Alberta Education has created the My Child's Learning Parent Resource which will provide you with a better understanding of Alberta’s curriculum and related information for your child. This tool can help you discover what your child is learning, how they’re assessed and what resources are available to help them be successful from Grade 10 to Grade 12.
At the High School level, Louis offers a multitude of Language Arts courses (12 in total), including the AP Program. With a focus on preparing young adults for their journey after high school, we strive to develop the communication and critical thinking skills necessary for success in post secondary studies and life long learning.
Students require 3 levels 10 -20 - 30 of English Language Arts to fulfill the requirements for High School Completion.
ENGLISH LANGUAGE ARTS 10 LEVEL
English 10AP Students who desire the opportunity to challenge themselves in the realm of English Language Arts are encouraged to enroll in English 10 AP; this program extends beyond English 10-1, providing students a forum to express themselves through written, visual and oral creative opportunities that extend beyond those encountered in the standard Alberta curriculum, in preparation for the AP Exam.
Recommended prerequisite: 75% in English 10-1
English 10 -1 integrates both language and literature with emphasis on personal, literary, and critical analysis of text.
Recommended prerequisite: 60% or higher in Grade 9
English 10-2 offers a variety of text choices to meet the students' needs and interests, focusing on functional literacy.
Recommended prerequisite: 60% or higher in Grade 9
ENGLISH LANGUAGE ARTS 20 LEVEL
English 20 AP this extension beyond English 20-1, is a continuation from 10AP; students are challenged through interaction with texts that go beyond what would be covered in 20-1, and with alternate forms of written expression.
Recommended prerequisite: 75% in English 10AP
English 20-1 builds on knowledge and skills developed in English 10-1. The focus is on critical thinking and writing skills in connection with text that has increasing depth of meaning.
Recommended prerequisite: 60% in English 10-1 or 80% in English 20-2
English 20-2 builds on personal connections to text and communication skills from English 10-2. There is a focus on developing stronger organizational skills and clarity in practical writing situations, as well as an appreciation of text.
Recommended prerequisite: 50% in English 10-2; 40% in English 10-1.
ENGLISH LANGUAGE ARTS 30 LEVEL
English 30AP continues in a similar direction of discovery and is accompanied by an additional 3 credit course that focusses directly on the preparation for completion of the AP exam; the course focuses on the cultural/ contextual milieu as well as an extension of reading comprehension skills.
Recommended prerequisite: 75% in English 20-1 IB
English 30-1 leads students to a deeper appreciation of text forms and enables them to respond at a level that is both skillful and insightful. Building on critical thinking and writing to prepare students for university level courses.
Recommended prerequisite: 60% in English 20-1, English 20 IB or 80% in English 30-2.
English 30-2 aims at broadening the understanding of text and improving the writing skills acquired in English 20-2. Internalization of a variety of text forms on personal and global levels, and the ability to articulate this understanding clearly are integral to this course.
Recommended prerequisite: 50% or higher in English 20-2; 40% or higher in English 20-1.
At the High School level, Louis offers a multitude of social studies courses (8 in total). These range from Canadian Studies for our ESL population to highly academic Social Studies 30-1, a course that is used on university applications. Students work on developing their critical thinking skills and mastering their understanding of the objectives, skills and attitudes as required in the Program of Studies.
The major distinctions between the Social Studies 10-2/20-2/30-2 courses and the 10-1/20-1/30-1 courses are in the areas of instruction on methodology, resources, and evaluation. It is highly recommended that all three courses be studied at the appropriate grade level. All students must complete Social Studies to the 30 level (either 30-1 or 30-2) for 15 credits to meet the requirements for an Alberta High School Diploma.
SOCIAL STUDIES 10 LEVEL
Social Studies 10-1 Students will analyze multiple perspectives on the origins of globalization and the local, national, and international impacts of globalization on lands, cultures, economies, human rights, and quality of life.
Recommended prerequisite: 60% or higher in Social Studies 9.
Social Studies 10-2 Students will explore historical aspects of globalization on as well as the effects of globalization on lands, cultures, human rights, and quality of life. Students will explore the relationships among globalization, citizenship, and identity.
Recommended prerequisite: 50% or higher in Social Studies 9.
SOCIAL STUDIES 20 LEVEL
Social Studies 20-1 Students will analyze the complexities of nationalism in Canadian and international contexts. They will study the origins of nationalism and the influence on regional, international, and global relations.
Recommended prerequisite: 60% or higher in Social 10-1 or 80% in Social 10-2 or 75% in Social 20-2.
