PSG - Grade 12 Courses

Physical and Health Education at the grade 11-12 levels are credited as the following courses:

Specific, seasonal competitive sport programs are offered within PHE classes. Students on those teams have their PHE class divided into Fall and Winter seasons and may have different teachers and classmates in each season. They must select “Varsity Sport PE” in course selection and complete the form available at www.wpga.ca/varsity. While not on a team, students participate in the regular PHE program as described below.

Elite athletes training or competing at national levels who train 15 or more hours outside of school time for 7 or more months in the year may be granted a PHE exemption in grades 11 and 12. Connect with the Vice Principal of Learning for an application if this applies. 

Active Living focuses on the development of physical literacy, personal awareness and responsibility. Students can expect to participate in a variety of individual and team activities with a focus on both traditional, non-traditional games, and personal fitness. Some of these activities may take place off campus at some grade levels. These outings are mandatory and may require students to come to school early or stay late.

Fitness and Conditioning builds a foundation of understanding the structure and function of the human body and the social and scientific principles that relate to human performance. Following time in the classroom the class will then move to the fitness centre where students apply this knowledge following a set strength, anaerobic and aerobic fitness plan for 12 weeks. Following this training, students will then choose a SMART fitness goal, to research, rationalize and create a fitness plan for this goal, documenting the goal along the way, and meeting regularly with the instructor to discuss progress.

Students selecting these teams must complete the supplementary application form available at www.wpga.ca/varsity, and they must select Varsity Sport PE in course selection. Students in these team sections are normally expected to commit to extra-curricular practices, games and/or competitions. However, such sections may include additional, interested students who wish to learn the sport but not compete. In the latter case, the inclusion of non-competing students is at the discretion of the Athletics Director in consultation with the coach, who is normally the PHE teacher for the course.

Grade 12 Science courses require a strong commitment from the student to complete work outside of class time. Anatomy and Physiology 12 is a challenging and interesting course that covers a wide range of topics. Emphasis is placed on cell biology, biochemistry and human physiology. This course is ideally suited for individuals who wish to pursue a career in the field of medicine or biology, as well as those who wish to develop a deeper understanding of how their bodies work.

This course is only for Grade 12 students. It can be taken concurrently with Pre-Calculus 12. The topics include limits, derivatives, and integration but not series. This course is a good preview of university calculus. Final exam is worth 20%. Please note that while three different calculus courses are offered, any of the three could be cancelled due to low enrollment, and students will be enrolled in only one of Calculus 12, AP Calculus AB, or AP Calculus BC. Also, Calculus 12 is the lightest option in terms of content and rigour, suitable for students requiring a gradual introduction to calculus concepts for further study in post-secondary programs.

Career Life Connections (CLC) is required curriculum for graduation, but it is not scheduled as a course in the timetable. Rather, it is delivered within the Advisory program so students do not need to select it in course selection. CLC is a continuation of the Career Life Education program which students complete in grade 10. CLC is intended to help students narrow down their post-secondary and career interests, passions and goals. A major emphasis is placed on post-secondary education with an in-depth perspective of various programs for students to choose from and the subsequent application process. Students also do a considerable amount of reflection on their learning experiences and work-life context and use these to prepare personal profiles for either post-secondary education or career opportunities. The course is delivered by the UCCC counsellors with a substantial amount of the work completed in Advisory; however, some assignments are done outside of class time.

Chamber music study involves the exploration, practice, and performance of classical music composed for small ensembles, typically featuring 2–8 students per group, with each musician playing an individual part. Often referred to as "the music of friends," chamber music originated in intimate settings such as private homes or small halls.

Key Aspects of Chamber Music Study are:

Chamber music is an integral component of music education for aspiring professional musicians and is cherished by amateur musicians who enjoy its intimate, interactive nature.

Students should be achieving at least 80% in Chemistry 11 (at WPGA, not online or summer school) and Pre-calculus 11 by Spring Break.

Grade 12 science courses require a strong commitment from the student to complete work outside of class time. Chemistry 12 explores concepts and quantitative techniques in chemistry in more detail, on the topics of reaction kinetics, equilibrium, solubility, acids and bases, and electrochemistry.. Hands-on experience in the lab offers students the opportunity to develop skills in critical thinking and conducting experiments.  Laboratory work and math skills are important parts of the course. Students should expect an average of one hour of homework for every hour of class time.

