handbook - home - the study academy

HANDBOOK

Build Date: May 16, 2019

The Study Academy Handbook

pg. 1

Table of Contents

AT A GLANCE 4

CONTACT 4KEY INFORMATION 4

INTRODUCTION 5

CORE VALUES 5MISSION 5VISION 5ABOUT THE STUDY ACADEMY 5STUDENTEXPERIENCE 5PEDAGOGY 5MIND,BRAIN,ANDEDUCATION 5METHODOLOGY 6MEASURING SUCCESS 6STUDENT PROFILE 6

ATTENDANCE 7

STUDENT RESPONSIBILITIES 7PARENT RESPONSIBILITIES 7TEACHER RESPONSIBILITIES 7ABSENTEEISM OUTCOME SCHEDULE 8MISSED ASSESSMENTS 8EXTENDED ABSENCES 8PUNCTUALITY 8SAFE ARRIVAL POLICY 8

CODE OF CONDUCT 9

INTRODUCTION 9GUIDING PRINCIPLES 9ROLES AND RESPONSIBILITIES 9ROLESANDRESPONSIBILITIESOFPRINCIPAL 9ROLESANDRESPONSIBILITIESOFTEACHERSANDSCHOOLFACULTY 10ROLESANDRESPONSIBILITIESOFSTUDENTS 10ROLESANDRESPONSIBILITIESOFPARENTS 10ROLESANDRESPONSIBILITIESOFPOLICEANDCOMMUNITYMEMBERS 10STANDARDS OF BEHAVIOUR 11RESPECT,CIVILITYANDRESPONSIBLECITIZENSHIP 11PHYSICALSAFETY 11MANDATORY CONSEQUENCES 11BULLYING 12CONSEQUENCES: 13SUPPORTS FOR SUSPENDED STUDENTS 13


pg. 2

SCHOOL POLICIES AND PROCEDURES 13

ACADEMIC ASSISTANCE 13ACADEMIC INTEGRITY 13ACCESS TO COURSES OF STUDY 14ASSESSMENT AND EVALUATION 14UPPERSCHOOLEVALUATION 15CATEGORIESOFKNOWLEDGEANDSKILLS 15REPORTING 15ACHIEVEMENT LEVELS 16CHARTER OF RIGHTS 16COMMUNICATIONS 16INTERNET 16GOOGLECLASSROOM 16EMAIL 17TELEPHONE 17COMMUNITY INVOLVEMENT DAYS 17COMPLETION OF WORK 17COMPUTER AND INTERNET USE 17COURSE SELECTION (UPPER SCHOOL) 18EMERGENCY PROCEDURES 18FIREDRILLS 18FINAL COURSE EXAMINATIONS/EVALUATIONS 18GRADE REPORTING 19GUIDANCE AND COUNSELLING SERVICES 19HEALTH AND NUTRITION 19HOMEWORK 20INSPIRE WEEK 20

LEARNING COMMUNITY 21

DIVISION OF RESPONSIBILITIES 21TEACHEREXPECTATIONS: 21STUDENTEXPECTATIONS: 21PARENTEXPECTATIONS: 21ENGLISH LANGUAGE LEARNERS 21LUNCHTIME 22LOWERSCHOOL 22UPPERSCHOOL 22PROGRAM PLANNING FOR EXCEPTIONAL STUDENTS 22DEVELOPINGTHESTUDENT’SLEARNINGPLAN 22REQUIREMENTS AND EXPECTATIONS 23SMOKING 24STUDENT PROMOTION 24TELEPHONES 24TEST WRITING 24TEXTBOOKS 24


pg. 3

ONTARIO SECONDARY SCHOOL DIPLOMA REQUIREMENTS 24

ALTERNATIVE CERTIFICATES 27THEONTARIOSECONDARYSCHOOLCERTIFICATE 27THECERTIFICATEOFACCOMPLISHMENT 27ALTERNATIVE METHOD FOR EARNING CREDITS 27INTRODUCTION 27CORRESPONDENCECOURSES 27CHANGING COURSE TYPE 28CREDIT DEFINITION 28PRIOR LEARNING ASSESSMENT AND RECOGNITION 28REQUIREMENTSOFTHEPLARCHALLENGEPROCESS 29PROGRAMS IN MUSIC TAKEN OUTSIDE THE SCHOOL 31REACH AHEAD CREDITS 32REPORTING 32SECONDARY SCHOOL LITERACY GRADUATION REQUIREMENT 33INTRODUCTION 33METHODSOFMEETINGTHESECONDARYSCHOOLLITERACYGRADUATIONREQUIREMENT 33RECORDINGOFRESULTSONTHEONTARIOSTUDENTTRANSCRIPT 34PROCEDURESFORMAKINGACCOMMODATIONS 34PERMITTEDACCOMMODATIONS 34DEFERRALSOFTHETEST 35EXEMPTIONSFROMTHETEST 35COMMUNITY INVOLVEMENT ACTIVITIES 36INTRODUCTION 36ROLESANDRESPONSIBILITIESOFTHESTUDYACADEMY 36ROLESANDRESPONSIBILITIESOFSTUDENT 36ROLESANDRESPONSIBILITIESOFPARENTS 37ROLESANDRESPONSIBILITIESOFSPONSORSINTHECOMMUNITY 37LISTOFELIGIBLEACTIVITIES 37LISTOFINELIGIBLEACTIVITIES 37ONTARIO STUDENT RECORD STATEMENT OF POLICY 38SUBSTITUTIONS FOR COMPULSORY COURSES 39ELIGIBLESUBSTITUTIONSFORCOMPULSORYCREDITREQUIREMENTS 39TYPES OF COURSES 39WAIVING A PREREQUISITE 40WITHDRAWAL FROM A COURSE IN GRADES 11 AND 12 40

SECONDARY SCHOOL COURSE OFFERING 41

GRADE 9 COURSES 41GRADE 10 COURSES 43GRADE 11 COURSES 46GRADE 12 COURSES 50ENGLISHASASECONDLANGUAGE 54


pg. 4

At a Glance Contact The Study Academy 416.929.1630

thestudyacademy.ca [email protected] 20 Glebe Road East, Toronto, ON M4S 1N6 2040 Yonge Street, Suite 300, Toronto, ON M4S 1Z9

