Subject Areas
Select the button below to view all courses offered at Symmes / D'Arcy McGee within the selected subject area.
This page is intended to provide you with information on the courses offered. You may not select your courses on this website.
The courses listed here include courses within the French Immersion and Regular streams. Courses for alternative programs are not listed.
This page is intended to provide you with information on the courses offered. You may not select your courses on this website.
The courses listed here include courses within the French Immersion and Regular streams. Courses for alternative programs are not listed.
General Information on Courses in Quebec
In Quebec, students start earning credits in Secondary 4 (grade 10). All Secondary 4 or 5 courses are assigned a certain number of credits, which students earn once they pass the course (i.e. if they get a final result of 60% or greater). To determine the number of credits a course is worth, you can look at the course code. The last number in the school course code or ministry subject code indicates the number of credits. For example, Sec 4 English, ENG406 (school course code), 632406 (ministry subject code) is worth 6 credits.
In order to earn their Secondary School Diploma (SSD), students must accumulate a minimum of 54 credits, with 20 of those credits being at the Secondary 5 level.
Additionally, successful completion of the following courses is compulsory:
At the end of their grade 10 year, students will receive their Ministry transcript (also called Relevé des apprentissages or Achievement Record) in the mail. They will receive another one at the end of their grade 11 year. This transcript will list all of the courses that the student took at the grade 10 and 11 levels, and the final mark they received in those courses.
Other Considerations
In order to earn their Secondary School Diploma (SSD), students must accumulate a minimum of 54 credits, with 20 of those credits being at the Secondary 5 level.
Additionally, successful completion of the following courses is compulsory:
- Secondary 4 Math (4 or 6 credits, depending on which course)
- Secondary 4 Science and Technology (6 credits)
- Secondary 4 History of Quebec and Canada (4 credits)
- Secondary 4 Arts elective – Visual Art, Music, or Drama (2 credits)
- Secondary 5 English Language of Instruction (6 credits)
- Secondary 5 French Second Language (Regular= 4 credits, Immersion= 6 credits)
- Secondary 5 Ethics or Physical Education (2 credits)
At the end of their grade 10 year, students will receive their Ministry transcript (also called Relevé des apprentissages or Achievement Record) in the mail. They will receive another one at the end of their grade 11 year. This transcript will list all of the courses that the student took at the grade 10 and 11 levels, and the final mark they received in those courses.
Other Considerations
- Some Sec 4 and 5 courses have a final exam that is created by the Ministry, known as a uniform examination:
- Secondary 5 English (same exam for all students)
- Secondary 5 French (separate exams for core French and enriched French)
- Secondary 4 History (separate French and English exams)
- Secondary 4 Science (exam for STA416 that all students must take)
- Secondary 4 Math (separate exams for each of the three math streams)
- Uniform exams are administered at the same date and time to all students in Quebec. They are also corrected (in part or in full) at the Ministry.
- The Ministry holds uniform exam sessions three times a year, in June, August, and January.
- To be admitted to an examination set by the Ministry, students must have been legally enrolled in a school, and must have taken the corresponding program or have received equivalent instruction at home following an exemption from school attendance.
- A student’s final mark in a course that has a uniform exam is calculated in different ways, depending on the student’s school marks and exam results. It is important to note that their final result in the course cannot be lower than the mark obtained on the uniform examination. Please see the MEES website for more information on how marks are processed: http://www.education.gouv.qc.ca/en/parents-and-guardians/exams/processing-of-results/conversion-and-moderation/
- If a student takes an exam over again (because of a failure or in order to improve their mark), the Ministry always takes the highest mark between the two. In other words, if a student re-writes an exam (e.g. in summer school or during the January rewrite session) and gets a higher mark than they had in June, then the new mark will replace the old one. If they don’t improve their mark, the old result stays on the transcript.
English
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Competencies for Secondary Cycle 1 for English include: (1) Uses language/talk to communicate and learn; (2) Represents his/her literacy in different media; (3) Reads and listens to written, spoken and media texts; and (4) Writes a variety of genres for personal and social purposes.
View the QEP document. |
Competencies for Secondary Cycle 2 for English include: (1) Uses language/talk to communicate and learn; (2) Reads and listens to written, spoken and media texts; and (3) Produces texts for personal and social purposes.
View the QEP document. |
ENG106
English Language Arts
First Year of Cycle 1
Secondary 1
Grade 7
Students use language to communicate and learn through creating spoken texts, interacting with their peers and teacher, and exploring the social practices of the classroom. Students represent their literacy in different media, deconstruct media texts to understand their meaning(s), and explore the relationship between producer, text and audience. Students read and listen to written, spoken and media texts.
Notes: All students in grade 7 take English (ENG106).
First Year of Cycle 1
Secondary 1
Grade 7
Students use language to communicate and learn through creating spoken texts, interacting with their peers and teacher, and exploring the social practices of the classroom. Students represent their literacy in different media, deconstruct media texts to understand their meaning(s), and explore the relationship between producer, text and audience. Students read and listen to written, spoken and media texts.
Notes: All students in grade 7 take English (ENG106).
ENG206
English Language Arts
Second Year of Cycle 1
Secondary 2
Grade 8
Students use language to interact and collaborate with their peers and teacher. They explore texts to better understand the audiences and producers of such texts. Students write a variety of genres for personal and social purposes and in doing so, they follow an inquiry process and develop research skills. Students read and listen to written, spoken and media texts, and practice organizing and reporting information from these texts.
Notes: All students in grade 8 take English (ENG206).
Second Year of Cycle 1
Secondary 2
Grade 8
Students use language to interact and collaborate with their peers and teacher. They explore texts to better understand the audiences and producers of such texts. Students write a variety of genres for personal and social purposes and in doing so, they follow an inquiry process and develop research skills. Students read and listen to written, spoken and media texts, and practice organizing and reporting information from these texts.
Notes: All students in grade 8 take English (ENG206).
ENG306
English Language Arts
First Year of Cycle 2
Secondary 3
Grade 9
Students use language to communicate and learn through participating in the social practices of the classroom and community as well as interacting with their peers and teacher. Students read and listen to written, spoken, and media texts. They make sense of texts, talk about their own response(s) to texts, and interpret the relationship(s) between reader, text, and context in light of own response(s). Students produce texts for personal and social purposes. They extend their repertoire of resources for producing texts and gain a better understanding of the relationship between writer/producer, text, and context.
Notes: All students in grade 9 take English (ENG306).
First Year of Cycle 2
Secondary 3
Grade 9
Students use language to communicate and learn through participating in the social practices of the classroom and community as well as interacting with their peers and teacher. Students read and listen to written, spoken, and media texts. They make sense of texts, talk about their own response(s) to texts, and interpret the relationship(s) between reader, text, and context in light of own response(s). Students produce texts for personal and social purposes. They extend their repertoire of resources for producing texts and gain a better understanding of the relationship between writer/producer, text, and context.
Notes: All students in grade 9 take English (ENG306).
ENG406
English Language Arts
Second Year of Cycle 2
Secondary 4
Grade 10
Students further develop their literacy, and their critical thinking and communication skills. They have the opportunity to explore the concepts of identity and society through self-reflection and observation of the world around them. Students use language to communicate and learn through collaborating with their peers and teacher. Students read and listen to written, spoken and media texts. They learn different ways of interpreting texts, they develop strategies to make sense of texts, and they discuss their own responses to texts. Students further develop their ability to produce texts for personal and social purposes.
Notes: All students in grade 10 take English (ENG406). Grade 10 English is required for students to take grade 11 English, which is a graduation requirement.
Second Year of Cycle 2
Secondary 4
Grade 10
Students further develop their literacy, and their critical thinking and communication skills. They have the opportunity to explore the concepts of identity and society through self-reflection and observation of the world around them. Students use language to communicate and learn through collaborating with their peers and teacher. Students read and listen to written, spoken and media texts. They learn different ways of interpreting texts, they develop strategies to make sense of texts, and they discuss their own responses to texts. Students further develop their ability to produce texts for personal and social purposes.
Notes: All students in grade 10 take English (ENG406). Grade 10 English is required for students to take grade 11 English, which is a graduation requirement.
ENG536
English Language Arts
Third Year of Cycle 2
Secondary 5
Grade 11
Students draw on a repertoire of resources to communicate and learn, interact with their peers and teacher in collaborative talk groups and action research groups, and participate as a member of the classroom. Students read spoken, written, and media texts that reflect their personal interests as well as those that expand their reading profile. They construct interpretations of texts that combine their own world and the world of the text. Students produce a range of self-selected and assigned text with a balance of written, media, multimodal, and multi-genre texts. Students become self-motivated communicators and resourceful learners, who are confident in expressing opinions, raising questions, articulating thoughts, and making critical judgments.
Notes: All students in grade 11 take English (EN536). Grade 11 English is a graduation requirement. There is a Uniform Exam for this course.
Third Year of Cycle 2
Secondary 5
Grade 11
Students draw on a repertoire of resources to communicate and learn, interact with their peers and teacher in collaborative talk groups and action research groups, and participate as a member of the classroom. Students read spoken, written, and media texts that reflect their personal interests as well as those that expand their reading profile. They construct interpretations of texts that combine their own world and the world of the text. Students produce a range of self-selected and assigned text with a balance of written, media, multimodal, and multi-genre texts. Students become self-motivated communicators and resourceful learners, who are confident in expressing opinions, raising questions, articulating thoughts, and making critical judgments.
Notes: All students in grade 11 take English (EN536). Grade 11 English is a graduation requirement. There is a Uniform Exam for this course.
French
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Competencies for Secondary Cycles 1 and 2 for Core French include: (1) Interacts in French; (2) Creates a variety of texts in French; and (3) Reads a variety of texts in French.
View the QEP document. |
Competencies for Secondary Cycle 1 for Enriched French include: (1) Interacts in French; (2) Creates a variety of texts in French; and (3) Reads current and literary texts in French.
View the QEP document. |
Competencies for Secondary Cycle 2 for Enriched French include: (1) Interacts in French; (2) Reads current, specialized, and literary texts in French; and (3) Creates a variety of texts in French.
View the QEP document. |
FRB106
French (Core)
First Year of Cycle 1
Secondary 1
Grade 7
Students interact in French in both planned and spontaneous settings. They create a variety of written works that may require individual and/or collaborative research. Students incorporate their previous knowledge and experiences into their written work. Students listen, read and watch a variety of oral, visual, written, or mixed content in French.
Note: All grade 7 students take either French (FRB106) or French (FRI106).
First Year of Cycle 1
Secondary 1
Grade 7
Students interact in French in both planned and spontaneous settings. They create a variety of written works that may require individual and/or collaborative research. Students incorporate their previous knowledge and experiences into their written work. Students listen, read and watch a variety of oral, visual, written, or mixed content in French.
Note: All grade 7 students take either French (FRB106) or French (FRI106).
FRI106
French (Enriched)
First Year of Cycle 1
Secondary 1
Grade 7
Students interact and learn in French, which supports their development in reading, writing, and speaking. Students practice communicating in planned and spontaneous settings. They create numerous and diverse texts that draw on their knowledge and experiences, other coursework, readings, and French culture. They read current texts and literary works in French.
Note: All grade 7 students take either French (FRB106) or French (FRI106). This is a French Immersion course.
First Year of Cycle 1
Secondary 1
Grade 7
Students interact and learn in French, which supports their development in reading, writing, and speaking. Students practice communicating in planned and spontaneous settings. They create numerous and diverse texts that draw on their knowledge and experiences, other coursework, readings, and French culture. They read current texts and literary works in French.
Note: All grade 7 students take either French (FRB106) or French (FRI106). This is a French Immersion course.
FRB206
French (Core)
Second Year of Cycle 1
Secondary 2
Grade 8
Students interact in French in both written and oral formats, and they participate in planned and spontaneous interactions in which they apply their knowledge of French language and culture. Students create a variety of written works in French and in doing so they conduct research and learn the different methods associated with writing different types of texts. Students listen, read and watch a variety of oral, visual, written, or mixed content in French. They practice analyzing the content through identifying main characters, locations, key words, etc.
Note: All students in grade 8 take either French (FRB206) or French (FRI206).
Second Year of Cycle 1
Secondary 2
Grade 8
Students interact in French in both written and oral formats, and they participate in planned and spontaneous interactions in which they apply their knowledge of French language and culture. Students create a variety of written works in French and in doing so they conduct research and learn the different methods associated with writing different types of texts. Students listen, read and watch a variety of oral, visual, written, or mixed content in French. They practice analyzing the content through identifying main characters, locations, key words, etc.
Note: All students in grade 8 take either French (FRB206) or French (FRI206).
FRI206
French (Enriched)
Second Year of Cycle 1
Secondary 2
Grade 8
Students participate in interactions in French, use their knowledge of language and culture, and adapt to a variety or oral and written contexts. They create numerous and diverse written works in French and in doing so they learn the steps to producing different types of written work, as well as explore and evaluate their role as a communicator and producer. Students read current texts and literary works in French. They learn the steps to understanding a variety of texts, they critically examine the content of the texts, and practice comparing their own worlds to the worlds existing within the texts.
