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COLONEL GRAY HIGH SCHOOL

WELCOME PARENTS & GUARDIANS

Planning for September Grade 10 course selections.

“Good [morning/afternoon/evening], and welcome! We are thrilled to have you join us as we begin the exciting journey of planning for your child’s Grade 10 course selections this coming September. Today, our goal is to provide you with clear information, helpful guidance, and the tools you need to support your student as they transition into high school.

Choosing courses for Grade 10 is a big step—it sets the stage not only for academic success but also for exploring new interests and preparing for future pathways. We understand that this process can feel overwhelming, and we are here to guide you every step of the way.

Over the next few minutes, we will walk you through the course selection process, timelines, and tips for helping your child make informed choices that align with their goals and strengths.”

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COLONEL GRAY HIGH SCHOOL

Principal: Mr. Andrew Petrie

Vice-Principals: Sarah Charlton, George Trevor, Mary Whalley

School Counsellors: Sandra Forbes, Julie McCabe, Shelly Mann

“Before we dive into course selection, we’d like to introduce you to the dedicated team here to support your child’s high school journey.

Our Principal, Mr. Andrew Petrie, leads the school with a focus on student success and engagement. Supporting him are our Vice-Principals—Sarah Charlton, George Trevor, and Mary Whalley—who oversee day-to-day operations and ensure a positive learning environment for all students.

When it comes to academic planning and personal guidance, our School Counsellors—Sandra Forbes, Julie McCabe, and Shelly Mann—are invaluable resources. They work closely with students to help them navigate course selections, set achievable goals, and explore post-secondary pathways.

Together, this team is here to guide, support, and answer any questions you may have throughout this important transition.”

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THIS EVENING

Information about Colonel Gray
The process for your child to select Grade 10 courses
Graduation pathways
Graduation requirements
PEI courses Department of Education Program of Studies:

10 High Schools in Public School’s Branch

Flexible Learning Opportunities
Our Website for ppt and resources

“Tonight, we have a full agenda designed to give you a clear understanding of your child’s journey as they move into Grade 10.

We’ll start by sharing key information about Colonel Gray, including what makes our school community unique and the supports we offer. Then, we’ll walk you through the course selection process, showing how your child can choose courses that reflect their interests, strengths, and post-secondary goals.

Next, we’ll review graduation pathways and graduation requirements, so you know exactly what your child needs to stay on track toward completing high school successfully. We’ll also touch on the PEI Department of Education’s Program of Studies, including the 10 high schools within our Public Schools Branch, to provide context on how courses fit into the larger education system.

Additionally, we’ll highlight flexible learning opportunities, which give students the chance to explore courses in ways that best suit their learning style. Finally, we’ll point you to our website, where you can access this presentation and other helpful resources anytime.

By the end of this session, our goal is for you to feel confident and informed as you support your child through these important academic decisions.”

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Some of the numbers at CG:

OUR STUDENTS:

Roughly just over 1000 students in grades 10-12

OUR TEAM

12 Educational assistants
2 Workplace assistants
8 Custodial Staff
3 Administrative Assistants
3 Youth Workers
70 Professional teachers

(4 Admin, 3 School Counsellors, 3 Resource Teachers, 1 Inclusive Ed teacher)

14+ Sports to consider
Many clubs to consider and suggestions welcome!

140 courses in MBP
About 165 ‘sections’ or BLOCKS of course offerings

IMPORTANT NOTE;

EACH COURSE IS NOT OFFERED IN ANY GIVEN SEMESTER IN EACH BLOCK

“Let’s take a closer look at the scale and scope of Colonel Gray High School.

We are home to just over 1,000 students in Grades 10 through 12, creating a vibrant and diverse learning community. Supporting these students is an extensive and dedicated team: 70 professional teachers, including administrators, guidance counsellors, resource teachers, and an inclusive education teacher. Beyond that, we have 12 educational assistants, 2 workplace assistants, 3 youth workers, 8 custodial staff, and 3 administrative assistants—all working together to ensure a safe, supportive, and engaging environment for learning.

