The Importance of the Arts Curriculum

Experiences in the arts – dance, drama, media arts, music, and the visual arts – play a valuable role in the education of all students. Through participation in the arts, students can develop their creativity, learn about their own identity, and develop self-awareness, self-confidence, and a sense of well-being. Since artistic activities involve intense engagement, students experience a sense of wonder and joy when learning through the arts, which can motivate them to participate more fully in cultural life and in other educational opportunities. 

Brooklin Arts Department Website

Course Outlines

ADA 1O1, Grade 9 Open, Dramatic Studies

AMI 1O1, Grade 9 Open, Instrumental Music

AMP 1O1, Grade 9 Open, Percussions

AMV 1O1, Grade 9 Open, Vocal Music

AVI 1O1, Grade 9 Open, Visual Arts

ADA 2O1, Grade 10 Open, Dramatic Studies

AMU 2O1, Grade 10 Open, Instrumental Music

AMG 2O1, Grade 10 Open, Guitar

AMV 2O1, Grade 10 Open, Vocal Music

AVI 2O1, Grade 10 Open, Visual Art

AWL 2O1, Grade 10 Open, Drawing

ADA 3M1, Grade 11 University/College, Drama

AMU 3M1, Grade 11 University/College Instrumental Music

AMG 3M1, Grade 11 University/College Guitar

AMV 3M1, Grade 11 University/College Vocal Music

AMT 3M1, Grade 11 University/College Musical Theatre

AVI 3M1, Grade 11 University/College Visual Arts

AWT 3O1, Grade 11 Open Urban Art

ADA 4M1, Grade 12 University/College Drama

AMU 4M1, Grade 12 University/College Instrumental Music

AMV 4M1, Grade 12 University/College Vocal Music

AMT 4M1, Grade 12 University/College Musical Theatre

AVI 4M1, Grade 12 University/College Visual Arts


Teaching Staff:

Mr. W. Barber, Arts Department Head

Ms. K.Brunshaw

Ms. L. Jeffs

Ms. T. Manarin

Ms. C. Sluman

Ms. M. Warner

Ms. M. Marshall

Business and Computer Studies

The Importance of Business Studies in the Curriculum

Business activity affects the daily lives of all Canadians as they work, spend, save, invest, travel, and play. It influences jobs, incomes, and opportunities for personal enterprise. Business has a significant effect on the standard of living and quality of life of Canadians, and on the environment in which they live and which future generations will inherit. Eventually, all students will encounter the world of business, whether they work in urban or rural areas.They must be prepared to engage in business activity with confidence and competence.Young people need to understand how business functions, the role it plays in our society, the opportunities it generates,the skills it requires, and the impact it can have on their own lives and on society, today and in the future.

Course Outlines:

TIJ 1O1, Grade 9 Open, Exploring Technologies

BBI 2O1, Grade 10 Open, Introduction to Business Studies

ICS 2O1, Grade 10 Open, Computer Studies

BAF 3M1, Grade 11 University/College, Financial Accounting Fundamentals

BMI 3C1, Grade 11 College, Business Marketing

BDI 3C1, Grade 11 College, Entrepreneurship, The Venture

ICS 3U1, Grade 11 University, Computer Science

TEJ 3M1, Grade 11 University/College, Computer Engineering Technology

BBB 4M1, Grade 12 University/College, International Business

BOH 4M1, Grade 12 University/College, Business Leadership

ICS 4U1, Grade 12 University, Computer Science

IDC 4U1, Grade 12 University, Investment and Finance


Teaching Staff:

Mr. K. Kerr, Business Department Head

Ms. T. Dean

Ms. M. Burns

Mr. A. Ostropolec

Ms. S. Shoemaker

Canadian and World Studies

The Importance of Canadian and World Studies in the Curriculum

In Canadian and world studies, students develop skills, knowledge and understanding, and attitudes that will serve them both inside and outside the classroom, including in the world of work and as responsible citizens in the various communities to which they belong. The focus of teaching and learning in the Canadian and world studies curriculum is the development of ways of thinking and of transferable skills that students need in order to acquire and apply knowledge and understanding. Students apply these concepts of thinking and skills in a variety of contexts to examine information critically; to assess the significance of events, developments, and processes; to develop an understanding of and respect for different points of view; to reach supportable conclusions; and to propose solutions to, and courses of actions to address, real problems.​

