Senior School Course Outlines - Strathcona-Tweedsmuir School · STRATHCONA-TWEEDSMUIR SCHOOL STS Course Requirements Grade 10 Grade 10 students are not permitted to have spares in

STRATHCONA-TWEEDSMUIR SCHOOL

Senior School

Course Outlines

2019-2020


STS Course Requirements

Grade 10

Grade 10 students are not permitted to have spares in their timetable and must take English, Science,

Mathematics, Social Studies, Physical Education, Career and Life Management and a modern language.

In addition, they choose electives to complete their schedule. Current elective choices include Outdoor

Education, a second modern language course, Design, International Politics, Art, Drama, Film Studies,

Sports Medicine. More information about required courses and electives can be found in the course

selection forms.

Grade 11

Grade 11 students must take at least seven courses and may take eight courses and are permitted one

spare. Students may choose to be a full IB student, a partial IB students, or they may take non-IB

courses. More information about required courses and options can be found in the course selection forms.

Grade 12 Grade 12 students may take a minimum of six courses and a maximum of eight courses. Most Grade 12

students take seven or eight courses. More information about required courses and options can be found

in the course selection forms.

Alberta Education Graduation Requirements

STS’ academic program is structured to ensure that students meet all Alberta graduation requirements and

these minimum requirements are below. More information can be found here:

https://education.alberta.ca/graduation-requirements-credentials-credits/high-school-diploma/

Students must earn 100 credits and include the following courses:

- English 30

- Social Studies 30

- Math 20

- Any 20 level Science

- Physical Education 10

- Career and Life Management – earned in Grade 10 at STS

- 10 additional 30 level credits from any subject area

- 10 credits from any of: CTS courses, Fine Arts Courses, Second Language Courses, Physical

Education 20 or 30

https://education.alberta.ca/graduation-requirements-credentials-credits/high-school-diploma/


IB Learner Profile

The aim of all IB Programmes is to develop internationally minded people who, recognizing our common

humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB

learners strive to be:

Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research

and show independence in learning. They actively enjoy learning and this love of learning will be

sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire

in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize and approach

complex problems, and make reasoned, ethical decisions.

Communicators

They understand and express ideas and information confidently and creatively in more than one

language and in a variety of modes of communication. They work effectively and willingly in

collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity

of the individual, groups and communities. They take responsibility for their own actions and the

consequences that accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open to the

perspectives, values and traditions of other individuals and communities. They are accustomed to

seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a

personal commitment to service, and act to make a positive difference to the lives of others and to the

environment.

Courageous

They approach unfamiliar situations and uncertainty with courage and forethought, and have the

independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in

defending their beliefs.


Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal

well-being for themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience. They are able to assess and

understand their strengths and limitations in order to support their learning and personal development.


Table of Contents

CAREER AND LIFE MANAGEMENT

Grade 10

Career and Life Management (CALM) (Required Grade 10 Course)

DESIGN

Grade 10

IB MYP Design 10 (Grade 10 Elective)

Grade 11

IB DP Design SL/HL

ENGLISH LANGUAGE ARTS

Grade 10

IB MYP English Language and Literature (ELA) 10-1

Grade 11

English Language Arts 20-1

IB DP English Language and Literature HL Year 1

Grade 12

English Language Arts 30-1

IB DP English Literature HL Year 2

FINE ARTS

Grade 10

IB MYP Visual Arts 10 (Grade 10 Elective)

IB MYP Drama 10 (Grade 10 Elective)

IB MYP Music 10 (Grade 10 Elective)

Instrumental Music 10

Grade 11

Art 20

Drama 20

IB DP Visual Arts Year 1

IB DP Music Year 1

IB DP Theatre Arts Year 1


Grade 12

Art 30

Drama 30

IB DP Visual Arts SL Year 2

IB DP Music SL Year 2

IB DP Theatre Arts SL Year 2



MATHEMATICS

Grade 10

IB MYP Mathematics 10 C

IB MYP Pre HL Mathematics 10 C

Grade 11

Mathematics 20-1

IB DP Mathematics: Analysis and Approaches SL Year 1

IB DP Mathematics: Analysis and Approaches HL Year 1

Grade 12

Mathematics 30-1

Mathematics 30-2

Mathematics 31

IB DP Mathematics 30 SL Year 2

IB DP Mathematics 31 SL Year 2

IB DP Mathematics 30 HL Year 2

IB DP Mathematics 31 HL Year 2

MODERN LANGUAGES

Grade 10

IB MYP French 10 (Continuing)

IB MYP French 30

IB MYP Spanish 10 (New)

IB MYP Spanish 10 (Continuing)

IB MYP Spanish 30

Grade 11

French 20 (same as IB DP French ab initio Year 1)

French 31a (same as IB DP French B SL Year 1)

IB DP French ab initio Year 1

IB DP French B SL Year 1

Spanish 20 (same as IB DP Spanish ab initio Year 1)

IB DP Spanish ab initio Year 1

IB DP Spanish B Year 1

Grade 12

French 30 (same as IB DP French ab initio Year 2)

French 31b (same as IB DP French B SL Year 2)

IB DP French ab initio Year 2

IB DP French B SL Year 2

Spanish 30 (same as IB DP Spanish ab initio SL Year 2)

IB DP Spanish ab initio SL Year 2

IB DP Spanish B SL Year 2

OUTDOOR EDUCATION

Grade 10

Outdoor Education (Grade 10 Elective)


PHYSICAL EDUCATION

Grade 10

IB MYP Physical Education 10

Sports Medicine 10 (Grade 10 Elective)

Grade 11

Physical Education 20

Sports Medicine 20

Grade 12

Physical Education 30

SCIENCE

Grade 10

IB MYP Science 10

Grade 11

Biology 20

Chemistry 20

Physics 20

IB DP Biology Year 1

IB DP Chemistry Year 1

IB DP Physics Year 1

Grade 12

Biology 30

Chemistry 30

Physics 30

IB DP Biology SL/HL Year 2

IB DP Chemistry SL Year 2

IB DP Chemistry HL Year 2

IB DP Physics SL Year 2

SOCIAL STUDIES

Grade 10

International Politics 30 (Grade 10 Elective)

IB MYP Social Studies 10-1

Grade 11

Social Studies 20-1

IB DP History Year 1

IB DP Economics Year 1

Grade 12

Social Studies 30-1

IB DP History SL/HL Year 2

IB DP Economics HL Year 2

THEORY OF KNOWLEDGE

IB DP Theory of Knowledge


Career and Life Management (PED 0770)

Course Overview

The aim of Career and Life Management (CALM) is to enable students to make well-informed,

considered decisions and choices in all aspects of their lives, developing a strong sense of well-being.

CALM encourages learners to respect and understand the world around them and equips them with a skill

base appropriate for a learner in the 21st Century.

Resources

There is no specific textbook for this course. We will be accessing many on-line resources, as well as

reviewing guidelines regarding rental, financial, and insurance agreements. We will occasionally bring in

guest speakers and videos to further emphasize topics being discussed in class.

Course Content

Unit Title General Outcomes Assessment Tasks

Career and Life Choices Students will develop and apply

processes for managing personal,

lifelong career development.

Life List

Career Research &

Reflection

Application Form, Cover

Letter, Resume

Mock Interview Reflection

Resource Choices Students will make responsible decisions

in the use of finances and other

resources that reflect personal values and

goals and demonstrate commitment to

self and others.

Moving Out Project

Independent Living Exam

Personal Choices Students will apply an understanding of

the emotional/psychological, intellectual,

social, spiritual and physical dimensions

of health – and the dynamic interplay of

these factors – in managing personal

well-being.

Well-Being Presentation

Assessment

Philosophy

Students will frequently have the opportunity to demonstrate their knowledge of the subject material

through a variety of formats, each of which emphasizes their ability to think in a critical manner. The

approach to each of their assessment tasks will meet their particular learning needs.

Timely, meaningful feedback will be provided to students during class, and you and your child can view

formative and summative assessment feedback using Managebac. The purpose of this feedback is to

highlight and support areas of growth while also celebrating areas of strength so that each student can

achieve to their individual potential.


Evaluation & Reporting

The term evaluation can best be understood as the act of making an informed decision, given the

assessment information, about a student’s progress. A student’s final evaluation will be calculated as

follows:

Life List (10%)

Application Form, Cover Letter, Resume (15%)

Career Research & Reflection (15%)

Mock Interview Reflection (15%)

Moving Out Project (20%)

Independent Living Exam (10%)

Well-Being Presentation (15%)

The above evaluation will be based on “summative tasks” and not formative tasks, although both will be

reported and visible in Managebac. Formative tasks support mastery of a concept/skill; summative

assessments are those which directly inform evaluative judgements for reporting purposes.

There is no final exam for this course; final marks will be calculated upon a cumulative total of all marks

earned throughout the semester.


IB MYP Design 10

Course Overview

Technology and technological developments have given rise to profound changes in society, transforming

how we access and process information, how we communicate with others and how we work to solve

problems. MYP Design aims to provide the means and context to help students become skillful problem

solvers by engaging them in the design cycle.

The design cycle is used as the model of thinking and the strategy used to help students investigate

problems, design, plan, create and evaluate the products and solutions that they generate. These

products/solutions can be defined as a model, prototype, product or system that students have generated

independently. This course will allow students to explore three branches of design - information,

materials and systems.

The aim of MYP Design course is to encourage and enable students to:

Enjoy the design process, develop an appreciation of its elegance and power

Develop knowledge, understanding and skills from different disciplines to design and create

solutions to problems using the design cycle

Use and apply technology effectively as a means to access, process and communicate

information, model and create solutions, and to solve problems

Develop an appreciation of the impact of design innovations for life, global society and

environments

Appreciate past, present and emerging design within cultural, political, social, historical and

environmental contexts

Develop respect for others’ viewpoints and appreciate alternative solutions to problems

Act with integrity and honesty, and take responsibility for their own actions developing effective

working practices.


Course Content

Type of Unit Title and

Nature of Unit

MYP Key

Concepts

Global Context Statement of

Inquiry

MYP Criterion

Assessed

Product Design Hacking Ikea:

design a new

lamp shade for

an old Ikea light

Development Orientation in

space and time

Developing

functional

solutions to

design needs that

change over time

A

B

C

D

Robotic Design Meet the new

“Safety Robot”.

Design a robot

that would make

an area of the

school a safer

place

Systems Fairness and

Development

Robotic systems

function to share

our

responsibility for

ensuring

everyone is safe

A

B

C

D

Rapid

Prototyping of a

Human-Centred

Design

Design a

prototype that

meets the

specific needs

and capabilities

of the end user

Form, function,

empathy

Scientific and

Technical

Innovation

Human-Centred

Design requires

attention to an

iterative, cyclical

process

A

B

C

D

Students will include the design solution in a portfolio and participate in interim critiques; e.g., self,

peer, instructor as well as discuss intentions and decision making related to the application of elements

and principles of design.

Students will demonstrate basic competencies related to Approaches to Learning Skills:

communicate

manage information

use numbers

think and solve problems

demonstrate personal management skills to:

demonstrate positive attitudes and behaviours

be responsible

be adaptable

learn continuously

work safely

demonstrate teamwork skills to:

work with others

participate in projects and task

Product Design

Students will identify and use tools (3-D Printers, laser cutters, sublimation printers) and

materials (foam core board, fabric, wood, metal ) common to 2-D and 3-D design.

Students will demonstrate basic knowledge and skills required to operate CAD software (ex.

Google sketchup, TinkerCad, and 123 Design.

Students will apply fabrication processes and skills in a safe manner to produce a useful product.


Robotics Design

Students will demonstrate a general understanding of robotics including the nature of robots,

robotic control systems and the robotic environment.

Students will design a robotics system consisting of at least one robot, associated control systems

and environment capable of carrying out a simple set of predetermined tasks.

Students will use an iterative process to build the environment, robot and controlling mechanism

called for by the design challenge:

o construct that portion of the environment required for the first task or tasks in the task

sequence

o assemble as much of the robot, as is required, to accomplish the task or tasks

Human-Centred Design

Students will produce a personalized footwear product using consumable materials. A number of

principles related to Human-Centred Design are used in order to ensure the product maximally

meets the needs, capabilities and preferences of the end user.

Assessment

Philosophy

Students will frequently have the opportunity to demonstrate the depth of their command of the subject

material in a number of different formats, each of which emphasizes their ability to recall, explain,

evaluate, extrapolate, reason, and think in a critical manner. Each attempt will serve to inform their

particular learning needs.

Timely, meaningful feedback will be provided that both you and your child can view using Managebac

although it is acknowledged that much feedback to students in this regard will happen during class time

through conversation. The purpose of this feedback is to highlight and support areas of growth while also

celebrating areas of strength so that each student can achieve to their individual potential.

Effective assessment will involve the student so as to impart ownership for their learning; therefore, all

tasks will require students to reflect upon their performance and next steps in some manner.



assessment information, about a student’s progress. Student’s final evaluation will be calculated as

follows:

MYP Criteria Levels of Achievement Possible

A: Researching and Analyzing 8

B: Designing 8

C: Realizing the solution 8

D: Evaluate 8

TOTAL 32


IB DP Design Technology SL/HL

Course Overview

IB DP Design Technology is a two-year program that aims to develop internationally-minded people

whose enhanced understanding of design and the technological world can facilitate our shared

guardianship of the planet and create a better world.

Inquiry and problem-solving are at the heart of the subject, with a focus on analysis, design development,

synthesis and evaluation. IB DP Design Technology requires the use of the DP design cycle as a tool,

which provides the methodology used to structure the inquiry and analysis of problems, the development

of feasible solutions, and the testing and evaluation of the solution. In design technology, a solution can

be defined as a model, prototype, product or system that students have developed independently.

IB DP Design Technology achieves a high level of design literacy by enabling students to develop

critical-thinking and design skills, which they can apply in a practical context. While designing may take

various forms, it will involve the selective application of knowledge within an ethical framework.


Course Content:

Year 1:

Timing Topic Projects

SL HL

Sept-

October

Innovation and Design topics

5.1-5.7

Modelling 3.1 and 3.2

Innovation & Markets 9.1,

9.2, 9.4

Product life cycle analysis

Design opportunity Analysis

- Image boards

- Fixed variable cost

identification

- Market research

- Market specifications

Nov-Dec Human factors & ergonomics

1.1a-c

Modelling 3.3, 3.4

User-Centered Design

7.1-7.3

Concept Modelling

- Napkin sketches

- CAD Models

Post-fabrication processing

User feedback on concept models

- Strategies for user

research

Jan-Feb Modelling 3.5

Raw materials 4.1-4.2

Commercial production

10.1, 10.5 (6 hours)

Innovation and markets (2

hours)

Factory visit – Plunge Audio

Calgary

Testable prototype with target

material project

March-

April

Production 4.3-4.6 UCD 7.4-7.5

Innovation & markets

Assembly line project

Testing Marketing Success

May-June Resource management &

sustainable production 2.1-2.5

Sustainability 8.1-8.4 U of C Environmental Design

lecture series

DIRTT case study on sustainable

design & site visit

Shell Innovation Lab Guest

Speaker


Year 2:

Timing Topic Projects

SL HL

Sept-Oct IB Group 4 Project (10 hours)

IB DP Design SL/HL Internal

Assessments

Nov-Dec Resource management &

sustainable design 2.4,2.6

Innovation & markets

9.5


10.2

Jan-Feb Classic Design 6.1, 6.2 Commercial production

10.3, 10.4

IA submission prior to March break (DES 3090)

March-

April

Paper 1, preparation and practice

Paper 2 preparation and practice

Paper 3 preparation and

practice

May IB DP Design SL/HL Examinations*

*This course ends after the completion of May exams.

SL/HL Syllabus Content/Alberta Ed Credits

Syllabus Sub-content Alberta Education Course Credits

Human Factors and

Ergonomics

1.1 Anthropometrics

1.2 Psychological factors

1.3 Physiological factors

DES2035 & DES3035 Resource

management and

sustainable production

2.1 Resources and reserves

2.2 Waste mitigation

2.3 Energy utilization, storage, distribution

2.4 Clean technology

2.5 Green design

2.6 Eco-design

Modelling 3.1 Conceptual modelling

3.2 Graphical modelling

3.3 Physical modelling

3.4 Computer aided design

3.5 Rapid prototyping

DES3145

Raw materials to final

product

4.1 Properties of materials

4.2 Scales of production

4.3 Manufacturing processes

4.4 Production systems

4.5 Automation in production

DES 2035 & DES3035

Innovation and design 5.1 Strategies for innovation

5.2 Stakeholders in invention and innovation

5.3 Product life cycle

5.4 Marketing specifications

5.5 Rogers’ characteristics of innovation and

consumers

ENT3010

Classic Design 6.1 Characteristics of classic design 6.2 Classic design, function and form

DES2060


Additional HL Syllabus Content/Alberta Ed Credits

User-Centered design 7.1 UCD

7.2 Strategies for user research

7.3 Designing for pleasure and emotion

Sustainability 8.1 Sustainable development

8.2 Sustainable consumption

8.3 Sustainable design

8.4 Sustainable innovation

ENS3030

Innovation and

Markets

9.1 Corporate strategies

9.2 Market sectors and segments

9.3 Market research

9.4 Marketing mix

9.5 branding ENT3020

Commercial

production

10.1 Just-in-time JIT and just in-case JIC

10.2 Lean production

10.3 Computer-integrated manufacturing

10.4 Quality management

10.5 Economic viability

Design Project

DES 2090

DES 3090

Assessment

Assessment Criteria (Applied to all internally assessed tasks)

Knowledge & Understanding a) Facts, concepts, principles, terminology

b) Design methodology & technology

c) Communication & presentation of technological information

Application a) Use of facts, concepts, principles and terminology to solve

problems, prototype or generate solutions

b) Use of design methodology & technology to solve problems,

prototype or generate solutions

c) Use of methods to communicate and present in response to a

problem, prototype or solution

Construct, Analyse, Evaluate a) Design briefs, problems, specifications, plans

b) Methods techniques and products

c) Data, information, technological explanations

Research & Experimentation a. Awareness of ethical dimensions of design

b. Research strategies and effectiveness

c. Collaboration


Task Weighting for DP Grade

SL HL

Design Project/IA 40% 40%

Paper 1 (multiple choice) 30% 20%

Paper 2 (short response and extended answer) 30% 20%

Paper 3 (HL only) 20%

Task Weighting for Alberta Education CTS Credits

Knowledge & Understanding 25%

Application 25%

Construct, Analyse, Evaluate 25%

Research & Experimentation 25%

Design Project 100% of DES 2090 and DES3090

Assessment of the Design Project (IA)

All standard and higher level students complete a design project as an internal assessment task. This

design project allows them to demonstrate their investigative, analytical, design thinking, design

development, prototyping, testing and evaluation skills and mirrors the design processes used across the

various industries that integrate design practice. Internal assessment accounts for 40% of the final

assessment.

At SL, the design project requires students to identify a problem and develop a solution. It is assessed

against four common criteria:

Analysis of a design opportunity

Conceptual design

Development of a detailed design

Testing and evaluation

At HL, the design project is extended to include aspects of innovation. The design project is assessed

against two additional criteria:


Marketing strategies


IB MYP English Language and Literature 10-1 (ELA 1105)

Course Overview

Language is fundamental to learning, thinking and communicating; therefore, it permeates the whole

curriculum. The power of language is best experienced through quality literature. The study of language

and literature enables students to become highly proficient in their understanding and use of the English

language.

Students need to develop an appreciation of the nature, the many influences, and the beauty of language

and literature. They will be encouraged to recognize that proficiency in language is a valuable life skill, a

powerful tool both in societal communication and as a means of personal reflection. Learning that

language and literature are creative processes encourages the development of imagination and creativity

through self-expression.

MYP Language and Literature (English) is academically rigorous, and equips students with linguistic,

analytical and communicative skills that can also be used in an interdisciplinary manner across all other

subject groups. There are six skill areas: listening, speaking, reading, writing, viewing and representing,

which develop as both independent and interdependent skills. Students develop these skills through the

study of both language and literature. The choice of texts also provides opportunities for and influences

students in further developing the attributes of the IB learner profile.

All International Baccalaureate students are encouraged to embody the spirit of the Learner Profile to

become lifelong learners who realize that they have a role in creating a better and more peaceful world.

In language classes, students read, speak, write, listen, and view as a part of a holistic learning

environment. In so doing, they are encouraged to use aspects of the Learner Profile to recognize that they

can have a positive impact on the earth and its inhabitants.

Resources

Macbeth by William Shakespeare; The Book Thief by Markus Zusak; the film, Life is Beautiful directed

Roberto Benigni, various poems, short stories, articles, essays, and visual texts.


Course Content

Unit

Title

Key Concept Related

Concept

Global

Context

Statement of

Inquiry

ATL skills

necessary for

summative

assessments

Assessment

Tasks and

Criteria

Content

Macbeth Perspective Characters

Genre

Theme

Identities and

Relationships

The limits of

ambition

within a

character are

contingent on

psychological

and cultural

change

Communication:

Communication

Skills

Essay

A:Analysing

B:Organizing

C:Producing Text

D: Using

Language

Unit Test:

A: Analysing

D: Using

Language

After reading

Macbeth, viewing the

film for the play, and

reading supporting

documents, the

students will gain an

understanding of the

tenuous nature of the

limits of ambition. In

addition, students will

explore the

connection between

identity, ambition and

greed, and how these

qualities are amplified

by the acquisition of

power.


The Book

Thief

Relationships Point of

View

Self-

Expression

Setting

Orientation

in Space and

Time

Under extreme

circumstances,

a society's

collective

morality may

be questioned

or even

subverted by

an individual.

Communication:

Communication

Skills

Thinking:

Transfer Skills

Critical Response

to Text

A:Analysing

B:Organizing

C:Producing Text

D: Using

Language

Students will read

The Book Thief and

view the film Life is

Beautiful. Further,

students will come to

understand the

extreme pressure that

a repressive society

can place on a

person’s individuality

and the importance of

self-expression as a

means to combat this

repression.

Speech

Day

Communication Audience

Imperatives

Style

Self-

expression

Purpose

Personal and

cultural

expression

Persuasive

language and

language

techniques can

be used to

influence an

audience.

Communication:

Reading, writing,

and using

language to

gather and

communicate

information

Oral Presentation

B: Organizing

C: Producing

Text

D: Using

Language

Students will learn a

variety of rhetorical

devices that can be

used to create and

deliver an effective

speech both for

competition and in all

forms of oral

communication.


Assessment

Philosophy




particular learning needs. Timely, meaningful feedback will be provided that can be viewed using

Managebac; although, it is acknowledged that much feedback to students in this regard will happen

during class time through conversation. The purpose of this feedback is to highlight and support areas of

growth while also celebrating areas of strength so that each student can achieve to his or her individual

potential.

To this end, assessment tasks chosen could include, but are not limited to: quizzes, tests, essays, research

reports, seminars, presentations, creative projects.


tasks will offer students the opportunity to reflect upon their performance and next steps towards their

academic growth.



assessment information, about a student’s progress. The MYP grade will be calculated as follows:


A: Analysing 8

B: Organizing 8

C: Producing Text 8

D: Using Language 8

TOTAL 32


Marti McKay Week

Our annual Artist-in-Residence program generously celebrates literature and writing with the help of

various authors who visit the school throughout this week to share their works with students across all

divisions.

Speech Day

Speech Day is one of the oldest traditions at STS. During the last week before school is adjourned for

Spring Break, the Middle and Senior School staff and students have the opportunity to watch students

compete against each other in a number of specific categories including Poetry Recitation, Persuasive

Speaking, Impromptu speaking and Acting.

English Department Contests

There are a number of literary contests throughout the school year for students to compete in:

I. The Locke Short Story Creative Writing Contest for Senior School.

II. The Locke Poetry Writing Contest for Senior School.

More information regarding these contests will be provided within English classes.


English Language Arts 20-1 (ELA 2105)

Course Overview

The aim of English language Arts is to enable each student to understand and appreciate language and to

use it confidently and completely in a variety of situations for communication, personal satisfaction and

learning. Thus, the program is designed to provide for the development of the essential concepts, skills

and attitudes required for effective communications in all environments. Students will gain competence

and confidence in speaking, listening, reading, writing, viewing and visual reviewing. They will be

provided with opportunities to experience language in functional, artistic and pleasure situations with the

aim:

To develop an awareness of and interest in how language works;

To develop an understanding and appreciation of a wide range of language use;

To develop flexibility in using language for a variety of purposes.

To develop confidence in literary appreciation and analysis

To promote in students an enjoyment of, and lifelong interest in, literature.

In this course students will study a variety of genres including short stories, novels, poetry, non-fiction,

drama, and visual/ multi-media works.

While the course will be organized by genre, some of the material we study may be thematically linked.

The overall purpose of this study encourages students to see literary works as products of art and their

authors as craftsmen whose methods of production can be analyzed in a variety of ways and on a number

of levels.

The provincial curriculum outlines six skill areas, or strands, which tie together an English Language Arts

program. Reading, writing, viewing, listening, speaking and representing comprise the six strands around

which the following specific objectives of the course are organized.

Course Content

Unit Topic

Novels Teachers will choose from a selection of novels: 1984 (George Orwell), The

Things They Carried (Tim O’Brien), The Awakening (Kate Chopin)

Shakespeare Study Othello

Modern Play or Film

Study

A Doll’s House (Henrik Ibsen) or Film Study (Teacher’s choice)

Graphic Novel Persepolis (Marjane Satrapi)

A selection of essays, short stories, poetry, visual media, short fiction from various resources


Assessment

Reporting periods will be cumulative. The final examination is worth 25% of your final course mark.

Assignments/ Quizzes 30%

Papers and Projects 40%

Unit Tests 30%

Marti McKay Week

Our annual Artist-in-Residence program celebrates literature and writing with the help of various authors

who visit the school throughout this week to share their works with students across all divisions.

Speech Day

Speech Day is one of the oldest traditions at STS. On the last Wednesday before school is adjourned for


compete against each other in a number of specific categories including Impromptu speaking and Acting.



I. The Locke Short Story Creative Contest for Senior School.


STRATHCONA-TWEEDSMUIR SCHOOL IB DP English Literature Year 1 (ELA 2105)

Course Overview

The International Baccalaureate Diploma Programme is a rigorous pre-university course of studies,

leading to examinations that meet the needs of highly motivated secondary school students between the

ages of 16 and 19 years. To fulfil the requirements for the International Baccalaureate (IB) Diploma, all

students must study a Group 1 subject, that is, a Language A.

The Language and Literature HL programme encourages students to see literary works as products of art

and their authors as craftsmen whose methods of production can be analysed in a variety of ways and on a

number of levels. This is achieved through the emphasis placed on exploring the means used by different

authors to convey their subjects in the works studied. It is further reinforced by the comparative

framework emphasized for the study of these works in all parts of the programme.

In view of the international nature of the IBO, the Language A programme does not aim to cover the

history of literature or the so-called ‘great works’ of humanity. It does not aim to equip students with a

‘mastery’ of other cultures. It is envisaged as having the potential to enrich the international awareness of

IB students and to develop in them the attitudes of tolerance, empathy and a genuine respect for

perspectives different from their own.

Course Content

Unit Name Topic(s)

Schools Free Choice Works studied to fulfill expectations of the AB Curriculum and to introduce the

concept of context and commentary.

PART FOUR WORKS – studied in the first half of the year:

Poetry Selections Langston Hughes

Green Grass, Running Water Thomas King

All the Pretty Horses Cormac McCarthy

Life of Pi Yann Martel

Works in Translation Works studied in context to understand how translation effects textual

interpretation.

PART ONE WORKS – studied in the second half of the year:

Antigone Sophocles

The Outsider Albert Camus

Poetry Pablo Neruda


Approaches to Learning Skills

Thinking Skills an ability to engage in independent literary criticism in a manner which

reveals a personal response to literature

a wide-ranging appreciation of structure, technique and style as employed by

authors, and of their effects on the reader

an ability to structure ideas and arguments, both orally and in writing, in a

logical, sustained and persuasive way, and to support them with precise and

relevant examples

an appreciation of the similarities and difference between literary works

from different ages and/or cultures

ways of approaching and studying literature, leading to the development of

an understanding and appreciation of the relationships between different

works

the ability to engage in close, detailed analysis of written text

These skills are assessed in every DP assessment in the course throughout

the two years.

Communication

Skills an ability to engage in independent textual commentary on both familiar and

unfamiliar pieces of writing

an ability to express ideas with clarity, coherence, conciseness, precision and

fluency in both written and oral communication

a command of the language appropriate for the study of literature and a

discriminating appreciation of the need for an effective choice of register

and style in both written and oral communication

the student’s powers of expression, both in oral and written communication,

and provide the opportunity of practicing and developing the skills involved

in writing and speaking in a variety of styles and situations

These skills are evaluated on every DP assessments throughout the two

years.

Social Skills Since the course is discussion based, it will:

broaden the students’ perspective through the study of works from other

cultures and languages

promote in students an enjoyment of, and lifelong interest in, literature

introduce students to a range of literary works of different periods, genres,

styles and contexts

These skills are formally assessed in the Individual Oral Commentary which

occurs Year 2.

Self-management

skills

Plan short and long term assignments; meet deadlines

Consider cultural implications when writing the reflective statement after

oral presentations on contextual topics in preparation for the written

assignment, which is begun in Year 1 and completed in Year 2.

Research skills Make connections between various sources of information, as exploring two

schools of literary criticisms to compare and contrast interpretations

Create references and citations, use footnotes and/or endnotes and construct

a bibliography according to recognized conventions, which must be used in

their written assignment, which is begun in Year 1 and completed in Year 2.


Assessment

Evaluation will be cumulative.

Term Work: 70% The final exam is worth 30%.

IB Evaluations for Year One:

a. School’s Free Choice: Aside from the regular expectations regarding assessment for Alberta

students in a Grade 11 English course, students will complete an Individual Oral Presentation for

one of their required IB assessments. This is a 10-15minute presentation on a work or works

from Part IV (Persepolis, poetry of Langston Hughes, W;t, The Boys in the Boat), worth 15% of

overall IB mark. INTERNALLY MARKED. Due date for this presentation will be decided in

class.

b. Works in Translation: Aside from the regular expectations regarding assessment for Alberta

students in a Grade 11 English course, students will complete an Interactive Oral for each Part 1

work. Reflective statement for each Part 1 work (300-400 words). Supervised writing for each

Part 1 work. ONE WRITTEN ASSIGNMENT (1200-1500 words) generated from one of the

supervised writings. This written assignment is EXTERNALLY MARKED.

Marti McKay Week



Speech Day

Speech Day is one of the oldest traditions at STS. During the last week before school is adjourned for


compete against each other in a number of specific categories including Poetry Recitation, Persuasive

Speaking, Impromptu speaking and Acting.



I. The Locke Short Story Creative Writing Contest for Senior School.




English Language Arts 30-1 (ELA 3105)

Course Overview

The aim of English language Arts is to enable each student to understand and appreciate language and to

use it confidently and completely in a variety of situations for communication, personal satisfaction and

learning. Thus, the program is designed to provide for the development of the essential concepts, skills

and attitudes required for effective communications in all environments. Students will gain competence

and confidence in speaking, listening, reading, writing, viewing and visual reviewing. They will be

provided with opportunities to experience language in functional, artistic and pleasure situations with the

aim:

To develop an awareness of and interest in how language works;

To develop an understanding and appreciation of a wide range of language use;

To develop flexibility in using language for a variety of purposes.

To develop confidence in literary appreciation and analysis

To promote in students an enjoyment of, and lifelong interest in, literature.

In this course students will study a variety of genres including short stories, novels, poetry, non-fiction,

drama, and visual/ multi-media works.

While the course will be organized by genre, some of the material we study may be thematically linked.

The overall purpose of this study encourages students to see literary works as products of art and their

authors as craftsmen whose methods of production can be analyzed in a variety of ways and on a number

of levels.

The provincial curriculum outlines six skill areas, or strands, which tie together an English Language Arts

program. Reading, writing, viewing, listening, speaking and representing comprise the six strands around

which the following specific objectives of the course are organized.

Course Content

Unit Name Topic(s)

Novel Study Ceremony by Leslie Silko

Modern Drama Study A Streetcar Named Desire by Tennessee Williams

Shakespeare Study Hamlet

Film Study Shawshank Redemption or Gattaca

Short Fiction and

Popular Media Study

Collection of short stories, articles, essays, and visual media

Poetry Study Poems by a variety of poets


Assessment


Course Work 70%

Final Alberta Diploma Exam 30%

Alberta Diploma Exam

1. Part A – Written Response – occurs early in June. Comprised of two separate assignments:

the Personal Response to text (40%) and the Critical Analytical Response to text (60%)

2. Part B – Reading Comprehension – occurs at the end of June. Comprised of 70 multiple

choice questions on various literary genres.

Marti McKay Week



Speech Day



compete against each other in a number of specific categories including impromptu speaking and acting.






IB DP English Literature HL Year 2 (ELA 3105)

Course Overview

The International Baccalaureate Diploma Programme is a rigorous pre-university course of studies,

leading to examinations that meet the needs of highly motivated secondary school students between the

ages of 16 and 19 years. To fulfil the requirements for the International Baccalaureate (IB) Diploma, all

students must study a Group 1 subject, that is, a Language A.

The Language and Literature HL programme encourages students to see literary works as products of art

and their authors as craftsmen whose methods of production can be analysed in a variety of ways and on a

number of levels. This is achieved through the emphasis placed on exploring the means used by different

authors to convey their subjects in the works studied. It is further reinforced by the comparative

framework emphasized for the study of these works in all parts of the programme.

In view of the international nature of the IBO, the Language A programme does not aim to cover the

history of literature or the so-called ‘great works’ of humanity. It does not aim to equip students with a

‘mastery’ of other cultures. It is envisaged as having the potential to enrich the international awareness of

IB students and to develop in them the attitudes of tolerance, empathy and a genuine respect for

perspectives different from their own.

Course Content

Unit Topic(s)

Detailed Study PART TWO WORKS:

Poetry Selections William Carlos Williams

Letters of George Orwell George Orwell

The Great Gatsby F. Scott Fitzgerald

Literary Genres:

Modern Drama

PART THREE WORKS:

Othello Shakespeare

A Streetcar Named Desire Tennessee Williams

In the Blood Suzan-Lori Parks

Pygmalion George Bernard Shaw



Thinking Skills an ability to engage in independent literary criticism in a manner which

reveals a personal response to literature

a wide-ranging appreciation of structure, technique and style as employed by

authors, and of their effects on the reader

an ability to structure ideas and arguments, both orally and in writing, in a

logical, sustained and persuasive way, and to support them with precise and

relevant examples

an appreciation of the similarities and difference between literary works

from different ages and/or cultures

ways of approaching and studying literature, leading to the development of

an understanding and appreciation of the relationships between different

works

the ability to engage in close, detailed analysis of written text

These skills are assessed in every DP assessment in the course throughout

the two years.

Communication

Skills an ability to engage in independent textual commentary on both familiar and

unfamiliar pieces of writing

an ability to express ideas with clarity, coherence, conciseness, precision and

fluency in both written and oral communication

a command of the language appropriate for the study of literature and a

discriminating appreciation of the need for an effective choice of register

and style in both written and oral communication

the student’s powers of expression, both in oral and written communication,

and provide the opportunity of practicing and developing the skills involved

in writing and speaking in a variety of styles and situations

These skills are evaluated on every DP assessments throughout the two

years.

Social Skills Since the course is discussion based, it will:

broaden the students’ perspective through the study of works from other

cultures and languages

promote in students an enjoyment of, and lifelong interest in, literature

introduce students to a range of literary works of different periods, genres,

styles and contexts

These skills are formally assessed in the Individual Oral Commentary which

occurs Year 2.

Self-management

skills

Plan short and long term assignments; meet deadlines

Consider cultural implications when writing the reflective statement after

oral presentations on contextual topics in preparation for the written

assignment, which is begun in Year 1 and completed in Year 2.

Research skills Make connections between various sources of information, as exploring two

schools of literary criticisms to compare and contrast interpretations

Create references and citations, use footnotes and/or endnotes and construct

a bibliography according to recognized conventions, which must be used in

their written assignment, which is begun in Year 1 and completed in Year 2.


Assessment


Term Work: 70%. The final exam is worth 30%.

IB Evaluations for Year Two:

a. Taped Oral Commentary (15%) – Commentary on one of Langston Hughes’ poems randomly

selected by the student. The discussion on the poem (15 minutes) will be followed by

guiding questions on one of the remaining two works studied in this section. Time of

Commentary: 25 minutes in length

a. Due date: January

b. Work in Translation Paper (20%) – based on Part One Works (Oedipus Rex, Kafka on the

Shore, Neruda Poetry)

a. Due date: November

c. Final IB Exam (50%) – occurs in May

a. Paper 1: Commentary – One written commentary based on unseen poetry or prose

extracts to which the techniques of literary criticism can be applied.

i. Time of Exam: 2 hours

b. Paper 2: Essay – One question to be answered in a comparative based on at least two

of the Part 3 works studied.

i. Time of Exam: 2 hours

Alberta Diploma Exam

1. Part A – Written Response – occurs early in June. Comprised of two separate assignments:

the Personal Response to text (40%) and the Critical Analytical Response to text (60%)

2. Part B – Reading Comprehension – occurs at the end of June. Comprised of 70 multiple

choice questions on various literary genres.

Marti McKay Week



Speech Day



compete against each other in a number of specific categories including Impromptu speaking and Acting.







IB MYP Visual Arts 10 (FNA 1400)

Course Overview

Art 10 is a dynamic course with emphasis on inquiry from the student in the pursuit of conceptual,

technical and process skill development. A “culture of creativity” is examined and nurtured in the

classroom.

“Art is what you do about something that interests, worries or pleases you…(it is) the way we search for

forms to express our wonder, our delight in vision, our love and concern about man’s destiny. Art is

concerned with inquiry, with the posing of questions needed to be asked, and the search for answers.”

- E. B. Feldman

Art 10 guides the student through projects/problems that increasingly challenge the student’s conceptual

understandings and creative through to critical thinking ability. Creativity is an exciting and powerful

concept; students will be intentionally guided to practice and develop the indicators.

2D, 3D and mixed media use expands student’s media repertoire, enabling students’ greater sophistication

and “rightness of fit” (congruence) between ideas and finished work. Art History, research, written

work, oral discussions and critiques are included. Detailed lessons and rubrics accompany each project.

Course Content

Unit 1: The Transformed Object Project/ or Editorial Illustration. Choice of approach determined each

year.

Statement of Inquiry: Artwork has the power to educate and inform and has the potential for individual to

community influence; it can be a vehicle for change. Students will conduct research, preliminary plans

and develop a 3D solution to a significant global concern or human rights issue. Students must be able to

explain/support the connections between the issue and their artwork. In the Editorial Illustration, students

will develop a 2D illustration to reflect a significant issue at a local to global level. Examples: Impact of

Multi-nationals, Climate Change and Human Rights (UN). The focus will change year to year.

Key Concept Related Concept Global Context Criteria ATL

Change Expression Fairness and

Development

A, B,C, D Thinking Skills

Research Skills

Communication

Skills


Unit 2: Innovation and Product Design. Choice of project determined each year.

Statement of Inquiry: “Is innovation part of my future?” Students will work with the challenge of

creating a product designed for a specific client. The project is designed to resemble a real-life scenario

where a creative team/individuals work through the Design Process to produce a resolved work.


Aesthetics

Innovation Personal and

Cultural

Expression

A, B, C, D Thinking,

Research and

Collaboration

Skills

Unit 3: The Hybrid. Note: This unit may be selected instead of Unit 2.

Statement of Inquiry: “Play will be to the 21st Century what work was to the last 300 years of industrial

society-our dominant way to knowing, doing and creating value”. Pat Kane, “The Play Ethic”.

Students will seek and play with dissimilar images that, when placed together in unexpected ways, create

new meaning or understandings. Brainstorming, preliminary plans, and collaboration guide students

towards a workable/meaningful 2D solution. Humor is encouraged!


Communication Expression and

Innovation

A, B, C, D Thinking Skills

Social Skills

Unit 4: Surrealism. Note: This unit may be selected instead of Unit 2.

Statement of Inquiry: Symbols and conventions used to convey meaning to an audience are influenced by

time and space.

Study of Surrealism informs students of historical imagery and approaches used to express ideas.

Students will interpret selected written work, then, create Surrealism influenced imagery to create,

explain/represent their solution (painting).


Aesthetics Narrative and

Interpretation

Personal and

Cultural

Expression

A, B, C, D Research Skills

Thinking Skills


Assessment

Philosophy


material in various ways which emphasizes their ability to investigate widely, interpret and synthesize

information to justify (reason/support) solutions. Students will be guided along the continuum from

creative to critical thinking. Additionally, students will have opportunity to practice and work towards

acquiring new technical skills. Each attempt will serve to inform their particular learning needs.

Feedback will be provided that both you and your child can view using Managebac, although it is

acknowledged that much feedback to students in this regard will happen during class time through

conversation. The purpose of this feedback is to highlight and support areas of growth while also

celebrating areas of strength so that each student can achieve their individual potential.

Assessment tasks chosen could include: quizzes, tests, background research specific to areas studied, oral

discussions and presentations, preliminary/practice drawings, media studies, finished projects, and written

responses.




follows:

MYP Criteria

Levels of Achievement

Possible

A: Knowing and Understanding 8

B: Developing Skills 8

C: Thinking Creatively 8

D: Responding 8

TOTAL 32

htttps://sts.managebac.com/


IB MYP Drama 10 (FNA1410)

Course Overview

The general goals of drama at the Senior School level are:

- To acquire knowledge of self and others through participation in and reflection on dramatic

experience.

- To develop competency in communication skills through participation in and exploration

of various dramatic disciplines.

- To develop an appreciation of drama and theatre as a process and art form.

Drama is both an art form and a medium for learning and teaching. It can develop the whole person —

emotionally, physically, intellectually, imaginatively, aesthetically and socially — by giving form and

meaning to experience through “acting out”. It fosters positive group interaction as students learn to make

accommodations in order to pursue shared goals. Dramatic growth parallels the natural development of

the student. This growth is fostered in an atmosphere that is non-competitive, cooperative, supportive,

joyful yet challenging. The overall goal of drama is to foster a positive self-concept in students by

encouraging them to explore life by the assumption of roles and by the acquisition of dramatic skills.

The imaginative exploration involves setting up a dramatic situation, “acting out” that situation,

communicating within that situation and reflecting on the consequences. It is this reflection that provides

the knowledge for self-development. As students progress through the dramatic forms of expression at the

secondary level, greater emphasis is placed upon the development of the individual as a creator,

performer, historian, critic and patron. Here, the self-development and socialization processes of the

student are extended by developing an appreciation of theatre as a traditional art form.

Course Content

Unit Title Duration Assessment Tasks and Criteria

Drama Elements and

structure

1.5

months

Statement of Inquiry: How can one use elements such as Space,

Place, Timing, Tension, Structure, and Symbol to communicate a

message?

Final Summative Task: Devised Ensemble Performance

Criterion A, B, C, and D

Movement for

Performance:

Commedia Dell’Arte

1 months Statement of Inquiry: How can movement and physical presence

be used to express mood, character, and objectives?

Final Summative Task: Commedia Lazzi mask performance

Criterion A, B, C and D

Improvisation in the

style of Augusto Boal’s

Forum Theatre to

address Social Issues

2.5

months

Statement of Inquiry: How do we use theatre to engaged in real

life issues and create solutions?

Final Summative Task: Full Class Improvised Performance in the

style of Forum theatre

Criterion A, B, C and D


Assessment

(MYP) Objectives (MYP) Assessment Criteria

A Using Knowledge Students should be able to:

demonstrate knowledge and understanding of the elements of

performing arts, including specialized language, concepts and

processes

demonstrate an understanding of the role of the art form in relation

to time and place

use acquired knowledge to purposefully inform artistic decisions

B Developing Skills Students should be able to:

demonstrate the acquisition and development of the skills and

techniques of the performing arts

demonstrate the application of skills and techniques to create,

perform and/or present art

C Thinking Creatively Students should be able to:

develop artistic intention to a point of realization

demonstrate lateral thinking

demonstrate curiosity and take informed risks

D Responding Students should be able to:

construct meaningful connections, consider feedback and transfer

learning to new settings

reflect on artistic intention and describe the impact of realized

artwork

critique the artwork of others





Timely, meaningful feedback will be provided that both you and your child can view using Managebac,




To this end, assessment tasks chosen could include: presentations, performances, physical and/or vocal

exercises, improvisations and written assignments.







follows:


A: Using Knowledge 8



D: Responding 8

TOTAL 32


reported and visible in Managebac. This enables students to take-risks without the fear of being penalized

for doing so. Formative assessments include all tasks that drive toward mastery of a concept/skill at the

end of each unit. Summative assessments are those which directly inform evaluative judgements for

reporting purposes.

