• Online Courses Available

    An Alberta high school diploma requires 100 credits. See a quick view for diploma requirements.  10 level courses are offered in grade 10. 20 level courses are offered in Grade 11. 30 level courses are offered in grade 12.  Dash 1 (-1) courses are academic streamed courses which are pre-requisites for post secondary education. Dash 2 (-2) courses can be taken if post secondary education is not the goal. 

    Palliser Beyond Borders offers the following online courses for students in Alberta and elsewhere in Canada in Grades 10-12. 

    If you don't see a course you need please ask. 

    Note: All students must take the Getting Online Orientation course (GO) as a prerequisite to all online 10-11 courses. This course is 3 credits and addresses the learning outcomes for E-Learning Management Systems (COM 1255)E-Learning Management Systems (COM 1255), Info 2020 (Keyboarding) and 2090 (Correspondence)


  • Summary of Courses Available

    Aboriginal Studies 10

    English 10-1, 10-2, 20-1, 20-2, 30-1 and 30-2

    Math 10C, 10-3, 20-1, 20-2, 20-3, 30-1, 30-2, and 31

    Science 10, 14, 20, 24, Biology 20 and 30, Chemistry 20 and 30, Physics 20 and 30

    Social Studies 10-1, 10-2, 20-1, 20-2, 30-1 and 30-2

    Art 10, 11, 20, 30

    Career and Life Management 20

    French as a Second Language 10-3Y and 20-3Y

    Forensics 25 and 35

    Music 10

    Physical Education 10-20

    Personal Psychology 20 and General Psychology 20, and Abnormal Psychology 

    Special Projects 10-20-30

    Western World History 30

    World Geography 30

    Work Experience 15-25-35, Registered Apprenticeships and Career Internships

    Career and Technical Studies courses including Agriculture, Career Transitions, Communication Technology, Computer Science/Programming, Consumerism, Cosmetology, Early Learning and Child Care, Foods, Health Care Services, Human and Social Services, Sport Performance (HSS 1020, REC1040, REC1910), Recreation 3130 and 3140, Legal Studies, Tourism, Wildlife.

    For more information about course contents, click the drop down menus below. 


  • Getting Online Orientation Course - "GO"

    All students must take the Getting Online Orientation course (GO) as a prerequisite to all online 10-11 courses. This course is 3 credits and addresses the learning outcomes for E-Learning Management Systems (COM 1255)E-Learning Management Systems (COM 1255), Info 2020 (Keyboarding) and 2090 (Correspondence)

    Communication Technology Learning Outcomes


    The focal point of Aboriginal Studies 10–20–30 is the wealth and diverse nature of Aboriginal languages and cultures. The program of studies explores concepts within the students’ own unique context. It is intended to provide a conceptual framework for all learners to enhance understanding of the diverse Aboriginal cultures within their region, Canada and the world. The term “Aboriginal” refers to First Nations, Métis and Inuit.

    Alberta Program of Studies

  • ART

    Designed to complement the Art 10–20–30 courses in high school, Art 11–21–31 examines the role art plays in people’s lives, how it comes into being, and how people respond to it. This series of courses is designed to expand the opportunities for study in art in the high schools. It is intended to help provide needed accessibility, relevance and flexibility to the teaching of art in Alberta high schools. Art 11–21–31 is a series of three courses unified by general goals that focus on three major components of learning in visual art: Function: The ways visual imagery is used to express, shape and reflect values, beliefs and conflicts in society. Creation: The achievements of artists in the past and present, including their ways of working. Appreciation: Opportunities to perceive and respond to visual qualities in works of art. Ten goals identified with these three components are the basis for objectives and concepts at each level. Each course uses the components as a framework and treats them through a different approach. Art 21 and 31 are in development...

    Alberta Program of Art

    Extra ART Supply fees: $30.00

    supplies are for students to keep

    • zippered pouch art kit 
    • artist's pencil set 
    • graphite stick 
    • charcoal pencils 
    • blocks 
    • sharpeners 
    • two different erasers. 
    • A sketchbook 
    • felt pen
  • Career and Life Management (CALM)

    The aim of senior high school Career and Life Management (CALM) is to enable students to make well-informed, considered decisions and choices in all aspects of their lives and to develop behaviours and attitudes that contribute to the well-being and respect of self and others, now and in the future. CALM is the core course for health literacy at the senior high school level in Alberta.