Note: All students in grade 8 take either French (FRB206) or French (FRI206). This is a French Immersion course.
Second Year of Cycle 1
Secondary 2
Grade 8
Students participate in interactions in French, use their knowledge of language and culture, and adapt to a variety or oral and written contexts. They create numerous and diverse written works in French and in doing so they learn the steps to producing different types of written work, as well as explore and evaluate their role as a communicator and producer. Students read current texts and literary works in French. They learn the steps to understanding a variety of texts, they critically examine the content of the texts, and practice comparing their own worlds to the worlds existing within the texts.
Note: All students in grade 8 take either French (FRB206) or French (FRI206). This is a French Immersion course.
FRB306
French (Core)
First Year of Cycle 2
Secondary 3
Grade 9
Students practice speaking, listening, reading and writing in French. They explore a variety of oral, written, visual, and mixed content. Students identify and synthesize key information in texts, while comparing and contrasting their own ideas, culture, and worldview to those present in texts. Students are encouraged to develop and express their points of view. Students participate in interactions with their peers and teacher. They produce a variety of texts and reflect on their roles as producers and the impact their work has on others.
Notes: All students in grade 9 take either French (FRB306) or French (FRI306).
First Year of Cycle 2
Secondary 3
Grade 9
Students practice speaking, listening, reading and writing in French. They explore a variety of oral, written, visual, and mixed content. Students identify and synthesize key information in texts, while comparing and contrasting their own ideas, culture, and worldview to those present in texts. Students are encouraged to develop and express their points of view. Students participate in interactions with their peers and teacher. They produce a variety of texts and reflect on their roles as producers and the impact their work has on others.
Notes: All students in grade 9 take either French (FRB306) or French (FRI306).
FRI306
French (Enriched)
First Year of Cycle 2
Secondary 3
Grade 9
Students read current, specialized, and literary texts in French. They explore their relationships to francophone culture and the ideas expressed in these texts. They are exposed to a variety of oral, written, visual, and mixed content. Students identify and synthesize key information in texts, while comparing and contrasting their own ideas, culture, and worldview to those present in texts. Students are expected to interact in French at all times, to engage in unplanned conversations, share their points of view and ask questions. Students produce a variety of texts and reflect on their roles as producers and the impact their work has on others.
Notes: All students in grade 9 take either French (FRB306) or French (FRI306). This is a French Immersion course.
First Year of Cycle 2
Secondary 3
Grade 9
Students read current, specialized, and literary texts in French. They explore their relationships to francophone culture and the ideas expressed in these texts. They are exposed to a variety of oral, written, visual, and mixed content. Students identify and synthesize key information in texts, while comparing and contrasting their own ideas, culture, and worldview to those present in texts. Students are expected to interact in French at all times, to engage in unplanned conversations, share their points of view and ask questions. Students produce a variety of texts and reflect on their roles as producers and the impact their work has on others.
Notes: All students in grade 9 take either French (FRB306) or French (FRI306). This is a French Immersion course.
FRB404
French (Core)
Second Year of Cycle 2
Secondary 4
Grade 10
Students participate in written and spoken interactions that are both planned and spontaneous. They solidify their French through interactions such as debates, organizing projects with peers, discussing their learning and reflecting on content presented in the course. Students explore diverse texts and in doing so they reflect on their own values and ideas relative to those presented in texts. Through reading and consuming other forms of French content, students improve their vocabulary, their understanding of French culture and francophone society, as well as their general knowledge. Students learn to express their ideas in a reflective and structured manner in both oral and written French.
Notes: All students in grade 10 take either French (FRB404) or French (FRI406). Grade 10 French is required for students to take grade 11 French, which is a graduation requirement.
Second Year of Cycle 2
Secondary 4
Grade 10
Students participate in written and spoken interactions that are both planned and spontaneous. They solidify their French through interactions such as debates, organizing projects with peers, discussing their learning and reflecting on content presented in the course. Students explore diverse texts and in doing so they reflect on their own values and ideas relative to those presented in texts. Through reading and consuming other forms of French content, students improve their vocabulary, their understanding of French culture and francophone society, as well as their general knowledge. Students learn to express their ideas in a reflective and structured manner in both oral and written French.
Notes: All students in grade 10 take either French (FRB404) or French (FRI406). Grade 10 French is required for students to take grade 11 French, which is a graduation requirement.
FRI404
French (Enriched)
Second Year of Cycle 2
Secondary 4
Grade 10
Students participate in written and spoken interactions that are both planned and spontaneous. They solidify their French through interactions such as debates, organizing projects with peers, discussing their learning and reflecting on content presented in the course. Student read current, specialized, and literary texts in French, and they reflect on their own ideas and values relative to those texts. They interpret complex text and critically analyze the information provided. Through reading and consuming other forms of French content, students improve their vocabulary, their understanding of French culture and francophone society, as well as their general knowledge. Students learn to express their elaborate, coherent, and often abstract ideas in a reflective and structured manner in both oral and written French.
Notes: All students in grade 10 take either French (FRB404) or French (FRI406). This is a French Immersion course. Grade 10 French is required for students to take grade 11 French, which is a graduation requirement.
Second Year of Cycle 2
Secondary 4
Grade 10
Students participate in written and spoken interactions that are both planned and spontaneous. They solidify their French through interactions such as debates, organizing projects with peers, discussing their learning and reflecting on content presented in the course. Student read current, specialized, and literary texts in French, and they reflect on their own ideas and values relative to those texts. They interpret complex text and critically analyze the information provided. Through reading and consuming other forms of French content, students improve their vocabulary, their understanding of French culture and francophone society, as well as their general knowledge. Students learn to express their elaborate, coherent, and often abstract ideas in a reflective and structured manner in both oral and written French.
Notes: All students in grade 10 take either French (FRB404) or French (FRI406). This is a French Immersion course. Grade 10 French is required for students to take grade 11 French, which is a graduation requirement.
FRB506
French (Core)
Third Year of Cycle 2
Secondary 5
Grade 11
Students interact in French, they share points of view, experiences, knowledge, and convincing arguments. They modify their contributions to fit the context of conversations. Students read and understand academic, personal, social, and/or professional texts with ease. Students are exposed to oral, written, visual, and mixed French works. They critically analyze the ideas and values in the works, as well as evaluate their own comprehension. Students produce a variety of written, oral, visual, and mixed works intended for different audiences.
Notes: All students in grade 11 take either French (FRB504) or French (FRI506). Grade 11 French is a graduation requirement. There is a Uniform Exam for this course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students interact in French, they share points of view, experiences, knowledge, and convincing arguments. They modify their contributions to fit the context of conversations. Students read and understand academic, personal, social, and/or professional texts with ease. Students are exposed to oral, written, visual, and mixed French works. They critically analyze the ideas and values in the works, as well as evaluate their own comprehension. Students produce a variety of written, oral, visual, and mixed works intended for different audiences.
Notes: All students in grade 11 take either French (FRB504) or French (FRI506). Grade 11 French is a graduation requirement. There is a Uniform Exam for this course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
FRI506
French (Enriched)
Third Year of Cycle 2
Secondary 5
Grade 11
Students communicate spontaneously and systematically in French in all situations. They express their points of view and are able to compare and contrast them with those of their peers. Students share their knowledge and questions regularly. Given a topic, students interact freely in French and adjust their interactions based on the flow of conversation. Students express themselves clearly and with ease, using nuanced, rich and coherent sentences. Students read and understand a wide variety of current, specialized and literary texts in oral, written, visual, or mixed forms, that focus on academic, personal, social, and/or professional content. Students can identify the intentions of authors and can identify key ideas and themes.
Notes: All students in grade 11 take either French (FRB504) or French (FRI506). This is French Immersion course. Grade 11 French is a graduation requirement. There is a Uniform Exam for this course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students communicate spontaneously and systematically in French in all situations. They express their points of view and are able to compare and contrast them with those of their peers. Students share their knowledge and questions regularly. Given a topic, students interact freely in French and adjust their interactions based on the flow of conversation. Students express themselves clearly and with ease, using nuanced, rich and coherent sentences. Students read and understand a wide variety of current, specialized and literary texts in oral, written, visual, or mixed forms, that focus on academic, personal, social, and/or professional content. Students can identify the intentions of authors and can identify key ideas and themes.
Notes: All students in grade 11 take either French (FRB504) or French (FRI506). This is French Immersion course. Grade 11 French is a graduation requirement. There is a Uniform Exam for this course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
MAT126
Mathematics
First Year of Cycle 1
Secondary 1
Grade 7
Students solve complex situational problems and in doing so develop and improve other intellectual abilities that combine reasoning and creative intuition. They learn to use mathematical models to solve situational problems, share oral or written explanations of their solutions, and compare their results with expected results. Students develop mathematical reasoning skills and learn to communicate using mathematical language. They cover number sense, fractions, decimal and percent, integers, order of operations, statistics, linear geometry, perimeter and area, and transformational geometry.
Notes: All grade 7 students take math (MAT126).
First Year of Cycle 1
Secondary 1
Grade 7
Students solve complex situational problems and in doing so develop and improve other intellectual abilities that combine reasoning and creative intuition. They learn to use mathematical models to solve situational problems, share oral or written explanations of their solutions, and compare their results with expected results. Students develop mathematical reasoning skills and learn to communicate using mathematical language. They cover number sense, fractions, decimal and percent, integers, order of operations, statistics, linear geometry, perimeter and area, and transformational geometry.
Notes: All grade 7 students take math (MAT126).
MAT226
Mathematics
Second Year of Cycle 1
Secondary 2
Grade 8
Students solve situational problems involving many items of given information and relating to one or more of the branches of mathematics. They use different types of mathematical thinking, they apply concepts and processes appropriate to each situation, and they try different approaches to solve problems. Students interpret and produce oral or written messages relating to all the branches of mathematics covered in secondary cycle one. They cover modes of representation, rate, ratio and proportion, percent, circles, polygons, surface area, algebra and equations, and probability.
Notes: All grade 8 students take math (MAT226).
Second Year of Cycle 1
Secondary 2
Grade 8
Students solve situational problems involving many items of given information and relating to one or more of the branches of mathematics. They use different types of mathematical thinking, they apply concepts and processes appropriate to each situation, and they try different approaches to solve problems. Students interpret and produce oral or written messages relating to all the branches of mathematics covered in secondary cycle one. They cover modes of representation, rate, ratio and proportion, percent, circles, polygons, surface area, algebra and equations, and probability.
Notes: All grade 8 students take math (MAT226).
MAT306
Mathematics
First year of Cycle 2
Secondary 3
Grade 9
Students learn to solve situational problems by decoding mathematical elements of the problem, using a mathematical model to solve the problem, and checking their solutions. They use mathematical reasoning through making predictions, using mathematical concepts and processes, and constructing proofs. Students understand and use mathematical language. Students cover algebra and pythagorean theorem, surface area, exponent laws and scientific notation, polynomial operations, equalities and inequalities, linear relations and rational functions, systems of equations, volume of solids, equivalent solids, missing measures and similar figures, and probability and statistics.
Notes: All grade 9 students take math (MAT306).
First year of Cycle 2
Secondary 3
Grade 9
Students learn to solve situational problems by decoding mathematical elements of the problem, using a mathematical model to solve the problem, and checking their solutions. They use mathematical reasoning through making predictions, using mathematical concepts and processes, and constructing proofs. Students understand and use mathematical language. Students cover algebra and pythagorean theorem, surface area, exponent laws and scientific notation, polynomial operations, equalities and inequalities, linear relations and rational functions, systems of equations, volume of solids, equivalent solids, missing measures and similar figures, and probability and statistics.
Notes: All grade 9 students take math (MAT306).
MSC426
Science Mathematics
Second Year of Cycle 2
Secondary 4
Grade 10
Students continue to develop their competencies, use and expand their mathematical knowledge, and become familiar with new networks of concepts and processes. Their capacity for abstract thinking enables them to make a wide variety of connections among the different branches of mathematics. Students cover algebraic expressions, functions, polynomial functions, greatest integer function, analytic geometry, systems of equations, triangles, trigonometry, equivalent figures and solids, and statistics.
Notes: All students in grade 10 take one of: science math (MSC426); cultural, social and technical math (MCU414); or technical and scientific math (MTS426). Grade 10 math is a graduation requirement. There is a Uniform Exam for this course.
Second Year of Cycle 2
Secondary 4
Grade 10
Students continue to develop their competencies, use and expand their mathematical knowledge, and become familiar with new networks of concepts and processes. Their capacity for abstract thinking enables them to make a wide variety of connections among the different branches of mathematics. Students cover algebraic expressions, functions, polynomial functions, greatest integer function, analytic geometry, systems of equations, triangles, trigonometry, equivalent figures and solids, and statistics.
