Course Syllabus

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2020 - 2021 Syllabus

Section Teacher
A Ms. H. Stirrup

As the teacher for this course, I can be contacted in the following ways:

  • Name: Heather Stirrup
  • Office: 111b
  • Email: hstirrup@stgeorges.bc.ca

 

St. George's School

St. George's School

Foundations and Pre-Calculus Math 10

COURSE OUTLINE

2020-21 

 

The suggested timing below is approximate. There is some degree of flexibility by the teacher, in the time allocated to each topic, depending upon circumstances, but the program will be delivered broadly as indicated.

 

 

Term 1                23 classes

 

Unit 1                 Trigonometry                      11 classes      

Unit 2                 Factors and Products                  12 classes

          

Term 2                26 classes

Unit 3                 Financial Literacy                 4 classes    

Unit 4                 Roots and Powers              11 classes

Unit 5                 Linear Functions                 11 classes    

 

Term 3                26 classes         

 

Unit 6                 Relations and Functions      8 classes  

Unit 7                 Systems of Linear Eqns     12 classes

                                   

                                    Final review                         4 classes

 

There will also be two or three Rich Assessment Tasks at various points in the year, wherever the teacher deems appropriate.

 

 

 

 

 

 

 

 

Foundations and Pre-Calculus 10 program - Summary

 

TERM  1

 

             

Unit 1  Trigonometry                                                                        11 classes

 

            2.1       Tangent Ratio                                                             1

            2.2       Using Tan to calculate lengths                                   1           

            2.3       MathLab-measuring an inaccessible height               1

            2.4       Sine and Cosine                                                          2

            2.5       Finding missing lengths                                              2

            2.6       Applying the trig ratios                                               1

            2.7       Problems involving more than one triangle               2

                        Unit test                                                         

 

Unit 2  Factors and Products                                   12 classes

 

            4.1       Factors and Multiples of whole numbers                   1

            4.2       Perfect Squares, cubes and their roots                        1

            4.3       Common Factors of a Polynomial                              1           

            4.4       Modelling trinomials as binomial products                1

            4.5       Monotone trinomials                                                  1

            4.6       ax^2+bx+c                                                                  2

            4.7       Multiplying Polynomials                                            2

            4.8       Factoring Special Polynomials                                   2

                        Recap and Unit Test                                                  

 

TERM 2

 

Unit 3 Financial Literacy                                         4 classes

            3.1       Types of income                                                         1           

            3.2       The effects of discounts, deductions and taxation.    2

Unit test

 

            WINTER BREAK around here

 

Unit 4 Roots and Powers                                         11 classes

 

            5.1       Estimating roots                                                          1

            5.2       Irrational numbers                                                      1

            5.3       Mixed and Entire Radicals                                         2                                   

            5.4       Fractional Exponents and radicals                             2

            5.5       Negative exponents and reciprocals                           1

            5.6       Applying the Exponent Laws and recap                   3

                        Unit test                                             

 

 

 

Unit 5 Linear Functions                                           11 classes

            6.1       Slope of a line.                                                            1

            6.2       Parallel and Perpendicular lines                                 1

            6.3       Investigating Graphs of linear functions                    2

6.4       Slope-intercept form of the straight line                    2

            6.5       Point-Slope form of the straight line                          2

            6.6       General form of the equation of a linear relation       2

                        Unit test                                 

 

TERM 3

 

Unit 6  Relations and Functions                               8 classes

 

            7.1       Representing relations                                                 1

            7.2       Properties of Functions                                               1

            7.3       Interpreting and sketching graphs                              1

            7.4       Graphing Data                                                            1/2

            7.5       Graphs of relations and functions                               1/2

            7.6       Linear Relations (Arithmetic Sequences)                  2

            7.7       Interpreting graphs of linear functions                       1

                        Unit test                     

                                   

 

Unit 8  Systems of Linear Equations                                   12 classes

 

            8.1       Developing systems of linear equations                     1

            8.2       Solving a system graphically                                     2

            8.3        Using graphing technology to solve a system           2

            8.4       Substitution to solve Simultaneous equations            2                       

            8.5       Elimination to solve Simultaneous equations             2

            8.6       Properties of Systems of linear equations                  1

                        Recap and Unit test                                                    

 

 

This is a very full course, and leaves very little time for final review. Students are strongly encouraged to ensure their understanding and recall of previous topics remains good, throughout the year.