Jason Krell, Principal jasonkrell.youcanbook.me Bryan Levy-Young, Founder [email protected] Ariana Zeppieri-Makhan, Administrator [email protected] Alison Paterson, Administrator [email protected] Attendance [email protected] Teachers <firstname>@thestudyacademy.ca

Key Information Lower School Calendar thestudyacademy.ca/lower-school/calendar Upper School Calendar thestudyacademy.ca/upper-school/calendar Lower School Day 8:55-3:30 (3:30-4:00 Study Hall) Upper School Day 9:00-3:30 (3:30-4:00 Study Hall)

Semester 1* September 10, 2018-January 28, 2019 Mid-year Examinations January 21, 2019-January 28, 2019 Semester 2* January 30, 2019-June 19, 2019 End of year Examinations June 12, 2019-June 19, 2019 * Note that morning Upper School classes are full-year schedule and afternoon classes are semester schedule

Reporting Period 1 September 5, 2018-November 5, 2018 Reporting Period 2 November 6, 2018-January 28, 2019 Reporting Period 3 January 29, 2019-April 9, 2019 Reporting Period 4 April 10, 2019-June 19, 2019

Founded September 2006 School Colours Double Blue and White School Mascot Huskies


pg. 5

Introduction Core Values The Study Academy is governed by three core values that help to define the culture and character of our school:

• Curiosity • Diversity • Scholarship

Mission The Study Academy's mission is to empower students with the academic proficiencies, learning skills, and passion to become life-long independent learners.

Vision We see a learning environment where students are uniquely challenged and given the opportunities and guidance to pursue their academic passions.

About The Study Academy The Study Academy is a small and nurturing independent day school that helps students pursue personalized education tailored to their unique learning style and capabilities. Our students are challenged and enriched in a supportive environment that focuses on personal growth as well as academic achievement. The Study Academy's vision and core values are deeply embedded in the student’s experience, our teaching practice, and our incorporation of the principles of Mind, Brain, and Education.

Student Experience • Family-sized classes that foster individual learning styles • Teacher-led focus on academic inquiry, problem solving, and critical analysis • Collaborative and feedback-rich environment • Stimulating extra-curricular activities that provide opportunities for teamwork and development

of leadership skills

Pedagogy • Varied and evidence-based teaching methods to support the development of healthy brain

architecture • Community service learning through our Inspire Week program and ongoing community

involvement activities • Regular feedback on learning skills, executive functions, and self-regulation • Opportunities for remedial support and enrichment activities

Mind, Brain, and Education • Neurofeedback training to improve sustained attention and problem solving • Evidence-based teaching including discussion based classrooms • Ongoing participation in applied educational research to inform teaching methods and school

policy, and to contribute to the science of learning


pg. 6

Methodology Personalized education that provides:

• Continuously refined teaching practices based on the emergence of empirical evidence (observation)

• Contribution to the joint dialogue between members of the educational and scientific communities

Measuring Success The Study Academy measures student success as the development of a combination of several positive traits, including executive functions, self-efficacy, intellectual curiosity, and self-regulation. These winning traits and habits are firmly embedded in the school’s culture, as demonstrated by our featured Learning Skills Month program. Students are encouraged to develop:

• Effective self-regulation • Intellectual curiosity • Critical thinking • Healthy self-image • Competency in receptive and expressive language • Consolidated mathematical skills, both conceptually and functionally • Strategies to overcome areas of deficit and challenge • Initiative and engagement in learning activities

Student Profile Students at The Study Academy are bright, creative, and social children who desire more from their education: more face time with their teachers; more discussion during class round tables; more emphasis on learning skills; and more individualized programming catered to their specific learning profile. Our students have a diverse set of talents and learning styles, and they are eager to develop the skills and acquire the confidence to succeed in Upper School and beyond. As they progress through The Study Academy, students acquire superior skills in mathematics and language while learning to think critically, anticipate outcomes, and make decisions. They learn to embrace new situations without anxiety, and gain the confidence and independence to explore new ideas and strategies.


pg. 7

Attendance Classroom discussion and feedback form the fabric of learning and are paramount to academic success and personal development. These opportunities cannot be replicated outside of the classroom, and for this reason we ask that students and their families make attendance the highest priority. Parents and guardians (hereafter referred to as parents) are asked to plan family trips and medical or professional appointments with our existing holiday schedule in mind so that their child’s learning is not compromised. In the event that a student is away, the responsibilities for students, parents, and teachers are outlined below:

Student Responsibilities • Contact each course teacher to make-up work and obtain class notes missed during the

absence • Meet with the teacher prior to being away (for scheduled absences) to obtain a summary of

work to be completed, class notes, and any associated deadlines • Check Google Classroom to keep up-to-date on resources, homework, and assessments • Supply medical/religious documentation to all teachers for missed assessments to allow

rescheduling

Parent Responsibilities • Inform the school via telephone (416.929.1630) or email [email protected] by

8:30 am of a student absence or late arrival • Provide a written note or email to allow a student to sign-out when leaving during the school

day • Inform the school of any extended absences in advance

Teacher Responsibilities • Ensure that handouts and resources are made available for absent students • Facilitate opportunities to discuss make-up deadlines (where appropriate documentation has

been provided) • Identify missed curriculum expectations for absent students • Support absent students in learning missed curriculum expectations

Chronic absenteeism impacts learning and performance–this effect is accelerated when the student does not fulfil their responsibilities (outlined above). Extreme cases of missed class time may involve loss of credit or failure due to either poor academic performance or insufficient opportunity for assessment of curriculum expectations. To provide clear guidelines about student attendance we have provided an absenteeism outcome schedule below. This table describes attendance benchmarks (number of absences when coupled with unfulfilled student responsibilities) and the school’s corresponding responses.


pg. 8

Absenteeism Outcome Schedule

Upper School* Lower School

Absences Late Arrival (greater than 5 minutes)

Absences Late Arrival (greater than 5 minutes)

Response

5 10 10 20 Parent/student conference with principal to outline strategies that will be implemented should the next benchmark be met

10 20 15 30 Implementation of attendance plan from previous benchmark

15 30 20 40 Loss of credit/failure (without refund)

* Indicates outcomes for semester courses (yearlong and quad course are similarly scaled)

Missed Assessments All missed assessments due to student absence require appropriate documentation (i.e., a note from a medical professional or documentation of a religious holiday) upon return in order to reschedule.

