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English Language Arts Department

The English Language Arts department at Harrington College of Canada is committed not only to developing all the comprehension and communication skills normally associated with a language arts program, but also to preparing students to meet the requirements of the most challenging university curriculum. The English Language Arts program is interactive and recognizes the interdependence of language and literature. The Secondary English Language Arts program allows students to realize that effective use of language in formulating their ideas and effective participation in the communication process are essential to their intellectual, emotional and aesthetic growth.

Program Goals

• to foster effective participation by students in the communication process
• to provide opportunities for students to use language effectively
• to provide opportunities for students to develop writing mastery
• to provide opportunities for students to value good literature and its importance in contemporary society
• to encourage students to develop critical thinking skills

English Language Arts – Secondary I – V – Compulsory

Language Arts
The English curriculum comprises full-year courses. While courses vary in content, focus and level of difficulty, these skills – literature and language study, writing, and critical thinking – receive considerable attention in every course. In addition to helping students develop interest and proficiency in these areas, English staff provides students with extended and individual assistance through teacher-student conferences, portfolio work, and SAT/ACT preparation.

Language Arts Grades 7 _ 8
Language Arts Grades 7 _ 8 introduces a variety of literary genres. The study of drama, novels and poetry allows the class to place specific emphasis on developing the analytical approach to reading. There is a consistent attempt to bring relevance and find connections in the curriculum to the lives of the students. Each term, students select independent reading and write book reviews and journal entries.

Language Arts Grade 9
At this level students are working to strengthen their reading, study and communication skills. The course emphasizes close reading and analysis of literature through a program that stresses a variety of monitoring and self-correcting methods (skimming, scanning, reading ahead, rereading, predicting and summarizing); selecting and applying word recognition strategies (visual clues, contextual clues, structural analysis); and comprehension strategies (graphic organizers, highlighting, marginal notes) and understanding how they best learn (learning styles and multiple intelligences).

English 10
This course focuses on further improvement of reading comprehension, critical thinking, and expository and narrative writing skills. The course emphasizes North American literature although reading material is drawn from many areas. Among major works read are Adventures of Huckleberry Finn, Catcher in the Rye, Shoeless Joe, The Power of One, The Crucible, The Scarlet Letter (honours level) and Macbeth. In this English course, students prepare and submit portfolios.

Grade 11: Modern Literature
Modern Literature focuses primarily on the works of post-World War II authors. Students explore cultural diversity and controversial concerns of modern and contemporary society through various novels, dramas, short stories, essays and poetry. The activities based on these readings are equally varied, including literary analysis and research, imitative and creative writing, student presentations, class discussions, and portfolio preparation. Major course readings include One Flew Over the Cuckoo’s Nest, The Power of One, Fifth Business and The Great Gatsby.

SAT I – Verbal Preparation
SAT I is a course designed for students interested in learning test taking strategies for the verbal section of SAT I. Students will be provided instruction in analogies, sentence completion and reading comprehension through practice exercises, pre- and post-SAT quizzes and tests. Students will address individual weaknesses through the use of computer software. In addition, extensive work in vocabulary, based on the SAT master vocabulary list will be included as part of the course. Assessment will be based on completion of homework assignments, vocabulary quizzes and tests, and practice SAT test scores.


Sequences of mathematics courses at Harrington College of Canada are designed to reflect the expectations of the Quebec Ministry of Education, Leisure, and Sports (MELS). In addition to developing strong mathematical skills, the mathematics department has designed its program to make mathematics accessible, challenging and fun. The department is committed to integrating the use of technology (particularly calculators and computers), wherever appropriate, to enhance teaching and learning. Mathematics is required at all levels.

Cycle I Secondary (Grades 7 and 8):


In Secondary Cycle One, students continue to develop their number sense, to perform operations on written numbers in decimal and fractional notation, and to further their understanding of the processes associated with these operations. The numbers are positive or negative, without restrictions as to the order of magnitude. Students also develop proportional reasoning, an essential concept that has many applications both within and outside mathematics. For example, students use percentages (calculating a certain percentage of a number and the value corresponding to 100 per cent) in various situations involving discounts, taxes, increases, decreases, etc. They also make scale drawings and represent data using circle graphs. They look for unknown values in algebraic or geometric situations involving similarity transformations, arc lengths, sector areas or unit conversions.


Also in Cycle One, students move from arithmetic thinking to algebraic thinking. They use and further develop their understanding of numbers, operations and proportionality. For example, in studying patterns, elementary school students learned to determine rules for constructing number sequences between terms, whereas in secondary school, students learn to establish the relationship between a term and its rank. Algebraic expressions are added to known registers (types) of representation to observe situations from different perspectives. Students refine their ability to switch from one register of representation to another in order to analyze situations in the register(s) of their choice. Thus, they learn to manipulate algebraic expressions with or without technological aids, and interpret tables of values and graphs. The use of technology makes it easier to explore and examine these relationships in greater depth and makes it possible to describe and explain them more fully. Lastly, students learn to search for mathematical models representing various situations.


