Programming at ÉSJS

We have a wide variety of programming beyond our core subjects at École St. Joseph School.  This includes our Religion program helping us to be Rooted in Faith.  Our Inclusion programming, our French Immersion program, and many Complimentary/Option programs and courses, helping our students develop personally in many ways and Growing in Spirit. Through the work of our Health and Academic/Career counselling programs, we are also very intentional with how we help enable students/parents make informed course choices so they may be prepared to Branch Out Into The Real World. In this vein, our Off-Campus programs extends learning opportunities into the community and the workplace to help students get valuable skills and test out possible career fields by working in a related job.


At École St. Joseph’s we endeavor be disciples for Christ. Recognizing that at the foundation of this faith, is a relationship with Jesus Christ, students develop the knowledge, beliefs, values and skills needed to build this relationship.. Each teacher and student continues their faith journey together, as they learn the meaning of being an apostle of Christ. It is our hope to enable our staff and students to continually deepen their knowledge and understanding of the Catholic faith, and to bring clarity to the relationship between faith and the culture surrounding us, endeavouring to be gospel witnesses to the world.

Our Religion program will be changing over to the new curriculum “Growing in Faith; Growing in Christ, as it becomes available. Our grade 4’s have received this new curriculum and the following grades continue to follow the 9 year program. Beyond this program our school makes every effort make Christ known in various opportunities. Assisting our Sister School in Kenya “Mount Carmel”, N.E.T Retreats, Buddy Groups (where older students mentor younger students), Liturgical Celebrations and Masses, Grad Retreat, Father visiting one class per week, and so much more.

Our program is as follows:

Grade 4: Growing in Faith; Growing in Christ

In this new and dynamic Catholic program students will focus on the Kingdom of God, God’s Plan, and the Creed. Knowing Jesus Christ as Lord, familiarizing them with sacred scripture and Catholic traditions.

Year 5: May We Be One:

This year focuses on the importance of our faith community and the gathering in Church. We continue to look more into the liturgical celebrations such as Advent and Lent. We also begin to look at the dignity and rights of all human life.

Year 6: You Shall Be My Witnesses

Here we start to focus in on the nature of God, and His unconditional love for us. Inviting students to make a more concrete decision on who God is in their lives and how the church can assist them on their journey.

Year 7: Believe in Me

Students begin to look at themselves and see how they are apart of God’s plan. Who am I? What is my purpose? Where do I belong? They are invited to go deeper in their faith journey so as to understand better why they have been created.

Year 8: Stand by Me

With the foundation of self understanding, students begin to explore the virtues and values entrusted to the Catholic faith by the Holy Spirit during this year. They are challenged to “love their neighbour”, as Christ loved His Church. Students often find ways to give back to the community by visiting the elderly, or helping with our Lunch program. (3 Credits)

Year 9: Be With Me

The 9 year program ends with an invitation for our students to make a more concrete decision as disciples of Christ. Here we discover the gift of the Beatitudes and how they can be lived out in our lives. Students will create projects that will focused on generosity and kindness.

Religion 15: Christ and Culture

The principal aim of Christ and Culture is to assist students, with the help of the Gospel, to participate as Christians in the shaping of our culture. The program explores major cultural issues from a Christological perspective. Beginning with their own life experiences, students acquire a deeper and more systematic knowledge of themselves, Christ’s message, and the Church. Connections between the Church and contemporary culture are explored in terms of what it means to be a responsible adolescent developing as a member of a Catholic, Christian community while living within the context of a broader culture. (3 Credits)

Religion 25: Jesus Christ, God’s Gift of Salvation

Jesus Christ: God’s Gift of Salvation invites students to deepen their relationship with Jesus through a study of Scripture. Students will explore the Jewish historical, religious, and cultural world into which the Messiah was born and the Old Testament covenant fulfilled. Using the Gospels as primary sources, the course explores Jesus' birth, early life, and ministry; his preaching of the Kingdom of God; his special teachings, particularly the parables; and his miracles. It then focuses on the scriptural accounts of his death and Resurrection, and the Ascension, and their central significance for the church's understanding of Jesus as the Christ, the Son of God. (3 Credits)

Religion 35: In Search of the Good

In Search of the Good challenges students to understand themselves as moral persons called to discipleship by living the way of Christ. Through an examination of ethical theories, the revelation of Sacred Scripture, and the lived experience and teaching of the Catholic Church, the course invites students to mature as active participants in their faith. At the heart of catechesis is the human search for happiness as the completion of the superabundant love of God. Students also are privileged to enjoy a Grad Retreat during this year. (3 Credits)


Our inclusion program is designed to support all students have success at school. We do this through Individualised Program Plans, the Knowledge and Employability program, the Life Skills program, and English Language Learner supports.

Individualised Program Plan (IPP)

An IPP is a process not just a document. The IPP is about refining and adapting our practices to ensure a student succeeds at school, not just academics but in all spheres of their life. When create it is a legal document. And when IPP has been set it becomes a school’s obligation to that special education coded student.

So how is the IPP Process done at St Joseph’s School?

