 19, 2016 Semester Two course
change deadline will be January 23, 2017.
25
LATE AND MISSING ASSIGNMENTS POLICY
It is the policy of NNEC that schools must make clear to students early in the school year
that they are responsible not only for their behaviour in the classroom and the school
but also for providing evidence of their achievement of the overall expectations within
the time frame specified by the teacher, and in a form approved by the teacher.
Rationale
Students must understand that there will be consequences for not completing assign-
ments for evaluation or for submitting those assignments late.
Guidelines
1. NNEC schools, in consultation with the Ministry of
Education, shall develop a policy to address
late and missing assignments. Policies will be
clearly communicated to all students and par
ents. This information will be made available in
the following ways:
on the school web site
school course calendar
student code of conduct
course prospectus for all classes
2. Where in the teacher’s professional judgement it is appropriate to do so, a number
of strategies may be used to help prevent and/or address late and missed assign
ments. They include:
asking the student to clarify the reason for not completing the assignment;
helping students develop better time-management skills;
collaborating with other staff to prepare a part- or full-year calendar of major assignment dates for every class;
planning for major assignments to be completed in stages, so that students are less likely to be faced with an all-or-nothing situation at the last minute;
maintaining ongoing communication with students and/or parents about due dates and late assignments, and scheduling conferences with parents if the problem persists;
in secondary schools, referring the student to the Student Success team or teacher;
taking into consideration legitimate reasons for missed deadlines;
setting up a student contract;
using counselling or peer tutoring to try to deal positively with problems;
holding teacher-student conferences;
reviewing the need for extra support for English language learners;
. . . Continued next page
26
reviewing whether students require special education services;
requiring the student to work with a school team to complete the assignment;
for First Nation, Métis, and Inuit students, involving Aboriginal counsellors and members of the extended family;
understanding and taking into account the cultures, histories, and contexts of First Nation, Métis, and Inuit students and parents and their previous experiences with the school system;
providing alternative assignments or tests/exams where, in the teacher’s profes-
sional judgement, it is reasonable and appropriate to do so;
deducting marks for late assignments, up to and including the full value of the assignment.
27
THE SCHOOL DAY
As shown in Section 5.03 ‘The Daily Timetable', school begins at 8:40 a.m. and finishes at 3:45
p.m.
There are four periods each day, with two 90 minute periods in the morning and two 90 minute
periods in the afternoon during Semester one. Our school year operates on a 2-day cycle where
day 1 is every odd calendar date and day 2 is every even calendar date. For exam-
ple...September 18 is day 2 and October 15 is day 1.
All students take four courses each semester. All courses are full credit courses with the excep-
tion of CHV20 and GLC20 courses. These are .5 credit courses which end half way through the
semester, i.e. Students enrolled in CHV20 will then take GLC20 which is also a .5 credit course. All
students can earn a total of four credits each semester.
Students who wish to take less than a full load of courses each semester will need to meet with
the school guidance department and gain approval of their parent(s)/guardian(s) and the
school administration.
28
THE DAILY
TIMETABLE
Period Grade 9 Grade 10 Grade
11/12
1 SNC1P
ENG1P
MFM1P
PPL1O
MFM2P
CHC2P
TEJ2O
TCJ2O
ENG3C
CGF3M
ENG3C
HHD3O
2 NAC1O
LNOAO
LNLBO
PPL1OB
SNC2P
CHC2P
SNC2P
OLC4O
MEL3E
BTA3O
MBF3C
3
SNC1P
CGC1P
AMU1O
AVI1O
GLS1O
PPL2O
MFM2P
ICS2O
ENG2P
GPP3O
NDA3M
NBV3C
4
CGC1P
NAC1O
AMU1O
MFM1P
HIF101
BTT2O1
CHV2O
GLC2O
SCH4C1
PPL3O1
IDP4O1
Period Grade 9 Grade 10 Grade
11/12
1 NAC1O
LNOAO
LNLBO
PPL1OB
SNC2P
CHC2P
SNC2P
OLC4O
MEL3E
BTA3O
MBF3C
2 SNC1P
ENG1P
MFM1P
PPL1O
MFM2P
CHC2P
TEJ2O
TCJ2O
ENG3C
CGF3M
ENG3C
HHD3O
3
CGC1P
NAC1O
AMU1O
MFM1P
HIF101
BTT2O1
CHV2O
GLC2O
SCH4C1
PPL3O1
IDP4O1
4
SNC1P
CGC1P
AMU1O
AVI1O
GLS1O
PPL2O
MFM2P
ICS2O
ENG2P
GPP3O
NDA3M
NBV3C
29
THE TWO DAY CYCLE
Our school days runs on a ‘Two Day Cycle'
as shown below. All courses run each day.
SEMESTERS ONE
and TWO
All odd numbered calendar days will be
Day One, and even numbered calendar
days will be Day Two.
Period
Time
Day 1 Day
2
1 (90 min) 8:40 – 10:10 1 2
BREAK 10:10 – 10:20
2 (90 min) 10:20 – 11:50 2 1
LUNCH 11:50 – 12:35
3 (90 min) 12:35 – 2:05 3 4
BREAK 2:05 – 2:15
4 (90 min) 2:15 – 3:45 4 3
30
SUPPORT SERVICES
SUDENT SERVICES/ GUIDANCE
is available to students on request, please see the principal. Career exploration and Post-
Secondary information is available in the guidance office. NNEC counselors are also available;
please make an appointment at the office. For students who may be interested, arrangements
can be made with agencies in town for counseling. Please see the social counselor for further
information.