    Alberta Program of Studies for CALM


    There are two basic aims of senior high school English language arts. One aim is to encourage, in students, an understanding and appreciation of the significance and artistry of literature. A second aim is to enable each student to understand and appreciate language and to use it confidently and competently for a variety of purposes, with a variety of audiences and in a variety of situations for communication, personal satisfaction and learning. An appreciation of literature and an ability to use language effectively enhance students’ opportunities to become responsible, contributing citizens and lifelong learners while experiencing success and fulfillment in life. As strong language users, students will be able to meet Alberta’s graduation requirements and will be prepared for entry into post-secondary studies or the workplace. Students will also acquire employability skills: the fundamental, personal management and teamwork skills they need to enter, stay in and progress in the world of work. Senior high school students must be prepared to meet evolving literacy demands in Canada and the international community

    Alberta Program of Studiesfor English

    English Learning Outcomes

  • French as a Second Language 10-3Y and 20-3Y

    The overarching goal of this program of studies is that by the end of French 30-3Y, students can understand and express themselves in basic situations, provided the language they encounter is clear and based on familiar topics and structures, and can use the cultural and strategic knowledge they have gained to sustain their communication.

    French as a Second Language 3 year Alberta Program of Study



    Forensics 25- A locally developed course delivered with Board approval.   Prerequisite is Science 10 or 14

    The study of this course includes the collection and analysis of evidence from:

    • Crime Scenes
    • Principles of fingerprinting, 
    • Breathalyzers,
    • Polygraphing,
    • DNA analysis 
    • Real crime cases.

    Forensics 35 -A locally developed course delivered with Board approval.  Prerequisite is Forensics 25

    The course content includes:

    • Forensic Anthropology
    • Forensic Entomology
    • Forensic Toxicology
    • Ballistics
    • Police Protective Equipment,
    • Police Dogs
    • Arson Investigation
    • Criminal Profiling.

    Courses in this program are distinct from the social studies program in that they focus on the structure, concepts and methodologies of specific social science disciplines. These electives are not intended to provide an alternative to the existing social studies courses. Rather, they have been developed to meet diverse student interests and to provide enrichment.

    World Geography 30:

    Theme 1: World Patterns of Population and Settlement

    Theme 2: World Patterns of Humankind’s Use of the Earth

    Theme 3: World Patterns of Physical Elements

    Alberta Program of Studies


  • History 30

    Courses in this program are distinct from the social studies program in that they focus on the structure, concepts and methodologies of specific social science disciplines. These electives are not intended to provide an alternative to the existing social studies courses. Rather, they have been developed to meet diverse student interests and to provide enrichment.

    Western World History 30: 

    The objectives of Western World History 30 are that the student will be able:

    1. to identify the common characteristics that distinguish each of the following concepts: a. fact b. inference c. hypotheses d. frame of reference e. analytical questions f. relevance g. data h. inquiry i. taxonomy j. logical implications

    2. to identify and/or provide examples of each of the preceding concepts

    3. to apply each of the following principles to unique situations:

    1. historians initiate inquiry by recognizing a problem from data
    2. historians form hypotheses by formulating analytical questions stating hypotheses and remaining aware of the tentative nature of hypotheses
    3. the logical implications of hypotheses are recognized
    4. while data is being gathered, decisions are made on what data will be needed and the relevance of data to the hypotheses
    5. data is analyzed, evaluated and interpreted. Evaluation involves determining the frame of reference of the author of the source and determining the accuracy of statements of fact or inference
    6. the hypothesis is evaluated in light of the data. The hypothesis is modified, if necessary, by rejecting a logical implication unsupported by data, or restating the hypothesis. Generalizations are then stated.

    Alberta Program of Studies

  • MATH

    The seven mathematical processes are critical aspects of learning, doing and understanding mathematics. Students must encounter these processes regularly as they learn mathematics in order to achieve the goals of mathematics education.
    The mathematics programs of study incorporate these seven interrelated mathematical processes, which are to permeate the teaching and learning of mathematics. Students are expected to:

    • use communication in order to learn and express their understanding;
    • make connections among mathematical ideas, other concepts in mathematics, everyday experiences and other disciplines;
    • demonstrate fluency with mental mathematics and estimation;
    • develop and apply new mathematical knowledge through problem solving;
    • develop mathematical reasoning;
    • select and use technology as a tool for learning and for solving problems;
    • develop visualization skills to assist in processing information, making connections and solving problems. 

    All seven processes can be used throughout the teaching and learning of mathematics.

    Program of Studies for Math

    Math Course Sequencing

    Math Prerequisites and Learning Outcomes


    By leveraging the GEN Music credits (10-20-30 ( worth 3 or 5 credits at each level)) as well as other COM Tech courses (Com Tech 1005, 1050,1105,1910,2115,2175,3135,3910) into a bundle, the students can receive up to 11 - 13 credits for this one course!

