Collingwood Senior School

Academic Handbook

2026/2027

Curriculum, policies, and courses on offer.

The BC Curriculum

AP Courses

Academic Policies

Academic Programming

Required Courses

Courses on offer

The BC Curriculum

Overview

The BC Curriculum is recognized internationally for its approach to teaching and learning and all schools that issue a BC Dogwood Diploma for High School graduation are required to adhere to the principles of the BC Provincial Curriculum. The curriculum maintains a focus on sound foundations of literacy and numeracy while supporting the development of citizens who are competent thinkers and communicators, and who are personally and socially competent in all areas of their lives. It honours the ways in which students think, learn, and grow, and prepares them for a successful lifetime of learning where ongoing change is constant.

The foundational principles of the BC Curriculum are:

Education for the 21st Century
Student success through curriculum transformation
Indigenous perspectives and knowledge
Redesigned curriculum model and competency based learning

Read More

BC Curriculum Model

Each course and grade level is based on a “Know-Do-Understand” model.

The big ideas are the key concepts in each area of study. They reflect the “understand” component of the know-do-understand model of learning. The new curriculum values diversity and supports diverse learners. At Collingwood, our goal is to produce learners and thinkers who learn deeply and are able to transfer what they learn to new and unfamiliar experiences.

The content learning standards — the “Know” of the know-do-understand model of learning — detail the essential topics and knowledge at each grade level.

The curricular competencies are the skills, strategies, and processes that students develop over time. They reflect the “do” in the know-do-understand model of learning.

British Columbia Provincial Proficiency Scale

BC has a competency based curriculum. Competency based curricula are “a concept-based approach to learning and a focus on the development of competencies, to foster deeper, more transferable learning. These approaches complement each other because of their common focus on active engagement of students. Deeper learning is better achieved through “doing” than through passive listening or reading. Similarly, both concept-based learning and the development of competencies engage students in authentic tasks that connect learning to the real world.” (BC Ministry of Education)

Students in BC are assessed using the proficiency scale below in all courses. This scale, along with feedback from the teacher, provides students with the information they need to allow them to improve or refine their skills, knowledge or understanding in the assessed area.

Provincial Assessments

Completion of three provincial assessments is a graduation requirement for all students. These assessments are aligned with the literacy and numeracy skills in all courses from K-12. Provincial Assessments are reported on the student transcript, not the school report card. These assessments are created outside of the school by the Ministry and occur during set dates four times throughout the year. Collingwood Students write the Grade 10/12 Literacy Assessment during the fall sitting (Oct/Nov) and the Grade 10 Numeracy Assessment in the winter sitting (Jan/Feb). Students may write each assessment up to three times to improve their scores.

Our Provincial Assessment results are an important indicator of our academic success and are used to measure the strength of our academic program. Students are prepared and supported to earn a score of proficient (3) or extending (4) on these assessments. Any students receiving an Emerging (1) or a Developing (2) are expected to re-write the assessment during the following session. This will be communicated to the student and family by email well in advance of the rescheduled assessment.

Grade 10 Provincial Assessments

The numeracy assessment focuses on the application of mathematical concepts learned across multiple subjects from kindergarten to Grade 10. It requires students to solve problems by using five numeracy processes (different ways of thinking and working): interpret, apply, solve, analyze and communicate. Students earn a proficiency score of emerging (1), developing (2), proficient (3) or extending (4). The student is provided a detailed breakdown of their performance, but just the proficiency score of 1 through 4 is reported on the student transcript.

The literacy assessment assesses student ability to use critical thinking and analysis to make meaning from a diverse array of texts. It also assesses the ability of students to communicate their ideas. The Grade 10 Literacy Assessment is not based on a particular course, but on learning across multiple subjects, from kindergarten to Grade 10. The student is provided a detailed breakdown on their performance and a proficiency score, but a completion grade of “RM”, meaning “Requirement Met” is reported on the transcript. This assessment is considered formative in preparation for the Grade 12 Literacy Assessment.

Grade 12 Provincial Literacy Assessment

The Grade 12 Provincial Literacy Assessment is a provincial assessment that assesses student proficiency in literacy. Students earn a proficiency score of emerging (1), developing (2), proficient (3) or extending (4). This proficiency score is on the student transcript.