The homeroom teacher is IPP primary author with input from subject specific teachers. The Inclusion Coordinator ensures that the content, strategies, and goals are relevant to the student’s needs. In addition the Inclusion Coordinator, liaises with and coordinates outside school supports for specific students.

Nevertheless, collaborative with parents is paramount. The reasons for this is twofold. First the school needs yearly parental consent to formulate and write an IPP. Also having parent involvement is key because many goals on an IPP can overlap at home, but most of all parents know the student the best. Therefore a parent meeting with the IPP team is essential prior to writing IPP.

The IPP is broken 5 Stage process-

○ identification/assessment;

○ planning;

○ program support/implementation;

○ evaluation;

○ and reporting.

Descriptions of the 5 Stages of the IPP Process

1. Identification/assessment- Using formal and informal assessment methods by classroom teachers, and specialised diagnostic tests administered by specialists (coordinators, psychologists, therapists, SLP’s etc);

2. Planning- Done in conjunction with the School Based Team (SBT) which consists of VP, Inclusion coordinator, homeroom teacher, parent, possibly student (involve after in late Junior High in order to teacher self-advocacy). Planning stage is looking at the big picture, where do we want to get to?

3. Program support/implementation- What strategies are you going to use to overcome/compensate the learning deficits or challenges? As a parent remember strategies and support are not the end state but a means to get to your goal.

4. Evaluation- Are the strategies producing the desired result? Remember the IPP is ongoing process not just at the reporting period. So feedback and reassessment is critical.

5. And reporting- Done 3 times yearly to inform all stakeholders on the progress/situation of student on IPP.

IPP Appeals

Consent must be given to put a student on an IPP. Only the School Division is entitled to mandate an IPP in exceptional circumstances (School Act Section 47-48) in order to meet the needs of the student.

However, if a Parent does not want or approve an IPP they can appeal:

○ First- Board level appeals, result in a School Board level tribunal;

○ Secondly- Ministerial appeal to the Minister of Education;

○ Third- The courts.

Key Points to Remember as Parent with Student on an IPP

Knowledge and Employment (K and E)

(Note: course offerings and method of instruction will depend upon the number of students enrolling in the courses.  When there are no qualified or interested students, the courses will not be offered)

The intent of Knowledge and Employability courses is to provide students who meet the criteria with opportunities to experience success and become well prepared for employment, further studies, citizenship and lifelong learning (Knowledge and Employability Courses Policy 1.4.2).

The K and E are part of a series of courses available to students who meet A set criteria of educational and learning needs.  Prior to enrolment in any K and E course, a student must discuss with the Career Counsellor and the Inclusion Coordinator the appropriateness of such courses for the educational needs and plans of the student.  In addition, parental consent is a requirement PRIOR to enrolment in such courses. Student in K and E will graduate with a High School Certificate of Completion.

Students in K and E focus on occupational courses and academic courses. An example of an occupational courses offered at Ecole Saint Joseph School is Food Studies, and Travel and Tourism (online). In food studies students explore the world of food preparation, baking and cooking. The courses are designed to build confidence and to possibly lead students into the world of the professional kitchen after high school. Students also do academic courses at the -4 level (e.g. 10-4, 20-4, 30-4). The academic courses are as follows English, social studies, mathematics, and science. Students have the option of taking science 14 and 24 instead of -4 K and E sciences. In addition there is a strong emphasis on work study placements and the possibility of Registered Apprentice Programs (RAP).

A day in the École Saint Joseph School K and E program would look like the following. First spending a few periods doing academics with the K and E teacher. This would be in a small class whereby the teacher can give individual attention. Then the students would go to option classes to work on their occupational courses. In the afternoon the student may be at work study, honing the skills learnt in the morning.

Life Skills

(Note: course offerings and method of instruction will depend upon the number of students enrolling in the courses.  When there are no qualified or interested students, the courses will not be offered)

The life skills program is for students with cognitive disabilities, Fetal Alchol Spectrum Disorder (FASD), Autistic Spectrum Disorder (ASD), a chronic health impairment, and other neurological disorders. Students in this program will have Alberta Special Education Codes of 41, 42, 43, 44 or 52. The aim of the program is to get students ready for the world after their school career, by ensuring they have the skills and abilities to access supports within the local community. Parental consent is required to be in the life skills program.

The life skills day would include working in a small class in the inclusion department with a teacher or educational assistant on social skills, functional academics, employment skills, communication, behaviour management and much more. Life skills students also will attend classes like drama, music, art, foods, physical education, outdoor education, and various other non-academic courses.

Students in the life skills program will be graduating from high school with a Certificate of School Completion.

English as Second Language/English Language Learners Program

(Note: course offerings and method of instruction will depend upon the number of students enrolling in the courses.  When there are no qualified or interested students, the courses will not be offered)

The ESL/ELL program at École Saint Joseph School is for students new to Canada and/or the English Language. In the lower grades the ELL students will be in class with supports to help them acquire the English language. In high school,  students attend specific English language courses, whereby they practice English with their peers and at the same time earn high school credits. This is in addition to their regular English class.