Marks on report cards are cumulative, but will reflect a students’ most recent and consistent achievement

against the criteria. This allows students to take risks without penalty, grow and be rewarded for their

persistence.


IB MYP Music 10 (FNA 1424)

Course Overview

IB MYP Music 10 aims to inspire meaningful musicianship through performing, creating, and analysing

music of all genres. Open to vocalists and instrumentalists of any background/experience, it is designed to

foster a lifelong love of music for all and effectively prepare students who continue on to the IB DP

Music course.

IB MYP Music 10 is about building creative thinking ability, confidence in performance, and a

substantial knowledge base to inform artistic identity. Students will be guided through performance,

composition, and analysis projects that develop a deeper understanding of the technical and artistic

elements of music.

There is no prerequisite performance level and all concepts will build on learning from both the Music 9

and Instrumental Music 9 courses.

Resources

All teaching materials will be posted on Managebac.

Materials

All students need to have a primary instrument (voice included) that they will be assessed on. There are

pianos and percussion instruments available for students to use but all other instrument types need to be

provided by the student. Email Mr. Van de Reep at [email protected] if you have any questions about

this.

Laptops will be necessary for each class and it is recommended that each student have a set of

headphones.

Course Content

Unit 1: Performance Statement of Inquiry: Experience and Interpretation changes performer identity

Areas of Study: Performance etiquette, artistic interpretation, tackling performance anxiety.

Key Concept Related Concept(s) Global Context Criteria

Change Presentation Interpretation Identities and Relationships B,C,D

mailto:[email protected]


Unit 2: Musical Lines Statement of Inquiry: People and cultures express themselves using aesthetic structures

Areas of Study: Rhythm, metre, pitch, melody, expressive elements, communication through

composition.


Aesthetics Structure Personal and Cultural Expression A,B,D

Unit 3: Music Together Statement of Inquiry: Musical elements can be connected in expressive ways.

Areas of Study: Genre, scale, key, harmony, texture, communication through composition.


Connections Genre Personal and Cultural Expression A,B,D

Unit 4: Composition Statement of Inquiry: Compositions communicate a sense of self and culture

Areas of Study: In-depth study of a genre’s composition techniques.


Communication Composition

Expression

Personal and Cultural Expression A,B,C,D

Assessment

Philosophy


material in various ways which emphasize their ability to investigate widely, interpret and synthesize

information to justify (reason/support) solutions. Students will be guided along the continuum from

creative to critical thinking. Additionally, students will have the opportunity to practice and work towards

acquiring new technical skills. Each attempt will serve to inform their particular learning needs.

Timely, meaningful feedback will be provided that can be viewed using Managebac; although, it is

acknowledged that much feedback to students in this regard will happen during class time through

conversation. The purpose of this feedback is to highlight and support areas of growth while also

celebrating areas of strength so that students can achieve to their individual potentials.

Assessment tasks in Music 10 are a balance of performances, compositions, analysis exercises, tests, and

reflections. Each summative task is supported by ample formative assessment opportunities.


Evaluation and Reporting


assessment information, about a student’s progress. The MYP grade will be calculated as follow:





D: Responding 8

TOTAL 32


Instrumental Music 10 (FNA 1425)

Course Overview

The Senior School Instrumental Music Program is designed as a sequential and developmental approach

to music instruction. Each level grows from those experiences previously presented. The program is

flexible, providing for several levels of student ability and achievement.

Through the study of Instrumental Music, students will:

demonstrate proper posture, hand position and embouchure

develop and perform with good tone and intonation

demonstrate proper care and maintenance of their instrument

recognize and perform a variety of articulations

perform major scales

recognize, write, verbally count and perform rhythms at various tempos

play in various time signatures including 2/4, 3/4, 4/4, 2/2, 6/8 and mixed meter time

identify tempo, style and dynamic markings

have a basic understanding of music history including periods and composers

work in a small ensemble demonstrating good intonation, balance and blend

know the value of teamwork by attending all rehearsals and performances

listen to a variety of recordings to expand their knowledge of music and to become critical

listeners.

Resources/Supplies

Method and Theory books

Pencils, instrument, folder, reeds, valve oil, slide grease, etc.

Course Content

Technical and rhythmic study

Clinics

Rehearsal and performance of band literature

Theory

Performances

Assessment

Technique Development 40%

Excerpts from Repertoire 30%

Musician Mindset 15%

Theory/Ear Training/Composition 10%

History 5%


Art 20 (FNA 2400)

Course Overview

The Art 20 course offers the serious art student a venue to develop heightened awareness and ability in

conceptual thinking and more proficient technical skills in a variety of media. This leads to students

taking more creative risks, deeper exploration of ideas and pursuing more personal content (artist’s voice)

in studio work. Creative thinking skills (cognitive, affective, intuitive and meta-cognitive) components

are nurtured as an essential art and life skill. In order to be successful, the students’ “spirit of inquiry”,

independent learning, initiative and resourcefulness, must be keen.

Course content includes integrated Art History, artist research and Gallery Tours. Detailed project

outlines and assessment criteria are given per assignment.

“As we move into the next millennium, the most successful individuals in our society will be the most

entrepreneurial…those with the vision, imagination, determination and the capacity for constant re-

invention. They will have the phenomenal gift of making something from nothing… Just like artist’s do.”

- Ella King Torrey, (Former) President, San Francisco Art Institute

Students participating in this class should be able to demonstrate:

1. The acquisition of sufficient technical skill to produce some works of quality.

2. A sensitive appreciation to the medium at hand and its expressive potential.

3. Creative, imaginative and conceptual thinking skills.

4. An inquiring /curious attitude towards a variety of stimuli, expressed in persistent research and

regular studio work.

5. An understanding of the formal and technical problems encountered in studio practice.

6. Ability to reflect on and evaluate own growth and development.

Resources

Discovering Art History, selected texts and resources, student research, handouts and class notes.


Course Content

Unit Topics

Drawing and Illustration Fundamentals of Drawing/ Drawing as a

means to communication. Intent/types and

practice exercises

Formal Drawing systems: Perspective

Expressive drawing and illustration/ The

Drawing Box

Conceptual Art (Mixed Media) Idea drives Design/ Design Process

Students consider a wide range of

social/political/global/local/environmental

issues as inspiration for art making

Design 2D (Graphic Design) Idea drives Composition

Message planning

Graphic signs, messages and codes

Poster design (selected content)

3D Design/Sculpture Introduction to Space: Site-Specific

Sculpture. Place, Space and Environment

Ready-Mades

Portraiture

Fibre Arts Survey of Fibre Art/ Traditional and

Contemporary Approaches: Felting, Non-

Traditional Rug Hooking, Story Quilts,

and figurative sculpture.

Wearable Art TBD.

When time permits, a “Student’s Choice” (Media varies) project concludes the year. Written work, oral

presentations and critiques are included.

Assessment

1. Using Knowledge and Thinking Creatively: Assignments (gallery, ACAD, Art History or

artist research), RWB’s (concept development focus). Preliminary/process drawings: 33%

2. Developing Skills: Media experimentation and final art production: 34%

3. Responding: Artist statements (written), oral and/or written participation in formal critiques

and bull-pen sessions. Reflection on growth and development. (Self-assessment): 33%

Things We Do

1. “Leap, the net will appear”. Zen saying.

2. Teach someone. Do this intentionally.

3. Behave like an artist in the studio with respect to how you use your time, productivity and space.

4. Set “WIG’s”.

5. Believe in yourself.


Drama 20 (FNA 2410)

Course Overview

Drama 20 attempts to build on concepts introduced in Drama 10. Drama 20 begins to give students an

experience in the area of theatre as a performing art. Students should have the following skills: self-

discipline, self-control, leadership, maturity and an academic knowledge of theatre.

Drama 20 requires both written and performance work. The student will attempt through intensive, active

involvement in the theatre disciplines of orientation, movement, speech, improvisation, acting, theatre

studies, play writing and technical theatre to develop FUNDAMENTAL PERFORMANCE AND

THEATRE SKILLS as outlined in the Alberta Drama Program of Studies.

As students’ progress through the dramatic forms of expression emphasis is placed upon the development

of the individual as a creator, performer, historian, critic and patron.

1. The students will explore technical skills necessary to enhance performances.

2. The student will explore theatre history and theory necessary to enhance the understanding and

creation of various forms of performance and theatre.

3. Each student is required to attend two live theatre performances throughout the year and submit a

production report on them.

4. Students will be required to do a reflection journal at the end of each unit to reflect on discoveries

made during the exploration.

5. There are additional requirements for IB students which will be explained at another time.

The student must show advancement within all units described in the course outline. The general goals of

drama at the high school level are:

To acquire knowledge of self and others through participation in and reflection on dramatic

experience.

To develop competency in communication skills through participation in and exploration of various

dramatic disciplines.

To develop an appreciation of drama and theatre as a process and art form

Attendance

Any study of drama requires dedication and continuous involvement. You must constantly keep in mind

that you are attempting a course that is developmental in nature. Since drama cannot be learned from a

textbook and missed classes cannot be regained you are required to attend all classes. Drama demand

classroom participation.

Resources

Printed material and units will be available for viewing on Managebac.


Please have a pencil and paper available for work during class. Various costumes, props and technical

elements may be needed for performances throughout the term. Students will be given time to assemble

these items in advance of a performance. It is expected that any props required will be with the student

on the day of their performance. Should there be circumstances that make this not possible, the student

should contact the teacher prior to the class.

Course Content

Unit Name Topic(s)

Orientation Establishing classroom expectations and routines

Collaboration, creation, and communication with one another through group

exercises

Devised Ensemble creation within a collaborative work environment

Movement Movement as a performer

Investigate movement theorists and application of theory in performance

Improvisation Spontaneous vs Planned

Structure and components of Competition Improvisation

Theatre Sport format

Acting and Scene Analysis Stage Areas and Stage Positions, character development

Applying knowledge to scripted plays, an introduction to sub-text

Playwriting Building the script

30 word play, natural dialogue, discovery script

Theatre Style A study of the Farce and its place in history

Farce performance

Technical Theatre Integrated throughout unit as needed to enhance performance

Use of technical elements to enhance performance

Theatre History Study of a formalized style of theatre

Integrated throughout units as needed to enhance understanding of where the

basics of theatre are derived

Assessment

EVALUATION: Commitment to Learning 30

Production Report 15

Portfolio/Reflections 15

Rehearsal and Performance 40

Total 100


IB DP Visual Arts Year 1 (FNA 2400)

Course Overview

This two-year Visual Arts course is intended for students who wish to engage in both independent critical

investigation and practical exploration leading to artistic production. Throughout the course, students will

integrate theory into practice.

The course provides the opportunity for students to experiment with and challenge themselves in a variety

of media as well as to focus on art forms, skills and concepts of interest to each individual student.

Students will continuously research international art styles, movements and artists, as well as synthesize

their own cultural experience with their investigations and studio pieces. The exploration and critical

analysis of visual qualities, ideas, themes and issues, both in written and visual forms, evidenced in their

Process Journals (PJs) and studio work. Students will integrate and communicate their findings,

understandings and ideas from their PJ’s into their studio practice. These two components must work

together. The student’s Exhibition is the culmination of work generated from the Process Journal.

The first year is based on in-depth media examination and studying art-related concepts, art history and

art criticism in-depth. (Reference: 100 Significant Changes to Visual Art and Design). The year will

begin with guided projects leading up to more independent projects where students will be given the

chance to explore and examine the roles/function of various art media to reflect themes of personal and

cultural significance. (“An artist is not paid for his labour but for his vision”. J. Whistler.) Year 1 is

project based and the comparative study assignment, process portfolios and studio work is assessed

internally using criteria designed by the IB. The minimum requirement is 10 (total) studio/written

projects in the first year including two completed over the summer(s). Grade 11 sets the stage for

successful Grade 12 work. NOTE: Students will be required to visit galleries and museums regularly,

some with teacher as well as independently.

Visual Arts Aims

Enjoy lifelong engagement with the arts.

Become informed, reflective and critical practitioners in the arts.

Understand the dynamic and changing nature of the arts.

Explore and value the diversity of the arts across time, place and culture.

Express ideas with confidence and competence.

Develop perceptual and analytical skills.

Make artwork that is influenced by personal, historical and cultural contexts.

Become informed and critical observers and makers of visual culture and media.

Develop skills, techniques and processes in order to communicate concepts and ideas.


Resources

A wide variety of texts, periodicals, art specialist books. Primary sources (gallery/museum visits) notes

and sites. Teacher and student resources.

Course Content

Unit Name Topics

1.Conceptual Art

Inquiry: Do Artists have a Moral Responsibility to their audience?

Political Art Propaganda in art in history. Contemporary Public Service

Advertising. Design Literacy. Text: The 7 Essentials of Graphic Design;

Allison Goodman

Objective: Students will share and discuss their research findings

(Comparative Study) artists: Jenny Holzer, David Cerny and Banksy.

Upon reflection students will collaboratively determine if artists have a

“moral responsibility” to their audience when making art.

Cultural Extension: Mexican Muralists.

Outcomes

Process: Process Journal entries and preliminary drawings.

Production: The Conceptual Image

Artist Statement: Evidence and discussion of work.

Media: Oil Pastel and collage/mixed media.

Investigations in additional drawing media: graphite, pen and ink, conte.

2. Media Exploration:

History of Fibre

Transforming the

Traditional

Exploring Forms and Transforming the Traditional. Fibre Arts, Quilts,

Rugs, Embroidery, Felt, African Mud Cloths, Indian Embroidery. Silk

Painting/ batik. Wearable Art/TBD. Story Telling.

Artists: Faith Ringgold, Jane Sassaman, M. Abakanowics

Outcomes Process: Process Journal entries.

Production: 5 media samples; 1 completed piece. Min size TBD.


Media: Investigations in Fibre/low-relief/3D.


3. Media and Cultural

Exploration: Canadian

First Nations

Text: Professional Native Indian Artists. Daphne Odjig, Eddy Cobiness,

Alex Janvier, Carl Ray, Jackson Beardy, Joseph Sanchez, Norval

Morrisseau.

Contemporary: Jane Ash-Poitras, Joanne Cardinal-Schubert, George

Littlechild, Dale Auge.

Objectives: Narrative, Story-Telling, Symbols and Meaning. Spirituality.

Link with other Cultures: Australian Aboriginal, Aztec, American South-

West.

Outcomes Process: Process Journal entries.

Production: 5 media samples; 1 completed piece. Extended interpretation

Artist Statement: Evidence and discussion of work

Media: Investigations in water-based paint and mixed media

4. “Isms” Topics: Selected

1860-1900: Impressionism and Post-Impressionism

1900-1918: Expressionism and Cubism

1918-1945: Surrealism and Social Realism (Connection to Topic 1)

1945-1965: Abstract Expressionism, Combines (Rauschenburg) and Pop

Art

1965-Today: Conceptual Art, Body Art and your choice.

Outcomes

Process: Process Journal entries

Production: 5 media samplers; 1 completed piece

Media: Various across styles and movements

Artist Statement: Evidence and discussion of work

5. Student Choice

Students select and explore in greater depth, areas of interest from prior

study. Prior explorations should inform the direction of personal work,

but are not limited to the ones already covered.

Outcomes: Mini-exhibition and Curatorial Rationale

6. Summer Work You will be required to complete 2 assignments that will be due

September.



Thinking Skills Students develop the skills of invention and innovation through multiple creativity

relevant processes: Brainstorming, mind-maps, consideration of alternatives through

being open minded (flexible-thinking) and avoiding premature judgement, making

connections through lateral and transdisciplinary thinking, visible thinking and working

strategies (T. Amabile; Growing Up Creative) and trying new ideas in preliminary

drawings. All of these strategies are routinely named and practiced. These actions

Allow students to formulate (develop) factual, topical, conceptual and debatable questions

or positions. Students learn to revise understanding based on new information and

evidence.

Communication

Skills

In Visual Art, students learn to exchange thoughts, information and interpretations

effectively through practice in giving and receiving meaningful feedback. Feedback

(observations of areas of strength and areas for growth) is communicated with

consideration and respect; the focus is on some facet of the artwork and not the person

who made it. This is modelled in class through critique sessions and student-teacher

discussion.

EB Feldman, “How to Talk About Art”; Terry Barrett, “Talking About Student Art”;

Davis Publications.

Students develop speaking and writing skills (Comparative Study and Curatorial

statements) using judgement supported by argument (support) models. Judgements must

be preceded, and informed, through understanding. Ample oral and written opportunity is

provided to develop these skills. Background knowledge: Elements and Principles of Art.

Social Skills Listen actively to others perspectives and ideas. To build knowledge and informed

judgement, students must actively and respectfully listen to the perspective and ideas of

others. This is developed during critique or brainstorming sessions where students

maintain an open mind and reserve judgement. The outcome is that « being heard »

encourages others to contribute in knowledge building and idea development.

Self-management

skills

Organizational skills: Managing time and tasks effectively. STS Managebac for deadlines

and weekly agenda. Portfolios for storage of work, notebooks and Process Journals are

provided for students. IB students have dedicated studio space to leave their work in

progress.

Perseverance and self-motivation are supported through active mindset reframing of tasks

and challenges. Managing state of mind through Creativity Mindset Exercises)

Research skills Students develop research skills specific to the study of artistic movements, styles and

media in order to be informed and inform others, and to make connections between

various sources of information. Critical reading of a variety of sources can reveal

information bias and personal perspectives. Research should seek a range of perspectives

from multiple and varied sources in order for students to discover multiple connections.

Assessment

1. Term Work: Process Journals, idea/concept development, media exploration and samples,

written work, artist statements. 75%

2. Finished Artwork: Formal and Technical skill development. 25%

The emphasis in IB Year 1 is the exploration and development of ideas, personal styles and techniques as

the ground work for informing/inspiring a final Exhibition in Year 2. Because students are encouraged to

explore and experiment with a variety of (new) media, less emphasis is placed on formal and technical

skills.


IB DP Music Year 1 (FNA 2424)

Course Overview

International Baccalaureate (IB) Music will provide students with a greater knowledge and appreciation

of music, both of the western tradition as well as international traditions.

The class work includes individual and group work developing performance and the independent research

for musical investigation. Subjects taught include music theory, ear-training, aural skills, music history,

international music, analysis and appreciation, and researching and writing about music.

The Solo Performance Option (SLS) includes:

Musical Perception and Analysis

Solo Performance: voice or instrument, one or more recitals

Objectives

Development of performance skills through solo music making.

Use of appropriate musical language and terminology to describe and reflect a critical

understanding of musical issues.

Development of perceptual skills in response to musical stimuli (Listening).

Knowledge and understanding of music in relation to time and place (History).

General musical development over the course of study.

Resources

The Enjoyment of Music

Practical Theory

Basic Harmony

Course Content

Unit Name Topic(s)

Theory Basic Notation

Clefs

Rhythmic Elements

Time Signatures

Key Signatures

Major, Minor Scales

Circle of Fifths

Chords: Maj, Min, Aug, Dim.

Intervals

Inversions of chords

Four-Part Writing

Music Terms and Symbols

Seventh Chords

Non Harmonic Tones

Harmonization of the melodic line


History Middle Ages - Baroque Period

Classical Period

Romantic Period

Analysis Forms

Bach Chorals

Music analysis > Format

Performance Etudes

Solo

Performance at an assembly


Thinking Skills Students will recognize and apply music terminology when explaining and

critiquing musical excerpts. Students will study theory and harmony to interpret and

analyze written and aural musical compositions. The first steps to prepare for the

final written exam.

Communication Skills Students will grow and develop their communication skills in a variety of ways. The

most important being listening and then in musical terms describe what they are

hearing. The ability to read and understand scores and provide score analysis.

Students will also develop their verbal skills through group presentations, group

reading sessions and open discussions.

Social Skills The key feature of IB Music is open mindedness. A prominent theme in the study of

music is the understanding and appreciation of multiple perspectives. Students will

be expected to show the ability to appreciate and understand the other musical

genres offered including the study of world music. Group presentations will be an

integral way students will learn to collaborate.

Self-management skills

There are two main aims in the realm of IB ATL Self-Management Skills; the

development of:

(a) Organization skills—managing time and tasks effectively; goal- setting,

etc.

Students in music will develop organizational skills through a variety of tools: the

STS Managebac data management platform; management templates in their

computer OS; management apps in their smart phone.

It is the expectation that assigned reading and individual practice time is planned

and completed.

(b) Affective skills—managing state of mind, self-motivation, resilience,

mindfulness, etc.

Self-motivation is needed as students practice their individual instrument/voice to

prepare for the upcoming recital

Research skills Students will develop research skills specific to the study of music: historical

periods, composers, musicians and styles. The students will look for primary and

secondary resources. They will explore the many varied resources that are

available.

Assessment

Assessment will include exams, papers, presentations and reflections.


IB DP Theatre Arts Year 1 (FNA 2410)

Course Overview

The IB Theatre Arts program is taught in conjunction with Drama 20 and covers the same material with

additional classes for enrichment. Theatre Arts IB/Drama 20 attempts to build on concepts introduced in

Drama 10. IB DP Theatre Arts/Drama 20 begins to give students an experience in the area of theatre as a

performing art. Students should have the following skills: self-discipline, self-control, leadership,

maturity and an academic knowledge of theatre.

IB DP Theatre Arts/Drama 20 requires both written and performance work. The student will attempt

through intensive, active involvement in the theatre disciplines of orientation, movement, speech,

improvisation, acting, play writing and technical theatre to develop FUNDAMENTAL

PERFORMANCE AND THEATRE SKILLS as outlined in the Alberta Drama Program of Studies.

As students progress through the dramatic forms of expression, emphasis is placed upon the development

of the individual as a creator, performer, historian, critic and patron.




3. Students will be required to do a process journal of each unit to reflect on discoveries made

during the exploration.

4. * IB DP Theatre Arts students will research and examine the various contexts of at least one

published play text and reflect on live theatre moments they have experienced as spectators.

5. * IB DP Theatre Arts students will produce a collaborative project for performance.

6. * IB DP Theatre Arts students research and examine the various contexts of at least one world

theatre tradition.

The student must show advancement within all units described in the course outline. The general goals of

drama at the high school level are:


experience.

To develop competency in communication skills through participation in and exploration of various

dramatic disciplines.

To develop an appreciation of drama and theatre as a process and art form


Attendance

Any study of drama requires dedication and continuous involvement. You must constantly keep in mind

that you are attempting a course that is developmental in nature. Since drama cannot be learned from a

textbook and missed classes cannot be regained you are required to attend all classes. Drama demand

classroom participation.

Resources

Printed material and units will be available for viewing on Managebac.

Please have a pencil and paper available for work during class. Various costumes, props and technical

elements may be needed for performances throughout the term. Students will be given time to assemble

these items in advance of a performance. It is expected that any props required will be with the student

on the day of their performance. Should there be circumstances that make this not possible, the student

should contact the teacher prior to the class.

Course Content

Unit Name Topic(s)



exercises

Devised Ensemble creation within a collaborative work environment

Movement Movement as a performer

Investigate movement theorists and application of theory in performance

Improvisation Spontaneous vs Planned

Structure and components of Competition Improvisation

Theatre Sports format

Acting and Scene Analysis Stage Areas and Stage Positions, character development

Applying knowledge to scripted plays, and an introduction to sub-text

Playwriting Building the script

30 word play, natural dialogue, discovery script

Theatre Style/Tradition A study of the Farce and its place in history

Farce performance

* Research a theatre tradition individually and create a moment of theatre

based on one tradition that you will explore with the class


Use of technical elements to performance



Thinking Skills Students will recognize and apply theatre terminology when explaining and

critiquing peer and professional performances. Students will study a variety of

theatre theories to assist them in interpreting script and performance work.

Students learn the importance of the creative processes to solve problems

techniques that are valuable life skills.

Communication Skills Students will grow and develop their communication skills in a variety of ways.

Many students find that theatre helps them develop confidence that is essential to

speaking clearly, lucidly and thoughtfully. Acting onstage teaches students how to

be comfortable speaking in front of large audiences or talking to smaller groups.

Non-verbal communication is created through experiences in theatre as students

learn to breakdown the mechanic of body language. They experience different

ways of moving and how those movements communicate different emotions. They

are then coached in performance skills to ensure they are portraying their character

effectively to the audience.

Students will also develop their verbal skills through group presentations, group

reading sessions and open discussions.

Social Skills The key feature of IB Theatre is open-mindedness. Students work in theatre

teaches them how to work effectively with different types of people in a variety of

situations. A prominent theme in the study of theatre is the understanding and

appreciation of multiple perspectives. Students will be expected to show the ability

to appreciate and understand the other theatrical genres offered including the study

of world theatre. The research project will be an integral way for students to share

their researched knowledge.

Self-management

skills


development of:

(a) Organization skills—managing time and tasks effectively, goal- setting,

etc.

Students in theatre will develop organizational skills through a variety of tools: the

STS Managebac data management platform; management templates in their



and completed.


mindfulness, etc.

Students are often assigned tasks that they must complete without supervision. It is

up to the individual how the task should be completed. Self-motivation is needed as

students work to meet production dates in all aspects of theatre; building scenery,

lighting plots, making props, designing and building costumes, and line

memorization.

Research skills Students will develop research skills specific to the study of theatre: historical

periods, play wrights and styles. The students will look for primary and secondary

resources. They will explore the many varied resources that are available.


Assessment

IB Theatre Task

Research presentation

Students plan and deliver an individual presentation (15 minutes maximum) to their peers in which they

outline and physically demonstrate their research into a convention of a theatre tradition they have not

previously studied.

External Assessment Criteria:

A Theatre in Context: The Tradition 8

B Theatre Processes: Practical Research 8

C Presenting Theatre: The Presentation 8

D Presenting Theatre: The Learner 8

Total: 32

EVALUATION IN CLASS Commitment to Learning 30%

Production Report 10%

Portfolio/Reflections 10%

Rehearsal and Performance 50%



Course Overview

















listeners.

Resources/Supplies



Course Content


Clinics


Theory

Performances

Assessment


Excerpts from Repetoire 30%



History 5%


Art 30 (FNA 3400)

Course Overview

The Art 30 program offers the serious art student a venue to develop greater technical skills in a variety of

media as well as pursuing more personal content (artist’s voice) in studio work. Art 30 begins with

assignment driven work, and concludes with an Independent Study in Term III. Creative thinking skills

(cognitive, affective, intuitive and meta-cognitive) components are nurtured as an essential art and life

skill. Written work and critiques are included.

Philosophically, the Arts play a role in transforming consciousness with project outcomes often being

counter-cultural. Students are guided through projects that require understanding of (complex)

connections and relationships, with the intention of expanding awareness and creating new meaning for

the student. In order to be successful, an Art 30 student’s “spirit of inquiry” independent learning,

initiative and resourcefulness, must be keen.

“As we move into the next millennium, the most successful individuals in our society will be the most

entrepreneurial…those with the vision, imagination, determination and the capacity for constant re-

invention. They will have the phenomenal gift of making something from nothing…Just like artist’s do”.

Ella King Torrey, (Former) President, San Francisco Art Institute

Students participating in this class should be able to demonstrate:

1. The acquisition of sufficient technical skill to produce some works of quality.

2. A sensitive appreciation to the medium in hand and its expressive potential.

3. Creative, imaginative and conceptual thinking skills.

4. An inquiring /curious attitude towards a variety of stimuli, expressed in persistent research and

regular studio work.

5. An understanding of the formal and technical problems encountered in studio practice.

6. Ability to reflect on and evaluate own growth and development.

Resources

Developing Art History, varied selected texts, periodicals, articles, sites and notes provided.


Course Content

Unit Name Topics

Identity Interpreted Self-Portrait

2D Design Product/Package Design

Mind Grenade 2D or 3D Investigation into a global issue. Concept

based work.

“Ism” Art History Selected Art Movements/Periods.

Student choice. Media use informed by

artist/movement.

Re-contextualize original concept or

theme

Fibre Art New Approaches to Media: Nuno Process

Independent Term Project Student develops personal work derived

from RWB and media/assignment

inspired work.

3 pieces of personal work

Assessment

1. Course work: Concept development, preliminary drawings, RWB submissions, artist statements,

technical skills, and finished assignment driven projects. 50%

2. Independent Term Project: Relationship between research and production, Understanding of

Topic/Concept of personal work, meaningful and imaginative exploration, media exploration,

design and technical considerations and personal growth/self-reflection. 50%

Portfolios

Students are expected to keep course work organized and stored in portfolios given to them. Portfolios are

located in the Art 30 studio space and always available for student access/use. Lost work cannot be fairly

assessed by memory.

Lost or badly damaged portfolios will be charged to the student’s bookstore account. Portfolios are on

loan for students to organize and transport their work and should be well-maintained for future users.

Things We Do

1. “Leap, the net will appear”. Zen saying.

2. Teach someone. Do this intentionally.

3. Behave like an artist in the studio with respect to how you use your time, productivity and space.

4. Set “WIG’s”.

5. Believe in yourself.


Drama 30 (FNA3410)

Course Overview

Drama 30 attempts to build on concepts introduced in Drama 10 and 20. Drama 30 is designed to give

the student an experience in the area of theatre as a performing art. Students should have the following

skills: self-discipline, self-control, leadership, maturity and an academic knowledge about theatre. Drama

30 requires both written and performance work. All students are required to keep an ‘Actor/Director’s

Portfolio’ during the final projects.

1. The student will complete the following components through intensive, active involvement:

orientation, movement, speech, acting, theatre studies, theatre design, theatre theories,

playwriting, technical theatre and directing as outlined in the Alberta Drama Program of

Studies.

As students’ progress through the dramatic forms of expression, emphasis is placed upon the

development of the individual as creator, performer, historian, critic and patron.

2. Students will act in scripted scenes this year that must contain all the theatre components studied.

3. Additional assignments the students will perform are:

- A mock audition (consisting of an introduction, and a contemporary and classical

monologue),

- A contemporary scene,

4. Each student will direct a 10-minute scene as his or her final project.

5. Each student must attend two live theatre performances and submit a production report for each

one.

6. As a drama student you are expected to set the example by helping to keep the classroom,

prop/costume rooms and the theatre clean.

7. Students will be required to do a reflection journal at the end of each unit to reflect on discoveries

made during the exploration.

The student must show advancement within all units described in the course outline. Since all students

begin this course at various proficiency levels, each student is expected to build and grow at an individual

rate.

The general goals of drama at the high school level are:


experience.

To develop competency in communication skills through participation in and exploration of

various dramatic disciplines.

To develop an appreciation of drama and theatre as a process and art form.


Attendance

Any study of drama requires dedication and continuous involvement. You must keep in mind that you

are attempting a course that is developmental in nature. Since drama cannot be learned from a textbook

and missed classes cannot be regained you are required to attend all classes. Drama demands classroom

participation.

Resources

All printed material and units will be available for viewing on Managebac.

Course Content

Unit Name Topic(s)

Orientation Establishing class routines and expectations


exercises and assignments

Devised Site Specific creation within a collaborative learning environment

Acting Theory

Workshops

Looking at different acting and movement theorists: Cohen, Stanislavski, Hagen,

Lacoq, Laban

*An introduction to Lacoq theories and research into Complicite

Watch “A Disappearing Number”

Create in the style of Complicite

Auditioning Choosing a script

The Introduction

Contemporary vs Classical

Memorization Techniques

‘The Audition’ performance

Shakespearean /

Elizabethan Theatre

Dramaturgy/Sub-text analysis

The Set Up

Script Breakdown

Rehearsal to Performance

Theatre Style

Exploration

Exploration of styles

Research Assignment


Directing/Acting Composition, Picturization, Levels, Focus

Script Selection/Analyzing Script

Directing the Play

*Read “Street of Crocodiles”


Theatre History Integrated throughout units as needed to enhance understanding of where the

basics of theatre are derived.

Assessment

Journals 5

Production Reports 15

Rehearsal/Assignments 40

Performance 40

Total 100%


IB DP Visual Arts SL Year 2 (FNA 3400)

Course Overview

This two-year Visual Arts course is intended for students who wish to engage in both independent critical

investigation and practical exploration leading to artistic production. Throughout the course, students will

integrate theory into practice.

The course provides the opportunity for students to experiment with and challenge themselves in a variety

of media as well as to focus on art forms, skills and concepts of interest to each individual student.

Students will continuously research international art styles, movements and artists, as well as synthesize

their own cultural experience with their investigations and studio pieces. The exploration and critical

analysis of visual qualities, ideas, themes and issues, both in written and visual forms, evidenced in their

Process Journals (PJ’s) and studio work. Students will integrate and communicate their findings,

understandings and ideas from their PJ’s into their studio practice. These two components must work

together. The student’s Exhibition is the culmination of work generated from the Process Journal.

In Year 2, the first 8-12 weeks look at selected cultures, genres, artists and styles through the “lens” of the

students’ area of interest. Students should attempt to make connections between course work examined

and their area of personal interest. Late October or mid November, students develop their independent

study or personal work. Students have approximately four months in which to prepare their Final

Exhibition, select Process Journal entries for submission and complete a final Comparative Study.

The Comparative Study and the Process Portfolio are examined externally by the IB and the Exhibition

examined by the teacher unless there are fewer than five students in the course.* For assessment in 2019

the Exhibition will be examined externally. The final Exhibition, a culmination of the student’s

accomplishments, will take place before spring break. The submission deadline is early in April 2019.

The students’ Process Journal will also be complete for submission prior to spring break.

Visual Arts Aims

Enjoy lifelong engagement with the arts.

Become informed, reflective and critical practitioners in the arts.

Understand the dynamic and changing nature of the arts.

Explore and value the diversity of the arts across time, place and culture.

Express ideas with confidence and competence.

Develop perceptual and analytical skills.

Make artwork that is influenced by personal, historical and cultural contexts.

Become informed and critical observers and makers of visual culture and media.

Develop skills, techniques and processes in order to communicate concepts and ideas.


Resources

A wide variety of texts, periodicals, art specialist books. Primary sources (gallery/museum visits) notes

and sites. Teacher and student resources.

Course Content

In the second year of the IB DP Visual Arts course, students focus on their own independent study. A

survey of projects and experiences in Year 1 provides a strong background and segue from which students

develop personal work in their second year.

Unit Name Topics

Cultural

Exploration

of the Art of

China

The impact of the Cultural Revolution on Chinese Artists, Artisans, writers. Societal

impact.

Lens: Dignity

Q: In what way did the Cultural Revolution impact culture creators?

Historical Traditions and Contemporary work.

Artists: Chinese artists working in contemporary and traditional forms. Vancouver Art

Gallery source.

Objectives: Tracing connections


Production: Five media samples; 1 completed piece (Relationship to your personal

work).


Cultural

Exploration

of the Art of

India.


Lens: Dignity

Q: Should traditional forms of art-making be changed to suit Western aesthetic

preferences? « Company Painting » 18-19C (British East India Company). Increase in

English residents as art patrons influenced the look of traditional works.



Production: Five media samples; 1 completed piece (Relationship to your personal

focus).


Cultural

Exploration

of the Art of

Russia


Lens: Dignity



Production: 5 media samples; 1 completed piece (relationship to your personal focus).



Independent

Work

Student develops Exhibition works influenced by previous artist styles and art

movements. Student determines specific « focus » of personal work and strives to

create a cohesive body of images which reflect that focus.

Objectives: Creating connections to selected focus.

Process: Process Journal entries. Research and media experimentation.

Production: Five media samples; completed pieces (including prior work) to a total of

eight for Exhibition.



Thinking Skills Students develop the skills of invention and innovation through multiple

creativity relevant processes: Brainstorming, mind-maps, consideration of

alternatives through being open minded (flexible-thinking) and avoiding

premature judgement, making connections through lateral and

transdisciplinary thinking, visible thinking and working strategies (T.

Amabile; Growing Up Creative) and trying new ideas in preliminary

drawings. All of these strategies are routinely named and practiced.

These actions Allow students to formulate (develop) factual, topical,

conceptual and debatable questions or positions. Students learn to revise

understanding based on new information and evidence.

Communication Skills In Visual Art, students learn to exchange thoughts, information and

interpretations effectively through practice in giving and receiving

meaningful feedback. Feedback (observations of areas of strength and

areas for growth) is communicated with consideration and respect; the

focus is on some facet of the artwork and not the person who made it. This

is modelled in class through critique sessions and student-teacher

discussion.

EB Feldman, “How to Talk About Art”; Terry Barrett, “Talking About

Student Art”; Davis Publications.

Students develop speaking and writing skills (Comparative Study and

Curatorial statements) using judgement supported by argument (support)

models. Judgements must be preceded, and informed, through

understanding. Ample oral and written opportunity is provided to develop

these skills. Background knowledge: Elements and Principles of Art.

Social Skills Listen actively to others perspectives and ideas. To build knowledge and

informed judgement, students must actively and respectfully listen to the

perspective and ideas of others. This is developed during critique or

brainstorming sessions where students maintain an open mind and reserve

judgement. The outcome is that « being heard » encourages others to

contribute in knowledge building and idea development.


Organizational skills: Managing time and tasks effectively. STS

Managebac for deadlines and weekly agenda. Portfolios for storage of

work, notebooks and Process Journals are provided for students. IB

students have dedicated studio space to leave their work in progress.

STRATHCONA-TWEEDSMUIR SCHOOL Perseverance and self-motivation are supported through active mindset

reframing of tasks and challenges. Managing state of mind through

Creativity Mindset Exercises)

Research skills Students develop research skills specific to the study of artistic

movements, styles and media in order to be informed and inform others,

and to make connections between various sources of information. Critical

reading of a variety of sources can reveal information bias and personal

perspectives. Research should seek a range of perspectives from multiple

and varied sources in order for students to discover multiple connections.

Assessment

Comparative Study: 20% External

Process Portfolio: 40% External

Exhibition: 40% External

Comparative Study 20%

This is the analysis and comparison of artworks by different artists from different cultural contexts. The

requirement for SL: 15 screens. This is an external assessment.

Students have completed a comparative study as practice in this component. Work will be

reviewed/discussed in class using IB assessment criteria. This must be a meaningful study and will be

linked to the first assigned project in Grade 11.

Process Journal which leads to the Digital Process Portfolio 40%

Students will submit carefully selected materials which evidence their experimentation, exploration,

manipulation and refinement of a variety of visual arts activities during the 2-year course. It is highly

recommended that students record/upload process imagery on a regular basis; students can screen/select

at a later date, but should not miss process opportunities in the moment. The requirements for SL: 18

screens in at least three art making forms selected from two separate columns according to the chart

below. This is an external assessment.

Two-dimensional Forms Three-dimensional Forms Lens-based electronic and

screen-based Forms

Drawing

Painting

Printmaking

Graphics-Illustration and Design

Sculpture

Designed objects: fashion,

architectural, vessels

Site specific/ephemeral: land art,

installations, murals

Textiles/fibres

Time-based and sequential:

Animation, graphic novel,

storyboard

Lens based: Still photography,

moving, montage

Digital/screen based: Illustrator

The Process Portfolio will contain the best evidence of students’ process and can include both finished

and unfinished works that are not included in the exhibition, as well as written notes, photos, exhibition

leaflets, postcards, sketches, experiments with different media, written analysis (not descriptions) of

artworks, brainstorms, as well as more finished drawings and paintings from students’ Process Journal.

Students can be creative with what they include as long as it supports the development of their artistic


ideas and skills. The teacher can provide some guidance with respect to selections, but cannot make

selections for students.

Exhibition 40%

Students will select seven pieces from 10+ completed works. These pieces must be their best and they

must all relate to a specific idea. Their Exhibition pieces must be “cohesive” and may include: drawings,

paintings, prints, ceramics, sculptures, collages, design work, digital artwork, photography, architectural

models, installations, textiles/fibres, and/or mixed media work.

Students’ studio work must show their personal ideas, intentions, and artistic (technical) skills through a

range of different media and techniques and MUST link to their final comparative study and critical

investigations. For the final Exhibition, students will choose their best seven studio pieces. The teacher

may consult with students, but may not select their work.

Summary of Assessment Requirements DP Visual Art

Comparative Study 20%

External Assessment

Examine and compare at least three artworks by two different artists

from at least 2 different cultures. Students will decide on these selections

and they MUST link to their exhibition.

SL: 15 Screens.

Process Journal 40%

External Assessment

Minimum of five pages per project at home/own time.

Students will choose the best excerpts from their Process Journals and

explain their journeys in 18 screens for final evaluation.

Exhibition 40%

External Assessment

Studio works

eight produced during Year 1

two produced during summer into Year 2

four+ produced during Year 2

Ongoing Assessment

Self, Peer, Teacher

Takes place at regular intervals (every 3-4 weeks) in groups and with the

teacher in both Year 1 and Year 2.


IB DP Music SL Year 2 (FNA 3425)

Course Overview

International Baccalaureate (IB) Music will provide students with a greater knowledge and appreciation

of music, both of the western tradition as well as international traditions.

The class work includes individual and group work developing performance and the independent research

for musical investigation. Subjects taught include music theory, ear-training, aural skills, music history,

international music, analysis and appreciation, and researching and writing about music.

The Solo Performance Option (SLS) includes:

Musical Perception and Analysis

Solo Performance: voice or instrument, one or more recitals

Objectives

Development of performance skills through solo music making.

Use of appropriate musical language and terminology to describe and reflect a critical

understanding of musical issues.

Development of perceptual skills in response to musical stimuli (Listening).

Knowledge and understanding of music in relation to time and place (History).

General musical development over the course of study.

Resources

The Enjoyment of Music

Practical Theory

Basic Harmony


Course Content

Unit Name Topic(s)

Theory Review of Elements of Music

Chord and non chord analysis

Cadences

Modulation and key changes

History 20th Century Music

Jazz

Music Theatre

Popular Music

Analysis Forms Music analysis > Format

Analysis of music of periods

Musical context

Practice analysis from IB exams

In depth analysis of : J.S. Bach: Brandenburg Concerto No. 2 and Zoltán

Kodály: Dances of Galánta

Performance Etudes

Solos (30 minute program)

Program development

Practice recital

Program notes

Performance at recitals

Submit recordings

World Music Africa

South America

Asia

Australia

Middle East

Musical Links

Investigation Steps (see sheet)

Media script completed

Assessment

Assessment will include exams, papers, presentations and reflections. Musical links, recital and final

paper


IB DP Theatre Arts SL/HL Year 2

Course Overview

The IB DP Theatre Arts program is taught in conjunction with Drama 30 and attempts to build on

concepts introduced in Drama 10 and 20. IB DP Theatre Arts Year 2/Drama 30 is designed to give the

student an experience in the area of theatre as a performing art. Students should have the following skills:

self-discipline, self-control, leadership, maturity, academic knowledge of and a commitment to theatre

arts. IB DP Theatre Art Year 2/Drama 30 requires both written and performance work. All students are

required to keep an ‘Actor/Director’s Portfolio’ during the final projects.

The student will complete the following components through intensive, active involvement: orientation,

movement, speech, acting, theatre studies, theatre design, theatre theories, playwriting, technical theatre

and directing as outlined in The Alberta Drama Program of Studies.

As students’ progress through the dramatic forms of expression, emphasis is placed upon the development

of the individual as creator, performer, historian, critic and patron.




3. Students will be required to do a process journal of each unit to reflect on discoveries made

during the exploration.

4. * Theatre Arts IB will research and examine the various contexts of at least one published play

text and reflect on live theatre moments they have experienced as spectators.

5. * Theatre Arts IB will produce a collaborative project for performance.

6. * Theatre Arts IB students research and examine the various contexts of at least one world theatre

tradition.

The student must show advancement within all units described in the course outline. Since all students

begin this course at various proficiency levels, each student is expected to build and grow at an individual

rate.

The general goals of drama at the high school level are:


experience.

To develop competency in communication skills through participation in and exploration of

various dramatic disciplines.

To develop an appreciation of drama and theatre as a process and art form.

Resources

All printed material and units will be available for viewing on Managebac.


Course Content

Unit Name Topic(s)



exercises and assignments

Devised Site Specific creation within a collaborative work environment

Acting Workshop Looking at different acting and movement theorists: Cohen, Stanislavski, Hagen,

Lacoq, Laban

*An Introduction to Lacoq theories and research into Complicite

Watch “A Disappearing Number”

Create in the style of Complicite

Auditioning Choosing a script

The Introduction

Contemporary vs Classical

Memorization Techniques

‘The Audition’ performance

One Act Play Theatre Dramaturgy/Sub-text analysis

Script Breakdown


Theatre Style

Exploration

Exploration of styles

Research Assignment


Directing/Acting Composition, Picturization, Levels, Focus

Script Selection/Analyzing Script

Directing the Play

*Read - “Street of Crocodiles”


Theatre History Integrated throughout units as needed to enhance understanding of where the

basics of theatre are derived.


Thinking Skills Students will recognize and apply theatre terminology when explaining and

critiquing theatre performances. Students will study styles to help them interpret

and analyze written script. The first steps to prepare for the final directing

project.