Extended Absences Students who will be gone for extended absences in excess of five class days or are have recurring medical issues that limit class attendance and plan to continue their academic program must sign an Extended Absence Contract. Extended Absence Contracts (available from the school administrator) must be completed before leaving. Terms of the extended absence and ensuing course accommodations will be determined between the student, parent, and principal.

Punctuality It is expected that students will arrive at school for each class on time and prepared to commence at the start of the scheduled class period. Tardiness may contribute to student course evaluations in the following manner:

• Reporting of learning skills • Missed assessments • Severe cases may result in loss of credit or course failure according to the Absenteeism

Outcome Schedule We acknowledge the difference between arrival subsequent to the commencement of class and arrival significantly through the class period. Students who arrive within the first 5 minutes of class will be recorded as late (which will appear on subsequent reporting). However, arrival within the first 5 minutes of class will not be considered toward the Absenteeism Outcome Schedule and will not directly contribute to the loss of credit or course failure (except in cases of repetitive tardiness).

Safe Arrival Policy Parents of students who will be either attending class late or absent from class are required to call or email the school prior to 8:30 am to inform the school administrator. It is the responsibility of the parent to inform the school of missed class time, to ensure that all students are accounted for and safe. Students who need to leave school before the end of class must present documentation to a school faculty


pg. 9

member to obtain permission to do so.

Code of Conduct The Code of Conduct for The Study Academy was developed in accordance with the Ontario Schools Code of Conduct (2001) and the Accepting Schools Act (Bill 13, 2012). The general aim of these statements is to provide a framework to ensure that the school is a safe, inclusive, and productive learning environment for all. For enrolment at The Study Academy, we require parents and students to read and acknowledge the Code of Conduct to ensure that all parties are familiar with school expectations and procedures.

Introduction The Study Academy is a school that promotes responsibility, respect, civility, and academic excellence in a safe learning and teaching environment. All students, parents, teachers, and staff have the right to be safe, and feel safe, in their community. With this right comes the responsibility to be law-abiding citizens and to be accountable for actions that put at risk the safety of others or oneself. This Code of Conduct sets clear standards of behaviour. It identifies outcomes for student actions that do not comply with these standards. The standards described in this document apply not only to students, but also to all individuals involved in our school; parents, volunteers, teachers, and other staff members (further referred to as members of the school community) – whether they are on school property, in transit with/for the school, in communication via networking or social media tools, or at school authorized events or activities.

Guiding Principles • All members of the school community are to be treated with respect and dignity. • Academic and personal growth involves appropriate participation in the civic life of the school

community. Active and engaged citizens are aware of their rights, but more importantly, they accept responsibility for protecting their rights and the rights of others.

• Members of the school community are expected to use non-violent means to resolve conflict. Physically aggressive behaviour is not a responsible way to interact with others.

• The possession, use, or threatened use of any object to injure another person endangers the safety of oneself and others.

• Alcohol and illegal drugs are addictive and present a health hazard. The Study Academy will work cooperatively with police, drug, and alcohol agencies to promote prevention strategies and, where necessary, respond to school members who are in possession of, or under the influence of, alcohol or illegal drugs.

• Insults, disrespect, and other hurtful acts disrupt learning and teaching in a school community. Members of the school community have a responsibility to maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility.

Roles and Responsibilities

Roles and Responsibilities of Principal The principal is designated in a leadership role in the daily operation of the school. Specifically, the principal will provide leadership by:


pg. 10

• Demonstrating care and commitment to academic excellence and a safe teaching and learning environment

• Holding everyone under authority accountable for their behaviour and actions • Communicating regularly and meaningfully with all members of the school community • Investigating any incident reported by a member of the school community • Notifying the parents of students whom have harmed other members of the school community

about the incident – including discussion about the supports that will be provided to the offending student

• Inviting the parents of students whom have been harmed to discuss supports that will be provided to the student

• Communicate with members of the school community whom reported an incident

Roles and Responsibilities of Teachers and School Faculty Teachers and School Faculty maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, staff uphold these high standards when they:

• Help students work to their full potential and develop their self-worth • Communicate regularly and meaningfully with parents • Maintain consistent standards of behaviour for all students • Demonstrate respect for all students, staff, and parents

Roles and Responsibilities of Students Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student:

• Comes to school prepared, on time, and ready to learn • Shows respect for themselves, for their peers, and for those in authority • Refrains from bringing anything to school that may compromise the safety of others • Follows the established rules and takes responsibility for his or her own action • Is provided an opportunity to form school group(s) promoting inclusivity, and raise awareness

on topics of inequality (e.g., anti-racism and gender equity)

Roles and Responsibilities of Parents Parents play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents fulfil this responsibility when they:

• Show an active interest in their child's school work and progress • Communicate regularly with the school • Help their child be neat, appropriately dressed and prepared for school • Ensure that their child attends school regularly and on time • Promptly report to the school their child’s absence or late arrival • Become familiar with the Code of Conduct and school rules • Encourage and assist their child in following the rules of behaviour • Assist school staff in dealing with disciplinary issues

Roles and Responsibilities of Police and Community Members Police are essential partners in making the school and our communities safer. Community members need to support and respect the rules of The Study Academy. Police investigate incidents in accordance with


pg. 11

the protocol developed by The Study Academy. These protocols are based on a provincial model developed by the Ministry of the Solicitor General and the Ministry of Education.

