Ridley College- intro of academic programs

2. 2
INTRODUCTION
TO
THE
ACADEMIC
PROGRAMME
ACADEMIC
PHILOSOPHY
It
is
the
expectation
of
Ridley
that
students
will
develop
their
academic
talents
to
the
fullest
and
investigate
widely
the
many
areas
of
study
which
are
open
to
them
J.
Edward
Kidd,
MSc.
Headmaster
Stephen
A.
Clarke,
MSc.
Head
of
Upper
School
Duane
Nickerson,
MFA
IB
Diploma
Coordinator

3. 3
TABLE OF CONTENTS
The
Ontario
Secondary
School
Diploma………………………………………………………….
4
Academic
Information………………………………………….……………………………………….
6
Guidance
Services…………………………………..…………………………………………………….
11
Educational
Testing………………………………………………………………………………………
13
The
International
Baccalaureate
(IB)
Diploma
Programme……………………………..
14
Course
Planning
……………………………...…………………………………………………………….
17
Grade
9
Course
Descriptions.…………………………………...……………………………………..
18
Grade
10
Course
Descriptions……………………………….....…………………………………...……..
18
Grade
11
Course
Descriptions…………………………………..………………………………..………..
18
Grade
12
Course
Descriptions…………………………………...………………………………..………..
19
COURSE
DESCRIPTIONS
BY
DEPARTMENT
• IB
Diploma
Programme………………………………………………………………………
21
• Language
Literature………..………………………………………………………………….
36
• International
Languages……………………..………………………………………………
38
• Pure
and
Applied
Mathematics…………………………………..
……………………….
41
• Pure
and
Applied
Science…………………………………………………………………...
44
• Social
Sciences…………………………………………………………………………………...
49
• Visual
and
Performing
Arts……………………………………………………….………..
54
• eLearning
Consortium
Canada.……………………………………………………………
58

4. 4
THE
ONTARIO
SECONDARY
SCHOOL
DIPLOMA
(OSSD)
In
order
to
earn
an
OSSD,
a
student
entering
Grade
9
must
earn
a
minimum
of
30
credits,
including
18
compulsory
credits
and
12
optional
credits.
Students
must
also
complete
40
hours
of
community
involvement
activities
and
must
pass
the
Ontario
Secondary
School
Literacy
Test.
COMPULSORY
CREDITS
Subject
Areas
Credits
English
(one
at
each
grade
level:
9
to
12)
French
as
a
Second
Language
(FSL)
FSL
or
other
Second
Language**
Mathematics
(one
at
each
grade
level:
9
to
11)
Science
(one
in
each
of
grade
9
and
10)
Geography
of
Canada
(Grade
9)
Canadian
History
(Grade
10)
The
Arts
(Visual
Art,
Music,
Drama)
Health
and
Physical
Education
(must
be
taken
in
either
Grade
9
or
10)
Civics
and
Career
Studies
(taken
in
either
Grade
9
or
10)
An
Additional
English
or
a
3rd
International
Language
or
Social
Science
or
Canadian
World
Studies
Health
&
Physical
Education
or
Business
Studies
or
Arts
Course
Science
(grade
11
or
12)
or
Technology
Course
(Grades
9-­‐12)
Compulsory
Credits
Required
(18
OSSD
+
1
Ridley
only
requirement)
Elective
Credits
Required
TOTAL
for
OSSD
4
1
1
3
2
1
1
1
1
1
1
1
1
19
11
30
**Denotes
a
Ridley-­‐only
Requirement
THE
RIDLEY
COLLEGE
DIPLOMA
In
order
to
earn
a
Ridley
College
Diploma,
a
student
must:
• earn
the
Ontario
Secondary
School
Diploma
• pass
the
Ontario
Secondary
School
Literacy
Test
• be
involved
in
the
Ridley
College
cocurricular
athletic
and
activity
programme
• complete
ten
hours
per
year
of
community
service
involvement
• second
year
of
foreign
language
SUBSTITUTION
FOR
COMPULSORY
COURSES
In
order
to
allow
flexibility
in
designing
a
student’s
program
and
to
ensure
that
all
students
can
qualify
for
the
secondary
school
diploma,
substitutions
may
be
made
for
a
limited
number
of
compulsory
credit
courses
from
the
remaining
courses
offered
by
the
school
that
meet
the
requirements
for
compulsory
credits.
A
maximum
of
three
compulsory
credits
may
be
substituted,
subject
to
the
approval
of
the
Assistant
Head,
Academics
and
the
Headmaster.
The
decision
to
make
a
substitution
for
a
student
will
only
be
made
if
the
student’s
best
interests
are
served.
The
Headmaster
will
determine
whether
or
not
a
substitution
should
be
made
after
consulting
with
the
parents,
the
student
and
appropriate
school
staff.
Each
substitution
will
be
noted
on
the
student’s
Ontario
Student
Transcript.
COMMUNITY
INVOLVEMENT
REQUIREMENTS
As
part
of
the
diploma
requirements,
students
must
complete
a
minimum
of
40
hours
of
community
involvement
activities.
Students
will
complete
their
community
involvement
requirements
through
Ridley's
compulsory
Extra
Cocurricular
Program.
With
documentation
from
the
applicable
agency,
they
may
also
receive
credit
for
community
service
hours
done
outside
of
school
time.
The
school's

5. 5
Activities
and
Community
Service
Coordinator,
with
the
student's
advisor,
will
ensure
that
each
student
fulfils
the
community
service
requirements.
In
keeping
with
the
school’s
motto
“May
I
Be
Consumed
in
Service”,
every
Grade
9
to
PG
student
at
Ridley
is
required
to
complete
a
minimum
of
ten
hours
of
community
involvement
each
year.
ONTARIO
SECONDARY
SCHOOL
LITERACY
TEST
(OSSLT)
All
students
who
enter
Grade
9
must
successfully
complete
the
Ontario
Secondary
School
Literacy
Test
(OSSLT).
This
includes
students
who
enter
the
Ontario
secondary
school
system
after
Grade
9
but
who
will
receive
the
Ontario
Secondary
School
Diploma.
Students
will
normally
take
the
literacy
test
in
the
spring
of
their
Grade
10
year;
however,
students
who
fail
the
test
or
need
extra
tutoring
in
English
may
take
it
in
subsequent
years.
The
Ontario
Secondary
School
Literacy
Course
(OSSLC)
is
another
way
of
meeting
the
literacy
graduation
requirement.
At
the
discretion
of
the
Assistant
Head,
Academics,
a
student
who
has
not
passed
the
Literacy
Test,
may
be
allowed
to
enrol
in
the
OSSLC
before
he
or
she
has
had
a
second
opportunity
to
take
the
Literacy
Test.
DEFINITION
OF
A
CREDIT
A
credit
is
awarded
when
a
student
successfully
completes
a
full
course.
These
courses
will
have
at
least
110
hours
of
instructional
time.
The
credit
is
granted
to
the
student
by
the
Headmaster
on
behalf
of
the
Minister
of
Education.
MUSIC
CERTIFICATES
ACCEPTED
FOR
CREDITS
1. A
maximum
of
one
Grade
11
university/college
preparation
music
credit
may
be
awarded
towards
the
OSSD
for
the
successful
completion
of
one
of
the
following:
• Grade
VII
Practical
and
Intermediate
Rudiments
(formerly
Grade
1
Rudiments)
of
the
Royal
Conservatory
of
Music,
Toronto
• Grade
VII
Practical
and
Grade
III
Theory
of
Conservatory
Canada,
London,
Ontario
• Collegial
I
Practical
and
Collegial
I
Theory
of
any
conservatory
of
music
in
the
province
of
Quebec
• Grade
V
Practical
and
Grade
III
Theory
of
Trinity
College
London,
England
• Grade
VII
Practical
and
Grade
VI
Theory
of
the
Royal
Schools
of
Music,
London,
England
2. A
maximum
of
one
Grade
12
university/college
preparation
music
credit
may
be
awarded
towards
the
OSSD
for
the
successful
completion
of
one
of
the
following:
• Grade
VIII
Practical
and
Advanced
Rudiments
(formerly
Grade
II
Rudiments)
of
the
Royal
Conservatory
of
Music,
Toronto
• Grade
VIII
Practical
and
Grade
IV
Theory
of
Conservatory
Canada,
London,
Ontario
• Collegial
II
Practical
and
Collegial
II
Theory
of
any
conservatory
of
music
in
the
province
of
Quebec
• Grade
VI
Practical
and
Grade
IV
Theory
of
Trinity
College
London,
England
• Grade
VIII
Practical
and
Grade
VIII
Theory
of
the
Royal
Schools
of
Music,
London,
England
Notes:
• The
term
practical
refers
to
any
musical
instrument
on
which
performance
is
examined.
It
includes
voice
(i.e.,
singing),
but
not
speech
arts.
• The
mark
credited
to
the
student
is
calculated
by
averaging
the
marks
that
the
student
has
earned
in
the
practical
component
and
in
rudiments
or
theory,
as
the
case
may
be
The
Organization
of
the
Secondary
School
Program