Communication Skills Students will grow and develop their communication skills in a

variety of ways. The most important being the ability to

communicate ideas with actors while directing a play.


Social Skills The key feature of IB Theatre is open-mindedness. A prominent theme in the

study of theatre is the understanding and appreciation of multiple perspectives.

Students will be expected to show the ability to appreciate and understand the

other theatre genres offered including the study of world theatre. Group

presentations will be an integral way students will learn to collaborate.



development of:

(a) Organization skills—managing time and tasks effectively, goal- setting,

etc.

Students in music will develop organizational skills through a variety of tools:

the STS Managebac data management platform; management templates in their



and completed.


mindfulness, etc.

Self-motivation is needed as students practice their individual directing project

Research skills Students will develop research skills specific theatre styles to help them in the

analysis of their final script and in creating their director’s log. The students

will look for primary and secondary resources. They will explore the many

varied resources that are available.

Assessment

1. Students will act in two scripted scenes this year that must contain all the theatre components

studied.

2. A mock audition (consisting of an introduction, and a contemporary and classical monologue),

3. A contemporary scene

4. A one act play for festival performance

5. Each student will direct a 10-minute scene as his or her final project.

6. Each student must attend two live theatre performances and submit a production report for each

one.

7. Students will be required to complete a reflection journal at the end of each unit to reflect on

discoveries made during the exploration.


In addition, the IB DP Theatre Students must complete separate Internal and External assessment tasks:

External assessment tasks SL HL

Task 1: Solo theatre piece (HL only)

Students at HL research a theatre theorist they have not previously studied,

identify an aspect(s) of their theory and create and present a solo theatre piece

(4–8 minutes) based on this aspect(s) of theory.

N/A 35%

Task 2: Director’s notebook (SL and HL)

Students at SL and HL choose a published play text they have not previously

studied and develop ideas regarding how it could be staged for an audience.

35% 20%

Task 3: Research presentation (SL and HL)

Students at SL and HL plan and deliver an individual presentation (15 minutes

maximum) to their peers in which they outline and physically demonstrate their

research into a convention of a theatre tradition they have not previously

studied.

30% 20%

Internal assessment task SL HL

Task 4: Collaborative project (SL and HL)

Students at SL and HL collaboratively create and present an original piece of

theatre (lasting 13–15 minutes) for and to a specified target audience, created

from a starting point of their choice.

35% 25%

Evaluation

Production Reports 10

Rehearsal of Assignments 40

Performance 50

Total 100%

Attendance

Any study of drama requires dedication and continuous involvement. Students must keep in mind that

they are attempting a course that is developmental in nature. Since drama cannot be learned from a

textbook and missed classes cannot be regained, students are required to attend all classes. Drama

demands classroom participation.



Course Overview

















listeners.

Resources/Supplies



Course Content


Clinics


Theory

Performances

Assessment


Excerpts from Repetoire 30%



History 5%


IB MYP Mathematics 10C (MAT 1791)

Course Overview

Mathematics “promotes universal language, analytical reasoning and problem-solving skills that

contribute to the development of logical, abstract and critical thinking” (MYP Mathematics guide).

The main goals of the Grade Ten Mathematics program are to prepare students to:

use mathematics confidently to solve problems

communicate and reason mathematically

appreciate and value mathematics

make connections between mathematics and its applications

become mathematically literate adults

make informed decisions as contributors to society

Resources

Textbook: Foundations and Pre-Calculus of Mathematics 10, Pearson

Workbook: Pre-Calculus 10 Workbook, Absolute Value Publications

Materials

Pencils, Erasers, Lined Paper, Graph Paper, and Texas Instruments Graphing Calculator


Course Content

Unit Title Key Concept Related

Concept

Global

Context

Statement of

Inquiry

ATL skills

necessary for

summative

assessments

Assessment

Tasks and

Criteria

Content

Trigonometric

Ratios

Relationships Pattern

Generalization

Scientific and

Technical

Innovation

Students will

inquire into the

relationships

between

measurements

to provide

justification for

scientific

generalizations.

-Build consensus

-Listen actively to

other perspectives

and idea

-Bring necessary

equipment and

supplies to class

A, B, C, D -Basic trigonometric

ratios and equations

Products,

Factors,

Roots and

Powers

(Part I)

Logic Equivalence

Representation

Scientific and

Technical

Innovation

Students will

inquire into the

scientific logic

involved in the

various

representations

of trinomials,

powers, and

roots.

-Use appropriate

strategies for

organizing complex

information

-Demonstrate

persistence and

perseverance

-Practise “bouncing

back” after

adversity, mistakes

and failures

-Practise “failing

well”

A, B -Factoring trinomials

-Multiplying

polynomials

Relations and

Functions

Relationships Change Identities and

Relationships

The

relationship

between

variables can be

used to

understand

-Use and interpret a

range of discipline-

specific terms and

symbols

-Understand and

use mathematical

A, C, D -Defining and

proving relations and

functions

-Solving functions


change. notation

-Test

generalizations and

conclusions

Products,

Factors, Roots

and Powers

(Part II)

Logic Equivalence

Representation

Scientific and

Technical

Innovation

Students will

inquire into the

scientific logic

involved in the

various

representations

of trinomials,

powers, and

roots.

-Use appropriate

strategies for

organizing complex

information

-Demonstrate

persistence and

perseverance


back” after

adversity, mistakes

and failures


well”

A, B -Operations with roots

-Operations with

powers

Systems of

Linear

Equations and

Linear

Relationships

Relationships Systems

Equivalence

Identities and

Relationships

Students will

inquire into how

relationships

between

variables form

mathematical

systems.

-Analyse complex

concepts and

projects into their

constituent parts and

synthesize them to

create new

understanding

-Apply skills and

knowledge in

unfamiliar situations

A,B,C,D -Writing linear

equations

-Solving linear

equations

-Creating a system of

equations

-Solving a system of

equations

Measurement Form Measurement

Model

Quantity

Scientific and

Technical

Innovation

Students will

inquire into the

development of

formulas

through studying

the scientific

principles of

measurement.

-Understand and use

mathematical

notation

-Take effective

notes in class

-Identify obstacles

and challenges

A, B, C, D

-Conversion of

imperial and metric

units.

-Surface area and

volume of right

pyramids, right cones,

spheres and composite

objects.


Assessment

Philosophy




particular learning needs. Timely, meaningful feedback will be provided that both you and your child can

view using Managebac although it is acknowledged that much feedback to students in this regard will

happen during class time through conversation. The purpose of this feedback is to highlight and support

areas of growth while also celebrating areas of strength so that each student can achieve to their

individual potential.




follows:



B: Investigating Patterns 8

C: Communicating 8

D: Applying Mathematics to Real Life Contexts 8

TOTAL 32

Extra Help

Extra help is readily available. Students are encouraged to seek assistance from any faculty member in the

department.


IB MYP Pre HL Mathematics 10C (MAT 1791)

Course Overview

Mathematics “promotes universal language, analytical reasoning and problem-solving skills that

contribute to the development of logical, abstract and critical thinking” (MYP Mathematics guide).

The main goals of the Grade Ten Mathematics program are to prepare students to:




make connections between mathematics and its applications

become mathematically literate adults

make informed decisions as contributors to society

Resources

Textbook: Foundations of Mathematics and Pre-Calculus 10 , Pearson textbook

Workbook: Foundations of Mathematics and Pre-Calculus Workbook, Absolute Value Publications

Materials

Pencils, Erasers, Lined Paper, Graph Paper, and Texas Instruments Graphing Calculator (recommended:

TI-84, TI-84+, TI-84CE)


Course Content

*Italics indicate that these concepts are outside of the Alberta Education Math 10C curriculum. Pacing will be adapted to accommodate these

concepts though this is subject to change as time permits.


Concept

Global

Context

Statement of

Inquiry

ATL skills

necessary for

summative

assessments

Assessment

Tasks and

Criteria

Content

Trigonometric

Ratios

Relationships Pattern

Generalization

Scientific and

Technical

Innovation

Students will

inquire into the

relationships

between

measurements

to provide

justification for

scientific

generalizations.

-Build consensus

-Listen actively to

other perspectives

and idea

-Bring necessary

equipment and

supplies to class

A, B, C, D -Basic trigonometric

ratios and equations

- area of a triangle

Products,

Factors,

Roots and

Powers

(Part I)

Logic Equivalence

Representation

Scientific and

Technical

Innovation

Students will

inquire into the

scientific logic

involved in the

various

representations

of trinomials,

powers, and

roots.

-Use appropriate

strategies for

organizing complex

information

-Demonstrate

persistence and

perseverance


back” after

adversity, mistakes

and failures


well”

A, B -Factoring trinomials

-Multiplying

polynomials

Relations and

Functions

Relationships Change Identities and

Relationships

The

relationship

between

variables can be

-Use and interpret a

range of discipline-

specific terms and

symbols

A, C, D -Defining and

proving relations and

functions

-Solving functions


used to

understand

change.

-Understand and use

mathematical

notation

-Test generalizations

and conclusions

- function notation

and basic operations

with functions

Products,

Factors,

Roots and

Powers

(Part II)

Logic Equivalence

Representation

Scientific and

Technical

Innovation

Students will

inquire into the

scientific logic

involved in the

various

representations

of trinomials,

powers, and

roots.

-Use appropriate

strategies for

organizing complex

information

-Demonstrate

persistence and

perseverance


back” after

adversity, mistakes

and failures


well”

A, B -Operations with

roots

-Operations with

powers

- introduction to

logarithms

- operations with

radicals including

rationalizing

denominators

Systems of

Linear

Equations and

Linear

Relationships

Relationships Systems

Equivalence

Identities and

Relationships

Students will

inquire into

how

relationships

between

variables form

mathematical

systems.

-Analyse complex

concepts and

projects into their

constituent parts and

synthesize them to

create new

understanding

-Apply skills and

knowledge in

unfamiliar situations

A,B,C,D -Writing linear

equations

-Solving linear

equations

-Creating a system of

equations

-Solving a system of

equations

- distance and

midpoint formulas

Measurement Form Measurement

Model

Quantity

Scientific and

Technical

Innovation

Students will

inquire into the

development of

formulas

through

-Understand and use

mathematical

notation

-Take effective notes

in class

A, B, C, D

-Conversion of

imperial and metric

units.

-Surface area and

volume of right


studying the

scientific

principles of

measurement.

-Identify obstacles

and challenges

pyramids, right

cones, spheres and

composite objects.

*Probability Relationships Representation Scientific and

Technical

Innovation

Students will

inquire into

how

relationships

can be shown

using various

forms of

representation.

-Use appropriate

strategies for

organizing complex

information

-Understand and use

mathematical

notation

A, B - Experimental and

theoretical

probability

- Sets and Venn

diagrams


Assessment

Philosophy












follows:



B: Investigating Patterns 8

C: Communicating 8

D: Applying Mathematics to Real Life Contexts 8

TOTAL 32

There will be a final assessment at the end of the year to ensure the student has retained the concepts

covered in IB MYP Pre HL Math 10C in preparation for IB DP Mathematics HL Year 1 the following

year.

Extra help

Extra help is readily available. Students are encouraged to seek assistance from any faculty member in

the department.


Mathematics 20-1 (MAT2791)

Course Overview

Mathematics 20-1 is based on the Alberta Education Program of Studies. This course sequence is

intended to provide students with the mathematical understandings and critical thinking skills

identified for entry into post-secondary programs that are math-intensive and require the study of

calculus.

Students completing this course may also choose to complete Math 30-1, with or without Math 31, or

Math 30-2. It is strongly recommended that students entering this course have mastered the skills and

concepts taught in Math 10C including factoring polynomials and graphing linear relations.

Resources

Textbook: Pre-Calculus 11, McGraw-Hill Ryerson

Workbook: Pre-calculus 11 Mathematics Workbook, Absolute Value Publications

Materials

As mandated by Alberta Education, each student requires an approved graphing calculator. The STS math

teachers recommend either a TI 83 or 84 (any model). Students are expected to bring a notebook, binder,

and graphing calculator to each class. Homework will be completed in a notebook or in the workbook.

Course Content

Unit Name Topic(s)

Sequences & Series Analyze arithmetic sequences and series to solve problems

Analyze geometric sequences and series to solve problems

Infinite geometric series

Trigonometry

Angles in standard position ( 0 to 360 )

Reference angles

Point on terminal arm of an angle drawn in standard position

Solve problems using the three primary trig ratios for angles from 0 -

360 in standard position

Exact value of angles with reference angles of 30 , 45 and 60

Solve problems, using cosine law and sine law, including the ambiguous

case

Quadratic Functions

Analyze quadratic functions

Determine vertex, domain, range, direction of opening, axis of symmetry,

x - and y -intercepts

Solve problems using graphing and algebraic methods

Quadratic Equations

Factor polynomial expressions

Solve problems that involve quadratic equations

Complete the square

Quadratic formula

Graphing

STRATHCONA-TWEEDSMUIR SCHOOL Discriminant

Radical Expressions and

Equations

Solve problems that involve operations on radicals and radical expressions

with numerical and variable radicands

Solve problems that involve radical (limit to square root) equations

Rational Expressions

and Equations

Determine equivalent forms of rational expressions (limit to monomial,

binomial or trinomial numerators and denominators)

Perform operations on rational expressions (limit to monomial, binomial or

trinomial numerators and denominators)

Solve problems that involve rational equations (limit to monomial,


Absolute Value &

Reciprocal Functions

Absolute value of a real number

Graph and analyze absolute value functions (limit to linear and quadratic

functions) to solve problems

Solve absolute value equations

Graph and analyze reciprocal functions (limit to reciprocal of linear and

quadratic functions)

Systems of Equations Solve, algebraically and graphically, problems that involve systems of

linear-quadratic and quadratic-quadratic equations in two variables

Solve, algebraically, problems that involve systems of three linear

equations

Linear and Quadratic

Inequalities

Solve problems that involve quadratic inequalities in one variable

Solve problems that involve linear and quadratic inequalities in two

variables

Assessment

Cumulative course evaluations are calculated using marks from Unit Exams, Quizzes, Assignments and a

Final Exam (25%).

Extra Help


the department.

Mathematics Contests

The following mathematics contests are available to Grade 11 students:

Contest Name

High School Math League CNML

www.mathleague.com

Fermat

http://www.cemc.uwaterloo.ca/contests/pcf.html

http://www.mathleague.com/



IB DP Mathematics: Analysis and Approaches SL Year 1 (MAT 2791)

Course Overview

IB DP Mathematics: Analysis and Approaches SL Year 1 is based on the Alberta Education Program

of Studies and the IB DP Mathematics: Analysis and Approaches SL program. This course sequence

is intended to provide students with the mathematical understandings and critical thinking skills

identified for entry into post-secondary programs that are math-intensive and require the study of

calculus. The course is a prerequisite for IB Mathematics 30SL. Students completing this course may

also choose to complete Math 30-1 or Math 30-2 and Math 31.

It is strongly recommended that students entering this course have mastered the skills and concepts

taught in Math 10C including factoring polynomials and graphing linear relations. The pace of the

course is much faster than Math 20-1 and students missing classes must be willing and able to work

independently to catch up.

Please note that this course is under revision by the IB and additional mater ial may be covered.

Resources



Materials

As mandated by Alberta Education, each student requires an approved graphing calculator. Students are

expected to bring a notebook, binder, and graphing calculator to each class. Assigned homework will be

completed in a notebook or in the workbook.

Course Content

Unit Name Topic(s)

Sequences & Series Analyze arithmetic sequences and series to solve problems


Infinite Sequences and Series

Sigma notation

Trigonometry Angles in standard position ( 0 to 360 )

Reference angles


Solve problems using the three primary trig ratios for angles from

0 to 360 in standard position


Solve problems, using cosine law and sine law, including the ambiguous

case

Introduction to the Unit Circle

Quadratic Functions


Determine vertex, domain and range, direction of opening, axis of symmetry,

x and y intercepts

STRATHCONA-TWEEDSMUIR SCHOOL Solve by graphing and algebraic methods

Quadratic Equations



Roots of an equation versus zeros of a function

Complete the square

Quadratic formula

Graphing

Discriminant

Radical Expressions and

Equations

Solve problems that involve operations on radicals and radical expressions

with numerical and variable radicands

Solve problems that involve radical (limit to square root) equations

Rational Expressions and

Equations



Perform operations on rational expressions (limit to monomial, binomial or

trinomial numerators and denominators)

Solve problems that involve rational equations (limit to monomial, binomial

or trinomial numerators and denominators)

Absolute Value &

Reciprocal Functions







Systems of Equations Solve, algebraically and graphically, problems that involve systems of linear-

quadratic and quadratic-quadratic equations in two variables

Solve, algebraically, problems that involve systems of three linear equations

Linear and Quadratic

Inequalities


Solve problems that involve linear and quadratic inequalities in two variables

Statistics

(from IB Math) Population, sample, random sample and frequency distribution of discrete

and continuous data

Frequency tables and diagrams

Box and whisker plots

Grouped data: mid-interval values, interval width, upper and lower interval

boundaries, frequency histograms

Mean, median, mode, quartiles, percentiles

Range: interquartile range, variance, standard deviation

Cumulative frequency graphs to find median, quartiles, percentiles

Mean of the binomial distribution

Measures of central tendency, histograms, and measures of dispersion

Calculate standard deviation for a population, using technology

Resolve probability applications using the binomial distribution

Apply z-scores to solve problems related to the standard normal curve

Normal distribution and the standard normal curve

Problem solving



Thinking Skills Through the study of sequences and series, transformations, quadratics, and

trigonometry, students will: discover and describe patterns, create and test

generalizations, and evaluate a variety of solutions.

Beyond the lower order skills of knowledge acquisition, comprehension and

application, the higher order skills of analysis, synthesis and evaluation will be

motivated by applications in quadratics, trigonometric modeling, alternate forms of

sequences and series and comparative statistics.

Metacognitive awareness will allow students to build conceptual understandings and

critically analyse the accuracy of their answers and the validity of their processes,

particularly with unit circle modeling, applying z-scores to normally distributed

populations, and dealing with extraneous solutions across a wide varieties of

equations.

Communication Skills The language of mathematics is one of precision. Specific symbols with domain

and range: set theory, interval notation, subscript notation, sigma notation and

statistical notation will be applied.

Students will compose mathematical processes that communicate their

understandings of the concepts.

Social Skills Group formative assessment tasks provide opportunities for students to improve

collaborative skills. In each unit, students complete summative reviews and are

encouraged to work synergistically.


Students should access ManageBac, our learning management system, in order to

adhere to deadlines and access pertinent course resources.

Research skills Mathematical research skills with be introduced in Year 2 of the program.

Assessment


Final Exam (25%).

Extra help


department.


It is strongly recommended that students in IB DP Math Year 1 participate in at least one math contest

during the year. The following mathematics contests are available to Grade 11 students:

Contest Name Date(s)


www.mathleague.com

October, November, December, January, February,

March

Fermat

http://www.cemc.uwaterloo.ca/contests/pcf.html February 2020




IB DP Mathematics: Analysis and Approaches HL Year 1 (MAT2791IB)

Course Overview

IB DP Mathematics: Analysis and Approaches HL Year 1 is based on the Alberta Education Program

of Studies and the IB DP Mathematics: Analysis and Approaches HL program. This course is

intended to provide students with the mathematical insights and critical thinking skills suitable for

future post-secondary programs that are math-intensive and require the study of calculus. The course

is a prerequisite for IB Mathematics 30/31HL, and students completing this course may also choose

to complete Math 30-1, Math 30SL, or Math 30-2 and Math 31. It is strongly recommended that

students entering this course have mastered the skills and concepts taught in Math 10Pre HL

particularly including factoring quadratics, linear geometry, basic probability and radical equations.

The pace of the course is much faster than Math 20-1 and students missing classes must be willing

and able to work independently to catch up.

Please note that this course is under revision by the IB and additional material may be covered.

Resources


Pre-Calculus 12, McGraw-Hill Ryerson

Mathematics for the international student Mathematics HL (Core), Haese mathematics


Pre-calculus 12 Mathematics Workbook, Absolute Value Publications (online)

Materials




Course Content

Unit Name Topic(s)

1. Sequences & Series

(Chapter 1) Analyze arithmetic sequences and series to solve problems


Infinite Sequences and Series

*Sigma notation

2. Trigonometry

(Chapter 2) Angles in standard position ( 0 to 360 )

Reference angles


Solve problems using the three primary trig ratios for angles from

0 to 360 in standard position


Solve problems, using cosine law and sine law, including the

ambiguous case


Determine exact and approximate values of the trigonometric ratios

for multiples of 0°, 30°, 45°, 60°, and 90°

Solve first and second degree trigonometric equations over the

domain0 2 , or0 360 ,

algebraically and graphically

Introduction to the Unit Circle

3. Quadratic Functions

(Chapter 3)


Determine vertex, domain and range, direction of opening, axis of

symmetry, x and y intercepts

Solve by graphing and algebraic methods

4. Quadratic Equations

(Chapter 4)



Roots of an equation versus zeros of a function

Complete the square

Quadratic formula

Graphing

Discriminant

Sum and Product of roots

Complex numbers

5. Rational

Expressions and

Equations

(Chapter 6)



Perform operations on rational expressions (limit to monomial, binomial

or trinomial numerators and denominators)

Solve problems that involve rational equations (limit to monomial,


6. Absolute Value &

Reciprocal

Functions (Chapter

7)


Modulus






7. Systems of

Equations (Chapter

8)

Solve, algebraically and graphically, problems that involve systems of

linear-quadratic and quadratic-quadratic equations in two variables

Solve, algebraically, problems that involve systems of three linear

equations

8. Linear and

Quadratic

Inequalities

(Chapter 9)


Solve problems that involve linear and quadratic inequalities in two

variables

9. Composite

functions

Operations with functions

Determine the equation, graph and domain of composite functions given

their equations

STRATHCONA-TWEEDSMUIR SCHOOL Determine graphs, values and equations of composite functions and

determine restrictions

o f(f(x))

o f(g(x))

o g(f(x))

Write h(x) as the composition of two or more functions through

operations and compositions of functions

10. Transformations Describe the effects of translations on graphs and their related equations

Describe the effects of stretches on graphs and their related equations

Describe and sketch the inverse, , given

Describe the effects of reflections, in both axes and the about the

line on graphs and their related equations

Describe and perform combinations of transformations on functions and

relations including radical and rational functions

Describe the domain, range, intercepts as applicable

Transformation notation

Transformation with radical functions and solving graphically

Describe and perform the reciprocal transformation 1

( )y

f x

11. Trigonometry II –

Trig Functions and

Graphs

Describe sine, cosine, and tangent as period functions, with reference to

the unit circle and angles in standard position

Draw (using technology), sketch, and analyze the graphs of sine, cosine

and tangent, describing:

o amplitude, if defined

o period

o domain and range

o asymptotes, if any

o behaviour under transformations

Transformations of Sinusoidal functions

Modeling with Trig functions

12. Statistics Population, sample, random sample and frequency distribution of discrete

and continuous data



Grouped data: mid-interval values, interval width, upper and lower

interval boundaries, frequency histograms



Cumulative frequency graphs to find median, quartiles, percentiles


Measures of central tendency, histograms, and measures of dispersion

Calculate standard deviation for a population, using technology

Resolve probability applications using the binomial distribution

Apply z-scores to solve problems related to the standard normal curve


Problem solving



Thinking Skills Through the study of sequences and series, transformations, quadratics and

trigonometry students will: discover and describe patterns, create and test

generalizations and evaluate a variety of solutions.

Throughout the study of complex numbers, students will challenge their current

paradigm.



motivated by applications in quadratics, trigonometric modeling, alternate forms of

sequences and series and comparative statistics.

Metacognitive awareness will allow students to build conceptual understandings and

critically analyze the accuracy of their answers and the validity of their processes,

particularly with unit circle modeling, applying z-scores to normally distributed

populations, and dealing with extraneous solutions across a wide varieties of equations.

Communication

Skills

The language of mathematics is one of precision. Specific symbols with domain and

range will be applied: set theory, interval notation, subscript notation, sigma notation

and statistical notation.

Students will compose mathematical processes that communicate their understandings

of the concepts.




Self-

management

skills

Students should access ManageBac, our learning management system, in order to

adhere to deadlines and access pertinent course resources.

Blended learning components are essential elements of this course, and will require

students to exercise self-discipline and self-management skills.

Research skills Mathematical research skills with be introduced in Year 2 of the program.

Assessment


Final Exam (25%).

Extra help


the department.


It is strongly recommended that students in IB DP Math Year 1 participate in at least one math contest

during the year. The following mathematics contests are available to Grade 11 students:



www.mathleague.com


March

Fermat





Mathematics 30-1 (MAT 3791)

Course Overview

The main goals of the math program are to prepare students to:




commit themselves to lifelong learning

become mathematically literate adults, using mathematics to contribute to society

Resources

Textbook: McAskill, Bruce et al, Pre-Calculus 12, McGraw-Hill Ryerson

Workbook: Appleby, Alan and Ranieri, Greg, Pre – Calculus 12 Mathematics Workbook

Materials

Students should bring their notebook and textbook to each class. Students will need to have a binder with

lined paper or a coil notebook. As mandated by Alberta Education, each student requires an approved

graphing calculator and a geometry set.

Course Content

Unit Name Topic(s)

Composite functions


Determine the equation, graph and domain of composite functions given

their equations

Determine graphs, values and equations of composite functions and


o f(f(x))

o f(g(x))

o g(f(x))

Write h(x) as the composition of two or more functions through

operations and compositions of functions

Transformations Describe the effects of translations on graphs and their related equations



Describe the effects of reflections, in both axes and the about the

line on graphs and their related equations






Polynomial functions Graph and analyze polynomial functions


o multiplicity

o points of inflection, increasing and decreasing

o end behavior

Factoring, graph and analyze polynomials of degree 2 ≤5, using the

remainder and factor theorem

Exponential and

Logarithmic Graph and analyze exponential functions

Model, graph, and apply exponential functions to solve problems

including loans and investments

Model, graph and apply log functions to solve scales such as Richter and

pH

Perform exponential regressions

Express exponential functions in logarithmic form and vice versa

Solve exponential and logarithmic equations

Laws of logarithms

Simplify exponential and logarithmic expressions using identities

Use logarithms to model applications

Graph and analyze logarithmic functions, including identifying domain,

range, intercepts and asymptotes

Connect geometric sequences to exponential functions

Derive general terms representing geometric growth

Derive expressions representing geometric sums

Solve problems involving geometric growth and decay

Use exponents and logarithms to model and solve problems

Trigonometry I - Unit

circle Express angle measure in both radian and degree units, and solve

problems using both

Calculate arc length

Determine exact and approximate values of the trigonometric ratios for

multiples of 0°, 30°, 45°, 60°, and 90°


domain0 2 , or0 360 , algebraically and graphically

Trigonometry II – Trig

Functions and Graphs Describe sine, cosine, and tangent as period functions, with reference to

the unit circle and angles in standard position

Draw (using technology), sketch, and analyze the graphs of sine, cosine

and tangent, describing:


o period

o domain and range





Trigonometry III – Trig

Identities Verify and prove trigonometric identities: numerically for particular

cases, algebraically for general cases, and graphically

Use sum, difference, and double-angle identities to verify and simplify

trigonometric expressions

Reciprocal, Pythagorean and quotient functions

STRATHCONA-TWEEDSMUIR SCHOOL Solve equations with identities

Radical and Rational

Functions Analyzing radical functions and equation

Transformations of radical and rational functions

Solving radical equations graphically

Analyzing rational functions graphs and equations

o Functions involving one radical

o Numerator and denominator that are monomials, binomials or

trinomials

Restrictions for domain and Range in Radical and Rational functions

Permutations and

Combinations Use the fundamental counting principle to determine the number of

distinct possibilities

Factorial notation

Simplify expressions with n!

Determine the number of linear permutations of n objects taken r at a

time, and solve applications

Permutations with repetitions and restrictions

Combinations

Pascal’s Triangle

Determine the number of simple pathways

Binomial theorem

Assessment

The final course mark will be determined as follows:

School Awarded Mark 70%

Diploma Exam 30%

Cumulative course evaluations are calculated as follows:

Unit Exams 60%

Major Quizzes 20%

Assignments and projects 20%

Cumulative Exams:

Three cumulative assessments will be offered to students throughout the year and may be used to replace

a lower unit test score.

Student Expectations

In the mathematics program students will encounter the following mathematical processes:

communication, connections, estimation and mental mathematics, problem solving, reasoning, technology

and visualization.

Consistently completed homework is mandatory for success in math. A student who is serious about

obtaining a mark that reflects his/her ability should be doing homework every day.


Calculators must be cleared back to the factory settings for all quizzes, tests, exams and the diploma

examination.

Extra Help


department.



Contest Name


http://www.mathleague.com/ml-files/hs_contest_1_2012-13.pdf

Euclid

http://cemc.uwaterloo.ca/contests/past_contests.html




Mathematics 30–2 (MAT3792)

Course Overview







Resources

Textbook: Kirkpatrick, Chris, et al, Principles of Mathematics 12, Nelson

Workbooks:

1. Appleby, Alan and Ranieri, Greg, Foundations of Mathematics Book 12, Absolute Value

Publications

2. Rao, Gautam, THE KEY – Mathematics 30 – 2, Castle Rock Research Corp.

Materials

Students should bring their workbook to each class. Students may also want to have a binder with lined

paper or a notebook. As mandated by Alberta Education, each student requires an approved graphing

calculator. The STS Math department recommends a TI-83 or TI-84.

Course Content

Unit Name Topic(s)

Rational Expressions

and Equations Determine equivalent forms of rational expressions (limited to

numerators and denominators that are monomials and binomials).

Compare the strategies for writing equivalent forms of rational

expressions to writing equivalent forms of rational numbers.

Explain why a given value is non-permissible for a given rational

expression.

Determine the non-permissible values for a rational expression and

equation.

Determine a rational expression that is equivalent to a given rational

expression by multiplying the numerator and denominator by the same

factor (limited to a monomial or a binomial), and state the non-

permissible values of the equivalent rational expression.

Simplify a rational expression.

Perform operations on rational expressions (limited to numerators and

denominators that are monomials and binomials).

Compare the strategies for performing a given operation on rational

expressions to the strategies for performing the same operation on rational

numbers.

Determine the non-permissible values when performing operations on


rational expressions.

Determine, in simplified form, the sum or difference of two rational

expressions that have the same or different denominators.

Determine, in simplified form, the product or quotient of two rational

expressions.

Solve problems that involve rational equations (limited to numerators and

denominators that are monomials and binomials)

Determine, algebraically, the solution to a rational equation, and explain

the strategy used to solve the equation.

Explain why a value obtained in solving a rational equation may not be a

solution of the equation.

Solve a contextual problem that involves a rational equation.

Logical Reasoning and

Set Theory Provide examples of the empty set, disjoint sets, subsets and universal sets

in context, and explain the reasoning.

Organize information such as collected data and number properties, using

graphic organizers, and explain the reasoning.

Explain what a specified region in a Venn diagram represents, using

connecting words (and, or, not) or set notation.

Determine the elements in the complement, the intersection or the union

of two sets.

Explain how set theory is used in applications such as Internet searches,

database queries, data analysis, games and puzzles.

Identify and correct errors in a solution to a problem that involves sets.

Solve a contextual problem that involves sets, and record the solution,

using set notation.

Permutations and

Combinations Represent and solve counting problems, using a graphic organizer.

Generalize, using inductive reasoning, the fundamental counting

principle.

Identify and explain assumptions made in solving a counting problem.

Solve a contextual counting problem, using the fundamental counting

principle, and explain the reasoning.

Represent the number of arrangements of n elements taken n at a time,

using factorial notation. (It is intended that circular permutations not be

included.)

Determine, with or without technology, the value of a factorial.

Simplify a numeric or an algebraic fraction that contains factorials in both

the numerator and denominator.

Solve an equation that involves factorials.

Determine the number of permutations of n elements taken r at a time.

Determine the number of permutations of n elements taken n at a time

where some elements are not distinct.

Explain, using examples, the effect on the total number of permutations

of n elements when two or more elements are identical.

Generalize strategies for determining the number of permutations of n

elements taken r at a time.

Solve a contextual problem that involves probability and permutations.

STRATHCONA-TWEEDSMUIR SCHOOL Explain, using examples, why order is or is not important when solving

problems that involve permutations or combinations.

Determine the number of combinations of n elements taken r at a time.

Generalize strategies for determining the number of combinations of n

elements taken r at a time.

Solve a contextual problem that involves combinations and probability.

Probability Provide examples of statements of probability and odds found in fields

such as media, biology, sports, medicine, sociology and psychology.

Explain, using examples, the relationship between odds (part-part) and

probability (part-whole).

Express odds as a probability and vice versa.

Determine the probability of, or the odds for and against, an outcome in a

situation.

Explain, using examples, how decisions may be based on probability or

odds and on subjective judgments.

Solve a contextual problem that involves odds or probability.

Classify events as mutually exclusive or non–mutually exclusive, and

explain the reasoning.

Determine if two events are complementary, and explain the reasoning.

Represent, using set notation or graphic organizers, mutually exclusive

(including complementary) and non–mutually exclusive events.

Solve a contextual problem that involves the probability of mutually

exclusive or non–mutually exclusive events.

Solve a contextual problem that involves the probability of

complementary events.

Create and solve a problem that involves mutually exclusive or non–

mutually exclusive events.

Compare, using examples, dependent and independent events.

Determine the probability of an event, given the occurrence of a previous

event.

Determine the probability of two dependent or two independent events.

Create and solve a contextual problem that involves determining the

probability of dependent or independent events.

Exponential and

Logarithmic Functions Express a logarithmic equation as an exponential equation and vice versa.

Determine the value of a logarithmic expression, such as log2 8, without

technology.

Develop the laws of logarithms, using numeric examples and the exponent

laws.

Determine an equivalent expression for a logarithmic expression by

applying the laws of logarithms.

Determine the approximate value of a logarithmic expression, such as

log2 9, with technology.

Determine the solution of an exponential equation in which the bases are

powers of one another; e.g., 2x−1 = 4x−2.

Determine the solution of an exponential equation in which the bases are

not powers of one another; e.g., 2x−1 = 3x+1.


Applications of

Exponents and

Logarithms

Solve problems that involve the application of exponential equations to

loans, mortgages and investments.

Solve problems that involve logarithmic scales, such as the Richter scale

and the pH scale.

Describe, orally and in written form, the characteristics of an exponential

or logarithmic function by analyzing its graph.

Describe, orally and in written form, the characteristics of an exponential

or logarithmic function by analyzing its equation.

Match equations in a given set to their corresponding graphs.

Graph data, and determine the exponential or logarithmic function that

best approximates the data.

Interpret the graph of an exponential or logarithmic function that models a

situation, and explain the reasoning.

Solve, using technology, a contextual problem that involves data that is

best represented by graphs of exponential or logarithmic functions, and


Polynomial and

Sinusoidal Functions Represent data, using polynomial functions (of degree ≤ 3), to solve

problems.

Describe, orally and in written form, the characteristics of a polynomial

function by analyzing its graph.

Describe, orally and in written form, the characteristics of a polynomial

function by analyzing its equation.


Graph data, and determine the polynomial function that best approximates

the data.

Interpret the graph of a polynomial function that models a situation, and



best represented by graphs of polynomial functions, and explain the

reasoning.

Describe, orally and in written form, the characteristics of a sinusoidal

function by analyzing its graph.

Describe, orally and in written form, the characteristics of a sinusoidal

function by analyzing its equation.


Graph data, and determine the sinusoidal function that best approximates

the data.

Interpret the graph of a sinusoidal function that models a situation, and



best represented by graphs of sinusoidal functions, and explain the

reasoning.

Analyzing Puzzles and

Games It is intended that puzzles and games (such as Sudoku, Nim, logic puzzles, Ken-

Ken, magic squares, Kakuro and cribbage) will be integrated throughout the

course

Determine, explain and verify a strategy to solve a puzzle or to win a

game;


Identify and correct errors in a solution to a puzzle or in a strategy for

winning a game.

Create a variation on a puzzle or a game, and describe a strategy for

solving the puzzle or winning the game.

Assessment



Diploma Exam 30%


Unit Exams 60%

Major Quizzes 20%

Assignments and Projects 20%

Cumulative Exams:

Two cumulative assessments will be offered to students throughout the year and may be used to replace a

lower unit test score.




and visualization.




examination.

Extra Help


the department.



Contest Name



Euclid





Mathematics 31 (MAT 3211)

Course Overview

Mathematics 31 is designed to introduce the students to the mathematical methods of calculus. The

course is intended to act as a bridge between the academic streams of Math 10, 20 and 30, and the

mathematics encountered at the post-secondary level. The emphasis of the course is as follows:

To introduce the principle concepts and methods of differential and integral calculus

To develop skills in problem solving using calculus concepts and procedures as the context

To apply the methods of calculus to various applications in the physical, biological, and social

sciences, and in commerce

Resources

Textbook: Stewart, James, et al., Calculus: A first Course, McGraw-Hill Ryerson Ltd., 1989

Online textbook: is available at www.learnalberta.ca

Webassign: Many assignments will be completed online at https://www.webassign.net/login.html

Course Content

Unit Name Topic(s)

Review and Prerequisite Concepts

Essential algebra

Coordinate geometry

Advanced factoring

Absolute value equations

Polynomial, absolute value, and rational inequalities

Limits

Finite and infinite limits

Definition of derivative

Continuity

Tangents, normals

Rate of change

Techniques of Differentiation

Power rule

Product and quotient rule

Chain rule

Equations of tangents and normals

Implicit differentiation

Higher derivatives

Applications of the Derivative

Optimization

Related Rates

Velocity and Acceleration

The Second Derivative Extreme values

Concavity and points of inflection

Intervals of increase and decrease

Asymptotes

Cusps

http://www.learnalberta.ca/

https://www.webassign.net/login.html


Derivatives of Trigonometric,

Exponential and Logarithmic

Functions

Limits and derivatives


Optimization problems

Graphs

Antiderivatives

Area as a limit

Definite and indefinite integrals

Boundary condition

Fundamental Theorem of Calculus

Applications of Antiderivatives

Area under a curve

Area between curves

Volumes of revolution

Techniques of Integration Substitution

Integration by parts

Integration by trigonometric substitution

Integration by partial fractions

Assessment


Cumulative Term Mark 80% or 50%

Final Exam 20% or 50%

The weighting on the final will vary in accordance with the best interest of the individual student. If a

student’s final examination result is higher than the course standing, then the final examination will be

weighted at 50% of the course grade. Conversely, if a student’s final examination result is lower than the

course standing, the final exam will be weighted at 20%.

The cumulative term mark will be awarded according to the following weighting:

Unit Tests 60%

Quizzes 20%

Assignments 20%




and visualization.




examination.


Extra Help


the department.



Contest Name



Euclid




STRATHCONA-TWEEDSMUIR SCHOOL IB DP Mathematics 30 SL Year 2 (MAT 3791)

Course Overview

This course consists of all the topics required for a student to write the Math 30-1 Diploma Exam in June.

This course, along with Math 31 IB, Math 10-1 and Math 20-1 prepare students for the IB Examination

Papers written in May 2019.

As stipulated in the Alberta Program of Studies, students enrolled in this course will engage in the study

of content and development of skills in the following areas. The topics in italics are only required for the

IB exam, but not the Alberta Diploma Exam.







enjoy the course and develop an appreciation of the elegance, power and usefulness

develop logical, critical and creative thinking

develop patience and persistence in problem solving

appreciate the consequences arising from technological developments

Resources

Textbook: McAskill, Bruce et al, Pre-Calculus 12, McGraw-Hill Ryerson

Workbook: Appleby, Alan and Ranieri, Greg, Pre – Calculus 12 Mathematics Workbook

Materials:

Students should bring their notebook and textbook to each class. Students will need to have a binder with

lined paper or a notebook in either a coil notebook. As mandated by Alberta Education, each student

requires an approved graphing calculator and a geometry set.


Course Content

Unit Name Topic(s)

Composite functions


Determine the equation, graph and domain of composite functions given their

equations

Determine graphs, values and equations of composite functions and


o f(f(x))

o f(g(x))

o g(f(x))

Write h(x) as the composition of two or more functions through operations

and compositions of functions

Transformations Describe the effects of translations on graphs and their related equations



Describe the effects of reflections, in both axes and the about the line

on graphs and their related equations






Describe and perform the reciprocal transformation 1

( )y

f x

Polynomial functions

Graph and analyze polynomial functions

o multiplicity

o points of inflection, increasing and decreasing

o end behavior

Factoring, graph and analyze polynomials of degree 2 ≤5, using the

remainder and factor theorem

Exponential and

Logarithmic Graph and analyze exponential functions

Review laws of exponents

Model, graph, and apply exponential functions to solve problems including

loans and investments

Model, graph and apply log functions to solve scales such as Richter and pH


Express exponential functions in logarithmic form and vice versa

Base and natural logarithms:

Review arithmetic sequences and series


Laws of logarithms

Simplify exponential and logarithmic expressions using identities


Graph and analyze logarithmic functions, including identifying domain,

range, intercepts and asymptotes




STRATHCONA-TWEEDSMUIR SCHOOL Solve problems involving geometric growth and decay


Trigonometry I - Unit

circle Express angle measure in both radian and degree units, and solve problems

using both

Calculate arc length

Determine exact and approximate values of the trigonometric ratios for

multiples of 0°, 30°, 45°, 60°, and 90°


domain 0 2 , or0 360 , algebraically and graphically

Trigonometry II – Trig

Functions and Graphs Describe sine, cosine, and tangent as period functions, with reference to the

unit circle and angles in standard position

Draw (using technology), sketch, and analyze the graphs of sine, cosine and

tangent, describing:


o period

o domain and range





Trigonometry III – Trig

Identities Verify and prove trigonometric identities: numerically for particular cases,

algebraically for general cases, and graphically

Use sum, difference, and double-angle identities to verify and simplify

trigonometric expressions


Solve equations with identities

Radical and Rational

Functions Analyzing radical functions and equation

Transformations of radical and rational functions

Solving radical equations graphically

Analyzing rational functions graphs and equations

o Functions involving one radical

o Numerator and denominator that are monomials, binomials or

trinomials

Restrictions for domain and Range in Radical and Rational functions

Permutations and

Combinations Use the fundamental counting principle to determine the number of distinct

possibilities

Factorial notation


Determine the number of linear permutations of n objects taken r at a time,

and solve applications


Combinations

Pascal’s Triangle


Binomial theorem



Thinking Skills Through the study of transformations, polynomials and trigonometry, students

will: discover and describe patterns, create and test generalizations, and evaluate

a variety of solutions.



motivated by applications in trigonometric modeling and proofs. Students will

encounter combinatorics for the first time and this area of study requires abstract

thinking.

Metacognitive awareness will allow students to build conceptual understandings

and critically analyze the accuracy of their answers and the validity of their

processes, particularly with unit circle modeling, applications of exponential and

logarithmic functions to growth and decay situations and dealing with

extraneous solutions across wide varieties of equations.

Communication Skills The language of mathematics is one of precision. Specific symbols will be

applied with domain and range: set theory, interval notation, subscript notation

and function notation


understanding of the concepts.





Students should access ManageBac, our learning management system, in order

to adhere to deadlines and access pertinent course resources.

Research skills Through the completion of a personal exploration in mathematics student will be

able to compare, contrast and validate available information formulating a

focused and precise research question or exploration in mathematics.

Assessment



Diploma Exam 30%


Unit Exams 60%

Major Quizzes 20%

Assignments and projects 20%

Cumulative Exams:

Three cumulative assessments will be offered to students throughout the year and may be used to replace

a lower unit test score.





and visualization.



Calculators must be cleared back to the factory settings for all quizzes, tests, exams and diploma.

Extra Help


department.

Mathematics Contests:


Contest Name



Euclid




STRATHCONA-TWEEDSMUIR SCHOOL IB DP Mathematics 31 SL Year 2 (MAT 3211)

Course Overview

IB Mathematics 31 Y2 SL is designed to introduce students to the mathematical methods of calculus.