Standards of Behaviour

Respect, Civility and Responsible Citizenship All members of the school community must:

• Respect and comply with all applicable federal, provincial, and municipal laws • Demonstrate honesty and integrity • Respect differences in people, their ideas, and opinions • Treat one another with dignity and respect at all times, and especially when there is

disagreement • Respect the rights of others regardless of their ancestry, place of origin, colour, ethnic origin,

citizenship, religion, gender, sexual orientation, age, or disability • Show proper care and regard for school property and the property of others • Take appropriate measures to help those in need • Respect persons who are in a position of authority • Respect the need of others to work in an environment of learning and teaching

Physical Safety Weapons All school members must not:

• Be in possession of any weapon, including but not limited to firearms • Use any object (real or virtual) to threaten or intimidate another person • Cause injury to any person with an object

Alcohol and Drugs All school members must not:

• Be in possession of, or under the influence of, or provide others with alcohol or illegal drugs • Smoke or vape anywhere on the school property (including parking lot), nor on the municipal

property surrounding the property (sidewalk and street), nor within visual contact of the school, nor smoke or vape while in attendance on any authorized school event or activity

Physical Aggression All school members must:

• Not inflict, threaten to inflict, or encourage others to inflict bodily harm on another person • Seek staff assistance (if necessary) to resolve conflict peacefully

Mandatory Consequences Police will be involved, as indicated by the police/school protocol, and the student will be immediately suspended and proceed to an expulsion hearing for the following:

• Possession of a weapon, including, but not limited to firearms • Communication or distribution of illicit content • Trafficking in drugs or weapons • Robbery • Use of a weapon to cause bodily harm, or to threaten serious harm • Physical assault causing bodily harm requiring professional medical treatment • Sexual assault • Providing alcohol to minors


pg. 12

Immediate Suspension will be the minimum penalty faced by a student for:

• Participating in or threatening an act of violence • Possession or use of illegal drugs or alcohol • Acts of vandalism causing damage to school property or property located on school premises

In these instances, police will be involved, as required, and conditions to return to school (where appropriate) will be specified by the principal. A student will be immediately suspended* for:

• Disrespect through use of acrid or conflict-escalating language towards a teacher, or other person in authority, or a fellow student

• Being in possession of alcohol or any mind altering narcotic • Being under the influence of alcohol or any mind altering narcotic • Smoking in a prohibited area or while representing the school on an event or activity

* Note: the principal may choose in-school suspension as appropriate substitute for out of school suspension Behavioural Plans In circumstances where students demonstrate behaviours that oppose the guiding principles of this Code of Conduct or the school, a behaviour plan may be created for that student to help provide feedback, identify behavioural supports, and delineate a series of predictable and defined steps of escalating outcomes. Behaviour plans are constituents of this code of conduct such that defined consequences and outcomes will be imposed by the school. These outcomes may include:

• Removal from particular classes for short periods of time, defined periods of time, or indefinite periods of time

• Removal of the student from the school for the remainder of the school day • In-school short-term suspensions • Suspension from school • Creating a transition plan by identifying particular resources that may benefit the student and

recommending enrolment in school(s) that offer resources to better support the needs of the student (the transition plan may make recommendation for immediate transfer, or short-term or long-term planning)

• Expulsion from school The Study Academy reserves the right to expel students for repeated failure to abide by the Code of Conduct without refund of tuition.

Bullying Bullying is typically a form of repeated, persistent, and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another person’s body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance.

• Definition of bullying from Policy/Program Memorandum 144 (Ontario Ministry of Education) Bullying can take several forms, including but not limited to:

• Physical – hitting, shoving, stealing, or damaging property • Verbal – Name calling, mocking, or making sexist, racist, or homophobic comments • Social – excluding others from a group or spreading gossip or rumours about them • Electronic (i.e. cyberbullying) – spreading rumours and hurtful comments through the use of

email, mobile communication devices, or social media The Study Academy has a NO TOLERANCE policy against bullying.


pg. 13

Consequences: • All bullying activities are subject to the aforementioned standards of behaviour and mandatory

consequences in addition to discretionary consequences of the principal (based on the severity of the bullying behaviour) which may include immediate expulsion, suspension, or prolonged or permanent withdrawal from particular classes

• Students identified in first offence bullying activities will (at minimum) be immediately removed from class for the remainder of the school day and will be required to review the school code of conduct and engage in planning with the principal to intervene in behaviour changing activities. At this stage, the principal will send a follow-up communication to the parents of all involved parties

• Additional bullying offences will result in immediate and indefinite suspension from school. Reinstatement in school is contingent upon several factors, including, level of remorse, participation in extra-curricular therapeutic activities, impact on victim and class dynamics, and severity of bullying activities. Most frequently, students will not be readmitted back to school after repeat offences.

Supports for Suspended Students Students whom have been suspended by the school will be afforded the opportunity for academic support and remediation according a plan orchestrated by the principal in conjunction with the student and the student’s family.

School Policies and Procedures

Academic Assistance Teachers at The Study Academy are available for extra help upon request, as specified by the teacher and during Study Hall periods. Students who have difficulty in a subject area, or have a Learning Plan indicating accommodations that may be required will be identified prior to the commencement of a course of study. In such cases, the school, together with both the parents and students may schedule skill remediation and/or tutorial services to ensure that the student has the resources available to promote academic success. Students are encouraged to take ownership for their education and to ensure that teachers are alerted to any difficulties that may arise.

Academic Integrity Academic integrity is expected from all students. It is imperative that an honest, personal, and diligent effort be expended in all scholastic areas including test writing, assignment and homework completion, independent research, and essay writing. As identified in our Viewbook, The Study Academy views the development of independent research skills as being critical for long-term academic success. To this end, the school is dedicated to teaching students when, where, and how to cite, with some grade-appropriate guidelines and expectations.


pg. 14

Grades Expectations and Guidelines

4-6 Includes information from vetted sources referenced by citations

7-8 Begins to paraphrase, aggregate, analyze, and include information from a variety of credible sources referenced by citations

9-10 Paraphrases, aggregates, analyses, and includes information from a variety of academic sources referenced by citation with an emerging understanding of different citation styles

11-12 Fluently paraphrases, aggregates, analyses, and includes information from a variety of academic and peer-reviewed sources referenced by citation in any of a list of common citation styles

Circumstances of cheating or plagiarism will be identified as belonging to one of three categories:

• Accidentally or unknowingly • Knowingly with admission • Wilfully without admission or with planning

Teachers will be tasked with monitoring academic integrity by use of tools including strategic room settings in test/exam taking situations to ensure the independence of answers, pairing observational and conversational assessments with product-based assessments to ensure that student submissions are their own original work, and google search to check discrete passages from student work to ensure appropriate citation use. In instances where a student’s work is falsely submitted as their own or where they have completed a test/exam with the use of unauthorized aids the teacher will confer with the head of student success and will collectively use their professional judgment based on the grade/age of the student, circumstances of the incident (including the number of previous incidents and nature of the violation), and will interpret evidence of the violation to assign it to one of the three categories identified above. After this process, the team will identify the outcome and notify student and parent(s)/guardian(s) of the violation and outcome. Outcomes will be chosen from the progressive list identified below and will be paired with lessons about academic integrity.