Advance Placement Courses

Collingwood School offers a selection of AP courses as part of the academic program. Advanced Placement is a program run by the College Board that is designed to give students the experience of an introductory level college class while in high school. The courses are taught at Collingwood and students sit an external examination created by the College Board. Students pursue these advanced courses in a subject area where they are passionate, and they may earn post-secondary credits if they perform well on the examination. There is no formula or prescribed number of AP courses that a student should pursue in order to be accepted into any post-secondary institution.

Beginning in Grade 10, students may opt to take an Advanced Placement class. Students should consider their interest in the course material and be willing to spend significant additional time reading and studying outside of class time. We encourage students to speak with their counsellors, teachers and parents to make an informed decision about the best time to enroll in an AP class.

Read More

AP Examinations

School policy requires all students registered in an AP course write the corresponding AP examination set by the College Board. These exams are set by the College Board, take place in May and are generally held off campus. There is a fee to write the exam; exams are ordered well in advance of the examination period. Students who do not write their scheduled AP exam will have an additional charge to arrange a late sitting. There is no fee for the required AP Seminar examination that all students must write in Grade 11. AP Examination scores do not reside on Collingwood School’s transcript, but are sent by the student to post-secondary institutions through the College Board portal.

Students taking AP courses are expected to write the AP exam. Should a student not sit the AP Examination, the school reserves the right to communicate a change in course load to the relevant post-secondary institutions and this is considered a violation of our Community Agreement.

AP Seminar

All students in Grade 11 take AP Seminar. AP Seminar was introduced to Collingwood to help ensure all students were equipped with reading, writing and research skills that are required at the post secondary level and beyond. AP Seminar is an interdisciplinary course that encourages students to demonstrate critical thinking, collaboration, and academic research skills. Students investigate topics in a variety of subject areas, write research-based essays, and design and give presentations both individually and as part of a team. This class is a dual credit course and students also receive credit for English 11.

AP Capstone Diploma

The AP Capstone Diploma is a globally recognized diploma awarded to students who have built skills in research, analysis, evidence-based arguments, collaboration, writing, and presenting. This is overseen by the College Board and does not appear on a school transcript.

AP Capstone eligibility requirements:

Students must score a 3 or higher on the exams listed below:
AP Seminar (taken by all Grade 11 students)
AP Research
4 additional AP Exams of their choosing

AP International Diploma

The AP International Diploma (APID) is a globally recognized certificate awarded to students who display exceptional achievement across a variety of disciplines. This is overseen by the College Board and does not appear on a Collingwood School transcript.

APID eligibility requirements:

Students must score a 3 or higher on 5 or more AP Exams in the content areas:
One exam in an AP World Language
One exam in an AP English
One AP exam offering a global perspective
One AP exam from either the sciences or math and computer science
One additional exam.
Further details are on the College Board website

Mock AP Examinations

Collingwood AP Mock Exams take place during class time at the teacher’s discretion based on the learners and demands of the course. When a scheduled AP class offers the completion of two AP exams, the teacher may schedule a mock AP exam outside of the scheduled class time and outside of the school day (ex. Saturday) upon completion of the first course, as long as this mock exam occurs prior to March Break. This exam date will be scheduled one month in advance and be included on the school calendar after approval by the school Principal. An exam outline and review package will be shared with students two weeks in advance. Students who are unable to attend during the scheduled time will have an alternate assessment time scheduled with their teacher.

Collingwood supports students who have external cultural and family commitments outside of the school day and an alternate time will be provided to students who are unable to attend the mock AP Examination.

Independently Enrolled AP Courses and Exams

Collingwood’s educational philosophy prioritizes a student’s well-being, personalization, and experiential learning. Our carefully curated, wide range of AP courses offer opportunities for rigorous study across all academic disciplines. For this reason, Collingwood specifically limits the time and number of AP courses that a student can access (10 courses over Grades 10-12). Additionally, we value the demonstration of academic growth throughout an academic career, the focus on building important foundational skills, accessing courses of different styles, and maintaining a balance between academic and personal, co-curricular pursuits.