Notes: All students in grade 10 take one of: science math (MSC426); cultural, social and technical math (MCU414); or technical and scientific math (MTS426). Grade 10 math is a graduation requirement. There is a Uniform Exam for this course.
MCU414
Cultural, Social and Technical Mathematics
Second Year of Cycle 2
Secondary 4
Grade 10
The Cultural, Social and Technical option is aimed at helping students develop mathematical literacy so that they can appreciate the connections between mathematics and the other aspects of culture as well as its contribution to the development of society. This option provides students with tools that help them to increase their capacity for analysis. It helps them integrate into society and prepares them for higher education in different fields or for various types of vocational and technical training. Students cover arithmetic and algebra (relation, function and inverse, and system), statistics (one-variable and two-variable distribution), and geometry and graphs (analytic geometry and trigonometry).
Notes: All students in grade 10 take one of: science math (MSC426); cultural, social and technical math (MCU414); or technical and scientific math (MTS426). Grade 10 math is a graduation requirement. There is a Uniform Exam for this course.
Second Year of Cycle 2
Secondary 4
Grade 10
The Cultural, Social and Technical option is aimed at helping students develop mathematical literacy so that they can appreciate the connections between mathematics and the other aspects of culture as well as its contribution to the development of society. This option provides students with tools that help them to increase their capacity for analysis. It helps them integrate into society and prepares them for higher education in different fields or for various types of vocational and technical training. Students cover arithmetic and algebra (relation, function and inverse, and system), statistics (one-variable and two-variable distribution), and geometry and graphs (analytic geometry and trigonometry).
Notes: All students in grade 10 take one of: science math (MSC426); cultural, social and technical math (MCU414); or technical and scientific math (MTS426). Grade 10 math is a graduation requirement. There is a Uniform Exam for this course.
MTS426
Technical and Scientific Mathematics
Second Year of Cycle 2
Secondary 4
Grade 10
Students make use of their manual skills and intellectual abilities and make connections between mathematics and different occupations. Students continue to develop their competencies in a number of ways: they compare their solutions with those of their peers; consider various points of view and exercise their critical judgment when validating a solution; look for the causes of a problem; and issue recommendations. Students cover arithmetic and algebra (arithmetic and algebraic expression, relation function and inverse, and system), statistics and probability (conditional probability, fairness, and one-variable and two-variable distribution), and geometry (analytic geometry and measurement). Students also focus on personal and business finance.
Notes: All students in grade 10 take one of: science math (MSC426); cultural, social and technical math (MCU414); or technical and scientific math (MTS426). Grade 10 math is a graduation requirement. There is a Uniform Exam for this course.. This course does not typically run at D'Arcy McGee High School.
Second Year of Cycle 2
Secondary 4
Grade 10
Students make use of their manual skills and intellectual abilities and make connections between mathematics and different occupations. Students continue to develop their competencies in a number of ways: they compare their solutions with those of their peers; consider various points of view and exercise their critical judgment when validating a solution; look for the causes of a problem; and issue recommendations. Students cover arithmetic and algebra (arithmetic and algebraic expression, relation function and inverse, and system), statistics and probability (conditional probability, fairness, and one-variable and two-variable distribution), and geometry (analytic geometry and measurement). Students also focus on personal and business finance.
Notes: All students in grade 10 take one of: science math (MSC426); cultural, social and technical math (MCU414); or technical and scientific math (MTS426). Grade 10 math is a graduation requirement. There is a Uniform Exam for this course.. This course does not typically run at D'Arcy McGee High School.
MSC506
Science Mathematics
Third Year of Cycle 2
Secondary 5
Grade 11
Students discover how useful mathematics can be in interpreting reality and in making generalizations, predictions, and decisions. They encounter situations that require them to use their knowledge of mathematics and other subject areas. They work with purely mathematical contexts while continuing to deal with concrete situations, particularly of a scientific nature. Students cover parameters and radicals, trigonometric functions, functions, inequalities and optimization, conics and geometric loci, exponential and logarithmic functions, and vectors.
Notes: Grade 11 students have the option of taking science math (MSC506); cultural, social and technical math (MCU504); or technical and scientific math (MTS506). If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students discover how useful mathematics can be in interpreting reality and in making generalizations, predictions, and decisions. They encounter situations that require them to use their knowledge of mathematics and other subject areas. They work with purely mathematical contexts while continuing to deal with concrete situations, particularly of a scientific nature. Students cover parameters and radicals, trigonometric functions, functions, inequalities and optimization, conics and geometric loci, exponential and logarithmic functions, and vectors.
Notes: Grade 11 students have the option of taking science math (MSC506); cultural, social and technical math (MCU504); or technical and scientific math (MTS506). If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
MCU504
Cultural, Social and Technical Mathematics
Third Year of Cycle 2
Secondary 5
Grade 11
Students develop mathematical literacy so that they can appreciate the connections between mathematics and the other aspects of culture as well as its contribution to the development of society. This option provides students with tools that help them to increase their capacity for analysis. It helps them integrate into society and prepares them for higher education in different fields or for various types of vocational and technical training. Students cover arithmetic and algebra (arithmetic and algebraic expressions, system, and financial mathematics), probability (subjective and conditional probability, and fairness), and geometry and graphs (trigonometry, equivalent figures, and graphing).
Notes: Grade 11 students have the option of taking science math (MSC506); cultural, social and technical math (MCU504); or technical and scientific math (MTS506). If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students develop mathematical literacy so that they can appreciate the connections between mathematics and the other aspects of culture as well as its contribution to the development of society. This option provides students with tools that help them to increase their capacity for analysis. It helps them integrate into society and prepares them for higher education in different fields or for various types of vocational and technical training. Students cover arithmetic and algebra (arithmetic and algebraic expressions, system, and financial mathematics), probability (subjective and conditional probability, and fairness), and geometry and graphs (trigonometry, equivalent figures, and graphing).
Notes: Grade 11 students have the option of taking science math (MSC506); cultural, social and technical math (MCU504); or technical and scientific math (MTS506). If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
MTS506
Technical and Scientific Mathematics
Third Year of Cycle 2
Grade 11
Students use both newly and previously acquired mathematical concepts and processes to deal with situations they encounter. They consolidate their knowledge of real functions, distance and metric relations, statistics and probability, and matrices. Students who choose this option are given regular opportunities to reflect on what they are doing and to explore different points of view. They are encouraged to develop attitudes and abilities that are in high demand in the labour market, particularly in technical fields. They learn to cope with change, to deal with complex situations, to show creativity and to engage in constructive cooperation. Students cover arithmetic and algebra (relation, function and inverse, and system) and geometry (equivalent figures, analytic geometry, and measurement).
Notes: Grade 11 students have the option of taking science math (MSC506); cultural, social and technical math (MCU504); or technical and scientific math (MTS506). If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program. This course does not typically run at D'Arcy McGee High School.
Third Year of Cycle 2
Grade 11
Students use both newly and previously acquired mathematical concepts and processes to deal with situations they encounter. They consolidate their knowledge of real functions, distance and metric relations, statistics and probability, and matrices. Students who choose this option are given regular opportunities to reflect on what they are doing and to explore different points of view. They are encouraged to develop attitudes and abilities that are in high demand in the labour market, particularly in technical fields. They learn to cope with change, to deal with complex situations, to show creativity and to engage in constructive cooperation. Students cover arithmetic and algebra (relation, function and inverse, and system) and geometry (equivalent figures, analytic geometry, and measurement).
Notes: Grade 11 students have the option of taking science math (MSC506); cultural, social and technical math (MCU504); or technical and scientific math (MTS506). If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program. This course does not typically run at D'Arcy McGee High School.
Science
Competencies in Secondary Cycles 1 and 2 for Science and Technology include: (1) Seeks answers or solutions to scientific or technological problems; (2) Makes the most of his/her knowledge of science and technology; and (3) Communicates in the languages used in science and technology.
View QEP documents.
View QEP documents.
SCI104
Science and Technology
First Year of Cycle 1
Secondary 1
Grade 7
Students seek answers or solutions to scientific and technological problems through defining problems, choosing and designing appropriate methods for solving problems, carrying out these methods, and analyzing the results/solutions. They make the most of their knowledge of science and technology through identifying the effects of science and technology on individuals, society, the environment, and the economy. Students learn how technical objects work and become familiar with natural phenomena. Students communicate in the languages used in science and technology through exchanging information with their peers and teacher, through sharing learned scientific or technological knowledge with others, and through interpreting as well as producing scientific and technological messages.
Notes: All students in grade 7 take science and technology (SCI104) or sciences et technologies (SCF104).
First Year of Cycle 1
Secondary 1
Grade 7
Students seek answers or solutions to scientific and technological problems through defining problems, choosing and designing appropriate methods for solving problems, carrying out these methods, and analyzing the results/solutions. They make the most of their knowledge of science and technology through identifying the effects of science and technology on individuals, society, the environment, and the economy. Students learn how technical objects work and become familiar with natural phenomena. Students communicate in the languages used in science and technology through exchanging information with their peers and teacher, through sharing learned scientific or technological knowledge with others, and through interpreting as well as producing scientific and technological messages.
Notes: All students in grade 7 take science and technology (SCI104) or sciences et technologies (SCF104).
SCF104
Sciences et Technologies
First Year of Cycle 1
Secondary 1
Grade 7
Students seek answers or solutions to scientific and technological problems through defining problems, choosing and designing appropriate methods for solving problems, carrying out these methods, and analyzing the results/solutions. They make the most of their knowledge of science and technology through identifying the effects of science and technology on individuals, society, the environment, and the economy. Students learn how technical objects work and become familiar with natural phenomena. Students communicate in the languages used in science and technology through exchanging information with their peers and teacher, through sharing learned scientific or technological knowledge with others, and through interpreting as well as producing scientific and technological messages.
Notes: All students in grade 7 take science and technology (SCI104) or sciences et technologies (SCF104). This is a French Immersion course.
First Year of Cycle 1
Secondary 1
Grade 7
Students seek answers or solutions to scientific and technological problems through defining problems, choosing and designing appropriate methods for solving problems, carrying out these methods, and analyzing the results/solutions. They make the most of their knowledge of science and technology through identifying the effects of science and technology on individuals, society, the environment, and the economy. Students learn how technical objects work and become familiar with natural phenomena. Students communicate in the languages used in science and technology through exchanging information with their peers and teacher, through sharing learned scientific or technological knowledge with others, and through interpreting as well as producing scientific and technological messages.
Notes: All students in grade 7 take science and technology (SCI104) or sciences et technologies (SCF104). This is a French Immersion course.
SCI204
Science and Technology
Second Year of Cycle 1
Secondary 2
Grade 8
Students engage in both the scientific inquiry process and technological design process in order to seek answers or solutions to scientific or technological problems. Students respond to situations or questions relating to natural phenomena, current events, everyday problems, or the major issues of the day. They are able to analyze these from a scientific or technological point of view. Students interpret and produce oral, written or visual messages relating to science and technology. They correctly use language associated with science and technology, including mathematical and symbolic language as well as everyday language.
Notes: All students in grade 8 take science and technology (SCI204) or sciences et technologies (SCF204).
Second Year of Cycle 1
Secondary 2
Grade 8
Students engage in both the scientific inquiry process and technological design process in order to seek answers or solutions to scientific or technological problems. Students respond to situations or questions relating to natural phenomena, current events, everyday problems, or the major issues of the day. They are able to analyze these from a scientific or technological point of view. Students interpret and produce oral, written or visual messages relating to science and technology. They correctly use language associated with science and technology, including mathematical and symbolic language as well as everyday language.
Notes: All students in grade 8 take science and technology (SCI204) or sciences et technologies (SCF204).
SCF204
Sciences et Technologies
Second Year of Cycle 1
Secondary 2
Grade 8
Students engage in both the scientific inquiry process and technological design process in order to seek answers or solutions to scientific or technological problems. Students respond to situations or questions relating to natural phenomena, current events, everyday problems, or the major issues of the day. They are able to analyze them from a scientific or technological point of view. Students interpret and produce oral, written or visual messages relating to science and technology. They correctly use language associated with science and technology, including mathematical and symbolic language as well as everyday language.
Notes: All students in grade 8 take science and technology (SCI204) or sciences et technologies (SCF204). This is a French Immersion course.
Second Year of Cycle 1
Secondary 2
Grade 8
Students engage in both the scientific inquiry process and technological design process in order to seek answers or solutions to scientific or technological problems. Students respond to situations or questions relating to natural phenomena, current events, everyday problems, or the major issues of the day. They are able to analyze them from a scientific or technological point of view. Students interpret and produce oral, written or visual messages relating to science and technology. They correctly use language associated with science and technology, including mathematical and symbolic language as well as everyday language.
Notes: All students in grade 8 take science and technology (SCI204) or sciences et technologies (SCF204). This is a French Immersion course.
