Grade 10 Optional Courses

Computer Science 20S/E/M

This course will provide students with an introduction to Computational Thinking and its application to Computer Science.  The emphasis is on:


-  learning to solve problems

-  accomplish tasks

-  express creativity

-  work independently and as part of a team


Students will learn programming techniques and the syntax inherent in programming languages. 


We will explore such topics as algorithms, decision structures, looping, movement, animation, user input and basic game-making. Programming languages we will aim to use will be Scratch, Processing and Greenfoot as well as others that may emerge. In addition to learning programming skills, students look at the impact of Digital Technology today.

Concert Band 20S/E/M
The emphasis of this course is the performance of various musical styles and forms in a large ensemble setting. Members of the band program continue to develop their instrumental musicianship through the repertoire studied in class as well as opportunities to reflect and connect music to various times, places, and groups. Workshops, concerts, tours, and festivals are an intrinsic part of the band program.

Concert Choir 20S/E/M
This course provides students with the opportunity to experience singing in a large group setting. Students will learn how to read a vocal score and perform a variety of different styles of choral music both accompanied and unaccompanied. Students will learn to develop their voices and gain confidence in the areas of vowel formation and clarity, range extension, breath support and musical expression. They will be introduced to proper rehearsal techniques and performance etiquette. Students will learn to view musical performances with a critical eye and ear.

Creative Promotions 20S/E/M
Goal 11: Demonstrate an understanding of the concepts and principles of promotions.
GLO 11.1: Demonstrate an understanding of promotions. GLO 11.2: Demonstrate an understanding of strategies related to the promotional mix.
GLO 11.3: Demonstrate an understanding of market.
GLO 11.4: Demonstrate an understanding of design.
GLO 11.5: Demonstrate an understanding of promotional strategies. GLO 11.6: Construct promotional material.
GLO 11.7: Construct a promotional plan.

Desktop Publishing 35S/E/M
The purpose of the course is to provide students with the skills and knowledge to plan and create a variety of published print documents.
Specific Learning Outcomes Students will:
1. Define the purpose and audience for a print document.
2. Incorporate elements of good design when designing documents. (Examples: balance, harmony, contrast, colour, consistency…)
3. Plan and produce print documents conforming to recognized standards:
• Brochures
• Flyers
• Media inserts (Examples: CD inserts, DVD inserts…)
• Newsletters
• Posters
• Programs
• Yearbooks
4. Participate in multi-user document editing and reviewing.
5. Use language and tone appropriate to the communication.
6. Critique and suggest improvements for published documents using given criteria.
7. Accept a critique of a print document and make changes based on the feedback.

Digital Pictures 25S/E/M 
The purpose of this course is to provide students with the skills and knowledge to convey a message through an original digital image.
Specific Learning Outcomes Students will:
1. Define the purpose and audience for an image.
2. Conceive of a still image that will communicate a message.
3. Capture a still image with a digital camera.
4. Manipulate a digital image to create a new image by:
• Using painting tools (Examples: lines, boxes, polygons, pencil, brush, spray, text…)
• Using editing tools (Examples: extract, crop, straighten, colour…)
• Using layers (Examples: create, adjust, import, knockout, duplicate, liquefy…)
• Flattening files
• Using image properties (Examples: transparency/ opacity, soft/hard edges, curves…)
• Applying filters and effects (Examples: blur, distort, sketch, stylize, texture…)

5. Select the graphic file format best suited to the end product and purpose of the image. (Examples: image size, resolution, bitmap or vector, compression…)
6. Display an original graphic image. (Examples: printed, projected…)
7. Critique and suggest improvements for an image, using given technical and aesthetic criteria.
8. Accept critique of an image and make changes based on the feedback.

Drama 20S/E/M

This course requires students to trust themselves and others in order to express and reflect on thoughts, feelings and beliefs, to take risks within a dramatic context; and to express themselves through varied forms of dramatic communication. Students will use the building blocks of drama to study events and issues related to their own lives. Students will learn and perform the following: improvisation, reader’s theatre, commercials, pantomime, choral reading, monologues and play building.


Drama is a multimodal and expressive art form. Through this art form, students will develop their skills using transformative learning opportunities that include physical, emotional, intellectual, and intuitive exercises. It is the goal of this course to promote and encourage the use of the following: language, movement, concentration, analysis, self-expression, collaboration, communication, imagination, self-confidence, responsibility and creativity.


In addition to course work, students are given the opportunity to attend live local assemblies and workshops as well as view professional productions.

Food and Nutrition 20S/E/M
The food and nutrition area of study provides students with opportunities to explore their relationships with food in both a theoretical and practical way that can enhance one’s health and well-being. It also provides knowledge and skills that have immediate relevance to students’ lives, as well as lifelong applications personally, within families, in their communities, and on a global scale. The goal of this area of study is to shape students to become informed consumers and responsible citizens.