    Our online Music course focuses on electronic music creation in a very accessible and enjoyable format. The end product is the creation of a short soundtrack to a video clip of the students choosing OR the deconstruction of a pop tune.

    Alberta Program of Studies for Music


    The aim of the physical education program is to enable individuals to develop the knowledge, skills and attitudes necessary to lead an active, healthy lifestyle.

    Alberta’s vision for education focuses on children and their ability to achieve their individual potential, creating a positive future for themselves, as well as enhancing their quality of life. The physical education program contributes to the development of life skills for the personal management of health, for the use of physical activity as a strategy for managing life challenges, and for a setting within which to practise the ability to work with others. The program provides an equitable opportunity for all students to realize the benefits of participation in physical activity.

    Alberta Program of Studies for Physical Education

    Learning Outcomes:

    • acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits
    • understand, experience and appreciate the health benefits that result from physical activity
    • interact positively with others
    • assume responsibility to lead an active way of life.   

    The objectives of the 3-credit courses in psychology are designed to develop within the student the skills and understandings that make it possible for more effective living in our complex environment. The student’s attention will focus on the scientific approach to understanding human behavior so that he or she may appreciate more fully the reasons that underlie one’s own acts and those of one’s fellows.

    (Personal, General and Abnormal Psychology are available) 

    Alberta Program of Studies for Psychology


    The senior high science programs will help all students attain the scientific awareness needed to function as effective members of society. Students will be able to pursue further studies and careers in science, and come to a better understanding of themselves and the world around them. The same framework was used for the development of all the senior high science programs, including Science 10, Biology 20-30, Chemistry 20-30, Physics 20-30, and Science 20-30. The expected student knowledge, skills and attitudes are approached from a common philosophical position in each science course.

    In the senior high science programs, students focus on learning the big interconnecting ideas and principles. These ideas, or major themes, originate from science knowledge that transcends and unifies the natural science disciplines. These themes include change, diversity, energy, equilibrium, matter and systems; the process by which scientific knowledge is developed, including the role of experimental evidence; and the connections among science, technology and society. In addition to forming a framework for the curriculum, these ideas provide continuity with the junior high program and build on students' previous learning.

    The senior high science programs place an increased emphasis on developing methods of inquiry that characterize the study of science. For example, students will further their ability to ask questions, investigate and experiment; gather, analyze and assess scientific information; and test scientific principles and their applications. They will develop their problem-solving ability and use technology. By providing students with opportunities to develop and apply these skills, they will better understand the knowledge they have acquired.

    Alberta Program of Studies for Science

    Science Courses and Learning Outcomes


    Social studies provides opportunities for students to develop the attitudes, skills and knowledge that will enable them to become engaged, active, informed and responsible citizens. Recognition and respect for individual and collective identity is essential in a pluralistic and democratic society. Social studies helps students develop their sense of self and community, encouraging them to affirm their place as citizens in an inclusive, democratic society.

    Alberta Program of Studies for Social Studies

    Social Studies Courses and Learning Outcomes 


    Special Projects 10 -20-30 Special projects credits perform two major functions:

    • Students become involved in the selection, planning and organization of their own programs. 
    • Students pursue activities in which they have considerable interest or ability but which are not within the scope of the regular curriculum

    Students will be guided through the research, planning and implmentations. Projects might include a fundraising effort, a science fair project or other area of particular interest to the student.


    Alberta Program of Studies for Special Projects


  • WORK EXPERIENCE, and Registered Apprenticeship (RAP) and Career Internship

    Work Experience 15–25–35 are separate courses for credit that provide experiential learning activities undertaken by a student as an integral part of a planned school program under the co-operative supervision of an off-campus education co-ordinator.

    Work Experience 15–25–35 courses are components of an off-campus education learning experience. These courses, like other off-campus education courses and course components, provide opportunities for students to:

    • apply, in the workplace, knowledge, skills and attitudes acquired through other course work
    • discover their career interests and aptitudes in meaningful work activities, situated in community-based work stations and work sites in business, industry, government and community service. 

    Program of Studies for Work Experience

    Registered Apprenticeship Programs are offered in a range of occupational areas.

    Program of Studies for RAP

    Career Internship is designed to help students become more informed about the changing workplace. The program will:

    • help students build better career planning skills
    • improve students’ workplace readiness competencies
    • expand pathways into the workplace and postsecondary education programs • enhance connections among key players.