In terms of probability, students go from using subjective, often arbitrary, reasoning to reasoning based on various calculations. They further develop the concept of probability of an event—the cornerstone in calculating probabilities—and are introduced to the language of sets. They learn to enumerate possibilities using different registers (types) of representation, to calculate probabilities and to compare experimental and theoretical probabilities. With this knowledge and skills, students are able to make predictions and informed decisions in various types of situations.


In Cycle One, students carry out studies using sample surveys and censuses. They acquire the tools they need to process the data they may or may not have gathered and extract information from these data. They learn about circle graphs as a possible method of data representation. They choose the graph(s) that will best illustrate a situation. They learn to highlight information such as minimum value, maximum value, range and mean and look for potential sources of bias.


.In Secondary Cycle One, students construct and manipulate relations or formulas, particularly when calculating the perimeter and area of geometric figures,3 using arithmetic and algebraic concepts and processes. They learn the concept of similar figures, look for unknown figures resulting from a similarity transformation, determine arc measurements and calculate the area of segments, using the concept of proportionality. By studying lines, plane figures and solids, students identify properties and relationships between measurements. Lastly, they are introduced to deductive reason, in which they use different statements (definitions, properties, axioms, previously proven conjectures) to justify the steps in their approach or validate conjectures.

Analytic Geometry:

In Secondary Cycle One, students perfect their ability to locate points in the Cartesian plane, using the types of numbers under study. They learn to represent a situation generally, using a graph.

Cycle Two: Grades 9, 10 and 11:


In Secondary Cycle Two, students assimilate the concept of real numbers (rational and irrational), particularly in situations involving exponents, radicals or logarithms.


In Secondary Cycle Two, students hone their ability to evoke a situation by drawing on several registers of representation and switching from one register to another, without any restrictions. For example, functions may be represented using graphs, tables or rules, and each of these representations conveys a specific point of view and is complementary or equivalent to other types of representation. Students learn to analyze and deal with situations that involve a set of algebraic concepts and processes. They establish dependency relationships between variables; model, compare and optimize situations, if necessary; and make informed decisions about these situations, depending on the case.


In Secondary Cycle Two, students continue to build on what they learned in Cycle One. They use the results of combinatorial analysis (permutations, arrangements and combinations) and add the ability to calculate probabilities in certain measurement contexts to their repertoire of knowledge and skills. Depending on the option, students learn to distinguish between subjective probabilities and experimental or theoretical probabilities. They interpret or distinguish between various relationships (e.g. the probability of an event and the odds for or the odds against). They use the concept of mathematical expectation to determine whether a game is fair or the possibility of a gain or a loss. Lastly, they analyze situations and make decisions based on conditional probability.


In Secondary Cycle Two, students construct and manipulate relations or formulas when calculating the area and volume of solids and determining unknown measurements in right triangles or other triangles, using metric and trigonometric relations. If necessary, they convert various units of measure. They refine their understanding of congruence or similarity, particularly by studying the conditions that allow them to conclude that triangles are congruent or similar. They analyze and optimize situations using the concept of equivalent geometric figures. The concept of vectors is introduced and builds on what students have learned about linearity in the previous cycle. In these various contexts, students use different types of reasoning, particularly deductive reasoning, to validate conjectures.


In Secondary Cycle Two, students construct and manipulate relations or formulas when calculating the area and volume of solids and determining unknown measurements in right triangles or other triangles, using metric and trigonometric relations. If necessary, they convert various units of measure. They refine their understanding of congruence or similarity, particularly by studying the conditions that allow them to conclude that triangles are congruent or similar. They analyze and optimize situations using the concept of equivalent geometric figures. The concept of vectors is introduced and builds on what students have learned about linearity in the previous cycle. In these various contexts, students use different types of reasoning, particularly deductive reasoning, to validate conjectures.

Analytic Geometry:

In Secondary Cycle Two, students learn to model and analyze situations using a Cartesian reference point. They calculate distances, determine the coordinates of a point of division and study geometric loci. Depending on the option, they use coordinates to perform geometric transformations and determine results in a standard unit circle


To progress in their learning, students need to do more than merely acquire knowledge. They must also learn to apply their knowledge in a variety of increasingly complex situations. By appropriately using the knowledge, techniques and strategies, they will develop the competencies outlined in the Science and Technology programs. By applying these competencies, they will acquire new knowledge which, in turn, will help them further develop their competencies.

In order to seek answers or solutions to scientific and technological problems (Competency 1), students must become familiar with strategies and acquire conceptual and technical knowledge that will enable them to define a problem, explore it and then justify their methodological choices and results. Similarly, the appropriate scientific or technological concepts and principles can help them understand phenomena, explain the operation of objects or form an opinion and, consequently, make the most of their scientific and technological knowledge (Competency 2). Finally, in order to communicate in the languages used in science and technology (Competency 3), they must have knowledge that will enable them to interpret and convey messages using the languages and types of representation associated with science and technology.