6. 6
ACADEMIC
INFORMATION
Ridley
will
offer
academic
courses.
Academic
courses
emphasize
theory
and
abstract
problems;
however,
there
will
be
practical
examples
as
well.
Some
courses
such
as
those
in
the
arts
and
healthy
active
living
education
are
open
courses.
These
are
offered
in
all
grade
levels
and
are
designed
to
prepare
students
for
further
study
in
certain
subjects
and
to
enrich
their
education
generally.
Both
the
academic
and
open
courses
are
credit
based
and
count
toward
the
30
credits
required
for
a
diploma.
Elective
course
availability
will
be
subject
to
enrollment
on
an
annual
basis.
GRADE
9
&
10
COURSES
In
these
years,
students
at
Ridley
will
select
an
appropriate
combination
of
academic
and
open
courses
in
order
to
add
to
their
knowledge
and
skill
base
as
they
prepare
for
their
educational
program
in
Grades
11
&
12.
Many
courses
are
required
to
fulfill
the
diploma
expectations
at
these
grade
levels.
GRADE
11
&
12
COURSES
Ridley
offers
Grade
11
and
12
courses
at
the
University
Preparation
(U),
University/College
(M),
College
(C)
and
Open
(O)
levels.
University
Preparation
courses
are
designed
to
equip
students
with
the
knowledge
and
skills
they
need
to
meet
the
requirements
of
university
programs.
Some
courses
in
the
University/College
category
meet
the
entrance
requirements
for
specific
university
and
college
programs.
Some
courses
in
Grades
11
&
12
are
designated
to
be
open.
Open
courses
are
appropriate
for
all
students
and
are
not
linked
to
any
specific
postsecondary
destination.
DECODING
COURSE
CODES
Courses
use
a
6-­‐character
course
code.
The
first
5-­‐characters
of
the
course
code
are
set
out
by
the
Ministry
of
Education.
The
6th
character
is
a
school
indicator
used
to
distinguish
course
characteristics
(e.g.
number
of
courses,
specialized
programs).
Take
a
look
at
the
example
below
to
understand
your
course
codes.
ENG
1
D
These
3
letters
identify
the
subject
Subject
Codes
The
first
letter
in
the
course
code
denotes
the
courses
department
area:
A
=
Arts
B
=
Business
C
=
Canadian
&
World
Studies
E
=
English
F
=
French
G
=
Guidance
H
=
Humanities
&
Social
Sciences
L
=
International
Languages
M
=
Mathematics
P
=
Physical
Education
S
=
Sciences
T
=
Technological
Studies
This
number
identifies
the
grade:
1
=
Gr.
9
2
=
Gr.
10
3
=
Gr.
11
4
=
Gr.
12
This
letter
identifies
the
stream/destination
GRADE
9-­‐10
D
=
Academic
K
=
Alternative
(non-­‐credit)
L
=
Locally
Developed/Essential
O
=
Open
P
=
Applied
GRADE
11-­‐12
C
=
College
e
=
eLearning
M
=
University/College
O
=
Open
U
=
University
THE
ANNUAL
EDUCATION
PLAN
Students
are
encouraged
to
do
long
range
planning
of
course
selections
by
making
use
of
the
course
selection
planner
and
the
course
descriptions
in
this
brochure.
By
planning
one
or
more
years
at
a
time,
a
student
will
be
able
to
make
a
logical
choice
of
options
with
a
view
to
meeting
any

7. 7
prerequisites
needed
for
future
courses.
The
Academics/Guidance
department
and
the
student’s
advisor
will
assist
the
student
in
the
development
and
review
of
the
annual
educational
plan.
Guidance
meets
individually
with
each
student
in
every
grade
level
annually.
Work
is
also
done
in
the
required
Career
Studies
class.
EQUAL
EDUCATIONAL
OPPORTUNITY
Ridley
is
firmly
committed
to
providing
equal
opportunities
to
all
of
its
students.
All
students
are
encouraged
to
participate
widely
in
the
many
academic,
athletic
and
extracurricular
offerings.
We
are
very
fortunate
to
have
a
student
body
which
has
representatives
from
every
major
geographical
region
in
the
world.
COURSE
OF
STUDY
OUTLINES
All
courses
at
Ridley
have
been
developed
according
to
the
requirements
of
the
Ontario
Ministry
of
Education.
Detailed
outlines
of
the
courses
of
study
are
available
for
informational
purposes
to
both
students
and
parents
through
the
Academics
Office.
ONTARIO
STUDENT
RECORD
The
Ontario
Student
Record
folder
(OSR)
is
an
official
record
created
when
a
student
enters
the
Ontario
school
system
and
moves
with
the
student
from
school
to
school.
It
is
developed
under
the
authority
of
the
Education
Act,
and
the
contents
are
protected
under
the
Freedom
of
Information
and
Protection
of
Privacy
Act.
The
OSR
folder
contains
achievement
results,
credits
earned,
and
other
information
important
to
the
education
of
the
student.
Parents
of
students
under
age
18
have
full
access
to
their
student's
OSR.
The
OSRs
of
students
over
age
18
are
accessible
to
parents
with
their
child’s
consent.
THE
ONTARIO
STUDENT
TRANSCRIPT
• The
Ontario
Student
Transcript
(OST)
is
a
provincially
standardised
document
that
provides
a
comprehensive
record
of
a
student's
achievement
in
secondary
school.
• The
credits
that
a
student
has
earned
towards
fulfilment
of
the
requirements
for
graduation
will
be
recorded
on
the
OST.
• In
Grades
9
and
10,
the
student's
achievement
with
percentage
grades
earned
and
the
credits
gained
are
recorded
for
successfully
completed
courses.
• In
Grades
11
and
12,
the
student's
achievement
for
all
courses
taken
or
attempted
is
recorded,
showing
percentage
grades
earned,
credits
granted
(if
successful),
or
"W"
for
"withdrawn
before
completion."
(Students
repeating
a
course
for
which
they
have
already
received
a
credit
will
have
all
marks
recorded,
but
only
one
credit
granted).
• Identification
of
any
course
that
has
been
substituted
for
a
compulsory
course
will
be
made.
Also,
confirmation
that
the
student
has
completed
the
mandatory
requirements
of
Community
Involvement
and
the
Literacy
Test
will
be
noted.
ASSESSMENT
AND
EVALUATION
STRATEGIES
The
main
purpose
of
assessment
and
evaluation
is
to
improve
student
learning.
Information
gathered
helps
teachers
identify
students'
strengths
and
those
areas
needing
improvement.
Assessment
is
the
process
of
gathering
information
from
a
variety
of
sources,
including
assignments,
demonstrations,
projects,
performances
and
tests.
This
information
should
demonstrate
how
well
students
are
achieving
curriculum
expectations.
As
part
of
assessment,
teachers,
peers,
and
individual
students
provide
descriptive
feedback
that
guides
efforts
for
improvement.
Assessment
is
ongoing
and
supportive.
Evaluation
is
the
process
of
judging
the
quality
of
a
student's
work
on
the
basis
of
established
achievement
criteria
and
assigning
a
value
to
represent
that
quality.
It
reflects
a
student's
level
of