Social Studies 20-2 Students will explore historical and contemporary understandings of nationalism in Canada and the world. They will explore the origins of nationalism as well as the impacts of nationalism on individuals and communities in Canada and other locations. Students will develop personal and civic responses to emergent issues related to nationalism.
Recommended prerequisite: 50% or higher in Social 10-2
SOCIAL STUDIES 30 LEVEL
Social Studies 30-1 students evaluate the origins and complexities of ideologies and examine multiple perspectives regarding the principles of classical and modern liberalism. An analysis of various political and economic systems will allow students to assess the viability of the contemporary ideological structure.
Recommended prerequisite: 60% in Social 20-1 or 75% in Social 30-2.
Social Studies 30-2 Students explore the ideology of liberalism using historical, contemporary, Canadian, and global examples.
Recommended prerequisite: 50% or higher in Social 20-2
At the High School level, Louis offers numerous different mathematical courses (15 in total), including Advance Placement (AP) courses. Students develop and master both their problem solving and conceptual understanding of mathematics as they prepare to transition into post-secondary education.
All students have the opportunity of registering for Baron Blocks Flex Sessions to access one-on-one help from a teaching, or participate in extension activities within math. For further extension of learning, Louis St. Laurent also offers both Junior and Senior High math competitions through the University of Waterloo.
MATHEMATICS 10 LEVEL
Math 10C This program emphasizes mathematical skills/knowledge and mathematical reasoning/critical thinking skills. Those interested in pursuing post-secondary institutions such as universities, NAIT, and SAIT should take Math 10C. The program pays particular attention to providing a smooth transition from Grade 9 to Grade 10 Math.
Recommended prerequisite: 60% in Grade 9 Math.
Math 10 Prep This Mathematics 10 Prep course is designed to strengthen the understanding and skills from Math 9 and serves to prepare students for the Math 10C stream. Several chapters review the basic skills and concepts that students learned in junior high and others introduce new concepts that will be taught in Math 10C. This course is taken in the first semester followed by Math 10C in the second semester.
Recommended prerequisite: 50 - 60% in Math 9.
Math 10-3 The mathematics 10-3 program is designed for students who are interested in pursuing trades or direct entry to the work force upon high school completion. The program emphasizes mathematical understandings and critical thinking skills needed for a majority of trades training.
MATHEMATICS 20 LEVEL
Mathematics 20-1 : A program designed for students who are interested in postsecondary programs which require Calculus courses and have a strong interest in Algebra. The program emphasizes mathematical skills and knowledge, critical thinking and problem-solving skills needed in Science/Technology/Engineering in post-secondary institutions.
Recommended prerequisite: 70% in Math 10C.
Math 20-1 AP : A program that focuses on the same concepts as Math 20-1, with more emphasis on problem solving skills and higher level thinking. Designed for students who are interested in postsecondary programs which require Calculus courses, have a strong interest in Algebra, and who have a passion for mathematics. In addition to the 20-1 curriculum, are covered throughout the term. Must be taken in the first semester of a student’s grade 11 year.
Recommended prerequisite: 80% in Math 10C.
Math 20-2 (5 credits): The Mathematics 20-2 program is designed for students who are interested in pursuing postsecondary programs which do not require Calculus, but expect logical and critical thinking skills. The program emphasizes mathematical skills & knowledge and problem-solving skills needed in Humanities, Social Sciences, Fine Arts, Law, and Education in post-secondary institutions.
Recommended prerequisite: 50% in Math 10C.
Math 20-3 (5 credits): The Mathematics 20-3 program is designed for students who are interested in pursuing trade programs or direct entry into the work force upon high school graduation. The program emphasizes mathematical understandings, knowledge, skills, and critical thinking skills needed for the majority of trade training programs and for the work place.
Recommended prerequisite: 50% in Math 10-3 or 40% in Math 10C.
MATHEMATICS 30 LEVEL
Math 30-1 (5 credits): The Mathematics 30-1 program builds on knowledge and skills from the 20-1 course. Emphasis in the course remains on algebraic skills and graphical analysis, preparing students who have post-secondary aspirations in Science/Technology/Engineering. Designed for students who have a passion for mathematics. This is a diploma program, in which 30% of the final mark is based on the Provincial Diploma examination result.
Recommended prerequisite: 70% in Math 20-1 or 80% in Math 30-2.
Math 30-1 AP (5 credits): The Mathematics 30-1 program builds on the knowledge and skills from the 20-1 course. Emphasis in the course remains on problem-solving higher-level thinking, preparing students who have post-secondary aspirations in Science/Technology/Engineering. This is a diploma program, in which 30% of the final mark is based on the Provincial Diploma examination result. This course must be taken in the second semester of the students grade 11 year.