Course Outlines:

CGC 1P1, Grade 9 Applied Canadian Geography

CGC 1D1, Grade 9 Academic  Canadian Geography

CHC 2P1, Grade 10 Applied Canadian History

CHC 2D1, Grade 10 Academic Canadian History

CHV 2O1, Grade 10 Open Civics and Citizenship

CGF 3M1, Grade 11 University/College Physical Geography

GPP 3O1, Grade 11 Open Outdoor Education

CGG 3O1, Grade 11 Open Travel and Tourism

CHA 3U1, Grade 11 University American History

CHW 3M1, Grade 11 University/College World History

CLU 3M1, Grade 11 Understanding Canadian Law

NDA 3M1, Grade 11 Current Aboriginal Issues in Canada

IDC 3O1, Grade 11 Open Sport and Society

CGR 4M1, Grade 12 University/College Environment Management

CGW 4C1, Grade 12 College World Issues: Geographic Analysis

CGW 4U1, Grade 12 University World Issues: Geographic Analysis

CHM 4E1, Grade 12 Workplace

CHY 4C1, Grade 12 College World History

CHY 4U1, Grade 12 University World History

NDW 4M1, Grade 12 University/College Contemporary Aboriginal Issues

CLN 4U1, Grade 12 University Canadian and International Law

CPW 4U1, Grade 12 University Canadian and World Politics

HSE 4M1, Grade 12 University/College Issues in Human Rights

LVV 4U1, Grade 12 University Classical Studies


Teaching Staff:

Mr. C. Jeffs, CWS Department Head (Interim)

Mr. S. Guluzian

Ms. C. Kalianteris

Mr. C. Kirchner

Ms. S. Petrie

Mr. J. Taylor

Ms. A. Walker

Mr. J. Penney

Co-operative Education

Brooklin High School Co-op students earn credits while gaining valuable skills in the community workplace that reflects their interests. 

  • If you selected co-op in your course planner (DCO3O9 or GLN4O9) you MUST submit the Co-op application Google Form by April 14th. 

Co-op Application 2022-2023

OYAP Applications 2023 Information

  • Please find the OYAP Application Package for Regional Level 1 programs beginning February 2023.  Applications are to be shared with the Brooklin Co-op Department no later than Monday, May 2, 2022. (Deadline at the DDSB is the 11th, our department needs time to process applications and ensure they are complete to the best of our student’s ability.) 

 New for this year Applications will be accepted online. The application and program information can be found at  

  •   Additional attachments included:  
  1. OYAP and Apprenticeship Introduction in both PowerPoint and PDF files, to use for promotion of the OYAP program.  
  2. OYAP Participant Form – Page 1 which must be filled out, signed by parents. This must be completed on paper by all applicants, whether completing an online application or a paper application. The BHS Co-op team will take care of this once the online application is complete. 

Students are also required to enter 2 teachers names for reference purposes. References will also be collected online this year. The reference form link will be forwarded to these teachers and collect their responses.  

Students applying will be contacted for an interview in late May. Co-op teachers will be contacted with acceptances in early June. 

Modern Languages

The Importance of the French as a Second Language Curriculum

The ability to speak and understand French allows students to communicate with French-speaking people in Canada and around the world, to understand and appreciate the history and evolution of their cultures, and to develop and benefit from a competitive advantage in the workforce.


​In addition to strengthening students’ ability to communicate, learning another language develops their awareness of how language and culture interconnect, helping them appreciate and respect the diversity of Canadian and global societies. When a student is exposed to another culture through its language, he or she begins to understand the role that language plays in making connections with others. Learning an additional language not only challenges a mind but also teaches understanding, encourages patience, and fosters open-mindedness.