The course is intended to act as a bridge between the academic stream of Mathematics 10-20-30 and the

mathematics encountered in post-secondary programs. It will also prepare students to successfully

complete the calculus components of the International Baccalaureate Program’s Math Methods SL course

of studies. The emphasis will be follows:

introduce the principal concepts and methods of differential calculus

develop skills in problem solving, using calculus concepts and procedures as the context

apply methods of calculus to various applications in the physical, biological sciences and in the

business and social sciences

appreciate the international dimension of mathematics and the universality of mathematics as a

means of communication

read, interpret and solve a given problem using appropriate mathematical terms

organize and present information and data in tabular, graphical and/or diagrammatic forms

know and use appropriate notation and terminology

formulate a mathematical argument and communicate it clearly

select and use appropriate mathematical strategies and techniques

demonstrate an understanding of both the significance and the reasonableness of results

recognize patterns and structures in a variety of situations, and make generalizations

use appropriate technological devices as mathematical tools

demonstrate an understanding and the appropriate use of mathematical modeling

Resources

1. Stewart, James, et al., Calculus: A First Course, McGraw-Hill Ryerson Ltd., 1989

Online textbook: will be available through www.learnalberta.ca

2. Webassign: Most assignments will be completed online at https://www.webassign.net/login.html




Course Content

Unit Name Topic(s)

Set Theory and Algebra Review Concept and notation of sets, elements, universal (reference)

set, empty (null) set, complement, subset, equality of sets,

disjoint sets

Operations on sets: union and intersection

Commutative, associative and distributive properties

Venn diagrams

Intervals on the real number line using set notation


Polynomial, absolute value and rational inequalities

Review and Prerequisite Concepts

Essential algebra

Coordinate geometry

Advanced factoring


Polynomial, absolute value, and rational inequalities

Gradient function and rate of change

Tangent lines, normal lines

Continuity and differentiability

Functions, Limits, and First

Principles



Continuity

Equations of Tangents, normals

Rates of change

Kinematics

Techniques of Differentiation

Power rule


Chain rule


Higher derivatives

Applications of the Derivative

Optimization

Related Rates


The Second Derivative Extreme values



Asymptotes

Cusps

Derivatives of Trigonometric,


Functions




Graphs

Antiderivatives

Area as a limit


Boundary condition



Applications of Antiderivatives

Area under a curve

Area between curves


Techniques of Integration Substitution




Vectors Vectors as displacements in the plane and in three dimensions

Components of a vector, column representation

Algebraic and geometric approaches to the following topics:

the sum and difference of two vectors, the zero vector, the

vector , multiplication by a scalar, magnitude of a vector,

unit vectors, base vectors, position vectors

The scalar product of two vectors

Perpendicular vectors

Parallel vectors

The angle between two vectors

Representation of a line as

The angle between two lines

Distinguishing between coincident and parallel lines

Finding points where lines intersect

Statistics Review: Population, sample, random sample and frequency

distribution of discrete and continuous data



Grouped data: mid-interval values, interval width, upper and

lower interval boundaries, frequency histograms



Cumulative frequency graphs to find median, quartiles,

percentiles

Linear correlation of bivariate data including Pearson’s

product


Measures of central tendency, histograms, and measures of

dispersion

Calculate standard deviation for a population, using

technology

Resolve probability applications using the binomial

distribution

Apply z-scores to solve problems related to the standard

normal curve


Problem solving



Thinking Skills Students will develop the higher order thinking skills through the techniques of

integration, including partial fractions and trigonometric substitution. They will

be able to identify, critically analyze and develop theories.

Calculus will challenge students to exercise initiative in critically applying

thinking skills to recognize and creatively approach complex problems and

make reasoned and well-founded decisions.

In particular, the Epistemological obstacles with limits and by extension, the

definition of a limit and area under a curve will motivate students to consider

mathematics from a different perspective.

Applications in curve sketching, related rates, optimization, vectors and

probability will allow students to synthesize conceptual and procedural

understanding.


and range will be applied: set theory, interval notation, subscript notation and

function notation.

Venn diagrams are the visual manifestation with intersection and union with

applications in set theory and probability.










Assessment

Your final course mark for Math 31 will be determined as follows:

Cumulative School Awarded Mark 80% or 50%

Unit Tests 60%

Major Quizzes 20%

Assignments 20%

Final Exam 20% or 50% **

**The weighting on the final will vary in accordance with the best interest of the individual student. If a

student’s final examination result is higher than the course standing, then the final examination will be


weighted at 50% of the course grade. Conversely, if a student’s final examination result is lower than the

course standing, the final exam will be weighted at 20%.

Your final course mark for IB DP Mathematics 31 SL Year 2 will be determined as follows:

External assessment - Papers 1 and 2: 80%

Paper I 1hr 30 min 40% No calculator

Paper II 1 hr 30 min 40% GDC required

Internal assessment - Personal Project: 20%

The personal project, the internally assessed component, offers students a framework for developing

independence in their mathematical learning by engaging in a mathematical investigation.




and visualization.



Calculators must be cleared back to the factory settings for all quizzes, tests, exams and diploma.

Extra Help


department.

Mathematics Contests:


Contest Name



Euclid





IB DP Mathematics 30 HL Year 2 (MAT35IB)

Course Overview

IB DP Mathematics 30 HL is based on the Alberta Education Program of Studies and the IB DP Math

HL program. This course sequence is intended to provide students with the mathematical

understandings and critical thinking skills identified for entry into post-secondary programs that are

math-intensive and require the study of calculus. It is strongly recommended that students entering

this course have mastered the skills and concepts taught in Math 20IB HL Y1 including Sequences

and Series, Unit Circle concepts, Transformations, and Quadratic relations. The pace of the course is

much faster than Math 30-1 and students missing classes must be willing and able to work

independently to maintain their performances.

Textbooks

Pre-Calculus 12, McGraw-Hill Ryerson

Mathematics for the International Student Mathematics HL (Core), Haese Mathematics

Workbook

Pre-calculus 12 Mathematics Workbook, Absolute Value Publications

Materials




Course Content

Unit Name Topic(s)

Polynomial functions

Graph and analyze polynomial functions

- multiplicity

- points of inflection, increasing and decreasing

- end behavior

Factoring, graph and analyze polynomials of degree 2

≤5,using the remainder and factor theorem

Determine roots, zeros, and intercepts

Conjugate roots of polynomial equations with real

coefficients


Functions and Expressions Graph and analyze exponential functions

Model, graph, and apply exponential functions to solve

problems including loans and investments

Model, graph and apply log functions to solve scales such

as Richter and pH


Express exponential functions in logarithmic form and vice

versa



Laws of logarithms

Simplify exponential and logarithmic expressions using

identities


Graph and analyze logarithmic functions, including

identifying domain, range, intercepts and asymptotes




Solve problems involving geometric growth and decay


Trigonometry III – Trig Identities Verify and prove trigonometric identities: numerically for

particular cases, algebraically for general cases, and

graphically

Use sum, difference, and double-angle identities to verify

and simplify trigonometric expressions


Solve equations with identities

Permutations and Combinations Use the fundamental counting principle to determine the

number of distinct possibilities

Factorial notation


Determine the number of linear permutations of n

objects taken r at a time, and solve applications


Combinations

Pascal’s Triangle


Binomial theorem

Probability

Concepts of trial, outcome, equally likely, sample space,

and event

Complementary events

Venn Diagrams

Combined events

Mutually exclusive events

Conditional probability

Independent events

Bayes’ Theorem

Discrete and Continuous random variables

Probability density functions

Expected value, mode, median and their probability

distributions

Binomial distribution

Poisson distribution

Normal distribution review


Proof by Mathematical Induction Links to complex numbers, sums of series, differentiation,

and number theory

Modular Arithmetic, Polar Form

and Complex Numbers Sums, products, and quotients of complex numbers

Polar form cos sin cis iz r i r re

Complex number plane (Argand Diagram)

Powers of complex numbers and de Moivres Theorem

nth roots of a complex number

Vectors Vectors as directed distance

Unit Vectors

Component vectors 1

2 1 2 3

3

v

v v v i v j v k

v

Sum and difference of vectors

Zero vector

Scalars

Magnitude

Position vectors OA a

Scalar product

Vector equation of a line r a b

Applications to kinematics

Coincident, parallel, intersecting, and skew lines

Intersections of vectors

Properties of vector products

Intersections of lines with planes (one, two, and three)

Angles between lines and planes


Thinking Skills Through the study of polynomials and trigonometry, students will: discover and

describe patterns, create and test generalizations, and evaluate a variety of

solutions.



motivated by applications in trigonometric modeling and proofs. Students will

encounter combinatorics for the first time and this area of study requires abstract

thinking.

Metacognitive awareness will allow students to build conceptual understandings

and critically analyze the accuracy of their answers and the validity of their

processes, particularly with unit circle modeling, applications of exponential and

logarithmic functions to growth and decay situations and dealing with

extraneous solutions across wide varieties of equations.

Communication Skills The language of mathematics is one of precision. Specific symbols will be

applied with domain and range: set theory, interval notation, subscript notation

and function notation


understanding of the concepts.











Assessment

Cumulative course evaluations are calculated using marks from Unit Exams, Quizzes, Assignments.

Additionally, students will complete their Diploma Examination in Math 30-1, weighted at 30% of their

final course grade in Mathematics 30-1. From IB, students will complete three exams and an Internal

Assessment which will be tabulated to form a score in the 1 -7 range.

Extra help


the department.


It is strongly recommended that students in Math 30IB HL participate in at least one math contest during

the year. The following mathematics contests are available to Grade 12 students:



www.mathleague.com


March

Fermat




STRATHCONA-TWEEDSMUIR SCHOOL IB DP Mathematics 31 HL Year 2 (MAT35IB)

Course Overview

IB DP Mathematics 31 HL Year 2 is designed to introduce students to the mathematical methods of

calculus. The course acts as a bridge between the academic streams of Mathematics 10-20-30 and the

mathematics encountered in post-secondary programs. The IB Higher Level Mathematics Programme is

specifically intended to cater to those students who will be expecting to include mathematics as a major

component of their university studies, either as a subject in its own right or as part of a program in

physics, engineering and technology. It will also prepare students to successfully complete the calculus

components of the International Baccalaureate Program’s Math Methods HL course of studies. The

emphasis will be follows:

introduce the principal concepts and methods of differential calculus

develop skills in problem solving, using calculus concepts and procedures as the context

apply methods of calculus to various applications in the physical, biological sciences and in the

business and social sciences

appreciate the international dimension of mathematics and the universality of mathematics as a

means of communication

read, interpret and solve a given problem using appropriate mathematical terms

organize and present information and data in tabular, graphical and/or diagrammatic forms

know and use appropriate notation and terminology

formulate a mathematical argument and communicate it clearly

select and use appropriate mathematical strategies and techniques

demonstrate an understanding of both the significance and the reasonableness of results

recognize patterns and structures in a variety of situations, and make generalizations

use appropriate technological devices as mathematical tools

demonstrate an understanding of and the appropriate use of mathematical modeling

Resources

1. Stewart, James, et al., Calculus: A First Course, McGraw-Hill Ryerson Ltd., 1989

Online textbook: will be available through www.learnalberta.ca

2. Mathematics for the international student Mathematics HL (Core), Haese Mathematics

Webassign: Most assignments will be completed online at https://www.webassign.net/login.html

Materials







Course Content

Unit Name Topic(s)

1. Set Theory and Algebra

Review Concept and notation of sets, elements, universal (reference)

set, empty (null) set, complement, subset, equality of sets,

disjoint sets

Operations on sets: union and intersection

Commutative, associative and distributive properties

Venn diagrams

Intervals on the real number line using set notation


Polynomial, absolute value and rational inequalities

2. Review and Prerequisite

Concepts

Gradient function and rate of change

Tangent lines, normal lines

Continuity and differentiability

3. Functions, Limits, and

First Principles


Infinite Sequences

Convergence and divergence of series

The p-series: 1pn

Absolute and conditional convergence

Alternating series

Power series


Continuity

Equations of Tangents, normals

Rates of change

Kinematics

L’Hopital’s Rule

4. Techniques of

Differentiation

Power rule


Chain rule


Higher derivatives

5. Applications of the

Derivative

Optimization

Related Rates


6. The Second Derivative Extreme values



Asymptotes

Cusps

7. Derivatives of

Trigonometric,

Exponential and

Logarithmic Functions




Graphs


Derivatives of inverse trigonometric functions

8. Antiderivatives

Area as a limit


Boundary condition


9. Applications of

Antiderivatives

Area under a curve

Area between curves


Convergence and Divergence revisited

Improper integrals

10. Techniques of Integration Substitution




11. First Order Differential

Equations Slope fields

Euler’s method

Separation of variables

Homogenous differential equations

Substitution of vx

Applying an integrating factor to the form ( ) ( )y P x y Q x

12. Taylor Polynomials Lagrange error term

MacLaurin series for xe , sin ,cos , ln(1 ), (1 ) ,px x x x p Q

Rolle’s theorem

MVT

Taylor series with differential equations



Thinking Skills Students will develop the higher order thinking skills through the techniques of

integration, including partial fractions and trigonometric substitution. They will

be able to identify, critically analyze and develop theories.

Calculus will challenge students to exercise initiative in critically applying

thinking skills to recognize and creatively approach complex problems and

make reasoned and well-founded decisions.

In particular, the Epistemological obstacles with limits and by extension, the

definition of a limit and area under a curve will motivate students to consider

mathematics from a different perspective.

Applications in curve sketching, related rates, optimization, vectors and

probability will allow students to synthesize conceptual and procedural

understanding.


and range will be applied: set theory, interval notation, subscript notation and

function notation.

Venn diagrams are the visual manifestation with intersection and union with

applications in set theory and probability.










Assessment

1. The final course mark for Math 31 will be determined as follows:

Cumulative School Awarded Mark 80% or 50%

Unit Tests 60%

Major Quizzes 20%

Assignments 20%

Final Exam 20% or 50% **

**final exam weighting will be calculated in the student’s individual best interest


2. The final course mark for IB Mathematics 31 Y2 HL will be determined as follows:

External assessment (Papers 1, 2 and 3 (Calculus option): May, 2020) 80%

Written papers:

Paper I 1hr 30 min 30% No calculator

Paper II 1 hr 30 min 30% GDC required

Paper III 1 hr 30 min 20% GDC required

Internal assessment (Personal Project: due on or around February 28, 2020) 20%

The personal exploration, which is internally assessed and moderated by the IBO, offers students a

framework for developing independence in their mathematical learning by engaging in a mathematical

investigation.

Extra Help


the department.


It is strongly recommended that students in Math 31IB HL participate in at least one math contest during

the year. The following mathematics contests are available to Grade 12 students:



www.mathleague.com


March

Fermat




STRATHCONA-TWEEDSMUIR SCHOOL IB MYP French 10 - Continuing (FSL 1093)

Course Overview

The purpose of any effective language program is to develop student’s language skills; oral

communication, reading, writing and visual literacy skills. Since there are many specific objectives within

the language B program, the intent of this course outline is to give a brief overview of the general

objectives that this course emphasizes, including, but not limited to the following:

Students will be able to understand and use appropriate language conventions in written

production

Students will be able to understand information, ideas, opinions and attitudes presented in written

texts

Students will be able to understand information presented in visual texts

Students will be able to understand and respond to a range of appropriate spoken text.

Resources

Managebac Learning Management System

Textbook: Deux mondes: A Communicative Approach

Headphones (built-in mic preferable)

Course Content

Unit Title:

School, Daily Life

and Plans for the

Future

Key Concept:

Communication Related

Concepts:

Audience

Conventions

Global Context:

Identities and

Relationships

ATL Skills

Communication

Statement of Inquiry:

Effective communication is facilitated

by an awareness of one’s audience and

language conventions

Assessment Tasks

and Criteria:

University

Research and

Presentation

project (C, D)

Listening

Comprehension:

Yabla video (A)

Reading

Comprehension:

University

brochure (B)

Content:

- teaching,

learning and

career planning

- university life

- work and careers

- present and close

future

- interrogative

sentences

- adverbs of

affirmation and

doubt

- prepositions


Unit Title:

Vacations Key Concept:

Connections Related

Concepts:

Purpose

Global Context:

Orientation in

space and time

ATL Skills

Communication


Travel offers a unique way to connect

with others for a life of purpose.

Assessment Tasks

and Criteria:

- Travel agent role

play presentation

(C, D)

-Listening

comprehension (A)

-Reading

Comprehension

(B)

Content:

- travel abroad

- travel by car

- getting around in

a foreign place

- purchases,

products,

resources

- travelers’ health

and safety

Unit Title:

Fine Arts Key Concept:


Concepts:

Audience

Purpose

Global Context:

Personal and

cultural expression

ATL Skills

Communication


The arts allow for one to communicate

to its audience purposefully.

Assessment Tasks

and Criteria:

- art exhibit based

on a study of

French artists (C,

D)

- listening

comprehension (A)

- reading

comprehension (B)

Content:

-Visual,

performing and

literary arts of

personal interest

- passé compose

- imparfait,

- adverbs of

affirmation and

doubt

Unit Title:

Shopping Key Concept:

Culture Related

Concepts:

Conventions

Purpose

Global Context:

Personal and

Cultural

Expression

ATL Skills

Communication


Understanding social and cultural

conventions will allow for rewarding

and successful shopping experiences.

Assessment Tasks

and Criteria:

- blog writing task

(C, D)

- Listening

comprehension (A)

- Reading

comprehension (B)

Content:

- shopping for

goods and

services

-shopping advice

-shopping habits

-adverbs of

affirmation, doubt

and time

-present participle

- conditional tense


Assessment





Timely, meaningful feedback will be provided that both you and your child can view using Managebac




To this end, assessment tasks chosen could include: quizzes, tests, research reports, portfolios,

conferences, presentations etc.






follows:

MYP Criteria Levels of Achievement

A: Listening comprehension 8

B: Reading comprehension 8

C: Communication 8

D: Language 8

TOTAL 32

Although assignments and projects can take a variety of formats, technology will be emphasized. Internet

access and software will be integrated into specific learning activities to further support and illustrate

various objectives.

Academic Honesty

The school’s Academic Honesty Policy will be strictly adhered to within the Modern Languages

Department. For the department’s purpose, this policy includes the use of any form of translation tool

(i.e. Google Translator, Babelfish, etc.) Use of any of these tools will be deemed academically dishonest,

and consequences for the action are clearly outlined within the policy. Digital dictionaries are permitted,

however. Students will be directed to wordreference.com for their translation assistance needs.


IB MYP French 30 (FSL 3093)

Course Overview

Students acquire language knowledge, skills and attitude over a period of time and over that time their

ability to communicate grows. The program is based on a multidimensional approach that reflects visual

interpretation, oral communication, reading comprehension and writing. The French program is based on

5 phases of learning, and French 10 will be based on Phases 4 and 5.

The goal of this course is to allow students to become as fluent as possible in the various components of

language while studying thematic units (see below). Units of grammar will be interwoven into each

thematic unit.

Resources

1. Deux Mondes

2. wordreference.com

3. Bescherelle


Course Content


Concepts

Global

Context

Statement of

Inquiry

ATL skills for

summative

assessments

Assessment

Criteria

Content

L’enseignement, les

carriers et l’avenir

Communication Purpose Personal and

Cultural

Expressions

My ideal

university will

offer programs

that are best

suited to my

needs.

Research: use a

variety of media

sources to

compile

information;

communicate

ideas using a

range of

structures; make

inferences from

texts of various

types

C,B

Career

brochure for

symposium

Pronoun y;

emphatic

pronouns;

c’est vs il

est; present

and depuis;

future tense

Les voyages Connections Purpose Orientation in

Space

Travel is a

unique way to

learn about the

world in which

I live.

Communicate

ideas and

opinions; write

using a wide

variety of

structures

A,D

Mini-project

on

Francophone

nation

Il faut que;

subjunctive;

conduire and

suivre;

object

pronouns;

superlative;

lequel et

celui

Les moyens de

communication

Creativity Argument Globalization

and

Sustainability

Technology has

an impact upon

the quality of

life.

Observing and

recognizing

problems and

proposing

solutions through

creative design.

C,D

Invention

Conditional;

pronoun

dont; ce qui,

ce que, ce

dont;

commands

with

pronouns;


imperfect

Le cinéma français Culture Theme Personal and

Cultural

Expression

Film can be a

window into

the culture and

history of a

people.

Reflection: what

do I understand?

What questions

do I know have?

A, B

Film critique

Cinema

vocabulary;

review of

verb tenses;

review of

major

grammar


129

A= Comprehension of spoken and visual text

B= Comprehension of written and visual text

C= Communication in response to written, visual or spoken text

D= Quality of Language

Assessment

Students will frequently have the opportunity to demonstrate the depth of their command of the

language in a number or different formats, reflecting the four criteria of the program. Timely,

meaningful feedback will be provided through Managebac and in-class conversation. The purpose

of this feedback is to highlight and support areas of growth, while also celebrating areas of strength

so that each student can achieve to their individual potential.

To this end, assessment tasks chosen could include: quizzes, tests, research projects, portfolios,

conferences, presentations etc. Effective assessment will involve the student so as to impart

ownership for their learning; therefore, all tasks will require students to reflect upon their

performance and next steps in some manner.

In order to measure a student’s progress and achievement in each phase of the course, four criteria

have been established. These criteria correspond directly to the four objectives.

Criterion Purpose Maximum Points

Awarded

A Comprehension of oral

and visual text

measures the student’s ability to interpret

spoken and visual text

8

B Comprehension of written

text

measures the student’s ability to interpret

visual and written text

8

C Communication measures the student’s ability to

communicate by writing or speaking

8

D Quality of Language measures the student’s development of

structure, syntax, grammar, vocabulary.

8


130




follows:


Possible

A: 8

B: 8

C: 8

D: 8

TOTAL 32

Course work (80%) + Final Exam (20%) = Total Final Mark (100%)

Technology

Although assignments and projects can take a variety of formats, technology will be emphasized.

Internet access and software will be integrated into specific learning activities to further support and

illustrate various objectives.

Academic Honesty


Department. For the department’s purpose, this policy includes the use of any form of translation

tool (i.e. Google Translator, Babelfish, etc.) Use of any of these tools will be deemed academically

dishonest, and consequences for the action are clearly outlined within the policy. Digital

dictionaries are permitted, however. Students will be directed to wordreference.com for their

translation assistance needs.


131

IB MYP Spanish 10 New (SPN 1345)

Course Overview


communication, reading, writing and visual literacy skills. Since there are many specific objectives

within the language B program, the intent of this course outline is to give a brief overview of the

general objectives that this course emphasizes, including, but not limited to the following:


production

Students will be able to understand information, ideas, opinions and attitudes presented in

written texts



Resources

En Sus Marcas

Así se Dice

Managebac and online resources

Course Content

Unit title:

¿Cómo se

dice...?

Key Concept:

Communication Related Concepts:

Function and Message

ATL Skills:

Communication


I can use a second language to express

my thoughts, feelings and ideas.

Assessment Tasks

and Criteria: Task Cards (skits),

Criteria C and D

Listening

Comprehension,

Criterion A

Reading

Comprehension

Criterion B

Content: Questions and Answers

for Daily Classroom use

Basic introductions and

Q&A for personal

information

The Spanish alphabet

Formal vs. Informal

applications

Greetings and Goodbyes

Origin

Spanish-speaking world

Time

Numbers 1-100

Introduction to cognates

Unit title:

El Colegio Key Concept:


Meaning and Conventions

ATL Skills:

Communication

Statement of Inquiry: Assessment Tasks Content:


132

I can interpret school-related

documents and construct meaning

from the data contained.

and Criteria:

Listening

Comprehension

(Based on a school

schedule)

Criterion A

Reading

Comprehension

(sample school report

card, course

description)

Criterion B

Identifying others

Introduction to –ar verbs

Ser and Estar introduced

The verb haber (hay)

Colours

School related vocabulary

including classes and

classroom objects

Personal Pronoun

Articles (definite and

indefinite)

Gender and number of

nouns

Basic technology

vocabulary

Unit title:

La Ciudad Key Concept: Communication

Related Concepts:

Audience and Message ATL Skills:

Communication


I can talk about and critique what

makes a city unique.

Assessment Tasks

and Criteria:

Written task (digital

poster)

Criteria C and D

Reading

Comprehension

Criterion B (p. 94,

Cruzando Fronteras)

Content: City vocabulary

Modes of transportation

Restaurant and Market

Vocabulary

Contractions al and del

-er verbs

Verbs with irregular yo

form

Presenting people

Question words

Assessment

Philosophy


subject material in a number of different formats, each of which emphasizes their ability to recall,

explain, evaluate, extrapolate, reason, and think in a critical manner. Each attempt will serve to

inform their particular learning needs. Timely, meaningful feedback will be provided that both you

and your child can view using Managebac although it is acknowledged that much feedback to

students in this regard will happen during class time through conversation. The purpose of this

feedback is to highlight and support areas of growth while also celebrating areas of strength so that

each student can achieve to their individual potential.

To this end, assessment tasks chosen could include: quizzes, tests, dictations, listening

comprehension and reading comprehension exercises, presentations, skits, written tasks etc.

Effective assessment will involve the student so as to impart ownership for their learning; therefore,

all tasks will require students to reflect upon their performance and next steps in some manner.


133




follows:

MYP Criteria Levels of

Achievement Possible

A: Oral Communication 8

B: Visual Interpretation 8

C: Reading Comprehension 8

D: Writing 8

Total: 32

Technology




Academic Honesty








134

IB MYP Spanish 10 Continuing (SPN 1345)

Course Overview


communication, reading, writing and visual literacy skills. Since there are many specific objectives

within the language B program, the intent of this course outline is to give a brief overview of the

general objectives that this course emphasizes, including, but not limited to the following:


production

Students will be able to understand information, ideas, opinions and attitudes presented in

written texts



Course Content

Unit title:

¿Cómo se

dice...?

Key Concept:


Concepts:

Purpose

Message

Structure

Global Context

Personal and cultural expression

ATL Skills:

Communication

Statement of

Inquiry:

I can use a

second

language to

express what I

already know

about myself

and others

Assessment Tasks and Criteria: Task Cards (skits), Criteria C and D

Listening Comprehension, Criterion A

Reading Comprehension

Criterion B

Content: Question words

Sentence structure

Question structure

Ser/Estar

Adjectives

Present progressive

Reflexive verbs

Vocabulary:

School

Health

Cooking/restaurant

Family

Home

Daily

life/hobbies/chores

Unit title:

Immigration Key Concept:

Connections Related

Concepts:

Audience

Point of

View

Message

Purpose

Global Context

Globalization and sustainability

ATL Skills:

Communication

Self-management

Research

Thinking

Statement of Assessment Tasks and Criteria: Content:


135

Inquiry:

Illegal

immigration

has an impact

both socially

and

economically

Round table discussion

Criterion C


Criterion B

Music Video

Criterion A

Irregular present tense

verbs

Vocabulary:

Immigration

Unit title:

Travel Key Concept: Connections

Creativity

Related

Concepts:

Audience

Purpose

Message

Structure

Word

Choice

Global Context

Globalization and sustainability ATL Skills:

Communication

Self-management

Research

Thinking

Statement of

Inquiry:

Travel has

many impacts

on society

Assessment Tasks and Criteria:

Written task

Criterion D


Criterion B

Promotional video

Criterion A

Content: Present tense mastery

Future tense

Ir a + infinitive

Introduction to

conditional

AR preterit

Vocabulary:

Travel documents

Transportation

Tourism

Vacation planning

Accommodations

Unit title:

Celebrations Key Concept: Culture

Related Concepts:

Purpose

Message

Patterns

Global Context

Personal and cultural

expression

Globalization and

sustainability

ATL Skills:

Communication

Research

Thinking

Statement of

Inquiry:

Traditions

within a culture

as well as

society have an

impact on

celebrations

Assessment Tasks and Criteria:

A celebration presentation

Criteria C and D

Drumming Festival

Criterion A


Criterion B

Content: Preterit of ER and IR

verbs

Command form

Adjective agreement

Vocabulary:

Celebrations

Traditions

Holidays

Planning a party

Religious terms


136

Assessment

Philosophy

Assessment in the MYP aims to support and encourage student learning by providing feedback on

the learning process. It can be thought of as being both internal (conducted by STS faculty

members) and continuous in that it takes place throughout, not just at the end of the programme.

Assessment methods supported by the MYP seek to promote a deep understanding of the subject by

requiring students to think critically about the content they explore.

There are two forms of assessment used in the MYP – formative assessments and summative

assessments. Formative assessments are ongoing and aimed at providing quick and timely

information to guide teaching, learning and student performance. Summative assessments are those

found at the end of a unit/course of study providing information on a student’s achievement against

specific objectives. Those objectives are organized on rubrics according to bands of achievement.

Using MYP rubrics allows students to clarify the objective of the assignment and the evaluation

standards. Prior to all tasks, MYP rubrics are discussed with students so that they are aware of the

criteria against which they are assessed. As your child becomes familiar with these rubrics in class,

they will also benefit greatly from reviewing them with you at home when they work on

assignments and prepare for tests. In each subject, the objectives listed on the rubrics represent the

knowledge and skills expected of students by the end of the year. As such, it is very normal for

students to begin the year with work that scores at lower achievement bands. Of greater concern is

whether or not there is a general trend towards improvement as the year progresses.

The rubrics used in Phases 1-6 are similar, but represent varying levels of support in the attainment

of the objectives.










To this end, assessment tasks chosen could include: quizzes, tests, portfolios, conferences,

presentations, journal entries etc.



The assessment criteria for Language B are as indicated in the table below. Detailed rubrics for each

criterion can be found in the MYP Grade 8 Handbook available both on Managebac and on “MY

STS”.


137

Criteria Maximum Achievement Level

A: Comprehending Spoken and Visual Text Level 8

B: Comprehending Written and Visual Text Level 8

C: Communication Level 8

D: Language Level 8

Evaluation of student performance will be based on “summative tasks” and not formative tasks,

although both will be reported and visible in Managebac. This enables students to take-risks

without the fear of being penalized for doing so. Formative assessments include all tasks that drive

toward mastery of a concept/skill at the end of each unit and which inform the instructional course

for each student. Summative assessments are those which directly inform evaluative judgments for

reporting purposes.

There will be three reports to students and parents over the course of the school year (October,

February and June). Parents are encouraged to look at assessment data on Managebac in addition to

that provided on this report card.

Technology




Academic Honesty








138

IB MYP Spanish 30 (SPN 3345)

Course Overview

To have a second language is to possess a second soul.

- Charlemagne

IB MYP Spanish 30 encourages students to continue their exploration into the world of second

language acquisition through active conversation, observation, and exposure to a variety of learning

mediums such as, videos, music, listening activities, and a range of texts.

Students will also be inspired to inquire about how Spanish exists in both local and global contexts

through exploring the Hispanic world.

Course Content

Unit title:

Tecnomundo Key Concept:


Function and

Message

Global Context

Globalization and

Sustainability

ATL Skills:

Communication


I can use a second language to express

my thoughts, feelings and ideas.

Assessment Tasks

and Criteria: Reading

Comprehension (B)

Listening

Comprehension (A)

Presentation on tech

use and Spanish

language and culture

(C, D)

Content: Keyboard skills

Questions and

Answers for Daily

Classroom use

Preterite (regular

and irregular)

Review of

Command forms

Saber vs. Conocer

Unit title:

Celebraciones Key Concept:

Culture Related Concepts:

Idiom and Purpose Global Context

Personal and Cultural

Expression

ATL Skills:

Communication

and Research


What we celebrate can reflect of our

personal and cultural values and

norms.

Assessment Tasks

and Criteria:

Listening

Comprehension, (A)

Reading

Comprehension (B)

Letter to a friend

about a Hispanic

holiday (C and D)

Content:

Celebrations

vocabulary

Imperfect

Intro to Imperfect

vs. Preterite

Review of

Indirect and

Direct objects


139

Unit title:

Cultura y Arte

Key Concept: Communication

Related Concepts:

Point of view and

Message

Global Context:

Culture

ATL Skills:

Communication


Our appreciation for and creation of art

is influenced by our culture and values

in a number of ways.

Assessment Tasks

and Criteria:

Work of art

presentation (C, D)

Art Critique Reading

comprehension and

evaluation (B, C)

Content: Vocabulary

related to art and

history

Formal

expressions and

leading phrases

for speaking and

writing critiques

Conditional tense

Unit title:

El Medio

Ambiente

Key Concept:


Message and

Audience

Global Context

Globalization and

sustainability

ATL Skills:

Communication


Students will inquire about how to best

communicate an effective message

highlighting an environmental

stewardship issue from their own

culture (country) and comparing it to

another of their choice.

Assessment Tasks

and Criteria:

Listening

Comprehension (A)

Reading

Comprehension (B)

Poster for a key

environmental issue

in another country

(C, D)

Content:

Environment

vocabulary

Subjunctive

Future tense

Assessment

Philosophy









To this end, assessment tasks chosen could include: quizzes, tests, dictations, listening

comprehension and reading comprehension exercises, presentations, skits, written tasks etc.




140




follows:


Possible

A: 8

B: 8

C: 8

D: 8

TOTAL 32

The evaluation will be based on “summative tasks” and not formative tasks, although both will be

reported and visible in Managebac. This enables students to take-risks without the fear of being

penalized for doing so. Formative assessments include all tasks that drive toward mastery of a

concept/skill at the end of each unit. Summative assessments are those which directly inform

evaluative judgements for reporting purposes.

Marks on report cards are cumulative, but will reflect a students’ most recent and consistent

achievement against the criteria. This allows students to take risks without penalty, grow and be

rewarded for their persistence.

Technology




Academic Honesty









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IB DP French ab initio Year 1 (FSL 2093) and French 20-3Y (FSL 2093)

Course Overview

IB DP French ab initio Year 1 is the first year of a two-year course. Students acquire language

knowledge, skills and attitude over a period of time and, over that time, their ability to communicate

grows. The language ab initio course is designed to provide students with the necessary skills and

intercultural understanding to enable them to communicate successfully in an environment where

the language studied is spoken. This process encourages the learner to go beyond the confines of the

classroom, expanding an awareness of the world and fostering respect for cultural diversity. This

course develops students’ linguistic abilities through the development of receptive, productive and

interactive skills.

Resources

Managebac Learning Management

Textbook: Deux mondes: a communicative approach

Headphones (built-in microphone preferable)

Course Content

The IB DP French ab initio Year 1 course is organized into three themes, as follows:

Theme Guiding Principle Prescribed Topics

Identities Explore the nature of the self and how

we express who we are

personal attributes

personal relationships

eating and drinking

physical well-being

Experiences Explore and tell the stories of events,

experiences and journeys that shape our

lives

daily routines

leisure

holidays

festivals and celebrations

Social Organization Explore the ways in which groups of

people organize themselves, or are

organized, through common interests or

interests

neighbourhood

education

the workplace

Through the study of the three interrelated themes, students will develop the skills necessary to

fulfill the assessment objectives of the language ab initio course. It is important to note that the

order of the content is not an indication of how the themes and topics will be taught. The topics will

be taught through an integrated and cyclical approach.


142


Thinking Skills In this course, students will study and reflect upon both the French language and

francophone culture. Students will need to look for and recognize patterns in the

French language that will help them to decode and produce the language.

Students will be introduced to various texts and will practice listening to

understand. Students will use their understanding of language mechanics to

decode and produce messages in French.

Communication Skills Students will begin to communicate, at a basic level, ideas, opinions, and

attitudes in written and in oral French in a variety of registers and contexts

provided by the written curriculum. Students will begin to understand and apply

where appropriate conventions to enhance their written and oral message. In

order to improve their language fluency students will reflect and apply strategies

provided in the teacher feedback. Students will begin to communicate with their

peers in the target language within a controlled situation and at most times with

the teacher. Students will be given the opportunity to prepare and practise an

interactive oral activity based on a picture. Students practise responding to

various messages in a clear and concise manner.

Social Skills Students will be required to collaborate with their peers to achieve their

communication goals, while being respectful of other students’ abilities,

opinions and differences. Students will demonstrate self-awareness by doing

their part to ensure equal participation in the classroom and in group work.


Students will participate in setting deadlines for work completion and will meet

those deadlines. Students will self-advocate for deadline adjustments in advance

where needed. Students will apply a variety of strategies for vocabulary and

grammar acquisition and will use appropriate reference materials and resources.

Students will independently organize their course notes and materials using a

system that is familiar and accessible to them. Students will practice using

Managebac as a course management tool for storing files and submitting

completed assignments. Students will identify a motivating factor for their

learning and will use class time effectively to complete their learning goals.

Research skills In preparation for the Written Assignment in year two, students will begin to

inquire about a cultural topic of interest. They will explore resources in the

target language in order to gain knowledge and understanding of that topic in

French culture. Students will seek out a variety of perspectives on the topic, and

begin to make comparisons between their own culture and French culture.

Students will take notes and summarize the content appropriately in French.


143

Assessment


language in a number of different formats. Timely, meaningful feedback will be provided through

Managebac and in-class conversation. The purpose of this feedback is to highlight and support areas

of growth, while also celebrating areas of strength so that each student can achieve to their






Evaluation of student performance will be based on summative tasks and not formative tasks,

although both will be reported and visible in Managebac. This enables students to take risks




reporting purposes.

Throughout the year, students will be evaluated based on the following criteria:

Written production (organization, message, and quality of language and

will include tasks such as quizzes, tests, and written exercises)

20 %

Oral communication (pronunciation, fluency, message, and quality of language) 20 %

Reading Comprehension 20 %

Listening Comprehension 15%

Final Exam 25 %

Extra Help

Students should seek assistance as soon as questions arise and should take the initiative to make

arrangements for extra help. Assistance is available before school, at lunch, and after school on a

drop-in basis and upon request.

Academic Honesty








144

IB DP French B SL Year 1 (FSL 3306) and French 31a (FSL 3306)

Course Overview

IB DP French B SL Year 1 is the first part of a two-year course that will allow students to fulfill the

linguistic, communicative and cultural requirements of the IB DP French program. The course is

designed to provide students with the necessary skills and intercultural understanding to enable

them to communicate successfully in an environment where the language studied is spoken. This

process encourages the learner to go beyond the confines of the classroom, expanding an awareness

of the world and fostering respect for cultural diversity.

Additionally, students will study discrete units of advanced grammar, and delve into the world of

both literature and film.

Resources

Deux Mondes, language textbook, seventh edition

Le monde en français, IB resource textbook, first edition

Une fois pour toutes, grammar review and exercices, third edition

L’actualité, French-language weekly publication

TV5, on-line resource for videos and newsource

Bescherelle, on-line resource for verb conjugations and grammar

Wordreference, on-line dictionary and thesaurus

Course Content

Unit Name Topic(s)

Identities

This unit explores the nature of the self and what it is to be human. Subtopics

include lifestyles, health and well-being, beliefs and values, subcultures, and

language and identity.

Experiences This unit explores events, experiences and journeys that shape our lives. Subtopics

include leisure activities, holidays and travel, life stories, rites of passage, customs

and traditions, and migration.

Human Ingenuity This unit explores the ways in which human creativity and innovation affect our

world. Subtopics include entertainment, artistic expressions, communication and

media, technology, and scientific innovation.

Social Organization This unit explores the ways in which groups of people organize themselves

through common systems or interests. Subtopics include social relationships,

community, social engagement, education, the working world, and law and order.

Sharing the Planet This unit explores the challenges and opportunities faced by individuals and

communities in the modern world. Subtopics include the environment, human

rights, peace and conflict, equality, globalization, ethics, and urban and rural

environment.


145



culture. Students will learn to look for and recognize patterns and syntax in the

French language that will help them to decode and produce the language. Making

inferences, understanding intention and drawing logical conclusions when reading

French-language texts are practiced in order to fully appreciate the message and

content of each text. Within the thematic unit of Communication and World Issues,

considering viewpoints and different ideas will be explored. As a final task, students

will embark upon independent units of studies that will entail initial brainstorming

to choose a theme and subtopic, and will oblige them to make connections between

global and local events.

Communication Skills Students will examine and practice many different formats of written

communication used in daily life, including the composition of blogs, letters, e-

mails, critics, brochures, newspaper articles and personal journal entries. While

composing each of these, students will need to address specific conventions, content

and message in order to communicate effectively. Within this course, students will

focus on communicating orally in interviews and round-table discussions, as well as

using the French language as an everyday tool of communication. They will gain

experience in defending their opinions and crafting arguments to support their

opinions in a spontaneous fashion, both in the written and oral forms. Finally, they

will read texts of various sorts (editorials, literature, magazine articles, etc…) in

order to understand not only the content but also the ideas, opinions and attitudes

intended by the authors of these texts.

Social Skills The key feature of IB ATL Social Skills is collaboration. Within this course, the

promotion of the interdependence of students to learn and grow together in a

positive setting is emphasized. Students will communicate with one another on a

daily basis in French and this interaction will spur language acquisition by allowing

them to practice and grow in a mutual manner. Daily pair and group work will

enable students to capitalize on their strengths and to work on improving their

weaknesses in a safe and encouraging environment.


There are two main aims in the realm of IB ATL Self-Management Skills:

Organization skills: Students will be encouraged to manage time and tasks by the

effective use of STS Managebac. Further to this point, chunking their independent

units of studies over the course of the year on Managebac will allow them to

practise working in incremental steps to complete a larger task.

Affective skills: In this course, the notion of intrinsic motivation is essential.

Students are shown that French can be used a tool to access a whole new world of

information and culture in their lives. The enrichment that comes with this discovery

supports the notion of language acquisition.

Research skills Students will develop research skills specific to the study of the French language.

As all research is undertaken ideally within the target language, special attention

will be given to skills that will allow students to effectively collect and interpret

appropriate data. Reliable and credible on-line resources will be explored

(Tv5Monde, SRC, LeMonde, etc.) so that students have a solid starting point from

which to embark upon their research entirely in French. Sorting the data and

summarizing the highlights are two skills that will allow students to more efficiently

draw the main points from each source. Direct quotes and paraphrasing are further

skills that will allow them restate their findings in their own original work.


146

Assessment

Students are evaluated based on the following four skills: written and oral production, and reading

and listening comprehension. Oral production will be assessed according to pronunciation, fluency,

message and quality of language. Written production will be evaluated based on organization,

format, quality of language and message, and will include tasks such as tests, quizzes and written

exercises. Reading and listening comprehension will be evaluated based on the student’s ability to

demonstrate an understanding and interpretation of various written and spoken texts. The final

evaluation will include a year-end summative assessment of the student’s ability in each of the four

aforementioned categories.

Written Production 20%

Oral Production 20%

Reading Comprehension 20%


Final Exam 25%

Expectations

Students are encouraged to participate and work to the best of their ability in order to meet the

requirements of this course. It is expected that they speak French whenever possible during class

time, complete each assignment in a timely manner and consult their teacher when extra help is

needed. They are also encouraged to take advantage of existing French language resources (radio,

TV, literature, Internet, etc…) for greater overall exposure whenever time permits. They are also

requested to bring a pair of headsets to class when requested to participate in the listening lab

component of the course.

Extra Help




Academic Honesty








147

IB DP Spanish ab initio Year 1 (SPN 2345) and Spanish 20 (SPN 2345)

Course Overview

IB DP Spanish ab initio Year 1 is the first year of a two-year course. Students acquire language

knowledge, skills and attitude over a period of time and, over that time, their ability to communicate






interactive skills.

Resources

Puntos de Partida textbook

Online resources

Spanish/English dictionary

Course Content

Unit Name Topic(s)

Individual and Society Daily Routines, Education, Food and Drink, Personal details, appearance and

character, Physical health, Relationships, Shopping

Leisure and work Employment, Entertainment, Holidays, Media, Sport, Technology, Transport

Urban and Rural

environment

Environmental concerns, Global issues, Neighbourhood, Physical geography,

Town and services, Weather


Thinking Skills In this course, students will study and reflect upon both the Spanish

language and Hispanic culture. Students will need to understand and

recognize patterns in Spanish that will help them to decode and

produce the language. Students will be introduced to various texts that

will allow them to begin making inferences, understanding intention

and drawing logical conclusions. Students will practise using their

understanding of language mechanics, to decode and produce messages

in Spanish. Students will begin listening to various texts and practice

listening to understand.

Communication Skills Students will begin to communicate at a basic level ideas, opinions, and

attitudes in written and in oral Spanish in a variety of registers and

contexts provided by the written curriculum. Students will begin to

understand and apply where appropriate conventions to enhance their

written and oral message. In order to improve their language fluency

students will reflect and apply strategies provided in the teacher

feedback. Students will begin to communicate with their peers in the

target language within a controlled situation and at most times with the


148

teacher. Students will be given the opportunity to prepare and practice

an interactive oral activity based on a picture. Students practise

responding to various messages in a clear and concise manner.

Social Skills Students will be required to collaborate with their peers to achieve a

common communication goal, all the while remaining respectful and

mindful of others’ abilities, opinions and differences. Students will

demonstrate self-awareness by doing their part to ensure equal

participation in the classroom and in group work.


Students will participate in setting deadlines and goals for product

completion. Students will consider absences and work load outside of

class. Students will consult with teacher to self-advocate for extensions

or deadline adjustments where needed. Students will apply a variety of

strategies for new grammatical structures and vocabulary acquisition,

and use appropriate reference materials and resources.

Students will begin to develop a system that works best for them to

organize all course materials and notes. Students will independently

access course materials and resources provided by the teacher. Students

will identify a motivating factor for their learning of a second language.

Students will use class time effectively to achieve their learning goals.