STA306
Science and Technology
First Year of Cycle 1
Secondary 3
Grade 9
Students will develop a better appreciation for the connection between the world in which they live and the human organism through the exploration of the material world, the living world, and the technological world. The compulsory content associated with the material world include properties of matter, changes in matter, organization of matter, fluids, and waves. The concepts related to the living world focus on the study of how the different functions of the principal systems of the human body sustain life (digestive, respiratory, circulatory, excretory, and reproductive systems). The technological world is characterized by general concepts related to graphical language, engineering, material, manufacturing, and biotechnology.
Notes: All students in grade 9 take science and technology (STA306).
First Year of Cycle 1
Secondary 3
Grade 9
Students will develop a better appreciation for the connection between the world in which they live and the human organism through the exploration of the material world, the living world, and the technological world. The compulsory content associated with the material world include properties of matter, changes in matter, organization of matter, fluids, and waves. The concepts related to the living world focus on the study of how the different functions of the principal systems of the human body sustain life (digestive, respiratory, circulatory, excretory, and reproductive systems). The technological world is characterized by general concepts related to graphical language, engineering, material, manufacturing, and biotechnology.
Notes: All students in grade 9 take science and technology (STA306).
STA416
Science and Technology
Second Year of Cycle 2
Secondary 4
Grade 10
Students develop a better appreciation for the connection between the world in which they live and the human organism through the exploration of the material world, the living world, and the technological world. Students learn to apply a problem-solving process. The process involves defining the goal to be achieved, formulating and reformulating questions based on the data related to the problem, coming up with realistic hypotheses, developing their methods, and applying them. Students analyze a technological or scientific application (object, system, or process) and make an adequate representation of it. They take social, environmental and historical aspects into account and identify any ethical questions at stake. Students can interpret and produce oral, written, or visual messages relating to science and technology.
Notes: All students in grade 10 take science and technology (STA416). Grade 10 Science is a graduation requirement. There is a Uniform Exam for this course. If students wish to take grade 11 chemistry (CHE504) and/or physics (PHY504) then it is recommended that they take science and the environment (SCE402) as well.
Second Year of Cycle 2
Secondary 4
Grade 10
Students develop a better appreciation for the connection between the world in which they live and the human organism through the exploration of the material world, the living world, and the technological world. Students learn to apply a problem-solving process. The process involves defining the goal to be achieved, formulating and reformulating questions based on the data related to the problem, coming up with realistic hypotheses, developing their methods, and applying them. Students analyze a technological or scientific application (object, system, or process) and make an adequate representation of it. They take social, environmental and historical aspects into account and identify any ethical questions at stake. Students can interpret and produce oral, written, or visual messages relating to science and technology.
Notes: All students in grade 10 take science and technology (STA416). Grade 10 Science is a graduation requirement. There is a Uniform Exam for this course. If students wish to take grade 11 chemistry (CHE504) and/or physics (PHY504) then it is recommended that they take science and the environment (SCE402) as well.
SCE402
Science and the Environment (Bridging)
Second Year of Cycle 2
Secondary 4
Grade 10
This is a bridging advanced preparatory course for chemistry (CHE504) and physics (PHY504). The content of the science and technology course (STA416) will be taught together with the content of this course (SCE402). Each course will, however, have its own separate final exam and mark. In this course, students seek answers or solutions to scientific problems. They make the most of their scientific knowledge by putting issues into context, which means taking into account social, historical, economic, and ethical aspects as well as related scientific principles, and forming an opinion. Students communicate using scientific language through exchanging information with peers and teacher, and through the interpretation and production of scientific messages. Students focus on the living world (Ecology), the material world (physical properties of solutions, physical changes, chemical changes, organization of matter, and transformation of mechanical energy) and Earth and Space (lithosphere, hydrosphere, and atmosphere).
Notes: All students in grade 10 science and technology (STA416). Grade 10 Science is a graduation requirement. There is a Uniform Exam for science and technology (STA416). If students wish to take grade 11 chemistry (CHE504) and/or physics (PHY504) then it is recommended that they take this course, science and the environment (SCE402), as well. Students taking the grade 10 science and environment course (SCE402) do not take grade 10 ethics and religious education (ETH404). If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Second Year of Cycle 2
Secondary 4
Grade 10
This is a bridging advanced preparatory course for chemistry (CHE504) and physics (PHY504). The content of the science and technology course (STA416) will be taught together with the content of this course (SCE402). Each course will, however, have its own separate final exam and mark. In this course, students seek answers or solutions to scientific problems. They make the most of their scientific knowledge by putting issues into context, which means taking into account social, historical, economic, and ethical aspects as well as related scientific principles, and forming an opinion. Students communicate using scientific language through exchanging information with peers and teacher, and through the interpretation and production of scientific messages. Students focus on the living world (Ecology), the material world (physical properties of solutions, physical changes, chemical changes, organization of matter, and transformation of mechanical energy) and Earth and Space (lithosphere, hydrosphere, and atmosphere).
Notes: All students in grade 10 science and technology (STA416). Grade 10 Science is a graduation requirement. There is a Uniform Exam for science and technology (STA416). If students wish to take grade 11 chemistry (CHE504) and/or physics (PHY504) then it is recommended that they take this course, science and the environment (SCE402), as well. Students taking the grade 10 science and environment course (SCE402) do not take grade 10 ethics and religious education (ETH404). If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
BIO534
Biology
Third Year of Cycle 2
Secondary 5
Grade 11
Students are introduced to the human body and engage in an in-depth analysis of human biological systems and genetics. Students seek answers or solutions to biological problems. Students communicate ideas relating to questions involving biology, using the languages associated with science and technology. They make the most of their knowledge of science and technology.
Notes: Students in grade 11 have the option of taking biology (BIO534). Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. It is not a required course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students are introduced to the human body and engage in an in-depth analysis of human biological systems and genetics. Students seek answers or solutions to biological problems. Students communicate ideas relating to questions involving biology, using the languages associated with science and technology. They make the most of their knowledge of science and technology.
Notes: Students in grade 11 have the option of taking biology (BIO534). Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. It is not a required course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
CHE504
Chemistry
Third Year of Cycle 2
Secondary 5
Grade 11
Students seek answers or solutions to problems involving chemistry which involve a process that is dynamic and nonlinear. They make the most of their knowledge of chemistry through examining, understanding, and explaining phenomena or applications by applying the concepts of chemistry. Students communicate ideas relating to questions involving chemistry, using the languages associated with science and technology; they develop this competency through participating in exchanges of information, and through the interpretation and production of scientific or technological messages. Students focus on gases, energy changes in reactions, reaction rates, and chemical equilibrium.
Notes: Chemistry (CHE504) is an optional course. Students should take the bridging science and the environment course (SCE402) in grade 10 prior to taking chemistry (CHE504). If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students seek answers or solutions to problems involving chemistry which involve a process that is dynamic and nonlinear. They make the most of their knowledge of chemistry through examining, understanding, and explaining phenomena or applications by applying the concepts of chemistry. Students communicate ideas relating to questions involving chemistry, using the languages associated with science and technology; they develop this competency through participating in exchanges of information, and through the interpretation and production of scientific or technological messages. Students focus on gases, energy changes in reactions, reaction rates, and chemical equilibrium.
Notes: Chemistry (CHE504) is an optional course. Students should take the bridging science and the environment course (SCE402) in grade 10 prior to taking chemistry (CHE504). If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
PHY504
Physics
Third Year of Cycle 2
Secondary 5
Grade 11
Students seek solutions to physics problems by creating suitable lab procedures, implementing them correctly, and making appropriate and relevant explanations and conclusions. They make the most of their knowledge of physics by using concepts and laws appropriately, giving relevant and correct explanations, as well as appropriate justifications. Students communicate using the languages associated with science and technology: they interpret the question and information, produce appropriate messages, and use appropriate science language. Students focus on kinematics, dynamics, transformation of energy, and geometric optics.
Notes: Physics (PHY504) is an optional course. Students should take the bridging science and the environment course (SCE402) in grade 10 prior to taking physics (PHY504). If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students seek solutions to physics problems by creating suitable lab procedures, implementing them correctly, and making appropriate and relevant explanations and conclusions. They make the most of their knowledge of physics by using concepts and laws appropriately, giving relevant and correct explanations, as well as appropriate justifications. Students communicate using the languages associated with science and technology: they interpret the question and information, produce appropriate messages, and use appropriate science language. Students focus on kinematics, dynamics, transformation of energy, and geometric optics.
Notes: Physics (PHY504) is an optional course. Students should take the bridging science and the environment course (SCE402) in grade 10 prior to taking physics (PHY504). If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
History
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Competencies for Secondary Cycle 1 for History and Citizenship Education include: (1) Examines social phenomena from a historical perspective; (2) Interprets social phenomena using the historical method; and (3) Constructs his/her consciousness of citizenship through the study of history.
View the QEP document. |
Competencies for Secondary Cycle 2 for History of Québec and Canada include: (1) Characterizes a period in the history of Quebec and Canada; and (2) Interprets a social phenomenon.
View the QEP document. |
Competencies for Secondary Cycle 2 for History of the 20th Century include: (1) Characterizes a historical turning point; and (2) Interprets a social phenomenon using the historical method.
View the QEP document. |
HIS213
History and Citizenship
Second Year of Cycle 1
Secondary 2
Grade 8
Students examine historical content while making connections to the present. They prepare to participate in society as informed citizens in a democratic, pluralistic, and complex society. They learn to interpret facts as they proceed through the historical method. Students learn how to research for a historical essay. They develop an understanding of the significance of historical events. Students learn about citizenship through exploring their social identity, considering the factors that govern social participation, and understanding the purpose of public institutions. Students cover sedentarization, emergence of civilization, first democracy, romanization, christianization of West and growth of cities and trade, new vision of humanity, European expansion of the world, American and French Revolutions, industrialization, imperialism, colonization, as well as the Canadian Rights and Freedoms.
Notes: All students in grade 8 take history and citizenship (HIS213) or histoire et citoyenneté (HIF213).
Second Year of Cycle 1
Secondary 2
Grade 8
Students examine historical content while making connections to the present. They prepare to participate in society as informed citizens in a democratic, pluralistic, and complex society. They learn to interpret facts as they proceed through the historical method. Students learn how to research for a historical essay. They develop an understanding of the significance of historical events. Students learn about citizenship through exploring their social identity, considering the factors that govern social participation, and understanding the purpose of public institutions. Students cover sedentarization, emergence of civilization, first democracy, romanization, christianization of West and growth of cities and trade, new vision of humanity, European expansion of the world, American and French Revolutions, industrialization, imperialism, colonization, as well as the Canadian Rights and Freedoms.
Notes: All students in grade 8 take history and citizenship (HIS213) or histoire et citoyenneté (HIF213).
HIF213
Histoire et Citoyenneté
Second Year of Cycle 1
Secondary 2
Grade 8
Students examine historical content while making connections to the present. They prepare to participate in society as informed citizens in a democratic, pluralistic, and complex society. They learn to interpret facts as they proceed through the historical method. Students learn how to research for a historical essay. They develop an understanding of the significance of historical events. Students learn about citizenship through exploring their social identity, considering the factors that govern social participation, and understanding the purpose of public institutions. Students cover sedentarization, emergence of civilization, first democracy, romanization, christianization of West and growth of cities and trade, new vision of humanity, European expansion of the world, American and French Revolutions, industrialization, imperialism, colonization, as well as the Canadian Rights and Freedoms.
Notes: All students in grade 8 take history and citizenship (HIS213) or histoire et citoyenneté (HIF213). This is a French Immersion course.
Second Year of Cycle 1
Secondary 2
Grade 8
Students examine historical content while making connections to the present. They prepare to participate in society as informed citizens in a democratic, pluralistic, and complex society. They learn to interpret facts as they proceed through the historical method. Students learn how to research for a historical essay. They develop an understanding of the significance of historical events. Students learn about citizenship through exploring their social identity, considering the factors that govern social participation, and understanding the purpose of public institutions. Students cover sedentarization, emergence of civilization, first democracy, romanization, christianization of West and growth of cities and trade, new vision of humanity, European expansion of the world, American and French Revolutions, industrialization, imperialism, colonization, as well as the Canadian Rights and Freedoms.
Notes: All students in grade 8 take history and citizenship (HIS213) or histoire et citoyenneté (HIF213). This is a French Immersion course.
HIS304
History of Quebec and Canada
First Year of Cycle 2
Secondary 3
Grade 9
Students examine social phenomena from a historical perspective while considering how past events impact present phenomena, as well as the chronology, duration, and complexity of social phenomena. Students try to see through the eyes of historical actors and witnesses in order to understand their point of view. Students interpret social phenomena using the historical method and in doing so, they establish the facts, make connections, and draw conclusions. Students strengthen their exercise of citizenship through the study of history. They are called upon to become more aware of their responsibilities as citizens, and more involved. Students cover the first occupants, the emergence of a society in New France, the change of empire, demands and struggles in the British colony, the formation of the Canadian federation, the modernization of Québec society, and issues in Québec society since 1980.
