Program Course Sequence
Complementary Course Sequence
English Language Arts (ELA) at Lord Beaverbrook focuses on the development of thoughtful interpretation, clear communication, and engaged interest in literature, self-reflection, and the essential questions about the world. Students will demonstrate increasing competence and confidence in their use and understanding of language. The Alberta English Language Arts Program of Studies requires the following five general outcomes in all ELA programming sequences:
- Students will explore thoughts, ideas, feelings and experiences.
- Students will comprehend literature and other texts in oral, print, visual and multimedia forms and will respond critically and creatively.
- Students will manage ideas and information.
- Students will create oral, print, visual and multimedia texts which will enhance the clarity and artistry of communication.
- Students will respect, support and collaborate with others.
All ELA programming sequences include the following:
- Feature the six language arts: listening, speaking, reading, writing, viewing, and representing.
- Encourage metacognition, self-assessment, and student collaboration and teamwork.
- Emphasize correct and effective communication in a variety of formats, including communication for pragmatic purposes.
- Emphasize a definition of “text” that includes oral, print, visual and multimedia forms.
English – Advanced Placement®
The ELA Advanced Placement courses are designed for students who enjoy a challenge and desire enriched experiences with texts. Students who register in these courses must have proficient writing and reading skills, and they must have strong interest in and enthusiasm for study in the English Language Arts. The literature, required writing, and pace of instruction, is more demanding than regular ELA academic programming. Following ELA 30-1 AP, students have the opportunity to register to write the internationally recognised AP Literature and Composition examination. Success in this exam may lead to Advanced Placement or Advanced Credit at many post-secondary institutions.
Prerequisite course for English 10-1 AP is ELA 9. It is recommended that students who enroll in this course sequence have received a mark of 80% in ELA Pre-AP 10-1 or ELA 10-1, ELA Pre-AP 20-1or ELA 20-1, with teacher recommendation for sequence to the next course level.
English – (-1) Sequence
ELA courses with the (-1) designations are designed for students who have demonstrated strength in their use of language and their understanding of print and non-print texts. Emphasis is placed on preparing students to critically respond to texts. The ability to read and write well, to think critically and analytically, and to reason abstractly, is a definite asset for courses in this programming sequence.
Students who have taken the prerequisite course ELA 9 and who wish to further pursue academic studies in university are recommended to register in this ELA programming sequence.
English – (-2) Sequence
ELA courses with the (-2) designations are designed to concentrate on the development and improvement of skills in the English Language Arts. It includes the study of literature as well as emphasizing successful interpretation of informational texts, persuasive texts, and visual texts. The aim of this programming sequence is to maximize opportunities for success in English Language Arts.
Students who have taken the prerequisite course ELA 9. Students who are looking for opportunities for further skill development in reading and writing are advised to register in this ELA programming sequence.
English – Arts-Centered Learning
ELA courses designated by ACL designations, in addition to either of the (-1) or (-2) designations, are designed to enrich ELA outcomes through arts-based approaches, which include but, are not limited to such approaches as acting and singing or drawing and sculpting.
Formal applications are required in order to be considered for acceptance into this alternate ELA programming method. Please contact the school’s ACL Learning Leader for more information. Course recommendations are consistent with the (-1) and (-2) sequence.
English – Galileo Arts-Centred Learning Humanities
Arts Centered Learning Humanities is a blended English and Social Studies program. This program runs for two semesters between September to June and explores the two curriculums simultaneously. The essence of the program is twofold. Initially, it encourages students to make connections between the English Language Arts and the Social Studies concepts and secondly, it provides the opportunity to do so through the arts. This is a project based, inquiry based program. Although this program is a year long program, it remains challenging in its workload and design
English – Knowledge and Employability
ELA courses with the (-4) designations are designed to help students develop knowledge and employability skills, so that they may be prepared for employment opportunities immediately after high school.
Students enrolled in Gr. 9 KAE English Language Arts or who have a mark below 40% in Gr.9 English Language Arts, or who have difficulty achieving success in academic or general ELA classes and who are looking for opportunities for skill development, are advised to register for this ELA programming sequence.
This programming sequence does not qualify a student to receive an Alberta High School Diploma, but rather the Alberta Certificate of High School Achievement.
Creative Writing and Publishing 15
Students who enroll in this sequence have an interest in creative expression; desire to improve writing skills and a willingness to work collaboratively with other writers. Students will create written texts including poetry and short fiction, understand and write for creative writing markets and publications, and learn to critically evaluate writing in order to improve writing craft and skill.
Creative Writing and Publishing 25 & 35
Students create written texts including short and long fiction scripts for stage or screen. Students in Creative Writing and Publishing 25 plan a long-term written project to work on through to the end of Creative Writing and Publishing 35 with the intention of publication. Through this process, students collaborate with peers to improve writing, and become more adept with critically evaluating written work and learn to polish writing for the clarity and artistry of communication.
It is recommended that students entering the 25 or 35 level, have received a mark of 50%, and above, in the previous Creative Writing course.
Film Studies 15
Students who enroll in this sequence have an interest in film and a desire to become a more competent viewer. Students will make cross-cultural comparisons of several animated films and complete an in-depth study of the evolution of the comedy genre from 1931 to the present day. Students will gain an understanding of the literary, dramatic and cinematic aspects of film, with special emphasis on the techniques filmmakers use to create meaning and communicate ideas. A partial list of the films viewed include: The Matrix, She’s the Man, Up, Persepolis and Spirited Away.
Film Studies 25 & 35
Students examine the characteristics and historical development of several genres, including film noir and continue to refine the skills necessary to deconstruct the many layers of meaning in film. Students study topics such as the studio system, the star system, and the impact of other technologies on movies. While viewing films, or parts thereof, more than once, students research film, including a detailed director study; create detailed film critiques and analyse an actor/actresses’ performance in multiple films. A partial list of the films viewed include: L.A. Noire, The Usual Suspects, Following, Casablanca, Apocalypse Now, Hearts of Darkness, Baraka, Time Code and The 400 Blows.
It is recommended that students entering the 25 or 35 level, have receive a mark of 50%, and above, in the previous Film Studies course.