• Resubmission of the section/passage or question • Resubmission of the assessment activity • A grade of 0 on the activity • A grade of 0 in the course • Suspension/expulsion from school

Access to Courses of Study The Study Academy’s teachers work from course outlines based on curriculum expectations defined by the Ministry of Education. These curriculum documents are subject to inspection by the Ministry of Education. These documents are all kept on file at the school, and are available to parents and students for review. Review of course documents can be achieved by scheduling an appointment with the principal. The underlying curriculum documents from which these outlines have been created may be found at http://www.edu.gov.on.ca/eng/teachers/curriculum.html.

Assessment and Evaluation Assessment is the systematic process of collecting information or evidence about student learning. Evaluation is the judgment made about the assessments of student learning based on established criteria. The purpose of assessment and evaluation is to improve student learning. Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at


pg. 15

the end. Assessment involves gathering of information from a variety of sources throughout the term that reflect achievement of the curriculum expectations. In turn, teachers provide students with feedback to guide their effort towards improvement and tailor their course delivery to meet students’ needs. Student work is evaluated on the basis of established criteria, as outlined in the learning expectations of the course outline and represented in the form of rubrics that are distributed to students prior to evaluation. To establish a valid and reliable approach to evaluation, a set of strategies is implemented that:

• Address both what students learn and how well they learn • Are varied in nature and designed to provide opportunities for students to demonstrate the full

range of their learning • Accommodate the needs of exceptional students, consistent with the strategies in their

Learning Plan • Are appropriate to the learning activities • Promote students’ ability to assess their own learning and to set goals • Triangulate between student product, conversation, and teacher observation of student

achievement of learning goals Assessments will be completed for two purposes:

1) To improve student learning (assessments for and as learning) 2) To report on student achievement and progress (assessment of learning)

Assessment for learning involves teacher provision of descriptive feedback and coaching for improvement. Assessment as learning involves teacher support for student goal setting, self-monitoring, and reflection. Assessment of learning represents the process of evaluating and recording student performance for the purpose of reporting.

Upper School Evaluation Level of achievement is determined according to the following weighting:

• Seventy percent (70%) of the grade will be based on evaluation conducted throughout the course. Final evaluation will take into account the student’s most recent and most consistent performance. Further, teachers will use their professional judgement in weighting between student product, observational, and conversational assessments.

• Thirty percent (30%) of the grade will be based on a final examination and the independent study unit.

Categories of Knowledge and Skills Student evaluations will be conducted in four distinct categories of knowledge and skills.

• Knowledge • Inquiry • Application • Communication

Category weightings will be equally balanced throughout all courses of study.

Reporting

The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.


pg. 16

Achievement Levels

A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement

Percentage Grade Range

Achievement Level

Summary Description

80-100% Level 4 A very high to outstanding level of achievement. Achievement is above the provincial standard.

70-79% Level 3 Achievement is at the provincial standard. 60-69% Level 2 Achievement is below, but approaching, the provincial standard. 50-59% Level 1 Achievement is below the provincial standard. Below 50% Level R Insufficient achievement of curriculum expectations. A credit will not

be granted.

Charter of Rights Lower School students will spend a component of the first week of school democratically creating a charter of rights and freedoms, which will be used to help determine a set of classroom expectations for the students. This charter will span the entire school year, but may be revisited at the discretion of the teacher. This charter does not supersede the Code of Conduct, nor is it intended to define school policy. In spirit, the charter is developed to govern the behaviours and ethics of acceptable classroom behaviour.

Communications Communication about your child’s learning is an integral part of the feedback-based system of education. To this end, The Study Academy employs several avenues of communication with parents and students, each with a distinct functionality. We welcome all members of the school community including the principal, teachers, students and parents to be active communicators and to inquire whenever a questions or concern arises. Information will be communicated through the following:

Internet The Study Academy’s web site provides program specific information, calendars and registration information, details about our faculty and frequently updated school news in our blog.

• studyschool.ca – School Homepage • studyschool.ca/blog – School blog • youtube.com/thestudyacademy – Youtube channel • facebook.com/thestudyacademy – Facebook page • studyschool.ca/ms/calendar – Lower School calendar • studyschool.ca/hs/calendar – Upper School calendar • studyschool.ca/contact – Contact information • studyschool.ca/includes/Handbook.pdf – School handbook

Google Classroom The school uses a web-based platform for managing student learning activities, assessment posting, student communications, and student calendar. The address for this platform is classroom.google.com. Students will receive registration information from their teachers and will be able to join using their school email address. Parents will also receive invitations to join the google classroom community such that they


pg. 17

may receive timely updates on student achievement.

Email Parents can most efficiently communicate with teachers through email. Teachers will regularly check their school email addresses, typically at the beginning and end of the school days. This is the preferred and default method for sending student updates and intermediate assessment and evaluation information. Teacher email addresses will be provided at the beginning of each semester and are suffixed with the address “@thestudyacademy.ca”. We encourage all urgent matters to be communicated more directly through phone or personal visitation.

Telephone Parents can call the school directly for any inquiry and are encouraged to do so for all urgent matters. With the school focus on teaching and student involvement, you may be required to leave a voicemail, which will be returned in short order. Teachers will return voicemails at the end of the school day, once their classes are complete for the day.

Community Involvement Days Connection to community is a critical component to a student’s identity and offers fulfilling opportunities for personal growth and development. Students enrolled full-time at The Study Academy will participate in Community Involvement Days with school staff. These days will be used to provide volunteer service to members of community in need of support and also to the natural environment. Students will take an active role in choosing, planning and managing the community service, which will assist in building their teamwork and leadership skills. Community Involvement Days are noted on the school year calendar.

Completion of Work In all courses, teachers provide students with opportunities to demonstrate the full extent of their achievement of the learning goals of the course. It is the responsibility of the student to seek assistance from the teacher when he/she is unable to complete a task due to insufficient knowledge or skill. It is expected that students will submit assessments on time, by the medium specified by the teacher. Further, we understand that time management is a critically important factor in determining long-term academic success and we encourage students to take ownership of their academic performance. Students may, at the discretion of the teacher, negotiate extensions for particular assignments and evaluations that are providing extensive challenge to complete in a timely manner. These extensions must be discussed appropriately with the teacher in advance of the assigned due date.