COOP PROGRAM
Cooperative Education is an instructional program that combines classroom information with
practical on-the-job experience. COOP is offered to Grade 11 and 12 students who are inter-
ested in working in a business/ industry in the Sioux Lookout area. It will be offered first and sec-
ond semester. The Coop program will provide you with an opportunity to gain work experience
in a career of interest to you. As a COOP student, you will be required to complete both an in-
school course component (for example: Career Education), along with an out-of-school com-
ponent (placement in a workplace). The out-of-school component is worth 2 credits and con-
sists of a two week training period, followed by placement in an organization/business. During
the training period you will: assess your own interests and skills in order to select a work place-
ment; learn the expectations of the work place; write resumes and covering letters; practice your
interview skills; and develop a training plan for your work placement. All students who par-
ticipate in the COOP program are expected to:
be punctual and dress appropriately,
be reliable, cooperative and adhere to any health and safety rules,
complete a daily log of work responsibilities,
inform their employer if they are to be absent from their placement,
take initiative, and communicate effectively with co-workers,
evaluate their own performance,
complete a total of 200 class hours as credit requirements.
Cooperative Education is a worthwhile program which has helped many students decide on a
career path. See the Cooperative Education teacher for more details.
31
SCHOOL FACILITIES
Our current school building was completed in October 2000, and we have seen our student
population grow from 150 to approximately 220 students. The new school has been an exciting
place to learn, and we have been able to offer many new programs to our students. The new
facilities are described below.
LIBRARY
The PFFNHS Library operates during school hours on a daily basis. The library has approximately
10,000 books (fiction and nonfiction), a reference section (atlases, encyclopedias and diction-
aries), magazines, vertical files, 60 CD Roms, 300 videos, 16 computers for Internet and CD Rom
use and for typing. Please let the librarian know ahead of time if you require use of a comput-
er.
COMPUTER ROOM
The computer lab has 30 fully networked computer workstations and is fully equipped with laser
printers, scanners, digital cameras and much more. Pelican has up-to-date software and a
satellite for quick and easy access to the World Wide Web.
All students are required to sign an acceptable use policy agreement for use of all networked
computers in the school. Use of the school computers for immoral purposes will result in loss of
computer privileges except under direct supervision.
PORTABLE COMPUTER LAB
The school has a portable lap top computer lab. This will allow students to have access to the
Internet for research right from their classroom desks. Classes can sign this equipment out to use
for word processing, research, or a variety of classroom activities.
32
GYMNASIUM
We have a full-size gymnasium in which we are able to offer a number of sports including: floor
hockey, basketball, volleyball, and badminton. Our NorWOSSA Volleyball teams play their home
games at our school with students cheering them on!
KITCHEN
Our kitchen facilities are used for student council/travel club canteen and are available for
special events such as spaghetti suppers, feasts, etc.
NURSING STATION
The school has nurses who tend to student health needs. Students can arrange for medical,
dental, and eye appointments during the year. If you have any health concerns, please let your
house counsellor know or book an appointment at the office for the nurse.
LOCKERS
Lockers are available to students to securely store their valua-
bles. Lockers are free to students, they just need to provide their
name to the office staff, and they will be given a locker number
with the combination.
33
WAHSA DISTANCE EDUCATION CENTRE
Wahsa Distance Education Centre (located in Sioux Lookout) is a program of the Northern Nish-
nawbe Education Council. It offers distance education high school courses via radio, corre-
spondence, and co-operative work placements. Beginning in Sept. 2005 Wahsa has been of-
fering some on-line learning courses. More information about this is available through the Wah-
sa website.
TYPES OF COURSES:
Radio Courses:
Radio courses are taught over FM radio through collaboration with the Wawatay Communica-
tions Society. "On-air" radio sessions happen once, twice or three times weekly, depending on
the course. Grade 9 courses are mostly full credits completed over four months.
Independent Learning (IL) Courses:
IL students are offered the same support services as radio students. You may start correspond-
ence courses at any time during the calendar year. The courses are described more fully in a
separate calendar called the Wahsa IL Supplement. Some of our students choose to take IL
courses during the regular school year.
Students who are interested in taking IL courses through Wahsa are encouraged to speak to our
guidance counsellor to make these arrangements. Where a PFFNHS student requires/ requests a
specific course not offered in the school, the student may complete an IL course through Wahsa
to supplement their course load.
Students who withdraw from Pelican Falls First Nations High School are encouraged to enroll in
Wahsa courses.
34
STUDENT COMPLAINTS PROCEDURES
A policy has been developed by Northern Nishnawbe Education Council to ensure that student
complaints are responded to promptly and with minimum distress and maximum protection to
all parties. NNEC views student complaints as providing an opportunity to review and improve its
policies and practices, and also gain insight into student levels of satisfaction.
Students may make a complaint about: other students, staff, or people external to NNEC that
the students may interact with as part of an approved external program of study, or any other
matter which they feel relates to their study at NNEC.
Students are encouraged to raise their complaint in the first instance directly with the person
concerned. When a student does not feel comfortable doing this, they should make their
complaint to a manager or other person in authority within NNEC (i.e. principal, and PFC man-
ager). Complaints should be made in writing to the person in authority.
When a complaint is made, students will receive written advice of the outcome of that com-
plaint. The outcome will be in keeping with the nature of the incident, and outcomes will be
applied consistently across NNEC's organization. All documentation relating to complaints will be
kept strictly confidential and will not be accessible to anyone who is directly involved in the
matter.