 

 

 

Foundations and Pre-Calculus 10  

Learning Outcomes, Curriculum Focus and Suggested Weightings

 

                                          

Unit 1          Trigonometry                                     11 classes

M10   Develop and apply the three primary trigonometric ratios to solve problems involving right triangles                                                                            13%

 

 

Specific Outcome

Curriculum Focus

# of classes

2.1 Tangent Ratio

M10

Develop an understanding of the tangent ratio

1

2.2 Using Tan to calculate lengths

M10

Apply the tangent ratio to calculate lengths

1

2.3 MathLab-measuring an inaccessible height

M10

Determine a height that cannot be measured directly

1

2.4 Sine and Cosine

M10

Develop and apply the sine and cosine ratios

1

2.5 Finding missing lengths

M10

Use the 3 trig ratios to determine unknown side-lengths

1

2.6 Applying the trig ratios

M10

Use the 3 trig ratios to solve problems including unknown angles or lengths

2

2.7 Problems involving more than one triangle

M10

Use trigonometry to solve problems modeled

2

Unit test              

 

 

1

                                                           

Unit 2  Factors and Products                                 12 classes

AN17 Demonstrate an understanding of prime factorization, LCM and GCF       2%

AN20 Demonstrate an understanding of multiplication of polynomials in multiple ways (concretely, pictorially and symbolically)                                 4.5%

AN21 Demonstrate an understanding of common factors and factoring in multiple ways                                                                                                                8%

 

 

Specific Outcome

Curriculum Focus

# of classes

4.1 Factors and Multiples of whole numbers

AN17

Prime factorization, GCF and LCM

1

4.2 Perfect Squares, cubes and their roots  

AN17

Identify perfect squares and perfect cubes. use prime factorisation to determine roots

1

4.3 Common Factors of a Polynomial

AN21

Model and record factoring

1

4.4 Mathlab; Modelling trinomials as binomial products

AN21

Explore factoring polynomials using algebra tiles and rectangular arrays

1

4.5 Monotone trinomials

AN20, AN21

Use models and algebraic strategies to multiply binomials and factor trinomials

2

4.6 ax^2+bx+c           

AN20, AN21

Extend the strategies to include non-monotone expressions

1

4.7 Multiplying Polynomials

AN20

Extend the strategies further

1

4.8 Factoring Special Polynomials

AN21

Investigate special factoring patterns, paric perfect squares and difference of two squares

1

Recap and Unit Test

 

 

2

 

Unit 3          Financial Literacy            (in-house worksheets)                        4 classes

FL4    Understand the different types of income or expenditure                               2%

FL5    Understand and perform calculations to determine the effects of taxation, deductions, discounts and interest                                                                      4%

 

 

Specific Outcome

Curriculum Focus

# of classes

3.1

FL4

Types of income and expenditure

1

3.2

FL5

Taxation, deductions, discounts and intertest

2

 

 

Unit assessment

1

                            

 

Financial literacy is ‘sown in’ to the fabric of the course, where relevant and appropriate, not just these 2 classes

 

                                                           

                                               

Unit 4          Roots and Powers                                     11 classes

AN18 Demonstrate an understanding of irrational numbers                               4%

AN19 Demonstrate an understanding of powers with integral and rational exponents                                                                                                 8.5%

 

 

 

Specific Outcome

Curriculum Focus

# of classes

5.1 Estimating roots

AN18

Explore decimal representations, interpolating between perfect nth powers

1

5.2 Irrational numbers

AN18

Classification of number, decimal representation of a rational number, irrational.

1

5.3 Mixed and Entire Radicals

AN18

Convert between entire radicals and mixed radicals. Use this to help ‘order’ irrationals

2

5.4 Fractional Exponents and radicals

AN19

Recap of basic exponent laws. X^(1/2) when squared = x. Denominators in the exponent show the root. Limit this to simple cases.