Notes: All students in grade 9 take history of Quebec and Canada (HIS304) or histoire du Québec et Canada (HIF304).
First Year of Cycle 2
Secondary 3
Grade 9
Students examine social phenomena from a historical perspective while considering how past events impact present phenomena, as well as the chronology, duration, and complexity of social phenomena. Students try to see through the eyes of historical actors and witnesses in order to understand their point of view. Students interpret social phenomena using the historical method and in doing so, they establish the facts, make connections, and draw conclusions. Students strengthen their exercise of citizenship through the study of history. They are called upon to become more aware of their responsibilities as citizens, and more involved. Students cover the first occupants, the emergence of a society in New France, the change of empire, demands and struggles in the British colony, the formation of the Canadian federation, the modernization of Québec society, and issues in Québec society since 1980.
Notes: All students in grade 9 take history of Quebec and Canada (HIS304) or histoire du Québec et Canada (HIF304).
HIF304
Histoire du Québec et Canada
First Year of Cycle 2
Secondary 3
Grade 9
Students examine social phenomena from a historical perspective while considering how past events impact present phenomena, as well as the chronology, duration, and complexity of social phenomena. Students try to see through the eyes of historical actors and witnesses in order to understand their point of view. Students interpret social phenomena using the historical method and in doing so, they establish the facts, make connections, and draw conclusions. Students strengthen their exercise of citizenship through the study of history. They are called upon to become more aware of their responsibilities as citizens, and more involved. Students cover the first occupants, the emergence of a society in New France, the change of empire, demands and struggles in the British colony, the formation of the Canadian federation, the modernization of Québec society, and issues in Québec society since 1980.
Notes: All students in grade 9 take history of Quebec and Canada (HIS304) or histoire du Québec et Canada (HIF304). This is a French Immersion course.
First Year of Cycle 2
Secondary 3
Grade 9
Students examine social phenomena from a historical perspective while considering how past events impact present phenomena, as well as the chronology, duration, and complexity of social phenomena. Students try to see through the eyes of historical actors and witnesses in order to understand their point of view. Students interpret social phenomena using the historical method and in doing so, they establish the facts, make connections, and draw conclusions. Students strengthen their exercise of citizenship through the study of history. They are called upon to become more aware of their responsibilities as citizens, and more involved. Students cover the first occupants, the emergence of a society in New France, the change of empire, demands and struggles in the British colony, the formation of the Canadian federation, the modernization of Québec society, and issues in Québec society since 1980.
Notes: All students in grade 9 take history of Quebec and Canada (HIS304) or histoire du Québec et Canada (HIF304). This is a French Immersion course.
HQC404
History of Quebec and Canada
Second Year of Cycle 2
Secondary 4
Grade 10
Students learn to take into account a time perspective when examining social phenomena, as well as to raise relevant questions and critically assess their own learning. They take into account the complexity of social phenomena and move toward explanations that include economic, political, cultural, and social factors. They develop a healthy skepticism when interpreting social phenomena using the historical method. Students strengthen their exercise of citizenship through the study of history through focusing on social identity, social participation, deliberation on issues, public institutions, and democratic life. Students cover population and settlement, economy and development, culture and currents of thought, official power and countervailing powers, and an issue in society today.
Notes: All students in grade 10 take history of Quebec and Canada (HQC404) or histoire du Québec et Canada (HQF404). There is a Uniform Exam for this course.
Second Year of Cycle 2
Secondary 4
Grade 10
Students learn to take into account a time perspective when examining social phenomena, as well as to raise relevant questions and critically assess their own learning. They take into account the complexity of social phenomena and move toward explanations that include economic, political, cultural, and social factors. They develop a healthy skepticism when interpreting social phenomena using the historical method. Students strengthen their exercise of citizenship through the study of history through focusing on social identity, social participation, deliberation on issues, public institutions, and democratic life. Students cover population and settlement, economy and development, culture and currents of thought, official power and countervailing powers, and an issue in society today.
Notes: All students in grade 10 take history of Quebec and Canada (HQC404) or histoire du Québec et Canada (HQF404). There is a Uniform Exam for this course.
HQF404
Histoire du Québec et Canada
Second Year of Cycle 2
Secondary 4
Grade 10
Students learn to take into account a time perspective when examining social phenomena, as well as to raise relevant questions and critically assess their own learning. They take into account the complexity of social phenomena and move toward explanations that include economic, political, cultural, and social factors. They develop a healthy skepticism when interpreting social phenomena using the historical method. Students strengthen their exercise of citizenship through the study of history through focusing on social identity, social participation, deliberation on issues, public institutions, and democratic life. Students cover population and settlement, economy and development, culture and currents of thought, official power and countervailing powers, and an issue in society today.
Notes: All students in grade 10 take history of Quebec and Canada (HQC404) or histoire du Québec et Canada (HQF404). This is a French Immersion course. There is a Uniform Exam for this course.
Second Year of Cycle 2
Secondary 4
Grade 10
Students learn to take into account a time perspective when examining social phenomena, as well as to raise relevant questions and critically assess their own learning. They take into account the complexity of social phenomena and move toward explanations that include economic, political, cultural, and social factors. They develop a healthy skepticism when interpreting social phenomena using the historical method. Students strengthen their exercise of citizenship through the study of history through focusing on social identity, social participation, deliberation on issues, public institutions, and democratic life. Students cover population and settlement, economy and development, culture and currents of thought, official power and countervailing powers, and an issue in society today.
Notes: All students in grade 10 take history of Quebec and Canada (HQC404) or histoire du Québec et Canada (HQF404). This is a French Immersion course. There is a Uniform Exam for this course.
HIS534
History and Civilization
Third Year of Cycle 2
Secondary 5
Grade 11
The History of the 20th Century program concerns a period of history in which different ideologies (imperialism, communism, fascism, capitalism) developed, confronted, and transformed each other. This period was also marked by a trend to closer social, economic, political, and cultural relations among societies. Focusing on international relations and their impact on states, and citizens leads students to study the past in order to achieve a better understanding of the present state of the world. Topics include imperialism in the late 19th Century, the First World War, The Russian Revolution, The Rise of Fascism, The Second World War, The Cold War, and the Interconnected World.
Notes: Students in grade 11 have the option of taking history and civilization (HIS534). Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. It is not a required course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
The History of the 20th Century program concerns a period of history in which different ideologies (imperialism, communism, fascism, capitalism) developed, confronted, and transformed each other. This period was also marked by a trend to closer social, economic, political, and cultural relations among societies. Focusing on international relations and their impact on states, and citizens leads students to study the past in order to achieve a better understanding of the present state of the world. Topics include imperialism in the late 19th Century, the First World War, The Russian Revolution, The Rise of Fascism, The Second World War, The Cold War, and the Interconnected World.
Notes: Students in grade 11 have the option of taking history and civilization (HIS534). Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. It is not a required course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Geography
Competencies for Secondary Cycle 1 for Geography include: (1) Understands the organization of a territory; (2) Interprets a territorial issue; and (3) Constructs his/her consciousness of global citizenship.
View the QEP document.
View the QEP document.
GEO103
Geography
First Year of Cycle 1
Secondary 1
Grade 7
Students develop an understanding of the organization of a territory through asking questions, becoming aware of their surroundings, and developing a feel for the territory and recognizing how it is organized. This learning process also gives them a sense of responsibility and provides them with tools for understanding territories here and elsewhere. Students interpret a territorial issue (when individuals or groups who share the same territory have opposing views about how the space should be used). They consider and evaluate how the territorial issue is dealt with and the complexity of the issue. Students learn about global citizenship and the impact of human actions on the future of the planet. They gradually become aware of major global phenomena and the growing complexity of the world in which we reside.
Notes: All students in grade 7 take geography (GEO103) or géographie (GEF103).
First Year of Cycle 1
Secondary 1
Grade 7
Students develop an understanding of the organization of a territory through asking questions, becoming aware of their surroundings, and developing a feel for the territory and recognizing how it is organized. This learning process also gives them a sense of responsibility and provides them with tools for understanding territories here and elsewhere. Students interpret a territorial issue (when individuals or groups who share the same territory have opposing views about how the space should be used). They consider and evaluate how the territorial issue is dealt with and the complexity of the issue. Students learn about global citizenship and the impact of human actions on the future of the planet. They gradually become aware of major global phenomena and the growing complexity of the world in which we reside.
Notes: All students in grade 7 take geography (GEO103) or géographie (GEF103).
GEF103
Géographie
First Year of Cycle 1
Secondary 1
Grade 7
Students develop an understanding of the organization of a territory through asking questions, becoming aware of their surroundings, and developing a feel for the territory and recognizing how it is organized. This learning process also gives them a sense of responsibility and provides them with tools for understanding territories here and elsewhere. Student interpret a territorial issue (when individuals or groups who share the same territory have opposing views about how the space should be used). They consider and evaluate how the territorial issue is dealt with and the complexity of the issue. Students learn about global citizenship and the impact of human actions on the future of the planet. They gradually become aware of major global phenomena and the growing complexity of the world in which we reside.
Notes: All students in grade 7 take geography (GEO103) or géographie (GEF103). This is a French Immersion course.
First Year of Cycle 1
Secondary 1
Grade 7
Students develop an understanding of the organization of a territory through asking questions, becoming aware of their surroundings, and developing a feel for the territory and recognizing how it is organized. This learning process also gives them a sense of responsibility and provides them with tools for understanding territories here and elsewhere. Student interpret a territorial issue (when individuals or groups who share the same territory have opposing views about how the space should be used). They consider and evaluate how the territorial issue is dealt with and the complexity of the issue. Students learn about global citizenship and the impact of human actions on the future of the planet. They gradually become aware of major global phenomena and the growing complexity of the world in which we reside.
Notes: All students in grade 7 take geography (GEO103) or géographie (GEF103). This is a French Immersion course.
ETH102
Ethics and Religious Education
First Year of Cycle 1
Secondary 1
Grade 7
Students reflect on ethical questions, demonstrate an understanding of the phenomenon of religions, and engage in dialogue with peers and teacher.
Notes: All students in grade 7 take ethics and religious education (ETH102).
First Year of Cycle 1
Secondary 1
Grade 7
Students reflect on ethical questions, demonstrate an understanding of the phenomenon of religions, and engage in dialogue with peers and teacher.
Notes: All students in grade 7 take ethics and religious education (ETH102).
ETH202
Ethics and Religious Education
Second Year of Cycle 1
Secondary 2
Grade 8
Students learn about social realities and subjects such as justice, happiness, laws, and dignity. They reflect on the meaning of the values and norms in society. Students learn the themes in religious culture in order to understand religious traditions. Through religious and social themes, students engage in dialogue in order to develop and reflect on their points of view.
Notes: All students in grade 8 take ethics and religious education (ETH202).
Second Year of Cycle 1
Secondary 2
Grade 8
Students learn about social realities and subjects such as justice, happiness, laws, and dignity. They reflect on the meaning of the values and norms in society. Students learn the themes in religious culture in order to understand religious traditions. Through religious and social themes, students engage in dialogue in order to develop and reflect on their points of view.
Notes: All students in grade 8 take ethics and religious education (ETH202).
POP304
Personal Orientation Project
First Year of Cycle 2
Secondary 3
Grade 9
Students start to explore the world of work and personal development. This course covers personal exploration, educational pathways, and career research.
Notes: All students in grade 9 take personal orientation project (POP304) in place of a grade 9 ethics course.
First Year of Cycle 2
Secondary 3
Grade 9
Students start to explore the world of work and personal development. This course covers personal exploration, educational pathways, and career research.
Notes: All students in grade 9 take personal orientation project (POP304) in place of a grade 9 ethics course.
ETH404
Ethics and Religious Education
Second Year of Cycle 2
Secondary 4
Grade 10
Students strengthen their ability to develop and substantiate a point of view, present a point of view, organize their thinking, use information, interact with others, analyze a situation from an ethical point of view, evaluate options or possible actions, as well as examine various ways of thinking, being and acting. They analyze and make connections between forms of religious expressions and the social and cultural environment. Students examine a variety of cultural, moral, religious, and scientific or social references. Students cover religion through time, religious beliefs, tolerance, and the future of humanity.
Notes: Most students in grade 10 take ethics and religious education (ETH404). Some students choose to take grade 10 science and environment (SCE402), a bridging course, that allows them to take grade 11 physics (PHY504) and/or grade 11 chemistry (CHE504). Students taking the grade 10 science and environment course (SCE402) do not take grade 10 ethics and religious education (ETH404).
Second Year of Cycle 2
Secondary 4
Grade 10
Students strengthen their ability to develop and substantiate a point of view, present a point of view, organize their thinking, use information, interact with others, analyze a situation from an ethical point of view, evaluate options or possible actions, as well as examine various ways of thinking, being and acting. They analyze and make connections between forms of religious expressions and the social and cultural environment. Students examine a variety of cultural, moral, religious, and scientific or social references. Students cover religion through time, religious beliefs, tolerance, and the future of humanity.