French 20F/M 

The purpose of this course is to foster in students the ability to communicate coherently in the French language. The four main skills that we will be focusing on this year are:

1- Comprehension Écrite - (Reading)

2- Procuction Écrite – (Writing)

3- Comprehension Orale – (Listening) and Production Orale – (Speaking)


The instructional approach that we will be using to develop these communication competencies is L’Approche Communicative Expérientielle. This approach is based on preparing students to do a task, accomplishing the task, and then reflecting on what has been learned. As such, students will be expected to participate in the skills development process and will be evaluated on their participation. Students will be evaluated on a continual basis throughout the school year. There will be a formal mid-term exam in November and a final exam in January.

Geographic Issues Of The 21ST Century 20F/E/M
In Geographic Issues of the 21st Century, students focus on a variety of issues and challenges of the contemporary world. They explore the nature of geography and develop skills related to geographic thinking. Students use the methods and tools of geography to examine issues such as sustainable development and to propose solutions.

History: American
The primary intent of the American History course is to create a greater understanding of significant historical events that shaped the United States. It is intended to put a focus and emphasis on those historical developments that have influenced the world, especially Canada. The course will help students explore and better understand the impact that American history has had on shaping American society and influencing other areas of the world. A further intent is to identify the personalities who, in a significant way, shaped American history and to examine briefly their contributions.

Jazz Band 20S/E/M
Students are introduced to various styles of jazz through performance, aural comprehension, and music history. Members of the jazz band will also explore the basics of jazz improvisation and arranging. Previous jazz band experience, though an asset, is not required. Workshops, concerts, tours, and festivals are an intrinsic part of the jazz program.

Keyboarding 25S/E/M
The purpose of this half-credit course is to improve your typing accuracy and speed on a computer keyboard, using the touch-keying technique - keeping your eyes on the copy and /or screen, not the keyboard, while you are typing.

Life/Work Planning 20S/E/M
Each career development curriculum is divided into five themes: Personal Management (Unit 1), Career Exploration (Unit 2), Learning and Planning (Unit 3), Job Seeking and Job Maintenance (Unit 4), and Career and Community Experiences (Unit 5). Grade 9 and Grade 10 curricula place greater emphasis on personal introspection and career exploration while Grade 11 and Grade 12 curricula focus more on community experiences and transition planning. All four curricula provide learning outcomes that are necessary for a successful transition into life/work experiences for the future. The higher the grade level, the greater the expectations are that students will be able to acquire, apply, and personalize learning outcomes to assist their life/work transitions.

The Grade 10 curriculum places a greater emphasis on student outcomes related to communication skills, work information, work trends, self-assessment, matching personal skills to occupations, stereotyping and discrimination in the workplace, and work-search tools. The Grade 11 curriculum focuses student learning on personal management skills, life/ work balance, and transition from high school.

Music 20S/E/M
In the first bit of the course, we will take a look at the "materials" of music. We'll look at pitch, timbre, rhythm, harmony, notes, chords, scales, ext. We're going to do a historical overview that starts with early music, the Baroques, the Classical, the Romantic and the 20th Century, Western Concert Music tradition, and touch on early jazz and blues (pre-war popular music). The vast majority of the class will focus on post-1950 popular music. No previous music experience is needed. Students will listen to and engage with music that is familiar and brand new. No playing instruments or singing in class, opportunities for folks who have musical skills can use their talents in the completion of assignments.

This course will be taught with rigor and thoroughness, students will be encouraged to demonstrate understanding of the outcomes in a variety of ways.

Print Communications 25S/E/M
The purpose of the course is to provide students with the skills and knowledge to plan and create documents for personal and business communications.
Specific Learning Outcomes Students will:
1. Plan and produce print documents conforming to recognized standards:
• Business letters
• Labels and envelopes
• Meeting agendas
• Meeting minutes
• Research papers in a prescribed style (Examples: MLA, APA, Chicago…)
• Resumés and cover letters
2. Participate in multi-user document editing and reviewing.
3. Use language and tone appropriate to the communication.
4. Incorporate elements of good design when designing documents. (Examples: balance, harmony, contrast, colour, consistency…)

Visual Arts 20S/E/M
Visual Arts education develops important disciplinary and cross-curricular competencies for learning and living well together in an interconnected world.  Research indicates that well-designed visual arts education contributes to learning engagement, self-efficacy, and a wide range of positive academic, social, and emotional effects. Visual Arts education offers learners a diverse, unique, and powerful ways of perceiving and making meaning about the world through practices that include drawing, illustration, work on paper, painting, media arts, textile art . These practices offer multiple ways for learners to engage with, connect with, and respond to their world through various approaches and in diverse visual arts education contexts.  Visual Arts education is not just about learning the language and practices of the visual arts, “it is about addressing who we are as people, embracing differences, encountering numerous cultures, interacting and collaborating with others, and inviting response”. 

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