At the elementary and junior high level students work on their English language development in class and in small breakout groups with educational assistants. The focus is on ensuring the students understand the social norms of Canada and intricacies of Canadian English. If necessary the students work on modified programs to allow their English to develop without being excluded from their peers.

The High School courses consist of individualised work and group work tailored to their developing language skills. In order to achieve maximum efficiency, the courses are divided into two classes- developing and exploring groups. The developing cohort works on exploring their new found Canadian identity whilst learning the basics of the English language. The students are also taught how to use language resources such as dictionaries, digital translators and how to access local services. In the exploring group students expand upon their knowledge acquired in the developing cohort. In the exploring cohort the students explore in depth themes about what it is like be living in Canada. Students are introduced to Canadian literature and do readings that explore the themes of their new home, Canada.

Students in the ELL program can earn up to 15 credits. The students in will progress through 3 five credit courses dependent on their English language ability.


We are proud to offer a French Immersion program at École St. Joseph School.  The program is intended for students from non French speaking families (Francophones welcome too of course!) to have success in learning French by using it and experiencing it as the main mode of communication at school. Starting in grade 4 at our school, it is necessary to have had the previous years of French Immersion schooling or to be able to display an equivalent level of French ability to be able to enter the program.

The program not only delivers quality instruction of courses in French, and French Language acquisition.  It also exposes students to French culture.  Many cultural activities spice up the year such as Cabane a sucre (maple syrup on snow), Carnaval (winter carnival), la tire (french taffy pull), le reveillon (christmas party/dance), French music presentations and many others.

Our French immersion program is designed to have a very high percent of French instruction at the beginning, slowly introducing more English classes as the students advances through the grades. Students of French Immersion at our sister school École St. Mary School, begin with no or almost no English in the first few years (thus Immersion) while they are still in the most favourable age for language acquisition.  At grade 3, English Language arts class is introduced. Here is the chart of how this progression works at École St. Joseph School.

Grade 4,5,6 Students have French Language Arts, Social Studies, Science, Math and Music in French.  The have English Language Arts, Phys Ed., Health, Art and Religion in English.

Grade 7-9 Students have French Language Arts, Social Studies, and Science in French.  They have English Language Arts, Math, Phys Ed., Health, 1 option class, and Religion in English.

Grade 10-12 Students have French Language Arts at the -2 level (no diploma exam in grade 12) with all other classes in English. Students may enroll in other courses offered in French through distance learning at their discretion.

The purpose of the increase in English instruction through the years is to ensure the proficiency in English is mastered, but also to discourage attrition. Students in the program have been in the same class often since kindergarten. As the years go, many students wish to explore new experiences and friendships.  Having them join other students in English classes and options often helps them meet this need, therefore increasing the likelihood of retaining them in the program. At the high school level, this is compounded by the difficulty of finding specialty teachers able to teach various subjects in French and funding of small classes.  As the higher number of French Immersion students in elementary work their way through the program, this may be revisited to increase the French course offerings in senior high.

How can I help my child with their homework if I don’t speak French? This is a common question parents ask as content level rise through the grades.  Work going home should not be something the student does not know how to do.  It could be used as extra skills practice (such as reading at home at their level), or an extension of a task started in class that the student finishes at home. Occasionally, a teacher might have a brief translation in English of a larger project to allow for parent support.  In general, the answer to this question is for parents to provide a quiet time and place for students to regularly dedicate some time to their studies and showing interest in what they are doing.  

Many questions about the program can be answered by the FI teaching staff or admin. Another good source for general questions about FI is the Canadian Parents for French website


Besides the required core courses taught at our school, we have the following complementary/option courses.


The Grade 4-6 Art Program is the chance for students to explore hands-on activities which are visual and tactile in nature. They are involved in using a variety of techniques and mediums. From using fall leaves to create rubbings, to mixed mediums to create their favorite celebration piece, to using clay to create models of the characters in a story they are writing; students are involved in visual expression. This program is enhanced through school fees by $20 per student. Some of the highlights are the creation of Christmas ornaments, Mother’s and Father’s Day gifts, and the favorite seasonal pieces like the Thanksgiving table centerpiece.

The Grade 7-8 Art option is one of visual expression and exploration in drawing compositions. It is a half year course with a fee of $25.00. The students explore various techniques and mediums such as: charcoals, soft and oil pastels, various graphite gradients, graphic felts and blending stomps. The students create pieces that are directed by style and technique, but content is an individual choice. A highlight is that each student will choose his/her favorite composition which will then be scanned and screened to his/her favorite clothing. This is what we call wearable art!

The Grade 8-9 Art option is one that explores techniques required to complete a variety of artistic elements. It is a half year course with a $25.00 fee. Various mediums, tools and styles are explored. These concepts/tools/techniques are then be applied to projects. Some of the requirements are the learning of colour and its value, hue and emotional effects on the viewer. Projects such as bold colour self-portraits, and pointillistic scenery will focus on the colour study. As well, utilization of tools such a blending stomps, silk screening tools, and various brushes will be explored. These students will be exploring computer generated art so that they can apply unique, individualistic compositions to a mug or chosen piece of clothing.