Notes: Most students in grade 10 take ethics and religious education (ETH404). Some students choose to take grade 10 science and environment (SCE402), a bridging course, that allows them to take grade 11 physics (PHY504) and/or grade 11 chemistry (CHE504). Students taking the grade 10 science and environment course (SCE402) do not take grade 10 ethics and religious education (ETH404).
ETH502
Ethics and Religious Education
Third Year of Cycle 2
Secondary 5
Grade 11
Students reflect on ethical questions, demonstrate an understanding of the phenomenon of religions, and engage in dialogue with their peers and teacher. They acquire an understanding of how all individuals are equal in terms of rights and dignity; they carefully reflect on aspects of certain social realities and subjects such as justice, happiness, laws and rules; they organize their ideas and express them with respect and conviction; they explore different ways in which Québec’s religious heritage is present in their immediate or broader environment; they learn about elements of other religious traditions present in Québec; and they grow and develop in a society in which different values and beliefs coexist.
Notes: All students in grade 11 take ethics and religious education (ETH502). Grade 11 ethics and religious education is a graduation requirement. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students reflect on ethical questions, demonstrate an understanding of the phenomenon of religions, and engage in dialogue with their peers and teacher. They acquire an understanding of how all individuals are equal in terms of rights and dignity; they carefully reflect on aspects of certain social realities and subjects such as justice, happiness, laws and rules; they organize their ideas and express them with respect and conviction; they explore different ways in which Québec’s religious heritage is present in their immediate or broader environment; they learn about elements of other religious traditions present in Québec; and they grow and develop in a society in which different values and beliefs coexist.
Notes: All students in grade 11 take ethics and religious education (ETH502). Grade 11 ethics and religious education is a graduation requirement. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Phys. Ed.
Competencies in Secondary Cycles 1 and 1 for Physical Education include: (1) Performs movement skills in different physical activity settings; (2) Interacts with others in different physical activity settings; and (3) Adopts a healthy, active lifestyle.
View the QEP document.
View the QEP document.
PED102
Physical Education
First Year of Cycle 1
Secondary 1
Grade 7
Students work toward developing the knowledge, skills, and attitudes that enable them to value, attain, and maintain a healthy, active lifestyle. Students perform movement skills and interact with others in different physical activity settings.
Notes: All students in grade 7 take physical education (PED102).
First Year of Cycle 1
Secondary 1
Grade 7
Students work toward developing the knowledge, skills, and attitudes that enable them to value, attain, and maintain a healthy, active lifestyle. Students perform movement skills and interact with others in different physical activity settings.
Notes: All students in grade 7 take physical education (PED102).
PED202
Physical Education
Second Year of Cycle 1
Secondary 2
Grade 8
The focus will be on creating the mindset needed to continue to develop physical literacy throughout lifetime. Students perform movement skills and interact with others in different activity settings. They are encouraged to adopt a healthy and active lifestyle. Emphasis is placed on safe participation and fair play.
Notes: All students in grade 8 take physical education (PED202).
Second Year of Cycle 1
Secondary 2
Grade 8
The focus will be on creating the mindset needed to continue to develop physical literacy throughout lifetime. Students perform movement skills and interact with others in different activity settings. They are encouraged to adopt a healthy and active lifestyle. Emphasis is placed on safe participation and fair play.
Notes: All students in grade 8 take physical education (PED202).
PED302
Physical Education
First Year of Cycle 2
Secondary 3
Grade 9
Students work toward further developing the knowledge, skills, and attitudes that enable them to value, attain, and maintain a healthy, active lifestyle. Students perform movement skills and interact with others in different activity settings. Emphasis is placed on safe participation and fair play.
Notes: All students in grade 9 take physical education (PED302).
First Year of Cycle 2
Secondary 3
Grade 9
Students work toward further developing the knowledge, skills, and attitudes that enable them to value, attain, and maintain a healthy, active lifestyle. Students perform movement skills and interact with others in different activity settings. Emphasis is placed on safe participation and fair play.
Notes: All students in grade 9 take physical education (PED302).
PED402
Physical Education
Second Year of Cycle 2
Secondary 4
Grade 10
Students participate in a variety of activities that enhance personal competence, knowledge, fitness, team strategies, and health in a respectful manner. Students perform movement skills and interact with others in different activity settings. They are encouraged to adopt a healthy and active lifestyle. Emphasis is placed on safe participation and fair play. Basic wellness principles covered at this level include nutrition, stress and substance abuse.
Notes: All students in grade 10 take physical education (PED402). Grade 10 physical education is required for students to take grade 11 physical education, which is a graduation requirement.
Second Year of Cycle 2
Secondary 4
Grade 10
Students participate in a variety of activities that enhance personal competence, knowledge, fitness, team strategies, and health in a respectful manner. Students perform movement skills and interact with others in different activity settings. They are encouraged to adopt a healthy and active lifestyle. Emphasis is placed on safe participation and fair play. Basic wellness principles covered at this level include nutrition, stress and substance abuse.
Notes: All students in grade 10 take physical education (PED402). Grade 10 physical education is required for students to take grade 11 physical education, which is a graduation requirement.
PED502
Physical Education
Third Year of Cycle 2
Secondary 5
Grade 11
Students refine athletic skills through participating in a variety of activities that enhance personal competence, fitness, team strategies, and health. Upon completion of the program, students will have developed the tools they need throughout their lives to feel well, to be physically and mentally healthy, to feel good about themselves, and to live in harmony with others. Students perform movement skills and interact with others in different activity settings. They are encouraged to adopt a healthy and active lifestyle. Emphasis is placed on safe participation and fair play.
Notes: All students in grade 11 take physical education (PED502). Grade 11 physical education is a graduation requirement.
Third Year of Cycle 2
Secondary 5
Grade 11
Students refine athletic skills through participating in a variety of activities that enhance personal competence, fitness, team strategies, and health. Upon completion of the program, students will have developed the tools they need throughout their lives to feel well, to be physically and mentally healthy, to feel good about themselves, and to live in harmony with others. Students perform movement skills and interact with others in different activity settings. They are encouraged to adopt a healthy and active lifestyle. Emphasis is placed on safe participation and fair play.
Notes: All students in grade 11 take physical education (PED502). Grade 11 physical education is a graduation requirement.
Visual Art
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Competencies in Secondary Cycle 1 for Visual Arts include: (1) Creates personal images; (2) Creates media images; and (3) Appreciates works of art and cultural objects from the world's artistic heritage, personal images and media images.
View the QEP document. |
Competencies in Secondary Cycle 2 for Visual Arts include: (1) Creates personal images; (2) Creates media images; and (3) Appreciates images.
View the QEP document. |
ART104
Visual Arts
First Year of Cycle 1
Secondary 1
Grade 7
Students create personal images and media images. Students explore different ways of conveying their ideas through images. They examine and discuss their experiences of creating visual art. Students learn to appreciate works of art through identifying expressive and symbolic elements, and they enrich their interpretation by seeking additional information.
Notes: All students in grade 7 take this course in conjunction with drama (DRA104) and music (MUS104).
First Year of Cycle 1
Secondary 1
Grade 7
Students create personal images and media images. Students explore different ways of conveying their ideas through images. They examine and discuss their experiences of creating visual art. Students learn to appreciate works of art through identifying expressive and symbolic elements, and they enrich their interpretation by seeking additional information.
Notes: All students in grade 7 take this course in conjunction with drama (DRA104) and music (MUS104).
ART204
Visual Arts
Second Year of Cycle 1
Secondary 2
Grade 8
Students create personal images and media images that reflect originality, that communicate ideas, and that are addressed to a target audience. During the creative process, students explore ideas with their classmates and the teacher. Students identify the components of an artistic production and make connections between symbolic elements, historical aspects, and what they have felt. Students learn to express their point of view when analyzing works of art.
Notes: Students in grade 8 must take two of either visual arts (ART204), drama (DRA204), or music (MUS204).
Second Year of Cycle 1
Secondary 2
Grade 8
Students create personal images and media images that reflect originality, that communicate ideas, and that are addressed to a target audience. During the creative process, students explore ideas with their classmates and the teacher. Students identify the components of an artistic production and make connections between symbolic elements, historical aspects, and what they have felt. Students learn to express their point of view when analyzing works of art.
Notes: Students in grade 8 must take two of either visual arts (ART204), drama (DRA204), or music (MUS204).
ART302
Visual Arts
First Year of Cycle 2
Secondary 3
Grade 9
Students develop their creative power and their artistic identity. Students create personal images and media images by transforming their ideas into works of art and sharing these works of art, as well as reflecting upon them. Students learn the fundamentals of human proportion and of design. They develop their appreciation of art as well as their ability to critically analyze works of art.
Notes: Students in grade 9 must take either visual arts (ART302), drama (DRA302), or music (MUS302). Students may select any of these options regardless of the two art options they chose in grade 9.
First Year of Cycle 2
Secondary 3
Grade 9
Students develop their creative power and their artistic identity. Students create personal images and media images by transforming their ideas into works of art and sharing these works of art, as well as reflecting upon them. Students learn the fundamentals of human proportion and of design. They develop their appreciation of art as well as their ability to critically analyze works of art.
Notes: Students in grade 9 must take either visual arts (ART302), drama (DRA302), or music (MUS302). Students may select any of these options regardless of the two art options they chose in grade 9.
ART402/502
Visual Arts
Second Year of Cycle 2
Secondary 4
Grade 10
Students continue to create personal images and media images. They learn to explore their ideas and to choose the most meaningful ways to express them. Students analyze their progress, make comparisons with previous learning, and refine certain elements of their work. They learn portrait proportions and the advanced elements and principles of design. They further develop their appreciation of art as well as their ability to critically analyze works of art.
Notes: Students in grade 10 have the option of taking either music (MUS402/502), drama (DRA402/502), or visual arts (ART402/502). If students select ART402/502, they take both the secondary 4 and secondary 5 visual arts credits in their grade 10 year. It is a graduation requirement to complete one of music (MUS402/502), drama (DRA402/502), or visual arts (ART402/502).
Second Year of Cycle 2
Secondary 4
Grade 10
Students continue to create personal images and media images. They learn to explore their ideas and to choose the most meaningful ways to express them. Students analyze their progress, make comparisons with previous learning, and refine certain elements of their work. They learn portrait proportions and the advanced elements and principles of design. They further develop their appreciation of art as well as their ability to critically analyze works of art.
Notes: Students in grade 10 have the option of taking either music (MUS402/502), drama (DRA402/502), or visual arts (ART402/502). If students select ART402/502, they take both the secondary 4 and secondary 5 visual arts credits in their grade 10 year. It is a graduation requirement to complete one of music (MUS402/502), drama (DRA402/502), or visual arts (ART402/502).
ART504
Advanced Visual Arts
Third Year of Cycle 2
Secondary 5
Grade 11
Students consolidate and enrich their artistic skills and knowledge. Students create works of art that are authentic, that reflect a search for originality and expressiveness, and that show the development of social, cultural, cognitive and affective fields of interest. During the creative process, students explore and develop their own ideas, make use of materials and tools, and employ visual arts language in a personal way. Students communicate their creative experience orally or in writing and identify what they have learned from it as well as the strategies and methods they used. Students identify and compare the components of an image as well as the symbolic and expressive elements that characterize it. They connect these elements with the meaning they perceive and the historical aspects of the image, including sociocultural aspects.
Notes: Students in grade 11 have the option of taking visual art (ART504). Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. It is not a required course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students consolidate and enrich their artistic skills and knowledge. Students create works of art that are authentic, that reflect a search for originality and expressiveness, and that show the development of social, cultural, cognitive and affective fields of interest. During the creative process, students explore and develop their own ideas, make use of materials and tools, and employ visual arts language in a personal way. Students communicate their creative experience orally or in writing and identify what they have learned from it as well as the strategies and methods they used. Students identify and compare the components of an image as well as the symbolic and expressive elements that characterize it. They connect these elements with the meaning they perceive and the historical aspects of the image, including sociocultural aspects.
Notes: Students in grade 11 have the option of taking visual art (ART504). Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. It is not a required course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Drama
Competencies in Secondary Cycles 1 and 2 for Drama include: (1) Creates dramatic works; (2) Performs dramatic works; and (3) Appreciates dramatic works.
View QEP documents.
View QEP documents.
DRA104
Drama
First Year of Cycle 1
Secondary 1
Grade 7
Students create dramatic works using their creative ideas and elements of dramatic language and technique. They organize, review, refine, and share their dramatic creations. Students perform dramatic works and in doing so they apply dramatic language, respect conventions, and become familiar with the expressive nature of the work as well as historical context, elements of dramatic language, and performance strategies. Students appreciate dramatic works through analyzing works, interpreting the meanings of works, sharing their appreciation, and making a critical and esthetic judgment on works.
Notes: All students in grade 7 take this course in conjunction with visual arts (ART104) and music (MUS104).