Computer and Internet Use Computing technology can be an integral tool to assist in student learning and as a teaching aid. Our philosophy is that computer access is valuable, up to an optimal level, above which, extended use results in diminishing returns. To support our philosophy, we expect students to bring personal computing devices to school to be used upon teacher request, excepting special circumstances which involve previous teacher and parent agreement. Students will not have access to printing facilities at school, and should be mindful of this consideration for all hard copy format submissions. Computers used at school for inappropriate purposes (including gaming, personal messaging and social networking) may be confiscated temporarily and in extreme cases, banned from the school. To use the Internet, parents and students are required to read and sign the Computer and Internet Use Agreement. First violations of the computer and Internet use agreement will result in loss of computing and Internet privileges for a week;


pg. 18

second violations will result in loss of computing and Internet privileges for a month; and third violations will result in loss of computing privileges. Where students have lost computing privileges and require access to word processing technology as specified by their Learning Profile, the school will arrange with the family for use of a word processor as a substitute technology.

Course Selection (Upper School) After a family has completed registration for the upcoming school year, they will be sent a course selection package, complete with the current Master Course List, Course Selection Form, and an invitation to consult with our guidance team. Students are required to prepare for guidance meetings by completing the header of the Course Selection Form and viewing the Master Course List. Students entering grade 12 are also encouraged to research potential schools and programs of interest. We recommend schoolfinder.com and electronicinfo.ca as starting points. Timetables are built during March Break of each school year, so students registering after the break may find course availability more limited.

Emergency Procedures

Fire Drills The school will periodically, and upon direction from the Fire Department, conduct fire drills. All students and school personnel must evacuate the building in such instances and be prepared for real emergencies. Each room in the school has been assigned a specific evacuation route and directions that are posted in each classroom and are to be used during a fire drill. In addition to the assigned exit the following procedures are to be followed:

1. On fire signal, wait for teacher dismissal, leaving books and all supplies on desks. 2. Walk at a regular pace to assigned exits; speed is essential, but exciting in an orderly fashion is

equally important. 3. If you are first to reach the exits, hold the doors open. 4. Students are to move completely away from the building to the designated areas. 5. Teachers will take attendance outside of the building. 6. Wait for recall before returning to the building.

Final Course Examinations/Evaluations Examinations/evaluations are held at the end of each semester. Whenever examinations/evaluations are scheduled in a course, all students enrolled in the course will be required to write the examination/evaluation. Before writing final examinations, all term academic requirements must be completed and submitted, or will result in a grade of “0”. Further, completion of final examination/evaluation is required for credit earning eligibility – students who do not attend or complete the final evaluation may not pass/earn the course credit. Students enrolled in grades 9-10 will write one and one half hour examinations and students in grades 11 -12 will write two-hour examinations. The only exemptions are for medical or legal reasons, which must be supported by a doctor's certificate or a court subpoena. Students suspected of cheating on an examination will immediately be removed from the exam room. If it is determined by the administration that cheating has occurred the student will be assigned a mark of “0” on the exam component of the final mark. Final course evaluations are compulsory. Students absent from final exams/evaluations will receive "0" and will not be eligible to earn the credit (or pass the non-


pg. 19

credit course). Please note that students who arrive more than 20 minutes late for a final examination/evaluation will not be permitted to attend and thus will not earn their credit.

Grade Reporting Parents will receive student reporting at the midterm and conclusion of courses of study. Additionally, students performing below expectations may receive subject-counselling notices, as a means of targeting strategies for improvement.

1. Notices of Academic Advising & Support In cases where a teacher has detected early and serious problems, a parent meeting will be scheduled to discuss options to improve the chances for success. The purpose of these notices is to serve as an early warning device in order to give sufficient time for corrective measures to be taken.

2. Interim Grade Cards A Midterm Report Card is sent home with each student. This report provides the interim mark for each course. School copies of the Midterm Report are included (for Lower School students), and are required by parents to be signed and returned to the school.

3. Final Reports At the completion of each course, a Final Report Card is distributed. This report gives the final mark in each subject completed and an overall description of the learning skills demonstrated by the student throughout the term. Notices regarding diploma and summer school recommendations are included where applicable. School copies of the Final Report are included, and are required by parents to be signed and returned to the school.

4. Parent-Teacher Interviews Upon reaching the midterm of each semester/term, The Study Academy will hold parent-teacher interviews. These meetings provide an opportunity for parents to discuss student progress with teachers.

Guidance and Counselling Services A full range of counselling services is available to students of The Study Academy. These services form an essential part of the school’s academic mandate. Students are encouraged to seek guidance services from their teacher or the school principal. They are available for educational, vocational, or personal counselling, and for general information. Any student may at his/her discretion make an appointment with any member of the faculty for mentorship. Some areas in which students will find academic mentors most helpful are: peer relationships, university selection, adult relationships, testing and interpretation, school achievement, Upper School curriculum, course selection and vocational/occupational planning. Resource materials will be available from the school’s guidance counsellor including books, pamphlets, and catalogues for college and universities. Parents may make appointments to discuss their child’s academic performance, subject selection, or career choices with the principal. University and College academic calendars are readily available along with other important sources of information. University/College officials will be invited to speak to students about post-secondary program and career opportunities.

Health and Nutrition The relationship between healthy and active bodies and academic performance has been well established and supported. To encourage strong physical and cognitive health, we offer physical education throughout the entire school year, support healthy eating habits and will periodically host guest speakers on the topic of health. To this end, we have a concise set of rules governing healthy eating practices.