Art 10/20/30/11/21/31 are five credit courses which explore a multitude of visual and tactile dimensions. Students hone their use of mediums and techniques through various projects ranging from drawings, paintings, mixed media, computer generated compositions, silk screening, pottery and sculpting. These high school courses are an in-depth look at how visual products are capable of influencing emotional responses as well as make social/political statements. Students are expected to create portfolios to track their progress (and which will help them in their applications to Fine Arts programs at colleges and universities). Whether a student takes one or more of these courses for enjoyment or pursuit of secondary fine arts, they will demonstrate a passion for expression. There is a $25.00 fee for each course.  


Grade 10-12 (½ year option courses)

Cosmetology 10: Introductory Level In this course students develop appreciation for the significance of personal grooming in various life situations. Students obtain knowledge and skills required to maintain a personal health and safety plan.  Students must complete the COS1010 Personal and Professional Practices module as it is a prerequisite module to many of the following modules, long hair design, skin care practices, manicuring, and many more.

The cosmetology course is a module based course, students can earn 3-5 credits per semester.

Cosmetology 11-12: Intermediate Level In this course students are encouraged to use creativity as they expand their knowledge and skill in the cosmetology industry. Students develop an understanding of, and will be able to describe and demonstrate professional ethics for salon success. The students must complete the EST1020 module as it is a prerequisite module to many of the following modules, make-up design, facials, hair removal and many more.

The cosmetology course is a module based course, students can earn 3-5 credits per semester.


Gr. 8/9 Tech - (1/2 year option): This project based course will help students develop introductory skills in basic videography and audio techniques, including: video editing, composition and techniques of video production, basic roles in film production, creating storyboards, and filming.  As well, students will learn basic programming and problem solving skills to develop and program robots to achieve specified goals and objectives.

8/9 Photography (1/2 year option) This project based course will help students develop essential photography skills by studying basic composition, setup, and examination of exposure. Students will be permitted to use their cell phones and/or tablets in a responsible manner to take pictures

Gr 10-12 Digital Arts - (1/2 year option, both semesters): This project based and largely self-directed course will explore in-depth the rules of visual composition and photography as a prerequisite for all other areas of possible development.  Areas include: Photography (exposure, processing, communication, lighting, etc.) , design (layout, editing, etc. using various types of software and techniques), Video production (pre and post, audio techniques, writing, filming, etc.), and Animation (claymation, stop-motion, CGI, flash, etc.).  Students will be able to earn 2-5 credits or more depending on amount of modules they are able to complete.  Students may choose to take Digital Arts in both semesters to continue their development in various strands.  

You can find attached strands available or in development for high school digital arts.


375 KB


Gr. 7/8 Theatre Sports (option. 1/2 year) This is a form of Improvisational Theatre, stories being made up in the moment. It is a great class to learn new skills, have fun and de-stress. Students enjoy a class filled with games and laughter.

Gr 8/9 Drama Performance (option 1/2 year) This focuses on acting and theatre production. The class is designed to prepare for the Jr. One Act Drama Festival, where each member of the class will assist in someway, weather it is back stage or acting, as we prepare for the Jr. One At Drama Festival.

Grade 10-12

Drama 10 is the foundational course for the Drama courses that follow. The purpose of this course is to introduce and develop an appreciation for the theatrical arts, while forming the student as a whole and building up their self-concept. Highlights in Drama 10 include: Improvisation,  and an opportunity to go to the One Act Festival. Option of 3 or 5 Credits.

Drama 20 continues to build on the concepts and skills that were taught in Drama 10. In this course there is a stronger element in the performance aspect of Drama, as well as, understanding more the elements that make up the backstage crew. Some highlights are Character Study, involvement in school celebrations, and One Act Festival. Option of 3 or 5 credits

Drama 30 students begin to take on more of the responsibility for the theatre created in the Drama class. During this year, they are fortifying their skills in character development, production design and performance. This continues to form and develope the students self concept and gives them a solid platform to step out into the rest of their lives. Highlights of this year are Directing, school performance, and One Act Festival. 5 credits


7/8 Film and Media (½ year option) Exploration of film and media techniques and genres. This is not only fun and interesting, but develops analytical skills.

Gr 10 Meaning in Film This locally developed course helps students transition from seeing movies purely for entertainment to drawing meaning from watching films.  This is done by first identifying the techniques and formulaic patterns used to capture audiences in traditional mainstream films, and then slowly exposing students to more complex and challenging artistically driven films.  Most hollywood films have some violence and colourful language, but films are carefully chosen not to be gratuitous in this regard. Parents are shown a film list to sign off on, and alternative film/assignments can be arranged to objection to any particular film for any reason. 3 credit course.