35
EXTRA CURRICULAR ACTIVITIES All students will be given the opportunity to participate in extra-
curricular activities during lunch hours from 11:50 a.m. to 12:35 p.m.
The extra curricular activities will depend on:
what activities you want
what skills and interests can be shared between staff and students.
POSSIBLE ACTIVITIES:
Art Dances Intramural Sports Student Council
Badminton Drama Music Team Sports
Baseball Drafting Photography Travel Club
Basketball Embroidery Robotics Volleyball
Broomball Field Trips School Newspaper Woodworking
Camping Floor Hockey Sewing Yearbook
Canoeing GSA Skiing Youth Exchange
Chess Hiking Snow Shoeing
Cooking Hunting Soccer
You will be asked for your ideas on activities when you arrive at our school in September.
36
Lacrosse
House 8
37
Course Descriptor
ENG1P = English, Grade 9 Applied
Major Subject Areas are alphabetically organized in the Course Descriptor section.
Grades 9—12 Courses Offered At Our School
All courses offered at PFFNHS meet the requirements of the Ontario Ministry of Education. The
following is a list of grade 9, 10, 11, and 12 courses offered at our school and their descriptions.
The Fifth Position indicates
the course type.
In this case:
C = College
D = Academic
E = Workplace
L = Essential
M = college or University
O = Open
P = Applied
U = University
K = Non-Credit
The First Three Characters indicate the
Ministry approved course title. In this case ENG = English
The Fourth Position indicates
the Grade or language lev-
el. In this case: 1 = Grade 9
Grades
1 = Grade 9 2 = Grade 10
3 = Grade 11
4 = Grade 12
Languages
A = Grade 9
B = Grade 10
C = Grade 11
D = Grade 12
38
The following chart shows the links between courses for this
discipline and the possible pre-requisites for them. It does not attempt to depict all
possible movements from course to course.
41
This course emphasizes the consolidation of literacy,
communication, and critical and creative thinking
skills necessary for success in academic and daily
life. Students will analyze a variety of informational
and graphic texts, as well as literary texts from vari-
ous countries and cultures, and create oral, written,
and media texts in a variety of forms for practical
and academic purposes. An important focus will be
on using language with precision and clarity and
developing greater control in writing. The course is
intended to prepare students for college or the
workplace.
This course is designed to extend the range of oral
communication, reading, writing, and media litera-
cy skills that students need for success in secondary
school and daily life. Students will study and create
a variety of informational, literary, and graphic texts.
An important focus will be on the consolidation of
strategies and processes that help students interpret
texts and communicate clearly and effectively. This
course is intended to prepare students for the com-
pulsory Grade 11 college or workplace preparation
course.
This course is designed to develop the key oral com-
munication, reading, writing, and media literacy skills
students need for success in secondary school and
daily life. Students will read, interpret, and create a
variety of informational, literary, and graphic texts.
An important focus will be on identifying and using
appropriate strategies and processes to improve
students’ comprehension of texts and to help them
communicate clearly and effectively. The course is
intended to prepare students for the Grade 10 ap-
plied English course, which leads to college or work-
place preparation courses in Grades 11 and 12.
This course emphasizes the development of literacy,
communication, and critical and creative thinking
skills necessary for success in academic and daily
life. Students will study the content, form, and style
of a variety of informational and graphic texts, as
well as literary texts from Canada and other coun-
tries, and create oral, written, and media texts in a
variety of forms for practical and academic purpos-
es. An important focus will be on using language
with precision and clarity. The course is intended to
prepare students for the compulsory Grade 12 col-
lege preparation course.
This course emphasizes the development of literacy,
communication, and critical and creative thinking
skills necessary for success in the workplace and in
daily life. Students will study the content, form, and
style of a variety of contemporary informational,
graphic, and literary texts; and create oral, written,
and media texts in a variety of forms for practical
purposes. An important focus will be on using lan-
guage clearly and accurately in a variety of formal
and informal contexts. The course is intended to pre-
pare students for the compulsory Grade 12 work-
place preparation course.
ENG4C ENGLISH Grade 12
College Preparation
Prerequisite: English, Grade 11, College Preparation
ENG2P ENGLISH Grade 10
Applied
Prerequisite: Grade 9 English, Academic or Applied
ENG3C ENGLISH Grade 11
College Preparation
Prerequisite: Grade 10 English, Applied
ENG3E ENGLISH Grade 11
Workplace Preparation
Prerequisite: Grade 10 English, Applied
ENG1P ENGLISH Grade 9
Applied
Prerequisite: None
40
This course is designed to help students acquire and
demonstrate the cross-curricular literacy skills that are
evaluated by the Ontario Secondary School Lit-
eracy Test (OSSLT). Students who complete the
course successfully will meet the provincial literacy
requirement for graduation. Students will read a vari-
ety of informational, narrative, and graphic texts and
will produce a variety of forms of writing, includ- ing
summaries, information paragraphs, opinion pieces,
and news reports. Students will also maintain and
manage a literacy portfolio containing a rec- ord of
their reading experiences and samples of their
writing.
OLC40 Ontario secondary School Literacy Course
Grade 12
Prerequisite: Students, who have been eligible to
write the Ontario Secondary School Literacy Test
(OSSLT) at least twice, and have been unsuccessful
at least once, are eligible to take this course.
42
These charts
show the links
between courses for these
disciplines and
the possible
pre-requisites for them.