1. Students are not permitted to consume caffeinated or “energy” food products or beverages, or pop in class

2. The Study Academy supports the use of Canada’s Food Guide as a resource for making healthy


pg. 20

eating choices (bit.ly/cdnfood), particularly recommending that students consume a significant portion of the recommended 6-8 daily Vegetables and Fruit servings during lunch and snack

3. Students are strongly discouraged from consuming foods rich in refined carbohydrates, added sugars, or lipids (particularly palm kernel oil)

4. Peanuts are not permitted anywhere on school property, nor on field trips and school events 5. The Study Academy faculty reserve the right to initiate parental discussion regarding dietary

changes if students demonstrate consistent patterns of unhealthy eating practices

Homework Independent work is an integral part of a student’s program and teachers expect assignments to be completed on a daily basis. The purpose of independent work is three-fold:

1. To consolidate classroom learning 2. To provide opportunities to practice and apply learned skills 3. To develop executive function competencies including self-management, organization, and

scheduling It is the responsibility of the student to meet the requirements of independent work on a regular basis. Independent work constitutes a critical component to student evaluation in terms of both the learning skills component of the Student Report, and the performance achieved by students based on skill mastery. If a student is unable to complete work independently, the school will notify the parents and schedule a meeting to address the issue. We acknowledge that for some of our students, completing independent work at home can be especially challenging. For such students, we require parents to initiate this discussion during the enrolment meeting, so that the school can plan for individualized support. The Study Academy may provide a scheduled Study Hall and the opportunity to schedule further Homework Periods, which offer supervised independent work throughout the school day. Homework Periods will be coordinated with our Study Hall program, which allows for students to develop independent work skills with a long-term view to autonomous completion at home. Parents should note that scheduled Homework Periods might result in replacement of class time and thus the attainment of fewer credits (classes) throughout the school year for the student.

Inspire Week Inspire week is a community-based developmental trip that occurs for one week each school year. It is a unique opportunity for students to learn outside of the context of classroom environment, and to investigate interesting phenomenon in the world from a community service approach. Participation is optional but encouraged for students as the opportunities for learning are rich.

Late Submissions and Missed Assessments In all courses, teachers provide students with opportunities to demonstrate the full extent of their achievement of the learning goals of the course through varied assessments, which provide multiple opportunities for students. It is the responsibility of the teacher to ensure that deadlines are set and shared sufficiently far in advance that all students have the opportunity to complete the corresponding assessments. Teachers will post Assignment entries for all assessments of learning using Google Classroom, such that the information is openly accessible to students (and parents where they have chosen to participate). It is the responsibility of the student to seek assistance from the teacher when they are unable to complete a task due to insufficient knowledge or skills. Teachers will complete ongoing diagnostic and meta-cognitive assessments in class and where appropriate will use intermediate deadlines, class time, and extracurricular supports such as Study Hall


pg. 21

to support student learning and to help clarify which skills are sufficient for successful completion and which skills may be lagging if any. It is expected that students will submit assessments on time and in the medium specified by the teacher. Further, we understand that time management is a critically important factor in determining long-term academic success and we encourage students to take ownership of their academic performance. Students may, at the discretion of the teacher, negotiate extensions for particular assignments and evaluations that are providing extensive challenges to complete in a timely manner. These extensions must be discussed appropriately with the teacher in advance of the assigned due date. Failure to request an extension means that the student loses their voice in the negotiation process and the teacher will be free to decide the length of a prospective extension if one is provided. Marks shall not be deducted for missed assessments, as this process may entangle Learning Skills and performance evaluation in a complicated and opaque manner. Assessments that are not submitted by a final deadline (as determined through the process outlined above) will receive a grade of 0. Students who have received one or more grades of 0 on assessments shall have their final grade determined using the principles of recency and consistency (i.e., a single missed assessment will be deweighted as an outlier and a set of missed assessments will be considered part of the consistent performance for the student).

Learning Community School itself represents just one component of a student’s education. The Study Academy believes that creating a nurturing and effective learning community involves a committed partnership between teachers, students, and parents. The Study Academy has outlined the role that each member of the learning community will play:

Division of Responsibilities

Teacher Expectations: • Come to class each day prepared • Offer a supportive, enriching, and safe academic environment • Provide objective, critical, and goal-oriented feedback in a timely manner • Model inquiry, problem solving, effective work habits, and learning skills

Student Expectations: • Attend school regularly, and arrive to class ready to learn and prepared to work • Participate in learning activities and demonstrate a commitment to regular scholarly work • Contribute positively to the school community and classroom environment • Self-advocate

Parent Expectations: • Facilitate family time daily for academically enriching activities • Emphasize the importance of process over production • Provide emotional support by encouraging respect and gratitude, and allowing students the

independence to own their successes • Provide healthy lifestyle choices including diet and adequate sleep

English Language Learners


pg. 22

International students attending school in Ontario may require additional supports in acquiring the language skills necessary to successfully complete their OSSD. Included among these additional resources provided by The Study Academy are English as a Second Language course offerings, summer language programs, support in TOEFL test writing prior to graduation, and after school clubs to support immersion in the culture of Toronto and the English language.

Lunchtime To ensure the safety of our staff and students, The Study Academy is a peanut free facility. Any lunch or snack containing peanuts is not permitted on school grounds or on field trips or excursions from the school building. We ask parents packing home lunches to be mindful of this restriction and students purchasing lunches to attend to potential peanut inclusions in their meal. Because the lunchroom is a shared space among the students in the school it is the responsibility of each student to clean after his/herself by washing used dishes and depositing refuse into the appropriate receptacle wiping any spills or crumbs that may be left behind.

Lower School Students require parental permission to leave school grounds during the lunch period or any other breaks that may occur throughout the school day. Students that elect to stay at school for lunch for any reason will be required to participate in a fifteen-minute eating break followed by physical activity directed by the lunchroom supervisor. These activities may include walks to nearby green space, low organizational activities in the school gymnasium or outdoor activities. While the weather is appropriate, students can expect most frequently to be outside and thus parents should ensure that students are appropriately dressed for the conditions. Students are not permitted to participate in video game play during lunch period.

Upper School Students are permitted to eat lunch in the lunchroom, leave school grounds, or request gymnasium access during lunch. Students wishing to participate in physical activity may request use of the gymnasium from the principal in advance.

Program Planning for Exceptional Students Recognizing the needs of exceptional students and designing programs that respond effectively to these needs are important and challenging aspects of program planning for individual students. After a student has been identified as exceptional (through a psychoeducational assessment or other appropriate documentation), a Learning Plan will be developed and maintained for that student. The Learning Plan must be developed and shared with the parents and the student.