Film and Media Art 25/35  Students continue developing their film analysis skills (which is also beneficial for use on the English 30-1,2 Diploma exam!).  They also extend into the filmmaking approach, where students demonstrate their understandings, by creating short films more so than journals or comprehension questions. Students will learn to pick out the unique elements of films and determine which kind of short film they'd have to make to try to demonstrate it: breaking the fourth wall, lighting and shadow, slow mo action sequences, tracking shots, etc. 5 credit course.


French 4 -6: All students participate in French second Language classes. The AIM method is used to associate gestures with words to speed up learning.  Songs and dance are sometimes included to build toward a play students produce in French!  Some highlights are:

  1. Gr 4 - Students work with basic greetings and conversation, and work with the play “Les trois petits cochons”.

  2. Gr 5 - We develop conversations skills and expressions that are magnified in the play “Comment y aller?”.

  3. Gr 6 - Students continue to develop grammar and conversational skills. They enjoy a variety of different projects and units that are focused on their interests. Highlights include: French restaurants

French 7 - This French course is one semester, where students are engaged in all areas of the French language. They enjoy a variety of different projects and units that are focused on their interests.

French 8/9 (option, half/year) French as a second language.  This course will cover the basic conversational skills started in grade 7, along with other reading and writing French language skills, highlights include - creating a french cafe. cooking French meals, etc. (classes offered depending on enrollment numbers)

French 10-12 (year long ) Students explore a variety of themes and topics, increasing their conversational, comprehension, reading and writing skills while having fun! Highlights include traditions of the French culture, such as celebrating la revillon, video making, etc. Students  earn 5 credits. (classes offered depending on enrollment numbers)


Gr. 7/8 foods option -This course is designed to focus on the science of food and nutrition. There will be a focus on food safety and sanitation, food preparation and dietary analysis to develop a healthy lifestyle. (1/2 year, $25 fee)

Gr. 8/9 foods option- Builds on concepts and techniques taken in 7/8 course, but 7/8 course not needed as prerequisite. As with all Foods courses, students enjoy sampling their work!  (1/2 year, $25 fee)

Foods 10. Foods 10 is the first CTS course that students are able to take when they reach Sr. high at Ecole St. Joseph school. Our Foods course is a module based course where students earn a minimum of 3 credits. Students begin by earning their foods 1010 module (food basics). This module is the only prerequisite required for students to earn any other high school foods credits. From there, students learn basic baking techniques, as well as nutrition basics. Depending on the size and skill of the class there is a potential to earn more than 3 credits in a semester. There is a $25 fee for foods. This ensures that students are able to learn on high quality, well maintained equipment with quality ingredients.

Foods 20. In Foods 20 students expand on the skills they learned in Foods 10. Foods 20 is a modular CTS course. In foods 20 most students have the potential to earn at least 5 credits. Students have the opportunity to partake in such modules as: Basic meat cookery, Basic soups and sauces and International cuisine just to name a few. There is a $25 fee for foods. This ensures that students are able to learn on the high quality, well maintained equipment with quality ingredients.

Foods 30. In foods 30 the students get to further expand the skill they have learned in previous years. Foods 30 is a much more advanced CTS course where students once again have the possibility to earn at least 5 credits. Some of the more advanced modules include: Advanced meat cookery, Butcher shop, advanced soups and sauces and foods preservation. In foods 30 students also have the opportunity to prepare food to be served in our school servery. i.e. soups, appetizers. There is a $25 fee for foods. This ensures that students are able to learn on the high quality, well maintained equipment with quality ingredients.


Grade 4. In Grade 4 the students begin by learning the instrument families of the orchestra and experimenting with different instruments within those families. They then move on to basic music theory to help prepare them for the recorder. Shortly after the Christmas break students learn how to ready melodies and perform on the recorder.

Grade 5. In grade 5 the student continue to expand on their knowledge of Music theory. One of the ways they do this is by learning about harmony. Around mid fall the students are introduced to the ukulele where they begin to learn some basic harmonies to simple rock and pop songs.

Grade 6. In grade 6 the students expand their musical ability even further by continuing to play the ukulele with more advanced strumming patterns/rhythms and more complex harmonies.

Grade 7. Music in grade 7 is offered in semester two. In this course students are encouraged to test their abilities on other instruments. In grade 7 they are allowed to try any of the concert band instruments available at the school. This includes, trumpet, saxophone, clarinet, guitar and bass just to name a few.

Grade 8/9. In grade 8/9 the students now have to the option to join Jr. Band. In the past few years the Jr. band has consisted of a very solid rhythm section (drums, bass, guitar), which takes care of harmonies. This has been combined with a strong wind section to play melodies. Students always have the opportunity to showcase their skills at school concerts and music festivals. There is a $25 fee for Jr. Band so we can continue to supply our students with quality instruments and ensure the ones we have receive the proper upkeep.

Band 10/20/30. Band 10/20/30 is a yearlong, 5 credit course. In Sr. Band the students get to delve much deeper into music theory and performance. In the past we have performed many arrangements of pop/rock songs. Students have been encouraged to play instruments they are familiar with, or take risks and try something they have never played before. Students also get to learn much more complex music theory as well as how to arrange songs themselves for the band. Students always have the opportunity to showcase their skills at school concerts and music festivals There is a $25 fee for Sr. Band so we can continue to supply our students with quality instruments and ensure the ones we have receive the proper upkeep.