First Year of Cycle 1
Secondary 1
Grade 7
Students create dramatic works using their creative ideas and elements of dramatic language and technique. They organize, review, refine, and share their dramatic creations. Students perform dramatic works and in doing so they apply dramatic language, respect conventions, and become familiar with the expressive nature of the work as well as historical context, elements of dramatic language, and performance strategies. Students appreciate dramatic works through analyzing works, interpreting the meanings of works, sharing their appreciation, and making a critical and esthetic judgment on works.
Notes: All students in grade 7 take this course in conjunction with visual arts (ART104) and music (MUS104).
DRA204
Drama
Second Year of Cycle 1
Secondary 2
Grade 8
Students' productions convey their perception of reality, are authentic and reflect a search for originality and expressiveness. During the creative process, students explore ideas as well as the language of drama. Students refine their work through interaction and collaboration with their peers. Students describe and comment on their creative experience. Students use dramatic conventions and make use of the elements of dramatic language and techniques in their performance of works. They use a variety of improvisational situations to enrich their performance. Students identify components of a dramatic work, as well as symbolic and expressive elements that move them. They make connections between these elements, historical aspects, and what they have felt.
Notes: Students in grade 8 must take two of either visual arts (ART204), drama (DRA204), or music (MUS204).
Second Year of Cycle 1
Secondary 2
Grade 8
Students' productions convey their perception of reality, are authentic and reflect a search for originality and expressiveness. During the creative process, students explore ideas as well as the language of drama. Students refine their work through interaction and collaboration with their peers. Students describe and comment on their creative experience. Students use dramatic conventions and make use of the elements of dramatic language and techniques in their performance of works. They use a variety of improvisational situations to enrich their performance. Students identify components of a dramatic work, as well as symbolic and expressive elements that move them. They make connections between these elements, historical aspects, and what they have felt.
Notes: Students in grade 8 must take two of either visual arts (ART204), drama (DRA204), or music (MUS204).
DRA302
Drama
First Year of Cycle 2
Secondary 3
Grade 9
Students create dramatic works through imagining characters, mobilizing their creative imagination as well as using convergent and divergent thinking, and using their personal and cultural resources. Students learn to use the elements of drama to create dramatic works that are authentic and expressive, which involves improvising, composing, staging, adapting, or producing dramatic work. Students perform dramatic works meaning they create a fictitious world with the intention of communicating it to others. They engage in complex tasks including performing a character, dramatization, adapting, producing, or staging a dramatic work. Students appreciate dramatic works by trying to understand them and exploring their diverse meanings.
Notes: Students in grade 9 must take either visual arts (ART302), drama (DRA302), or music (MUS302). Students may select any of these options regardless of the two art options they chose in grade 9.
First Year of Cycle 2
Secondary 3
Grade 9
Students create dramatic works through imagining characters, mobilizing their creative imagination as well as using convergent and divergent thinking, and using their personal and cultural resources. Students learn to use the elements of drama to create dramatic works that are authentic and expressive, which involves improvising, composing, staging, adapting, or producing dramatic work. Students perform dramatic works meaning they create a fictitious world with the intention of communicating it to others. They engage in complex tasks including performing a character, dramatization, adapting, producing, or staging a dramatic work. Students appreciate dramatic works by trying to understand them and exploring their diverse meanings.
Notes: Students in grade 9 must take either visual arts (ART302), drama (DRA302), or music (MUS302). Students may select any of these options regardless of the two art options they chose in grade 9.
DRA402/502
Drama
Second Year of Cycle 2
Secondary 4
Grade 10
Students create dramatic works in a variety of contexts using a range of elements of dramatic language. Students learn to respond creatively to different kinds of constraints, while making use of their own expressive resources. When performing a work, students compare their own way of using dramatic language, conventions and practices of drama to those of the playwright or creator, who may be a classmate or professional artist. To achieve a developed theatrical presentation, students take on various responsibilities at each step in the stage production, discovering various realities about the arts world.
Notes: Students in grade 10 have the option of taking either music (MUS402/502), drama (DRA402/502), or visual arts (ART402/502). If students select DRA402/502, they take both the secondary 4 and secondary 5 drama credits in their grade 10 year. It is a graduation requirement to complete one of music (MUS402/502), drama (DRA402/502), or visual arts (ART402/502).
Second Year of Cycle 2
Secondary 4
Grade 10
Students create dramatic works in a variety of contexts using a range of elements of dramatic language. Students learn to respond creatively to different kinds of constraints, while making use of their own expressive resources. When performing a work, students compare their own way of using dramatic language, conventions and practices of drama to those of the playwright or creator, who may be a classmate or professional artist. To achieve a developed theatrical presentation, students take on various responsibilities at each step in the stage production, discovering various realities about the arts world.
Notes: Students in grade 10 have the option of taking either music (MUS402/502), drama (DRA402/502), or visual arts (ART402/502). If students select DRA402/502, they take both the secondary 4 and secondary 5 drama credits in their grade 10 year. It is a graduation requirement to complete one of music (MUS402/502), drama (DRA402/502), or visual arts (ART402/502).
DRA504
Advanced Drama
Third Year of Cycle 2
Secondary 5
Grade 11
During the creative process of creating dramatic works, students explore ideas as well as elements of the language of drama and its techniques in a personal and varied way. Students describe and comment on their creative experience and identify what they have learned from it as well as the strategies and methods they have used. Students’ performances are based on interaction and cooperation with classmates. They highlight the expressive elements of a work and a character based on a range of stimuli for performance. They link actions, apply selected conventions effectively, use elements of dramatic language and demonstrate a search for originality and expressiveness. Students identify the components of a dramatic work, as well as the symbolic and expressive elements that move them. They make connections between these elements, historical aspects, including sociocultural aspects, and the feelings they have experienced. They develop their appreciation with the goal of communicating it.
Notes: Students in grade 11 have the option of taking drama (DRA504). Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. It is not a required course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
During the creative process of creating dramatic works, students explore ideas as well as elements of the language of drama and its techniques in a personal and varied way. Students describe and comment on their creative experience and identify what they have learned from it as well as the strategies and methods they have used. Students’ performances are based on interaction and cooperation with classmates. They highlight the expressive elements of a work and a character based on a range of stimuli for performance. They link actions, apply selected conventions effectively, use elements of dramatic language and demonstrate a search for originality and expressiveness. Students identify the components of a dramatic work, as well as the symbolic and expressive elements that move them. They make connections between these elements, historical aspects, including sociocultural aspects, and the feelings they have experienced. They develop their appreciation with the goal of communicating it.
Notes: Students in grade 11 have the option of taking drama (DRA504). Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. It is not a required course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Music
Competencies in Secondary Cycles 1 and 2 include: (1) Creates musical works; (2) Performs musical works; and (3) Appreciates musical works.
View QEP documents.
View QEP documents.
MUS104
Music
First Year of Cycle 1
Secondary 1
Grade 7
Students learn to read basic music rudiments and perform on a wind instrument. Students use ideas to create musical works, as well as sound sources, elements or musical language and elements of technique. They organize and share their creative musical experience. Through performing musical works, students become familiar with the musical content and the expressive nature of the works, they apply elements of vocal or instrumental technique, they share their musical performance experience, and they respect group ensemble performance conventions. Students begin to appreciate musical works by analyzing them, interpreting their meanings, and sharing their appreciation and points of view.
Notes: All students in grade 7 take this course in conjunction with visual arts (ART104) and drama (DRA104).
First Year of Cycle 1
Secondary 1
Grade 7
Students learn to read basic music rudiments and perform on a wind instrument. Students use ideas to create musical works, as well as sound sources, elements or musical language and elements of technique. They organize and share their creative musical experience. Through performing musical works, students become familiar with the musical content and the expressive nature of the works, they apply elements of vocal or instrumental technique, they share their musical performance experience, and they respect group ensemble performance conventions. Students begin to appreciate musical works by analyzing them, interpreting their meanings, and sharing their appreciation and points of view.
Notes: All students in grade 7 take this course in conjunction with visual arts (ART104) and drama (DRA104).
MUS204
Music
Second Year of Cycle 1
Secondary 2
Grade 8
Students continue to build on concepts taught in grade 7 and further develop their instrumental performance abilities. Students’ productions convey their conception of reality, are authentic and reflect a search for originality and expressiveness. During the creative process, students explore musical ideas as well as elements of musical language, elements of techniques, and sound sources. Students describe and comment on their creative experience and identify what they have learned. Students play or sing with an appropriate tone while demonstrating control of the elements of technique specific to the sound sources used. Students identify components of a piece of music, as well as the symbolic and expressive elements that solicit a personal aesthetic response. They make connections between these elements, historical aspects, and their emotive reactions to works. In this way, students develop their ability to appreciate a work and communicate their appreciation to others.
Notes: Students in grade 8 must take two of either visual arts (ART204), drama (DRA204), or music (MUS204).
Second Year of Cycle 1
Secondary 2
Grade 8
Students continue to build on concepts taught in grade 7 and further develop their instrumental performance abilities. Students’ productions convey their conception of reality, are authentic and reflect a search for originality and expressiveness. During the creative process, students explore musical ideas as well as elements of musical language, elements of techniques, and sound sources. Students describe and comment on their creative experience and identify what they have learned. Students play or sing with an appropriate tone while demonstrating control of the elements of technique specific to the sound sources used. Students identify components of a piece of music, as well as the symbolic and expressive elements that solicit a personal aesthetic response. They make connections between these elements, historical aspects, and their emotive reactions to works. In this way, students develop their ability to appreciate a work and communicate their appreciation to others.
Notes: Students in grade 8 must take two of either visual arts (ART204), drama (DRA204), or music (MUS204).
MUS302
Music
First Year of Cycle 2
Secondary 3
Grade 9
Students further develop their instrumental techniques as well as begin to study different historical time periods and more complex theoretical concepts. In secondary cycle 2 students focus on: the continuation of foundations of musical instrument performance; posture, holding and hand position; articulation, dynamics, tempo; extended pitch range; phrasing and interpretation; tempo and indications analysis; performances of themselves and others (written and orally); interpretation of musical creations theory (elements of the language of music); treble and bass clefs; simple and duple meters; more complex rhythmic combinations; compositional techniques; major scales and key signatures historical components; identification of different historical periods and styles (classical, modern, jazz, baroque, popular, etc.); study of composers and musical artists; and performance of music from different time periods.
Notes: Students in grade 9 must take either visual arts (ART302), drama (DRA302), or music (MUS302). Students may select any of these options regardless of the two art options they chose in grade 9.
First Year of Cycle 2
Secondary 3
Grade 9
Students further develop their instrumental techniques as well as begin to study different historical time periods and more complex theoretical concepts. In secondary cycle 2 students focus on: the continuation of foundations of musical instrument performance; posture, holding and hand position; articulation, dynamics, tempo; extended pitch range; phrasing and interpretation; tempo and indications analysis; performances of themselves and others (written and orally); interpretation of musical creations theory (elements of the language of music); treble and bass clefs; simple and duple meters; more complex rhythmic combinations; compositional techniques; major scales and key signatures historical components; identification of different historical periods and styles (classical, modern, jazz, baroque, popular, etc.); study of composers and musical artists; and performance of music from different time periods.
Notes: Students in grade 9 must take either visual arts (ART302), drama (DRA302), or music (MUS302). Students may select any of these options regardless of the two art options they chose in grade 9.
MUS402/502
Music
Second Year of Cycle 2
Secondary 4
Grade 10
Students build upon topics presented in previous music courses. Students continue their instrumental techniques, study different historical time periods and theoretical concepts as well as begin a second instrument of their choice. The study of music aims to educate a student culturally, intellectually, aesthetically, creatively as well as socially. Students use ideas to create musical work and organize their musical creation, as well as use sound sources, and elements of musical language and elements of technique. Through performing, students become familiar with the musical content of the work, they apply elements of instrumental technique, they become familiar with the expressive nature of the piece of music, and they respect group ensemble performance conventions. Students appreciate musical works through analyzing a work or production and interpreting its meaning, as well as making critical and aesthetic judgments.
Notes: Students in grade 10 have the option of taking either music (MUS402/502), drama (DRA402/502), or visual arts (ART402/502). If students select MUS402/502, they take both the secondary 4 and secondary 5 music credits in their grade 10 year. It is a graduation requirement to complete one of music (MUS402/502), drama (DRA402/502), or visual arts (ART402/502).
Second Year of Cycle 2
Secondary 4
Grade 10
Students build upon topics presented in previous music courses. Students continue their instrumental techniques, study different historical time periods and theoretical concepts as well as begin a second instrument of their choice. The study of music aims to educate a student culturally, intellectually, aesthetically, creatively as well as socially. Students use ideas to create musical work and organize their musical creation, as well as use sound sources, and elements of musical language and elements of technique. Through performing, students become familiar with the musical content of the work, they apply elements of instrumental technique, they become familiar with the expressive nature of the piece of music, and they respect group ensemble performance conventions. Students appreciate musical works through analyzing a work or production and interpreting its meaning, as well as making critical and aesthetic judgments.