It does not attempt to
depict all possible
movements from course
to course.
43
This course focuses on the connections between the
student and key people, events, and themes in Ca-
nadian history from World War I to the present. Stu-
dents prepare for the Grades 11 and 12 Workplace
Preparation history courses through the develop-
ment and extension of historical literacy and inquiry
skills. Students explore a variety of topics highlight-
ing individuals and events that have contributed to
the story of Canada. The major themes of Canadi-
an identity, internal and external relationships, and
changes since 1914, are explored through guided
investigation. Students have the opportunity to ex-
tend analytical skills with a focus on identifying and
interpreting events and perspectives and making
connections. Students practice reading, writing, vis-
ual, and oral literacy skills, and mathematical litera-
cy skills to identify and communicate ideas in a vari-
ety of forms.
This course explores what it means to be an in-
formed, participating citizen in a democratic socie-
ty. Students will learn about the elements of democ-
racy in local, national, and global contexts, about
political reactions to social change, and about polit-
ical decision-making processes in Canada. They will
explore their own and others' ideas about civics
questions, and learn how to think critically about
public issues and react responsibly to them.
This course explores some of the pivotal events and
experiences that have influenced the development
of Canada’s identity as a nation from World War I to
the present. By examining how the country has re-
sponded to economic, social, and technological
changes and how individuals and groups have con-
tributed to Canadian culture and society during this
period, students will develop their ability to make
connections between historical and current events.
Students will have opportunities to formulate ques-
tions, locate information, develop informed opinions,
and present ideas about the central issues and
events of the period.
This course explores a variety of human experiences
in world history from earliest times to the present. Stu-
dents will learn about a wide range of societies and
cultures, examining such things as systems of govern-
ment, technological developments, work, art, and
religion. Students will apply methods of research and
inquiry to examine human societies in many different
times and places and to communicate points of
view about their findings.
CHC2L Canadian History
Grade 10, Applied
Prerequisite: None
CHV20 Civics
Grade 10, Open
Prerequisite: None
CHC2P Canadian History Since World War I
Grade 10, Applied
Prerequisite: None
CHM4E Adventures in World History
Grade 12, Workplace Preparation
Prerequisite: Canadian History Since World War I,
Grade 10, Academic or Applied. (With the approval of
the Ministry, a locally developed Grade 10 course in
Canadian History may also serve as the prerequi-
site.)
44
45
46
This course focuses on geographic issues that affect
Canadians today. Students will draw on personal
and everyday experiences as they learn about Can-
ada’s distinct and changing character and the nat-
ural and human systems and global influences that
shape the country. Students will use a variety of ge-
otechnologies and inquiry and communication
methods to examine practical geographic ques-
tions and communicate their findings.
This course examines the major patterns of physical
geography and the powerful forces that affect
them. Students will investigate the dynamic nature
of the earth, the evolving relationship between the
planet and its people, and the factors that limit our
ability to predict the changes that will occur. Stu-
dents will use a wide range of geotechnologies and
inquiry methods to investigate the distribution and
interaction of the elements of their physical environ-
ment and to communicate their findings.
CGC1P Geography of Canada
Grade 9, Applied
Prerequisite: None
CGF3M Physical Geography: Patterns, Processes and
Interactions, Grade 11,
University/College Preparation
Prerequisite: Geography of Canada, Grade 9,
Academic or Applied
48
This course enables students to develop an under-
standing of mathematical concepts related to intro-
ductory algebra, proportional reasoning, and meas-
urement and geometry through investigation, the
effective use of technology, and hands-on activities.
Students will investigate real-life examples to devel-
op various representations of linear relations, and will
determine the connections between the represen-
tations. They will also explore certain relationships that
emerge from the measurement of three- dimensional
figures and two-dimensional shapes. Students will
consolidate their mathematical skills as they solve
problems and communicate their think- ing.
This course enables students to consolidate their un-
derstanding of linear relations and extend their
problem-solving and algebraic skills through investi-
gation, the effective use of technology, and hands-
on activities. Students will develop and graph equa-
tions in analytic geometry; solve and apply linear
systems, using real-life examples; and explore and
interpret graphs of quadratic relations. Students will
investigate similar triangles, the trigonometry of right
triangles, and the measurement of three-
dimensional figures. Students will consolidate their
mathematical skills as they solve problems and com-
municate their thinking.
NEXT PAGE. . . .
MFM1P Foundations of Mathematics, Grade 9
Applied
Prerequisite: None
MFM2P Foundations of Mathematics, Grade 10
Applied
Prerequisite: Grade 9 Mathematics,
Academic or Applied
49
This course enables students to broaden their under-
standing of mathematics as a problem solving tool
in the real world. Students will extend their under-
standing of quadratic relations; investigate situations
involving exponential growth; solve problems involv-
ing
compound interest; solve financial problems con-
nected with vehicle ownership; develop their ability
to reason by collecting, analyzing, and evaluating
data involving one variable; connect probability
and statistics; and solve problems in geometry and
trigonometry. Students will consolidate their mathe-
matical skills as they solve problems and
communicate their thinking.
This course enables students to broaden their under-
standing of real-world applications of mathematics.
Students will analyze data using statistical methods;
solve problems involving applications of geometry
and trigonometry; solve financial problems connect-
ed with annuities, budgets, and renting or owning
accommodation; simplify expressions; and solve
equations. Students will reason mathematically and
communicate their thinking as they solve multi-step
problems. This course prepares students for college
programs in areas such as business, health sciences,
and human services, and for certain skilled trades.