Research skills In preparation for the Written Assignment in year two, students will

begin to inquire about a Hispanic cultural topic of interest. Students

will begin to identify resources in the target language in order to gain

knowledge and understanding of the topic. Students will seek out a

variety of perspectives on the topic, and being to make comparisons

with their own culture. Students will take notes and summarize the

content appropriately. Students will create an annotated bibliography.

Assessment

Students will be evaluated based on the following four skills: oral and written production, and

reading and listening comprehension.

Oral Production 20

Written Production 20

Reading Comprehension 20

Listening Comprehension 15

Final Evaluation 25

Oral production will be assessed based on: pronunciation, fluency, message, and quality of

language.

Written production will be assessed based on: organization, message, and quality of

language. This will include tasks such as quizzes, tests, and written exercises.

Reading and Listening comprehension will be assessed based on the students’ ability to

handle a variety of written and spoken texts.

The final evaluation will include an assessment of the student’s abilities in all of the above

disciplines as well as their command of grammatical structures taught.


149

Extra Help




Academic Honesty








150

IB DP Spanish B Year 1 (No Alberta Education Equivalent Course)

Course Overview

IB DP Spanish 20B SL Year 1 is the first part of a two-year course that will allow students to fulfill

the linguistic, communicative and cultural requirements of the IB Spanish program. This course is





Students will study discrete units of advanced grammar in order to improve their ability to read a

variety of challenging texts and to construct complex sentences. In addition to this, they will

undertake independent thematic units of study, as well as literature and film studies.

Resources

We use a variety of resources, all supplied, to meet the IB goals of the course.

Spanish/ English Dictionary

Puntos de Partida

Practice Makes Perfect (Spanish conversation)

Practice Makes Perfect (Spanish grammar)

Verbix. Com (Spanish verb conjugation)

Studyspanish.com (good online grammar and review)

Course Content

Over the two years of this course, we will address the five core components as specified in the IB

program of studies.

Unit name Guiding principles Optional topics

1-Identities On this theme, students will explore the

nature of oneself and what is to be human. Lifestyles

Health and well being

Beliefs and values

Subcultures

Language and identity

2-Experiences On these theme students will explore and tell

the stories of the events, experiences and

journeys that shape our lives.

Leisure activities

Holidays and travel

Life stories

Rites and passage

Customs and traditions

Migrations

3-Human Ingenuity On these theme students will explore the

ways in which human creativity and

innovation affect our world.

Entertainment

Artistic expressions

Communication and

media


151

Technology

Scientific innovation

4-Social Organization On these theme students will explore the

ways in which groups and people organize

themselves, or are organized, through

common systems or interest.

Social relationships

Community

Social engagement

Education

The working world

Law and order

5-Sharing the planet On these theme students will explore the

challenges and opportunities faced by

individuals and communities in the modern

world

The environment

Human rights

Peace and conflict

Equality

Globalization

Ethics

Urban and rural

environment


Thinking Skills Students will be taught how to analyze information, prior to their presenting

of in two key areas of assessment in the DP program, the Oral Interview and

the Written Assignment. Students will be encouraged to share their original

ideas and how to respect others ideas. Students will be reminded that many of

the skills that they have already learned or are learning in their first language

can be used in their second or third language. These include consideration of

multiple perspectives, the generation of novel ideas, and the ability to

critique these ideas.

Communication Skills Students will develop their communication skills in a variety of ways. They

will be taught how to express themselves clearly when speaking and/or

writing, how to organize information being used in written or oral

production, the use of tone, non-verbal gestures and the use of supporting

ideas. Students will participate in debates, presentations, keep a writing

journal, and express themselves using a variety of platforms (Powerpoint,

Prezi, and Word). Reading comprehension is a key component of the

Modern Language IB program and strategies such as recognition of various

parts of speech, cognates, and valuable clues that a word may give in terms

of its gender and number (singular / plural) when attempting to understand a

particular text will be emphasized.

Social Skills In modern languages, social skills are particularly important in a debate

setting. Students will develop skills that promote openness to the ideas of

other students. They will also be taught that within a group project,

individual responsibility is important, that each student is expected to

contribute, and they will be taught how to, when necessary, manage and

resolve conflicts within the group. In other circumstances, for example, oral

presentations, which are also key to this program, students will be taught

how to be effective, courteous listeners, and how to ask appropriate questions

following a presentation.


152


Within the IB ATL Self- Management Skill, organization and affective skills

are paramount. Clear guidelines will be set out in terms of expectation for

class and what is expected if they miss a class. Students will complete the

majority of the work within class but there may be out of class work at times.

The use of Managebac as a management tool will be reviewed. Students are

expected to remain focussed while in class and to be respectful listeners in

oral presentations and respectful listeners and speakers in debate.

Opportunities will be given to improve their poise and self-confidence

through various activities, individual and group.

Research skills Students will be taught how to locate appropriate information, particularly

for the research paper, which is part of the IB evaluation in Year 2, which

will be mirrored in Year 1. Students will be shown examples of how to

organize information and how to synthesize information to create new

understanding. We will review how sources must be credited and guidelines

around copyright.

Assessment

Students are evaluated based on the following three skills: oral production, written production and

reading comprehension. Oral production will be assessed according to pronunciation, fluency,




demonstrate their understanding and interpretation of various written and spoken texts. The final

evaluation will include a year-end summative assessment of the student’s ability in each of the four

aforementioned categories.



20%

Oral communication (pronunciation, fluency, message, and quality of language) 25%



Final Evaluation 20%

Expectations

Extra help is available during BLT or by request at a mutually agreeable time. Students are

expected to work to the best of their ability and submit assignments in a timely manner. Outside of

class, students are encouraged to expose themselves as much as possible to Spanish, particularly on

the internet. Students should have available a headset with microphone capability. Ones used with

their phones should be fine if it permits recording.

Extra Help





153

Academic Honesty








154

IB DP French ab initio Year 2 (FSL 3093) and French 30-3Y (FSL 3093)

Course Overview

IB DP French ab initio Year 2 is the second year of a two-year course. Students acquire language

knowledge, skills and attitude over a period of time and over that time their ability to communicate






interactive skills.

Resources

Managebac Learning Management

Textbook: Deux mondes: a communicative approach

Headphones (built-in microphone preferable)

Course Content

The IB DP French ab initio SL Year 2 course is organized into three themes, as follows:

Theme Guiding Principle Prescribed Topics

Social Organization Explore the ways in which groups of

people organize themselves, or are

organized, through common interests or

interests

Social Issues

Human Ingenuity Explore the ways in which human

creativity and innovation affect our

world

Entertainment

Media

Technology

Transportation

Sharing the Planet Explore the challenges and opportunities

faced by individuals and communities

Climate

Physical Geography

Environment

Global Issues

Through the study of the three interrelated themes, students will develop the skills necessary to

fulfill the assessment objectives of the language ab initio course. It is important to note that the

order of the content is not an indication of how the themes and topics will be taught. The topics will

be taught through an integrated and cyclical approach.


155



francophone culture. Students will need to apply their understanding of patterns

in French to help them to decode and produce the language. Students will handle

a variety of texts that will allow them to begin making inferences, understanding

intention and drawing logical conclusions. Students will use their understanding

of language mechanics, to decode and produce messages in French. Students

will be able to interpret an image relating to a topic of cultural significance. In

doing so, students will draw conclusions, make inferences and connect the ideas

to their own experiences.

Communication Skills Students will practice and ultimately demonstrate the ability to complete the

Individual Oral assessment. This involves describing an image for 2-3 minutes

and engaging in conversation with the teacher on a variety of topics. Students

will be able to communicate opinions, attitudes in written and in oral French in a

variety of registers and contexts provided by the written curriculum. Students

will understand and apply where appropriate conventions to enhance their

written and oral message. In order to improve their language fluency students

will reflect and apply strategies provided in the teacher feedback. Students will

communicate with their peers in the target language within controlled situations

and with the teacher.

Social Skills Students will be required to collaborate with their peers to achieve a common

communication goal, all the while remaining respectful and mindful of others’

abilities, opinions and differences. Students will demonstrate self-awareness by

doing their part to ensure equal participation in the classroom and in group

work.


Students will participate in setting deadlines and goals for product completion.

Students will consider absences and work load outside of class. Students will

consult with teacher to self-advocate for extensions or deadline adjustments

where needed. Students will apply a variety of strategies to acquire new

grammatical structures and vocabulary, and use appropriate reference materials

and resources.

Students will employ a system that works best for them to organize all course

materials and notes. Students will independently access course materials and

resources provided by the teacher. Students will demonstrate a clear motivation

for their learning of a second language. Students will use class time effectively

to achieve their learning goals.

Research skills In order to complete the Written Assignment, students will research a

francophone cultural topic of interest, and identify 2-4 French language sources

that are appropriate to their topic. These sources should present a variety of

perspectives on the topic, and allow students to make comparisons with their

own culture. Students will summarize and reflect on the content through

completing the Written Assignment. Students will cite their sources by

including a bibliography in a standard format.


156

Assessment


language in a number or different formats. Timely, meaningful feedback will be provided through

Managebac and in-class conversation. The purpose of this feedback is to highlight and support areas

of growth, while also celebrating areas of strength so that each student can achieve to their






Evaluation of student performance will be based on summative tasks and not formative tasks,

although both will be reported and visible in Managebac. This enables students to take risks




reporting purposes.

The following table outlines the assessments within the IB French Ab Initio programme:

Assessment

component

Assessment

type

Description Date to be

completed

Weight

Individual

Oral

Internal 10 minute conversation with the teacher

based on a visual stimulus, and at least

one additional course theme. (30 marks)

March 2020 25%

Paper 1 External Paper 1 - Productive skills

Writing (30 marks)

Two written tasks of 70-150 words each

from a choice of three tasks, choosing a

text type for each task from among

those listed in the examination

instructions

May 2020 25%

Paper 2 External Paper 2 - Receptive skills (65 marks)

Listening Comprehension (25 marks)

Reading comprehension (40 marks)

Comprehension exercises on three audio

passages and three written texts, drawn

from all five themes

May 2020 50%


157

For Alberta Education reporting purposes, students will be evaluated based on the following

criteria:



30%

Oral communication (pronunciation, fluency, message, and quality of language) 30%



Extra Help




Academic Honesty








158

IB DP French B SL Year 2 (FSL 3307) and French 31 B (FSL 3307)

Course Overview

IB DP French B SL Year 2 is the second part of a two-year course that allows students to fulfill the

linguistic, communicative and cultural requirements of the IB French program. This course is





Additionally, students will study discrete units of advanced grammar, and delve into the world of

both literature and film.

Resources

Deux Mondes, language textbook, seventh edition

Le monde en français, IB resource textbook, first edition

Une fois pour toutes, grammar review and exercices, third edition

L’actualité, French-language weekly publication

TV5, on-line resource for videos and newsource

Bescherelle, on-line resource for verb conjugations and grammar

Wordreference, on-line dictionary and thesaurus

Course Content

Unit Name Topic(s)

Identities

This unit explores the nature of the self and what it is to be human. Subtopics

include lifestyles, health and well-being, beliefs and values, subcultures, and

language and identity.

Experiences This unit explores events, experiences and journeys that shape our lives. Subtopics

include leisure activities, holidays and travel, life stories, rites of passage, customs

and traditions, and migration.

Human Ingenuity This unit explores the ways in which human creativity and innovation affect our

world. Subtopics include entertainment, artistic expressions, communication and

media, technology, and scientific innovation.

Social Organization This unit explores the ways in which groups of people organize themselves

through common systems or interests. Subtopics include social relationships,

community, social engagement, education, the working world, and law and order.

Sharing the Planet This unit explores the challenges and opportunities faced by individuals and

communities in the modern world. Subtopics include the environment, human

rights, peace and conflict, equality, globalization, ethics, and urban and rural

environment.


159



culture. Students will learn to look for and recognize patterns and syntax in the

French language that will help them to decode and produce the language. Making

inferences, understanding intention and drawing logical conclusions when reading

French-language texts are practiced in order to fully appreciate the message and

content of each text. Within the thematic unit of Relationships and World Issues,

considering viewpoints and different ideas will be explored. Finally, students will

use learning strategies and choose topics that are best suited to their own strengths

and interests when undertaking their independent units of studies.

Communication Skills Students will examine and practice many different formats of written

communication used in daily life, including the composition of blogs, letters, e-

mails, critics, brochures, newspaper articles and personal journal entries. While

composing each of these, students will need to address specific conventions, content

and message in order to communicate effectively. In preparation for their Internal

Oral Assessment, students will interpret visual images and communicate the ideas

and attitude conveyed within. Strategies will be explored that will enable them to

start with a specific, local idea but move towards a discussion based on divergent

and global ideas. Finally, they will read texts of various sorts (editorials, literature,

magazine articles, etc…) in order to understand not only the content but also the

ideas, opinions and attitudes intended by the authors of these texts.

Social Skills The key feature of IB ATL Social Skills is collaboration. Within this course, the

promotion of the interdependence of students to learn and grow together in a

positive setting is emphasized. Students will communicate with one another on a

daily basis in French and this interaction will spur language acquisition by allowing

them to practice and grow in a mutual manner. Daily pair and group work will

enable students to capitalize on their strengths and to work on improving their

weaknesses in a safe and encouraging environment.


There are two main aims in the realm of IB ATL Self-Management Skills:

Organization skills: Students will be encouraged to manage time and tasks by the

effective use of STS Managebac. Further to this point, chunking their independent

units of studies over the course of the year on Managebac will allow them to

practise working in incremental steps to complete a larger task.

Affective skills: In this course, the notion of intrinsic motivation is essential.

Students are shown that French can be used a tool to access a whole new world of

information and culture in their lives. The enrichment that comes with this discovery

supports the notion of language acquisition.

Research skills Students will use research skills specific to the composition of their IA. They will

explore specific French-language on-line and tradition sources in order to find a

minimum of three sources related in theme but different in format. The emphasis

will be placed on finding suitable and veritable sources that will give them a unique

outlook on their chosen topic. As an example, an official report, a personal blog and

a newspaper article might be used in combination to afford this viewpoint. Sorting

the data and summarizing the highlights are two skills that will allow students to

more efficiently draw the main points from each source. Direct quotes and

paraphrasing are further skills that will allow them restate their findings in their own

original work.


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Assessment

Students are evaluated based on the following four skills: oral and written production, and reading

and listening comprehension. Oral production will be assessed according to pronunciation, fluency,




demonstrate their understanding and interpretation of various written and spoken texts.

For Alberta Education reporting purposes, students will be evaluated based on the following

criteria:

Written Production 30%

Oral Production 30%



The following table outlines the assessments within the IB DP French B programme:

Assessment

component

Assessment

type


completed

Weight

Individual

Oral

Internal 10-minute conversation with the teacher

based on a visual stimulus, and at least

one additional course theme. (30 marks)

March 2020 25%


Writing (30 marks)

One writing task of 250–400 words from

a choice of three, each from a different

theme, choosing a text type from among

those listed in the examination

instructions.

May 2020 25%





passages and three written texts, drawn

from all five themes

May 2020 50%

Expectations Students are encouraged to participate and work to the best of their ability in order to meet the

requirements of this course. It is expected that they speak French whenever possible during class

time, complete each assignment in a timely manner and consult their teacher when extra help is

needed. They are also encouraged to take advantage of existing French language resources (radio,

TV, literature, Internet, etc…) for greater overall exposure whenever time permits. They are also

requested to bring a pair of headsets to class when requested to participate in the listening lab

component of the course.


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Extra Help




Academic Honesty








162

IB DP Spanish ab initio SL Year 2 (SPN 3345) and Spanish 30 (SPN 3345)

Course Overview

IB DP Spanish ab initio Year 2 is the second year of a two-year course. Students acquire language

knowledge, skills and attitude over a period of time and over that time their ability to communicate






interactive skills.

Resources

Puntos de Partida (Textbook), Online resources

Course Content

An in-depth review of grammatical structures covered in Year 1

Preterit and imperfect in-depth

Conditional, subjunctive and the present perfect

The IB core syllabus consists of seven topics, which include: The individual, Education and Work,

Towns and Services, Leisure and Travel, The Environment, and Health and Emergencies.

Unit Name Topic(s)

Individual and Society Daily Routines, Education, Food and Drink, Personal details, appearance and

character, Physical health, Relationships, Shopping

Leisure and work Employment, Entertainment, Holidays, Media, Sport, Technology, Transport

Urban and Rural

environment

Environmental concerns, Global issues, Neighbourhood, Physical geography,

Town and services, Weather


163


Thinking Skills In this course, students will study and reflect upon both the Spanish language

and Hispanic culture. Students will need to apply their understanding of patterns

in Spanish to help them to decode and produce the language. Students will

handle a variety of texts that will allow them to begin making inferences,

understanding intention and drawing logical conclusions. Students will use their

understanding of language mechanics, to decode and produce messages in

Spanish. Students will be able to interpret an image relating to a topic of cultural

significance. In doing so, students will draw conclusions, make inferences and

connect the ideas to their own experiences.

Communication Skills Students will practice and ultimately demonstrate the ability to complete the

Individual Oral assessment. This involves describing an image for 2-3 minutes

and engaging in conversation with the teacher on a variety of topics. Students

will be able to communicate opinions, attitudes in written and in oral Spanish in

a variety of registers and contexts provided by the written curriculum. Students

will understand and apply where appropriate conventions to enhance their

written and oral message. In order to improve their language fluency students

will reflect and apply strategies provided in the teacher feedback. Students will

communicate with their peers in the target language within controlled situations

and with the teacher.

Social Skills Students will be required to collaborate with their peers to achieve a common

communication goal, all the while remaining respectful and mindful of others’

abilities, opinions and differences. Students will demonstrate self-awareness by

doing their part to ensure equal participation in the classroom and in group

work.


Students will participate in setting deadlines and goals for product completion.

Students will consider absences and work load outside of class. Students will

consult with teacher to self-advocate for extensions or deadline adjustments

where needed. Students will apply a variety of strategies to acquire new

grammatical structures and vocabulary, and use appropriate reference materials

and resources.

Students will employ a system that works best for them to organize all course

materials and notes. Students will independently access course materials and

resources provided by the teacher. Students will demonstrate a clear motivation

for their learning of a second language. Students will use class time effectively

to achieve their learning goals.

Research skills In order to complete the Written Assignment, students will research a Hispanic

cultural topic of interest, and identify 2-4 Spanish language sources that are

appropriate to their topic. These sources should provide a variety of perspectives

on the topic, and allow students to make comparisons with their own culture.

Students will summarize and reflect on the content through completing the

Written Assignment. Students will cite their sources by including a

bibliography in a standard format.


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Assessment

Students will be evaluated based on the following four skills: oral and written production, and

reading and listening comprehension.

Oral Production 30

Written Production 30

Reading Comprehension 25

Listening Comprehension 15

Oral production will be assessed based on: pronunciation, fluency, message, and quality of

language.

Written production will be assessed based on: organization, message, and quality of

language. This will include tasks such as quizzes, tests, and written exercises.

Reading comprehension will be assessed based on the students’ ability to handle a variety

of texts.

Term work is divided into three categories of communication: spoken, reading and oral.

IB Evaluation

Students will be required to write their IB exam in Spanish. The exam is comprised of 3

components: writing, reading and listening comprehension, and oral expression.

An internal written assignment will be completed in class during the month of February.

An internal oral interview will be completed in class during the month of March.

Paper I and Paper II will take place during the month of May.

Extra Help




Academic Honesty








165

IB DP Spanish B SL Year 2 (No Alberta Education Equivalent Course)

Course Overview

IB DP Spanish B SL Year 2 is the second year of a two-year Spanish B program. Students acquire

language knowledge, skills and attitude over a period of time and over that time their ability to

communicate grows. The language ab initio course is designed to provide students with the

necessary skills and intercultural understanding to enable them to communicate successfully in an

environment where the language studied is spoken. This process encourages the learner to go

beyond the confines of the classroom, expanding an awareness of the world and fostering respect

for cultural diversity. This course develops students’ linguistic abilities through the development of

receptive, productive and interactive skills.

The IB DP Spanish B syllabus approaches the learning of language through experiences. Through

the study of the core themes, students build the necessary skills to reach the assessment objectives

of the language B course through the expansion of their receptive, productive and interactive skills.

Resources

We use a variety of resources, all supplied, paper and online to meet the IB goals of the course.

Spanish/ English Dictionary

Puntos de Partida

Practice Makes Perfect (Spanish conversation)

Practice Makes Perfect (Spanish grammar)

Verbix. Com (Spanish verb conjugation)

Studyspanish.com (good online grammar and review)

Course Content

Over the two years of this course, we will address the five core components as specified in the IB

programme of studies.

Unit name Guiding principles Optional topics

1-Identities On this theme, students will explore the

nature of oneself and what is to be human. Lifestyles

Health and well being

Beliefs and values

Subcultures

Language and identity

2-Experiences On these theme students will explore and tell

the stories of the events, experiences and

journeys that shape our lives.

Leisure activities

Holidays and travel

Life stories

Rites and passage

Customs and traditions

Migrations

3-Human Ingenuity On these theme students will explore the Entertainment


166

ways in which human creativity and

innovation affect our world. Artistic expressions

Communication and

media

Technology

Scientific innovation

4-Social Organization On these theme students will explore the

ways in which groups and people organize

themselves, or are organized, through

common systems or interest.

Social relationships

Community

Social engagement

Education

The working world

Law and order

5-Sharing the planet On these theme students will explore the

challenges and opportunities faced by

individuals and communities in the modern

world

The environment

Human rights

Peace and conflict

Equality

Globalization

Ethics

Urban and rural

environment

Approaches to Teaching Skills

Thinking Skills Students will be taught how to analyze information, which is critical when

they are presenting of in two key areas of assessment in the DP program, the

oral interview and the written assignment. Students will be encouraged to

share their original ideas and how to respect others ideas. Students will be

reminded that many of the skills that they have already learned or are

learning in their first language can be used in their second or third language.

These include consideration of multiple perspectives, the generation of novel

ideas, and the ability to critique these ideas.

Communication Skills Students will demonstrate their communication skills in a variety of ways.

They will continue to practice how to express themselves clearly when

speaking and/or writing, how to organize information being used in written

or oral production, the use of tone, non-verbal gestures and the use of

supporting ideas. Students will participate in debates, presentations, keep a

writing journal, and express themselves using a variety of platforms

(Powerpoint, Prezi, and Word). Reading comprehension is a key component

of the Modern Language IB program and strategies such as recognition of

various parts of speech, cognates, and valuable clues that a word may give in

terms of its gender and number (singular / plural) when attempting to

understand a particular text. Students at the Year 2 level should have a good

basis in these skills and more subtle clues will be discussed, for example,

analyzing the syntax of a sentence in terms of sequence of verbs and how

paragraphs are organized in a reading.

Social Skills In modern languages, social skills are particularly important in a debate

setting. Students will demonstrate skills they have developed in this course

and other subject areas that promote openness to the ideas of other students.


167

They will also be expected to demonstrate that within a group project that

individual responsibility is important, that each student is expected to

contribute, and they will demonstrate how to, when necessary, manage and

resolve conflicts within the group. In other circumstances, for example oral

presentations, which are also key to this program, students will be

demonstrate that they are effective, courteous listeners, and can ask

appropriate questions following a presentation.


Within the IB ATL Self- Management Skill, organization and affective skills

are paramount. Clear guidelines will be set out in terms of expectation for

class and what is expected if they miss a class. Students will complete the

majority of the work within class but there may be out of class work at times,

particularly in the written assignment that is completed almost completely

outside of class. The use of Managebac as a management tool will be

reviewed. Students are expected to remain focussed while in class and to be

respectful listeners in oral presentations and respectful listeners and speakers

in debate. Opportunities will be given to improve their poise and self-

confidence through various activities, individual and group.

Research skills Students will be taught how to locate appropriate information, particularly

for the research paper, which is part of the IB evaluation in Year 2, which

will be mirrored in Year 1. Students will be shown examples of how to

organize information and how to synthesize information to create new

understanding. We will review how sources must be credited and guidelines

around copyright. There will also be a discussion of bias.

Assessment

The following table outlines the assessments within the IB DP Spanish B program:

Assessment

component

Assessment

type


completed

Weight

Individual

Oral

Internal 10-minute conversation with the teacher based

on a visual stimulus, and at least one additional

course theme. (30 marks)

March

2020

25%


Writing (30 marks)

Two written tasks of 70-150 words each from a

choice of three tasks, choosing a text type for

each task from among those listed in the

examination instructions

May 2020 25%





passages and three written texts, drawn from all

five themes

May 2020 50%


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For Alberta education reporting purposes, students will be evaluated based on the following criteria:

Written production 25%

Oral communication 25%



*IB Final Exam – Moderated by IB and not used in the mark awarded at the end of the year.

Extra Help




Academic Honesty








169

Outdoor Education (Grade 10 Elective)

Course Philosophy

Outdoor education in the STS Middle Years Program is intentionally designed to support students

to achieve the School’s mission: developing well-balanced students for a life of purpose by

inspiring excellence in leadership, scholarship and character. Outdoor activities are both a means to

an end and an end in themselves. One of the primary aims of OE15 is to encourage the development

of “life skills” including a recognition of the importance of a balanced, healthy lifestyle.

Outdoor education encourages an holistic and experiential approach to learning which combines

physical, intellectual, emotional and social experiences in both classroom and outdoor

environments. This synthesis aids students’ development of various approaches to learning (ATL

skills). The learning and development associated with outdoor education is designed to help

students develop the qualities of the IB learner profile.

Purpose of Outdoor Education Programs at STS

The general purpose of Outdoor Education Programs at Strathcona-Tweedsmuir School is:

To help all STS students pursue wellness and ‘personal best’ through exploration and

learning in the outdoors

To encourage ‘personal best’ faculty will provide safety-oriented, intentional and

challenging activities that guide students in their growth at STS and beyond. (OE Purpose

Statement 2007)

Aims

The aims of STS Outdoor Education teaching & learning experiences are to encourage and enable

students to:

develop the knowledge skills and attitudes necessary to explore the outdoor world

effectively and safely through selected outdoor activities

develop and nurture a sense of wonder and curiosity about the natural world

develop an appreciation and understanding of the value of being physically active in the

natural environment

develop an attitude of environmental stewardship including specific Leave No Trace

principles and practices to reduce personal impact in the wilderness and at home

demonstrate an understanding of and competence with outdoor planning and safety

strategies

develop the motivation to make healthy life choices now and in the future

show a willingness to build positive relationships and demonstrate social responsibility

reflect on various outdoor learning experiences and identify their wider relevance and

application to ‘everyday life’ (life skills)


170

Intended Outcomes of Outdoor Education 15

Outdoor Education (OE) has been an integral part of the STS educational experience since the

foundation of the school in 1971. Indeed, OE was a central educational strategy of STS’s founding

schools as well (St. Hilda’s School for Girls, 1905; Tweedsmuir: An Academic School for Girls,

1959; Strathcona School for boys, 1929). Over time the outdoor environment has proved a powerful

medium through which students can learn transferrable lessons about who they are, setting and

achieving goals, decision-making (including consequences) and how to interact more effectively

with other people. Intentionally designed outdoor experiences also have helped students develop

practical ways to care for the natural environment and appreciate/involve themselves in its wonder.


171

Course Overview

Outdoor Education is the culminating Outdoor Education experience offered at STS. It is an

elective, full year course delivered in Grade 10. The course is based on an experiential learning

model. Students learn by following a progression of intentional activities beginning in the

classroom then extending into the outdoors in the form of outdoor-based trips and activities. The

progression can be summarized as follows:

study and prepare in-class for a specific (season and activity) outdoor trip

take part in the planning, preparation, conducting and debriefing of a multi-day

backcountry trip

upon return from the trip, reflect on what was achieved, experienced and learned

apply learning to subsequent trips to increase effectiveness, enjoyment & safety

As part of a larger progression, the OE15 course builds on the outdoor experiences students have

gained in their earlier years at STS (or elsewhere). Course experiences and content are intended to

give students the necessary tools to plan and undertake their own trips in their senior years and

beyond.

The OE15 outdoor trips are three days in duration with the exception of the Challenge Hike which

is a day hike. Trip dates are listed in the calendar section of ManageBac. The trips are:

Challenge Hike (done in either Spring or Fall)

Backpacking 1

Backpacking 2

Safe Winter Travel

Backcountry skiing

ROGAINE leadership trip

Course Structure

OE15 is comprised of six Alberta Education Career & Technology Studies (CTS) modules (totaling

six credits if all course requirements are met) customized in their delivery using Middle Years

Program (MYP) delivery strategies and assessment procedures. OE15 also offers students the

opportunity to earn four industry recognized outdoor certifications:

Remote Responder (RR) First Aid, a 24 hour wilderness first aid course recognized by

Alberta Occupational Health & Safety

Avalanche Skills Training level 1 (AST1), a course developed by the Canadian Avalanche

Centre and recognized by the Canadian Avalanche Association

Companion Rescue Skills, a course developed by the Canadian Avalanche Centre and

recognized by the Canadian Avalanche Association

Leave No Trace certificate. This minimum impact program is now internationally

recognized and used by national parks, outdoor organizations (clubs, training programs etc.)

and educational institutions.


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The six CTS modules are:

WLD1130: Outdoor Survival Skills (delivered primarily through the backpacking class unit

and the Backpacking 1 outdoor trip).

See http://education.alberta.ca/media/953115/wld_intro.pdf for specific module outcomes

as designated by Alberta Learning.

WLD1060: Wilderness Navigation (delivered primarily through the Navigation class unit

and the Backpacking 2 outdoor trip).



WLD1910: Wilderness Project A (delivered primarily through the Safe Winter Travel class

unit and the Safe Winter Travel outdoor trip).



WLD2130: Outdoor Excursion (delivered primarily through the Safe Winter Travel class

unit and the Backcountry Skiing outdoor trip).

See http://education.alberta.ca/media/953119/wld_inter.pdf for specific module outcomes


WLD3130: Outdoor Leadership (delivered primarily through the leadership class unit and

the Leadership/ROGAINE outdoor trip)

See http://education.alberta.ca/media/953123/wld_adv.pdf for specific module outcomes as

designated by Alberta Learning.

HCS2020: First Aid/CPR with AED (delivered primarily through the first aid class unit)

See http://education.alberta.ca/media/951229/hcs_inter.pdf for specific module outcomes as

designated by Alberta Learning.

NOTE: Students must complete all Alberta Learning CTS modules and certification requirements

to be credited with the full course package. The information on student’s transcript will show the

individual CTS course modules completed and the percentage mark earned for each module.

Students will receive an STS report card mark that reflects their overall percentage on all modules

combined. Certificates for the Leave No Trace, AST 1, CRS, and the RR First Aid certification will

be distributed to students and their standing registered with the appropriate governing bodies.

http://education.alberta.ca/media/953115/wld_intro.pdf



http://education.alberta.ca/media/953119/wld_inter.pdf

http://education.alberta.ca/media/953123/wld_adv.pdf

http://education.alberta.ca/media/951229/hcs_inter.pdf


173

Requesting a specific trip date

Almost all OE15 trips have more than one date. Since trip dates are communicated well ahead of

time (OE15 application package, school calendar, course outline, STS website, etc.) parents or

students are encouraged to request a specific trip date when conflicts in their schedule are

anticipated. The further ahead of the actual trip dates your request is communicated, the better; last

minute changes don’t usually work nor can they generally be accommodated. Please note that OE15

is a curricular course so OE15 trips take precedence over other STS co-curricular events such as

athletic games and practices, club events or meetings. Having said that most times conflicts can be

worked out if given sufficient lead time.

The process to request specific trip dates:

Send Mr. Hendricks an email requesting the date that works best for you. (“I would prefer

to be on the October 21-23 Backpacking 2 trip because…)

State the reason you would prefer to be on that date (e.g. …we have a family funeral; …I

am involved in the provincial basketball tournament etc.)

We will do the best we can to accommodate timely and legitimate requests but sometimes

things simply can’t be worked out and you will have to cancel out of something.

The importance of student involvement in all trips

OE15 trips are the application arena for the skills and knowledge we cover in class. As such, it is

important for students to be involved in all trips. Trips are also the place where relationships are

built, character is developed and personal abilities are refined. We realize that sometimes life gets in

the way and a student may miss a trip due to unavoidable circumstances. That is understandable.

What does not work is a student missing multiple trips for either tangential reasons (e.g. “I’m going

to a concert on the first set of dates and am doing a sleep over at a friends during the second set of

dates?) or knowingly taking the course with no intention of completing all of the trips.


174

Course Content (Assessment tasks are subject to change throughout the year. Changes will be posted in ManageBac)

Unit

Title

Key

Concept

Related

Concept

Global

Context

Statement of

Inquiry

ATL skills necessary for

summative assessments Assessment Tasks and Criteria Content

Bac

kp

ack

ing

Rel

atio

nsh

ips

adap

tati

on

, in

tera

ctio

n,

ener

gy

Iden

titi

es &

Rel

atio

nsh

ips

Students will

understand that

outdoor skills

are essential to

looking after

themselves and

others in an

outdoor

environment.

Social > Collaboration

skills > working effectively

with others

Self-management >

Organizational skills >

managing time and tasks

effectively

Self-management >

Reflection skills >

(Re)considering the

process of learning;

choosing and using ATL

skills

Trip performance (outdoor technical

skills, outdoor living skills, self and

group care)

Menu plans

Logbook

Backpacking reflection assignment

Backpacking knowledge video

assignment

A: Knowing and understanding-

Apply outdoor education knowledge to

analyse issues and solve problems set in

familiar and unfamiliar situations

Apply outdoor education terminology

effectively to communicate

understanding.

B: Planning for Performance-

Design, explain and justify plans to

improve outdoor performance.

C: Applying & Performing-

Demonstrate and apply: …a range of

skills and techniques effectively.

…a range of strategies and movement

concepts.

…information to perform effectively.

D: Reflecting and improving

performance-

Explain and demonstrate strategies to

enhance interpersonal skills.

Develop goals and apply strategies to

enhance performance

Analyse and evaluate performance

Selecting appropriate

clothing and equipment;

menu planning and food

preparation/storage; stove

use and safety; tent

selection, care and set up;

thermoregulation; trip

planning; route card

development; pacing and

movement efficiency;

group dynamic exercises;

weather observation

skills; topographical map

reading, compass skills;

routefinding; Leave No

Trace (LNT) backcountry

practices.


175

Unit

Title

Key

Concept

Related

Concept

Global

Context

Statement of

Inquiry



Nav

igat

ion

Co

mm

un

icat

ion

adap

tati

on

, re

fin

emen

t,

env

iron

men

t

Sci

enti

fic

and

tec

hnic

al i

nno

vat

ion

Through

refinement of

skills and good

communication,

students will be

able to adapt to

challenging

environments

and lead their

group

effectively and

safely.

Thinking > Critical

thinking skills > analysing

and evaluating issues and

ideas

Self-management >

affective skills > managing

state of mind

Communication >

communication skills >

exchanging thoughts,

messages and information

effectively through

interaction

Trip performance

Navigation resection exercise

Backpacking and navigation final

assessment



improve physical performance and

health.





concepts.

Analyse and apply information to

perform effectively.


performance-



Develop goals and apply strategies to

enhance performance


Interpretation and use of

topographic maps

(contour lines, contour

interval, scale, colours,

features, the three norths

etc.), use of handheld

compass (lifting a

bearing, shooting a

bearing, aiming off,

walking a bearing,

magnetic declination

etc.), routefinding

principals (aiming off,

use of handrails and

catching features,

sticking to high ground,

contouring etc.), pacing,

orienteering strategies


176

Unit

Title

Key

Concept

Related

Concept

Global

Context

Statement of

Inquiry



Wil

der

nes

s F

irst

Aid

Sy

stem

s

adap

tati

on

, en

vir

on

men

t

Iden

titi

es a

nd

Rel

atio

nsh

ips

Students will

develop

understanding

and experience

regarding how

to respond

effectively to

first aid

situations in

both wilderness

and urban

environments.

Communication > Reading,

writing and using language

to gather and communicate

information

Affective skills >

managing state of mind >

mindfulness, perseverance,

emotional management

Thinking > critical thinking

skills > analysing and

evaluating issues and ideas

> practice observing

carefully in order to

recognize problems

First aid quizzes

CPR / AED practical exam

First aid goal setting task (part 1)

First aid goal setting task (part 2)

Remote Responder written exam

In-class scenario assessments







understanding.





concepts




performance-




CPR including use of

Automatic External

Defibrillator (AED);

principles of remote care;

medical-legal issues

related to first aid; airway

& breathing

management; circulation;

deadly bleeds; shock;

environmental

emergencies; fracture

care; head & facial

injuries; burn

management; chest

trauma; bites, stings,

poisons & toxins;

medical emergencies

(e.g. allergies, heart

attack etc.)


177

Saf

e W

inte

r T

rav

el

Rel

atio

nsh

ips

Sy

stem

s, p

ersp

ecti

ves

, en

vir

on

men

t

Sci

enti

fic

and

tec

hnic

al i

nno

vat

ion

Students will

explore how our

decision making

is affected by

our perspective

of the

environment and

the systems that

help us

understand it.

Thinking > critical thinking

skills > analysing and

evaluating issues and ideas

> practice observing

carefully in order to

recognize problems,

evaluate and manage risk

Research > information

literacy skills > finding,

interpreting, judging and

creating information

Self-management >

organizational skills >


effectively.

Trip performance (uphill ski skills,

downhill ski skills, self and group care,

in-hostel performance)

Logbook

Avaluator assignment

Rescue skills performance

Video response questions

A: Knowing and understanding-explain

outdoor education factual, procedural

and conceptual knowledge. Apply

outdoor education knowledge to analyse

issues and solve problems set in




improve physical performance and

effectiveness.





concepts



Selecting appropriate

winter equipment and

clothing;

thermoregulation in the

winter; researching and

planning for winter trips;

winter weather; snow

pack considerations;

terrain analysis and safe

route selection; basic

avalanche rescue;

wilderness emergency

response/first aid in the

winter; backcountry

skiing skills; fitness

development.

Unit

Title

Key

Concept

Related

Concept

Global

Context

Statement of

Inquiry




178

Lea

der

ship

Ch

ang

e

Ad

apta

tion

, b

alan

ce,

choic

e

Iden

titi

es a

nd

rel

atio

nsh

ips

Students will

understand that

positive

leadership

requires

communication,

relationship-

building and

adaptability to

balance purpose,

commitment and

competence.

Social > collaboration

skills > working effectively

with others

Self-management >

organization skills >


effectively > set goals that

are challenging and

realistic

Self-management >

affective skills managing

state of mind >

mindfulness, perseverance,

emotional management,

self-motivation, resilience

Rogaine goal setting task

Personal mission statement

Elementary leadership lesson plan

Rogaine trip performance (outdoor

living skills, self-care, group care,

leadership / followership)

Conflict resolution reflection







understanding.





concepts




performance-




Leadership styles and

their applications; goal

setting; group

development stages; trip

planning and safety

management for

unaccompanied travel;

appropriate pacing;

backcountry travel &

routefinding techniques;

group care and

management; use of map,

compass, GPS and SPOT

devices; night-time travel

strategies; review

techniques and strategies

for minimizing

dangerous wildlife

encounters; prepare and

deliver lessons in

environmental and

outdoor education to

elementary students

utilizing texts, reference

journals, personal

experience and online

resources; top rope

indoor rock climbing.

Unit

Title

Key

Concept

Related

Concept

Global

Context

Statement of

Inquiry




179

Assessment

Philosophy

Students will be presented with repeated opportunities to demonstrate their understanding and practical

command of subject material. This will be done using a variety of assessment formats which allow

students to demonstrate their ability to recall, explain, evaluate, extrapolate, reason, think, demonstrate

and apply learning in a critical manner. Timely, meaningful feedback will be provided that both parents

and students can view using ManageBac. Much feedback to students will occur via conversations during

class time and trips in the field. The purpose of this feedback is to highlight and support areas of growth

while also celebrating areas of strength so that each student can achieve to their individual potential.

To the above end, assessment tasks presented could include: quizzes, tests, field assessments and reports,

evaluation of logbooks, completion of research assignments, self-assessments, peer-assessment, reflection

exercises and presentations etc.


tasks will, in some manner, require students to reflect upon their performance and next steps.




follows:


A: Knowing & Understanding 8

B: Planning for Performance 8

C: Applying & Performing 8

D: Reflecting & Improving Performance 8

TOTAL 32


180

Physical and Health Education 10 (PED 1445)

Course Overview

The goal in teaching physical education and health together is to help students develop their appreciation

and enthusiasm for physical activity and healthy lifestyles.

Aims

Alberta Education Physical Education:

to enable individuals to develop the knowledge, skills and attitudes necessary to lead an active,

healthy lifestyle

Alberta Education Health and Life Skills:

to enable students to make well-informed, healthy choices and to develop behaviours that

contribute to the well-being of self and others

MYP Physical and Health Education:

use inquiry to explore physical and health education concepts

participate effectively in a variety of contexts

understand the value of physical activity

achieve and maintain a healthy lifestyle

collaborate and communicate effectively

build positive relationships and demonstrate social responsibility

reflect on their learning experiences.


181

Course Content

Un

it t

itle

Key

con

cep

t

Related

concept(s) Global context

Statement of

inquiry

Inquiry

Questions Objectives ATL skills Content Tasks

Endura

nce

Chan

ge

Energy

Environment

Identities and

relationships

Being aware of

strengths and

limitations

allows one to

better prepare

and perform

within

challenging

environments

f- What

elements are

required to

complete a

triathlon

successfully?

What energy

systems are

required to train

and compete? c-

How can I best

prepare for a

new challenge?

How does the

environment

impact my

preparation? d-

Does

perseverance

change my

outlook on my

personal

limitations?

A- Knowing

and

understanding

B- Planning for

performance

C- Applying

and performing

D- Reflecting

and improving

performance

Self

Management/

Affective Skills-

Managing state

of mind

Self

Management/Or

ganization

Skills-

Managing time

and tasks

effectively

Triathlon

training,

Triathlon

Triathlon (A, B,

C, D)

Mid-Year

Reflection (D)


182

Indiv

idual

Act

ivit

ies

Chan

ge

Movement,

Refinement

Scientific and

technical

innovation

(process and

solutions;

looking at

technique,

practice, and

repetition, and

corrective

feedback)

Refining

movement

strategies and

focusing on

proper

technique can

lead to

increased

success.

f- What are

foundational

skills? c- How

does previous

experience

impact

acquisition of a

new skill? d-

Why is

technique

important?

A- Knowing

and

understanding,

C- Applying

and performing

Thinking/

Transfer Skills-

Utilizing skills

and knowledge

in multiple

contexts, Social/

Collaboration

Skills- Working

effectively with

others

Golf, In-line

skating, Weight

Training, Net

Sports,

Bowling, CPR

Golf (A), In-

Line Skating

(C), Net Sports

(A)

Per

sonal

Mo

vem

ent

Ch

ang

e

Adaptation

Balance

Movement

Personal and

cultural

expression -

Artistry, craft,

creation, beauty

By adapting our

movement

patterns and

considering

balance we

allow for an

improved

aesthetic

performance.

f- What are

movement

patterns? What

are the basic

elements? c-

How are

movement

patterns

fundamental to

the creation of

an aesthetic

activity? How

do I connect

elements to

make a

movement

sequence? d-

How does

activity change

when you

incorporate

creativity?

B- Planning for

performance

C- Applying

and performing

D- Reflecting

and improving

performance

Communication

/

Communication

Skills-

Exchanging

thoughts,

messages and

information

effectively

through

interaction.

Social/

Collaboration

Skills- Working

effectively with

others

Thinking/

Creative

Thinking Skills-

Generating

novel ideas and

considering new

perspectives

Dance,

Bouldering

Dance (B, C)

Bouldering (B,

D)


183

Alt

ernat

ive

Envir

onm

ents

Chan

ge

Adaptation

Environment

Interaction

Scientific and

technical

innovation

Through

adaptation and

innovation

students will

recognize and

develop the

relationship

between the

environment

and how we

interact with it.

f- What can I do

to expand or

refine my

skills? c- How

can I move

effectively in a

variety of

outdoor

environments?

d- To what

extent does our

environment

impact our

decision

making?

A- Knowing

and

understanding

B- Planning for

performance

C- Applying

and performing

Social/

Collaboration-

Working

effectively with

others

Self

Management-

Organization

Skills-

Managing time

and task

effectively

Self

Management-

Affective Skills-

Managing state

of mind

Thinking/

Critical

Thinking Skills-

Analysing and

evaluating

issues and ideas

Thinking/

Transfer Skills-

Utilizing skills

and knowledge

in multiple

contexts

Canoeing,

Orienteering,

Nordic skiing,

Ski touring

Canoeing (C)

Orienteering (B)

Nordic Skiing

(A, C)

Ski Touring (A,

C)

* Tasks are subject to change throughout the year.