Students here have a wide range of opportunities to explore their interests. We offer over 140 courses across multiple subject areas, organized into roughly 165 sections or blocks. We also provide 14+ sports teams, numerous clubs, and we’re always open to suggestions for new activities!

Important note: Not every course is offered in every semester or block. This makes planning ahead essential, so your child can select courses that fit their schedule and goals. Our goal is to provide flexibility while also ensuring students get the courses they need to succeed.”

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Setting students up for success:

POD system at Colonel Gray

Each student is randomly assigned a POD consisting of a VP, School Counselor, Youth Worker and a Resource Teacher.

Student Wellbeing Teams
Extra Help at Lunch and Help Centre
Wellness Centre and Fitness Classes
Teacher and Peer Support
Power School and Parent Portal
Websites:

CG Website: https://colonelgray.edu.pe.ca/
PSB Website re Power School: https://psb.edu.pe.ca/powerschool-schoolmessenger

“At Colonel Gray, we are committed to setting every student up for success, both academically and personally. One of the ways we do this is through our POD system. Each student is randomly assigned a POD, which includes a Vice-Principal, a Guidance Counsellor, a Youth Worker, and a Resource Teacher. This team provides consistent support and ensures students have a clear point of contact for any questions or concerns.

Beyond the POD system, we have Student Wellbeing Teams focused on supporting mental health and overall wellness. Students can access extra help during lunch and at our Help Centre, as well as participate in wellness and fitness classes. Academic support is also available through both teacher guidance and peer mentoring, helping students stay on track and reach their full potential.

We encourage parents to stay connected through PowerSchool and the Parent Portal, which provide real-time updates on grades, attendance, and course progress. For additional resources, you can visit our Colonel Gray website at colonelgray.edu.pe.ca and the Public Schools Branch PowerSchool page at psb.edu.pe.ca/powerschool-schoolmessenger.

By combining academic, personal, and wellness supports, our goal is to help students thrive in high school and beyond.”

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Different pathways to know:

High school is a time to figure things out. Students may not know (some do, some don’t) what they want to do in the future. There are different routes or pathways available. Programs can be more individual at High School, the student is the driver and needs to be engaged in the process!

Academic High School Diploma
Essential Skills Achievement Pathway (ESAP)
IB Diploma Programme
High School Transition Certificate

“High school is a time for students to explore, discover their strengths, and think about future goals. Some students already have a clear vision for their future, while others are still figuring it out—and that’s perfectly okay. What’s important is that students are actively engaged in planning their own learning journey.

At Colonel Gray, there are several pathways available to meet the diverse needs and aspirations of students:

The Academic High School Diploma, which is the traditional route for students aiming for post-secondary studies.

The Essential Skills Achievement Pathway (ESAP), designed to focus on practical skills and career readiness for students who may benefit from a more hands-on approach.

The International Baccalaureate (IB) Diploma Programme, which offers a challenging, globally recognized curriculum for students seeking a rigorous academic experience.

And the High School Transition Certificate, supporting students who need extra guidance and skills to succeed in high school and beyond.

By understanding these pathways, students and parents can make informed decisions about course selection and long-term goals. The key message here is that the student is the driver—their engagement, curiosity, and commitment are what make these pathways meaningful and successful.”

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PEI Provincial Course Requirements for High School Graduation

A minimum of 20 credits…

3 English credits - Grade 10, 11, & 12
2 Math credits
2 Science credits
2 Social Studies credits – one must have Canadian content
PED401A or PED401AF
CEO401A

9 electives:

5 of the above 20 credits must be at grade 12 level (600 or 800)

“To graduate from high school in Prince Edward Island, students must earn a minimum of 20 credits. These credits include a combination of compulsory courses and electives, ensuring a well-rounded education.

