Navigating the course selection process Leigh McComb, Head of Guidance and Co-op John Fraser SS

Creating the Timetable Very long process – a lot of work is happening behind the scenes Timetable is based on students’ choices Determines how many sections of a course we run, how many teachers we have, what the teacher qualifications must be PLF4M0  class max of 30  62 students choose  2 sections are created, 2 students must take an alternate course MPM2D0  class max of 31  330 students choose  11 sections are created, 11 seats available MFM2P0  class max 22  38 students choose  2 sections created, 6 seats available

Creating the Timetable What Happens and When: December: Course Selection program begins, students create a plan in www.myBlueprint.ca January: Students review feedback and submit courses in myBlueprint between January 7th – 11th Guidance counsellors follow up students who have not submitted courses Late February/Early March: Students review course selections based on semester 1 results and semester 2 experiences and make adjustments to their original choices, if required Early March: The Peel Board assigns # of staff to schools based on enrollment March – May: Staffing committee meets regularly to create the timetable Late May/Early June: Guidance counsellors resolve timetable conflicts, review prerequisite reports, confirm summer school registrations, etc.

Course Change Requests Make well informed, educated decisions early in the process to avoid disappointment Read course descriptions, talk to teachers, explore options More challenging to make changes further into the process due to: Timetable constraints (conflicts, single sections, full classes, etc.) Available space – courses are bound to set limits that cannot be exceeded Volume of requests – guidance staff has to prioritize based on criteria and timelines Opportunity to request changes in March (anything), June (limited), or late August (very limited)

Course Change Requests Criteria for requesting a course change: Changing course type (e.g. applied to academic) End of semester or summer school results Major career/program/pathway change Missing prerequisite Unbalanced timetable (at counsellor’s discretion) Examples of requests that do not meet the criteria: Requesting specific teachers Preference for order of courses or study period Changing mind re: elective options

How to keep “doors open”

Course Types – a review

Course Types – a review

Tips! Applied/College or Academic/University or Locally Developed/Workplace? How did I do in this course last year? How am I doing at this level now? Would I enjoy my program if it was more ‘hands-on’? (Co-op, dual credits) Marks below 70%? Reconsider level of study, work habits, accessing supports, etc. Strategize: many different ways to get to the same place Grade 9 to Grade 10: Possible to change course types between grade 9 & 10 Consult with your teacher and guidance counsellor first Math is the exception  cannot go directly from MFM1PMPM2D Grade 10 to 12 Math: two flowcharts to determine which type of math you should choose next year, both are posted on myBlueprint for reference

Math Pathways: an example Taking MAT2L Or Struggled in MFM1P Struggling in MFM2P Comfortable in MPM2D Struggling in MPM2D Comfortable in MFM2P Want to pursue math-focused degree program (engineering, math, science, computer science, radiation science, architecture, forensic science some kinesiology, some business)   Want to pursue degree program requiring SOME or NO math (health studies, some nursing, some social sciences, some education some kinesiology, some business) Want to pursue math-focused diploma program (various engineering technology programs, science technology) Want to pursue diploma program requiring SOME math (accounting, business, some science, firefighter, computer programmer, etc.) or requiring NO math Take MCF3M0 Take MCR3U0 Take MBF3C0 Take MEL3E0 Want to go directly to the workplace or develop basic math skills for everyday life Would benefit from taking an extra step in high school math program to improve understanding and results THEN Take MCR3U0 or MCT4C0 (Both lead to MHF4U0) VERY Comfortable in MFM2P (80’s) VERY Comfortable in MPM2D (80’s) Want to pursue diploma or degree program requiring NO math  Want to pursue apprenticeship program (electrician, machinist, plumbing, cook, etc.) Want to pursue degree program requiring NO math (some social sciences, languages, visual or performing arts, etc)

Math Pathway: Science/Math Degree Programs

More Tips! (Grade 11 to 12) Considering a degree program? Must have at least 6 grade 12 courses at the U/M level Degree programs offered in both college and university pathways College diploma programs look at grade 11 and 12 marks Often no set # of courses Contact program supervisor for admission details Do your research! (required courses, admission criteria, etc.) www.apprenticesearch.com for apprenticeships www.ontariocolleges.ca for degree and diploma programs at college www.electronicinfo.ca for degree programs at university www.jobbank.gc.ca for work Consider MULTIPLE pathways toward your goal

Summer School STRONGLY recommended NOT to take core subject in the summer (e.g. English, math) 2-week make-up course: Final mark = in the 40s Recommended way to complete an academic credit if planning to study same subject at applied level next year 4-week course: If you did not pass a course and want to take it at the same level next year To upgrade a passing mark or develop skills more fully To attempt a brand new credit

Timelines for 2019-2020 Students in Grade 9 and 10 Course plans are due by December 17th Plan carefully using feedback from guidance counsellor, independent research, discussions with teachers/parents Submit courses between January 7th – 11th Students in Grade 11 and returning Grade 12s Guidance counsellors will give individual feedback to students based on post-secondary goals and course choices

QUESTIONS?

Advanced placement: course selection

Health and Wellness Being in the AP program is only a part of who our students are Choose AP courses for the enjoyment of learning and the challenges it presents, the camaraderie, and the experience AP Exams are optional, not necessary Student well-being is important Proper nutrition Sleep Exercise Positive social engagement Hobbies/activities not related to school

AP Course Selection: Guidelines Pre-AP students (grades 9 and 10) will choose appropriate course package plus elective options Students in AP grade 11 and 12 can choose: Minimum of 2 courses at the AP level Maximum of 5 courses at the AP level Less than 2? More than 5? Requires conversation with guidance counsellor and approval of principal

AP course selection GRADE NINE AP PACKAGE ENG1D9 MPM1D9 SNC1D9 FSF1D9 CGC1D9 PLUS: PPL1OF/M 2 ELECTIVES GRADE 10 AP PACKAGE ENG2D9 MPM2D9 SNC2D9 FSF2D9 CHC2D9 PLUS: CHV2O0/GLC2O0 2 ELECTIVES

AP course selection GRADE 11 COURSE OPTIONS ENG3U9 (leads to Language & Composition Exam) FSF3U9 MCR3U9 SBI3U9, SCH3U9, SPH3U9 HSP3U9 CHW3M9 GRADE 12 COURSE OPTIONS ENG4U9 (leads to Literature & Composition Exam) FSF4U9 (leads to AP French Exam) MHF4U9 MCV4U9 SBI4U9, SCH4U9, SPH4U9 (+3U9 in same subject area can lead to exam) CHY4U9 (+CHW3M9, leads to World History Exam) CIA4U9 (leads to an AP Economics Exam) IDC4U9 (+HSP3U9, leads to Psychology Exam) Both courses required to lead to Calculus BC exam

Timetabling AP Courses Same timetabling process applies for AP courses – courses must have viable #s for sections to be created Can be more difficult to make changes down the road because there are fewer sections to work with and greater likelihood of course conflicts Plan carefully! Consider the kind of experience students like to have in high school, inclusive of courses, friends, extracurricular activities, and down-time

Questions?