8. 8
achievement
of
the
provincial
curriculum
expectations
at
a
given
time.
In
order
to
ensure
that
assessment
and
evaluation
are
valid
and
reliable
and
that
they
lead
to
the
improvement
of
student
learning,
teachers
will
use
a
variety
of
assessment
and
evaluation
strategies
that:
• address
both
what
the
students
learn
and
how
well
they
learn;
• are
based
on
the
categories
of
knowledge
and
skills
and
on
the
achievement
level
descriptions
given
in
the
achievement
chart
that
appears
in
the
curriculum
policy
documents
for
each
discipline;
• are
varied
in
nature,
administered
over
a
period
of
time,
and
designed
to
provide
opportunities
for
students
to
demonstrate
the
full
range
of
their
learning;
• are
appropriate
for
the
learning
activities
used,
the
purposes
of
instruction,
and
the
needs
and
experiences
of
the
students;
• are
fair
to
all
students;
• ensure
that
each
student
is
given
clear
directions
for
improvement;
• promote
students'
abilities
to
assess
their
own
and
others'
learning
and
to
set
specific
goals;
• include
the
use
of
samples
of
students’
work
that
provide
evidence
of
their
achievement;
• are
communicated
clearly
to
students
and
parents
at
the
beginning
of
the
course
and
at
other
appropriate
points
throughout
the
course.
ACHIEVEMENT
LEVELS
Levels
of
achievement
of
the
curriculum
expectations
are
presented
in
achievement
charts
in
each
of
the
Ministry
of
Education's
policy
documents.
These
charts
are
organised
into
four
broad
categories
of
knowledge
and
skills:
• knowledge/understanding;
• thinking/inquiry;
• communication;
• application/making
connections.
The
names
of
the
categories
may
vary
slightly
to
reflect
the
differences
in
the
specific
nature
of
each
subject.
The
charts
contain
descriptions
of
each
level
of
achievement
in
each
category;
these
are
broad
in
scope
and
general
in
nature,
but
they
provide
a
framework
for
all
assessment
and
evaluation
practices.
The
achievement
levels
will
enable
teachers
to
make
consistent
judgements
about
the
quality
of
students'
work
and
to
give
clear
and
specific
information
about
their
achievement
to
their
parents.
REPORTING
STUDENT
ACHIEVEMENT
The
school
will
communicate
formally
with
parents
by
means
of
Effort
Grades
issued
in
October,
November
and
January.
At
Christmas,
March
Break
and
in
June,
full
reports
with
percentage
grades
will
be
issued.
For
the
June
final
report,
the
school
will
adopt
the
Ministry
of
Education's
directive
that
"seventy
per
cent
of
the
grade
will
be
based
on
assessments
and
evaluations
conducted
throughout
the
course.
Thirty
per
cent
of
the
grade
will
be
based
on
a
final
evaluation
in
the
form
of
an
examination,
performance,
essay,
and/or
other
method
of
evaluation
suitable
to
the
course
content
and
administered
towards
the
end
of
the
course."
Between
the
formal
reporting
periods,
student
will
receive
effort
grades
and
a
progress
report.
Advisors
will
be
in
contact
with
parents
or
guardians
after
each
set
of
effort
grades
and
parents
should
feel
free
to
contact
the
Academics/Guidance
Office
or
the
advisor
if
any
concerns
arise.
The
achievement
levels
are
associated
with
percentage
grades
and
defined
as
follows:

9. 9
Decoding
The
Letter
Grade
Code
A+
90
-­‐100
A
89
-­‐
89
B
70
-­‐
79
C
60
-­‐
69
D
50
-­‐
59
E
Less
than
50
I
Incomplete.
The
teacher
had
sufficient
information
to
assess
the
student
in
this
course.
Decoding
Effort
Grades
4
=
Excellent
effort
–
above
the
expectations
of
the
teacher
3
=
Good
–
meeting
the
expectations
of
the
teacher
2
=
Concern
–
the
student
needs
improvement
in
one
or
two
areas
1
=
Grave
concerns
–
not
meeting
the
teacher’s
expectations
in
any
area
I
=
Incomplete.
The
teacher
had
insufficient
information
to
assess
the
student
in
this
category
Decoding
IB
Grades
7
=
Excellent
Performance
6
=
Very
Good
Performance
5
=
Good
Performance
6
=
Satisfactory
Performance
7
=
Mediocre
Performance
8
=
Poor
Performance
9
=
Very
Poor
Performance
COURSE
CHANGES
Every
attempt
is
made
during
the
planning
stage
to
ensure
that
students
have
the
courses
which
are
right
for
them;
however,
there
are
instances
where
changes
in
a
student's
timetable
must
be
made.
Students
should
see
a
counsellor
in
the
Academics/Guidance
office
to
discuss
timetable
changes.
The
last
day
to
change
a
course
is
September
30th.
PRIOR
LEARNING
ASSESSMENT
AND
RECOGNITION
(PLAR)
Where
a
student
has
attended
school
outside
of
Ontario
before
coming
to
Ridley,
an
assessment
of
his
or
her
learning
will
be
made
by
the
Assistant
Head,
Academics
and
equivalent
credit
will
be
awarded
in
accordance
with
PPM
129:
Prior
Learning
Assessment
and
Recognition:
Implementation
in
Ontario
Secondary
Schools.
ALTERNATIVE
WAYS
OF
EARNING
CREDITS
There
are
two
main
avenues
for
Ridley
students
that
wish
to
earn
credits
in
alternative
ways.
Firstly,
the
school’s
Learning
Strategies
Coordinator
provides
learning
support,
guidance,
and
space
for
students
that
wish
to
earn
credits
through
independent
study,
private
study,
or
distance
learning
(generally
through
Virtual
High
School).
These
services
are
offered
as
part
of
the
broader
range
of
services
provided
to
Ridley
students
and
families
through
the
school’s
Learning
Centre.
Secondly,
Ridley
is
part
of
the
Conference
of
Independent
School’s
eLearning
Consortium
(http://ciselc.com/).
Through
the
consortium,
Ridley
students
are
able
to
receive
instruction
online
independently.
An
onsite
ELCC
Coordinator
at
each
school
(including
Ridley)
ensures
that
students
taking
online
courses
are
meeting
course
requirements
in
a
timely
fashion.
Up
to
20
students
can
take
courses
through
the
ELCC
and
some
of
these
courses
are
listed
on
Ridley’s
course
selection
form.
It
is
worth
noting
that
there
are
more
courses
available
through
the
ELCC
than
those
listed
on
the
course
selection
form.
The
reason
for
this
is
that
Ridley
does
not
offer
its
students
any
ELCC

10. 10
courses
that
are
also
offered
face-­‐to-­‐face
at
the
school.
Students
apply
to
the
Guidance
office
for
entry
into
ELCC
courses,
and
decisions
are
made
based
on
the
number
of
“seats”
available
and
the
total
fit
for
the
student’s
academic
programme.
REMEDIAL
PROGRAMS
AVAILABLE
Many
avenues
are
available
to
students
who
need
extra
help.
Student
peer
tutors
are
often
able
to
provide
help
where
students
have
small
problems.
Teachers
are
widely
available
in
tutorial
periods,
in
the
evenings
in
the
houses
and
during
the
school
day
to
provide
assistance.
In
addition
qualified
adult
tutors
are
organized,
where
available,
in
specific
subject
areas
and
in
general
areas
such
as
ESL
and
organizational
skills
through
our
Learning
Centre.
More
information
is
available
on
the
Ridley
College
website
under
Academics,
Learning
Centre.
REACH
AHEAD
COURSES
FOR
LOWER
SCHOOL
STUDENTS
Traditionally,
Ridley
offers
grade
9-­‐mathematics
instruction
in
the
Lower
School
to
a
select
group
of
grade
8
students,
and
one
section
of
grade
8-­‐mathematics
instruction
to
a
select
group
of
grade
7
students.
This
provides
us
with
an
opportunity
to
offer
some
of
our
grade
7
&
8
students
an
enrichment
program,
while
at
the
same
time
continuing
to
offer
mathematics
instruction
at
grade
level
for
others.
During
the
first
two
weeks
of
September,
the
Lower
School
math
teachers
evaluate
the
skills
of
grade
7
and
8
students
order
to
assess
which
students
would
be
well
served
by
an
opportunity
to
reach
ahead.
Students
taking
the
grade
9
program
will
be
granted
a
grade
9-­‐math
credit
upon
successful
completion
of
the
course.
Grade
7
students
who
reach
ahead
in
the
grade
8
program
will
qualify
to
take
the
grade
9
course
next
year.
During
the
school
year,
each
reach
ahead
student
is
closely
monitored
to
ensure
that
they
are
being
encouraged
to
learn
and
succeed
to
the
best
of
his
or
her
ability.
STUDENTS
RESPONSIBILITIES
FOR
EVALUATION
Students
are
responsible
for
providing
evidence
of
their
learning
within
established
timelines.
There
are
consequences
for
cheating,
plagiarizing,
not
completing
work
and
submitting
work
late.
Refer
to
the
Academic
Code
of
Conduct
and
Related
Policies
for
more
information.
CLASS
ATTENDANCE
Class
attendance
is
mandatory
at
Ridley.
Students
should
consult
the
student
handbook
for
information
on
the
expectations
of
the
school
both
in
academic
and
in
nonacademic
matters.
CONDUCT
AND
EXPECTATIONS
Ridley
College
endeavours
at
all
times
to
provide
a
learning
and
working
community
that
supports
fair
treatment
of
all
students,
faculty
and
staff.
The
basis
for
interaction
is
mutual
respect,
co-­‐
operation
and
understanding.
In
order
to
live
together
in
a
boarding
community
and
to
be
able
to
concentrate
effectively
on
academic,
athletic
and
extracurricular
activities,
each
student
consents
to
live
within
certain
regulations
and
boundaries
both
for
the
individual
and
common
good.
Specific
policies
of
the
school
are
outlined
in
the
parents'
handbook.
In
a
student's
graduating
year,
if
the
school
deems
that
the
appropriate
number
of
credits
for
graduation
cannot
be
achieved,
the
school
reserves
the
right
to
require
the
student's
withdrawal.