Furthermore, universities value a trajectory of learning that reflects your preparedness for college-level work in conjunction with a demonstration of personal interests and pursuits beyond academia. By adhering to our school’s guidelines, students present a more comprehensive picture of their readiness and capabilities.

In some cases, students may elect to pursue AP courses and exams independently. Prior to doing so, students should consult their university guidance counselor who can advise them what is best for their learning and post-secondary goals.

AP scores for courses taken both inside or outside of school reside on the student’s AP transcript and cannot be added to any Collingwood School or Ministry of Education transcript.

Collingwood is only able to proctor exams for current Collingwood students who are enrolled in the course at the school. Students who study independently will need to arrange to write their examination at an alternative testing site.

Collingwood offers exam-only sittings in alternating years for students independently studying for AP Chinese Language & Culture (odd years) and AP Music Theory (even years). Registration information is sent in the fall.

AP Courses Available to Grade 10 Students

When students enter Grade 10, they are able to access AP Courses. AP courses require significant preparation and homework outside of class time. Consideration of the entire academic and co-curricular course load is essential when determining if an AP class should be taken in the Grade 10 year.

Courses available: AP Computer Science Principles; AP Human Geography; AP Microeconomics & AP Macroeconomics; AP Physics 1.

Academic Policies

Online Courses or Other Learning Outside of Collingwood School

Students should always consult with their university counsellor prior to enrolling in any courses offered outside of Collingwood. Note: it is very important that students do not register for BC Ministry credit courses outside of Collingwood without prior approval as this can impact their ability to earn prerequisites for further study in a department.

All prerequisites for courses required for graduation must be taken at Collingwood School except in the case of exceptional circumstances. Any credits taken outside of Collingwood will appear as external credits on the student transcript.

Earning Credits: Policy for Course Equivalency, Challenge, External Credits or Independent Directed Study

Collingwood School follows the BC Ministry of Education policy for awarding credits for other learning.

Students must be able to demonstrate their readiness to challenge a course in the graduation program (Grade 10-12) based on factors such as a recommendation from a previous teacher, or from evidence that relevant learning has been acquired outside the regular classroom setting. The demonstration is to be thorough and include an evaluation of the content and competencies in the course. Examples of assessment strategies that could be used in a challenge process include such things as hands-on demonstrations, oral performances, interviews, written examinations, or presentations of a collection of work.

The department head and school counsellor, in consultation with teachers, students and parents, make the decision about readiness. Students will receive a letter grade and percent in the course based on the achievement in the challenge and must earn a C- and 50% for the challenge to be successful.

The school transcript indicates the letter grade and percent and notes that the course was completed by a challenge so it is essential that university guidance counselors are involved in the decision making process as these decisions may impact post secondary applications. It is strongly recommended that students do not challenge courses, except in exceptional circumstances.

Students cannot challenge courses at the Grade 8 or 9 level unless they are transferring from a different program or school.

The deadline to request a challenge course is May 15 each year through the Department Head of the subject area. Students who challenge a course will be required to adjust their schedule which may create conflicts. It is important that students meet with their University Guidance counsellor so they are aware of the impact of a decision to challenge a course. Students new to Collingwood will be accommodated based on their acceptance date.

Students in Grade 10-12 who wish to participate in an Independent Directed Study (IDS) in an area of academic passion should speak to their University Guidance counsellor during course selection to learn about the process. This opportunity exists for students who have completed all courses within a department and can only be granted in special circumstances. The due date for applications for an IDS is the Friday before March Break of each year.

Add/Drop Dates for Course Changes

Collingwood’s course selection and course counselling are highly personalized to meet the needs of our students. Our University Guidance Department partners with students to support a selection of courses that provide appropriate academic challenges and meet post-secondary prerequisites. The school timetable is built based on student course selections in the spring and we accommodate student course changes at multiple time periods during the school year. Each trimester has a firm date for course changes which is tightly adhered to at each stage. Students are unable to make any course changes, including dropping a course, once the published course change due date for the trimester has passed. It is important to note that once the timetable is built, additional sections are not added or closed so not all course changes can be accommodated to ensure we have appropriate teachers in place for all classes. We advise students to learn, consult with counselors and make the best choice for their learning plan during the course selection process in the spring.