PE 4-6:  Elementary PE focuses of basic kinesthetic awareness and understanding of fair play.  Students learn basic movement patterns which can transfer into multiple activities.  Students will also develop problem solving and teamwork skills through cooperation, adherence to rules, and positive attitude.

PE 7-9 PE Jr high students are developing their physical awareness in additional to awareness of effort, attitude, cooperation/communication, and goal setting.  Students learn the rules of games and understand spacial awareness.  

Gr. 10 Competitive PE Competitive PE is a program for students highly motivated in athletics and fitness.   The students will use the fitness centre to design sport specific fitness plans, learn theory and rules of different sports as well as compete in a competitive environment.  This course will help develop competitive athletes mentally and physically.    3-5 Credit

Gr. 10 Wellness PE  Wellness PE is designed for students who want to improve their physical well being and encourage long term recreational fitness.  The students will use the fitness centre to design programs for a healthy lifestyle, participate in group fitness activities as well as take part in recreational activities to encourage lifelong fitness.  This course will help develop values for long term healthy lifestyle.  3-5 Credit

PE 20/30 Competitive PE Students will continue to develop many of the concepts introduced in PE10 Competitive.  Students will also begin application of strategy and modification of tactic, officiating, and offseason conditioning.  Students will also participate in off campus activities for recreational and competitive activities.  3-5 Credit

 PE 20/30  Wellness PE Students will continue to develop many of the concepts introduced in PE10 Wellness.  Students will achieve this by participating in additional fitness activities offered through fitness instructors and off site activities.   3-5 Credit


Safety preceeds all other aspects in this course.  Safety precautions are taken in terms of student knowledge of general shop safety and protocols. This is followed by more specific knowledge for handtools and each powertool. An outline of the progression can be seen at the end of the course descriptors.  (As an added safety feature, we have purchased Safe-Stop compliant power saws that automatically stop when encountering flesh.)  

Grade 7/8 - Woodworking (option, half year $25 fee) Students will learn to work with tools safely to create artistic pieces, such as wood burning and string art.

Gr 8-9 Woodworking 2 (option, half year $25 fee) Students will begin with drafting techniques, and continue their learning of proper use of tools. Pieces will be created using the more basic tools in the construction lab, with a focus on creating carpentry items.

Construction 10: Introductory Level

In this introductory course students will learn the basic safety rules of working in a woodworking shop as well as how to properly use and safely operate several pieces of equipment, such as drills, jig saws, skill saws, and sanders. In the first portion of this course students will design and construct a small project of their choice (i.e. a stool or a box.) In the second portion of the course students will design and construct an Adirondack chair.

There are two modules to complete in this course and each module is worth one credit. Those who work diligently have will have the opportunity to complete a third (and possibly fourth) module worth one credit per module.

There is a fee of $25.00 for this course for maintaining shop supplies and to offset the cost of materials.


Construction 11-12:Intermediate Level

This course begins with a refresher of basic shop safety followed by learning to safely and properly use such tools as a sliding compound mitre saw, a ban saw, a table saw, and a scroll saw.

In this course students will choose which woodworking modules they wish to complete and this will determine the type of project they will design and construct. The higher the number of modules completed, the more credits the student can earn as each module is worth one credit.

There is a fee of $25.00 for this course for maintaining shop supplies and to offset the cost of materials.

Advanced Construction

As we have just opened our lab students are not here yet. Having said this, we plan to continue expanding our collection of high quality components to someday soon be able to offer even more advanced courses possibly including Year One of Apprenticeship in Construction. (Donations to help us buy these specialized pieces of equipment are welcomed and appreciated!)

Construction Safety Outline

One of the main goals of this course is to not only teach the students about safety, but to get them thinking 'safety first' at ALL TIMES!

It must be remembered that, there is always the possibility of an accident occurring when using tools, and that the more powerful the tool, the faster the accident can occur and the more severe the accident can be. As well, the students need to understand that when working with tools, especially power tools, the results of an accident can be permanent and severe.  

To improve safety and reduce the risk of an accident the following steps will be introduced for the use of most tools:

  1. Instructor will give a brief talk on the tool and answer any questions the     students might have.

  2. The instructor will demonstrate proper use of the tool.

  3. The students will watch one or more safety videos on that tool.

  4. Instructor will go over what was learned in the video(s).

  5. Students will have another chance to ask questions about the tool.

  6. Students will be given a safety sheet on the tool.

  7. Students will complete a safety assignment/quiz on the tool. The passing mark for these assignments/quizzes will be 100%. Students will continue to study and re-write the assignment/quiz until they have achieved a grade of 100% before proceeding to step 8.    