Notes: Students in grade 10 have the option of taking either music (MUS402/502), drama (DRA402/502), or visual arts (ART402/502). If students select MUS402/502, they take both the secondary 4 and secondary 5 music credits in their grade 10 year. It is a graduation requirement to complete one of music (MUS402/502), drama (DRA402/502), or visual arts (ART402/502).
MUS594
Advanced Music
Third Year of Cycle 2
Secondary 5
Grade 11
Students create musical works using improvisations, arrangements, and compositions. During the creative process, students explore, develop and apply ideas as well as elements of musical language and structure, techniques, compositional procedures, and sound sources. Students make certain adjustments to refine their creative works, which are usually produced by interacting and cooperating with other students, but can also be produced individually. Students perform musical works through performing their own creations or those of their classmates or performing a repertoire of works of various styles. Students describe and comment on their performance experience and identify what they have learned from it as well as the strategies and methods they used. Students appreciate musical works through considering a work from the repertoire, considering the creations of classmates, and considering the performance of a work.
Notes: Students in grade 11 have the option of taking music (MUS594). Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. It is not a required course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students create musical works using improvisations, arrangements, and compositions. During the creative process, students explore, develop and apply ideas as well as elements of musical language and structure, techniques, compositional procedures, and sound sources. Students make certain adjustments to refine their creative works, which are usually produced by interacting and cooperating with other students, but can also be produced individually. Students perform musical works through performing their own creations or those of their classmates or performing a repertoire of works of various styles. Students describe and comment on their performance experience and identify what they have learned from it as well as the strategies and methods they used. Students appreciate musical works through considering a work from the repertoire, considering the creations of classmates, and considering the performance of a work.
Notes: Students in grade 11 have the option of taking music (MUS594). Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. It is not a required course. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
FED522
Financial Education
Third Year of Cycle 2
Secondary 5
Grade 11
Students develop critical judgment in managing their personal finances. The objective is to develop students’ confidence and self-knowledge needed for financial well-being. Students take a position on a financial issue such as consuming goods and services, entering the workforce, and/or pursuing an education. In order to take a position on these issues, students assess the situation (their own needs, budget, constraints, and socioeconomic context), they examine different options (consider cost, risks, and advantages and disadvantages), they put their position in perspective (compare their position with others), and they consider the legal aspects of each option (rights and responsibilities).
Notes: This course is taken in conjunction with contemporary world (COX502). Contemporary world (COX502) and financial education (FED522) are graduation requirements.
Third Year of Cycle 2
Secondary 5
Grade 11
Students develop critical judgment in managing their personal finances. The objective is to develop students’ confidence and self-knowledge needed for financial well-being. Students take a position on a financial issue such as consuming goods and services, entering the workforce, and/or pursuing an education. In order to take a position on these issues, students assess the situation (their own needs, budget, constraints, and socioeconomic context), they examine different options (consider cost, risks, and advantages and disadvantages), they put their position in perspective (compare their position with others), and they consider the legal aspects of each option (rights and responsibilities).
Notes: This course is taken in conjunction with contemporary world (COX502). Contemporary world (COX502) and financial education (FED522) are graduation requirements.
COX502
Contemporary World
Third Year of Cycle 2
Secondary 5
Grade 11
Students gain an understanding of world events. They explore global issues to assist in their awareness and comprehension of world affairs. Students interpret a contemporary world problem through defining and analyzing the problem. They consider the manifestations of the problem, as well as the global nature of the problem. Students take a position on contemporary world issues through examining different points of view on the issues, considering the media treatment of the issues, as well as debating the issues. They consider opportunities for social action and take time to critically assess their ability to examine issues.
Notes: This course is taken in conjunction with financial education (FED522). Contemporary world (COX502) and financial education (FED522) are graduation requirements.
Third Year of Cycle 2
Secondary 5
Grade 11
Students gain an understanding of world events. They explore global issues to assist in their awareness and comprehension of world affairs. Students interpret a contemporary world problem through defining and analyzing the problem. They consider the manifestations of the problem, as well as the global nature of the problem. Students take a position on contemporary world issues through examining different points of view on the issues, considering the media treatment of the issues, as well as debating the issues. They consider opportunities for social action and take time to critically assess their ability to examine issues.
Notes: This course is taken in conjunction with financial education (FED522). Contemporary world (COX502) and financial education (FED522) are graduation requirements.
FEF522
Éducation Financière
Third Year of Cycle 2
Secondary 5
Grade 11
Students develop critical judgment in managing their personal finances. The objective is to develop students’ confidence and self-knowledge needed for financial well-being. Students take a position on a financial issue such as consuming goods and services, entering the workforce, and/or pursuing an education. In order to take a position on these issues, students assess the situation (their own needs, budget, constraints, and socioeconomic context), they examine different options (consider cost, risks, and advantages and disadvantages), they put their position in perspective (compare their position with others), and they consider the legal aspects of each option (rights and responsibilities).
Notes: This course is taken in conjunction with monde contemporain (MOC502). Monde contemporain (MOC502) and éducation financière(FEF522) are graduation requirements. This is a French Immersion course.
Third Year of Cycle 2
Secondary 5
Grade 11
Students develop critical judgment in managing their personal finances. The objective is to develop students’ confidence and self-knowledge needed for financial well-being. Students take a position on a financial issue such as consuming goods and services, entering the workforce, and/or pursuing an education. In order to take a position on these issues, students assess the situation (their own needs, budget, constraints, and socioeconomic context), they examine different options (consider cost, risks, and advantages and disadvantages), they put their position in perspective (compare their position with others), and they consider the legal aspects of each option (rights and responsibilities).
Notes: This course is taken in conjunction with monde contemporain (MOC502). Monde contemporain (MOC502) and éducation financière(FEF522) are graduation requirements. This is a French Immersion course.
MOC502
Monde Contemporain
Third Year of Cycle 2
Secondary 5
Grade 11
Students gain an understanding of world events. They explore global issues to assist in their awareness and comprehension of world affairs. Students interpret a contemporary world problem through defining and analyzing the problem. They consider the manifestations of the problem, as well as the global nature of the problem. Students take a position on contemporary world issues through examining different points of view on the issues, considering the media treatment of the issues, as well as debating the issues. They consider opportunities for social action and take time to critically assess their ability to examine issues.
Notes: This course is taken in conjunction with éducation financière (FEF522). Monde contemporain (MOC502) and éducation financière (FEF522) are graduation requirements. This is a French Immersion course.
Third Year of Cycle 2
Secondary 5
Grade 11
Students gain an understanding of world events. They explore global issues to assist in their awareness and comprehension of world affairs. Students interpret a contemporary world problem through defining and analyzing the problem. They consider the manifestations of the problem, as well as the global nature of the problem. Students take a position on contemporary world issues through examining different points of view on the issues, considering the media treatment of the issues, as well as debating the issues. They consider opportunities for social action and take time to critically assess their ability to examine issues.
Notes: This course is taken in conjunction with éducation financière (FEF522). Monde contemporain (MOC502) and éducation financière (FEF522) are graduation requirements. This is a French Immersion course.
PER544
Peer Tutoring
Third Year of Cycle 2
Secondary 5
Grade 11
Students are paired with teachers to provide support to classes. They develop leadership skills, take on classroom responsibilities, and act as a role model for other students. Students have the opportunity to create positive relationships with their assigned teacher and classes. Along with learning about the various issues that impact on school achievement and performance, they develop effective communication and interpersonal skills, organizational skills, learning and study skills, conflict-resolution skills, and creative problem solving skills.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students are paired with teachers to provide support to classes. They develop leadership skills, take on classroom responsibilities, and act as a role model for other students. Students have the opportunity to create positive relationships with their assigned teacher and classes. Along with learning about the various issues that impact on school achievement and performance, they develop effective communication and interpersonal skills, organizational skills, learning and study skills, conflict-resolution skills, and creative problem solving skills.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
CRW574
Creative Writing
Third Year of Cycle 2
Secondary 5
Grade 11
This course is designed for students who love to write creatively and want to improve their creative writing skills. Students identify and use techniques required for specialized forms of writing and identify effective ways to improve the quality of their writing. Students engage in the creative expression of their ideas and thoughts. They gain an appreciation of different forms of writing.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
This course is designed for students who love to write creatively and want to improve their creative writing skills. Students identify and use techniques required for specialized forms of writing and identify effective ways to improve the quality of their writing. Students engage in the creative expression of their ideas and thoughts. They gain an appreciation of different forms of writing.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
PSY554
Psychology
Third Year of Cycle 2
Secondary 5
Grade 11
This course focuses on the study of the human mind and behaviour. As an introduction to the field of psychology, students learn about research methods, memory, perception, statistics, learning (classical and operant conditioning), and social psychology.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
This course focuses on the study of the human mind and behaviour. As an introduction to the field of psychology, students learn about research methods, memory, perception, statistics, learning (classical and operant conditioning), and social psychology.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
LAW554
Introduction to Civil and Criminal Law
Third Year of Cycle 2
Secondary 5
Grade 11
Students receive an introduction to law that focuses on the role of law in our society and related societal issues. They learn about criminology, which is the study of deviant behaviour and punishment within the context of the criminal justice system. Students use the legal studies inquiry process and the concepts of legal thinking to investigate law and legal issues in Canada. They demonstrate their ability to interpret and take a position on various legal and social issues.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students receive an introduction to law that focuses on the role of law in our society and related societal issues. They learn about criminology, which is the study of deviant behaviour and punishment within the context of the criminal justice system. Students use the legal studies inquiry process and the concepts of legal thinking to investigate law and legal issues in Canada. They demonstrate their ability to interpret and take a position on various legal and social issues.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
CEA544
Holistic Fitness
Third Year of Cycle 2
Secondary 5
Grade 11
Students embrace a balanced approach to physical, mental, and emotional well-being. Discussion topics may include, but are not limited to, nourishing our bodies, our emotional well-being, our impact on the well-being of our planet, and our interconnectedness with our planet. Class activities that may take place throughout the course include yoga, partner yoga, weight exercises, Pilates, running, HIIT/Interval training, aerobics, meditation, visualizations, massage, and outdoor activities.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students embrace a balanced approach to physical, mental, and emotional well-being. Discussion topics may include, but are not limited to, nourishing our bodies, our emotional well-being, our impact on the well-being of our planet, and our interconnectedness with our planet. Class activities that may take place throughout the course include yoga, partner yoga, weight exercises, Pilates, running, HIIT/Interval training, aerobics, meditation, visualizations, massage, and outdoor activities.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
FIL564
Film
Third Year of Cycle 2
Secondary 5
Grade 11
In this general introduction to cinema, students focus on the art of film, the history of cinema, the various theories related to film appreciation and film-making, and the movie-making process. Students create short films and clips, scripts and storyboards, presentations, projects, reviews, and essays. Students practice discussing and analyzing films.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
In this general introduction to cinema, students focus on the art of film, the history of cinema, the various theories related to film appreciation and film-making, and the movie-making process. Students create short films and clips, scripts and storyboards, presentations, projects, reviews, and essays. Students practice discussing and analyzing films.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
COM534
Computer Science
Third Year of Cycle 2
Secondary 5
Grade 11
Students focus on the fundamentals of computer system design and programming, with a brief overview of hardware and software concepts. The scope of this course includes various topics such as mathematical applications, physical computing (robotics), and web application development involving client-server systems and web/cloud technology.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students focus on the fundamentals of computer system design and programming, with a brief overview of hardware and software concepts. The scope of this course includes various topics such as mathematical applications, physical computing (robotics), and web application development involving client-server systems and web/cloud technology.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
HOM534
Home Economics
Third Year of Cycle 2
Secondary 5
Grade 11
Students gain skills to help them in their journey to becoming independent, productive, and healthy citizens. They build confidence in their ability to care for themselves in a healthy, economical, and sustainable way. Students focus on developing food literacy, for example they focus on understanding nutrition labels, basic nutrition, and the Canada Food Guide. They learn about consumerism, household management, personal finance, sewing, crafting, and the principles of independent living.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Third Year of Cycle 2
Secondary 5
Grade 11
Students gain skills to help them in their journey to becoming independent, productive, and healthy citizens. They build confidence in their ability to care for themselves in a healthy, economical, and sustainable way. Students focus on developing food literacy, for example they focus on understanding nutrition labels, basic nutrition, and the Canada Food Guide. They learn about consumerism, household management, personal finance, sewing, crafting, and the principles of independent living.
Notes: This is an optional course. Please note, however, that this option course may not be offered each year, as it is dependent on student interest and other scheduling factors. If you are applying to cégep, college or university, please check if this is a recommended or required course for your desired program.
Symmes Junior High School / D'Arcy McGee High School
925 Boulevard du Plateau, Gatineau, Quebec J9J 3G2
Phone: 819.684.7472
Fax: 819.684.7521
925 Boulevard du Plateau, Gatineau, Quebec J9J 3G2
Phone: 819.684.7472
Fax: 819.684.7521