11. 11
GUIDANCE
SERVICES
The
mission
of
our
guidance
and
university
counseling
program
is
to
prepare
all
Ridley
students
for
living
successful
and
flourishing
lives.
This
is
done
in
a
developmentally
appropriate
way,
starting
in
Grade
9
and
culminating
at
graduation
when
students
set
out
across
the
globe
to
pursue
their
dreams
and
aspirations.
Students
will
come
away
with
enduring
knowledge
and
skills
in
the
following
ways:
1. Understanding
themselves
and
their
strengths
through
comprehensive
assessment
tools
and
reflection.
2. Developing
research
and
planning
skills
with
a
focus
on
the
individual
student’s
level
of
self-­‐
confidence
and
independence.
The
outcome
includes
the
creation
of
a
comprehensive
academic
and
personal
growth
plan.
3. Gaining
a
working
knowledge
of
how
their
particular
strengths
and
talents
might
prepare
them
for
a
variety
of
fulfilling
career
pathways.
4.
Researching
and
determining
best
fit
options
in
post-­‐secondary
education
all
over
the
globe.
This
will
then
lead
into
learning
hard
skills
needed
to
the
gain
admission
to
university,
or
applying
for
internships,
jobs,
or
scholarships.
(applications,
essays,
resumes,
interviews,
cover
letters,
etc.)
The
counsellors
at
Ridley
provide
the
following
services
and
resources:
• Career
and
strengths-­‐based
assessment
tools.
• Small
group
and
individual
meetings.
• Access
state-­‐of-­‐the-­‐art
resources
for
careers,
enrichment
programs,
internships
and
gap
year
options
• Advice
and
support
on
all
aspects
of
the
college
admissions
process
including
scholarships/fin-­‐aid,
athletics,
essays,
etc.
• Information
on
applying
to
universities
around
the
world.
• Access
to
scheduled
visits
from
university
admissions
officers.
• A
current
and
comprehensive
library
of
career
and
educational
resources
• Access
to
resources
and
preparation
training
for
major
college
entrance
exams.
• Academic
support
and
counseling
for
any
student
needs.
• Management
of
all
school
related
documents
that
may
be
needed
for
college
admissions,
summer
study,
internships,
etc.
• Counsellors
also
work
closely
with
teachers
and
resident
staff
to
provide
support
for
individual
students
as
needed.
GRADE
9
Students
are
introduced
to
Naviance
Family
Connection
in
their
Career
class
in
the
first
term.
Here
they
will
do
in
depth
exploration
of
personality,
interests
and
strengths
through
career
surveys.
This
will
then
lead
to
career
exploration,
developing
resumes,
and
a
compiling
a
career
portfolio.
Students
are
encouraged
to
involve
themselves
in
activities
that
they
enjoy
and
which
explore
and
develop
talents.
At
the
end
of
the
term,
the
guidance
team
will
work
with
the
Careers
classis
to
help
students
understands
how
the
career
assessment
work
will
be
used
to
help
them
plan
the
rest
of
their
high
school
experience.
Students
will
come
away
with
a
better
and
more
comprehensive
view
of
themselves,
while
exploring
how
they
might
fit
into
the
larger
world
after
graduation.
This
will
set
the
groundwork
for
establishing
an
upper-­‐school
plan
that
will
support
their
future
aspirations
and
in
the
second
term,
we
will
work
with
them
on
their
course
selections
in
small
group
sessions.

12. 12
Students
are
encouraged
in
the
summer
to
gain
experience
through
jobs,
camps,
internships,
or
other
activities
that
take
their
learning
outside
the
classroom,
where
they
can
apply
knowledge
in
real
world
situations.
Parent
information
will
be
provided
during
meetings
and
open
houses,
as
well
as
through
screencast
presentations
and
an
electronic
document
library
in
Naviance.
Phone,
email
or
Skype
conversations
will
be
done
as
needed.
GRADE
10
In
the
first
half
of
the
year,
we
will
focus
on
researching
careers
and
look
particularly
at
the
skills
and
knowledge
areas
that
are
important
to
develop
in
different
career
areas.
Naviance
is
a
great
tool
for
this
kind
of
research.
It
sets
the
stage
for
the
planning
of
a
student’s
course
of
study
for
gr.
11
and
12.
We
will
present
detailed
information
on
the
International
Baccalaureate
Diploma
(IB),
as
well
as
the
requirements
for
the
Ontario
Secondary
School
Diploma
(OSSD).
After
Christmas,
we
select
courses.
Students
choose
a
program
of
study
that
best
fits
each
student’s
own
learning
style,
whilst
keeping
in
mind
the
career
interests
identified
through
surveys
and
course
work
in
the
Careers
class.
The
summer
after
Grade
10
is
a
perfect
time
for
students
to
engage
in
career
related
enrichment,
whether
it
be
an
internship,
job,
or
instructional
program
that
is
linked
to
a
particular
career
pathway.
Student
athletes
will
also
be
encouraged
to
register
for
the
NCAA
Eligibility
Center
if
interested
in
playing
Division
I
or
II
college
sports
in
the
US.
Delivery
of
this
program
will
include
a
combination
of
small
group
sessions,
all
grade
presentations,
one-­‐on-­‐one
communication,
screen
cast
tutorials
and
Naviance
surveys.
Parent
information
will
be
provided
during
meetings,
parent
weekends
and
open
houses,
as
well
as
through
screencast
presentations
and
an
electronic
document
library
in
Naviance.
Phone,
email
or
Skype
conversations
will
be
done
as
needed.
GRADE
11
The
attention
shifts
to
the
early
stages
of
university
entrance,
beginning
with
the
Preliminary
Scholastic
Aptitude
Test
(PSAT).
Students
also
have
access
to
full
online
prep
courses
through
Naviance
for
the
PSAT,
SAT,
and
ACT.
This
is
a
big
academic
year
because
it
is
the
gr.
11
transcript
grades
that
colleges
look
at
the
most
during
the
admissions
review
process.
Course
selection
is
given
very
careful
consideration
to
ensure
all
necessary
prerequisites
are
taken.
Naviance
work
in
the
first
semester
should
focus
on
exploring
majors
and
courses
of
study
that
students
are
passionate
about.
In
the
second
term,
detailed
university
research
and
planning
becomes
the
primary
focus.
Comprehensive
interviews
will
be
conducted
with
each
senior
to
initiate
the
college
plan.
This
is
also
when
gr.
11
students
begin
taking
SAT
I,
SAT
Subject
Tests
and
or
the
ACT.
International
student
may
need
to
the
TOEFL
or
IELTS
for
English
fluency.
Students
are
encouraged
to
meet
college
admissions
officers
that
visit
our
campus.
Summer
should
be
used
for
compiling
a
big
list
of
possible
schools
or
post-­‐graduation
options.
Visiting
schools
is
highly
recommended.
Students
pursuing
medicine
or
law
in
the
UK
will
have
to
take
required
tests
in
the
summer.
Delivery
of
this
program
will
include
a
combination
of
small
group
sessions,
all
grade
presentations,
one-­‐on-­‐one
communication,
screen
cast
tutorials
and
Naviance
surveys.
Parent
information
will
be
provided
during
meetings,
parent
weekends
and
open
houses,
as
well
as
through
screencast