This course enables students to broaden their under-
standing of mathematics as it is applied in important
areas of day-to-day living. Students will solve prob-
lems associated with earning money, paying taxes,
and making purchases; apply calculations of simple
and compound interest in saving, investing, and bor-
rowing; and calculate the costs of transportation and
travel in a variety of situations.
MBF3C Foundations for College Mathematics,
Grade 11
College Preparation
Prerequisite: Foundations of Mathematics, Grade 10,
Applied
MAP4C Foundations for College Mathematics, Grade
12 College Preparation
Prerequisite: Foundations for College Mathematics,
Grade 11, College Preparation, or Functions and Ap-
plications, Grade 11, University/College Preparation
MEL3E Mathematics for Work and Everyday Life,
Grade 11, Workplace Preparation
Prerequisite: Principles of Mathematics, Grade 9,
Academic, or Foundations of Mathematics, Grade 9,
Applied, or a ministry-approved locally developed
Grade 10 mathematics course
50
The following chart shows the links
between courses for this discipline and the possible
pre-requisites for them. It does not attempt to depict all
possible movements from course to course.
51
This course develops students’ understanding of the
basic concepts of physics. Students will
explore these concepts with respect to motion; me-
chanical, electrical, electromagnetic, energy
transformation, hydraulic, and pneumatic systems;
and the operation of commonly used
tools and machines. They will develop their scientific
investigation skills as they test laws of
physics and solve both assigned problems and those
emerging from their investigations.
Students will also consider the impact of technologi-
cal applications of physics on society and
the environment.
This course enables students to develop their under-
standing of basic concepts in biology, chemistry,
earth and space science, and physics, and to apply
their knowledge of science to everyday situations.
They are also given opportunities to develop practi-
cal skills related to scientific investigation. Students
will plan and conduct investigations into practical
problems and issues related to the impact of human
activity on ecosystems; the structure and properties
of elements and compounds; space exploration
and the components of the universe; and static and
current electricity.
This course enables students to develop a deeper
understanding of concepts in biology, chemistry,
earth and space science, and physics, and to apply
their knowledge of science in real-world situations.
Students are given opportunities to develop further
practical skills in scientific investigation. Students will
plan and conduct investigations into everyday
problems and issues related to human cells and
body systems; chemical reactions; factors affecting
climate change; and the interaction of light and
matter.
SPH4C Science, Grade 12, Applied
Prerequisite: Science, Grade 10, Academic or Applied
SNC1P Science, Grade 9, Applied
Prerequisite: None SNC2P Science, Grade 10, Applied
Prerequisite: Grade 9 Science,
Academic or Applied
52
This course develops students’ understanding of the
basic concepts of physics. Students will explore
these concepts with respect to motion; mechanical,
electrical, electromagnetic, energy transformation,
hydraulic, and pneumatic systems; and the opera-
tion of commonly used tools and machines. They will
develop their scientific investigation skills as they test
laws of physics and solve both assigned problems
and those emerging from their investigations. Stu-
dents will also consider the impact of technological
applications of physics on society and the environ-
ment.
This course provides students with the fundamental
knowledge of and skills relating to environmental
science that will help them succeed in work and life
after secondary school. Students will explore a
range of topics, including the impact of human ac-
tivities on the environment; human health and the
environment; energy conservation; resource science
and management; and safety and environmental
responsibility in the workplace. Emphasis is placed
on relevant, practical applications and current top-
ics in environmental science, with attention to the
refinement of students’ literacy and mathematical
literacy skills as well as the development of their sci-
entific and environmental literacy.
SPH4C Physics
Grade 12 College Preparation
Prerequisite: Science, Grade 10, Academic or Applied
SVN3E Environmental Science
Grade 11 Workplace Preparation
Prerequisite: Science, Grade 9, Academic or Applied,
or a Grade 9 or 10 locally developed compulsory credit
(LDCC) course in science Prerequisite: Sci- ence,
Grade 10, Academic or Applied
53
Music
Grade 9, Open
Music
Grade 10, Open
Any Grade 9 or 10 arts course
Visual Arts
Grade 9, Open
Visual Arts
Grade 10, Open
Music
Grade 12, University/College
Visual Arts
Grade 12, University/College
Music
Grade 11, University/College
Music
Grade 11, Open
Visual Arts
Grade 11, University/College
Visual Arts
Grade 11, Open
Comprehensive Arts
Grade 9, Open
Dance
Grade 9, Open
Dance
Grade 11, University/College
Dramatic Arts
Grade 9, Open
Dramatic Arts
Grade 11, University/College
Dramatic Arts
Grade 12, University/College
Dramatic Arts
Grade 10, Open
Dramatic Arts
Grade 11, Open
Dramatic Arts
Grade 12, Open
Exploring the Arts
Grade 12, Open Any Grade 11 arts course
Media Arts
Grade 10, Open
Media Arts
Grade 11, Open
Media Arts
Grade 12, Open
Dance
Grade 12, University/College
Dance
Grade 10, Open
Dance
Grade 11, Open
54
This course provides opportunities for students to ex-
plore dramatic forms and techniques, using material
from a wide range of sources and cultures. Students
will use the elements of drama to examine situations
and issues that are relevant to their lives. Students
will create, perform, discuss, and analyse drama,
and then reflect on the experiences to develop an
understanding of themselves, the art form, and the
world around them.
