Experiential education

Grade 10; ½ credit; semester I or II

Health is a required, skills-based, semester-long class for all Grade 10 students. It is based on the belief that nurturing students' mental, social and physical well-being is central to their character development. Students are encouraged to make positive behavioral shifts that enhance self-esteem and mental resilience. Health 10 topics build on from Grade 9 and address critical components of health and wellness, with the aim of increasing knowledge and practical application for students in their lives. Information and skills explored include identity exploration and expression, emotional well-being, human sexuality, alcohol and drug education and personal growth. This discussion and experiential-based class provides students with a safe forum in which to talk about sensitive issues. In addition, students gain a deeper understanding of health and wellness through engagement with local community partners. Performance is assessed based on ASL’s K-12 well-being standards and framework.

Grade 12; ¼ credit per semester; semester I or full year
Prerequisite: Application during spring of Grade 11

This is an advanced leadership course available to Grade 12 students. During spring of Grade 11, students apply by individual interview and group interview and are selected by a small committee. The goal of the program is to explore, develop and practice leadership skills for life. Throughout the course, students learn counseling, conflict resolution, mentoring and group facilitation skills, and then practice these skills in their Grade 9 advisories. Peer leaders work alongside Grade 9 advisors to plan and facilitate meaningful sessions. Through their work, peer leaders help to build character, confidence and resilience, by contributing the overall well-being of the student body.

Grade 12; ½ credit; semester II

Teaching Apprenticeship allows high school students the opportunity to experience first-hand the theories and best practices associated with teaching young children. Students work with a lower school teacher three periods per cycle and participate in formal class meetings once per cycle. Ongoing dialogue with the other student teachers and lower school mentor teachers enables students to reflect on and research primary school pedagogy, theories and practices. As the semester progresses, students collaborate with their fellow student-teachers and their mentor teacher to develop and implement their own lesson plans.

Grades 11-12; 1 credit; full year
Prerequisite: Completion of one or more AP class (or equivalent) in the area of study, approval of a subject specialist and completion of an application process

In the first semester, students meet four times a cycle. During semester II, students meet with the class teacher once a cycle and subject specialist once a cycle.

This course is designed to allow students to pursue a topic of choice at the college research level. Initially, students study the concept of knowledge and the research process. Introductory units are designed around metacognition and critical thinking. Students also develop their academic writing skills and have exposure to academic debate and presentations. The remainder of the course allows students to further develop their research skills and writing. Individuals develop a thesis, which they investigate from a research basis under the guidance of a subject specialist mentor. The culmination of the class is a public presentation, an individual research paper and a self-reflection on the process.

Grade 12, ½ credit or full credit, semester I and/or II
Prerequisite: Design and Engineering and application with approval from department
This course provides the opportunity for students to utilise the materials, technology and expertise available in the MILL to develop their design/engineering ideas. Students use their knowledge of design thinking practices and work with the MILL co-teacher to plan and carry out a design project focused on their passions. Ongoing dialogue with the other apprentice students and the MILL co-teacher enable students to develop new making/design skills throughout the year. 

Grades 11 and 12
1/2 credit; semester I
How do we take action for meaningful and enduring social change? Through this hands-on course, students develop the skills to become ethical and effective advocates for social change in the local community. They begin by reflecting on their own identities and social positions, and how these shape perceptions and paths to action. Through readings and direct dialogues with Gen Z activists around the world, students explore recent social justice movements and discover essential components for building change. Participants go off campus and work closely with a local organization, digging deep into the systemic basis of a local issue—such as youth violence or food justice—and exploring the impact it has on people’s lives. Students work together to deliver a community action project based on these insights. Finally, each student performs ongoing research into a social justice issue of their choice, keeping a weekly blog, and ultimately sharing learnings by delivering an interactive workshop to their peers in class, and possibly beyond (delivering in youngPOWER or Aequitas week).