2

5.5 Negative exponents and reciprocals

AN19

Explain how negative exponents and reciprocals are related

1

5.6 Applying the Exponent Laws

AN19

Use the laws to simplify expressions

2

Recap and Unit Test

 

 

2

 

 

Unit 6          Linear Functions            11 classes

RF5   Demonstrate an understanding of slope of a line, hence determine the equation of a linear relation, in order to solve problems                           9%

RF6   Describe and represent linear relations in multiple ways                               4%

 

 

Specific  Outcome

Curriculum Focus

# of classes

6.1 Slope of a line

RF5, RF6

Determine the slope of a line segment, or a line. Understand and interpret ‘rate of change’

1

6.2 Parallel and Perpendicular lines

RF5

Understand conditions for perpendicularity and parallel.

1

6.3 Mathlab: Investigating Graphs of linear functions

RF6

Investigate relationships between the properties of the graph of an equation, and its equation

2

6.4 Slope-intercept form of the straight line

RF5, RF6

Understand how to interpret and generate the slope-intercept form of a line.

2

6.5 Point-Slope form of the straight line

RF5, RF6

Relate the graph of a linear function to it’s equation in point-slope form

2

6.6 General form of the equation of a linear relation

RF5,  RF6

Express the equation of a line into general form Ax+By+C=0, and from general form into slope-intercept form

2

Recap and Unit Test

  

  

2  

 

           

 

Unit 6          Relations and Functions          8 classes

RF4   Interpret and explain the relationships among data, graphs and situations and appreciate how a function is different to a relation.                                      3.5%

RF6   Describe and represent linear relations in multiple ways    additional   2.5%

RF7   Represent a linear function using function notation                                4%

 

 

 

Specific Outcome

Curriculum Focus

# of classes

7.1 Representing relations

RF4

Represent relations between elements of one set and another, in different ways

1

7.2 Properties of Functions

RF4 RF6, RF7

Develop the concept of a function. Stressing each element of the first set is associated with exactly one element in the second.

1

 

7.3 Interpreting and sketching graphs        

RF7

Graphical representation can give insight and awareness.

1

7.4 Math Lab: Graphing Data

RF4

Graph data, and investigate domain and range

½

7.5 Graphs of relations and functions 

RF4, RF6, RF7

Vertical line test. Determine properties of graphs of relations and functions

½

7.6 Properties of Linear Relations

RF6

Identify and represent linear relations in different ways. Vocabulary. Arithmetic Sequence, nth term.

1

7.7 Interpreting graphs of linear functions

RF6, RF8

Intercepts, slope, domain and range, to help describe the relation.

1

Recap and Unit Test

 

 

2

 

 

 

Unit 7          Systems of Linear Equations  12 classes

 

RF8   Solve problems that involve systems of linear in two variables, graphically and algebraically                                                                                            15%

 

 

Specific  Outcome

Curriculum Focus

# of classes

8.1 Developing systems of linear equations

RF8

Model situations by using a system of linear equations

1

8.2 Solving a system graphically

RF8

When two linear equations are graphed, the coordinates of the intersection show the solution to the syetm

2

8.3 Math Lab: Using graphing technology to solve a system

RF8

Use graphing technology to explore the solution. Verify using technology

2

8.4 using Substitution to solve Simultaneous equations

RF8

Use substitution to solve algebraically- i.e force the conditions of one equation into the other, to solve both.

2

8.5 Using Elimination to solve Simultaneous equations

RF8

Use a method of elimination – scaling the two equations independently, to eliminate one of the variables.

2

8.6 Properties of Systems of linear equations

RF8

Types of ‘solutions’ to a linear system. Parallel, coincident, etc. Determine which type of solution may exist

1

Recap and Unit Test

 

 

2

 

 

 

LEARNING OUTCOMES and SUGGESTED WEIGHTINGS for

 

Foundations & Pre-Calculus 10

 

Assessments will be aligned to these learning outcomes

 

M10   Develop and apply the three primary trigonometric ratios to                  13%

solve problems involving right triangles                                                                    

AN17 Demonstrate an understanding of prime factorization, LCM and GCF       2%

AN18 Demonstrate an understanding of irrational numbers                               4%