    Program of Studies for Career Internship


    Career and Technology Studies (CTS) is a complementary program designed for Alberta's secondary school students. As a program of choice, CTS offers all students important learning opportunities to:

    • develop skills that can be applied in their daily lives, now and in the future
    • refine career-planning skills
    • develop technology-related skills
    • enhance employability skills
    • apply and reinforce learnings developed in other subject areas
    • prepare for transition into adult roles in the family, community, workplace and/or further education.

    All students must take our Getting Online Orientation course (GO)  as a pre-requisite to all online courses. This course is 3 credits and addresseds the learning outcomes for E-Learning Managment Systems (COM 1255) Visual Composition (COM 1005) and CTS Project A.

    For a complete list of CTS courses offered online through Palliser Beyond Borders, click here.

    For a list of prerequisite CTS course requirements, click here.

    Alberta Program of Studies for CTS


    Students may challenge courses according to the guidelines of the Guide to Education (page 113). All student who register for a course challenge must meet with Palliser Beyond Borders principal. A schedule for the course challenge will be established. Challenging a final exam in a course is not sufficient for a course challenge. The onus will be on the student to prepare a portfolio which demonstrates that the student has an understanding of the student learning outcomes as outlined in the Alberta Program of Studies. 

    Fees: The fees for course challenges will be 50% of the applicable charges as listed here.

    Any senior high school student in Alberta who believes that they possess the knowledge, skills and attitudes for a senior high school course as specified in the program of studies, and is ready to demonstrate that achievement through a formal, summative assessment process, may initiate a request for course challenge to their high school principal. For diploma examination courses, this applies only to the school-awarded mark component. The student who initiates the course challenge process shall take responsibility for providing evidence of readiness to challenge a course (e.g., a portfolio, other collection, documentation of work and/or experience, a recommendation from a junior high school teacher)

    Diploma Examination Courses

    The course challenge provision applies to non-diploma examination courses and only to the school-awarded mark component of diploma examination courses. Students challenging a non-diploma course will be given a final course mark, and, if successful, credits in that course. Credit in diploma examination courses can be achieved only through a combination of the school-awarded mark (70%) and the diploma examination mark (30%). Course challenge in diploma examination courses applies only to the school-awarded mark component of the course and, therefore, will not result in a final course mark or in credits until after the student successfully completes the diploma examination for that course.

    Course Challenge for Languages

    In the assessment process for a language course challenge, students need to perform a number of oral, written, listening and reading comprehension tasks as well as show samples of their work that demonstrate the expected knowledge, skills and attitudes for the course being challenged. Student performance and quality of work are to be evaluated by an Alberta certificated teacher who has expertise in the language course being challenged. Only a Francophone school in Alberta can offer course challenge and credit for Français.


    The course challenge provision applies only to students who believe they have the knowledge, skills and attitudes as defined by the program of studies for a given course. Students are not permitted to challenge the following courses:

    • Agriculture Safety (AGR3000)

    • all Green Certificate Program courses

    • all Registered Apprenticeship Program (RAP) courses

    • Career and Technology Studies (CTS) courses completed in grades 7, 8 and 9

    • Career Internship 10

    • locally developed/acquired and authorized courses, with the exception of locally developed language courses

    • Special Projects 10, 20 and 30

    • Work Experience 15, 25 and 35

    • Workplace Practicum 20-4 and 30-4

    • Workplace Readiness 10-4

    • Workplace Safety Systems (HCS3000).


    A student may not initiate a course challenge for a course in a lower-level sequence if the student has been awarded credits in a course in a higher-level sequence. For example, a student who has earned credits for Science 30 may not challenge Science 24. High school mathematics course sequences are an exception, as they are designed based on content rather than level of difficulty. A student may challenge Mathematics 20-3 or Mathematics 20-2 after being awarded credits in Mathematics 20-1, as Mathematics 20-1 is not considered part of a higher-level course sequence in this instance. The same exception applies to 30-level mathematics courses.

    A student who has been waived into a higher-level course in a sequence may challenge the lower-level course(s) in that sequence. For example, a student who is waived into Science 30 may challenge Science 20.

    A student who challenges a course, either successfully or unsuccessfully, may subsequently choose to take the course.

Again thank you so much for everything, because if it wasn't for great teachers like you, I wouldn't have enjoyed school as much, and I probably wouldn't have discovered what I am truly passionate about. It's the teachers who have a connection with their students and share their passion are the ones who influence those around them the most. Thanks to the help from you and from my regular teachers in school, I was able to come out as a Most Improved Student and as a Top Performer in Social Studies 30-2. It goes to show what having good teachers and good programs can do!

Morgan, 12

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