Students should be achieving at least 80% in both Science 10 and Foundations of Mathematics and Pre-calculus 10 by Spring Break. Engineering 12 presumes solid skills with mathematics, physics and computer applications. This is a research- and project-based course. Students work in teams to learn fundamental conceptual models, analysis, design, problem-solving, teamwork and technical communication skills. Students develop several hands-on design projects as they become familiar with various engineering disciplines. Engineering case-studies and ethics, appropriate technology and development engineering, simulation and optimization, graphical communication and modeling, and engineering finance are introduced. Engineering faculties use broad-based criteria to evaluate student interest, experiences and leadership in engineering as well as academic results. Students interested in careers in engineering/technology are encouraged to enroll. This course satisfies the science requirement for graduation and will appear on the student's transcript as "Specialized Science 12". Engineering 12 and Health Sciences 12 will be offered in alternate years. For 2026-2027, Health Sciences 12 will be offered.

In their final year of study, with the purposes of expanding their understanding of what it means to be both an educated Canadian and a global citizen, and also of contributing to reconciliation by building a greater comprehension of the knowledge and perspectives of First Peoples, students will explore texts from a variety of sources that reflect diverse worldviews, including traditional ones. They will gain insight into the many factors that shape identity, deepening their understanding of themselves and others in a changing world and appreciating the importance of self-representation through text. To achieve their personal and career goals, they will be challenged to think critically and creatively about the uses of language and to refine their ability to communicate effectively. This course satisfies the Language Arts 12 requirement for graduation.

Film + Television 11 is designed to encourage students' creativity and to develop students' technical filmmaking skills, particularly their ability to craft visual narratives. Students will learn problem solving skills as they collaborate on various projects. Students will be introduced to fundamental skills in three areas: pre-production, comprised of screenwriting, storyboarding and planning shooting schedules, production, which involves directing, camera work and blocking, and post-production, which focuses on editing and sound design. Students will create short films in small groups and will quickly learn the importance of meeting timelines. Students will take on various roles, both in front of the camera and behind the scenes. Furthermore, students will learn how to use DSLR cameras and Adobe Premiere Pro CC to edit their films.

Film + Television 12 is designed to continue to develop students' creativity and filmmaking skills. This class resembles a production studio as we produce 3 term end presentations that are screened for the school population. Students will create small vignettes to create a larger film, which will attempt to capture our unique and colourful school culture. Students will play several production roles, from acting to directing and editing to sound design and recording. Besides developing the skills, they learned in Film + Television 11, students will be expected to become nimble problem solvers and creative thinkers, as large-scale productions require students to be clever and flexible. As students will be responsible for producing 30-minute film presentations every term, they should be prepared to withstand the rigours and pressures of meeting deadlines, which may include long film shoots after school and into the evening on occasion. Film and TV is a creative course that demands problem solving and communication skills to help students find their storytelling voice.

• Active Living 11 or Fitness and Conditioning 11 
• Active Living 12 or Fitness and Conditioning 12

Fitness and Conditioning 11 and 12: Fitness and Conditioning builds a foundation of understanding the structure and function of the human body and the social and scientific principles that relate to human performance. Following time in the classroom the class will then move to the fitness centre where students apply this knowledge following a set strength, anaerobic and aerobic fitness plan for 12 weeks. Following this training, students will then choose a SMART fitness goal, to research, rationalize and create a fitness plan for this goal, documenting the goal along the way, and meeting regularly with the instructor to discuss progress.

The purpose of this course is to enable students to communicate in French and to develop awareness of cultural diversity. This course equips students with skills and strategies to enroll in AP French the following year and starts exploring the AP French course content. This course emphasizes the practical use of the language in all its forms and de-emphasizes the analytical study of grammatical theory as an end in itself. The program is based on a multi-dimensional curriculum, and encourages students to learn through real experiences, negotiating meaning, and producing written and oral texts in a variety of real-life contexts. Students develop receptive skills (listening, reading, and viewing) and productive skills (speaking, interacting and writing). As this is an Honours  course, students will be exposed to a greater variety of materials and activities, within the scope of the Ministry Curriculum, at the DELF B1 or B2 level. This course leads to French 12 or French AP, depending on enrollment, teacher recommendation and approval of Department Head.

Prerequisite: French 11.

