Courses

When selecting courses please refer to this page to ensure that the student can be available to attend weekly online, live check ins with teachers. 

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) Visual Composition (COM 1005) and (COM 1910) CTS Project A.

Communication Technology Learning Outcomes

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

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

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.

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

Senior high school General Music 10–20–30 is a sequence of courses for students who are interested in a broad spectrum of musical experiences within a nonperformance-based environment but not interested in specializing in choral or instrumental performance. General Music 10, 20 and 30 are offered for 3 or 5 credits. Music 20 and 30 are in development...

Alberta Program of Studies for Music

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.

(Experimental 30 and Abnormal Psychology 30 coming soon!) 

Alberta Program of Studies for Psychology

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 

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

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.

Exceptions

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).

Students

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.