  8. Students will practice with and demonstrate proficiency to the instructor.

  9. Students will continue to operate the machine with either their “cutting     buddy” or the instructor with them.

  10. Students continue to operate the tool with supervision.

It is expected that students will wear safety glasses at all times.  While we do have an adequate supply, students may be better served by purchasing their own pair.  They may find these to be more comfortable and they are far more likely to keep their safety glasses on. Safety glasses cost about $5.00 and up.  They can be purchased at locally at Acklands, Tim-Brr-Mart, Canadian Tire, Home Building Centre, Mark's Work Warehouse, and many other places.

In addition to this, safety boots or shoes are recommended.  They are reasonably priced and, while the leather on the boots may wear out, the safety features will not.

Other option courses

7/8, 8/9 Fitness  (½ year)This course is designed to enable students to develop their physical skills and abilities to aid in their overall well-being. Physical activities will include cardiovascular conditioning, muscle strength and endurance training, stretching, and relaxation.

7/8 Outdoor Ed. (½ year)This course is designed for students interested in exploring the natural world. The course will be structured around hands on activities and experiences in the form of projects and classes that apply skills and knowledge for safe, environmentally responsible outdoor activities.

7/8 Tourism  (½ year)This course is designed to focus on different countries,culture and some of the amazing places to visit. The students will be open to explore varies cultures that make those countries unique. Guest speakers will be visiting to talk about their experiences in the countries that they have visited.The students will prepare a tourism fair at the end of the course exhibiting their discoveries.

8/9 Leadership (½ year)The intent of this leadership class will be to offer students the opportunity to learn some of the many and varied leadership skills, to investigate their own set of values and attitudes and to provide the individuals with the opportunity for applying knowledge gained in this class to school events and the community.

8/9 Outdoor Ed. (½ year)Students will learn basic survival techniques and will be introduced to concepts presented in the Alberta Hunter’s Education course. The course will be structured around hands on activities and experiences in the form of projects and classes that apply skills and knowledge for safe, environmentally responsible outdoor activities.

Math 31 This is a specialized math course students may need to apply to specific post secondary programs.   As it is possible to take after Math 20-1, we look at combining any interested grade 11 second semester students with interested grade 12. Unfortunately, very few students need this class , often making it not practical to teach. If this is the case, we encourage students to take the course through distance learning.  If a large enough group of students choose this method (yet not enough to form a class), we will attempt to free up a math teacher to assist students through their independent work a few blocks per cycle..



Health runs from 4-9 and deals with three main themes

Wellness Choices (Personal and Safety and Responsibility)

• Students will make responsible and informed choices to maintain health and to promote safety for self and others.

Relationship Choices (Understanding and Expressing feelings, Interactions, and Group Roles and Processes)

• Students will develop effective interpersonal skills that demonstrate responsibility, respect and caring in order to establish and maintain healthy interactions.

Life Learning Choices (Learning Strategies, Life Roles and Career Development, and Volunteerism)

• Students will use resources effectively to manage and explore life roles and career opportunities and challenges.

** A basic relaxing meditation takes place in many health classes which start at the beginning of each class for 5-10 mins

Grade 4 Students study the different types of food necessary to stay healthy. They examine the risks of smoking and how to stay safe on the Internet.  How to help out friends in need and how to handle disagreements are also looked at. Finally, students are shown how the things they like might play a part in their future careers.

Grade 5 Topics include- impact of physical activity and nutrition on the immune system, identifying personal boundaries, strategies for managing negative feelings and how to deal with stress. The class discusses and uses strategies to deal with change. Students learn time management, and relate personal skills to occupations. The public health nurse also comes in to help students identify the basic components of the human reproductive system, and describe the basic functions of the various components; e.g., fertilization, conception

Grade 6 The class focuses on the importance of balance and variety in activities to promote personal health. Activities surrounding self worth and having a positive body image is a huge focus. Using meditation to do affirmations and positive thinking helps in this area. The class also talks about cliques and how it can be negative or positive. Identifying and developing strategies to overcome possible challenges when making goals is another focus. Students also learn about conception to birth and how it is a precious gift from God.

In Grade 7, 8, and 9 we did our first Teen Mind Health Conference last year (all ran by grade 8 and 9 students) and we hope to make it an annual event and have one for the elementary students as well.

Grade 7 Students take part in Power 2B Me which is an online nutrition program. The class focuses a lot on characteristics of resiliency such as having a positive self esteem, great support team, problem solving skills, etc. Stress and how to deal with stress is discussed a lot. myBlueprint is used for the career section of health.

Grade 8 Students take part in Power 2B Me which is an online nutrition program. Choices and consequences are a focus here and the impact of positive choices on health. Representatives from Wellspring come in and do an 8 class course dealing with healthy and unhealthy relationships. The class also discusses signs associated with suicidal behaviour, and identify interventional strategies. myBlueprint  is used for the career section of health.

Grade 9 Students take part in Power 2B Me which is an online nutrition program. The class discusses positive health habits, both on the mind and the physical body. We develop strategies to promote harm reduction/risk management and to foster positive feelings so students can express those feelings in that way. myBlueprint is used for the career section of health.