184

Assessment

Philosophy

Students will frequently have the opportunity to demonstrate the depth of their understanding of the

subject material and performance improvement in a number of different formats, each of which

emphasizes their ability to demonstrate, apply, describe, explain, and design. Each attempt will serve to

inform their particular learning needs. Timely, meaningful feedback will be provided that both you and

your child can view using Managebac although it is acknowledged that much feedback to students in this

regard will happen during class time through conversation. The purpose of this feedback is to highlight

and support areas of growth while also celebrating areas of strength so that each student can achieve to

their individual potential.

To this end, assessment tasks chosen could include: quizzes, performance observations, competition

results, written reflections, research reports, log books, presentations, etc.






follows:


Possible

A: Knowing and understanding 8

B: Planning for performance 8

C: Applying and performing 8

D: Reflecting and improving performance 8

TOTAL 32

Achievement Totals and Grade Boundaries

At reporting times, teaching faculty will consider students most recent and consistent achievements for

each criterion in a subject. These will then total to a score as illustrated in the table above. That score

represents their MYP Achievement Level.


reported and visible in Managebac. This enables students to take-risks without the fear of being penalized

for doing so. Formative assessments include all tasks that drive toward mastery of a concept/skill at the

end of each unit. Summative assessments are those which directly inform evaluative judgements for

reporting purposes.



persistence.


185

Sports Medicine 10

Course Overview

Sports Medicine offers a foundation for those students who are interested in such careers as Athletic

Therapy, Exercise and fitness programming, Physiotherapy, Occupational Therapy, Nursing,

Chiropractic, Sports Medicine Physician, Kinesiology, Athlete, Coach, Fire Fighter, Paramedics

(EMR/EMT), Fitness Instructor, Massage Therapy, or any other of the many Medical and Sport Sciences.

The goal of the Sports Medicine program is to enable students to develop the knowledge, skills and

attitudes necessary to be successful in the pursuit of the many medical, first aid and sport career

opportunities.

Through a combination of theory and practical skills exposure, Sports Medicine 10 students will acquire a

basic understanding of human anatomy, physiology and the prevention and acute care of athletic injuries.

There will be an emphasis on the application of skills learned in the classroom to real life situations and

experiences. Students will learn basic taping and strapping techniques for the prevention and care of

common injuries.



evaluate, reason, and think in a critical manner. Each attempt will serve to inform their particular learning

needs. Timely, meaningful feedback will be provided that both you and your child can view using

Managebac although it is acknowledged that much feedback to students in this regard will happen during

class time through conversation. The purpose of this feedback is to highlight and support areas of growth

while also celebrating areas of strength so that each student can achieve to their individual potential.



Resources

A variety of text and online resources will be available for use throughout the course. Textbooks can be

signed out upon request.

Course Content

Alberta Education Modules

Module Name Code Topic(s)

Health Services Foundations HSS 1010 Overall health and wellness, basic anatomy,

body systems and disease

Technical Foundations for Injury

Management

REC 1030 Prevention, assessment and management

techniques related to injuries

First Aid/CPR with AED HCS 2020 Emergency First Aid certification

Nutrition and Wellness

* Instead of HCS 2020 for students

enrolled in both Sports Medicine 10

and Outdoor Education 15

HSS 1020 Macronutrients and micronutrients, dieting,

special considerations


186

Assessment

Students will be assessed via a variety of tasks which will include:

Assignments/Quizzes/Presentations/Practical Tests 80%

Written Tests 20%

As well, there will be formative assessments completed throughout the semester to help guide student

learning.


187

Physical Education 20 (PED 2445)

Course Overview

The Physical Education (PE 20) program follows Alberta Education guidelines and meets or exceeds all

outcome-based objectives. The Grade 11 student continues to build on skills, personal fitness, leadership

and attributes introduced in PE 10. The student is given opportunities to choose activities that suit his/her

interest as well as offer individual challenges to develop a higher level of achievement. By offering a

variety of activities and enabling students to develop competency and confidence, it is hoped that the

student will continue to pursue an enjoyable and active lifestyle.

The PE 20 program is offered on a semester basis and is consolidated on a weekly timetable to allow

students to pursue the course objectives. Most activities are off-campus to not only introduce the student

to a wide spectrum of resources and facilities, but to develop a higher level of learning opportunities. The

course offerings for this year can be found on the Senior High School Physical Education long range

plans. The same activities are offered in both semesters but in reverse order so that each student in PE 20

has the same opportunities. A portion of the first class in each semester is devoted to reviewing with all

PE 20 students the course content, activity choices, expectations, assessment and evaluation procedures

and any other pertinent information.

Students in PE 20 will spend one semester engaged in physical education activities and one semester in

the Social Agencies Program. Students at STS have a long tradition of reaching out to the community.

They have offered their services to a number of social agencies for over thirty years. Students are

assigned to an agency placement where they work with the program coordinator to facilitate programs for

the facilities’ clients. The Social Agencies Program fits within the scope of the Physical Education 20

curriculum.

The aims of the Social Agencies Program are to provide students with the opportunity to:

perform service and leadership related to physical activity in the community

demonstrate decision-making skills that reflect choices for daily activity within the community

evaluate the issues that relate to daily activity in the community and develop strategies to offset

limits involved in providing daily activity in the community

engage meaningfully in a social service learning experience

develop personally through participation

acquire new skills and values as a result of the experience

provide meaningful benefits to others

Resources

Students are encouraged to use any equipment and facility through the physical education department

under the guidance and supervision of a physical education teacher. This includes before school,

lunchtime or after school hours.

Course Content

Cross-Country Running & Field Games

Yoga/Martial Arts/Climbing

Hip Hop Dance/Weightlifting/Table Tennis

Kayaking/Curling/Squash & Racquetball


188

Assessment

As with all physical education programs at the senior high school at STS, the same assessment strategies

are applied: 50% is based on social interaction and engagement, 50% skill acquisition and performance.

Each unit in the long-range plan is weighted equally. Depending upon reporting periods, only those units

that are fully completed will be factored into a student’s report card. Teachers review the assessment

procedures at the start of each unit.

Students are expected to attend all physical education classes. As with any academic program, students

are encouraged to avoid making any appointments during class time. It is imperative that should a student

have to miss a class for any reason that both the student and parent communicate to the teacher

responsible for that activity preferably before the scheduled class. Any unexcused absence will not only

negatively affect the student’s mark, but it impairs the student’s ability to properly develop the skills and

attributes necessary for success. Appropriate student behaviour is also a key component in the utilization

of off-campus facilities and resources.

The last Friday of every month has been scheduled in the Fitness Centre at STS for students to ensure that

they have met all course requirements for attendance in each unit. If any student wishes to gain extra

credit in a particular unit, they are welcome to attend as well.

For assessment purposes, the physical education components are balanced with those of the Social

Agencies Program. In the Agencies Program, students are assessed on the practical aspects of working at

the facility. This is assessed through STS faculty visits and facility supervisor reports. Additionally,

students are expected to complete regular check-ins, self-evaluations and reflections.


189

Sports Medicine 20

Course Overview

Sports Medicine 20 offers an extension of the curriculum from Sports Medicine 10. This is a full year

course that will offer five Career and Technology Studies (CTS) modules. This course is for those

students who are interested in Athletic Therapy, Exercise and Fitness Programming, Physiotherapy,

Occupational Therapy, Nursing, Chiropractic, Sports Medicine Physician Training, Kinesiology,

Athletics, Coaching, Fire Fighting, Paramedics (EMR/EMT), Fitness Instructing, Massage Therapy, or

any other of the many Medical and Sport Sciences. The goal of the Sports Medicine program is to enable

students to develop the knowledge, skills and attitudes necessary to be successful in the pursuit of the

many medical, first aid and sport career opportunities.

Through a combination of theory and practical skills exposure, Sports Medicine 20 students will acquire a

basic understanding of human anatomy, physiology and the prevention and management of athletic

injuries. There will be an emphasis on the application of skills learned in the classroom to real life

situations and experiences. Students will learn basic taping and strapping techniques for the prevention

and care of common injuries.

Resources

A variety of text and online resources will be available for use throughout the course. Textbooks can be

signed out upon request.

Course Content

Alberta Education Modules

Module Name Code Topic(s)

Pain and Pain Management HCS2120 Students examine pain and how to manage

pain.

Technical Foundations for Injury

Management

REC 1030 Students learn basic taping and wrapping

fundamentals for various body regions.

Injury Management 2 REC 2020 Students learn injury prevention, assessment

and management techniques that may occur in

sporting and recreation activities.

Chronic Conditions HCS2130 Students examine the physiological

development of noncancerous chronic illness

and conditions and determine specific

strategies to prevent chronic illness.

HCS PROJECT HCS2910 Students develop project design and

management skills to extend and enhance

competencies and skills in other CTS courses

through contexts that are personally relevant.


190

Assessment



evaluate, demonstrate, reason, and think in a critical manner. Each attempt will serve to inform their


Timely, meaningful feedback will be provided that both you and your child can view using Managebac,






Evaluation

Students will be assessed via a variety of tasks which will include:

Assignments/Quizzes/Presentations/Practical Tests 40%

Projects 40%

Written Tests 20%

As well, there will be formative assessments completed throughout the semester to help guide student

learning.


191

Physical Education 30 (PED 3445)

Course Overview

The Physical Education (PE 30) program follows Alberta Education guidelines and meets or exceeds all

outcome-based objectives. The Grade 12 student continues to build on skills, personal fitness, leadership

and attributes introduced and developed in PE 10 and PE 20. The student is given opportunities to choose

activities that suit his/her interest as well as offer individual challenges to develop a higher level of

achievement. By offering a variety of activities and enabling students to develop competency and

confidence, it is hoped that the student will continue to pursue an enjoyable and active lifestyle.

The PE 30 program is scheduled one afternoon block per week to allow students to pursue the course

objectives. Most activities are off-campus to not only introduce the student to a wide spectrum of

resources and facilities, but to develop a higher level of learning opportunities. The course offerings for

this year can be found below. Sometimes the students have a choice of activity options. A portion of the

first class is devoted to reviewing with all PE 30 students the course content, activity choices,

expectations, assessment and evaluation procedures and any other pertinent information. Mandatory

fitness tests are conducted throughout the year to promote a high level of physical activity as well as

develop an understanding and appreciation of exercise physiology.

Resources

Students are encouraged to use any equipment and facilities through the physical education department

under the guidance and supervision of a physical education teacher. This includes before school,

lunchtime or after school hours.

Course Content

Unit Option 1 Option 2 Option 3

1 Fitness Orientation/ Field

Games

2 Kayaking Sailing Biking

3 Synchro Swimming Wall Climbing Cross Fit

4 Elementary Leadership

Activities

5 Dance

6 Fitness

7 Zumba Yoga

8 Tennis Squash & Racquetball Badminton/ Pickleball

9 Yoga Indoor Soccer

10 Golf Dance

11 Tournament Days

(Orienteering Meet,

Curling Bonspiel, Low

Organizational Games,

Broomball, Dragon Boat

Races)


192

Assessment

As with all physical education programs at the Senior School at STS, the same assessment strategies are

applied: 50% is based on social interaction and engagement, 50% skill acquisition and performance. Each

unit in the long-range plan is weighted equally. Depending upon reporting periods, only those units that

are fully completed will be factored into a student’s report card. Teachers review the assessment

procedures at the start of each unit.

The last Friday of every month has been scheduled in the Fitness Centre at STS for students to ensure that

they have met all course requirements for attendance in each unit. If any student wishes to gain extra

credit in a particular unit, they are welcome to attend as well.


193

IB MYP Science 10 (SCN 1270)

Course Overview

The vision of Science 10 is to contribute to the development of students as inquirers, scientifically literate,

caring and responsible individuals who will think critically and creatively when solving problems and

making decisions about aspects affecting themselves, others and their social and natural environments.

Diverse learning experiences within the Science 10 program provide students with opportunities to

explore, analyze and appreciate the interrelationships among science, technology, society and the

environment, and to develop understandings that will affect their personal lives, their careers and their

futures.

Learning science relies on understanding and using the language of science, which involves more than

simply learning technical scientific terminology. Science 10 aims for students to become competent and

confident when accessing, using and communicating scientific information. Students are expected to use

scientific language correctly and select appropriate communication formats for oral and written

communication. Another aim for Science 10 is to provide students with the opportunity to show their

understanding of the main concepts and processes of science, by applying these to solve problems in

familiar and unfamiliar situations. Students should demonstrate critical-thinking skills to analyse and

evaluate information in order to make informed judgments in a variety of contexts.

The Science 10 MYP and Alberta curricula are relevant to the interests of students, providing them with

opportunities to explore the connections between science and everyday life. It is anticipated that students

will develop a critical sense of wonder and curiosity about scientific and technological endeavours,

becoming interested in and engaged with the role of science in the world. Through the investigation of

real examples of the application of science, the “one world” objective allows students to gain insight into

the tensions and dependencies between science and societal, environmental and ethical factors and will

hopefully enable students to use science and technology to acquire new knowledge and solve problems

with the aim of improving the quality of their own lives and the lives of others.

Students should also learn to appreciate and respect the ideas of others and further develop their sense of

responsibility as individuals towards the natural, built and virtual environment. Their engagement, interest

and enjoyment in science should foster a positive response to science and contribute to the development

of opinion-forming, decision-making and ethical-reasoning skills.

Science 10 should provide a solid foundation in scientific concepts so that students may pursue

progressively higher levels of study, are prepared for science-related occupations, and are engaged in

science-related hobbies appropriate to their interests and abilities.

Resources

Texts: Science 10 2004, Addison Wesley, Pearson Education Canada, Toronto.

Science 10 – Student Notes and Problems (SNAP) 2011, Castle Rock Research Corp

Course Content

The Science 10 course is designed for students who are interested in science and who are willing to work

outside of class time as well as effectively during class. Students must apply themselves and commit

extra time and effort to successfully completing the course.


194

The Science 10 course is divided into seven (7) units as indicated below. The first three units are split

into two subunits to allow all Science 10 students comprehensive exposure to the particular upper year

science courses before needing to make their future course selections.

Cycling of Matter in Living Systems – Biology I

Energy and Matter in Chemical Change – Chemistry I

Energy Flow in Technological Systems – Physics I

Energy and Matter in Chemical Change – Chemistry II

Cycling of Matter in Living Systems – Biology II

Energy Flow in Technological Systems – Physics II

Energy Flow in Global Systems


195

Unit Title Chemistry Unit

I

Biology Unit I Physics Unit I Chemistry Unit

II

Biology Unit II Physics Unit II Global Systems

Key Concept Relationships Systems Change Change Systems Systems Relationships

Related

Concept

Evidence

Patterns

Interaction

Function

Form

Models

Models

Movement

Patterns

Evidence

Patterns

Transformations

Form

Function

Interactions

Models

Movement

Energy

Transformations

Consequences

Interactions

Environment

Global Context Scientific and

technical

innovation

Scientific and

technical

innovation

Scientific and

technical

innovation

Scientific and

technical

innovation

Scientific and

technical

innovation

Scientific and

technical

innovation

Globalization

and

sustainability

Statement of

Inquiry

Scientists use

evidence to

establish the

relationships

that demonstrate

how matter is

organized

Microscope

technology is used

to explore and

analyse living

systems

Evolution of the

cell theory

provides new

systems for

organizing cell

structure and

function

Technology is

useful in

analyzing data

for developing

models to

demonstrate

changes in

motion.

Evidence allows

for patterns and

products in

chemical

transformations

to be predicted

Systems within

multicellular

organisms

interact and are

examples of

how cells

develop in

forms that

perform

common

functions.

Models are used

to demonstrate

these

interactions.

Energy in a

system can be

transformed and

motion is

determined by

these

transformations.

Science can be

controversial.

ATL skills for

summative

assessment

Thinking

Research

Self-

management

Communication

Communication

Research

Self-management

Communication

Research

Communication

Research

Thinking

Communication

Research

Communication

Self-

management

Research

Thinking

Communication

Research

Self-

management


196

Unit Title Chemistry Unit

I Biology Unit I Physics Unit I Chemistry Unit

II Biology Unit II Physics Unit II Global Systems

Assessment

Tasks and

Criteria

Periodic Table

(C)

Chemical

compounds in

the World (D)

Chem I Unit Test

(A)

Microscope

Article (D)

Microscope

Assignment (C)

Cell Analogy

(A)

Uniform motion

Design Lab (B)

Uniform Motion

(C)

Physics Unit

Test (A)

Identifying

Compounds Lab

(C)

Reactions in the

Real World (D)

Chem II Unit

Test (A)

Socratic Seminar

(D)

Osmosis Design

Lab (B)

Bio II Unit Test

(A)

Physics II

Design Lab (B)

Physics Unit test

(A)

Science Rant (D)

Content Atomic models

Periodic table

IUPAC naming

system

Classifying

compounds

Microscope

history and use

Organization of

living things

Types of Cells

Cell Structure

and Function

(organelles)

Scalar vs vector

quantities

Units and

significant

notation

Distance, time,

speed

calculations

Acceleration

calculations

Graphing

Types of

reactions

Predicting

Reactions

Mole

calculations

Review cell

structure and

function

Cell membrane

and transport

SA: Vol ratios

Plants and plant

processes

Force/Work

Thermodynamic

s

Kinetic energy

Potential energy

Energy

transformations

Mechanical

energy

Efficiency


197

Assessment

Philosophy









To this end, assessment tasks chosen could include: quizzes, tests, laboratory investigations and reports,

research reports, portfolios, conferences, presentations etc.






follows:

MYP Criteria Levels of

Achievement

Possible

A: Knowing and Understanding

explain scientific knowledge

apply scientific knowledge and understanding to solve problems set

in familiar and unfamiliar situations

analyse and evaluate information to make scientifically supported

judgments

8

B: Inquiring and Designing

• explain a problem or question to be tested by a scientific

investigation

formulate and explain a testable hypothesis using correct scientific

reasoning

explain how to manipulate the variables and explain how sufficient

relevant data will be collected

design a logical, complete and safe method in which he/she selects

appropriate materials and equipment

8

C: Processing and Evaluating

Correctly collect, organize, transform and present data in numerical

and/or visual forms

Accurately interpret data and explain results using scientific

8



198

reasoning

Evaluate the validity of a hypothesis based on the outcome of a

scientific investigation

Evaluate the validity of the method based on the outcome of a

scientific investigation

Explain improvements or extensions to the method that would benefit

the scientific investigation

D: Reflecting on the impacts of science

Explain the ways in which science is applied and used to address a

specific problem or issue

Discuss and evaluate the implications of using science and its

application to solve a specific problem or issue interacting with a

factor

Consistently apply scientific language to communicate understanding

clearly and precisely

Document sources completely

8

TOTAL 32


199

Biology 20 (SCN2231)

Course Overview

The major themes of energy, matter, change, diversity, systems and equilibrium will be emphasized in

Biology 20 as students continue to develop their scientific competency and understanding of the central

topics associated with the curriculum. Students in Biology 20 will engage in four main areas of study:

Ecosystems and Population Change

Photosynthesis and Cellular Respiration

Human Systems

Energy and Matter Exchange in the Biosphere

Students will complete laboratory investigations, independent, self-directed learning, and computer

simulations in order to add to their understanding of the scientific principles and concepts associated with

these four main areas. In this process, students will significantly enhance both their critical thinking skills,

and their awareness of the impact that science has on society.

Resources

E-Textbook: Ritter, et al. Nelson Biology; 2007 Nelson Canada, Scarborough

Bioninja – includes topics of entire Biology 20 syllabus (http://ib.bioninja.com.au/)

Crash Course Biology – 60+ YouTube episodes spanning High School biology, e.g.

https://www.youtube.com/watch?v=QnQe0xW_JY4&list=PL3EED4C1D684D3ADF

Biology animations – http://www.johnkyrk.com/

Biology simulations and virtual labs – (https://phet.colorado.edu/en/simulations/category/biology (PhET),

https://www.hhmi.org/biointeractive (HHMI), and others.

Course Content

Unit Name

(Chronological delivery)

Topic Description Nelson

Chapter

Ecology

(Unit B1)

Students explore the fundamental principles of ecology through

both aquatic and terrestrial case studies, using a variety of practical

field techniques (for data collection) and a variety of software

applications (for data analysis and presentation). This work is

supported and extended through a variety of computer simulations

and animations.

4

Evolution

(Unit B2)

Students explore how populations change over time in terms of

their genetic make-up, at both micro- and macro-scales, and the

processes by which these changes occur. Historical elements of

evolutionary theory are considered, as well as its sociological and

philosophical implications.

5

Cellular Respiration

(Unit C1)

The cellular processes by which the potential energy of chemical

compounds – food – are converted into ATP by all complex

organisms are examined, with the support of lab experiments,

animations, and simulations.

7

Photosynthesis

The cellular processes by which light energy is converted by

photoautrophs (plants, algae, some bacteria) into the potential

http://ib.bioninja.com.au/


http://www.johnkyrk.com/

https://phet.colorado.edu/en/simulations/category/biology

https://www.hhmi.org/biointeractive


200

(Unit C2) energy of chemical compounds – food – are examined, with the

support of lab experiments, animations, and simulations.

6

A&P: Digestion

(Unit D1)

Students explore the structures (anatomy) and associated functions

(physiology) of the digestive system, focussing on humans as

representative mammals. A variety of lab activities, animations,

and video files support student learning of this material.

8

A&P: Gas Exchange

(Unit D2)


(physiology) of the gas exchange system, with a primary focus on

humans as representative mammals, but also considering counter-

current mechanisms that make the gas exchange processes of birds

and fish so impressive. A variety of lab activities, animations, and

video files support student learning of this material.

9

A&P: Transport

(Unit D3)


(physiology) of the cardiovascular system, focussing on humans as

representative mammals. Extreme adaptations (of mammals living

at high altitude and diving mammals) are also considered. A

variety of lab activities, animations, and video files support student

learning of this material.

10

A&P: Immunology

(Unit D4)

Students explore the complexities of the human immune response

to infectious agents and internal challenges (e.g. cancers); these

include clotting, general (inflammation, swelling, fever) and

specific (cell-mediated, humoral) responses.

10

A&P: Excretion

(Unit D5)


(physiology) of the excretory system, focussing on humans as

representative mammals. A variety of lab activities, animations,

and video files support student learning of this material.

11

Global Systems

(Unit A)

This unit will engage all previous units in the development of a

student-developed educational game that incorporates their

understanding of energy transfers and material exchanges

throughout the entire biosphere.

1; 2; 3

Assessment

Evaluation in Biology 20 is cumulative and will be determined according to the following:

Coursework (75%)

o Knowledge and Understanding category (40%)

Assignments

Quizzes and Tests

o Application of Skills category (35%)

Laboratory investigations

Simulations

Independent Projects

Final examination (25%)

There is no mid-year examination in this course. Nature of science (NOS) and societal (STS)

connections will be incorporated in all assessments.


201

Chemistry 20 (SCN 2796)

Course Overview

Chemistry 20 is intended to develop students’ understanding of the interconnecting ideas and chemistry

principles that transcend and unify the natural-science disciplines and their relationship to the technology

that students use in their daily lives. It is of utmost importance to remember that Chemistry 20 is an

experimental discipline that develops the knowledge, skills, and attitudes to help students become capable

of and committed to setting career and/or life goals, make informed choices, and act in ways that will

improve the level of scientific awareness essential for a scientifically literate society.

Laboratory experience is an essential component of the Chemistry 20 course. Students of Chemistry 20

are expected to develop an aptitude for collecting data, observing, analyzing, forming generalizations,

hypothesizing, and making inferences from observations. The course is designed to promote students’

understanding of chemistry concepts, and their ability both to apply these concepts to relevant situations

and to communicate in the specialized language of chemistry.

Success in Chemistry 20 requires the successful completion of Science 10 and concurrent mathematics

courses that develop the requisite knowledge and skills. Successful completion of Chemistry 20 provides

students with the opportunity to continue the study of chemistry in Chemistry 30.

Resources

Nelson Chemistry, 2007 Edition

Course Content

Unit Name Topic(s)

Stoichiometry Mole concept (Avogadro’s Number); mass and mole relationships; composition by

mass; empirical and molecular formulae; gravimetric stoichiometry including limiting

reagents; hydrates; percent yield

Solutions Concentration; dilution; net ionic equations; solution stoichiometry; solubility factors

Gases Gas measurements; Boyle, Charles; Ideal gas law; STP and SATP; kinetic molecular

theory of gases

Atomic Theory History of the atom; atomic spectra, Bohr atom; atomic orbitals; electron

configurations; periodic table trends (atomic radii, first ionization energy, electron

affinity)

Chemical Bonding Ionic and molecular bond character; polarity; Lewis diagrams;

octet rule and exceptions; resonance; VSEPR model; Dipole–dipole interactions;

hydrogen bonding; London dispersion forces; metallic bonding; ionic bonding; network

covalent bonding;

Assessment

The cumulative final exam is worth 25% and will be added to 75% course work that is divided as

follows:

Knowledge and Understanding:

Unit Tests 50%

Quizzes and Assignments 25%

Application of Skills:

Projects and Labs 25%


202

Physics 20 (SCN 2797)

Course Overview

This course is the first year of the two-year senior high physics program. The interaction of matter and

energy is the main theme of this course. We will explore this interaction through hands-on experimental

work, project-based learning, computer simulations, quantitative data collection and analysis, and

problem solving. We will also discuss how the interaction of matter and energy affects our daily lives.

Resources

Pearson Physics Course textbook in print and e-copy (password protected)

http://media.pearsoncmg.com/intl/pec/school/physics/index2.html

Physics 20 Key Workbook Print copy

Physics 20 SNAP Workbook Optional resource available through book retailer

Physics Note-A-Riffic Optional e-resource

http://www.studyphysics.ca/page03.html

Learn Alberta Optional e-resource http://www.learnalberta.ca/content/sep20/index.html

Physics Classroom Optional e-resource

http://www.physicsclassroom.com/CLASS

Phet Physics Physics simulations

https://phet.colorado.edu/en/simulations/category/physics

Course Content

Unit Name Topic Description Pearson

Chapter

Kinematics and graphing Kinematics involves the mathematical description of motion.

An object’s change in position, velocity and acceleration over

time is described using mathematics and graphical analysis.

1

Vectors, vector addition

and projectiles

A vector quantity is described by its magnitude and direction.

This unit explores the graphical and mathematical

representation of vectors with an emphasis on finding vector

components and adding vectors. Projectile motion will be

limited to objects moving under the influence of only the

gravitational force.

2

Dynamics Dynamics explicitly relates the external forces acting on an

object to its change in velocity over time. The investigation

of dynamics also demonstrates that a change in mechanical

energy is the net result of the external forces acting on an

object.

3

Circular motion,

gravitational force and field

This unit extends the study of kinematics and dynamics.

Two-dimensional vectors and Newton’s laws are used to

analyze and explain circular motion with uniform orbital

speed. The role of circular motion in the development of

Newton’s law of universal gravitation is examined.

4, 5

Energy Students investigate energy and equilibrium in the physical

world by studying the conservation of energy, the work-

6



http://www.learnalberta.ca/content/sep20/index.html




203

energy relationship and power.

Simple harmonic motion,

oscillations and properties

of waves

Students examine the simple harmonic motion of oscillating

pendulums and springs, and relate this motion to aspects of

circular motion already considered. The characteristics and

behaviour of waves are defined and related to simple

harmonic motion. The concepts of motion and energy are

extended to the study of mechanical waves. Sound is

investigated as an important form of mechanical wave.

7, 8

Assessment

Evaluation in Physics 20 is cumulative and will be determined according to the following:

Coursework (75%)


Assignments

Quizzes and Tests



Simulations


o Nature of science and societal/social connections will be incorporated in all coursework

assessments


There is no mid-year examination in this course.


204

IB DP Biology Year 1 (SCN2231IB)

Course Overview

Success in this course requires solid academic ability, but more importantly, strong personal motivation

and a willingness to work independently. Students will develop their skills and knowledge across a broad

range of biological investigations, and hopefully come to appreciate the profound richness and complexity

at play in the living world around them. The surest strategy for student success includes a strong work

ethic, excellent time management, and a willingness to ask questions and reflect critically on what they

see and hear.

As part of the Group 4 sciences designated by IB, students should become aware of how scientists work

and communicate with each other. There is an emphasis on practical work, and the general aims below,

through the overarching theme of the Nature of Science, to:

Appreciate scientific study and creativity within a global context through stimulating and

challenging opportunities

Acquire a body of knowledge, methods and techniques that characterize science and technology

Apply and use a body of knowledge, methods and techniques that characterize science and

technology

Develop an ability to analyze, evaluate and synthesize scientific information

Develop a critical awareness of the need for, and the value of, effective collaboration and

communication during scientific activities

Develop experimental and investigative scientific skills including the use of current technologies

Develop and apply 21st century communication skills in the study of science

Become critically aware, as global citizens, of the ethical implications of using science and

technology

Develop an appreciation of the possibilities and limitations of science and technology

Develop an understanding of the relationships between scientific disciplines and their influence

on other areas of knowledge.

Resources

IB Biology Course Companion Allott and Mindorff

Nelson Biology (e-text – Alberta edition) Burley, et al.

Various Biozone modular workbooks

Various online resources, including but not limited to:


https://i-biology.net


www.saburchill.com/chapters/bio.html

https://www.dnalc.org/

… and many others; most of these are interactive, dynamic software platforms

that simulate complex systems and challenge students to collect, analyze, and

interpret data in virtual modes.


https://i-biology.net/

https://www.dnalc.org/


205

Course Content

The IB Biology 20 course is a combination of the Biology 20 course (as described by Alberta Education)

and the International Baccalaureate Biology course (first year of two). At the end of their Grade 11 year,

students will be required to register for either the Standard Level (SL) or Higher Level (HL) streams of IB

Biology.

The topics of Biology 20 covered are:

1. The Biosphere

2. Energy flow and Cellular Matter

3. Energy and Matter Exchanges in the Ecosystem

4. Energy and Matter Exchanges in the Human Organism

The topics of IB Biology (first year) covered are:

1. Cell Biology

2. Molecular Biology

3. Ecology

4. Metabolism, Cell respiration and Photosynthesis

5. Evolution and Biodiversity

6. Human Physiology (including digestion, transport, defence,

gas exchange, movement, excretion)

There is a fair amount of overlap in the two programs, and the delivery of topics will be rationalized as

much as possible. Unit outlines will be available to the students in Managebac for each unit to show the

sequence and (approximate) duration of topics being covered in the Grade 11 year, as well as the major

assessment items in each topic.

Unit Name Topic(s)

Cell Biology Ultra structure of cells, microscopes, membrane structure, transport

across membranes, origin of cells, statistical analysis (Chapter 1)

Ecology Species, communities and ecosystems, energy flow and ecological

pyramids, carbon cycling, and climate change, statistical analysis/Chi-

square (Chapter 4)

Molecular Biology Molecules to metabolism, water, proteins, enzymes (Chapter 2)

Evolution and biodiversity Evidence for evolution, natural selection, classification and

biodiversity, cladistics (Chapter 5)

Molecular

Biology/Metabolism/Photosynthesis

Review protein and enzymes, Photosynthesis (Chapter 2, Chapter 8)

Molecular

Biology/Metabolism/Cellular

Respiration

Carbohydrates, Cellular Respiration (Chapter 2, Chapter 8)

Human Physiology – Nutrition,

Digestion, Absorption

Lipids, review carbohydrates, proteins; human digestive system

anatomy and physiology; nutrition, functions of the liver (Chapter 6,

Chapter D)


206

Human Physiology – The

Cardiovascular System

Blood, Blood system, heart (Chapter 6, Chapter D)

Human Physiology – Defense

Against Disease

Immune system, blood typing, antibody production and vaccination

(Chapter 6, Chapter 11)

Human Physiology – The

Respiratory System and Gas

Exchange

Respiratory system structure and function, Gas exchange, Transport of

respiratory gases (Chapter 6, Chapter D)


Thinking Skills Students will learn to look for patterns within distinct scientific contexts by practising

the skills of recognizing, clarifying, and making predictions about data. Interpretation

of this data could include the following: comparing data gained from personal

scientific investigations and published scientific work; recognizing the question being

explored; identifying what variables are part of the investigation; and reading and

interpreting graphs. Students will practice the scientific design process throughout

Year 1, focusing on selected aspects of this process in different investigations. They

will integrate these acquired skills and understanding by undertaking a single

culminating Individual Investigation that will be assessed formatively for IB but

summatively for Alberta Education. Students will be challenged to ask questions

about the nature of science and scientific research. They will be introduced to Theory

of Knowledge connections within the curricula, as well as to current events in the

scientific community. In practising this skill of critical reflection, students will also

be challenged to recognize the unstated assumptions and bias in their own work and

the work of others. Students will be asked to use and begin to develop their own

models to represent biological concepts, and will gain practice in recognizing the

transferability of skills they already possess to novel situations.

Communication

Skills

Students will develop an understanding of the purpose of a lab report, distinguishing

between a report and a scientific investigation. Students will further develop their

skills in written lab reporting. Students will develop the ability to construct effective

data tables, choose appropriate graphical representations of the data, and express

relationships quantitatively to display results of scientific investigations to an

appropriate audience. Students will acknowledge all of their research sources in

accordance with accepted publishing conventions. Throughout the year, students will

develop a familiarity with the different command terms employed in Group 4 courses,

and be able to respond appropriately to whatever question they are given. Students

will participate in a Group 4 Project, during which they will demonstrate

communication skills by using a variety of tools, including collaborative software,

and by making appropriate choices to present their results.

Social Skills

Students will utilize a variety of online formats for communicating and exploring

various biological concepts (i.e. Flipgrid, Google docs and groups, Padlet, etc).

Students will examine the collaborative nature of science and scientific inquiry

through a variety of Theory of Knowledge connections within the curriculum,

recognizing differing perspectives about a number of issues. Students will work

collaboratively to collect data or provide feedback to their peers on the experimental

design process, as they move towards developing the skills required to complete their

own Individual Investigation. Students in Year 1 Group IV courses will complete a

collaborative Group IV project that will require them to delegate and share


207

responsibility for decision-making, in addition to project completion and presentation.

Self-management

skills

Students will develop skills in properly structuring laboratory investigations; a

process that includes identifying stages in the design process, managing timelines for

completing each stage, and adhering to deadlines established collaboratively. Students

will be challenged to engage in activities that require focus and attention, both in and

out of class, and to persist with difficult tasks. Students will be encouraged to self-

advocate, should issues arise in time management or execution of various tasks.

Students will learn about the safety and ethical considerations associated with various

investigations in biology; once aware, students will be expected to adhere to these

guidelines.

Research skills Students will be asked to make connections between various sources of information,

and to reflect on the validity of claims presented by these sources. Discussions will

include different areas of scientific research, but also the moral, ethical,

environmental, social, economic, political, and cultural values associated with such

research endeavours. Students will develop evaluative skills that help them to

distinguish scientific from non-scientific endeavours, and to assess the reliability of

knowledge claims made in these respective fields. In designing their own research

protocols, students will develop their ability to locate, organize, analyse, evaluate,

synthesize, and ethically access information from a variety of sources and media

(including digital social media and online networks). In addition, students will learn

how to develop an appropriate research question and testable hypothesis, design

effective and safe protocols, express relationships in quantitative form, and select

graphical expressions of data appropriate for scientific publication.

Assessment

1 Labs (including 6 prescribed IB investigations) 15%

2 (Individual) Internal Assessment (IA) Lab 10%

3 Assignments 15%

4 9 Unit Tests (3b, 5e, and 5f are excluded) 35%

5 Final Examination (comprehensive) 25%

Unit tests and the final exam will yield summative scores of the extent to which students have mastered

content and process in the conventional (timed, individual) mode of assessment. Unit tests are scheduled

after class consultation and negotiation, with formal unit review sessions prior to the test date. Missed

test dates must be repaired at the earliest possible time after the student’s return, to expedite the prompt

return and review of test results with the class. Opportunities to repair unsuccessful test results are

sharply limited and require significant justification. All students must write the final exam. Labs and

assignments are assessed formatively, in many cases, as skills are practiced and developed, but some tasks

in these categories will be assessed as summative items. This will include several (IB-prescribed) lab

investigations, whether simulation-based or actual “wet” labs, as well as an individually designed and

executed IA investigation, as noted in the table above.


208

IB DP Chemistry Year 1 (SCN2796IB)

Course Overview



range of chemical investigations, and learn the chemical principles that underpin both the physical

environment and biological systems through the study of quantitative chemistry, periodicity, kinetics and

other subjects. The surest strategy for student success includes a strong work ethic, excellent time

management, and a willingness to ask questions and reflect critically on what they see and hear.




Appreciate scientific study within a global context through stimulating and challenging

opportunities



technology







technology


Develop an understanding of the relationship between scientific disciplines and their influence on

other areas of knowledge

Resources

Oxford IB Diploma Programme Chemistry 2014 Edition

Nelson Chemistry, Jenkins, et al.

Chemistry Fifth Edition, Zumdahl


https://phet.colorado.edu/en/simulations/category/chemistry



209

Course Content

The IB Chemistry 20 course is a combination of the Chemistry 20 course (as described by Alberta

Education) and the International Baccalaureate Chemistry course (first year of two). At the end of their

Grade 11 year, students will be required to register for either the Standard Level (SL) or Higher Level

(HL) streams of IB Chemistry.

The topics of Chemistry 20 covered are:

1. The Diversity of Matter and Chemical Bonding

2. Forms of Matter: Gases

3. Matter as Solutions, Acids and Bases

4. Quantitative Relationships in Chemical Changes

The topics of IB Chemistry (first year) covered are:

1. Stoichiometric Relationships

2. Atomic structure (Core and AHL)

3. Periodicity

4. Chemical bonding and structure (Core and AHL)

5. Acids and Bases

6. Measurement and data





Unit Name Topic(s)

Stoichiometry Mole concept (Avogadro’s Number); mass and mole relationships; composition by

mass; empirical and molecular formulae; gravimetric stoichiometry including

limiting reagents; hydrates; percent yield

Solutions Concentration; dilution; net ionic equations; solution stoichiometry; mass percent;

mole fraction; molality; colligative properties; solubility factors; vapor pressure

Gases Gas measurements; Boyle, Charles, Avogadro Law analysis; Ideal gas law; van der

Waal’s equation; STP and SATP; Dalton’s law; Graham’s law; Raoult’s law;

Henri’s law; kinetic molecular theory of gases

Atomic Theory History of the atom; atomic spectra, Bohr atom, quantum numbers, Heisenberg

Uncertainty Principle; atomic orbitals; Aufbau principle/electron configurations;

periodic table trends (atomic radii, first ionization energy, electron affinity)

Chemical Bonding Ionic and molecular bond character; polarity; Lewis diagrams;

octet rule and exceptions; resonance; VSEPR model; bond energies

Dipole–dipole interactions; hydrogen bonding; London dispersion forces; metallic

bonding; ionic bonding; network covalent bonding;


210


Thinking Skills Interpreting data gained from scientific investigations (titration curves,

temperature vs. time graphs)

Recognizing the questions that are being explored, proposing variables,

developing research questions, composing hypotheses, considering safety

protocols, interpreting graphs, expressing relationships in quantitative form

Understanding the nature of science and recognizing unstated assumptions and

bias in the construction of knowledge

Using models to represent complex and abstract concepts physical phenomena

Looking for patterns within contexts – recognizing, clarifying, and making

predictions

Developing the transferability of skills to novel situations

Recognizing global context in each unit of study and the Individual Investigation

Communication Skills Using appropriate visual representations of data based on purpose and audience

Graphing, making tables, properly citing sources, expressing relationships in

quantitative form, presenting Group IV project

Understanding command terms

Constructing a scientific laboratory report.

Social Skills Giving constructive feedback on experimental design

Collaborating in group discussions

Successfully cooperating in the laboratory setting

Recognizing different perspectives and Theory of Knowledge (TOK) connections

Providing opportunity for peer feedback on assessments

Considering various stakeholders in current events or case studies.


Structuring information appropriately in laboratory investigations

Working together to set deadlines

Adhering to internal deadlines; self-advocating

Complying with safety and ethical considerations

Research skills Making connections between scientific research and related moral, ethical,

environmental, social, economic, political or cultural values

Developing safe laboratory research protocols (choosing appropriate variables,

designing a logical hypothesis, thoroughly analyzing laboratory results)

Filtering internet content

Assessment

The lab program in IB Grade 11 is primarily formative, to train students in the skills and knowledge

required to design, perform, and analyze investigations. Some of these labs will be utilized as an Alberta

Education assessment, where cross-over is possible. Unit tests and the final exam in June are designed to

familiarize students with the sorts of questions that they will encounter in the external IB examinations in

May of Grade 12 as well as Diploma style questions they will encounter in June of Grade 12. Raw scores

in these IB-based assessments will be moderated throughout the year to correspond to achievement

standards appropriate to Alberta Education’s Chemistry 20 course.


211

The IB course evaluation is based on two components:

1. Internal Assessment (20% of the IB grade) – this is the completion of a 10 hour, individual

research based on any chosen topic. This will be graded internally but also externally

moderated.

2. External Assessment (80% of the IB grade) - an external examination administered in three

parts (Paper 1, Paper 2 and Paper 3, weighted) over two days in May of Year 2.

An Alberta Education grade will also be assigned to IB Chemistry 20 students based on the following

assessment criteria:

The cumulative final exam is worth 25% and will be added to the 75% course work that is divided as

follows:

Knowledge and Understanding

Unit Tests: 50%

Quizzes and Assignments: 25%

Application of Skills

Projects and Labs: 25%

The IB Group IV, April 2018 (Group IV meaning “science) project is a 10-hour assignment that studetns

complete and present in partner groups of 4-5 students. Project topics are typically assigned and

evaluated by the IB science teachers in Term 3 of the school year.

Course work in IB Chemistry 20 will be both formative and summative. Students will be able to use

formative work (i.e. daily quizzes) to assess their mastery of the content. Summative work (i.e. major

projects, labs) will represent a snapshot of the student’s understanding of the material at that specific

point in time. Unit tests fall into the summative category; however, students may be given an opportunity

to re-write any unit exam or other summative task, at the teacher’s discretion as per the STS Assessment

Policy. Such opportunities will involve collaborative discussions between student, teacher, and parent

where appropriate.


212

IB DP Physics Year 1 (SCN 2797)

Course Overview

This course is the first year of the two-year IB Standard Level Physics. The interaction of matter and


work, computer simulations, quantitative data collection and analysis, and problem solving. We will also

discuss how the interaction of matter and energy affects our daily lives.

The IB syllabus consists of eight core topics and one optional unit. This content, in addition to the

content addressed in the Alberta program of studies, is covered over two years through the Grade 11 IB

physics course, (IB Physics Y1) and the Grade 12 IB physics course, (IB Physics Y2).

The IB topics shown on the following page are not addressed in the sequence shown. Rather, the topics

are ordered to parallel the Alberta curriculum.

Resources

Pearson Physics Course textbook in print and e-copy (password protected)


Physics Course Companion Course textbook in print

Answers to chapter-end questions e-resource

https://global.oup.com/education/secondary/curricula/ib-

diploma/science/phsyicsanswers/?region=international

Physics 20 Key Workbook Print copy

Physics 20 SNAP Workbook Optional resource available through book retailer

Physics Note-A-Riffic Optional e-resource


Learn Alberta Optional e-resource

http://www.learnalberta.ca/Home.aspx

Physics Classroom Optional e-resource


Phet Physics Physics simulations


Course Content

The syllabus for the standard level International Baccalaureate Diploma Program in physics is divided

into the core topics and the optional topics. Standard level students must complete eight core topics and

one optional topic. In order to best prepare students for both the IB Diploma and the Alberta Education

Diploma, the optional topic of engineering physics has been selected. A syllabus overview is provided

below:

Topic Description Oxford Physics

Core 1 Physics and physical measurement Chapter 1

Core 2 Mechanics Chapter 2

Core 3 Thermal physics Chapter 3

Core 4 Oscillations and waves Chapter 4

Core 5 Electric currents Chapter 5

Core 6 Fields and forces Chapter 6


https://global.oup.com/education/secondary/curricula/ib-diploma/science/phsyicsanswers/?region=international

https://global.oup.com/education/secondary/curricula/ib-diploma/science/phsyicsanswers/?region=international






213

Core 7 Atomic and nuclear physics Chapter 7

Core 8 Energy, power and climate change Chapter 8

Option Engineering physics Section B

Students in Year 1 of IB Physics SL will cover some aspects of Core 1, 2, 4, 6, 8 and the engineering

physics option.

In Year 2 of IB Physics SL, students will extend the coverage of Core 1, 2, 4, 6, 8 and the engineering

physics option. In addition, they will cover Core 3, 5, and 7.

Alberta Education Physics 20 Units


Chapter

Kinematics and graphing Kinematics involves the mathematical description of motion.

An object’s change in position, velocity and acceleration over

time is described using mathematics and graphical analysis.

1

Vectors, vector addition

and projectiles

A vector quantity is described by its magnitude and direction.