Instructions are given in the target language. Students continue to develop their communicative skills in oral and written language. Previously studied structures and vocabulary are reviewed and reinforced through analysis of authentic documents. Grammatical concepts and lexical items are taught from various texts. A wide variety of literary samples will be read, and students are required to complete composition work relevant to these works. Oral proficiency and written production will be assessed on a regular basis. This course can lead to French AP, depending on enrollment and teacher recommendation.

Geology 12 is designed to introduce students to the structure of the Earth and the processes that affect the Earth, both above and below the surface. The course involves the study of earth materials (rocks and minerals), plate tectonics and the resulting features (including volcanoes and earthquakes), surface processes (including weathering, mass wasting), the importance of subsurface economic resources (coal, oil and gas) and geologic time (including fossils). Through a variety of hands-on activities, students will develop the ability to distinguish between various rock, mineral and fossil samples, as well as be able to identify the causes and effects of the geologic processes that are present in the environment around them. This course satisfies the science requirement for graduation.

Building upon the skills acquired in Global Studies 11, this course is designed to foster a high degree of Global competencies. Students enrolled in this course will complete a capstone project in their selected stream. Students are expected to attend off-campus activities such as seminars, guest speakers, and field trips. This course is required for the attainment of the WPGA Global Studies Diploma. The WPGA Global Studies Diploma is an innovative program that provides students with a deep investigation into the stream of their choice (World Issues, Science and Math, and Entrepreneurship). The Global Studies initiative incorporates approaches to teaching and learning that are experiential and participatory. Students completing the diploma must meet a rigorous academic program including a global studies seminar class, capstone project, and a specific combination of academic and AP courses in areas related to the student’s selected stream. Students must also meaningfully participate in a specific selection of co-curriculars which support the aims of the Global Studies Program. Upon completion, the Global Studies Diploma will be conferred along with the Grade 12 diploma at the graduation ceremony in June.

This course is taught as AP Human Geography and covers the learning outcomes of Human Geography 12. Students can elect to have the course credited as either Human Geography 12 (to satisfy the Social Studies 11/12 graduation requirement) or AP Human Geography. This election must be made by the end of the course or prior to the submission of university applications, whichever comes first. Notwithstanding such an election, students can write the College Board Exam in May at a cost of $153. Note: when registering for this course, do not select AP Human Geography as an alternate. Human Geography is a discipline that integrates many subjects and addresses both the physical and human-created systems of the world in the study of people, places, and environments. As an ever-increasing world population puts more and more demands on the planet's resources, there is a need for a society that is geographically literate and therefore able to make informed decisions about the sustainability of the Earth's resources and the future of the planet. The geographically literate student can interpret the landscape and understand the interconnections between his or her actions and the earth's physical systems. By the end of the course students will be able to combine spatial concepts and landscape analysis “to analyze human social organization and its environmental consequences.” This course asks students to analyze the critical interplay of culture, economics, politics, and social considerations when examining the relationship between people and the environment. To do this, students need skills in acquiring and accessing databases, in analyzing and interpreting data, and in intelligently representing their findings. Because geography is an integrative discipline, these geographic skills can be applied to a wide range of potential careers.

Instrumental Performance 11 is a year-long program of guided independent study in which students develop their performance skills on the instrument of their choice. The difficulty of repertoire and complexity of course materials are selected with attention to the unique musical abilities and requirements of the individual. Fundamental activities include practice and performance in solo and various ensemble situations, covering music from a variety of styles, textures, historical periods, and cultural influences. Topics for study include harmony and theory, compositional analysis, composer study, advanced instrumental techniques, and performance practices particular to instrument, historical period, and style. Performance review, music listening exercises, and ear training skills are emphasized. Opportunities to develop personal responsibility, leadership and team building skills are provided through involvement in practice and ensemble situations, and preparation for performance. Note: Students involved in this program must commit to participation in one of the WPGA large ensembles (ie. Band or Strings). Only students who have been consistent participants in the music program in earlier grades, and who are available at times that correspond to Mr. Jackson or Mrs. Goddard's availability may enroll in this course. This course does not appear in the online course selection and must be arranged in September.

Jazz Performance 11 is a year-long program of guided independent study in which students develop their performance skills within the jazz idiom on the instrument of their choice. The difficulty of repertoire and complexity of course materials are selected with attention to the unique musical abilities and requirements of the individual. Fundamental activities include practice and performance in solo and various ensemble situations, covering music from a variety of jazz styles, textures, historical periods from the jazz era, and cultural influences. Topics for study include jazz harmony and theory, improvisational techniques, transcribing, basic arranging, transposition, and song structure. Performance review, music listening exercises, and ear training skills are emphasized. Opportunities to develop personal responsibility, leadership and team building skills are provided through involvement in practice and ensemble situations, and preparation for performance.