AN19 Demonstrate an understanding of powers with integral and rational exponents                                                                                                 8.5%

AN20 Demonstrate an understanding of multiplication of polynomials in

multiple ways (concretely, pictorially and symbolically)                                                                                 4.5%

AN21 Demonstrate an understanding of common factors and factoring in

multiple ways.                                                                                          8%

 

RF4   Interpret and explain the relationships among data, graphs and

situations and appreciate how a function is different to a relation.       3.5%

RF5   Demonstrate an understanding of slope of a line, hence determine

the equation of a linear relation, in order to solve problems                9%

RF6   Describe and represent linear relations in multiple ways                               6.5%

RF7   Represent a linear function using function notation                                4%    

RF8   Solve problems that involve systems of linear in two variables,

graphically and algebraically.                                                                  15%

 

FL4    Understand the different types of income or expenditure                               2%

FL5    Understand and perform calculations to determine the effects of

taxation, deductions, discounts and interest                                            4%

 

These weights total 84%

 

Assessment will be aligned against these Learning Outcomes and the following

Curricular Competencies:

 

CC1   Reasoning and Analysing                  4%

CC2   Understanding and Solving               4%

CC3   Communicating and Representing   4%

CC4   Connecting and Reflecting                4%

 

 

 

CURRICULUM COMPETENCIES:

 

These skills will be emphasized, embraced, valued, supported and encouraged throughout, and will be built into assessment where appropriate and relevant.

 

Reasoning and modelling

  • Develop thinking strategies to solve puzzles and play games
  • Explore, analyze, and apply mathematical ideas using reason, technology, and other tools
  • Estimate reasonably and demonstrate fluent, flexible, and strategic thinking about number
  • Model with mathematics in situational contexts
  • Think creatively and with curiosity and wonder when exploring problems

 

Understanding and solving

  • Develop, demonstrate, and apply mathematical understanding through play, story, inquiry, and problem solving
  • Visualize to explore and illustrate mathematical concepts and relationships
  • Apply flexible and strategic approaches to solve problems
  • Solve problems with persistence and a positive disposition
  • Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures

 

Communicating and representing

  • Explain and justify mathematical ideas and decisions in many ways
  • Represent mathematical ideas in concrete, pictorial, and symbolic forms
  • Use mathematical vocabulary and language to contribute to discussions in the classroom
  • Take risks when offering ideas in classroom discourse

 

Connecting and reflecting

  • Reflect on mathematical thinking
  • Connect mathematical concepts with each other, other areas , and personal interests
  • Use mistakes as opportunities to advance learning
  • Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concept

St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.

The workload of this course is expected to be: Homework is expected to be a range of questions, answered over a 45 minute period at home. 

Students in this course are expected to complete work assignments on the date assigned and to submit their work at the start of each lesson.

If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system. 

Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:

  •  Teacher directed learning
  •  Student independent learning
  •  Students collaborating and presenting their findings
  • Students experiencing Math and the real world

Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:

M10   Develop and apply the three primary trigonometric ratios to solve problems involving right triangles                                                                   

AN17 Demonstrate an understanding of prime factorization, LCM and GCF       

AN18 Demonstrate an understanding of irrational numbers                               

AN19 Demonstrate an understanding of powers with integral and rational exponents                                                                                                 

AN20 Demonstrate an understanding of multiplication of polynomials in

multiple ways (concretely, pictorially and symbolically)                                                                                 

AN21 Demonstrate an understanding of common factors and factoring in

multiple ways.                                                                                          

 

RF4   Interpret and explain the relationships among data, graphs and

situations and appreciate how a function is different to a relation.       

RF5   Demonstrate an understanding of slope of a line, hence determine

the equation of a linear relation, in order to solve problems                

RF6   Describe and represent linear relations in multiple ways                               

RF7   Represent a linear function using function notation                                 

RF8   Solve problems that involve systems of linear in two variables,

graphically and algebraically.                                                                  

 

FL4    Understand the different types of income or expenditure                               

FL5    Understand and perform calculations to determine the effects of

taxation, deductions, discounts and interest                                            

 

Curricular Competencies:

 

CC1   Reasoning and Analysing                  4%

CC2   Understanding and Solving               4%

CC3   Communicating and Representing   4%

CC4   Connecting and Reflecting                4%



 

 

A student's final mark will be determined by evaluation of their ability to demonstrate proficiency in these skills and learning these concepts.