Math 30-2 (5 credits): The Mathematics 30-2 program builds on knowledge and skills from the 20-2 course. Math 30-2 prepares students who have post-secondary aspirations that do not require Calculus. Students will use numerical and logical reasoning to solve puzzles, and solve real-life problems about the probability of events occurring. Furthermore, students will solve problems algebraically involving rational equations, and investigate exponential, logarithmic, and sinusoidal functions. This is a diploma program, in which 30% of the final mark is based on the Provincial Diploma examination.
Recommended prerequisite: 50% in Math 20-2 or 50-60% in Math 20-1
SCIENCE 10 LEVEL
Science 10: What happened to that energy? Science 10 students are introduced to the biological, chemical, physical and Earth sciences. By studying chemical reactions, cellular and multicellular processes that occur in plants, the conservation and conversion of energy, and Earth’s climate, they discover how energy is transformed.
Science 14: How can we conserve energy? Science 14 students learn about the atom, the periodic table and the safe handling of chemicals. They investigate how energy is transferred in machines, and they examine the digestive and circulatory systems, including ways to keep these systems healthy. Students also explore how human activities influence the flow of matter and energy in the biosphere.
SCIENCE 20 LEVEL
Biology 20: How and why does energy flow through living systems? Biology 20 students examine the interactions of living systems to better understand the constant flow of energy and the cycling of matter. Specifically, students explore the functioning of the human body and the mechanisms that work to maintain balance in organisms—in ecosystems and in the biosphere.
Chemistry 20: How do atoms combine to form different substances? Students explore matter and how it changes in order to understand the natural world. They investigate the chemical properties of solutions, and they apply their understanding of chemical bonds to explain ionic and molecular compounds. Chemistry 20 students explain the behaviour of gases, using the gas laws, and also work to balance chemical equations.
Physics 20: How does a lacrosse player know when to release the ball? Physics 20 students investigate the motion of objects. They apply Newton’s law of universal gravitation to astronomical observations. They also describe how energy is transmitted by mechanical waves and how waves relate to medical technologies, industry and musical instruments.
Science 20: What changes do we see on Earth? Students in Science 20 extend their study of the biological, chemical, physical and Earth sciences and apply their knowledge to real-life problems. They investigate Newton’s laws of motion, the properties of hydrocarbons and the chemistry of solutions. They examine evidence of how Earth’s surface, climate and life forms have changed and continue to change and cycle in response to natural and human actions.
Science 24: Why do we need vaccines and antibiotics? Science 24 students investigate common chemical reactions and examine energy conversions in biological, chemical, physical and technological systems. They learn about human health and the immune system. They also investigate the principles that describe the motion of objects and apply their knowledge to real-life situations.
SCIENCE 30 LEVEL
Biology 30: Why is there so much diversity? Biology 30 students conduct lab work and investigate how human systems sense and respond to the environment. They explore human reproduction and development at the cellular level and at the organism level. Students investigate the basic structure and role of DNA and investigate the inheritance of traits in individuals and populations. They analyze the changes in populations resulting from natural and human-induced changes in the environment and discover that living systems are dynamic.
Chemistry 30: How can you predict chemical equilibrium? Chemistry 30 students examine and quantify how thermochemical and electrochemical systems use or provide energy. They explore common organic compounds—those that contain carbon—and how they are used in technological applications and everyday life. Students also investigate acid-base reactions and interpret how they eventually reach equilibrium.
Physics 30: When does a model or a theory need to change? Physics 30 students consider historical experiments and explore why the model of the atom has changed as a result of experiments and observations of natural phenomena. Students apply a quantitative approach to describe conservation of momentum in an isolated system, and they investigate applications and implications of electric and magnetic forces and fields. They also use the concept of wave-particle duality to understand both wave and photon behaviour of electromagnetic radiations.
Science 30: How do we sustain our energy resources? Students sharpen their scientific skills and explore a wide range of scientific concepts to strengthen their foundations in science. They investigate human systems and health, and environmentally sustainable solutions for meeting global energy needs. They also examine the impacts of chemicals in society and the environment and examine the properties and applications of electromagnetic energy.
The physical education program is set up to provide students with an opportunity to experience activity in a variety of different ways and environments. Some of these activities and environments may be viewed as non-traditional for physical education, but nevertheless are valid activities that will be used to complete the specified outcomes provided by Alberta Learning.
These activities will help students develop positive attitudes towards a healthy, active lifestyle and promote personal growth and social responsibility both in the classroom and within the community. Students will gain knowledge to help them in future settings and to maintain a healthy lifestyle beyond the scope of the classroom. Louis St Laurent’s P.E. Department stresses the importance and belief that all students will be included and expected to participate to the best of their ability.