This course emphasizes the creation and perfor-
mance of music at a level consistent with previous
experience and is aimed at developing technique,
sensitivity, and imagination. Students will develop
musical literacy skills by using the creative and criti-
cal analysis processes in composition, performance,
and a range of reflective and analytical activities.
Students will develop an understanding of the con-
ventions and elements of music and of safe practic-
es related to music, and will develop a variety of
skills transferable to other areas of their life
This course is exploratory in nature, offering an over-
view of visual arts as a foundation for further study.
Students will become familiar with the elements and
principles of design and the expressive qualities of
various materials by using a range of media, pro-
cesses, techniques, and styles. Students will use the
creative and critical analysis processes and will inter-
pret art within a personal, contemporary, and histori-
cal context.
ADA10 Drama,
Grade 9, Open
Prerequisite: None
AMU10 Music Grade 9 Open
Prerequisite: None
AVI10 Visual Arts
Grade 9, Open
Prerequisite: None
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OjiCree
Level 2 LNLBO
Open
OjiCree
Level 3 LNLCO
Open
Native Language
Level 1 LNO 1O0
Open
Native Language
Level 2 LNOBO0
Open
Native Language
Level 3 LNO CO0
Open
Native Language
Level 4 LNODO0
Open
Native Language
Level 5 LNO EO0
Open
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This course is open to the entire student body and will
allow students who have no prior Native lan- guage
experience to develop an appreciation for a Native
language and culture, to explore and experi- ence a
unique world view, and to learn to speak a Native
language. Students will use the language being
studied for greetings and daily routines, be- come
familiar with its writing and sound system, and
practice basic vocabulary and phrases. Students will
also use information technology during course-
related activities.
This course will provide students an opportunity to
expand their knowledge of a Native language and
of Native philosophy, spirituality, and values, and to
enhance their identity and self-worth. Students will
communicate by using a variety of phrases and ex-
pressions, create short conversations, skits, stories,
and narratives, use information technology, and de-
velop an awareness of the structural and functional
workings of a Native language.
This course will enable students to experience the
unique respect for life that permeates Native lan-
guages and cultures. Students will expand their vo-
cabulary and knowledge of phrases and expres-
sions, using them in simple dialogues, narrative writ-
ing, grammatical constructions, and reading, and to
exchange information electronically.
Prerequisite: At least four years of study of a Native
language in elementary school, successful comple-
tion of NL1, or demonstrated proficiency.
LNOAO Ojibway, Level 1, Open
Prerequisite: None
LNLCO Oji-Cree, Level 3, Open
Prerequisite: Successful completion of NL2 or
demonstrated proficiency.
LNLBO Oji-Cree, Level 2, Open
Prerequisite: At least four years of study of a
Native Language in elementary school, successful
completion of NL1
57
58
This course examines Aboriginal cultures in Canada
through an exploration of art forms - painting, sculp-
ture, storytelling, dance, and music - created by Ab-
original artists. Students will learn to identify Aborigi-
nal art forms and describe relationships between the
art forms and Aboriginal traditions, philosophy, and
culture. Students will also create their own art forms to
express their understanding of Aboriginal identity,
relationships, and sovereignty.
This course emphasizes the development of literacy,
critical thinking, and communication skills through the
study of works in English by Aboriginal writers. Stu-
dents will study the content, form, and style of infor-
mational texts and literary and media works, and will
develop an appreciation of the wealth and complexity
of Aboriginal writing. Students will also write reports,
correspondence, and persuasive essays, and analyse
the relationship between media forms and audiences.
An important focus will be on establishing appropriate
voice and using business and technical language with
precision and clarity.
This course emphasizes historical and contemporary
issues that affect the relationship between Aborigi-
nal peoples and Canadian governments. Students
will examine legal, political, social, and economic
issues; key aspects of the Indian Act and its revisions
that have an impact on the daily lives of Aboriginal
persons; the different types of relationships that Abo-
riginal peoples have established with other nations
throughout history; and the methodology of histori-
cal inquiry.
This course focuses on the beliefs, values, and aspi-
rations of Aboriginal peoples in Canada. Students
will examine world views of Aboriginal peoples and
the political, economic, cultural, and social chal-
lenges facing individuals and communities. Students
will also learn how traditional and contemporary be-
liefs and values influence the aspirations and actions
of Aboriginal peoples.
NAC1O Expressing Aboriginal Cultures
Grade 9, Open
NBE3C English: Contemporary Aboriginal Voices
Grade 11, College Preparation
Prerequisite: English, Grade 10, Academic or Applied
NAC2O Aboriginal Peoples in Canada
Grade 10, Open NBV3C Aboriginal Beliefs,Values, and Aspirations
in Contemporary Society,
Grade 11, College Preparation
Prerequisite: Aboriginal Peoples in Canada, Grade 10,
Open or Canadian History in the Twentieth Century,
Grade 10, Academic or Applied
59
Careers
GLC 2O0
.5 Credit, Open
Leadership & Peer Support
Grade 11 GPP 3O0
Open
Discovering the Workplace
Grade 10 GLD 2O0
Open
Navigating the Workplace
Grade 12 GLN4O0
Open
The above chart shows the links between courses for this discipline and the
possible pre-requisites for them. It does not attempt to depict all possible movements from course to course.
60
This course focuses on learning strategies to help stu-
dents become better, more independent learners.
Students will learn how to develop and apply litera-
cy and numeracy skills, personal management
skills, and interpersonal and teamwork skills to im-
prove their learning and achievement in school, the
workplace, and the community. The course helps
students build confidence and motivation to pursue
opportunities for success in secondary school and
beyond.