Note: This program is only available by exception. Only students who have been consistent participants in the program in earlier grades, and who are available to complete the curriculum that accompanies Jazz Band participation at times that correspond to Mr. Jackson’s availability may enroll in this course. This course does not appear in course selection and must be arranged in September.

Law Studies 12 introduces students to a wide range of legal topics, including human rights and constitutional law, international law, criminal law, civil law, and Indigenous legal issues. The course imparts students with an understanding of their legal rights and responsibilities as citizens, as well as the myriad ways the legal system affects their daily lives, thereby enabling them to participate more fully in society. The course also examines how law can be a force for change, and how interpretations of laws can evolve over time as society’s values and worldviews shift. Students in Law Studies 12 will build on their Social Studies competencies through a variety of different activities, including analysis of important historical cases, legal research and writing assignments, and arguing in mock trials & appeals. Students will also have the opportunity to create a self-directed inquiry project in an area of law of personal interest, perhaps connected to their post-secondary and/or career aspirations (e.g., patent law for STEM-focused students, or entertainment law for students interested in the performing arts). This course culminates in either a final research paper or final exam.

The Physics 11 course focuses on embedding curricular competencies with technical knowledge to foster students' critical thinking skills and help them to become scientifically informed citizens. Physics 11 will foster an understanding of physics as an integral part of society’s infrastructure and provide the groundwork for further academic and career training in the sciences. New topics of study include kinematics, dynamics (forces), energy and work, and mechanical waves. Mathematical fluency is central to this course. Both quantitative and qualitative frameworks are developed with an emphasis on the procedural nature of science and a shared narrative of ongoing discovery. A multi-modal approach to learning - spanning simulations, laboratories, academic readings, and scientific writing - fosters engagement and equips graduates with a diverse technical skillset aligned with science competency standards. Formal reporting of summative assessments is communicated using standards-based grading. This course is a prerequisite for Physics 12 and most university science degree programs in Canada. This course satisfies the science requirement for graduation.

Grade 12 Science courses require a strong commitment from the student to complete work outside of class time. This course gives a rigorous grounding in the fundamentals of Physics and is aimed primarily at students who may be considering pursuing a Science, Math or Engineering program. Guided and independent laboratory investigations form a significant portion of this course. Kinematics, dynamics and momentum, electricity, electromagnetism, and magnetic induction are emphasized. This course helps students develop analytical, experimental, and problem-solving skills. It is recommended that Pre-calculus 12 be taken concurrently with or prior to Physics 12.

Instructions are given mostly in Spanish. Students learn to communicate using more complex and varied structures. They are expected to show mastery in speaking, listening, reading, writing, and interacting skills. Students will acquire a sound linguistic base, which is the foundation for effective communication and meaningful language. Students will be encouraged to present the language within the context of the contemporary Spanish-speaking world and its culture. All students will be actively involved by completing hands-on activities, participating in group work, assuming roles, utilizing technology and obtaining information from a variety of sources. Culture is also discussed in class, along with current events. This course leads to Spanish 12 or AP Spanish, depending on enrollment, teacher recommendation and approval of the Department Head.

Instructions are given mostly in Spanish. Using the communicative approach, students continue to work towards fluency in Spanish by employing increasingly complex tenses and structures. Students will acquire a soundlinguistic base, which is the foundation for effective communication and meaningful language. Students will be encouraged to present the language within the context of the contemporary Spanish-speaking world and its culture. All students will be actively involved by completing hands-on activities, participating in group work, assuming roles, utilizing technology and obtaining information from a variety of sources. This course stresses both oral and written competencies. This course leads to AP Spanish, depending on enrollment, teacher recommendation and approval of the Department Head.

These blocks are primarily for students who benefit from additional support with learning and executive functioning skills. Priority is given to students with Individual Education Plans or Student Support Plans developed in response to diagnosed learning differences.