The compulsory courses are:

3 English credits—one in each of Grades 10, 11, and 12.

2 Math credits.

2 Science credits.

2 Social Studies credits, one of which must include Canadian content.

Physical Education (PED401A or PED401AF).

Career Education (CEO401A).

In addition to these, students choose 9 elective credits, allowing them to explore personal interests, career goals, and potential post-secondary pathways. Importantly, at least 5 of the 20 credits must be at the Grade 12 level, either 600 or 800 level courses, which ensures students are prepared for graduation and beyond.

Understanding these requirements helps parents guide their child in making course selections that keep them on track for a successful high school graduation.”

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OPPORTUNITIES �& PROGRAMS at COLONEL GRAY

Band: GRADE 10 is A GREAT OPPORTUNITY! (need Grade 10 Band to continue and perform in Jazz or School Band).
CTE - Students completing 6 credits from the Career and Technical Education(CTE) Skilled Trades Course Selections area, with a minimum of 70 % in each course will receive a Colonel Gray CTE Skilled Trades & Applied Sciences Certificate.
IB students – Internationally recognized diploma programme.
Essential Skills Achievement Pathway
FI students continue with learning in the French Language. They can write the D.E.L.F exam in Gr. 12 to have an internationally recognized certificate of their abilities.
Fine Arts opportunities including: BAND, Choral and Musical Performance

“Grade 10 is an exciting year full of opportunities for students to explore their interests and develop new skills.

For students interested in music, Grade 10 Band is a fantastic starting point. Participation at this level allows students to continue in Jazz Band or School Band and be part of our vibrant musical community.

Students can also explore hands-on learning through Career and Technical Education (CTE). Those who complete six credits in the Skilled Trades area, earning a minimum of 70% in each course, will receive a Colonel Gray CTE Skilled Trades & Applied Sciences Certificate—a great way to gain practical skills and credentials.

For academically driven students, the International Baccalaureate (IB) Diploma Programme provides an internationally recognized curriculum, preparing students for university and beyond.

The Essential Skills Achievement Pathway (ESAP) is available for students seeking a practical, skills-focused approach to learning.

French Immersion students continue to develop their language skills, with the opportunity to write the D.E.L.F. exam in Grade 12, earning an internationally recognized certificate.

Finally, there are numerous Fine Arts opportunities, including band, choral programs, and musical performances, giving students a chance to explore creativity and performance.

Grade 10 is the perfect time for students to try new things, develop talents, and lay the foundation for future success.”

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What is the IB Diploma?

The International Baccalaureate (IB) Diploma Program is a challenging two-year high school curriculum offered in high schools around the world.
It leads to a qualification for acceptance, credit and scholarships that is widely recognized by the world’s leading universities.
IB Diploma students take courses in six areas in grades 11 and 12.

“The International Baccalaureate, or IB, Diploma Program is a challenging, two-year high school curriculum offered in schools around the world. It is designed for students who are motivated and ready to engage in a rigorous academic experience.

Completion of the IB Diploma can provide students with university recognition, advanced credit, and scholarship opportunities, giving them a head start in post-secondary education.

IB students take courses across six subject areas in Grades 11 and 12, ensuring a broad, balanced education while also encouraging critical thinking, research skills, and global awareness.

In short, the IB Diploma is not just about learning content—it’s about developing the skills, mindset, and qualifications that can open doors to universities and career pathways worldwide.”

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There will no longer be separate “Pre-IB” courses for students to take in Grade 10.

Students interested in IB will take the full slate of regular academic courses to prepare them for both academic and IB pathways to be chosen in their grade 11 year.

To help decide if IB is for them for their grade 11 and 12 years
there will lunchtime and evening information sessions
a tour day to visit IB classes
as well as opportunities for Enrichment to build skills necessary to be successful in the IB programme.

“We want to clarify an important change: there are no longer separate ‘Pre-IB’ courses for Grade 10 students. Instead, students who are interested in pursuing the IB Diploma in Grades 11 and 12 will take the full slate of regular academic courses in Grade 10. These courses provide a strong foundation and keep all academic and IB pathways open.