13. 13
presentations
and
an
electronic
document
library
in
Naviance.
Phone,
email
or
Skype
conversations
will
be
done
as
needed.
GRADE
12
-­‐
PG
In
Grade
12
students
consolidate
their
learning,
self-­‐exploration,
experiences,
and
college
research
into
a
plan
that
fits
their
aspirations
after
graduation.
The
fall
may
be
filled
with
the
following:
• Entrance
examinations
(SAT,ACT,Subject
Tests,
TOEFL,
IELTS)
as
needed.
• Registration
for
the
Common
Application
(USA),
UCAS
(UK),
and/or
the
OUAC
(Ontario)
as
a
first
step
in
preparing
applications.
• Requesting
two
academic
teachers
from
Grade
11
or
12
to
write
recommendation
letters.
• Finishing
resume
in
Naviance.
• Refining
university
lists
in
consultation
with
counselor
and
make
final
selections.
• Guidance
in
submitting
all
aspects
of
university
applications
before
the
Christmas
break.
In
the
second
semester
we
will
assist
students
in
making
their
final
decisions
as
well
as
preparing
for
the
transition
to
university.
Delivery
of
this
program
will
include
a
combination
of
small
group
sessions,
all
grade
presentations,
one-­‐on-­‐one
communication,
screen
cast
tutorials
and
Naviance
surveys.
Parent
information
will
be
provided
during
meetings,
parent
weekends
and
open
houses,
as
well
as
through
screencast
presentations
and
an
electronic
document
library
in
Naviance.
Phone,
email
or
Skype
conversations
will
be
done
as
needed.
EDUCATIONAL
TESTING
Scholastic
Aptitude
Test
(SAT)
The
SAT
is
a
globally
recognized
college
admission
test
that
lets
you
show
collegeses
what
you
know
and
how
well
you
can
apply
that
knowledge.
It
tests
your
knowledge
of
reading,
writing
and
math
—
subjects
that
are
taught
every
day
in
high
school
classrooms.
Most
students
take
the
SAT
during
their
junior
or
senior
year
of
high
school,
and
almost
all
colleges
and
universities
use
the
SAT
to
make
admission
decisions.
This
five-­‐hour
College
Board
test
of
Critical
Reasoning
is
required
for
admission
to
U.S.
Colleges
and
Universities.
It
is
written
by
most
students.
In
addition,
SAT
II,
or
subject
tests,
are
required
by
highly
selective
colleges.
For
the
convenience
of
our
students,
Ridley
is
the
Niagara
test
centre
for
five
test
dates
a
year.
Go
to
www.collegeboard.com
to
register.
American
College
Testing
(ACT)
This
is
an
alternate
test
to
the
SAT.
It
tests
English,
Reading,
Math
and
Science
and
is
accepted
at
all
universities
in
the
USA.
Our
school
is
now
a
test
center.
Go
to
www.act.org
to
register.
Test
of
English
as
a
Foreign
Language
(TOEFL)
or
IELTS
One
of
these
tests
is
often
required
of
students
whose
first
language
is
not
English
for
college
and
university
admissions.
TOEFL
is
an
internet-­‐based
exam
and
the
IELTS
is
a
paper-­‐based
test.
Both
are
offered
in
the
Niagara
region.
Note
that
the
IELTS
is
the
only
English
fluency
test
accepted
by
UK
universities
at
this
time.
Go
to
www.toefl.org
or
www.ielts.org
to
register.

14. 14
THE
INTERNATIONAL
BACCALAUREATE
(IB)
DIPLOMA
PROGRAMME
The
IB
programme
is
one
of
the
fastest
growing
international
curriculum
models
in
the
world.
Approximately
137,330
students
graduate
every
year
with
an
IB
diploma,
and
these
graduates
are
routinely
recognized
by
the
world’s
leading
universities
for
their
outstanding
academic
preparedness.
The
curriculum
model
includes
six
academic
areas
and
three
core
requirements.
Over
the
course
of
the
two
year
programme,
students:
• Study
six
subjects
chosen
from
the
six
subject
groups.
• Complete
an
Extended
Essay
(EE).
A
requirement
for
students
to
engage
in
independent
research
through
an
in-­‐depth
study
of
a
question
relating
to
one
of
the
subjects
they
are
studying.
• Follow
a
Theory
of
Knowledge
course
(TOK).
TOK
is
a
course
designed
to
encourage
each
student
to
reflect
on
the
nature
of
knowledge
by
critically
examining
different
ways
of
knowing
(sense
perception,
emotion,
language
and
reason)
and
different
kinds
of
knowledge
(scientific,
artistic,
mathematical,
ethical
and
historical).
• Participate
in
Creativity,
Action,
Service
(CAS).
Which
requires
that
students
actively
learn
from
the
experience
of
engaging
in
real
tasks
beyond
the
classroom.
Students
can
combine
all
three
components
or
do
activities
related
to
each
one
of
them
separately.
In
order
to
earn
the
Diploma:
• Three
of
the
six
subjects
are
studied
at
higher
level
(courses
representing
240
teaching
hours)
• The
remaining
three
subjects
are
studied
at
standard
level
(courses
representing
150
teaching
hours)
All
students
who
successfully
complete
the
IB
Diploma
will
also
earn
the
Ontario
Secondary
School
Diploma
as
all
IBDP
courses
are
aligned
with
the
OSSD
curriculum.
Grade
10
students
will
be
asked
to
consider
their
Grade
11
course
options
in
January.
A
course
option
sheet
will
outline
the
various
courses
and
options
available
to
students,
including
the
option
to
undertake
the
IB
programme.
Once
you
have
reviewed
this
sheet
you
will
make
an
appointment
with
a
Ridley
Guidance
Counselor
and,
if
you
interested
in
the
IB
route,
the
Diploma
Programme
Coordinator.

15. 15
The
chart
below
shows
the
selection
of
courses
on
offer
in
each
subject
grouping:
Group
1
Group
2
Group
3
English
A:
Literature
HL/SL
English
A:
Language
and
Literature
HL/SL
German
A:
Literature
SL
Mandarin
A:
Literature
HL/SL
International
Languages
SL
Spanish:
ab
initio
or
B:
HL/SL
French
B:
HL/SL
Mandarin:
ab
initio
or
B:
HL/SL
German:
ab
initio
History
HL/SL
Geography
HL/SL
Business
&
Management
HL/SL
Economics
HL/SL
Psychology
HL/SL
Environment
Systems
and
Societies
SL*
Group
4
Group
5
Group
6
Chemistry
HL/SL
Physics
HL/SL
Biology
HL/SL
Technological
Design
HL/SL
Environmental
Systems
and
Societies
SL*
Computer
Science
HL/SL
Mathematical
Studies
SL
Mathematics
HL
or
SL***
Visual
Arts
HL/SL
Theatre
Arts
HL/SL
Film
HL/SL
* Trans
disciplinary
subject:
students
are
able
to
meet
requirements
of
Groups
3
and
4
with
one
subject
and
therefore
may
choose
a
second
subject
from
any
group
to
complete
their
complement
of
6
courses
** Students
may
opt
to
take
another
subject
in
Groups
1-­‐4
instead
of
a
Group
6
subject
*** Grade
11
Functions
(MCR3U)
or
equivalent
is
a
firm
prerequisite
for
Mathematics
HL
and
SL
Note:
Course
availability
is
subject
to
change
based
on
enrollment
The
remaining
three
subjects
are
studied
at
standard
level
(courses
representing
150
teaching
hours).
All
students
who
successfully
complete
the
IB
Diploma
will
also
earn
the
Ontario
Secondary
School
Diploma
as
all
IBDP
courses
are
aligned
with
the
OSSD
curriculum.
Grade
10
students
will
be
asked
to
consider
their
Grade
11
course
options
in
January.
A
course
option
sheet
will
outline
the
various
courses
and
options
available
to
students,
including
the
option
to
undertake
the
IB
programme.
Once
you
have
reviewed
this
sheet
you
will
make
an
appointment
with
a
Ridley
Guidance
Counselor
and,
if
you
interested
in
the
IB
route,
the
Diploma
Programme
Coordinator.
IB
COURSE
FEES
• A
full
IB
Diploma
Programme
(3
HL
courses,
3
SL
courses,
Theory
of
Knowledge
course,
Extended
Essay
and
CAS
requirement):
$2000
per
year*
• Each
individual
HL
course:
$400
per
year*
• Each
individual
SL
course:
$200
per
year
*
Tax
receipts
are
issued
for
each
HL
course
component
which,
in
a
full
diploma
programme,
is
50%
of
tuition,
including
the
additional
IB
course
fee.
IB
ASSESSMENT
The
International
Baccalaureate®
(IB)
Diploma
Programme
(DP)
uses
both
internally
and
externally
assessed
components
to
assess
student
performance.
For
most
courses,
written
examinations
at
the
end
of
the
DP
form
the
basis
of
the
assessment.
This
is
because
these
examinations
have
high
levels
of
objectivity
and
reliability.
Externally
assessed
coursework,
completed
by
students
over
an
extended
period
under
authenticated
teacher
supervision,
forms
part
of
the
assessment
for
several
programme
areas,
including
the
theory
of
knowledge
(TOK)
essay
and
the
extended
essay
(EE).
In
most
subjects,
students
also
complete
in-­‐school
assessment
tasks.
These
are
either
externally
assessed
or
marked
by
teachers
and
then
moderated
by
the
IB.