In Cycle One of High School, students learn about natural phenomena and man-made objects that interest them. In Cycle Two, the compulsory concepts are organized around two themes: The Human Organism in Secondary III and The Environment in Secondary IV. In the optional Environmental Science and Technology program, the knowledge to be acquired is organized around three environmental issues, two of which are new. Successful completion of this program will make it easier to enroll in the optional Physics and Chemistry programs offered in

Secondary V


This optional course covers the foundations of chemistry, the various atomic models, atoms, molecules, ions, electron configurations and an introduction to the Periodic Table and its practical uses, as well as chemical equations, balancing, stoichiometry, the concept of a mole and molar mass, solving chemical equations, molar concentrations. Gases and Gas Laws are covered in detail, as well as thermo-chemistry, atomic Structure and periodicity, general concepts of molecular bonding, energy in chemical reactions, Hess Law, Chemical Kinetics, Chemical Equilibrium and Rates of Reactions.  Prerequisite is successful completion of Sec IV Science.


The course covers the essentials of motion in one dimension, two-dimensional motion including an introduction and use of vectors to describe both relative and projectile motion.  Forces and the laws of motion, Newton’s three laws of motion are studied in depth, and the solving of practical two dimensional problems is emphasized. Work and Energy, conservation of momentum and conservation of energy, collisions, gravitation, circular motion, heat and thermal equilibrium are studied, including calorimetry. Prerequisite is the successful completion of Sec IV Mathematics.


The Purpose of social studies is to help young people recognize their roles as participants in a democratic society and global community and to take responsibility for their place in the world. Through acquiring knowledge, developing skills and examining values, students begin to understand themselves as individuals, family members, consumers and citizens.

Social studies, by its nature, focuses on the dynamics of the human condition, confronting students with the spectrum of human actions and emotions. It is directly concerned with the study of cultures and civilizations, the effect of change, the development of critical thinking, the improvement of society through reflection and enlightened participation, and the broadening of students’ intellectual horizons.

Finally, social studies promote an awareness and appreciation of a culturally-mixed society in an interdependent world.

Geography Cycle 1: ( Grades 7 and 8 )

In Secondary Cycle One, students study how human beings use, occupy and take possession of space and transform it into a territory. Different types of territories in Québec, Canada and other parts of the world have been selected for study: urban territory (metropolises, cities subject to natural hazards and heritage cities), regional territory (tourist regions, forest regions, energy-producing regions and industrial regions), agricultural territory (agricultural territory in a national space and agricultural territory subject to natural hazards), Native territory and protected territory. Students learn to understand the organization of these territories and interpret issues associated with them. These territories are presented in the same order as in the Geography program, however, they may be taught in any sequence. It is up to teachers and cycle teams to decide how to distribute the content based on their planning needs.

History and Citizenship Education (Cycle I)

In Secondary Cycle One, students are encouraged to open up to the world. They use the historical method to examine and interpret social phenomena that constitute turning points in the history of the Western world, from pre-historical times to the present. They become aware of the importance of human action in social change.

History and Citizenship Education (Cycle II)

The Secondary Cycle Two program is designed to help students to develop their understanding of the present in the light of the past, and to prepare students to participate as informed citizens in the discussion, choices and community life of a society that is democratic, pluralistic and open to a complex world. They examine and interpret social phenomena while addressing key periods in the history of Québec and Canada, from the first occupants to the present. The social phenomena are studied chronologically in Secondary III and using themes of long duration in Secondary IV. The order in which the themes are presented is the same as in the History and Citizenship Education program. Teachers and cycle teams can assign the themes to match their planning needs. Each year ends with an examination of issues in Québec society.

Secondary V (Grade 11)
History of the Contemporary World:

Students examine historical phenomenon that have influenced the 20th Century. They take a thematic approach to approach the challenges that face the world today.



Students learn to create, perform and appreciate dramatic works, and to acquire a certain amount of knowledge related to the language of drama.

Throughout their drama studies, students learn to use different types of knowledge acquired in the classroom and through their cultural experiences in order to create their own dramatic works and perform those of different authors. They acquire the skills necessary to exercise critical judgment when appreciating a dramatic work and learn to use correct English and the appropriate terminology to formulate this appreciation.

Experiential learning

Experiential education is the process of actively engaging students in an experience that has real consequences. HCC is a school where students learn by doing, by discovering and by critically thinking about the world and their environment. Students make discoveries and experiment with knowledge themselves, along with hearing or reading about the experiences of others. Students also reflect on their experiences, thus developing new skills, new attitudes, and new theories or ways of thinking.

In traditional classrooms, teachers begin by setting knowledge before students. They hope students will later find ways to apply that knowledge. At HCC students are active in their pursuit of knowledge.

Experiential learning at Harrington
Our students are never passive in the pursuit of knowledge, they are active participants. Harrington places a great deal of emphasis on experiential learning: taking education beyond the four walls of the classroom, where learning becomes an active process.

• Our surrounding property’s “natural lab” filled with wildlife, mature trees and plant life, rivers, lakes, streams and rock formations creates the perfect setting for environmental science courses.

• Field trips to Montreal and Ottawa provide ideal settings to study history, political science, art, architecture and physical science in our many famous Canadian art and history museums, performing arts centers, Ottawa’s parliament buildings, universities, pharmaceutical companies, hockey equipment manufacturers and high tech corporations.