To help students and families decide if the IB program is the right fit, we offer several opportunities to explore IB:

Lunchtime and evening information sessions for students and parents.

A tour day to visit IB classes and experience the program firsthand.

Enrichment opportunities that help students build the skills necessary to succeed in the IB program, such as critical thinking, research, and time management.

These supports are designed to ensure that students make an informed choice for their Grade 11 and 12 years, and that they feel confident and prepared to succeed if they pursue the IB Diploma.”

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More information:

https://colonelgray.edu.pe.ca/

https://sites.google.com/cloud.edu.pe.ca/ibatcolonelgray

Talk to a former IB student or parent.
Contact a future university. What is their IB policy?
Talk to IB teachers
Make an appointment with the IB coordinator.
Do some research online
Colonel Gray IB Coordinator: Angie MacCorquodale ammaccorquodale@edu.pe.ca

(902) 368-6860 ext. 252

“For parents and students who want to learn more about the IB program and other opportunities at Colonel Gray, there are several ways to gather information and make informed decisions.

You can start with our official school website at colonelgray.edu.pe.ca or visit our IB-specific site at sites.google.com/cloud.edu.pe.ca/ibatcolonelgray for detailed program information and resources.

It can also be very helpful to:

Talk to a former IB student or parent to hear about their experiences.

Contact future universities to understand their policies regarding IB credits and recognition.

Speak with IB teachers to get insight into what the program involves.

Make an appointment with our IB Coordinator, Angie MacCorquodale, who is available to answer questions and provide guidance. She can be reached at ammaccorquodale@edu.pe.ca or by phone at (902) 368-6860, ext. 252.

Do some research online to explore the benefits and expectations of the IB Diploma Program.

By using these resources, parents and students can feel confident in making decisions about academic pathways and preparing for a successful high school experience.”

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What students would be a best fit for ESAP?

An independent/hands-on learner
Planning a pathway to Apprenticeship
Planning a pathway that will lead direct to work.
Seeking experiential learning opportunities
Those who are highly skilled in specific subject matter areas, and would like to increase their abilities further, as well as expand into other areas
Seeking problem- and project-based learning opportunities

“The Essential Skills Achievement Pathway, or ESAP, is designed for students who learn best through hands-on, practical experiences and are looking for a pathway that aligns with career or skills-based goals.

ESAP is a great fit for students who are:

Independent or hands-on learners, who thrive when actively applying knowledge.

Planning a pathway toward Apprenticeship or other skilled trades.

Planning to enter the workforce directly after high school.

Seeking experiential learning opportunities, such as projects, labs, and real-world applications.

Highly skilled in specific subject areas, who want to build on those strengths while exploring new areas.

Looking for problem- and project-based learning, rather than only traditional classroom instruction.

This pathway allows students to develop essential skills and practical experience while still meeting graduation requirements, giving them a strong foundation for future work or further training.”

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The Essential Skills Achievement Pathway (ESAP) is one where students are recommended and selected for the program during the 1^st semester of grade 10.

It will NOT be on MyBlueprint and admission is based upon recommendations of Grade 9 team, 1^st semester Grade 10 teachers as well as an application process followed up with student interviews taking place in late November.

“The Essential Skills Achievement Pathway, or ESAP, is a selective program designed for students who thrive in hands-on, practical learning environments. Admission to ESAP occurs during the first semester of Grade 10 and is not available through MyBlueprint.

Placement in the program is based on a careful recommendation and application process. Input is gathered from the student’s Grade 9 team, first-semester Grade 10 teachers, and the student themselves. This is followed by an application form and a student interview, which typically takes place in late November.

This process ensures that students who join ESAP are well-suited for the program and will benefit from its experiential, skills-focused learning opportunities. Parents and students should view this as a supportive, collaborative approach to matching the right students with the right learning pathway.”