Course Outlines:

FSF 1D1, Grade 9 Academic Core French

FSF 1P1, Grade 9 Applied Core French

FSF 2D1, Grade 10 Academic Core French

FSF 3U1, Grade 11 University Core French

FSF 4U1, Grade 12 University Core French

LWS BD1, Grade 10 Introduction to Spanish

LWS CU1, Grade 11 Spanish


Teaching Staff:

Ms. E. Bengel

Ms. L. McCabe

Ms. A. Preuss

Ms. R. Trepanier

Mr. A. Cherrardi



The Importance of Literacy, Language, and the English Curriculum

Literacy is about more than reading or writing – it is about how we communicate in society. It is about social practices and relationships, about knowledge, language and culture. Those who use literacy take it for granted – but those who cannot use it are excluded from much communication in today’s world. Indeed, it is the excluded who can best appreciate the notion of “literacy as freedom”. 

UNESCO, Statement for the United Nations Literacy Decade, 2003–2012​

Course Outlines:

ENG 1D1, Grade 9 Academic English

ENG 1P1, Grade 9 Applied, English

ENG 1L1, Grade 9 Locally Developed, English

ENG 2D1, Grade 10 Academic English

ENG 2P1, Grade 10 Applied, English

ENG 2L1, Grade 10 Locally Developed, English

ENG 3U1, Grade 11 University English

ENG 3C1, Grade 11 College, English

ENG 3E1, Grade 11 Workplace English

ENG 4U1, Grade 12 University English

ENG 4C1, Grade 12 College, English

ENG 4E1, Grade 12 Workplace English

EWC 4U1, Grade 12 University Writer's Craft

OLC 4O1, Grade 12 Open Literacy Course


Teaching Staff:

Ms. N. Little, English Department Head

Ms. R. Bureau

Ms. V. Dykes

Mr. K. Feheley

Ms. S. Gilbride

Ms. L. Harkot

Ms. L. Irwin

Ms. A. Lough

Ms. N. Shah

Ms. J. Mason



Guidance Department Home Page

The Importance of the Guidance and Career Education Curriculum

The guidance and career education program plays a central role in secondary school by providing students with the too​​ls they need for success in school, in the workplace, and in their daily lives. In particular, the curriculum focuses on skill development that will help students better manage their time, resources, and dealings with other people to improve their opportunities for success both in school and in their future lives. Courses in guidance and career education actively involve students in research, inquiry, problem-solving, and decision-making processes related to planning for postsecondary education, training, or work. The guidance and career education program is designed to recognize the diverse abilities, strengths, and aspirations of all students, providing them with knowledge and skills that will be benefit them throughout their lives. The goals of the guidance and career education curriculum are to enable students to:

  • understand concepts related to lifelong learning, interpersonal relationships, and career planning;
  • develop learning skills, social skills, a sense of social responsibility, and the ability to formulate and pursue educational and career goals;
  • apply this learning to their lives and work in the school and the community. 

Course Outlines:

GLC 2O1, Grade 10 Open Career Studies


Health and Physical Education

Bears Athletic Home Page (coming soon)

The Importance of the Health and Physical Education Curriculum

This curriculum helps students develop an understanding of what they need in order to make a commitment to lifelong healthy,active living and develop the capacity to live satisfying, productive lives. Healthy, active living benefits both individuals and society in many ways.  Research has shown a connection between increased levels of physical activity and better academic achievement, better concentration, better classroom behaviour, and more focused learning. Other benefits include improvements in psychological well-being, physical capacity,self-concept, and the ability to cope with stress. The expectations that make up this curriculum also provide the opportunity for students to develop social skills and emotional well-being. In health and physical education, students will learn the skills needed to be successful in life as active, healthy, and socially responsible citizens.

Course Outlines:

PPL 1O3, Grade 9 Open, Healthy Active Living, Male

PPL 1O4, Grade 9 Open, Healthy Active Living, Female

PAR 1O4, Grade 9 Open, Rhythm and Movement

PPL 2O3, Grade 10 Open, Healthy Active Living - Activity, Male

PPL 2O4, Grade 10 Open, Healthy Active Living - Activity, Female

PAF 2O3, Grade 10 Open, Healthy Active Living - Fitness, Male

PAF 2O4, Grade 10 Open, Healthy Active Living - Fitness, Female

PPL 3O3, Grade 11 Open, Healthy Active Living - Activity, Male

PPL 3O4, Grade 11 Open, Healthy Active Living - Activity, Female

PAF 3O3, Grade 11 Open, Personal and Fitness - Fitness, Male

PAF 3O4, Grade 11 Open, Personal and Fitness - Fitness, Female

PAI 3OD, Grade 11 Open, Healthy Active Living - SHSM Designation, Co-Ed

PPL 4O1, Grade 12 Open, Healthy Active Living - Activity, Co-Ed

PAF 4O3, Grade 12 Open, Personal and Fitness - Fitness, Male

PAF 4O4, Grade 12 Open, Personal and Fitness - Fitness, Female

PSK 4U1, Grade 12 University, Introduction to Kinesiology

PLF 4M1, Grade 12 University/College, Recreational Leadership


Teaching Staff: 