Students are assigned to a class/teacher in a younger grade to assist with classroom instruction and management. Students are also required to meet with, and complete work related to teaching pedagogy for, the TA Coordinator. Because this course requires a sponsor teacher for each student, access is limited and cannot be guaranteed until student and teacher timetables are set in September. For this reason, students cannot select this course during the course selection process. However, they may see Dr. Rosen in the LLC to complete an early expression of interest. Students wishing to complete this course will drop a course in September to add this one. Students must excel in the subject area in which they are placed, and have a demonstrated history of reliability, time management and integrity. A confidentiality agreement will be required.

Swim, Basketball, Boys Soccer, Girls Volleyball (Varsity Levels). Students selecting these teams must complete the supplementary application form available at www.wpga.ca/varsity. Students in these team sections are normally expected to commit to extra-curricular practices, games and/or competitions. However, such sections may include additional, interested students who wish to learn the sport but not compete. In the latter case, the inclusion of non-competing students is at the discretion of the Athletics Director in consultation with the coach, who is normally the PHE teacher for the course. In terms where students are not on a team, they participate in the regular PHE program.

This course is reserved for Grade 12 students only. The Advanced Placement (AP) Biology Program is an internationally recognized program designed to provide an opportunity for high school students to obtain credit for a biology course at the first-year university level. On instructor approval, students with strong achievement in sciences may enroll in Anatomy and Physiology 12 concurrently with AP Biology. The topics covered in AP Biology include: molecules and cells, heredity and evolution, organisms and populations, and ecology. Students have the opportunity to write the College Board Exam in May at a cost of $153. Please note that this course may not run in any given year due to low enrollment.

A thorough understanding of the curriculum in Pre-Calculus 12 is required. Students who have not completed Pre-Calculus 12 are not allowed to enroll in this course. It consists of up to a full academic year of work in differentiation and integration topics comparable to calculus courses in colleges and universities. Some extensions in differentiation and integration, and a unit on series, normally components of first-year university calculus, are not covered in AP Calculus AB. Topics include limits, derivatives, and integration. Graphing calculators are used throughout this course. Students usually write the College Board Exam in May at a cost of $153 and must take the school exam in June if they opt out of the AP exam. Please note that while three different calculus courses are offered, any of the three could be cancelled due to low enrollment. Students selecting this course MUST indicate an alternate course (usually Calculus 12).

Students must have a high proficiency in Pre-Calculus 12 to be successful in AP Calculus BC. It consists of up to a full academic year of work in differentiation and integration topics comparable to calculus courses in colleges and universities and could provide a credit in lieu of enrolling in first year calculus. Topics include limits, derivatives, integration, and series. Graphing calculators are used throughout this course. Students usually write the College Board Exam in May at a cost of $153 and can opt to write the AB exam rather than the BC. If no AP Calculus exam is written, then a school exam must be written in June. Please note that while three different calculus courses are offered, any of the three could be cancelled due to low enrollment. Students selecting this course MUST indicate an alternate (usually AP Calculus AB).

Prerequisite: Chemistry 12 (recommended achievement of 90% or higher).

This course is open only to qualifying  Grade 12 students. AP Chemistry is designed for the student who has a high level of interest in chemistry and who will continue to study it at the university level, regardless of ultimate career choices. AP Chemistry offers a rigorous and challenging course that covers the chemistry and chemical principles typical of college and university general chemistry courses. Students need to be self-motivated to review Chemistry 11 and 12 topics and be able to handle the large amount of detailed material presented in the course. The topics covered include atomic theory and atomic structure, intermolecular and intramolecular bonding,, states of matter, chemical reactions and stoichiometry, kinetics, dynamic equilibrium, acids and bases, redox, and thermodynamics. Students can write the College Board Exam in May at a cost of $153.

The AP Chinese course is designed to provide an opportunity for highly motivated students to obtain credits for a second-year Chinese course at a college or university level. The AP Chinese course prepares students to demonstrate their level of Chinese proficiency across the three communicative modes: interpretive, interpersonal, and presentational. Students will develop the ability to interpret a broad range of oral and written texts excerpted from broadcasts, newspapers, magazines, contemporary literature, and essays. The interpersonal mode involves spontaneous interaction which develops students’ capacities to respond in culturally appropriate ways to exchange opinions on topics of personal, school, and community interests. Students will develop presentational abilities by writing and speaking in a variety of settings. They will also learn a variety of written discourse styles, including descriptive, narrative, expository, and persuasive. Students can write the College Board Exam in May at a cost of $203. Please note that this course may not run in any given year due to low enrollment. Students selecting this course MUST indicate an alternate.