This unit explores the graphical and mathematical

representation of vectors with an emphasis on finding vector

components and adding vectors. Projectile motion will be

limited to objects moving under the influence of only the

gravitational force.

2

Dynamics Dynamics explicitly relates the external forces acting on an

object to its change in velocity over time. The investigation

of dynamics also demonstrates that a change in mechanical

energy is the net result of the external forces acting on an

object.

3

Circular motion,

gravitational force and field

This unit extends the study of kinematics and dynamics.

Two-dimensional vectors and Newton’s laws are used to

analyze and explain circular motion with uniform orbital

speed. The role of circular motion in the development of

Newton’s law of universal gravitation is examined.

4, 5

Energy Students investigate energy and equilibrium in the physical

world by studying the conservation of energy, the work-

energy relationship and power.

6

Simple harmonic motion,

oscillations and properties

of waves

Students examine the simple harmonic motion of oscillating

pendulums and springs, and relate this motion to aspects of

circular motion already considered. The characteristics and

behaviour of waves are defined and related to simple

harmonic motion. The concepts of motion and energy are

extended to the study of mechanical waves. Sound is

investigated as an important type of mechanical wave.

7, 8


214


Thinking Skills Interpreting data gained from scientific investigations (titration

curves, temperature vs. time graphs)

Recognizing the questions that are being explored, proposing

variables, developing research questions, composing hypotheses,

considering safety protocols, interpreting graphs, expressing

relationships in quantitative form

Understanding the nature of science and recognizing unstated

assumptions and bias in the construction of knowledge

Using models to represent complex and abstract concepts physical

phenomena

Looking for patterns within contexts – recognizing, clarifying, and

making predictions

Recognizing the transferability of skills to novel situations

Communication Skills Using appropriate visual representations of data based on purpose

and audience

Graphing, making tables, properly citing sources, expressing

relationships in quantitative form, presenting Group IV project


Constructing a scientific laboratory report



Successfully cooperating in the laboratory setting;

Recognizing different perspectives (TOK connections)


Considering various stakeholders and perspectives in current events

or case studies


Structure information appropriately in laboratory investigations

Working together to set deadlines (essential agreements)

Adhering to internal (mini deadlines) self-advocacy

Adherence to safety considerations and ethical consideration

Research skills Making connections between scientific research and related moral,

ethical, environmental, social, economic, political or cultural values

International mindedness and TOK connections

Scientific endeavours distinguished from human endeavours

Filtering internet resources

Making decisions about what to search, how to search that provides

the information being sought


215

Assessment

Evaluation in IB Physics Y1 is cumulative and will be determined according to the following:

Coursework (75%)


Assignments

Quizzes and Tests



Simulations



assessments


There is no mid-year examination in this course.

IB grades are assessed in May of the second year of the students’ IB program.


216

Biology 30 (SCN 3230)

Course Overview

The Science curricula in Alberta are designed to encourage students to develop in a number of areas by:

Developing a critical sense of wonder and curiosity about scientific and technological

endeavours, to enable students to use science and technology to acquire new knowledge and solve

problems so that they may improve the quality of their lives and the lives of others

Preparing students to critically address science-related societal, economic, ethical and

environmental issues

Providing students with a foundation in science that creates opportunities for them to pursue

progressively higher levels of study, prepares them for science-related occupations and engages

them in science-related hobbies appropriate to their interests and abilities

Developing varying aptitudes and interests a knowledge of the wide spectrum of careers related to

science, technology and the environment.

As such, students will be encouraged to:

show interest in science-related questions and issues and confidently pursue personal interest and

career possibilities within science-related fields;

appreciate that scientific understanding evolves from the interaction of ideas involving people

with different views and backgrounds;

seek and apply evidence when evaluating alternative approaches to investigations, problems and

issues;

work collaboratively in planning and carrying out investigations and in generating and evaluating

ideas;

demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and

a sustainable environment;

show concern for safety in planning, carrying out and reviewing activities with reference to

WHMIS and consumer product labeling information

Resources

Ritter, et al. Nelson Biology 2007 Nelson Canada, Scarborough

This is available online and in hard copy

Student Notes and Problems

“The Key” Study Guide

Other classroom textbook resources

Electronic resources – see list on Managebac and Coursesites


217

Course Content

Students will be introduced to four main units of study in Biology 30:

Unit Name Topic(s)

Unit A– Systems

Regulating Change:

Nervous and Endocrine

Systems

This unit examines the biological processes that mediate the interactions

between humans and their environment to maintain equilibrium. The nervous

system contributes to homeostasis through its response to internal and external

stimuli. Endocrine glands help to maintain homeostasis through the hormones

they release into the blood. A study of the interactions between the nervous

and endocrine systems leads to an examination of the functioning of the central

and peripheral nervous systems and their ability to sense the environment and

respond to it.

Unit B – Reproduction and

Development

This unit investigates the human reproductive system as a representative

mammalian system responsible for propagating the organism and perpetuating

the species. The processes associated with human reproduction and

development, as well as the regulation of these processes by hormones, are

reviewed. The influence of environmental factors on embryonic and fetal

development is examined, as are various reproductive technologies.

Unit C – Cells,

Chromosomes and DNA

This unit examines the two types of cell division, mitosis and meiosis.

Students learn about chromosomal behaviour during cell division and expand

their knowledge of chromosomes by studying classical genetics. Classical

genetics is further extended to a molecular level by exploring the basic

structure of deoxyribonucleic acid (DNA), its role in protein synthesis and the

impact of mutation.

Unit 4 – Population and

Community Dynamics

Population change over time can be examined through a study of population

genetics

(Hardy-Weinberg principle) and population growth. Both of these can be

expressed quantitatively. Individual members of populations interact with

each other as well as with members of other populations, which can have an

impact on the populations involved. Communities are a sum of all the

different populations living together. Communities may change over time as a

result of natural or artificial events.

.


218

Each of these four main units of study is subdivided into discrete smaller units. As such, the following

units will be covered in Biology 30:

Unit Name Topic(s)

Nervous System (Unit A) Neuron structure, reflex arc, nervous system organization,

electrochemical impulse, synaptic transmission and

neurotransmitters, central nervous system: brain structure and

function, peripheral nervous system: autonomic nervous system

function (Nelson Chapter 13)

Senses (Unit A) Converting sensory information into messages in the body; taste and

smell, structure and function of the eye, structure and function of the

ear (Nelson Chapter 14)

Endocrine System (Unit A) Homeostasis, dynamic equilibrium, feedback systems, hormone

structure and function, endocrine glands and hormones; regulation of

blood sugar, water, stress, metabolism, blood calcium (Nelson

Chapter 15)

Mitosis & the Cell Cycle; DNA and

DNA Technologies (Unit C)

The cell cycle, stages of mitosis, cloning, cancer, stem cells; history

of DNA structure and its role as the genetic material, DNA

replication; DNA sequencing, transformation, mutations (Nelson

Chapter 17.1, 17.2; Chapter 19.3, Chapter 20.1, 20.3, 20.4 )

Reproductive System and Meiosis

(Unit B/C)

Male and female reproductive systems structure and function;

meiosis and abnormal meiosis, spermatogenesis, oogenesis,

fertilization, pregnancy, embryonic and fetal development,

parturition and lactation, human reproductive technologies,

karyotyping (Nelson Chapter 16, 17.3, 17.4)

Protein Synthesis (Unit C) Transcription, translation and gene technologies, mutations (Nelson

20.2, 20.3, 20.4)

Mendelian and Neo-Mendelian

genetics (Unit C)

Mendel and the principles of dominance and segregation,

monohybrid and dihybrid crosses, pedigrees, other patterns of

inheritance (pleiotropic and polygenic traits, incomplete and

codominance, multiple alleles, sex-linkage, gene linkage, mapping

chromosomes and crossing over (Nelson Chapter 18, 19.1, 19.2)

Population Genetics (Unit D) Hardy-Weinberg principle, population equilibrium, Genetic drift,

Gene flow, mutations, natural selection and non-random mating

(Nelson Chapter 21)

Population and Community

Dynamics (Unit D)

Characteristics of populations: population density and size, , growth

rate/per capita growth rate; growth models, density dependent and

independent factors; K-/r-selected organisms; competition, predator-

prey cycles, symbiotic relationships; Succession (Nelson Chapters 22

and 23)


219

Assessment

Course work in Biology 30 will be both formative and summative. Students will be able to use formative

work (i.e. daily quizzes) to assess their mastery of the content. Summative work (i.e. major projects, labs,

homework) will represent a snapshot of the student’s understanding of the material at that specific point

in time. Unit tests fall into the summative category; however, students may be given an opportunity to re-

write any unit exam or other summative task, at the teacher’s discretion as per the STS Assessment


where appropriate.

Students are expected to complete all assigned course work, within a reasonable timeline.

The marking for Biology 30 is cumulative. All summative work to the date of reporting will count

towards the mark awarded on the Report Card. A course grade will be assigned based on the following

assessment criteria and weighting:

A. Knowledge and Understanding (60%)

i. Students demonstrate their acquisition of knowledge through various means

including assignments, quizzes and unit tests. These may not all be weighted

equally within this category.

Breakdown will be as follows: Unit exams 40%, Other assessments 20%

B. Application of Skills: (40%)

i. Inquiring, Designing, Processing and Evaluating – assignments/lab/experimental

work that students will complete throughout the year. Breakdown will be as

follows:

Labs – 25%, Other assessments – 15%

*areas that involve reflecting on global connections including the impacts and nature of science will be

included within each of the above categories.

This school-assigned grade is weighted as 70% of the final Biology 30 grade that the student achieves:

their performance on the externally administered and graded Diploma Examination accounts for the other

30%.


220

Chemistry 30 (SCN 3796)

Course Overview

Chemistry 30 is intended to develop students’ understanding of the interconnecting ideas and chemistry

principles that transcend and unify the natural-science disciplines and their relationship to the technology

that students use in their daily lives. It is of utmost importance to remember that Chemistry 30 is an

experimental discipline that develops the knowledge, skills, and attitudes to help students become capable

of and committed to setting career and/or life goals, make informed choices, and act in ways that will

improve the level of scientific awareness essential for a scientifically literate society.

Laboratory experience is an essential component of the Chemistry 30 course. Students of Chemistry 30

are expected to develop an aptitude for collecting data, observing, analyzing, forming generalizations,

hypothesizing, and making inferences from observations.

The course is designed to promote students’ understanding of chemistry concepts, and their ability both to

apply these concepts to relevant situations and to communicate in the specialized language of chemistry.

Success in Chemistry 30 requires the successful completion of Science 10, Chemistry 20, and concurrent

mathematics courses that develop the requisite knowledge and skills.

Resources

Nelson Chemistry, Alberta 20-30

Course Content

Unit Name Topic(s)

Chemical Energetics Kinetic and potential energies; energy conversions; enthalpy; chemical changes;

Hess’ Law; heats of formation

Electrochemistry Oxidation and reduction half-reactions and equations (balancing

equations in acid/base solutions); oxidation numbers and balancing; redox titrations;

electrochemical cells: voltaic and electrolytic; standard voltages from a table

(hydrogen standard); disproportionation; corrosion and cathodic protection;

Faraday’s law

Equilibrium Law of mass action; equilibrium expressions, calculations of K; calculations of

equilibrium concentrations, Le Chatelier's principle; graphing reactions

Acids and Bases Properties of solutions; acid/base definitions: operational, Arrhenius, B/L; pH of all

solutions including Ka and Kb; acid base reactions; acid/base stoichiometry; buffer

solutions; indicators; titrations and titration curves

Organic Chemistry Nomenclature of alkanes, alkenes and alkynes; hydrocarbon derivatives; addition

and substitution reactions; isomers; various organic reactions


221

Assessment

The Chemistry Diploma Exam is worth 30% and will be added to 70% course work that is divided as

follows:


Unit Tests 50%





222

Physics 30 (SCN 3797)

Course Overview

This course is the second year of the two-year senior high physics program. This course includes topics

in both classical and modern physics. Understanding the basic principles and being able to apply these

principles to solve problems are the major goals of this course. We will explore these principles through

hands-on experimental work, computer simulations, quantitative data collection and analysis, and

problem solving.

Resources

Pearson Physics (Course textbook in print and e-copy)

http://www.learnalberta.ca/content/sepp30/index.html and


Physics 30 Key Workbook, Print copy

Physics 30 SNAP Workbook, Optional resource available through book retailer

Physics Note-A-Riffic, Optional e-resource http://www.studyphysics.ca/page04.html

Physics Classroom, Optional e-resource http://www.physicsclassroom.com/CLASS

Phet Physics, Physics simulations https://phet.colorado.edu/en/simulations/category/physics

Quest A+, Optional e-testing practice site https://questaplus.alberta.ca/PracticeMain.html#

Course Content


Chapter

Momentum and

Impulse

The central theme of this unit is Change and Systems. Newton’s

second law of motion is linked to the concepts of momentum and

impulse. The following concepts are developed in this unit.

Newton’s laws of motion

Impulse

Momentum

Inelastic collisions

Elastic collisions

9

Forces and Fields The central theme of this unit is Energy and Matter. Students

investigate electric and magnetic forces and fields and their

applications in technological devices. The following concepts are

developed in this unit.

Electric charge

Charge conservation

Coulomb’s Law

Vector fields

Electric fields

Magnetic fields

Electrical potential dfference

Interaction of charges with electric and magnetic fields

Charge quantization – Millikan’s experiment

Electromagnetic induction

10, 11,

12

http://www.learnalberta.ca/content/sepp30/index.html





https://questaplus.alberta.ca/PracticeMain.html


223

Electromagnetic

Radiation

The central theme of this unit is Diversity and Matter. In this unit,

students study the nature and characteristics of electromagnetic radiation

(EMR), using the wave and photon models of light. The following

concepts are developed in this unit.

Speed of EMR

Propagation of EMR

Reflection

Refraction

Diffraction

Interference

Total internal reflection

Snell’s Law

Photoelectric effect

Compton effect

13, 14

Atomic Physics The central theme of this unit is Energy and Matter. In this unit,

students study the development and modification of models of the

structure of matter. The following concepts are developed in this unit.

Charge-to-mass ratio (Thomson’s experiment)

Clssical model of the atom (Rutherford, Bohr)

Spectra: continuous, line emission and line absorption

Energy levels (states)

de Broglie hypothesis

Half-life

Nuclear decay

Quantum mechanical model

Nuclear reactions

Standard Model of matter

15, 16,

17

Assessment

Evaluation in Physics 30 is cumulative and will be determined according to the following:


Quizzes

Tests


Assignments


Simulations



assessments

There is no in-School mid-year or final examination in this course.

The final Physics 30 course mark is based on two components:

Assessment Component Weight

School Awarded Mark 70 %

Diploma Examination Mark 30 %


224

IB DP Biology HL/SL Year 2 (SCN 3230)

Course Overview

Students will be challenged to make connections among a variety of biological topic areas while learning

skills relevant to this scientific discipline. This course covers the second half of the two year IB Biology

program of studies, in addition to the mandated Alberta Education syllabus for Biology 30. Those

students choosing the SL path will enjoy considerable overlap in these two (IB and AB Ed.) academic

obligations, but those choosing the HL path will also need to tackle additional topics in Plant Biology and

additional Human Physiological systems.

The Alberta Education Biology 30 units are:

Unit A: Nervous and Endocrine Systems

Unit B: Reproduction and Development

Unit C: Cells, DNA, and Biotechnology

Unit D: Population and Community Dynamics

The remainder of the course will be devoted to completing those components of the IB program of studies

that were not addressed in Grade 11 and/or don’t coincide with the Biology 30 units already mentioned.

The IB Biology syllabus is posted on the ManageBac IB Biology 30 shell. External examinations take

place in May for IB, and in June for the Alberta Education Biology 30 course.

Resources

E-Textbook: Ritter et al. Nelson Biology; 2007 edition Nelson Canada, Scarborough

Print resources:

o IB Biology Course Companion; 2014 edition Oxford University Press

o Campbell et al. Biology 5e (classroom resource) Benjamin Cummings, pub.

o Modular workbook series (classroom resource) Biozone, NZ

Online Support:

o Bioninja – whole IB syllabus (http://ib.bioninja.com.au/)

o Crash Course Biology – 60+ YouTube episodes spanning High School biology, e.g.


o Biology animations – http://www.johnkyrk.com/

o Biology simulations and virtual labs – e.g.

PhET (https://phet.colorado.edu/en/simulations/category/biology)

HHMI (https://www.hhmi.org/biointeractive)

DNALC (https://www.youtube.com/user/DNALearningCenter)

…and many others.




https://phet.colorado.edu/en/simulations/category/biology

https://www.hhmi.org/biointeractive

https://www.youtube.com/user/DNALearningCenter


225

Course Content

Unit Name Topic(s)

Individual Investigation

[1 week] CC pp 708>

During the first week of classes, students explore individual interests and

opportunities to investigate a topic, formulate a specific testable research

question, and develop a working experimental protocol. They will then work

independently to collect and process data, analyze and interpret it, and produce a

report that will be evaluated by the instructor and processed through Turnitin

prior to electronic submission to IBIS

Molecular biology:

Nucleic Acid structures

and processes: IB units

2.6/2.7/7.1/7.2; parts of

Bio30 Unit C [3 weeks]

CC pp 105>, pp 343>

DNA structures and functions; replication, transcription, and translation.

Students investigate nucleic acid structures and functions in context of cell

metabolism, organism physiology, and reproduction; fundamentals that support

genetic and evolutionary principles. Animations and simulations of complex

processes will be employed to clarify the topic.

Cell division and meiosis:

IB units 1.6/3.3/10.1;

parts of Bio30 Unit C [2

weeks] CC pp 51>, pp

159>, pp439>

Mitosis and meiosis as cellular contexts for DNA replication and redistribution

in organism growth and (sexual) reproduction. Microscope work, models, and

animations will support student learning in this unit; applications to

biotechnology will be foreshadowed.

Classical genetics: IB

units 3.1/3.2/3.4/10.2;

parts of Bio30 Unit C [2


168>, pp 445>

Operational implications of DNA function are explored through framework of

genes and chromosomes, the experimental work over 150 years that revealed

these processes, and the interpretation of data (macroscopic observations) to

predict inheritance patterns in sexually reproducing organisms

Biotechnology: IB units

3.5/Opt. B; parts of Bio30

Unit C [2 weeks]

CC pp 187>, pp 557>

Molecular genetics are explored through a variety of modelling techniques,

online simulations, animations, and lab experiments. There is a strong emphasis

on experimental techniques by which many of this processes were elucidated

and are now accessible to manipulation. Ethical implications are examined by

discussing a series of case studies.

AHL Plant Unit: IB unit

9 (no Bio30 unit)

[2 weeks] CC pp 403>

Only HL students will explore these plant topics (transport, growth,

reproduction in angiosperms) using models, simulations and lab work. SL

students will work independently on their Individual Investigations during these

classes

Nervous system: IB units

6.5/Opt. A; parts of Bio30

Unit A [2 weeks]

CC pp 319>, pp 513>

Students explore the principles of irritability and membrane voltage potential,

neuron structure and functions, action potential and synapse function, and

organizational hierarchy of CNS/PNS, before focusing particularly on brain

function and (natural or synthetic) psychoactive compounds.

Sensory transduction: IB

units 6.5/Opt. A; parts of

Bio30 Unit A [2


513>

Students will study two significant sensory systems – visual (eye) and auditory

(ear) – with the support of animations, models, online simulations and practical

explorations of their own sensory functions. One of the assessment components

will be an experimental design assignment.

Endocrine System: IB

units 6.6/Opt. D; parts of

Bio30 Unit A [2

weeks] CC pp 329>,

pp694>

Students will study various endocrine glands, their hormone products, influence

on organism physiology, and homeostatic regulation. Components include

hypothalamic/pituitary axis, pancreas, adrenal glands, thyroid gland, and various

aspects of reproductive endocrinology (leading on to next unit…)


226

Reproduction: IB units

6.6/11.4/Opt. D; parts of

Bio30 Unit B [2

weeks] CC pp 329>,

pp499>, pp694>

Reproductive anatomy and physiology of human as representative mammals are

considered, including meiotic production of gametes in males and females,

process of internal fertilization and subsequent implantation (leading on to next

unit…)

Development: IB units

6.6/Opt. D; parts of Bio30

Unit B [2 weeks] CC pp

329>, pp499>, pp694>

Anatomy and physiology of pregnancy – mother and child – of humans are

considered subsequent to implantation in the uterus, through parturition and

lactation. Associated topics of sexually transmitted infections (STI’s),

contraception, and assisted reproductive technologies (ART’s) are also

researched and discussed.

Homeostasis and

Excretory System: IB

units 11.3/Opt. D [2

weeks] CC pp 485>,

pp694>

Overall regulation of internal bodily state (homeostasis) against challenges of

internal and external environment fluctuations – including thermoregulation,

electrolyte concentrations, and water balance – using humans as representative

mammals. Examples of counter-current engineering principles will be explored

in some physiological contexts.

Muscles and Locomotion:

IB unit 11.2 [2 weeks]

CC pp 476>

The structures and processes characteristic of specialized cells in striated muscle

tissue are examined, and contraction/relaxation is scaled up to entire muscles.

Muscle/tendon/ligament/bone components of complex locomotory systems are

considered through the human anatomical examples of elbow and knee

IB Exam Review:

[4 weeks] structured

review of entire course

All units from both Grade 11 and Grade 12 are reviewed through structured

revision of topic highlights, connections among these units, and lots of practice

of examination questions from previous years.


Thinking Skills In Year 2, students will continue to examine increasingly more complex scientific

work with increasing independence; to develop skills of recognizing, clarifying, and

making predictions about data; to formulate research questions and define

variables; and to interpret and evaluate data. Students are expected to ask questions

and discuss the nature of science and scientific research utilizing Theory of

Knowledge connections to the curricula and/or current events in the scientific

community. Students are expected to recognize the unstated assumptions and bias

in their own work and the work of others. Students will develop and refine their

own models to represent biological concepts, and will continue to gain confidence

in their ability to apply their existing skills to novel problem-solving situations.

Communication Skills Students will demonstrate understanding of the purpose of a lab report and reliably

distinguish between a report and a scientific investigation. Students will further

develop their skills in writing lab reports, culminating in the Individual

Investigation. Students will produce properly constructed data tables, choose

appropriate graphical representations of the data, and express relationships

quantitatively to display the results of their scientific investigations to an

appropriate audience. Students will acknowledge all of their research sources, using

accepted conventions for scientific publication. In Year 2, students will demonstrate

understanding of all relevant command terms and utilize them appropriately in a

variety of situations.

Social Skills Students will utilize a variety of online formats for communicating and exploring

various biological concepts (e.g. Flipgrid, Google docs and groups, Padlet…).

Students will examine the collaborative nature of science and scientific inquiry


227

through a variety of Theory of Knowledge connections within the curriculum,

recognizing differing perspectives about a number of issues. Students will continue

to work collaboratively to collect data and to offer feedback to their peers during

the experimental design process, and are encouraged to seek feedback from their

peers regarding their independent Individual Investigation.

Self-management

skills

Students will continue to develop skills in properly structuring laboratory

investigations; students will refine their skills in the design process, successfully

manage timelines for completing each stage, and adhere to final deadlines, whether

established independently or collaboratively. Both in and out of class, students will

be required to maintain focus, attention, and persistence with difficult tasks.

Students will demonstrate appropriate self-advocacy should issues arise in time

management or execution of various tasks. Students will demonstrate knowledge of

the safety and ethical considerations associated with various investigations in

biology, and adhere to these guidelines. The final Internal Investigation will

demonstrate these self-management skills in IB Biology.

Research skills Students will be encouraged to make connections between various sources of

information and to reflect on the validity of claims presented by these sources.

Discussions will encompass different areas of scientific research, but also the

moral, ethical, environmental, social, economic, political, and cultural values

associated with such research endeavours. In designing their own research

protocols, students will develop their ability to locate, organize, analyse, evaluate,

synthesize, and ethically access information from a variety of sources and media

(including digital social media and online networks). In addition, students will

learn how to develop an appropriate research question and testable hypothesis,

design effective and safe protocols, express relationships in quantitative form, and

select graphical expressions of data appropriate for scientific publication. These

skills will find ultimate expression in the Internal Investigation, which is the

culminating internal assessment task for each student.

Assessment

IB Score

Internal Investigation – 20% of grade in IB Biology HL or SL

This process requires each candidate to independently conceive, plan, execute, and analyze an individual

research investigation, which will culminate in a 6-12 pp. formal report assessed by the instructor against

IB criteria (criteria posted on Managebac). This II task will challenge students to hone their critical

thinking and communication skills, become more competent in relevant technologies, and come to

appreciate the complex interactions between science and society.

External Assessment – 80% of grade in IB Biology HL or SL

The remainder of the IB Biology course (80%) is based on three examination papers that are set and

graded externally.

Paper 1: 30 MC questions (SL) or 40 MC questions (HL) (20% weighting), based on core content

Paper 2: Data-based questions, short answer and extended response questions based on core

SL candidates complete one of two ER questions; HL candidates complete two of three ER questions

(40% weighting SL; 36% weighting HL)

Paper 3: Questions on core and SL or HL options (weighting 20% SL; 24% HL)


228

Alberta Education Grade

The marking for Biology 30 is cumulative. All summative work to the date of reporting will count

towards the mark awarded on the Report Card. A course grade (70%) will be assigned on the following

assessment criteria and weighting:

A. Knowledge and Understanding (60%)

i. Students demonstrate their acquisition of knowledge through various means

including assignments, quizzes and unit tests. These may not all be weighted equally

within this category.

ii. Breakdown will be as follows: Unit exams: 40%; Other assessments: 20%.

B. Application of Skills (40%)

i. Inquiring, Designing, Processing and Evaluating – assignments/lab/experimental

work that students will complete throughout the year.

ii. Breakdown will be as follows: Labs: 25%; Other assessments: 15%.

*Areas that involve reflecting on global connections including the impacts and nature of science will be

included within each of the above categories.

An externally administered and graded Diploma Examination accounts for 30% of the Alberta Education

final grade.

Additional Information

An Excel (calendar format) spreadsheet will be provided to all students, in order to detail the sequence

and duration of topic coverage this year, including provisional unit test dates. Firm dates for these unit

tests and other major assessment submissions will be posted on ManageBac after class discussion, to

minimize potential conflicts with other courses or school programs. Students are expected to meet

assessment submission deadlines, in order to optimize their own learning opportunities (as well as those

of their classmates) through timely feedback from the instructor. Early submission of draft assignments is

an excellent strategy to improve the quality of the final product. Formal unit tests that are missed due to

extenuating circumstances (e.g. illness, family travel) must be taken at the earliest possible time upon the

student’s return.


229

IB DP Chemistry SL Year 2 (SCN3796-IB)

Course Overview














technology







technology




Resources







230

Course Content

The IB Chemistry 30 course is a combination of the Chemistry 30 course (as described by Alberta

Education) and the International Baccalaureate Diploma Programme Chemistry course (second year of

two).

The topics of Chemistry 30 covered are:

5. Thermochemical Changes

6. Electrochemical Changes

7. Chemical Changes of Organic Compounds

8. Chemical Equilibrium Focusing on Acid-Base Systems

The topics of IB Chemistry SL covered are:

7. Energetics/thermochemistry

8. Chemical Kinetics

9. Redox Processes

10. Organic Chemistry

11. Acids and Bases

12. Optional Unit C : Energy





Alberta Chemistry 30 Curriculum

Unit Name Topic(s)

Chemical Energetics a. Kinetic and potential energies

b. Graphical representations of energy changes

c. Stoichiometry and the heat term

d. Energy conversions and calorimetry

e. Standard heats of formation and Hess’s Law

f. Fuels and energy

Electrochemistry a. Oxidation and reduction half-reactions

b. Balancing redox reactions

c. Disproportionation

d. Redox titrations

e. Electrochemical cells: voltaic and electrolytic

f. Faraday’s law

g. Corrosion

Equilibrium a. Equilibrium condition and Le Chatelier’s Principle

b. Law of mass action

c. Equilibrium expressions


231

d. Calculations of K; calculations of equilibrium constant and

equilibrium concentrations

Acids and Bases a. Properties acidic and basic solutions

b. Acid/base definitions

c. pH calculations of strong/weak acids and bases

d. Buffers

e. Titrations and titration curves

Organic Chemistry 1. Nomenclature of aliphatics and aromatics

2. Structural formulas

3. Functional groups

4. Organic chemical reactions

5. Monomers and polymers

IB DP Chemistry SL Year 2

Unit Name Topic(s)

Energetics (Topic 5) a. Measuring Energy Changes

b. Hess’s Law

c. Bond Enthalpies

Kinetics (Topic 6) a. Reaction rates

b. Collision theory

Equilibrium (Topic 7) a. Dynamic equilibrium and chemical equilibrium

b. Equilibrium constant

c. Le Chatelier’s Principle

Acids and Bases (Topic

8)

a. Theories of acids and bases

b. Properties of acids and bases

c. The pH scale

d. Acidic Deposition

Oxidation and Reduction

(Topic 9)

a. Oxidation and reduction

b. Oxidation numbers

c. Redox equations

d. Reactivity series

e. Voltaic cells

f. Electrolytic cells

Organic Chemistry

(Topic 10)

a. Introduction

b. Alkanes/Alkenes

c. Functional Groups

d. Reaction pathways

Measurement and Data

Processing (Topic 11)

a. Uncertainties and Errors in Measurements and Results

b. Graphical Techniques

c. Spectroscopic Identification of Organic Compounds


232







Understanding the nature of science and recognizing unstated assumptions

and bias in the construction of knowledge


phenomena


predictions

Developing the transferability of skills to novel situations

Recognizing global context in each unit of study and the Individual

Investigation

Communication Skills Using appropriate visual representations of data based on purpose and

audience

Graphing, making tables, properly citing sources, expressing relationships

in quantitative form, presenting Group IV project






Recognizing different perspectives and Theory of Knowledge (TOK)

connections


Considering various stakeholders in current events or case studies








Developing safe laboratory research protocols (choosing appropriate

variables, designing a logical hypothesis, thoroughly analyzing laboratory

results)



233

Assessment

Students will receive separate grades for their IB mark and their provincial mark.

Alberta Chemistry 30 SCN3796

The Chemistry Diploma Exam is worth 30% and will be added to the 70% course work that is divided

as follows:


Unit Exams 50%




IB DP Chemistry SL

Internally Assessed Lab Work 20%

IB Externally Assessed Exam (Papers 1, 2, and 3) 80%

The IB DP Chemistry IA is a laboratory project component of the IB Programme, worth 20% of the

student’s IB DP Chemistry score. Students will choose their own experiment, perform all necessary lab

and research work, and hand the report to their teacher for evaluation. The criteria for the Chemistry IA,

and scoring for the report, are as follows:

Personal Engagement 0-2

Exploration 0-6

Analysis 0-6

Evaluation 0-6

Communication 0-4

Course work in IB DP Chemistry SL will be both formative and summative. Students will be able to use






where appropriate.


234

IB DP Chemistry HL Year 2 (LDC3241-IB-HL)

Course Overview







While the skills and activities of IB Chemistry are common to students at both SL and HL, students at HL

are required to study some topics in greater depth, in the additional higher level material and in the

common options. The distinction between SL and HL is one of breadth and depth. (Chemistry Guide,

2014) The additional higher level content is assigned 70 additional hours of instruction, as well as

providing an additional 20 hours of practical scheme of work time.








technology







technology




Resources







235

Course Content

Unit Name Topic(s)

Atomic Structure (Topic

12)

a. Electrons in Atoms

The Periodic Table –

Transition Metals (Topic

13)

a. First Row D-Block Elements

b. Coloured Complexes

Chemical Bonding and

Structure (Topic 14)

a. Covalent Bonding Extension

b. Hybridization

Thermodynamics (Topic

15)

a. Energy Cycles

b. Entropy and Spontaneity

Chemical Kinetics

(Topic 16)

a. Rate Expression and Reaction Mechanisms

b. Activation Energy

Equilibrium (Topic 17) a. The Equilibrium Law

Acids and Bases (Topic

18)

a. Lewis Acids and Bases

b. Calculations involving Acids and Bases

c. Titration Curves

Redox Processes (Topic

19)

a. Electrochemical Cells

Organic Chemistry

(Topic 20)

a. Types of Organic Reactions

b. Synthetic Routes

c. Stereoisomerism

Measurement and

Analysis (Topic 21)

a. Spectroscopic Identification of Organic Compounds

IB Optional Units:

Energy (Option C)

a. Energy Sources

b. Fossil Fuels

c. Nuclear Fission and Fusion

d. Solar Energy

e. Environmental Impact – Global Warming

f. Rechargeable Batteries and Fuel Cells

g. Nuclear Fusion and Nuclear Fission

h. Photovoltaic and Dye-Sensitized Solar Cells







Understanding the nature of science and recognizing unstated assumptions and

bias in the construction of knowledge

Using models to represent complex and abstract concepts physical phenomena


predictions Developing the transferability of skills to novel situations

Recognizing global context in each unit of study and the Individual

Investigation


236

Communication Skills Using appropriate visual representations of data based on purpose and audience

Graphing, making tables, properly citing sources, expressing relationships in

quantitative form, presenting Group IV project






Recognizing different perspectives and Theory of Knowledge (TOK)

connections


Considering various stakeholders in current events or case studies








Developing safe laboratory research protocols (choosing appropriate variables,

designing a logical hypothesis, thoroughly analyzing laboratory results)


Assessment


Unit Tests 75%


Chemistry HL IA 25%

The IB DP Chemistry IA is a laboratory project component of the IB Programme, worth 20% of the

student’s IB DP Chemistry score. Students will choose their own experiment, perform all necessary lab

and research work, and hand the report to their teacher for evaluation. The criteria for the Chemistry IA,

and scoring for the report, are as follows:

Personal Engagement 0-2

Exploration 0-6

Analysis 0-6

Evaluation 0-6

Communication 0-4

Course work in IB Chemistry 30 HL will be both formative and summative. Students will be able to use






where appropriate.


237

IB DP Physics SL Year 2 (SCN 3797)

Course Overview

This course is the second year of the two-year IB Standard Level Physics. The interaction of matter and


work, computer simulations, quantitative data collection and analysis, and problem solving. We will also

discuss how the interaction of matter and energy affects our daily lives.

The IB syllabus consists of 8 core topics and one optional unit. This content, in addition to the content

addressed in the Alberta program of studies, is covered over two years through the Grade 11 IB physics

course, (IB Physics Y1) and the Grade 12 IB physics course, (IB Physics Y2).

The IB topics shown on the following page are not addressed in the sequence shown. Rather, the topics

are ordered to parallel the Alberta curriculum.

Resources

Pearson Physics , Course textbook in print and e-copy


Physics Course Companion, Course textbook in print and e-resource

https://global.oup.com/education/secondary/curricula/ibdiploma/science/phsyicsanswers/?region=internat

ional

Physics 30 Key Workbook, Print copy

Physics 30 SNAP Workbook, Optional resource available through book retailer

Physics Note-A-Riffic, Optional e-resource http://www.studyphysics.ca/page04.html

Learn Alberta, Optional e-resource http://www.learnalberta.ca/Home.aspx

Physics Classroom, Optional e-resource http://www.physicsclassroom.com/CLASS

Quest A+, Optional e-testing practice site https://questaplus.alberta.ca/PracticeMain.html#

Phet Physics, Physics simulations https://phet.colorado.edu/en/simulations/category/physics

Course Content

The syllabus for the standard level International Baccalaureate Diploma Program in physics is divided

into the core topics and the optional topics. Standard level students must complete eight core topics and

one optional topic. In order to best prepare students for both the IB Diploma and the Alberta Education

Diploma, the optional topic of engineering physics has been selected. A syllabus overview is provided

below:

Topic Description Oxford Physics

Core 1 Physics and physical measurement Chapter 1

Core 2 Mechanics Chapter 2

Core 3 Thermal physics Chapter 3

Core 4 Oscillations and waves Chapter 4

Core 5 Electric currents Chapter 5

Core 6 Fields and forces Chapter 6

Core 7 Atomic and nuclear physics Chapter 7

Core 8 Energy, power and climate change Chapter 8

Option Engineering physics Section B


https://global.oup.com/education/secondary/curricula/ibdiploma/science/phsyicsanswers/?region=international

https://global.oup.com/education/secondary/curricula/ibdiploma/science/phsyicsanswers/?region=international




https://questaplus.alberta.ca/PracticeMain.html



238

Students in Year 1 of IB Physics SL covered some aspects of Core 1, 2, 4, 6, 8 and the engineering

physics option.

In Year 2 of IB Physics SL, students will extend the coverage of Core 1, 2, 4, 6, 8 and the engineering

physics option. In addition, they will cover Core 3, 5, and 7.

Units


Chapter

Momentum and

Impulse

The central theme of this unit is Change and Systems. Newton’s

second law of motion is linked to the concepts of momentum and

impulse. The following concepts are developed in this unit.

Newton’s laws of motion

Impulse

Momentum

Inelastic collisions

Elastic collisions

9

Forces and Fields The central theme of this unit is Energy and Matter. Students

investigate electric and magnetic forces and fields and their

applications in technological devices. The following concepts are

developed in this unit.

Electric charge

Charge conservation

Coulomb’s Law

Vector fields

Electric fields

Magnetic fields

Electrical potential dfference

Interaction of charges with electric and magnetic fields

Charge quantization – Millikan’s experiment

Electromagnetic induction

10, 11,

12

Electromagnetic

Radiation

The central theme of this unit is Diversity and Matter. In this unit,

students study the nature and characteristics of electromagnetic

radiation (EMR), using the wave and photon models of light. The

following concepts are developed in this unit.

Speed of EMR

Propagation of EMR

Reflection

Refraction

Diffraction

Interference

Total internal reflection

Snell’s Law

Photoelectric effect

Compton effect

13, 14


239

Atomic Physics The central theme of this unit is Energy and Matter. In this unit,

students study the development and modification of models of the

structure of matter. The following concepts are developed in this

unit.

Charge-to-mass ratio (Thomson’s experiment)

Clssical model of the atom (Rutherford, Bohr)

Spectra: continuous, line emission and line absorption

Energy levels (states)

de Broglie hypothesis

Half-life

Nuclear decay

Quantum mechanical model

Nuclear reactions

Standard Model of matter

15, 16,

17


Thinking Skills Interpreting data gained from scientific investigations (titration

curves, temperature vs. time graphs)

Recognizing the questions that are being explored, proposing

variables, developing research questions, composing hypotheses,

considering safety protocols, interpreting graphs, expressing

relationships in quantitative form

Understanding the nature of science and recognizing unstated

assumptions and bias in the construction of knowledge


phenomena

Looking for patterns within contexts – recognizing, clarifying, and

making predictions

Recognizing the transferability of skills to novel situations

Communication Skills Using appropriate visual representations of data based on purpose

and audience

Graphing, making tables, properly citing sources, expressing

relationships in quantitative form, presenting Group IV project





Successfully cooperating in the laboratory setting;

Recognizing different perspectives (TOK connections)


Considering various stakeholders and perspectives in current events

or case studies


Structure information appropriately in laboratory investigations

Working together to set deadlines (essential agreements)

Adhering to internal (mini deadlines) self-advocacy


240

Adherence to safety considerations and ethical consideration

Research skills Making connections between scientific research and related moral,

ethical, environmental, social, economic, political or cultural values

International mindedness and TOK connections

Scientific endeavours distinguished from human endeavours

Filtering internet resources

Making decisions about what to search, how to search that provides

the information being sought

Assessment

Evaluation of the Physics 30 aspect of this course is cumulative and will be determined according to the

following:


Quizzes

Tests


Assignments


Simulations



assessments

There is no in-School mid-year or final examination in this course.

The final Physics 30 course mark is based on two components:

Assessment Component Weight

School Awarded Mark 70 %

Diploma Examination Mark 30 %

Students will also receive an IB DP Physics SL course mark at the end of grade 12. IB scores are

assessed on a 1 to 7 scale. The IA will be completed by March 2018. The exam papers will be written in

May 2018.

IB Assessment

Component

Weight Time Description

Internal

Assessment

(IA)

20 % 10 h

Individual investigation

Exam Paper 1 20 % ¾ h 30 multiple-choice questions on core material

Exam Paper 2 40 % 1 ¼ h Short-answer and extended-response questions on

core material

Exam Paper 3 20 % 1 h One data-based question and several short-answer

questions on experimental work

Short-answer and extended-response questions

from one option


241

International Politics 30 (Grade 10 Elective) (SSN3156)

Course Overview

International Politics 30 is a course that falls under the Alberta Learning Political Science program of

studies. Political Science is a dynamic social science, forming part of the study of individuals and

societies, but more specifically looks at how power is achieved, maintained and exercised at the

international level. The objective of International Politics 30 is to give the student an understanding of the

development and importance of international relations.

This understanding is brought about by examining such concepts as balance of power, dynastic marriages,

territorial rivalry, ideological rivalry, international peace forums and international economic relations.

Students will engage in active inquiry and application of knowledge and critical thinking skills to identify

the relevance of an issue through the development of informed positions and respect for the positions of

others. This course will also seek to develop young citizens who are informed and engaged in current

affairs. Ongoing reference to current affairs adds relevance, interest and immediacy to local, provincial,

national and global issues.

Additionally, the learning in this course can be enhanced through a significant experiential learning

component as students will have the opportunity to participate in Model United Nations simulations,

mock trials and debates.

Resources

Various online journals, news sources and media sources

Course Content

Unit Name Topic(s)

Rise of Nation-States

The first unit of the course takes place by evaluating the rise of nations, states, and

nation-states in the international system. Additionally, it will address the causes

behind national separation, and progress towards a new international system, as

the power of the Nation-State begins to fail. We will address the ways in which

we divide the world and define the systems as they exist today.

Liberalism and

Realism

The second unit of the course focuses on the systems that exist internationally to

combat terror and ensure peace and security in the world. The unit will address the

League of Nations, and the change to the United Nations, addressing the

differences in their formation. Additionally the unit will address the concepts of

liberalist and realist ideologies in the international system and draw an analysis

through depiction of the security dilemma.

Justice

This unit will look at the ways in which the international system addresses justice

through the use of the international court system. It will break down and evaluate

the process of trails, how countries and people are held accountable, and how

actions in the international community have consequences.


242

Assessment

Students will be provided opportunities to submit rough drafts with major assignments so that they may

receive feedback before submission of a final copy.

Assignments /Essays/Tests 100% (small writing assignments, debates, trials, Model United Nations,

Reflections, quizzes and tests, in-class assignments)


243

IB MYP Social Studies 10 (SST 1771)

Course Overview

The aims of the IB MYP Social Studies course are to:

equip 21st Century learners with the skills to respect and understand the world around them

encourage an understanding of the impact of historical, contemporary, geographical, political,

social, economic, religious, technological and cultural context that influence and impact

individuals, societies, and environments

develop the student as a whole through critical thinking

Students will explore globalization, the process by which the world’s citizens are becoming increasingly

connected and interdependent. The course material will encompass the origins of globalization, the

implications of economic globalization and the impact of globalization internationally on lands, cultures,

human rights and quality of life. The infusion of a multiple perspectives approach will allow students to

examine the effects of globalization on peoples in Canada and throughout the world, including the impact

on specific communities in Canada. Recognizing and appreciating the influence of globalization will lead

students to examine their roles as responsible and active citizens in a globalizing world.

Resources

P. Perry-Globa et al, Perspectives on Globalization. Don Mills, Ont: Oxford U. Press, 2007.

Various media sources will also be utilized throughout the year.


244

Course Content

Unit Title Key

Concept

Related

Concept

Global

Context

Statement of

Inquiry

ATL skills

necessary for

summative

assessments

Assessment

Tasks and

Criteria

Content

Globalization

and Identity

Change Globalization

Culture

Identity

Identities and

Relationships

Through an

inquiry into

globalization

and societal

interactions,

the students

will

understand that

culture and

identity change

- Communication

Skills

- Self-

management

(organization

skills)

- Research

- Thinking

- Diagnostic Paper

(Criterion A,B,C,D)

- Globalization

Identity

Exploration

(Criterion

A,B,C,D)

- Research

supported

arguments (C)

- Perspective

comparison (D)

- Annotated Bib

(B)

- Identity oral

presentations

- Examining impact of

globalization on values,

traditions, and beliefs

- Examine cultural

revitalization as a result

of globalization

Historical

Globalization

Global

Interactions

Perspective

Globalization

Causality

Governance

Orientation in

space and time

The evolution

of history

affects global

issues and has

lasting

consequences

which reflect

current issues

in today’s

interconnected

world.