Communicating Student Learning (Report Cards)

Collingwood School provides a minimum of two formal written reports for each course of study, (one interim report and one final), as well as three formal student self-reflections over the entire year. These reports are personalized and focus on a student’s strengths, areas of growth and provide details about how the student can improve. Students are encouraged to be a part of the learning process and should have an understanding of how they are performing in the course prior to the report being issued.

Additionally, throughout a course, teachers will provide informal updates to parents regarding the progress of the class and students which may come in the form of conferences, emails, or phone calls

Important: As of the 2023-24 school year, the K-9 reporting guidelines changed to impact students in grades 8 and 9. Students in Grades 8 and 9 will receive a proficiency score on their report cards rather than a percentage and letter grade.

Grade 8 & 9 report cards include a combination of the following:

Proficiency scale score
Work Habit indicator
Teacher anecdotal comment
Student reflection

Grade 10-12 report cards include a combination of the following:

Letter Grade
Percent Score
Work Habit indicator
Teacher anecdotal comment
Student reflection
Graduation status update with year-end report card (credits and requirements earned towards graduation)

Breakdown of Percentage Grades for Students in the Graduation Program (Grades 10-12)

Collingwood School adheres to the percentage breakdowns assigned by the BC Ministry of Education.

Insufficient Evidence Grade

An “IE” may be issued according to the Ministry of Education guidelines outlined below. Collingwood teachers will communicate with the family and the Head of House in advance of the report card if a student is at risk of earning an “IE” on a report card or in between reporting periods.

An “IE” will be used to alert parents when students, for a variety of reasons, are not demonstrating minimally acceptable performance in relation to the learning standards or expected learning outcomes. The “IE” may be used at any time during the school year on informal or formal reports and means that there is insufficient evidence for a teacher to determine an accurate grade in the course. The underlying principle is that parents and students should be alerted to a problem as soon as teachers detect it.

Prior to assigning an “IE” report, the following steps should be taken:

The Student, parents and the student support team (Head of House, Inclusive Education teacher) must be informed, and must be provided with an opportunity to consult with teachers about the struggles the student is having in the course and possible solutions.
Teachers identify the areas of concern and specify plans of action to help the student achieve the learning outcomes.
An “IE” may be communicated in a variety of ways, including: through a written plan, verbally by telephone, or in a direct meeting involving teacher, parents, and student support team (Head of House, Inclusive Education teacher).

The “IE” letter grade must be converted to another letter grade or percentage:

Before a student’s records are transferred to another school, unless there is agreement between the principals of the two schools to defer conversion of the “IE” reporting symbol;
When letter grades are recorded on the permanent student record card; and,
Before submission of Grades 10, 11 or 12 marks to the Ministry for inclusion on a student’s transcripts of grades.

An “F” letter grade can only be assigned if an “IE” reporting symbol was previously assigned on a written school communication, usually a report card.

Student Attendance and Learning

Student attendance is tracked at the course level at the Morven Campus. Students are expected to attend all classes unless they are on a school activity or unwell. If an absence is unavoidable, the school should be informed as soon as possible. Absences which fall outside of our recognized holiday periods that are unrelated to illness or school activity are recorded as unexcused absences. During unexcused absences, students will be able to access course materials and resources via Google Classroom or class web pages. Students are expected to complete work assigned by teachers by the assigned due date. Teachers will not be able to provide individual online support and students cannot remotely join into classes to complete learning activities. Missed assessments can be negotiated with individual teachers in advance of the departure, as required. Unexcused absences for more than one class period will likely impact student learning and assessment in that course.

Our British Columbia competency based curriculum demands active engagement, requiring students to demonstrate critical and creative thinking in class through communication and participation. When students miss class, they miss out on opportunities to be assessed and receive feedback. For some skills and understandings, it is not possible to assess learning if a student is absent.

Missed in class assessments are tracked and students who miss one assessment will need to coordinate with their teachers to make this up upon their return. Should a student miss multiple assessments in more than one course, the Head of House will meet with the student to discuss the impact this is having on their overall performance.