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Why it is very important to do an accurate course selection/registration:

Courses selected by students has a huge impact on whether a course is offered, if a course is offered and how many sections (how many times in the year or semester) it is offered.

*not every course is offered in each block or section of the timetable.

The school’s Master Schedule is different each year because it is built depending on the choices of all students.

It is student responsibility to ensure courses you choose meet the graduation requirements.

Review carefully with Grade 9 HmRm teachers.

“Accurate course selection is one of the most important steps your child takes as they transition into high school. The courses students choose directly impact whether a course is offered and how many sections are available during the year or semester. Because of this, not every course can be offered in every block, and the school’s Master Schedule is different each year, built around the collective choices of all students.

It is also the student’s responsibility to ensure that their course selections meet graduation requirements. Selecting the right courses now helps prevent scheduling conflicts and ensures students stay on track to graduate.

We strongly encourage students to review their course selections carefully with their Grade 9 homeroom teachers, who know their strengths, interests, and graduation progress. This collaborative approach ensures informed decisions and reduces the likelihood of needing schedule changes later.”

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How things are different from Grade 9: �Class time, course codes, choices, responsibility.

4 Courses Sept-Jan and 4 Courses Feb-June

Classes are 75 minutes long. (vs 5 one hour classes in Gr 9)

It is a 6 day schedule (Day 1 (A,B,C,D) and Day 2 that rotate 3 times.

Some call day 2 the flip day: (B,A,D,C)

Course numbering or codes give you more information.

(See handbook page 7 and 8)

Examples:

ENG 421A – Academic level (University/College) Grade 10
LAW 531A -General Level (Some College) Grade 11
WEL701A - Open level (Elective) Grade 10 or 11
CUL801A - Open level (Elective) Grade 11 or 12
MAT 651 -Practical level Grade 12

“Grade 10 brings some important changes from Grade 9, and understanding these differences will help students adjust successfully.

First, the schedule changes: students take 4 courses from September to January and 4 different courses from February to June. Each class is 75 minutes long, compared to the one-hour classes in Grade 9, allowing for more in-depth learning and activities.

We also have a 6-day rotating schedule. Day 1 follows the standard order of classes—A, B, C, D—while Day 2 rotates differently—sometimes called the ‘flip day’—for example, B, A, D, C. This rotation repeats three times over the cycle, giving students exposure to all subjects in a balanced way.

Another difference is course numbering or codes, which tell you important information about the course level and grade. For example:

ENG 421A – Academic level, Grade 10, aimed at University/College pathways.

LAW 531A – General level, Grade 11, suitable for some college programs.

WEL701A – Open level elective, Grade 10 or 11.

CUL801A – Open level elective, Grade 11 or 12.

MAT 651 – Practical level, Grade 12.

These codes help students understand the difficulty, purpose, and post-secondary relevance of each course. Grade 10 also comes with more personal responsibility—students need to manage longer classes, rotating schedules, and make informed course choices to stay on track for graduation.”

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Academic	French Immersion
ENG421A MAT421A SCI421A HIS421A and/or CIV421A PED401A or PED401AF-Fit CEO401A 2 elective courses	ENG421A FRE421F MAT421A SCI421A HIS421G PED401A or PED401F-Fit CEO401A 1 elective course
General
ENG471C MAT421K SCI401A or SCI701A CAS401A Gr.10 PED401A or PED401AF-Fit CEO401A 1-2 elective courses

Gr 10 has mandatory course areas

and room for some choice :

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New Support Course: Math401A

This academic preparatory course is designed to further develop essential mathematical skills prior to enrolment in Math 421A.
Note: This course is strongly recommended for students who demonstrated challenges with foundational math skills (overall grade approximately 50-65%)in Grade 9 Mathematics and who are determined by the feeder and intake high school to meet the Math 401 Student profile criteria.
This elective course DOES NOT count as a Math credit towards Graduation Requirements!!