This course provides students with opportunities to
develop the workplace essential skills and work hab-
its required for success in all types of workplaces.
Students will explore occupations and careers of
interest through participation in real workplace ex-
periences. They will make plans for continued learn-
ing and work, work with others to design learning
experiences, and investigate the resources and sup-
port required to make a smooth transition to their
postsecondary destination.
This course teaches students how to develop and
achieve personal goals for future learning, work,
and community involvement. Students will assess
their interests, skills, and characteristics and investi-
gate current economic and workplace trends, work
opportunities, and ways to search for work. The
course explores postsecondary learning and career
options, prepares students for managing work and
life transitions, and helps students focus on their
goals through the development of a career plan.
This course prepares students to act in leadership
and peer support roles.They will design and imple-
ment a plan for contributing to their school and/or
community; develop skills in communication, inter-
personal relations, teamwork, and conflict manage-
ment; and apply those skills in leadership and/or
peer support roles – for example, as a student coun-
cil member or a peer tutor. Students will examine
group dynamics and learn the value of diversity
within groups and communities.
GLS1O Learning Strategies 1: Skills for
Success in Secondary School
Grade 9 Open
Prerequisite: None
GLN4O Navigating the Workplace
Grade 12, Open
Prerequisite: None
GLC2O Career Studies
Grade 10 Open
Prerequisite: None
GPP30 Leadership and Peer Support
Grade 11 Open
Prerequisite: None
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62
This course emphasizes regular participation in a va-
riety of enjoyable physical activities that promote
lifelong healthy active living. Students will learn
movement skills and principles, ways to improve per-
sonal fitness and physical competence, and safety
and injury prevention. They will investigate issues
related to healthy sexuality and the use and abuse
of alcohol, tobacco, and other drugs, and will par-
ticipate in activities designed to develop goal-
setting, communication, and social skills.
This course emphasizes regular participation in a va-
riety of enjoyable physical activities that promote
lifelong healthy active living. Student learning will
include the application of movement principles to
refine skills; participation in a variety of activities that
enhance personal competence, fitness, and health;
examination of issues related to healthy sexuality,
healthy eating, substance use and abuse; and the
use of informed decision-making, conflict resolution,
and social skills in making personal choices.
This course focuses on the development of leader-
ship and coordination skills related to recreational
activities. Students will acquire the knowledge and
skills required to plan, organize, and implement rec-
reational events.They will also learn how to promote
the value of physical fitness, personal well-being,
and personal safety to others through mentoring.
The course will prepare students for college pro-
grams in recreational, leisure, and fitness leadership.
Confederation College
RL 130 Recreation & Leisure Options
The student will be able to provide direct leadership
to participants involved in a variety of inclusive sea-
sonal recreation activities. The course is designed to
help students develop leadership qualities and intro-
duce community recreation resources which can
be accessed for program development or personal
leisure pursuits. This is an active course in a variety of
indoor and outdoor settings. Activitiy modification,
adaptation and inclusion will be emphasized.
This course focuses on the development of a healthy
lifestyle and participation in a variety of enjoyable
physical activities that have the potential to engage
students’ interest throughout their lives. Students will
be encouraged to develop personal competence
in a variety of movement skills and will be given op-
portunities to practice goal-setting, decision-making,
social, and interpersonal skills. Students will also
study the components of healthy relationships, re-
productive health, mental health, and personal
safety.
PPL1O Healthy Active Living Education
Grade 9, Open
Prerequisite: None
PLF4C Recreation and Physical Fitness Leadership
Grade 12, College Preparation
Prerequisite: Any Grade 11 or 12 open course in health
and physical education * Dual Credit with Confederation College
PPL30 Healthy Active Living Education
Grade 11, Open
Prerequisite: None
PAD40 Outdoor Education
Grade 12, Open
Prerequisite: None
PPL2O Healthy Active Living Education
Grade 10, Open
Prerequisite: None
63
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65
This course introduces students to information and
communication technology in a business environ-
ment and builds a foundation of digital literacy skills
necessary for success in a technologically driven
society. Students will develop word processing,
spreadsheet, database, desktop publishing, presen-
tation software, and website design skills. Through-
out the course, there is an emphasis on digital litera-
cy, effective electronic research and communica-
tion skills, and current issues related to the impact of
information and communication technology.
This course introduces students to the world of busi-
ness. Students will develop an understanding of the
functions of business, including accounting, market-
ing, information and communication technology,
human resources, and production, and of the im-
portance of ethics and social responsibility. This
course builds a foundation for further studies in busi-
ness and helps students develop the business
knowledge and skills they will need in their everyday
This course introduces students to computer pro-
gramming. Students will plan and write
simple computer programs by applying fundamen-
tal programming concepts, and learn
to create clear and maintainable internal docu-
mentation. They will also learn to manage
a computer by studying hardware configurations,
software selection, operating system
functions, networking, and safe computing practic-
es. Students will also investigate the
social impact of computer technologies, and devel-
op an understanding of environmental
and ethical issues related to the use of computers.
This course introduces students to computer pro-
gramming concepts and practices. Students will
write and test computer programs, using various
problem-solving
strategies. They will learn the fundamentals of pro-
gram design and apply a software development life-
cycle model to a software development project. Stu-
dents will also learn about computer environments
and systems, and explore environmental issues relat-
ed to computers, safe computing practices, emerg-
ing technologies, and postsecondary opportunities in
computer-related fields.