The Use of Artificial Intelligence for Learning

In line with Collingwood School’s Forward Focused Learning strategic goal, we strive to embed the use and literacy of artificial intelligence into our teaching and learning. The use of AI is intended to support student learning and prepare students for their futures in alignment with our school’s core values. Our goal is to guide the ethical and responsible use of AI within the educational setting, ensuring compliance with the Personal Information Protection Act of British Columbia. Overall, we aim to foster a respectful and innovative environment where technology and AI use enhances the educational experience without compromising ethical standards or privacy.

Supporting Diverse Learners: Inclusive Education

In British Columbia, differentiation of instruction and assessment and the principles of Universal Design for Learning (UDL) are recognized practices for teachers. At Collingwood, students who show a consistent need for learning accommodations are able to access them, as per the Ministry of Education and Childcare requirements.

Morven’s Inclusive Education model ensures learning is inclusive, differentiated, and personalized for all learners. The foundation of this framework focuses first on the instructional practices within the classroom, followed by tiered levels of learning support through the Response to Intervention (RTI) approach.

In the classroom:

The foundation of this model is built upon best practices as outlined by the Universal Design for Learning (UDL), aligning with Collingwood’s strategic priority of Forward-Focused Learning in providing learning experiences that are inclusive, authentic and personalized. The UDL framework highlights the intentionality of the planning process and assessing student learning by focusing on three main principles:

Engagement (sustaining their interest and persistence)
Representation (ensuring learning is accessible)
Expressions (giving options in how they express their understanding of the concepts learned).

Learning Support:

The RTI approach allows Collingwood to personalize the interventions and support for each learner specific to their primary needs and/or a formal diagnosis of a learning difference. This approach offers three levels of support and implements evidence-based strategies to build student independence, advocacy, and ownership. The three levels are defined as targeted support (intervention), general support, and support as needed with access to accommodations. The main difference at each level is the type of intervention and/or support provided.

Individualized Education Plans and Student Learning Plans

Students who receive learning support from Collingwood’s Inclusive Education program are provided with an Individualized Education Plan (IEP) or a Student Learning Plan (SLP). In British Columbia, students do not need an Individualized Education Plan to receive learning accommodations as long as they demonstrate a consistent need for these supports.

An IEP is a documented plan that provides an overview of a student’s learning profile, individualized goals, supports, accommodations, and services provided. The content of the IEP is derived from a psychoeducational assessment. It is first drafted by a student’s assigned Inclusive Education teacher and finalized in collaboration with the student and their support team. It serves as a communication tool with teachers and tracks the development and growth of identified core and/or curricular competencies. The IEP is revisited and updated twice a year after the initial draft is completed (which must be after September 30th of the school year).

*Upon completion of a psychoeducational assessment, parents will give the completed report from the psychologist to the Director of Inclusive Education.

A SLP is similar to the IEP, outlining a student’s learning profile, goals, supports, and accommodations. This document is for students who do not have a formal learning difference diagnosis but may have a formal diagnosis of ADHD and/or have shown a consistent need for support or intervention. The content of an SLP can be derived from a psychoeducational assessment, as well as from input and observations of a student’s support team. It is created through the same process as an IEP and serves as a communication tool with teachers and to track skill development. The SLP is updated twice a year after the initial draft is completed (after September 30).

*Updates to an IEP or SLP may be adjusted to once a year if drafted during the middle of the school year. Both IEPs and SLPs are continuously monitored by the assigned Inclusive Education teacher (case advisor).

Academic Programming

Collingwood School Trimester System

The Senior School year is divided into a trimester system which has three distinct periods of learning. Like all students in British Columbia, Collingwood students take 8 courses each year; however, these courses are divided into three trimester periods of different lengths.

First Trimester; The 2: First day of school to early-November (A/B)
Second Trimester; The 5: November until mid-May (end of AP exams) (C-G)
Third Trimester; The 1: Mid May to Mid June (H)

Our goal is to provide different learning experiences in each of the three trimesters, where students cover the same content and build the same skills, but the learning is designed and delivered differently according to when the class is scheduled.