This course prepares students to write the AP Computer Science A exam. During the course, students will study algorithm development extensively and learn object-oriented programming using Java. Students will create various applications. Students are expected to have a high level of interest/aptitude in programming and computer science. Although there is no formal prerequisite for this course, students planning to take this course should speak to an IT teacher to assess their abilities/understanding of key concepts. Students will have the opportunity to write the College Board Exam in May at a cost of $153.

Students enrolled in this course will receive credit for two separate courses: AP Microeconomics and AP Macroeconomics. Students can write the College Board Exams in May at a cost of $153 for each of these two courses. Topics commonly studied in first-year university economics, including supply and demand, market structures, government, trade, money and banking, and the foreign exchange market are the focus. Although the topics are theoretical in nature, they will provide a good foundation for students interested in business.

Socrates said, “the unexamined life is not worth living” and Solzhenitsyn, that “the line between good and evil [runs not] between nations but through the middle of every human heart.” AP Literature will have students grappling with big ideas as they read renowned authors/playwrights (Dostoevsky, Sophocles, Shakespeare, and T.S. Eliot), Nobel prizewinners (Faulkner, Sartre, and Solzhenitsyn), and celebrated poets (Dante, Heaney, and Li-Young Lee). They will step into the shoes of people who found themselves in difficult circumstances. What did those ones do? What might present-day students do? Which way leads to wisdom and understanding? Students can write the College Board Exam in May at a cost of $153. They earn credit for two courses (AP Lit and English Studies 12) within the one block, thereby satisfying the Language Arts 12 requirement for graduation. In any given year there may be too few requests to run both AP English Language and AP English Literature. Students selecting this course MUST indicate an alternate.

Elective 11/12 

This interdisciplinary course is designed to be innovative, meaningful, and fun. Out-of-class learning experiences take place in the following ways: (1) on field trips to the Seymour water reservoir, Lulu Island wastewater treatment facility, and the Vancouver Landfill; (2) at a sustainability conference where students collaboratively present; and (3) in a unique partnership with WPGA kindergarten students and a butterfly garden project. Classroom learning takes place through student- and teacher-led case studies, seminar-style discussions, and with guest speakers. Topic areas of investigation include readings on energy, earth’s interconnected systems and human’s impacts on them, and sustainable decision making. A key priority of this course is to develop a rich conceptual understanding that connects to a student’s life, as well as their place in the community and beyond. Assessment, using standards-based grading, is broad based and includes informed discussion, formal presentations, and regular tests to prepare students for the AP College Board exam in May 2026. Given the overlap in curricula, all students can receive equivalent credit for the BC Ministry’s Environmental Science 12 course. This AP option has a further attraction for students, given its only prerequisite is the completion of any grade 11 level science.

This course is reserved for Grade 12 students only and candidates must be achieving at least 86% in Physics 12 and Pre-calculus 12 by Spring Break. Students should take Calculus 12 or AP Calculus concurrently if they have not completed a calculus course. This course is the equivalent to the two-semester introductory physics sequence typically offered at colleges and universities. AP Physics C is a calculus-based physics course that covers kinematics, dynamics, energy, momentum, rotation, gravitation, oscillation, electric and magnetic forces and fields, electric circuits, and the nature of electromagnetic radiation. Students can write the College Board Exam in May for either AP Physics C Mechanics or AP Physics C E&M or both at a cost of $153 each.

Prerequisite: Students need to demonstrate a comfort level with material usage, life-drawing and conceptual approaches to their work. Their work, prior to acceptance in this program, should be of excellent quality, show verve, confidence, and imaginative solutions. The student also needs to demonstrate the ability to create works in a timely manner as 15 artworks are required to complete this very demanding course.

This course has a strong drawing and painting focus. Computer generated works can also be submitted. Students will build on previous studio art class experiences and will work toward achieving confidence in their technical skills, in their use of a variety of materials and developing a personal style. Students will complete a minimum of 15 high quality works to be photographed and submitted digitally. Five works will be selected from their 15 pieces, or they are encouraged to submit other works that are not a part of their Sustained Investigation. This is a discipline-based art education class in which students take an active part in describing, analyzing, interpreting, and judging their artwork and the work of their classmates. Students will also explore postsecondary options. Class time is divided into 4 segments: Inquiry, Practice, Materials and Drawing Art and Design.