Major assessments for this course include:

  •  Unit Tests
  •  (EN)Richment Assessment Tasks (RAT)
  •  End of year exam 
  •  Developing mathematical skills
  •  Developing numeracy skills
  •  Developing literacy skills
  • Developing learning techniques
  • Developing interpersonal skills
  • Developing real life skills for the world around us
  •  See the syllabus

We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.

Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

  • Faculty support
  • 5th Block
  • Head of Grade
  • Student Success Centre
  • Personal Counselling

We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.

As part of contribution to reconciliation, this course makes First Peoples Principles of Learning (Links to an external site.) visible in class by:

  •  Learning involves recognizing the consequences of one's actions
  •  Learning is holistic, reflexive, reflective, experiential and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
  •  Learning involves patience and time

This course makes literacy/numeracy visible by using the following comprehension tasks and strategies:

  •  How numeracy is cross-curricular, not only in Math
  •  Explaining one's findings through verbal explanation
  • Explaining one's finding through written explanation
  • Explaining where an answer is incorrect and what is the correct procedures

Resources that will be used as part of this course include:

  •  Math Makes Sense 10 textbook and ebook
  •  Theory and Problems for Mathematics 10
  •  online resources

Canvas Information

Canvas is where course content, grades, and communication will reside for this course.

St. George's School Student Code of Conduct

St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.

The purpose of the Student Code of Conduct is to ensure that

  1. A safe, caring, and productive teaching and learning environment exists.
  2. We maintain appropriate balances among individual and collective interests and responsibilities.
  3. There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
  4. We encourage and practice environmental stewardship.

The core values which provide the foundation for the Student Code of Conduct are:

  • Empathy
  • Humility
  • Integrity
  • Respect
  • Responsibility
  • Resilience

Conduct Expectations

  1. I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
  2. I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
  3. I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
  4. I understand, accept, and will respect all of my school-related commitments and responsibilities.
    • I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
    • I will obtain necessary permission to leave class or school.
  5. I will take pride in my personal appearance.
    • I will be dressed appropriately at all times for all events as outlined by the School.
    • I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
  6. I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
    • I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
    • I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
    • I will care for all property, whether it is public or a peer’s personal possessions.
    • I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
    • I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
    • I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
  7. I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.

Academic Integrity

Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.

Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.

  • Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
    • Copying any part of an assessment;
    • Allowing others to copy any part of an assessment;
    • Improperly giving or receiving assessment information;
    • Using unauthorized resources for or during an assessment;
    • Submission of the same assessment more than once; and/or
    • Skipping classes to avoid an assessment.
  • Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include: 
    • Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
    • Alteration or falsification of academic reports or other academic records for any purpose;
    • Submission of false credentials;
    • Making false representation on an application for admission; and/or
    • Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
  • Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
    • Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
    • A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
  • Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
    • Unauthorized access to, use of, or alteration of computer data and information;
    • Gaining academic advantage by using technology that inhibits the use of the resources by others;
    • Damage to or destruction of library or laboratory resources; and/or
    • Willful or negligent damage to the academic work of a fellow student and/or teacher.

Academic Supports

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

  • Faculty support
  • 5th Block
  • Head of Grade
  • Student Success Centre
  • Personal Counselling

Bullying

St. George’s School does not tolerate bullying. Students are prohibited from bullying.

Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:

  • Physical violence such as hitting, pushing or spitting at another student;
  • Interfering with another student’s property, such as by stealing, hiding, or damaging it;
  • Using offensive names when addressing another student;
  • Teasing or spreading rumours about another student or their family;
  • Belittling another student’s abilities and achievements;
  • Writing offensive notes or graffiti about another student;
  • Unreasonably excluding another student from a group activity;
  • Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
  • Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.

Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.

Students are required to:

  • Refrain from engaging in any kind of bullying;
  • Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
  • Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.

 

Course Summary:

Date Details Due