Benefits to the trimester include reducing the concurrent courses studied by students to help better manage stress and promote improved well being. Reducing the total number of students assigned to teachers during each trimester provides teachers more opportunities to get to know their students, to better understand their learning needs, and to create a sense of belonging in their classrooms.

Third Trimester “Showcase” or “H block” Course Programming

Students in Grade 10-12 have the opportunity to select which course they would like to study during the final trimester. Students in Grade 8 are exposed to an academic course during the third trimester and students in grade 9 take an elective in the final trimester. Based on these learning experiences, students in Grade 10-12 are equipped to determine the course they would like to learn in an immersive and/or experiential manner. Courses in H block will have field trips and are designed to be a deep dive into the curriculum. The final trimester offers a range of courses across the four strands.

Students have the opportunity to select a course that involves travel related to the course learning targets. This trip will occur during the course and will be tied directly to the learning. We are excited to allow students the opportunity to travel and study without worrying about what they are missing in their other courses. Students will need to select carefully; planning for school trips that involve curricular learning requires additional planning and once a deposit has been placed, it will not be refundable and space in other courses may be limited.

Students who participate in a third term sport may miss school due to competition. We encourage these students to meet with their university counsellor to ensure they select a course that will allow them to balance their school life and academic commitments.

Grade 12 required Career Education Credit: Collingwood U

Grade 12 required Career Education Credit: Collingwood U

During the Third Trimester, all Grade 12 students participate in Collingwood U to complete their graduation requirement for Career Education. This month-long event is designed to provide graduating students with a capstone experience to their Collingwood career and is mandatory in the completion of the Career-Life Education Course. Students participate in an individually-designed program that provides students with introductions to unique and different career pathways, networking opportunities, and life-skills needed for university and beyond.Through Collingwood U, students demonstrate independence, self-reliance, responsibility, and accountability for their decisions.

Collingwood School Course Selection

Collingwood’s extensive academic offerings create 600 different schedules for our 600 students. The Academic Calendar with specific dates is posted on our website each year and follows the general schedule below.

Student Course Schedules

Student course schedules are built in priority order as below:

Required courses: these courses are required for graduation and these are the priority in creating student timetables. Students must take all prerequisite courses at Collingwood, unless they are in the PEAK Program.

Pre-requisites: students must meet the prerequisite in order to be enrolled into a course. Students in Grade 8 and 9 are required to take two elective courses at the Grade 8 or 9 level. Our performing and visual arts electives are designed for entrance at any grade level - 8, 9 or 10 to allow students to explore interests and find areas of passion.

Elective courses: as students get older, elective choices increase across all departments. Sometimes a conflict can occur due to a lower volume of course selections in a certain subject which results in fewer sections of a course being offered. Students in this situation will be contacted by their University Guidance Counselor.

Courses Scheduled Outside the Timetable

Collingwood offers courses outside of the timetable in several academic departments across the four strands. These courses are generally academic electives in the BC graduation program and students enrolled in these courses earn four credits toward graduation. Although scheduled before or after school, these courses adhere to all school policies relating to instructional hours (minimum of 80 hours), attendance, assessment, reporting and unit and lesson plan expectations.

FLEX Blocks

FLEX blocks are considered “flexible learning” time where students attend to their academic studies based on their own learning needs. It is used for the following:

Personal study time
Tutorials
Accessing the Inclusive Ed support team
Additional scheduled AP class time
Grade 10 Career Education
Meeting with the Head of House or University Guidance Counselor
Advisory (Grade 8 & 9 only)

PEAK Performance Program

Collingwood’s PEAK Program provides an avenue for athletes or performers who are excelling in their chosen fields (athletics, performing arts, etc) to continue to study at Collingwood. This program does not provide academic support or half day absences, rather it allows students to work more closely with their counsellor to determine the course pathways including approval for students to take online courses in order to free up their schedule. Teachers are informed when students are in this program and they post lesson plans daily to allow students to complete the learning.

The Peak Program begins in Grade 10 as students in Grade 8 and 9 are not permitted to have a study block and missing extensive classes during these formative, skill building years can be detrimental to student success in senior grades. Students in the Peak Program must exhibit and/or build excellence in our academic program in their grade 8 and 9 years so they are prepared to manage the rigour of Grade 10-12 while missing classes due to their chosen Peak passion. Please see the school website for extensive explanations and applications.