16. 16
HOW
DP
ASSESSMENT
IS
SCORED
In
the
DP,
students
receive
grades
ranging
from
7
to
1,
with
7
being
highest.
Students
receive
a
grade
for
each
DP
course
attempted.
A
student’s
final
Diploma
result
score
is
made
up
of
the
combined
scores
for
each
subject.
The
diploma
is
awarded
to
students
who
gain
at
least
24
points,
subject
to
certain
minimum
levels
of
performance
including
successful
completion
of
the
three
essential
elements
of
the
DP
core.
THE
DP
CORE
The
theory
of
knowledge
(TOK)
and
extended
essay
(EE)
components
are
awarded
individual
grades
and,
collectively,
can
contribute
up
to
3
additional
points
towards
the
overall
Diploma
score.
Creativity,
Action,
Service
–
the
remaining
element
in
the
DP
core
–
does
not
contribute
to
the
points
total
but
authenticated
participation
is
a
requirement
for
the
award
of
the
diploma.
HIGHER
LEVEL
AND
STANDARD
LEVEL
COURSES
The
IB
awards
the
same
number
of
points
for
higher
level
(HL)
and
standard
level
(SL)
courses,
reflecting
the
IB’s
belief
in
the
importance
of
achievement
across
a
broad
range
of
academic
disciplines.
HL
and
SL
courses
differ
in
scope
but
are
assessed
against
the
same
grade
descriptors,
with
HL
candidates
expected
to
demonstrate
the
various
elements
of
the
grade
descriptors
across
a
greater
body
of
knowledge,
understanding
and
skills.
RECEIVING
A
BILINGUAL
DIPLOMA
A
bilingual
diploma
is
awarded
to
candidates
who
complete
and
receive
a
grade
3
or
higher
in
two
languages
selected
from
the
DP
course
studies
in
language
and
literature.
Students
who
gain
a
grade
3
or
higher
in
studies
in
language
and
literature
and
a
grade
3
or
higher
in
an
individuals
and
societies
or
science
subject,
completed
in
a
different
language,
will
also
receive
the
bilingual
diploma.
ONTARIO
TABLE
OF
EQUIVALENCY
The
Ontario
Ministry
of
Education
recognizes
the
following
table
of
equivalency
for
IB
grades
as
compared
to
OSSD
grades.
This
information
is
submitted
to
Ontario
universities
after
students
apply.
Other
universities
outside
of
Ontario
will
use
their
own
equivalency
tables
based
on
their
own
education
systems.
These
can
usually
be
found
on
university
websites.
IB
Grade
OSSD
Grade
Equivalent
IB
Grade
Descriptor
7
6
5
4
3
2
1
97-­‐100%
93-­‐96%
84-­‐92%
72-­‐83%
61-­‐71%
50-­‐60%
R=
needs
remediation
Excellent
Performance
Very
Good
Performance
Good
Performance
Satisfactory
Performance
Mediocre
Performance
Poor
Performance
Very
Poor
Performance

17. 17
COURSE
PLANNING
The
following
flow
chart
is
for
use
by
students
in
planning
their
course
selections.
The
courses
in
the
chart
are
the
19
compulsory
credits
mandated
by
the
Ministry.
A
brief
description
of
the
compulsory
and
optional
courses
offered
in
Grade
9
&
10
follows
the
planner.
GRADE
9
GRADE
10
GRADE
11
GRADE
12
English*
(ENG1D)
English*
(ENG2D)
English*
(ENG3U)
English*
(ENG4U)
Math*
(MPM1D)
Math*
(MPM2D)
Math*
(MCR3U
or
MCF3M)
Optional
Course
#
1
French*
(FSF1D)
Canadian
History*
(CHC2D)
Science*
(SBI3M
or
SCH3U
or
SPH3U)
Optional
Course
#2
Canadian
Geography*
(CGC1D)
Science*
(SNC2D)
Optional
Course
#
1
Optional
Course
#3
Science*
(SNC1D)
2nd
International
Language
Optional
Course
#2
Optional
Course
#4
Civics*
(CHV2O)
&
Career
Studies*
(GLC2O)
Optional
Course
#
1
Optional
Course
#3
Credits
6
Optional
Course
#
1
Optional
Course
#2
Optional
Course
#4
Optional
Course
#2
Optional
Course
#3
Optional
Course
#5
Credits
8
Credits
8
Credits
8
**Denotes
a
Ridley-­‐only
Requirement

18. 18
MASTER COURSE LIST
Please
refer
to
the
Course
Descriptions
for
IB
and
by
Department
sections
for
further
detail.
GRADE
9
COURSE
DESCRIPTIONS
COMPULSORY
COURSES
OPTIONAL
COURSES
FOR
GRADE
9
A
STUDENT
WILL
CHOOSE
TWO
OPTIONS
1. English
(ENG1D)
2. Mathematics
(MPM1D)
3. Core
French
(FSF1D)
(or
International
Language
if
lacking
French
background)
4. Issues
in
Canadian
Geography
(CGC1D)
5. Science
(SNC1D)
6. Career
Studies
(1/2
credit)
(GLC2O)
Civics
&
Citizenship
(1/2
credit)
(CHV2O)
1. Mandarin
(LKMAD)
2. Music
-­‐
Instrumental
(AMU1O)
3. Visual
Arts
(AVI1O)
4. Healthy
Active
Living
Education
(PPL1O)
(co-­‐ed)
GRADE
10
COURSE
DESCRIPTIONS
COMPULSORY
COURSES
OPTIONAL
COURSES
FOR
GRADE
10
A
STUDENT
WILL
CHOOSE
THREE
OR
FOUR
OPTIONS
*DEPENDING
ON
CAREER
STUDIES
&
CIVICS
&
CITIZENSHIP
1. English
(ENG2D)
2. Mathematics
(MPM2D)
3. Canadian
History
Since
World
War
I
(CHC2D)
4. Science
(SNC2D)
5. 3rd
International
Language*
6. Career
Studies
(1/2
credit)
(GLC2O)
(If
not
taken
in
Grade
9)
Civics
&
Citizenship
(1/2
credit)
(CHV2O)
(If
not
taken
in
Grade
9)
*
Ridley-­‐only
Requirement
1. Music
-­‐
Instrumental
(AMU2O)
2. Visual
Arts
(AVI2O)
3. Media
Arts
(ASM2O)
4. Dramatic
Arts
(ADA2O)
5. Core
French
(FSF2D)
6. German
Level
2
(LWGBD)
7. Mandarin
Level
1
(LKMBD)
8. Spanish
Level
2
(LWSBU)
9. Healthy
Active
Living
Education
(PPL2O)
10. Technological
Design
(TDJ2O)
11. Computer
Technology
(TEJ2O)
12. Introduction
to
Business
(BBI2O)
GRADE
11
COURSE
DESCRIPTIONS
COMPULSORY
COURSES
OPTIONAL
COURSES
FOR
GRADE
11
A
STUDENT
WILL
CHOOSE
FIVE
OPTIONS
1. English
(ENG3U)
2. Mathematics
a. Functions
(MCR3U),
or
b. Functions
&
Applications
(MCF3M)
3. Science
a. Biology
(SBI3U),
or
b. Chemistry
(SCH3U),
or
c. Physics
(SPH3U)
Available
only
in
IB:
d. Environmental
Systems
and
Societies
SL
(SVN3M)
e. Design
Technology
SL/HL
(TDJ3M)
f. Computer
Science
SL/HL
(ICS3U)
1. Music
-­‐
Instrumental
(AMU3M)
2. Visual
Arts
(AVI3M)
3. Intro.
To
Anthropology,
Psychology
&
Sociology
(HSP3U)
4. Health
for
Life
(PPZ3C)
5. World
Religions
and
Belief
Traditions
(HRT3M)
6. Biology
(SB13U)
7. Chemistry
(SCH3U)
8. Physics
(SPH3U)
Available
only
in
IB:
9. Business
Management
(BDP3O)
10. Economics
(CIE3M)
11. Environmental
Systems
and
Societies
(SVN3M)
12. Geography
(CGF3M)
13. History
(CHT3O)
14. Psychology
(HSP3U)
15. Spanish:
Ab
Initio
or
B:
HL/SL
(LWSCU)
16. French
B:
SL/HL
(FSF3U)
17. Mandarin:
Ab
Initio
or
B:
HL/SL
(LKMCU)
18. German:
Ab
Initio
(LWGCU)