Mr. M. Parfitt, PHE Department Head

Ms. E. Batty

Ms. L. Brown

Mr. D. Brown

Mr. J. Kaspar

Mr. E. Markham

Mr. M. Snowden

Ms. C. Toll

Ms. B. Wright


 See our Library Learning Commons link on the top banner of our website.


The Importance of the Mathematics Curriculum

The unprecedented changes that are taking place in today’s world will profoundly affect the future of today’s students. To meet the demands of the world in which they will live, students will need to adapt to changing conditions and to learn independently. They will require the ability to use technology effectively and the skills for processing large amounts of quantitative information. Today’s mathematics curriculum must prepare students for their future roles in society. It must equip them with essential mathematical knowledge and skills; with skills of reasoning, problem solving, and communication; and, most importantly, with the ability and the incentive to continue learning on their own. This curriculum provides a framework for accomplishing these goals.​​​​​

Course Outlines:

MPM 1D1, Grade 9 Academic, Principles of Mathematics

MFM 1P1, Grade 9 Applied, Foundations of Mathematics

MAT 1L1, Grade 9 Locally Developed Mathematics

MPM 2D1, Grade 10 Academic, Principles of Mathematics

MFM 2P1, Grade 10 Applied, Foundations of Mathematics

MAT 2L1, Grade 10 Locally Developed Mathematics

MBF 3C1, Grade 11 College Business Mathematics

MCF 3M1, Grade 11 University/College Functions and Applications

MCR 3U1, Grade 11 University Functions

MEL 3E1, Grade 11 Mathematics for Work and Everyday Life

MDM 4U1, Grade 12 University Data Management

MHF 4U1, Grade 12 University Advanced Functions

MCV 4U1, Grade 12 Calculus and Vectors

MAP 4C1, Grade 12 College Foundations for College Mathematics

MEL 4E1, Grade 12 Mathematics for Work and Everyday Life


Teaching Staff:

Ms. R. Chronis, Mathematics Department Head

Ms. A. Brittain

Ms. S. Campbell

Ms. S. Shelswell

Ms. M. Sutherland

Mr. R. Westcott

Mr. D. Taylor


The Place of Science in the Curriculum

During the twentieth century, science played an increasingly important role in the lives of all Canadians. It underpins much of what we now take for granted, from life-saving pharmaceuticals to clean water, the places we live and work in, computers and other information technologies, and how we communicate with others. The impact of science on our lives will continue to grow as the twenty-first century unfolds. Scientific literacy can be defined as possession of the scientific knowledge, skills, and habits of mind required to thrive in the science-based world of the twenty-first century.​​​

Course Outlines:

SNC 1D1, Grade 9 Academic Science

SNC 1P1, Grade 9 Applied Science

SNC 1L1, Grade 9 Locally Developed Science

SNC 2D1, Grade 10 Academic Science

SNC 2P1, Grade 10 Applied Science

SNC 2L1, Grade 10 Locally Developed Science

SBI 3C1, Grade 11 College Biology

SBI 3U1, Grade 11 University Biology

SCH 3U1, Grade 11 University Chemistry

SVN 3M1, Grade 11 University/College Environmental Studies

SPH 3U1, Grade 11 University Physics

SBI 4U1, Grade 12 University Biology

SCH 4C1, Grade 12 College Chemistry

SCH 4U1, Grade 12 University Chemistry

SNC 4M1, Grade 12 University/College Science

SPH 4C1, Grade 12 College Physics

SPH 4U1, Grade 12 University Physics


Teaching Staff:

Ms. D. O'Neill, Science Department Head

Ms. E. Cameron

Mr. B. Grylls

Ms. S. Kroekenstoel

Ms. C. McClure

Ms. S. McCrum

Ms. S. Puiu

Mr. M. St.Louis

Ms. N. Swain

Ms. M. Williams

Mr. K. Beauchamp

Social Sciences and Humanities

The Importance of the Social Sciences and Humanities Curriculum

The discipline of social sciences and humanities in the Ontario secondary school curriculum encompasses five subject areas: equity studies, family studies, general social sciences, philosophy, and world religions. Although these subject areas are very different from one another, they all systematically explore the ways in which individuals influence and are influenced by families, communities, cultures, institutions, and societies, and by ideas, norms, and values.​​

Course Outlines:

HFN 2O1, Grade 10 Open Food and Nutrition

HNL 2O1, Grade 10 Open Clothing

HPC 3O1, Grade 11 Open Parenting

HPW 3C1, Grade 11 College Working with Infants and Young Children

HFC 3M1, Grade 11 University/College Food and Culture

HNC 3M1, Grade 11 University/College Understanding Fashion

HSP 3U1, Grade 11 University Introduction to Anthro, Psych, Sociology

HSG 3M1, Grade 11 University/College Gender Studies

HFA 4U1, Grade 12 University Nutrition and Health

HHG 4M1, Grade 12 University/College Human Growth and Development

HNB 4M1, Grade 12 University/College The World of Fashion

HSB 4U1, Grade 12 University Challenge and Change in Society

LVV 4U1, Grade 12 University Classical Civilization

HSC 4M1, Grade 12 University/College World Cultures

HPD 4M1, Grade 12 University/College Working with School Aged Children and Adolescents


Teaching Staff:

Ms. V. Hodowanski, SSH Department Head

Ms. C. Dawson

Ms. D. Grootveld

Ms. J. Klir

Ms. C. Mapp

Special Education

The Importance of Special Education

Students who have behavioural, communicational, intellectual, physical, or multiple exceptionalities may require special education programs and/or services to benefit fully from their school experience. Such students may be referred to an Identification, Placement, and Review Committee (IPRC) set up by the school board. If identified as exceptional, they must be provided with appropriate special education programs and/or services designed to build on their strengths and meet their needs. In addition, the principal of the students’ school must ensure that an Individual Education Plan (IEP) is prepared and maintained for these students.​​

Course Outlines:

GLE 1O1, Grade 9 Open Learning Strategies


Teaching Staff:

Ms. C. Peralta, Special Education Department Head

Ms. C. Kaspar

Ms. C. McNairn

Mr. K. Schultz

Ms. L. Briet

Ms. J. Bishop


Inclusive Student Services Announcements


Technological Education

The Importance of Technological Education in the Curriculum

Technological innovation influences all areas of life, from the daily lives of individuals to the work of business and government, to interactions on a global scale. It helps meet basic human needs and provides tools for improving people’s lives and exploring new frontiers. The policy outlined in this document is designed to ensure that technological education in Ontario enables students to meet the challenges and opportunities of the twenty-first century.​​​

Course Outlines:

TIJ 1O1, Grade 9 Open Exploring Technologies

TCJ 2O1, Grade 10 Open Construction Technology

TDJ 2O1, Grade 10 Open Technological Design

TFJ 2O1, Grade 10 Open Hospitality and Tourism - Culinary Arts

TGJ 2O1, Grade 10 Open Communications Technology

TTJ 2O1, Grade 10 Open Transportation Technology

TCJ 3C1, Grade 11 College Construction Engineering Technology

TDJ 3M1, Grade 11 University/College Technological Design

TFJ 3C1, Grade 11 College Hospitality and Tourism - Culinary Arts

TGJ 3M1, Grade 11 University/College Communications Technology

TTJ 3M1, Grade 11 University/College Transportation Technology

TGG 3M1, Grade 11 University/College Print and Graphic Communications: Yearbook


Teaching Staff:

Mr. D. Mathieson, Technological Studies Department Head

Mr. K. Tsagarakis

Ms. J. Broadley

Ms. L. Keen

Mr. P. McKee

Mr. H. Raji

Mr. S. St. Juste

Mr. M. Williamson