PHYSICAL EDUCATION 10 CO-ED (3 credit)
Physical Education is concerned with the development of the whole individual. It contributes to his/her mental, social and emotional well-being. All students in Physical Education 10 classes take five core offerings: aquatics, basketball, volleyball, badminton, and physical fitness. Additional activities are selected from activities such as ice hockey, team handball, indoor soccer, tennis, and track and field. Students are also required to do 10 hours of service hours and leadership, such as time keeping, scoring, or officiating at interschool games. Every student who receives an Alberta High School Diploma must complete at least 3 credits in Physical Education 10.
PHYSICAL EDUCATION 20 LEVEL
Activities in Physical Education 20 include both group sports and individual and dual sports. Part of the course concentrates on those activities that can be enjoyed throughout an individual’s lifetime. Students are introduced to the more technical part of physical activities. They are expected to learn theoretical as well as practical aspects of the course. Students are also required to do 10 hours of service hours and leadership, such as time keeping, scoring, or officiating at inter school games. Many off-campus activities require time outside of regular class time, including early mornings/lunch. Students must be flexible and willing to participate in all the scheduled activities.
Recommended prerequisite: 60% in Physical Education 10 and/or a strong commitment to participate in all activities.
PHYSICAL EDUCATION 30 CO-ED (5 credits)
Physical Education 30 is the “Cadillac” of physical education classes. Students are instructed in the following areas: fitness, games, individual activities, outdoor pursuits, leadership and officiating. Students must do a minimum of 10 hours of outside classroom work in service hours and leadership, contributing to the P.E or Athletic offerings of the school. Many off-campus activities require time outside of regular class time, including early mornings/lunch. Students must be flexible and willing to participate in all the scheduled activities.
Recommended prerequisite: 60% in Physical Education on 20
All students attending Edmonton Catholic High Schools must take Religious Studies courses. They must attain 9 credits in order to participate in the graduation exercises organized by the school. All Religious Education courses are available for three credits and have no prerequisites, meaning they can be taken in any order. One component of the Program of Studies is Christian Action. This provides an opportunity for students to become involved in some volunteer service and reflect upon this experience in light of the Gospel. As part of Religious Studies 15/25/35, each student requires a minimum 10 hours of Christian Action Service by the end of the Semester. A maximum of 5 of these hours may be completed within the walls of the school, with a minimum of an additional 5 hours being completed outside of school, in the greater Edmonton community.
RELIGION 15
Religion 15 (3 credits) - Belonging - Christ and Culture
The course on Belonging is intended to help students understand what it means to be “fully alive”. It does so by recognizing that one of the primary needs of adolescents is to experience a sense of belonging. In seeking to belong, they question and challenge those values which will eventually become convictions worth sharing with others. In their quest to find meaning in belonging, there is the constant interaction between what the gospel teaches and the human experience.
RELIGION 25
Religion 25 (3 credits) - Believing - Jesus of History, Christ of Faith
The program addresses real life issues. What do I believe about myself, others, God? How am I to live my life? In the search to find answers to such questions, adolescents will make decisions.The beliefs adolescents hold will greatly influence the choices they make. For the most part, their beliefs are not solidified. They still have many discoveries to make before they settle for life-long commitments.
RELIGION 35/WORLD RELIGION 30
Religion 35 (3 credits) - Relating - In Search of the Good
Students in this course are encouraged to explore the human search for meaning using the resources of personal inquiry and significant spiritual traditions. In order for the search to be truly meaningful, it must be connected to the individual’s personal inquiry. For adolescents, relationships are where they often seek and find meaning in their lives.
Their relationship to the world around them is often shaped by television, peers, music, etc. From these and other sources, they will build relationships which may be life-denying, while at other times, be lifesaving. Regardless, they will continue to search for ways which will bring them into closer relationship with the self, others, and God.
Career and Life Management Studies will provide all senior high school students with opportunities to develop and practice their skills in communicating, thinking, and dealing with feelings. This will be done in situations that will help them to build confidence in their ability to cope with the stress of growing up and living within a rapidly changing society. The core curriculum is structured into:
PERSONAL CHOICES
Students will apply an understanding of the emotional/psychological, intellectual, social, spiritual and physical dimensions of health—and the dynamic interplay of these factors—in managing personal well-being.
RESOURCE CHOICES
Students will: make responsible decisions in the use of finances and other resources that reflect personal values and goals and demonstrate commitment to self and others
CAREER AND LIFE CHOICES
Students will: develop and apply processes for managing personal, lifelong career development.