BTT10 Information and Communication Technology in
Business Grade 9 or 10, Open
Prerequisite: None
BBI20 Introduction to Business
Grade 10, Open
Prerequisite: None
IICS20 - Introduction to Computer Studies—
Grade 10—Open
Prerequisite: None
ICS3C Introduction to Computer Programming
Grade 11- Open
Prerequisite: None
66
68
This course enables students to further explore and
develop technological knowledge and skills intro-
duced in the elementary science and technology
program. Students will be given the opportunity to
design and create products and/or provide services
related to the various technological areas or indus-
tries, working with a variety of tools, equipment, and
software commonly used in industry. Students will
develop an awareness of environmental and socie-
tal issues, and will begin to explore secondary and
postsecondary education and training pathways
leading to careers in technology-related fields.
This course presents hairstyling, make-up, and nail
care techniques from a salon/spa perspective. Using
materials, processes, and techniques used in the
industry, students learn fundamental skills in hairstyl-
ing, giving manicures and facials, and providing
hair/scalp analyses and treatments. Students will al-
so consider related environmental and societal is-
sues, and will explore secondary and postsecondary
pathways leading to careers in the field of hairstyling
and aesthetics.
This course introduces students to building materials
and processes through opportunities to design and
build various construction projects. Students will learn
to create and read working drawings; be- come
familiar with common construction materials,
components, and processes; and perform a variety
of fabrication, assembly, and finishing operations.
They will use a variety of hand and power tools and
apply knowledge of imperial and metric systems of
measurement, as appropriate. Students will develop
an awareness of environmental and societal issues
related to construction technology, and will explore
secondary and postsecondary pathways leading to
careers in the industry.
TXJ20 Hairstyling and Aesthetics
Grade 10, Open
Prerequisite: None
TCJ20 Construction Technology,
Grade 10, Open
Prerequisite: None
TIJ10 Exploring Technologies
Grade 9, Open
Prerequisite: None
69
The above chart shows the links between courses for this discipline and the
possible pre-requisites for them. It does not attempt to depict all possible movements from course to course.
70
This course explores the challenges faced by all
people; how to meet basic needs, how to relate to
others, how to manage resources, and how to be-
come responsible members of society. Students will
acquire knowledge and skills that are needed to
make the transition to adulthood. Teachers will in-
struct students in developing interpersonal, decision-
making, and practical skills related to daily life. Stu-
dents will explore the functioning of families and the
diversities found among families and within society.
This course examines the nature of culture; how cul-
tural identities are acquired, maintained, and trans-
formed; and theories used to analyse cultures. Stu-
dents will explore world cultures, with an emphasis
on the analysis of religious and spiritual beliefs, art
forms, and philosophy. They will study the contribu-
tions and influence of a range of cultural groups
and will critically analyze issues facing ethnocultural
groups within Canada and around the world. Stu-
dents will develop and apply research skills and will
design and implement a social action initiative relat-
ing to cultural diversity.
This course explores the factors that affect attitudes
and decisions about food, examines current issues
of body image and food marketing, and is ground-
ed in the scientific study of nutrition. Students will learn
how to make informed food choices and how to
prepare foods, and will investigate our Canadian
food heritage and food industries, as well as global
food issues. The course also introduces students to
research skills related to food and nutrition.
HIF10/20 Exploring Family Studies
Grade 9 or 10, Open
Prerequisite: None
HSC4M Grade 12 University/College Preparation
Prerequisite: Any university, college, or university/
college preparation course in social sciences and hu-
manities, English, or Canadian and world studies
HFN10/2O Food and Nutrition
Grade 9 or 10, Open
Prerequisite: None
71
This course focuses on the well being of children in
families and community settings. Students will study
child behavior and child development in the con-
text of relationships with parents and others in the
community, and will learn through research and by
observing and interacting with children. This course
prepares students for further study of children, famil-
iarizes them with occupational opportunities related
to working with children, and introduces them to skills
used in researching and investigating children's
behavior in response to others.
72
This course emphasizes the development of practi-
cal skills and knowledge to solve problems, make
decisions, create personal meaning, and present
findings beyond the scope of a single subject or dis-
cipline. Through individual and collaborative inquiry
and research into contemporary issues, real-life situ-
ations, and careers, students will apply the principles
and skills derived from the complementary subjects
and disciplines studied, evaluate the reliability of
information, and examine how information technol-
ogy can be used safely, effectively, and legally.
They will also learn how to select strategies to define
problems, research alternative solutions, assess their
thinking in reaching decisions, and adapt to change
as they acquire new knowledge.
IDC4O/IDP4O Interdisciplinary Studies, Grade 12,
Open IDC4O/IDP4O
Prerequisites: for IDC4O, none; for IDP4O, the
prerequisite for each of the courses in the package
73
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THE SCHOOL YEAR CALENDAR
The Pelican Falls School year calendar has been especially designed for YOU. Look at the cal-
endar on the next page.
ABOUT THE SCHOOL YEAR CALENDAR
Note the following:
✓ There are 112.5 instructional hours in Semester 1 and 115.5 instructional hours Semester 2.
✓ There is a longer Christmas vacation and March break so that you can have a good visit
with your family
✓ Teachers' Professional Days will normally be built into the times when you are at home, so
that you do not get days off during the week with nothing to do.
77
Pelican Falls First Nations High School 650 Pelican Falls Road, Sioux Lookout, ON P8T 0A7
www.nnec.on.ca/pelican