Summer Institute

Summer Institute provides students with the opportunity to further their learning during the summer holidays. Students may elect to take a course for credit over a month of instruction to accelerate their learning. Students wishing to take a course for credit to accelerate progression through math and science should discuss their acceleration with their teachers and University Guidance counsellor. Please see the school website for available courses and application deadlines.

Student Exchange (Grade 9)

Student Exchanges may occur, by application, in Grade 9 during the final trimester. If accepted, students will work with University Guidance and the exchange coordinator to ensure required courses are prioritized in the schedule.

December

Academic programming approved for following school year

January

Course selection presentations for all grades

January-June

Ongoing meetings with university guidance for students in Grade 8-11

January-March

Reflection and learning period for students who are determining course choices

Early March

Course selection deadline for submissions into Veracross

March-May

Completion of timetable and staffing assignments

May

Students informed of course conflicts and individual timetable adjustments completed

June

Student timetable shared with courses for each trimester; changes accepted through University Guidance Counselor

September

Final Student timetable with teachers and classroom assignments shared with students through Veracross

There are no resources or collections to display

Required Courses

Graduation Requirements

In order to meet graduation requirements and be awarded a British Columbia Certificate of Graduation (Dogwood Diploma), students must earn a minimum of 80 credits and write provincial assessments of numeracy and literacy. The 80 credits include 52 credits for required courses (including 8 credits of Career Education courses) and a minimum of 28 elective credits. Effective in 2023/2024, the 80 credits must also include at least 4 credits in Indigenous-focused course work.

Subject Area	Grade 10	Grade 11	Grade 12
Arts Education/Applied Design, Skills, and Technologies	At least 1 course at either the Grade 10, Grade 11, or Grade 12 level Performing Arts Grade 10-12 Senior Band: Concert Band; Jazz Band Senior Drama Theatre Production Visual Arts Grade 10-12 Digital Studio 10 Digital Studio 11 Digital Studio 12 Art Studio 10 Art Studio 11 Art Studio 12 AP Studio Art 12 ADST Economics 12 Entrepreneurship 12 Marketing 11 E-Commerce 12 Work Experience 12 AP Computer Science Principles AP Computer Science Applications Robotics
Career Life	Career Life Education		Career Life Connections
English	English 10 Literary Studies At least 1 of the following: Creative Writing 10 New Media 10	Composition 11/AP Capstone Seminar	1 of the following: English Studies 12 AP English Language and Composition 12 AP English Literature & Composition 12
Indigenous Education		BC First Peoples 12 (can count as both the Indigenous Education Graduation Requirement and the Social Studies credit)
Mathematics	Foundations of Math and Pre-Calculus 10	At least 1 of the following courses at either Grade 11 or Grade 12 level: Foundations of Mathematics 11 Pre-Calculus 11 Foundations of Mathematics 12 Pre-Calculus 12 Calculus 12
Physical and Health Education	Physical and Health Education 10
Science	Science 10	At least 1 of the following courses at either Grade 11 or Grade 12: Anatomy & Physiology 12 Chemistry 11 Chemistry 12 Earth Sciences 11 Environmental Science 12 Life Sciences 11 Physics 11 Physics 12 Sport Science 12
Social Studies	At least 1 of the following: Social Studies 10 Social Studies 10: Exploring Canadian History	At least 1 of the following courses at either Grade 11 or Grade 12 level: 20th Century World History 12 BC First Peoples 12 Law 12 Philosophy 12 Physical Geography 12 Social Justice 12

Courses on Offer

Course Selection Materials

Department

Filter courses by Department:

Filter

Filter courses by the following criteria:

Courses

Physical & Health Ed

Physical and Health Education 8

The Collingwood Physical and Health Education (PHE) 8 program is designed to introduce and strengthen the core concepts of fitness, teamwork, sportsmanship, and healthy life skills. As the foundational year of the PHE program, students develop the essential movement skills and health knowledge required for long-term participation in physical activity. Through a range of experiences—from cooperative games to basic cardiovascular and strength-based activities—students build confidence and competence in their physical abilities.