- Communication

- Collaborative

Skills

- Self-

Management

(organizational,

affective,

reflection skills)

- Research

- Critical

Thinking Skills

- Source Analysis

(A, D)

- OPVL (B, C, D)

- Research Paper

IN CLASS(A,B,

C, D)

- Debate (B, C)

- Annotated

Bibliography

- Examine the evolution

of globalization and its

impacts on indigenous

and non-indigenous

people

- Examine multiple

perspectives in relation to

historical globalization

- Examine legacies of

historical globalization

and imperialism that

continue to influence

globalization


245

Globalization

and

Sustainability

Systems Globalization

Sustainability

Interdependence

Globalization

and

Sustainability

Through

increased

globalization,

economics

evolves to

meet

contemporary

concerns and

environmental

impacts that

affect

sustainability

for all people.

- Critical

Thinking

- Critical

Literacy

- Source Analysis

(A, D)

- Current events

presentations

- Understand the

development of global

economics and theory

- Evaluating and

analyzing policies and

perspectives on

sustainably and

prosperity in a

globalizing world

Global

Citizenship

Time, place

and space

Equity

Globalization

Causality

Fairness and

Development

Locations

within the

globe have

consequences

for human and

economic

development

impacting

disparity and

quality of life.

- Thinking

(critical and

creative)

- Collaborating

- Self-

Management

- Research

World

Organizations

Exploration (A,

B, C, D)

- Research Paper

(A,B,C,D)

- Visual Essay

- Analyze impact of

globalization on quality

of life for a variety of

groups

- Evaluate relationships

between globalization

and democratization

and human rights and

quality of life

- Develop strategies to

demonstrate active,

responsible global

citizenship


246

Assessment

Philosophy

Students will frequently have the opportunity to demonstrate the depth of their command of the subject material in a number of different formats, each of which emphasizes their ability to recall, explain, evaluate,

extrapolate, reason, and think in a critical manner. Each attempt will serve to inform their particular learning

needs. Timely, meaningful feedback will be provided that both you and your child can view using Managebac

although it is acknowledged that much of this feedback to students in this regard will happen during class time



To this end, assessment tasks chosen could include: quizzes, tests, research skills, position papers, source

analyse, portfolios, conferences, presentations etc.

Effective assessment will involve the student so as to impart ownership for their learning; therefore, all tasks

will require students to reflect upon their performance and next steps in some manner.


The term evaluation can best be understood as the act of making an informed decision, given the assessment

information, about a student’s progress. This evaluation will be based on “summative tasks” and not formative

tasks, although both will be reported and visible in Managebac. This enables students to take-risks without the

fear of being penalized for doing so.

Formative assessments include all tasks that drive toward mastery of a concept/skill at the end of each unit.

Summative assessments are those which directly inform evaluative judgements for reporting purposes.

Student’s final evaluation will be calculated as follows:


Possible


B: Investigating 8

C: Communicating 8

D: Thinking Critically 8

TOTAL 32

At reporting times, teaching faculty will consider students most recent and consistent achievements for each

criterion in a subject. These will then total to a score as illustrated in the table above. That score represents

their MYP Achievement Level.


reported and visible in Managebac. This enables students to take-risks without the fear of being penalized for

doing so. Formative assessments include all tasks that drive toward mastery of a concept/skill at the end of

each unit. Summative assessments are those which directly inform evaluative judgements for reporting

purposes.



persistence.


247

Social Studies 20 (SST 2771)

Perspectives on Nationalism

Course Overview

Students will explore the complexities of nationalism in Canadian and international contexts. They will

study the origins and influence of nationalism on regional, international and global relations. The

combination of multiple perspectives will allow students to develop understandings of nationalism and

how it contributes to the citizenship and identities of peoples in Canada.

Developing understandings of the various points of view associated with nationalism as well as an

appreciation for the perspectives of others will encourage students to develop personal and civic

responses to emergent issues related to nationalism.

Resources

Textbook: Harding et al. Perspectives on Nationalism. Don Mills Ontario: Oxford Canada, 2008.

Course Content

Unit Name Topic(s)

Identity and

Nationalism

Students will explore the relationships and develop understandings among

identity, nation and nationalism (relationships to land, geography,

collectivism, civics, ethnicity, cultural, language, politics, spirituality,

religion and patriotism). Students will analyze the relationship between

nation and nation-state and how the development of nationalism is shaped

by historical, geographic, political, economic and social factors. Topics

include the French Revolution and Napoleonic era.

National interests and

conflict

Students will assess impacts of nationalism, ultranationalism and the

pursuit of national interest and how it shapes foreign policy. Students will

analyze the relationship between nationalism and ultranationalism during

times of conflict, the impact of the pursuit of national self-determination

and ultranationalism as a cause of genocide. Topics include the First and

Second World Wars.

Internationalism

Students will assess impacts of the pursuit of internationalism in

contemporary global affairs and how it can be promoted through foreign

policy. Students will analyze the motives of nation and state involvement

or non-involvement in international affairs and the extent to which

nationalism must be sacrificed in the interest of internationalism. Topics

include Economic stability, Peacekeeping, foreign aid, United Nations

and contemporary global issues (conflict, poverty, debt, disease,

environment, human rights).


248

Canadian Nationalism

Students will assess strategies for negotiating the complexities of

nationalism within Canadian context and explore multiple perspectives on

national identity in Canada. Students will analyze methods used by

individuals, groups and governments in Canada to promote a national

identity and examine historical perspectives of Canada as a nation. Topics

include Confederation, First Nations and French-Canadian nationalism.

Assessment

All assignments will be weighted equally. Students will be provided opportunities to submit rough drafts

with major assignments so that they may receive feedback before submission of a final copy.

Assignments / Essays 70% (e.g. research essays, source analysis, debates, trials, Model United

Nations, Reflections, in-class assignments)

Final Exam 30%


249

IB DP History Year 1 (SST 2771)

Course Overview

History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the

past. The IB Diploma Programme (DP) history course is a world history course based on a comparative

and multi-perspective approach to history. It is a rigorous intellectual discipline, focused around key the

historical concepts of change, causation, significance, perspectives, continuity and consequence.

History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline,

allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying

history develops an understanding of the past, which leads to a deeper understanding of the nature of

humans and of the world today.

The central focus of this course is an in-depth analysis of nationalism. Exploring the complexities of

nationalism will contribute to an understanding and appreciation of the interrelationships among nation,

nationalism, internationalism, globalization, and citizenship and identity. Developing understandings of

the various points of view associated with nationalism as well as an appreciation for the perspectives of

others will encourage students to develop personal and civic responses to emergent issues related to

nationalism. While nationalism has historically examined the relationship of the citizen to the state,

contemporary understandings of nationalism include evolving individual, collective, national and state

realities.

-- adapted from IB History Guide (2017 Examinations) and Alberta Social Studies 20-1 Curriculum

Guide.

Resources

Farmer, Alan. An Introduction to Nineteenth-Century European History 1815-1914. Hodder Education:

London, 2001.

Harding et al. Perspectives on Nationalism. Oxford U. Press Canada: Toronto, 2008.

Rees and Townson. France in Revolution. Hodder Education: London, 2008.

2001

Wolfson and Laver. Years of Change: Europe 1890 – 1945. Hodder Education: London, 2001

Many other additional sources will be utilized.


250

Course Content

Unit Name Topic(s)

The French Revolution

and Napoleon I (1774–

1815)

Crisis of the Ancien Régime: role of the monarchy, specifically Louis

XVI; intellectual, political, social, financial and economic challenges.

Monarchy to republic: causes and significance of the Revolution; the

1791 Constitution; the fate of the monarchy; the terror; Robespierre; the

Thermidorean reaction.

The political, social and economic impact of the Revolution; French

revolutionary wars (1792–1799).

Establishment of, nature of, and collapse of the Directory (1795–1799).

Rise and rule of Napoleon (1799–1815); impact of Napoleon’s domestic

and foreign policies on France.

Napoleonic Wars (1803–1815); collapse of the Napoleonic Empire;

military defeat; the Hundred Days.

Europe and the First

World War (1815 –

1918)

European diplomacy and the changing balance of power after 1871;

imperial expansion in Africa and Asia, and its impact on European

diplomacy; the Congress of Berlin and European Alliance system.

Foreign policy of Kaiser Wilhelm II: domestic conditions that impacted

on German foreign policy; its impact/influence on other countries,

including Britain, France, Russia and Austria-Hungary.

Causes of the First World War: short- and long-term causes; relative

importance of causes; the Alliance system; the decline of the Ottoman

Empire; German foreign policy; Austria-Hungary, Russia and Balkan

nationalism; the arms race and diplomatic crises; the July Crisis of 1914.

Impact of the First World War on civilian populations of two countries

from the region between 1914 and 1918.

Factors leading to the defeat of Germany and the other Central Powers,

and to the victory of the Entente Powers: strategic errors; economic

factors; entry and role of the US; domestic instability in the Central

Powers.

Versailles to Berlin:

Diplomacy in Europe

(1919–1945)

Peace settlements (1919–1923): Versailles; Neuilly; Trianon; St Germain;

and Sèvres/Lausanne—aims, issues and responses.

The League of Nations and Europe: successes and failures; the search for

collective security; developments in the successor states of central and

eastern Europe.

The League of Nations and Europe: successes and failures; the search for

collective security; developments in the successor states of central and

eastern Europe.

Italian and German foreign policies (1919–1941): aims, issues and extent

of success.

Collective security and appeasement (1919–1941): aims, issues and extent

of success; role of British, French and Russian/Soviet foreign policies

(1919–1941); Chamberlain and the Munich Crisis.

Causes of the Second World War and the development of European

conflict (1939–1941); the wartime alliance (1941–1945); reasons for Axis

defeat in 1945 and for Allied victory; role of economic, strategic and


251

other factors.

Impact of the Second World War on civilian populations in any two

countries between 1939–1945.


Thinking Skills Students will explore the nature historiography: the study of history itself as a

discipline. This includes understanding both broad schools of thought in

historical analysis (pre-modern; modern; post-modern) as well as schools

specific to particular historical events (e.g. intentionalist; structuralist; Marxist;

the Fischer Thesis).


The basis of communication in history is through formal applied writing: writing

is a core skill. Students will develop writing skills using a variety of platforms:

word-processing; handwriting; web-boards. Students will also develop their

verbal skills through formal debates, group reading sessions and open

discussions.

Social Skills The key feature of IB ATL Social Skills is collaboration. A prominent theme in

the study of history is the understanding and appreciation of multiple

perspectives. Students will be expected to show the ability to take the

perspective of others and to build working relationships to accomplish academic

objectives.


There are two main aims in the realm of IB ATL Self-Management

Skills; the development of:

(a) Organization skills—managing time and tasks effectively, goal- setting, etc.

Students in history will develop organizational skills through a variety of tools:

the STS Managebac data management platform; management templates in their



mindfulness, etc.

In conjunction with other ATL skills, the development of affective skills in

history will be an on-going process. Self-confidence and poise will develop as

thinking and communication skills expand.

Research skills Students will develop research skills specific to the study of history: recognition

of sources of historical evidence (primary / secondary); recognition of classes of

historical evidence (physical / documentary); identification of historical schools

of thought, perspective and bias; development of research and information

literacy skills.


252

Assessment

IB History 11 HL will have two mark categories:

Term Work – 75%

Final Exam – 25%

The core of the Term Work component will be made up of assessment based on IB standards:

Paper 1 -- short-answer/structured questions (source-based)

Paper 2 -- extended-response questions (essay questions)

Paper 3 -- extended-response questions (essay questions)

Internal Assessment – Formalized historical investigation.

In addition, Term Work assessment can include formal seminars; critical reviews of articles, books or

films; multiple choice tests; and annotated bibliographies.


253

IB DP Economics Year 1 (Microeconomics 30 SSN 3183)

Course Overview

Economics is a dynamic social science, forming part of the study of individuals and societies. The study

of economics is essentially about the concept of scarcity and the problem of resource allocation. In other

words, it is the study of how individuals and societies make choices. Although economics involves the

formulation of theory, it is not a purely theoretical subject; economic theories can be applied to real world

examples. It does not exist in a vacuum because it must naturally consider how economic theory is to be

applied in an international context. Neither is economics a discrete subject, since economics incorporates

elements of history, geography, psychology, sociology, political studies and many other related fields of

study.

The scientific approach characterizes the standard methodology of economics. The methodology can be

summarized as a progression from problem identification, through hypothesis formulation and testing,

arriving finally at conclusion. Alongside the empirical observations of positive economics, students are

asked to formulate normative questions. Encouraging students to explore such questions forms the central

focus of the economics course.

Candidates in this course will be expected to:

Have an understanding and knowledge of economic concepts and theories

Apply economic theory to a range of circumstance and a variety of situations toward developing a

critical understanding of the economic world in which they live

Analyze information through the use of economic concepts and theories

Evaluate concepts and theories from different economic perspectives

Develop a better understanding of internationalism by

i. Appreciating the interdependence of countries

ii. Understanding the implications of the development of an open international economy

iii. Having a critical awareness of the global economy and of its economic and cultural

principles

iv. Recognizing the universal applicability of economic principles while appreciating the

need for different solutions in different circumstances

v. Developing an interest in, empathy for, and awareness of other cultures and their

economic systems

Resources

Main Text

Tragakes, E. (2011). Economics for the IB Diploma: 2nd Edition. Cambridge, UK: Cambridge

University Press.


254

Supplemental Texts

Blink, Jocelyn & Dorton, Ian (2011) Economics: Course Companion, Oxford, UK: Oxford

University Press.

Parkin, M., & Bade, R. (2003). Economics: Canada in the Global Environment. Toronto,

Ontario: Pearson Canada Education, Inc.

Glanville, A. (2002). Economics from a Global Perspective. Oxford, UK: Alan Glanville Books.

Course Content

Unit Name Topic(s)

Grade 11 – Year 1 Microeconomics (30)

1.1 Competitive

Markets

I. Markets

II. Demand

III. Supply

IV. Market Equilibrium

V. The role of the price mechanism

VI. Market efficiency

1.2 Elasticity I. Price elasticity of demand (PED)

II. Cross price elasticity of demand (XED)

III. Income elasticity of demand (YED)

IV. Price elasticity of supply (PES)

1.3 Government

Intervention

I. Specific (fixed amount) taxes and ad valorem (percentage) taxes

II. Tax incidence and price elasticity of demand and supply

III. Subsidies

IV. Price ceilings (maximum prices)

V. Price floors (minimum prices)

1.4 Market Failure I. Market failure as a failure to allocate resources efficiently

II. Externalities

III. Negative externalities of production and consumption

IV. Positive externalities of production and consumption

V. Lack of public goods

VI. Common access resources and the threat to sustainability

VII. Asymmetric information

VIII. Abuse of monopoly power

1.5 Theory of the

Firm

I. Costs of production - economic costs

II. Production in the short run and the law of diminishing returns

III. Production in the long run and returns to scale

IV. Revenue

V. Economic profit and normal profit

VI. Assumptions of the perfect competition model

VII. Shut-down price and break-even price

VIII. Efficiency

IX. Assumptions of the monopoly model

X. Monopoly and efficiency


255

XI. Policies to regulate monopoly power

XII. The advantages and disadvantages of monopoly compared with perfect

competition

XIII. Assumptions of the monopolistic competition model

XIV. Monopolistic competition compared with perfect competition and

monopoly

XV. Assumptions of the oligopoly model

XVI. Game theory

XVII. Open/formal collusion

XVIII. Tacit/informal collusion

XIX. Necessary conditions for the practice of price discrimination


Thinking Skills Students will employ models to develop their understanding of how complex

processes and economic systems function and will engage in analytical thinking

to explore and explain causal relations offered by economic theory. Such

understandings will support them in developing decision-making processes

around gathering appropriate evidence to formulate their arguments and to

understand how others use information to support their own assertions.

Evaluation of economic problems and related policy approaches is a primary

objective in the course and presents students with an opportunity to revise their

understandings based on new information, and apply their knowledge to the

creation of novel solutions to those economic challenges.

Communication Skills Students will develop their ability to use and interpret a range of economic-

specific terms and symbols as well as hone their skills in linking data, concepts

and diagrams to their written and oral communications. As they make their own

inferences and draw their own conclusions, they will employ written, oral and

digital formats to communicate their knowledge with their peers and teachers

and negotiate shared understandings of ideas and knowledge.

Social Skills Collaboration is a central focus of social skill development and students will

have opportunities to assume leadership and other roles within a group work

setting. A prominent theme in the study of economics is the understanding and

appreciation of multiple perspectives and different schools of economic thought.

Students will be expected to show the ability to take the perspective of others,

give and receive meaningful feedback and build positive working relationships

to accomplish their own academic objectives while supporting others to achieve

theirs.


Under self-management skills, students will grow in areas of:

• Organizational skills – students will develop and manage their short and

long-term timelines and workflows, their classroom preparation, and the

production and curation of work/notes. Additionally, students will exercise

choice in the use of a variety of organizational tools and techniques, such as the

Managebac learning management system, other agenda applications on their

computers of smartphones or by advocating and negotiating for their

organizational needs.

• Affective skills -

Affective skills—managing state of mind, self-motivation, resilience,


256

mindfulness, etc. In conjunction with other ATL skills, the development of

affective skills in history will be an on-going process. Self-confidence and poise

will develop as thinking and communication skills expand.

Focus and concentration; persistence and perseverance in the face of challenges,

meta-cognition to be reflective about approach and success – identify effective

learning strategies – and develop new learning skills and techniques, resilience

in the face of adversity and ‘failing well’

Research skills Research and the use of discovered information is essential in the study of

economics and is employed to determine the veracity and effectiveness of

economic concepts and models as well as government policy and the decision-

making of economic actors. Students will be expected to seek a range of

information and perspective from multiple and varied sources, process different

forms of data encountered and report results. The collection and analysis of data

will support their critical and evaluative thinking and support them in

identifying challenges, formulating solutions and making informed decisions.

Assessment

Philosophy





view using Managebac and returned submissions, in addition to formative provided to students during

conversations in class. The purpose of this feedback is to highlight and support areas of growth while

also identifying areas of strength so that each student can achieve to their individual potential.

All marks are cumulatively calculated throughout each separate year of the course. Assignments will

include internal assessment portfolio pieces, economic current event assignments, take-home versions of

IB Paper 1, 2 &3 external assessment exams and class presentations. Exams and quizzes will include

multiple choice formats as well as IB-style Paper 1, 2 & 3 external assessment exams.


students will have opportunity to reflect upon their performance and next steps in some manner.


257



assessment information, about a student’s progress.

IB Grade

This course will follow the International Baccalaureate syllabus. Your IB grade in this course,

separate from your course grade submitted to Alberta Education, will be based on:

20% - IB Internal Assessment Portfolio

(Due approx. March 20 – Grade 12 year)

80% - IB External Assessment (three separate exams)

Paper 1 – Extended responses - Microeconomics & Macroeconomics – 30%

Paper 2 – Data responses - International Economics & Development Economics – 30%

Paper 3 – Quantitative Economics – 20%

(Exams – May of Year II in Grade 12)

School Awarded/Alberta Learning Grade

Your school awarded grade, which will be submitted to Alberta Learning for your standard

transcripts, will be based on the following breakdown of assessments:

Year I - Grade 11 – Microeconomics 30

Assignments - 40%

Exams/Quizzes - 35%

Final Exam – 25%


258

Social Studies 30-1 (SST 3771)

Course Overview

Students will explore the origins and complexities of ideologies and examine multiple perspectives

regarding the principles of classical and modern liberalism. An analysis of various political and economic

systems will allow students to assess the viability of the principles of liberalism. Developing

understandings of the roles and responsibilities associated with citizenship will encourage students to

respond to emergent global issues.

The principles of liberalism have played a significant role in the development of modern democratic

societies. Developing a comprehensive understanding of the evolution of modern liberal thought and the

tenets of competing ideologies is important in the development of active, informed and responsible

citizens. This understanding will enable students to effectively investigate, analyze and evaluate

government policies and actions and develop individual and collective responses to contemporary local,

national and global issues.

Resources

Fielding, J., et al (2009). Perspectives on Ideology. Don Mills, Ontario: Oxford University Press.

Student Resource companion for Perspectives on Ideology -

http://www.oupcanada.com/school/companion/9780195427769/students.html

Various media sources and print sources

Course Content

Unit Name Topic(s)

Related Issue 1 – to

what extent should

ideology be the

foundation of identity?

Students will explore the relationship between identity and ideology.

- Content discussed include:

- Political philosophy of the Enlightenment, development of liberalism

during the French Revolution and the Industrial Revolution

Related Issue 2 – To

what extent is resistance

to liberalism justified?

Students will assess impacts of, and reactions to, principles of liberalism.


- Rise of totalitarian states and various types of totalitarianism practiced in

the 20th and 21st century including Nazi Germany, Fascist Italy and

Stalinist Russia

- Rejection of liberalism during Victorian England

- The Cold War

- Development of economic theory

Related Issue 3 - To

what extent are the

principles of liberalism

viable?

Students will assess the extent to which the principles of liberalism are viable in a

contemporary world.


- Modern political systems

- How government attempts to meet the will of the people in various

systems

- Rights and freedoms

Related Issue 4 - To

what extent should my

actions as a citizen be

shaped by an ideology?

Students will assess their rights, roles and responsibilities as citizens.

- Content discussed include: - Political movements and citizen engagement

- The role of citizens in a state

http://www.oupcanada.com/school/companion/9780195427769/students.html


259

Assessment

Your school based mark will be comprised of the following weightings:

Essays/Assignments:

Persuasive/critical responses, position papers, source-based responses, multi-media presentations,

current event responses, debates/negotiations/simulations and/or other relevant assignments

50%

Exams/Quizzes

Multiple choice quizzes/exams, in-class position papers, in-class source-based responses

50% The Diploma Exam is comprised of two sections:

- Source based written component – 50%

Written Response Assignment 1 (Source-based) – 20%

Written Response Assignment 2 (Position Paper) – 30%

- Multiple choice component – 50%

Course work is worth 70% of your final mark and the diploma exam accounts for 30% of your final mark.


260

IB DP History SL/HL Year 2 (SST 3771)

Course Overview

History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the

past. The IB Diploma Programme (DP) history course is a world history course based on a comparative

and multi-perspective approach to history. It is a rigorous intellectual discipline, focused around key the

historical concepts of change, causation, significance, perspectives, continuity and consequence.

History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline,

allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying

history develops an understanding of the past, which leads to a deeper understanding of the nature of

humans and of the world today.

In addition to writing IB exams, all students must write the Alberta Social Studies 30-1 Diploma Exam.

The central focus of Social Studies 30-1 is an in-depth analysis of ideologies, in particular the tenets of

classical and modern liberalism. Developing a comprehensive understanding of the evolution of modern

liberal thought and the tenets of competing ideologies is important in the development of active, informed

and responsible citizens. This understanding will enable students to effectively investigate, analyze and

evaluate government policies and actions and develop individual and collective responses to

contemporary local, national and global issues.

Resources

Fielding et al. Perspectives on Ideology. Oxford U. Press Canada: Toronto, 2009.

Lynch, Michael. Origins and Development of Authoritarian and Single-Party States. Hodder Education:

London, 2013.

Rogers and Clinton. Rights and Protest – Course Companion. Oxford University Press: Oxford, 2015.

Many other additional sources will be utilized.

Course Content

Unit Name Topic(s)

World History Topic 9:

Evolution and Development of

Democratic States

(1848–2000)

This topic covers the evolution and development of democratic multi-

party states in a global context from the mid-19th century through to the

end of the 20th Century. The topic focuses on exploring the emergence

of democratic states, the challenges they faced in maintaining and

extending democratic practices (sometimes unsuccessfully), responses to

social, economic and political issues, and the extension of constitutional

rights.

World History Topic 10:

Authoritarian States

(20th century)

This topic focuses on exploring the conditions that facilitated the rise of

authoritarian states in the 20th century, as well as the methods used by

parties and leaders to take and maintain power. The topic explores the

emergence, consolidation and maintenance of power, including the

impact of the leaders’ policies, both domestic and foreign, upon the


261

maintenance of power.

Prescribed Subject 4:

Rights and Protest Case study 1: The Civil Rights Movement in the United States

(1954–1965).

Case study 2: Apartheid South Africa (1948–1964)

In addition, students will explore the origins and complexities of ideologies and examine multiple

perspectives regarding the principles of classical and modern liberalism, as described in the Alberta

Social Studies 30-1 Curriculum Guide.


Thinking Skills Students will explore the nature historiography: the study of history itself as a

discipline. This includes understanding both broad schools of thought in

historical analysis (pre-modern; modern; post-modern) as well as schools

specific to particular historical events (e.g. the historiography of the U.S. Civil

War; the New Deal and authoritarian governments in the 20th century).


The basis of communication in history is through formal applied writing: writing

is a core skill. Students will develop writing skills using a variety of platforms:

word-processing; handwriting; web-boards. Students will also develop their

verbal skills through formal debates, group reading sessions and open

discussions. All students must complete a major summative project in the form

of an Internal Assessment (IA). The IA requires history students to develop and

demonstrate effective written and verbal communication skills.

Social Skills The key feature of IB ATL Social Skills is collaboration. A prominent theme in

the study of history is the understanding and appreciation of multiple

perspectives. Students will be expected to show the ability to take the

perspective of others and to build working relationships to accomplish academic

objectives.


There are two main aims in the realm of IB ATL Self-Management

Skills; the development of:

(a) Organization skills—managing time and tasks effectively, goal- setting, etc.

Students will be provided with formative guidance in terms of organization

skills. A greater degree of independence is expected in the completion of

summative tasks.


mindfulness, etc.

In conjunction with other ATL skills, the development of affective skills in

history will be an on-going process. Self-confidence and poise will develop as

thinking and communication skills expand.

Research skills Students will develop research skills specific to the study of history: recognition

of sources of historical evidence (primary / secondary); recognition of classes of

historical evidence (physical / documentary); identification of historical schools

of thought, perspective and bias; development of research and information

literacy skills. Research skills will be demonstrated in summative assessments

over the course of the academic year.


262

Assessment

IB DP History SL/HL Year 2 students are required to complete all IB assessment. This includes:

Standard Level

External Assessment Paper 1 -- short-answer/structured questions (source-based): 30%

External Assessment Paper 2 -- extended-response questions (essay questions): 45%

Internal Assessment – Formalized historical investigation: 25%

Higher Level

External Assessment Paper 1 -- short-answer/structured questions (source-based): 20%



Internal Assessment – Formalized historical investigation: 20%

IB DP History SL/HL Year 2 students are required to complete Term Work to meet provincial

requirements related to school-awarded marks and for the IB predicted grade. The core of the Term

Work component will be made up of assessment based on IB standards. In addition, Term Work

assessment can include formal seminars; critical reviews of articles, books or films; multiple choice

tests; and annotated bibliographies.

IB DP History SL/HL Year 2 students are also required to complete the Alberta Social Studies 30-1

Diploma Exam in June of 2014. This exam is worth 30% of the Social Studies 30-1 mark, with the

other 70% being the school-awarded mark. The school awarded mark will be based on Term Work

(80%) and the Internal Assessment (20%), which will be treated as a major independent study project

in Social Studies.


263

IB DP Economics HL Year 2 - Macroeconomics, International & Development Economics

(Macroeconomics 30 SSN 3194; LDC International & Development Economics 35)

Course Overview

Economics is a dynamic social science, forming part of the study of individuals and societies. The study

of economics is essentially about the concept of scarcity and the problem of resource allocation. In other

words, it is the study of how individuals and societies make choices. Although economics involves the

formulation of theory, it is not a purely theoretical subject; economic theories can be applied to real world

examples. It does not exist in a vacuum because it must naturally consider how economic theory is to be

applied in an international context. Neither is economics a discrete subject, since economics incorporates

elements of history, geography, psychology, sociology, political studies and many other related fields of

study.

The scientific approach characterizes the standard methodology of economics. The methodology can be

summarized as a progression from problem identification, through hypothesis formulation and testing,

arriving finally at conclusion. Alongside the empirical observations of positive economics, students are

asked to formulate normative questions. Encouraging students to explore such questions forms the central

focus of the economics course.

Candidates in this course will be expected to:

Have an understanding and knowledge of economic concepts and theories

Apply economic theory to a range of circumstance and a variety of situations toward developing a

critical understanding of the economic world in which they live

Analyze information through the use of economic concepts and theories

Evaluate concepts and theories from different economic perspectives

Develop a better understanding of internationalism by

i. Appreciating the interdependence of countries

ii. Understanding the implications of the development of an open international economy

iii. Having a critical awareness of the global economy and of its economic and cultural

principles

iv. Recognizing the universal applicability of economic principles while appreciating the

need for different solutions in different circumstances

v. Developing an interest in, empathy for, and awareness of other cultures and their

economic systems

Resources

Main Text

Tragakes, E. (2011). Economics for the IB Diploma: 2nd Edition. Cambridge, UK: Cambridge

University Press.

Supplemental Texts

Blink, Jocelyn & Dorton, Ian (2011) Economics: Course Companion, Oxford, UK: Oxford

University Press.

Parkin, M., & Bade, R. (2003). Economics: Canada in the Global Environment. Toronto,

Ontario: Pearson Canada Education, Inc.

Glanville, A. (2002). Economics from a Global Perspective. Oxford, UK: Alan Glanville Books.


264

Course Content

Unit Name Topic(s)

Grade 12 – Year 2 –

Term I

Macroeconomics 30

2.1 Economic

Activity - Measuring

National Income

I. The circular flow of income model

II. Measures of economic activity: gross domestic product (GDP), and gross

national product (GNP) or gross national income (GNI)

III. The business cycle - short-term fluctuations and long-term trend

2.2 Aggregate

Demand & Supply

I. The Aggregate demand (AD) curve

II. The components of AD

III. The determinants of AD or causes of shifts in the AD curve

IV. The meaning of aggregate supply (AS)

V. Alternative views of aggregate supply

VI. Shifting the aggregate supply curve over the long term

VII. Short-run equilibrium

VIII. Equilibrium in the monetarist/new classical model

IX. Equilibrium in the Keynesian model

X. The nature of the Keynesian multiplier

2.3 Macroeconomic

Objectives

I. The meaning of unemployment

II. Consequences of unemployment

III. Types and causes of unemployment

IV. The meaning of inflation, disinflation and deflation

V. Consequences of inflation

VI. Consequences of deflation

VII. Types and causes of inflation

VIII. Possible relationships between unemployment and inflation

IX. The meaning of economic growth

X. Causes of economic growth

XI. Consequences of economic growth

XII. The meaning of equity in the distribution of income

XIII. Indicators of income equality/inequality

XIV. Poverty

XV. The role of taxation in promoting equity

XVI. Other measures to promote equity

XVII. The relationship between equity and efficiency

2.4 Fiscal Policy I. Sources of government revenue

II. Types of government expenditures

III. The budget outcome

IV. Fiscal policy and short-term demand management

V. The impact of automatic stabilizers

VI. Fiscal policy and its impact on potential output

VII. Evaluation of fiscal policy

2.5 Monetary Policy I. Interest rate determination and the role of a central bank

II. Monetary policy and short-term demand management

III. Monetary policy and inflation targeting

IV. Evaluation of monetary policy


265

2.6 Supply-side

Policies

I. Supply-side policies and the economy

II. Investment in human capital

III. Investment in new technology

IV. Investment in infrastructure

V. Industrial policies

VI. Policies to encourage competition

VII. Labour market reform

VIII. Incentive-related policies

IX. The strengths and weaknesses of supply-side policies


Term II

International & Development Economics 35 (LDC)

International Economics

3.1 International

Trade

I. The benefits of trade

II. Absolute and comparative advantage

III. The World Trade Organization (WTO)

IV. Types of trade protection

V. Arguments for and against trade protection (arguments against and for free

trade)

3.2 Exchange rates I. Determination of freely floating exchange rates

II. Causes of changes in the exchange rate

III. The effects of exchange rate changes

IV. Fixed exchange rates

V. Managed exchange rates (managed float)

VI. Evaluation of different exchange rate systems

3.3 Balance of

Payments

I. The meaning of the balance of payments

II. The components of the balance of payments accounts

III. The relationships between the accounts

IV. The relationship between the current account and the exchange rate

V. Implications of a persistent current account deficit

VI. Methods to correct a persistent current account deficit

VII. The Marshall-Lerner condition and the J-curve effect

VIII. Implications of a persistent current account surplus

3.4 Economic

Integration

I. Preferential trade agreements

II. Trading blocs

III. Monetary union

3.5 Terms of Trade I. Measurement

II. Causes of changes in the terms of trade

III. Consequences of changes in the terms of trade


Term II

Development Economics

4.1 Economic

Growth and/or

Development

I. Economic growth and economic development

II. Common characteristics of economically less developed countries

III. Diversity among economically less developed nations

IV. International development goals

4.2 Measuring I. Single indicators

II. Composite indicators


266

Development

4.3 The Role of

Domestic Factors

I. Domestic factors

4.4 The Role of

International Trade

I. Trade problems facing many economically less developed countries

II. Trade strategies for economic growth and economic development

4.5 The Role of

Foreign Direct

Investment (FDI)

I. The meaning of FDI and MNCs

II. Advantages and disadvantages of FDI for economically less developed

countries

4.6 The Role of

Foreign Aid &

Multilateral

Development

Assistance

I. Classifications and types of aid

II. Evaluation of foreign aid

III. The roles of the International Monetary Fund (IMF) and the World Bank

4.7 The Role of

International Debt

I. Foreign debt and its consequences

4.8 The Balance

Between Markets &

Intervention

I. Strengths of market-oriented policies

II. Weaknesses of market-oriented policies

III. Strengths of interventionist policies

IV. Weaknesses of interventionist policies

V. Market with government intervention


Thinking Skills Students will employ models to develop their understanding of how complex

processes and economic systems function and will engage in analytical thinking

to explore and explain causal relations offered by economic theory. Such

understandings will support them in developing decision-making processes

around gathering appropriate evidence to formulate their arguments and to

understand how others use information to support their own assertions.

Evaluation of economic problems and related policy approaches is a primary

objective in the course and presents students with an opportunity to revise their

understandings based on new information, and apply their knowledge to the

creation of novel solutions to those economic challenges.

Communication Skills Students will develop their ability to use and interpret a range of economic-

specific terms and symbols as well as hone their skills in linking data, concepts

and diagrams to their written and oral communications. As they make their own

inferences and draw their own conclusions, they will employ written, oral and

digital formats to communicate their knowledge with their peers and teachers

and negotiate shared understandings of ideas and knowledge.

Social Skills Collaboration is a central focus of social skill development and students will

have opportunities to assume leadership and other roles within a group work

setting. A prominent theme in the study of economics is the understanding and

appreciation of multiple perspectives and different schools of economic thought.

Students will be expected to show the ability to take the perspective of others,

give and receive meaningful feedback and build positive working relationships


267

to accomplish their own academic objectives while supporting others to achieve

theirs.


Under self-management skills, students will grow in areas of:

• Organizational skills – students will develop and manage their short and

long-term timelines and workflows, their classroom preparation, and the

production and curation of work/notes. Additionally, students will exercise

choice in the use of a variety of organizational tools and techniques, such as the

Managebac learning management system, other agenda applications on their

computers of smartphones or by advocating and negotiating for their

organizational needs.

• Affective skills -

Affective skills—managing state of mind, self-motivation, resilience,

mindfulness, etc. In conjunction with other ATL skills, the development of

affective skills in history will be an on-going process. Self-confidence and poise

will develop as thinking and communication skills expand.

Focus and concentration; persistence and perseverance in the face of challenges,

meta-cognition to be reflective about approach and success – identify effective

learning strategies – and develop new learning skills and techniques, resilience

in the face of adversity and ‘failing well’

Research skills Research and the use of discovered information is essential in the study of

economics and is employed to determine the veracity and effectiveness of

economic concepts and models as well as government policy and the decision-

making of economic actors. Students will be expected to seek a range of

information and perspective from multiple and varied sources, process different

forms of data encountered and report results. The collection and analysis of data

will support their critical and evaluative thinking and support them in

identifying challenges, formulating solutions and making informed decisions.

Assessment

Philosophy





view using Managebac and returned submissions, in addition to formative provided to students during

conversations in class. The purpose of this feedback is to highlight and support areas of growth while

also identifying areas of strength so that each student can achieve to their individual potential.

All marks are cumulatively calculated throughout each separate year of the course. Assignments will

include internal assessment portfolio pieces, economic current event assignments, take-home versions of

IB Paper 1, 2 &3 external assessment exams and class presentations. Exams and quizzes will include

multiple choice formats as well as IB-style Paper 1, 2 & 3 external assessment exams.


students will have opportunity to reflect upon their performance and next steps in some manner.


268



assessment information, about a student’s progress.

IB Grade

This course will follow the International Baccalaureate syllabus. Your IB grade in this course,

separate from your course grade submitted to Alberta Education, will be based on:

20% - IB Internal Assessment Portfolio

(Due approx. March 20 – Grade 12 year)

80% - IB External Assessment (three separate exams)

Paper 1 – Extended responses - Microeconomics & Macroeconomics – 30%

Paper 2 – Data responses - International Economics & Development Economics – 30%

Paper 3 – Quantitative Economics – 20%

(Exams – May of Year II in Grade 12)

School Awarded/Alberta Learning Grade

Your school awarded grade, which will be submitted to Alberta Learning for your standard

transcripts, will be based on the following breakdown of assessments:

Year II - Grade 12 – Macroeconomics 30; International & Development Economics 35

Assignments - 50%

Exams/Quizzes - 50%


269

IB Theory of Knowledge (Philosophy of Man 30)

Course Overview

Theory of Knowledge is a senior level course, required by all full time participants in the International

Baccalaureate Diploma Programme, but available for Alberta Education credit to other students, as

enrollment space allows. The bulk of the course is scheduled in Grade 11, with additional student

engagement required of full DP candidates in Grade 12.

All participants are engaged in an exploration of our cognitive selves and the reality we share with

others. Learning opportunities are presented through guided discussions, rigorous analysis of text,

lectures, investigations, creative expression, oral presentations, and formal essays.

The timetabling of the course permits occasional opportunities to address other IB obligations, such as

CAS and Extended Essay work, in addition to the specific tasks associated with the Theory of

Knowledge syllabus.

The primary aims of the course are to give the participants structured opportunities to examine the

ways by which we “know” things, and to develop skill in critically reflecting on how we know what we

know. Associated with these primary aims is the development of skill in:

recognizing bias in perspective, from personal through to social and cultural levels,

appreciating different value systems without abdicating one’s own set of values,

recognizing that with knowledge comes responsibility, and

expressing ideas clearly and effectively, in written, oral, or visual modes.

Resources

IB Theory of Knowledge Course Companion (Dombrowski et al. 2013)

http://mrhoyestokwebsite.com/

(plus a wide variety of other print and electronic resources)

Course Content

Personal experiences and local opportunities provide the foundation of the TOK experience,

but the general chronological sequence of topic coverage will be:

Unit Topic

Unit 1 – The Knower

Initial focus is on the individual as the agent of knowledge

acquisition and development; distinguishing personal and

shared knowledge.

Unit 2 – Introducing the

Conceptual Tools (WOKs, KFs)

A series of cognitive challenges and reflections will familiarize

participants with the cognitive processing tools designated in

the course syllabus as Ways of Knowing (WOKs). The

knowledge framework (KF) that organizes the content of each

Area of Knowledge (AOK) is also introduced.

http://mrhoyestokwebsite.com/


270

Unit 3 – AOKs: Natural Sciences

and History (Reason & Memory as

primary WOKs)

Participants compare these paired AOKs, in terms of how

knowledge is acquired and disseminated. Case studies anchor

these analyses: e.g. Crimean War forensic photographic

analysis, the science and history of 19th century cholera

epidemiology, and the role of technology in augmenting the

validation of historical claims.

Unit 4 – AOKs: Fine Arts and

Mathematics (Imagination &

Sensory Perception as primary

WOKs)

Participants challenge the stereotypic perspectives that maths

are ‘objective and certain’, whereas fine arts are ‘subjective and

contingent’. The fundamental importance of math in the

conception and execution of art, and of aesthetic sensibilities in

advancing math research, is explored in a series of online and

hands-on activities, with time allotted to discussion and

reflection on personal responses to the processes and products

of each of these subject areas.

Unit 5 – AOKs: Religious KS and

Ethics (Faith & Intuition as primary

WOKs)

Different religious knowledge systems are explored, both in

terms of identifying their shared values, and from the over-

arching perspective of how they respond to global ethical

concerns of how humans get along with humans.

Unit 6 – AOKs: Human Sciences

and Indigenous KS (Language &

Emotion as primary WOKs)

Most academic perspectives of the humanities – including

economics, psychology, sociology, and others – adopt the

conventions of western developed cultures. It is valuable to

contrast these perspectives with those of indigenous cultures,

through a series of examples where common problems and

issues are perceived and handled quite differently.


Thinking Skills Every single class in this course is focussed on one or more of thinking skills; it

is the overriding aim of the course to hone the cognitive processing of all

participants. Eight specific ‘Ways of Knowing’ – all thinking skills – are

considered in close detail, with the additional expectation that students apply

meta-analysis to every cognitive process. Briefly, this meta-analysis manifests as

students practice ‘critical reflection’ as an expected feature of all class activities.

Communication Skills Students practice oral and written communication in a wide variety of classroom

activities. This includes close analysis of sophisticated text passages, ambiguous

audiovisual passages, and positive collaborative peer critiques in discussions of

claim and counterclaim. The particular requirements of both formal TOK

assessments – the essay and the presentation – give full individual expression to

both written and oral communication skills.

Social Skills Students practice thoughtful and empathetic engagement when discussing

contentious issues in class, recognizing the importance of considering

perspectives and values other than their own. They are encouraged to celebrate

diversity of outlook, to provisionally adopt perspectives different from their own,

and to recognize that accepting the validity of other perspectives doesn’t threaten


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the legitimacy of their own convictions.

Self-Management Skills Students learn, with guidance, to be considerate in discussions about contentious

issues, and to be respectful of the rights of others in potentially difficult

situations. This occasionally requires significant self-management skill, when

personal values feel threatened by contrary points of view. Time management is

another significant requirement in developing and producing the two major

assessment pieces of the course.

Research Skills Students hone their research skills in a wide variety of techniques, as they

employ the knowledge acquisition and processing techniques unique to each

Areas of Knowledge. In addition, gathering arguments and supporting evidence

for both claims and counterclaims in developing their presentation and essay

requires students to be balanced and thorough in evaluating their sources of

information.

Assessment

For students who are not full IB Diploma candidates, the instructor is solely responsible for formally

assessing the quality of a student’s contribution to the course. The assessment criteria exactly mirror the

IB holistic rubrics, and are applied to two “practice” essays (submitted in December 2017 and March

2018) and an oral presentation delivered in May of the Grade 11 year. For these students, their course

obligations end in June of Grade 11, and their Alberta Education grade for the 3 credit TOKIB11 course

is determined by their performance on these two formal practice essays (~50%), their oral presentation

(~35%), and a variety of in-class assignments, monthly reflections, and discussion contributions

(~15%).

For full IB Diploma candidates who are beginning their program in the Fall Term of 2017, their Alberta

Education course assessment in Grade 11 is as described above, but their formal IB Diploma Program

assessment comprises two items only.

The first is their oral presentation (as described above, but worth 33%) of 10-15 minutes’ duration,

delivered in May of Grade 11 to their classmates and teacher. This presentation is internally assessed by

the teacher according to IB criteria (posted on the ManageBac shell) and externally moderated by an IB

examiner, based on documentation obtained from randomly selected student presentations.

The second is a formal essay (worth 67%) of about 1500-1600 words that will be electronically

uploaded in the Grade 12 year for all full DP candidates, and graded by an external IB examiner. Each

candidate must choose (in consultation with the instructor) one of six externally-set essay titles, which

are released on September 1st.

In the Grade 12 year, regular 1-hour sessions (weekly on Friday afternoons) are allocated for

guided discussions and consultations, to be implemented as required by the instructor.

The documentation of essay planning and development must be accomplished using the Managebac

shell platform provided for this purpose, and the final version of the essay authenticated (by submission

to Turnitin) prior to electronic uploading.

TOK is one of the core components of the IB’s Diploma Programme (DP) and, without its successful

completion, no IB Diploma can be awarded. It contributes, in combination with the Extended Essay,

as many as three bonus points to the cumulative total obtained in the six IB courses taken by a

candidate. Both TOK and Extended Essay grades are awarded levels from A (excellent) to E

(rudimentary), and bonus points are determined on a matrix that students can peruse on their

Managebac shell.


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Students are expected to arrive promptly at the beginning of each class with any assigned

readings/viewings accomplished.

It is incumbent on the student to negotiate a modified deadline with their instructor, well in advance,

if it is anticipated that a deadline cannot be met.

Students must engage in class discussions with respect and consideration for divergent perspectives.

Dissent must not be personally directed.

Documents

Senior School Course Outlines - Strathcona-Tweedsmuir School · STRATHCONA-TWEEDSMUIR SCHOOL STS Course Requirements Grade 10 Grade 10 students are not permitted to have spares in