19. 19
GRADE
12
COURSE
DESCRIPTIONS
COMPULSORY
COURSES
OPTIONAL
COURSES
FOR
GRADE
12
A
STUDENT
WILL
CHOOSE
FIVE
OPTIONS
1. English
(ENG4U)
1. Music
-­‐
Instrumental
(AMU4M)
2. Visual
Arts
(AVI4M)
3. Biology
(SBI4M)
4. Chemistry
(SCH4U)
5. Physics
(SPH4U)
6. Advanced
Functions
(MHF4U)
7. Calculus
&
Vectors
(MCV4U)
8. Mathematics
of
Data
Management
(MDM4U)
9. World
Issues:
A
Geographic
Analysis
CFGW4U)
10. Analyzing
Current
Economic
Issues
(CIA4U)
11. Philosophy
(HZT4U)
12. World
History
Since
the
15th
Century
(CHY4U)
19. Spanish
(LWSDU)
20. French
(FSF4U)
21. Mandarin
(LKMDU)
22. German
(LWGDU)
23. Latin
(LVLCU)
24. Writer’s
Craft
(EWC4U)
25. Film
Studies
(IDC4U)
26. Exercise
Science
(PSK4U)
Available
only
in
IB:
27. Theatre
Arts
(ADA4M)
28. Computer
Science
(ICS4U)
29. Design
Technology
(TDJ4M)
30. Environmental
Systems
and
Societies
(CGR4M)
31. Math
Studies
(MDM4U)
32. Mathematics
(MCV4U)
33. Business
and
Management
(BOH4M)
34. Psychology
(HSB4U)
As
a
member
of
the
eLearning
Consortium
Canada,
we
can
offer
additional
online
courses
to
up
to
20
of
our
students.
These
would
be
courses
that
Ridley
does
not
offer,
or
that
we
may
decide
not
to
offer
due
to
low
enrolment.
Placement
in
these
courses
is
based
on
approval
by
a
Guidance
Counsellor
only;
students
cannot
sign
up
for
these
on
their
own.
For
further
information
refer
to
the
2015/16
ELCC
Course
Book
attached.

20. 20
COURSE
CLUSTERS
FOR
GRADES
11
&
12
Engineering/Science/Health
Science,
etc.
English
11
➞
*
English
12
Functions
11
➞
*
Advanced
Functions
12,
Calculus
and
Vectors
12
Chemistry
11
➞
*
Chemistry
12
Biology
11
➞
*
Biology
12
Physics
11
➞
*
Physics
12
Health
for
Life
11
➞
Exercise
Science
12
(Kinesiology)
Business/Commerce/Accounting/Actuarial Science, etc.
English
11
➞
*
English
12
Functions
11
➞
*
Advanced
Functions
12,
Calculus
and
Vectors
12
Functions
and
Applications
11
➞
Data
Management
12
Accounting
11
➞
Accounting
12
➞
Business
Leadership
12
Social
Science
11
➞
Economics
12
Language
11
Humanities/Arts
(English,
Philosophy,
Film,
Languages,
Music,
Fine
Art,
etc.)
English
11
➞
*
English
12
(two
available)
Language
11
➞
Language
12
(five
available)
Visual
Art
11
➞
Additional
courses
of
interest(e.g.
Art
12,
Music
11
Music
12,
Philosophy
12,
History
12,
etc.)
Drama
11
Social
Studies
(History,
Geography)
Social
Studies
(History,
Psychology,
Politics,
Law,
Economics,
etc.)
English
11
➞
*
English
12
(two
available)
Functions
and
Applications
11
➞
Data
Management
12
Language
11
➞
Language
12
(five
available)
Social
Studies
11(History,
Geography)
➞
History
12,
Geography
12,
Economics
12
World
Religions,
Law
11
➞
Philosophy
12
Notes:
1. * Required subjects. Other listed courses are strongly recommended (as in all three sciences), or simply
recommended for the best overall preparation.
2. Consider a Grade 12 course in Grade 11, or a summer course: an extra Grade 12 means one subject, if it is lower
(and is not a prerequisite), can be dropped from your average to raise your university entrance average in
Canada.
3.
Complement
the
core
group
with
a
different
area,
i.e.
Arts
subjects
with
a
Science
concentration,
or
Science
subjects
with
an
Arts
concentration
or
Computer
Studies.
4. For the U.S., 4 years of Math and English; 3 or 4 years of a Foreign Language and Science strongly
recommended, plus 1 or 2 Computer and Arts/Drama/Music courses.
5. IB(International Baccalaureate) represents the highest level of enrichment; taking full advantage of it requires
planning and preparing ahead in Grades 9 and 10.
Revised Jan.’14
Two
of
three
minimum

21. 21
IB
COURSE
DESCRIPTIONS

22. 22
IB
DIPLOMA
PROGRAMME
COURSE
DESCRIPTIONS
Note
that
all
IB
courses
are
of
two
years
duration
and
that
students
will
receive
Grade
11
(IB1)
and
Grade
12
(IB2)
Ontario
credits
for
courses
undertaken.
Course
equivalencies
are
found
in
the
Ridley
College
IB
Diploma
Programme
Handbook.
GROUP
1
—
STUDIES
IN
LANGUAGE
AND
LITERATURE
IB
ENGLISH
A:
LITERATURE
SL/HL
(OSSD
ENG3U/ENG4U)
This
course
is
built
on
the
belief
that
literature
is
concerned
with
our
conceptions,
interpretations
and
experiences
of
the
world.
The
aims
and
expectations
of
the
English
A:
Literature
course
involve
developing
in
students
an
understanding
of
the
techniques
involved
in
literary
criticism.
As
such,
they
are
encouraged
to
engage
in
close,
detailed
reading
and
analysis
of
texts
from
different
periods,
styles,
and
genres.
As
part
of
this
process,
the
students
acquire
the
ability
to
form
independent
literary
judgments
and
to
support
those
ideas
in
both
written
and
oral
forms.
The
course
also
encourages
students
to
recognize
the
importance
and
impact
that
context
has
on
a
given
literary
work
and
as
such,
acquire
an
appreciation
of
the
different
perspectives
of
people
from
other
cultures
and
how
these
perspectives
help
to
form
meaning.
Students
will
also
learn
to
appreciate
the
various
formal,
stylistic
and
aesthetic
qualities
of
literature.
The
course
also
aims
to
promote
an
enjoyment
of
and
lifelong
interest
in
language
and
literature,
and
hones
creativity
in
the
student.
The
response
to
the
study
of
literature
is
through
oral
and
written
communication,
thus
enabling
students
to
develop
and
refine
their
command
of
language.
The
course
is
a
two
year
program
and
is
divided
into
four
parts,
each
with
a
particular
focus:
Part
1:
Works
in
translation
Part
2:
Detailed
study
Part
3:
Literary
genres
Part
4:
Options
(works
selected
by
the
instructor)
Students
study
a
minimum
of
ten
literary
works
at
SL
and
thirteen
works
at
HL.
The
level
and
number
of
these
texts,
as
well
the
depth
and
number
of
assessments
are
greater
at
the
HL
level.
Prerequisite:
Grade
10
English
IB
INTERNATIONAL
LANGUAGE
LITERATURE
SL/HL
(SSST
LITERATURE
A)
This
course
is
provided
for
the
student
who
is
fully
bilingual
in
foreign
language
other
than
German
or
Mandarin.
Through
the
study
of
a
wide
range
of
literature,
the
language
A:
literature
course
encourages
students
to
appreciate
the
artistry
of
literature
and
to
develop
an
ability
to
reflect
critically
on
their
reading.
Works
are
studied
in
their
literary
and
cultural
contexts,
through
close
study
of
individual
texts
and
passages,
and
by
considering
a
range
of
critical
approaches.
In
view
of
the
international
nature
of
the
IB
and
its
commitment
to
intercultural
understanding,
the
language
A:
literature
course
does
not
limit
the
study
of
works
to
the
products
of
one
culture
or
the
cultures
covered
by
any
one
language.
The
study
of
works
in
translation
is
especially
important
in
introducing
students,
through
literature,
to
other
cultural
perspectives.
The
response
to
the
study
of
literature
is
through
oral
and
written
communication,
thus
enabling
students
to
develop
and
refine
their
command
of
language.