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English course selection:�EAL 702B, or 701C or D? Assessments provide recommendation��ENG421A (academic), ��ENG471 (a focus on literacy intervention) :

ENG471A/B: Focus is on essential literacy skills and designed for students who are below grade level.
ENG471C: For students who are “approaching expectations”, and may have a goal to transition to ENG421A or ENG571*** depending on success.

These are Pass/Fail courses with an individual focus on progression of skills and abilities.

“When selecting English courses for Grade 10, it’s important to match the course to your child’s skills and learning needs.

For English as an Additional Language (EAL) students, placements in EAL 701A, B, C, or D are based on teacher assessments, which provide recommendations to ensure students are in the most supportive and effective learning environment.

For English courses:

ENG 421A is the Academic level course, designed for students preparing for university or college pathways.

ENG 471 focuses on literacy intervention for students who may need extra support. These courses are tailored to help students strengthen essential literacy skills.

ENG 471A/B: For students who are currently below grade level.

ENG 471C: For students approaching grade-level expectations, with the potential to transition to ENG 421A or ENG 571 depending on progress and success.

It’s important to note that ENG 471 courses are Pass/Fail and focus on individual skill development and progression, not traditional letter grades. This personalized approach helps students build confidence, close learning gaps, and prepare for success in higher-level English courses.”

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KEEP IN MIND:

THE KEY IS TO BE IN THE CORRECT COURSE FOR ABILITY! WE WANT TO SET STUDENTS UP FOR SUCCESS!

2 alternate courses need to be listed in case of a scheduling conflict. Students need to ensure it is something willing to take because they may get that alternate course! **** DISCUSS CHANGE REQUESTS

RES401A must be recommended by Grade 9 teachers.

Worth 1 credit. Is intended to support learners with difficulties.

Grade ten is an important foundation year. Focus on grade 10 and skills for the future.

“As we guide students through Grade 10 course selection, the most important principle is to be in the correct course for their ability. Our goal is to set students up for success, not struggle or stress.

Course placement should be based on evidence of student work, teacher recommendations, and demonstrated skills. It’s essential that students register at the appropriate level to ensure they can build a strong foundation for future learning.

Students are also required to list two alternate courses in case of scheduling conflicts. It’s important that these alternates are courses the student is willing to take, because there is a chance they could be scheduled into one of them. Parents and students should discuss potential change requests in advance with teachers or counsellors.

Some specialized courses, such as RES 401A, require a recommendation from Grade 9 teachers. This course is worth one credit and is designed to support learners with academic difficulties, helping them strengthen skills and confidence.

Remember, Grade 10 is a critical foundation year. The focus should be on mastering core skills, exploring interests, and preparing for success in Grades 11 and 12—and beyond.”

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Student Responsibilities :

Review courses with teachers and parents.
Submit course selections using MyBlueprint by the deadline given by your Junior High School.
Be familiar with Colonel Gray website and the code of conduct.
Students do your very best in Grade 9!
Some changes will be reviewed by the administration teams at the end of June.
We look forward to seeing our new to Grade 10 students in September. Our 1^st Day of classes will be for Grade 10s only for “Orientation”!

“As students prepare for Grade 10, there are several key responsibilities they need to keep in mind to ensure a smooth transition and successful start.

First, students should review their course selections carefully with both teachers and parents. This collaborative approach ensures that choices are appropriate for ability, interests, and graduation requirements.

Next, all course selections must be submitted using MyBlueprint by the deadline provided by your Junior High School. Meeting this deadline is critical for scheduling and course availability.

Students should also familiarize themselves with the Colonel Gray website and the school’s Code of Conduct, so they understand expectations and available resources.

It’s important that students do their very best in Grade 9, as performance this year informs course recommendations and helps prepare them for the challenges of Grade 10.

Some schedule or course change requests may be reviewed by the administration team at the end of June, but careful planning now reduces the need for changes later.

Finally, we look forward to welcoming all new Grade 10 students in September. The first day of classes will be Grade 10 Orientation, giving students an opportunity to get acquainted with the school, staff, and routines before the full school year begins.”

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