Our health teacher Ms. Prince and and our Academic/Career Counsellor Mrs. Goodspeed team up to help our students uncover more about themselves, to lead them to possible careers to explore. Once a few are explored in detail and possible choices narrowed down, counselling helps select possible senior high course pathways that will lead to a post-secondary plan, whether that involves more studies, the world of work or both!

Grade 7

Students choose 2 goals they want to work on, one being personal and the other being a school related goal. Teacher checks in with students throughout the year to see how they are doing and to provide support/encouragement, when needed. They reflect on their school related goal after 1st semester and adjust if needed and to celebrate successes

Students complete 5 surveys on learning styles, personality, interests,  motivation, and knowledge. These surveys help students better understand themselves and allows them to begin taking interest in possible careers in the future. Students put their results in their portfolio and they are to reflect on the results of each reflection.

Grade 8

Students choose 2 goals they want to work on, one being personal and the other being a school related goal. Teacher checks in with students throughout the year to see how they are doing and to provide support/encouragement, when needed. They reflect on their school related goal after 1st semester and adjust if needed and to celebrate successes

Students complete a resume using the program on myBlueprint which can be used when applying for jobs.

Grade 9

Students choose 2 goals they want to work on, one being personal and the other being a school related goal. Teacher checks in with students throughout the year to see how they are doing and to provide support/encouragement, when needed. They reflect on their school related goal after 1st semester and adjust if needed and to celebrate successes

Students can re-do the 5 surveys on learning styles, personality, interests,  motivation, and knowledge if they feel that some may be different. These surveys help students better understand themselves and allows them to begin taking interest in possible careers in the future. Students put their results in their portfolio and they are to reflect on the results of each reflection.

Grade 10 / Grade 11

Grade 12



Work Experience

Work experience provides an opportunity for high school students to earn credits while in a paid or volunteer work position. It is a hands-on way of learning that integrates classroom learning with on-the-job practical experience. Students earn 1 credit for every 25 hours they work, and must work a minimum of 75 hours for credits to be granted. Students can earn up to 30 credits in work experience over their 3 years of high school (NB. only 15 credits can be used for diploma requirements).

How does my child access work experience?

Students and parents can come and see Mrs. Goodspeed to discuss work experience. Students must have completed the Job Safety Skills course (HCS3000) with Ms. Prince before being able to earn credits in work experience. Students complete a work experience contract, which is signed by the student, a parent, the supervisor, Mrs. Goodspeed and the Superintendent. Once both of these conditions are met, the student is able to begin in the work experience program. Mrs. Goodspeed will conduct a safety inspection of the work site (if there is not one on file) within a month of the start of the work experience contract.

Students need to submit their hours to Mrs. Goodspeed regularly (at least once a month). Students can hand in pay stubs, signed timesheets (copies available from Mrs. Goodspeed) or a letter stating the number of hours worked signed by a supervisor. Towards the end of the year (around May), students should take an evaluation to their supervisors and ask them to complete it. This is then submitted along with the hours to Mrs. Goodspeed, and it is used to generate the mark and number of credits for work experience.

Registered Apprenticeship Program (RAP)

The Registered Apprenticeship Program (RAP) is a program that allows high school students to start their apprenticeship training while still at high school. Students can start the program in grade 11 or 12, and can earn up to 40 credits towards their diploma. Each trade has different high school course requirements. Students should speak with Mrs. Goodspeed to find out the required courses for their trade.

How can my child access RAP opportunities?

RAP opportunities are advertised to students when they arise, and students complete applications and interview for the positions. Careers Next Generation are a great resource and connect many business partners looking for apprentices to students. They present to students during the school year when particular positions come up.

In addition, students are able to secure RAP positions for themselves. If students know someone in the trade they are interested in, they can ask if they are looking for an apprentice. If there is some interest, Mrs. Goodspeed and a representative from Careers Next Generation can follow up with a meeting with the business.

Students in RAP submit hours and an evaluation to Mrs. Goodspeed in the same way as the students in the work experience program. Students need to complete Job Safety Skills (HCS3000) and a work experience contract. Students will also have to register with the Apprenticeship Board - Mrs. Goodspeed will help with the application.

Dual Credit

Dual credit programs allow students to earn postsecondary credits and high school credits concurrently. Students register with a postsecondary partner (e.g. NAIT) and complete courses online. For courses requiring a practicum, students also work with an industry partner (e.g. Millar Western or ANC) to complete the practical hours (usually paid) required to grant the postsecondary credential.

Examples of current dual credit offerings

Students earn credits with postsecondary partners and earn work experience credits at high school. Students need to complete HCS3000 and a work experience contract before beginning the practical component of the program.

Each dual credit program has high school course prerequisites. Please see Mrs. Goodspeed for more information.

Green Certificate

This program is an agricultural training program with an apprenticeship style of delivery that ensures that participants learn through actively performing the skills required. The program is based around being out on the farm and learning through doing. Because of the style of delivery, it also means having a teacher who is knowledgeable and interested in the trainee's success.

There are 10 specializations in the Green Certificate:

If students have a connection to a farm and are interested in learning more about the program they should speak with Mrs. Goodspeed.