In Grade 8, the focus is on acquiring fundamental movement skills such as throwing, catching, running, and jumping, while learning how to participate safely and respectfully with others. Students are introduced to the building blocks of a healthy lifestyle, including the importance of regular activity, balanced nutrition, and mental well-being. By the end of the course, they will be able to apply foundational skills in simple game situations and begin making connections between their daily choices and their overall health, laying the groundwork for more complex skills and strategies in future PHE courses.

Required course-automatically enrolled

Physical & Health Ed

Physical and Health Education 9

The Collingwood Physical and Health Education (PHE) 9 program is designed to develop and promote core concepts of fitness, teamwork, sportsmanship, and healthy life skills, ultimately boosting students’ physical literacy and setting them up for lifelong participation in activity. This is achieved by moving beyond foundational movements to increase the complexity of skills and knowledge. Students will apply basic strategies, tactics, and collaboration through a wide variety of activities, from cardiovascular strength training to team sports.

Through PHE 9, students deepen their understanding of personal health, connecting individual abilities with a broader sense of well-being. Learning to make healthy choices, and establish healthy relationships, students are empowered to establish habits and routines that contribute to lasting physical health and well-being.

Required course-automatically enrolled

Physical & Health Ed

Physical and Health Education 10

The Collingwood Physical and Health Education (PHE) 10 program builds on the skills, strategies, and health literacy developed in earlier grades, guiding students toward independent, confident, and lifelong participation in physical activity. Students in PHE 10 take the next step by enhancing their performance, leadership, and personal responsibility for their health and well-being. Through a wide range of activities, students refine their physical literacy while demonstrating teamwork, sportsmanship, and tactical awareness at a more advanced level.

In Grade 10, the focus shifts from participating and applying strategy toward thoughtfully planning and sustaining a healthy lifestyle. Students explore how to set realistic goals, train effectively, and reflect on the social, emotional, and physical components of well-being. The course culminates with the development of personal fitness and wellness plans that students can carry into their senior years and beyond, empowering them to take ownership of their long-term health.

In the PHE 10 program, students earn practical first-aid skills by performing hands-on CPR and emergency response assessments with certified instructors.

Required course-automatically enrolled

Physical & Health Ed

Active Living 11 & 12

Active Living 11/12 is centered on the concept of active for life empowering students to transition from high school PHE to independent, lifelong healthy decision-making. This capstone course is designed to develop and promote fitness literacy, teamwork, and leadership, ensuring students are equipped to maintain their well-being long after graduation. The focus on cooperation, leadership, and lifelong recreational activities, exposing students to a wide variety of sports and activities.

Active Living includes the use of the weight room and fitness facility, enabling students to develop transferable, accessible skills for out-of-school fitness. Students examine healthy life decisions in areas like nutrition, sleep, and mental health, and complete a research assignment to investigate sports and fitness opportunities at the post-secondary institutions they plan to attend. The overarching goal is to produce graduates who are active for life: competent, confident, and motivated individuals capable of independently managing their physical, social, and mental well-being.

Physical & Health Ed

Fitness & Conditioning 11 & 12

The goal of Fitness and Conditioning is to help student athletes increase their individual level of fitness, develop an understanding of a variety of fitness concepts and develop self-directed work habits. Using the knowledge they have acquired in the course, students will develop the knowledge to work out safely and properly in other settings during their adult life. This will include training appropriately to achieve specific desired outcomes. Students will also get a better understanding of how the body works and what training techniques can be used to target different goals.

Physical & Health Ed

Stretch & Strength 10-12

Stretch and Strength is a total-body wellness course designed to bridge the gap between high-intensity training and restorative movement. By blending the mind-body awareness of yoga with functional strength and light cardio, the program offers a balanced workout that keeps movement engaging. You’ll build core stability and improve posture through resistance training, calisthenics, yoga and pilates. Beyond the physical, the course integrates practical mindfulness techniques to relieve stress and reduce muscle tension. Whether you are an athlete focused on injury prevention or a beginner seeking a sustainable routine, this inclusive environment helps you cultivate a lifelong commitment to movement and health.