23. 23
Language
A:
literature
is
a
flexible
course
that
allows
teachers
to
choose
works
from
prescribed
lists
of
authors
and
to
construct
a
course
that
suits
the
particular
needs
and
interests
of
their
students.
It
is
divided
into
four
parts,
each
with
a
particular
focus.
•
Part
1:
Works
in
translation
•
Part
2:
Detailed
study
•
Part
3:
Literary
genres
•
Part
4:
Options
(in
which
works
are
freely
chosen)
Prerequisite:
First
language
fluency.
French
requirement
for
bilingual
students:
3800
hours
of
Elementary
Foreign
language
instruction.
IB
GERMAN
A:
LITERATURE
SL
(OSSD
LWACU/LWADU)
German
Literature
is
a
course
designed
for
the
student
who
speaks
German
as
a
first
language.
This
course
is
built
on
the
belief
that
literature
is
concerned
with
our
conceptions,
interpretations
and
experiences
of
the
world.
The
aims
and
expectations
of
the
German
A:
Literature
course
involve
developing
in
students
an
understanding
of
the
techniques
involved
in
literary
criticism.
As
such,
they
are
encouraged
to
engage
in
close,
detailed
reading
and
analysis
of
texts
from
different
periods,
styles,
and
genres.
As
part
of
this
process,
the
students
acquire
the
ability
to
form
independent
literary
judgments
and
to
support
those
ideas
in
both
written
and
oral
forms.
The
course
also
encourages
students
to
recognize
the
importance
and
impact
that
context
has
on
a
given
literary
work
and
as
such,
acquire
an
appreciation
of
the
different
perspectives
of
people
from
other
cultures
and
how
these
perspectives
help
to
form
meaning.
Students
will
also
learn
to
appreciate
the
various
formal,
stylistic
and
aesthetic
qualities
of
literature.
The
course
also
aims
to
promote
an
enjoyment
of
and
lifelong
interest
in
language
and
literature,
and
hones
creativity
in
the
student.
The
response
to
the
study
of
literature
is
through
oral
and
written
communication,
thus
enabling
students
to
develop
and
refine
their
command
of
language.
The
course
is
a
two
year
program
and
is
divided
into
four
parts,
each
with
a
particular
focus:
Part
1:
Works
in
translation
Part
2:
Detailed
study
Part
3:
Literary
genres
Part
4:
Options
(works
selected
by
the
instructor)
Students
study
a
minimum
of
13
works
at
HL.
Prerequisite:
German
as
first
language.
IB
MANDARIN
A:
LITERATURE
SL/HL
(OSSD
LKMCU/LKMDU)
Mandarin
Literature
is
a
course
designed
for
the
student
who
speaks
Mandarin
as
a
first
language.
This
course
is
built
on
the
belief
that
literature
is
concerned
with
our
conceptions,
interpretations
and
experiences
of
the
world.
The
aims
and
expectations
of
the
Mandarin
Literature
course
involve
developing
in
students
an
understanding
of
the
techniques
involved
in
literary
criticism.
As
such,
they
are
encouraged
to
engage
in
close,
detailed
reading
and
analysis
of
texts
from
different
periods,
styles,
and
genres.
As
part
of
this
process,
the
students
acquire
the
ability
to
form
independent
literary
judgments
and
to
support
those
ideas
in
both
written
and
oral
forms.
The
course
also
encourages
students
to
recognize
the
importance
and
impact
that
context
has
on
a
given
literary
work
and
as
such,
acquire
an
appreciation
of
the
different
perspectives
of
people
from
other
cultures
and
how
these
perspectives
help
to
form
meaning.
Students
will
also
learn
to
appreciate
the
various
formal,
stylistic
and
aesthetic
qualities
of
literature.
The
course
also
aims
to
promote
an
enjoyment
of
and
lifelong
interest
in
language
and
literature,
and
hones
creativity
in
the
student.

24. 24
The
response
to
the
study
of
literature
is
through
oral
and
written
communication,
thus
enabling
students
to
develop
and
refine
their
command
of
language.
The
course
is
a
two
year
program
and
is
divided
into
four
parts,
each
with
a
particular
focus:
Part
1:
Works
in
translation
Part
2:
Detailed
study
Part
3:
Literary
genres
Part
4:
Options
(works
selected
by
the
instructor)
Students
study
a
minimum
of
13
works
at
HL.
Prerequisite:
Mandarin
as
first
language.
IB
ENGLISH
A:
LANGUAGE
AND
LITERATURE
SL/HL
(OSSD
ENG3U/ENG4U)
The
aim
of
the
Language
and
Literature
course
is
to
develop
an
understanding
of
“critical
literacy”
in
students.
The
focus
of
the
course
is
on
the
production
and
reception
of
texts
within
cultural
contexts
as
these
factors
influence
the
creation
of
meaning.
The
foundational
assumption
is
that
a
text’s
wider
context
greatly
influences
its
central
meaning;
hence
students
will
examine
the
ambiguity
of
texts
themselves,
especially
as
it
relates
to
the
external
influences
in
meaning
creation.
Students
will
actively
engage
with
language
and
culture
through
texts
as
one
way
to
see
and
understand
the
world
in
which
they
live.
Students
study
a
minimum
of
six
literary
works.
The
course
is
a
two
year
program
and
is
divided
into
four
parts,
each
with
a
particular
focus:
Part
1:
Language
in
cultural
context
Part
2:
Language
and
mass
communication
Part
3:
Literature
–
texts
and
contexts
Part
4:
Literature
–
critical
study
Students
study
a
minimum
of
four
literary
works
at
SL
and
six
works
at
HL.
The
level
and
number
of
these
texts,
as
well
the
depth
and
number
of
assessments
are
greater
at
the
HL
level.
Prerequisite:
Grade
10
English
GROUP
2
—
LANGUAGE
ACQUISITION
IB
FRENCH
LANGUAGE
B
SL/HL
(OSSD
FSF3U/FSF4U)
Language
B
is
a
language
acquisition
course
for
students
with
some
background
in
the
second
language.
While
acquiring
a
language,
students
will
explore
the
culture(s)
connected
to
it.
The
focus
of
these
courses
is
language
acquisition
and
intercultural
understanding.
The
aim
of
this
course
is
to
allow
students
to
use
a
second
language
in
a
range
of
contexts
for
various
purposes.
The
focus
of
the
course
is
on
written
and
spoken
communication.
At
the
Language
B
level,
students
will
study
advanced
foreign
language.
The
French
B
syllabus
approaches
the
learning
of
French
through
the
study
of
communication
and
media,
global
issues,
social
relationships,
plus
two
options
from
the
following:
cultural
diversity,
customs
and
traditions,
health,
leisure,
science
and
technology.
Students
build
the
necessary
skills
to
reach
the
assessment
objectives
of
the
French
B
course
through
the
expansion
of
their
receptive,
productive
and
interactive
skills.
SL
and
HL
are
differentiated
by:
the
depth
of
syllabus
coverage,
the
study
of
literature
at
HL,
and
the
level
of
difficulty
and
demands
of
assessment
and
assessment
criteria.
Prerequisite:
Three
to
four
years
of
French
language
instruction,
permission
of
instructor