Developing the Student’s Learning Plan A Learning Plan illustrates a student’s profile over the cognitive, academic, affective, and conative domains and provides specific teaching and learning strategies tailored to the student’s profile in addition to delineating accommodations (where appropriate) to the classroom teaching environment, assessment procedures, and access to assistive technology. The purpose of the plan is to build meta-cognitive awareness of the student, support the student in developing competences in areas of relative weakness, and to enrich learning for the student. The plan is not designed to remove challenges altogether nor


pg. 23

does it designate modifications or alternatives to curriculum expectations. Teaching Approaches A variety of teaching approaches may need to be used to help exceptional students achieve the learning expectations of their courses. Examples of such approaches may include:

• Using special resources, such as reading material consistent with students’ reading levels and learning styles; audiotapes of difficult chapters or units (to help students understand material and answer questions on it); videotapes, audiotapes, and other audio-visual materials (to give breadth and depth to learning experiences); learning resources that provide direct experiences of seeing and touching (i.e., tactile materials); a variety of learning tools (e.g., calculators, adapted computers); enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning.

• Using a variety of teaching-learning strategies, such as team teaching; special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans.

• Using the resource room as an alternative to the classroom – collaborating with resource teachers and other professionals.

• Using different areas of the classroom for different purposes (e.g., independent learning, group work).

• Consulting with parents about providing appropriate study conditions at home. • Providing for those students who may need more or less time to complete assignments or

achieve the learning expectations. • Providing alternative ways of completing tasks or presenting information (e.g., through taped

answers, demonstrations, dramatizations, role play). • Simplifying the language of instruction. • Providing opportunities for performance in areas of special talent. • Providing all students with strategies for understanding and accepting exceptional students

and integrating them into the regular classroom. Assessment Procedures and Strategies Assessment procedures and strategies may also need to be altered to assess the extent to which exceptional students are achieving the learning expectations of their courses. Examples of such alterations to procedures and strategies may include:

• Changing the time requirements for completing assignments or assessment task. • Changing the format of the assessment materials. • Providing a quiet environment in which assessment may take place. • Simplifying test instructions and the language of questions. • Providing for the use of scribes, tape recorders, typewriters, or word processors, or allowing

oral responses. • Providing alternative homework assignments. • Basing classroom assessment on the full range of students’ work (e.g., portfolios, interviews,

demonstrations, dramatizations, journals, peer evaluations, self-evaluations, teacher observations, and conversations).

Requirements and Expectations Students in Ontario are required to attend school until the age of 18 or until they obtain their OSSD. In attending The Study Academy, students are taking steps to maximize their opportunities for successful admission into post-secondary programs. It is the school’s responsibility to ensure that each student is attended to and supported in their pursuit of personal and academic development.


pg. 24

Smoking Students are not permitted to smoke on the school property (building, parking lot and land), nor on the municipal property surrounding the school (sidewalk and street). Students are also not permitted to smoke on trips or activities while they are representatives of the school.

Student Promotion In grades 9-12, a credit will be earned in a subject with a minimum mark of 50% on the Final Report, where the student has participated in the final culminating assessment, and has not been removed from credit eligibility based on progressions identified in the Absenteeism Outcome Schedule. Less than 50% in any subject on the Final Report, failure to participate in the final culminating activity, or removal from credit eligibility in the course due to absenteeism or Code of Conduct violations will result in loss of credit without refund. Failure to earn a credit will require consultation between student, parent, teacher, and principal to determine the appropriate course of action and necessary next steps for the student. In the interest of transparency, The Study Academy will report all results for grade 11 and 12 courses. These results include failure to obtain credit, dropped courses (after the appropriate withdrawal date, as indicated on the school calendar), and all final grades.

Telephones For all students, mobile communication devices must either be turned off and securely stored away in their student bag or submitted to the phone box located in the principal’s office (or classroom) upon arrival at school. Possession and use of a mobile communication device is strictly prohibited throughout all class time during the day, also including Study Hall periods. The school will confiscate communications devices that are used for telephone, messaging or any other purposes. Repeated offences will be followed up in earnest and may result in disciplinary action. The school will not accept responsibility for the loss, theft or damage of these items. School telephones are available for student use as required.

Test Writing Teachers will inform students of test dates well in advance. It is the student’s responsibility to know the test dates, to prepare for them, and to write the test on the set date. If a test is missed due to valid absence (as given above), it is the responsibility of the student to provide a note from his/her physician to the subject teacher indicating the reason for the absence and the awareness that the test was missed. There are times when previously approved commitments conflict with scheduled tests. It is the responsibility of the student to make alternate test date arrangements prior to the test with the subject teacher. If a test is missed without appropriate documentation, the subject teacher will use discretion to allow either the student to reschedule, or record a mark of “0” for the test.

Textbooks The Study Academy will provide book and supply lists to students and parents preceding the start of each course. A specific book supplier will also be identified. It is the responsibility of the student to purchase all texts and to bring appropriate texts and materials to class.

Ontario Secondary School Diploma Requirements Our Upper School program is based on a credit acquisition system. Students must earn a total of 30 credits to obtain an Ontario Secondary School Diploma (OSSD). Eighteen of the credits are compulsory,


pg. 25

earned in a specified number of courses from a list of subjects that every student must take. The remaining 12 credits are optional, earned in courses that the student may select from the full range of courses offered. Additionally, students must complete 40 hours of community involvement activities and must pass the Secondary School Literacy Graduation Requirement (which is taken in Grade 10), in order to earn their OSSD. Every adolescent in Ontario is required to remain in secondary school until the age of eighteen or until having obtained an Ontario Secondary School Diploma. Not only is school one of the most prominent features of an adolescent’s life, it is a key opportunity to develop skills and competences that will carry forward in providing success and satisfaction throughout the remainder of the student’s post-secondary career.


pg. 26

Checklist of OSSD Requirements Compulsory Credits

Course Required Credits

Achieved

English (One per grade)* 4.0

Math (Including one senior credit) 3.0

Science 2.0

French as a Second Language 1.0

Canadian History 1.0

Canadian Geography 1.0

The Arts (Visual, Dramatic, Music) 1.0

Health and Physical Education 1.0

Civics 0.5

Career Studies 0.5

Plus One of Each of the Following Groups Group 1

One additional credit in English, French as a Second Language**, Native Language, Classical or International Language, Social Sciences and the Humanities, Canadian and World Studies, Guidance and Career Education, or Cooperative Education***

1.0

Group 2 One additional credit in Health and Physical Education, the Arts, Business Studies, French as a Second Language**, or Cooperative Education***

1.0

Group 3 One additional credit in Science, Technological Education, Computer Studies, French as a Second Language**, or Cooperative Education***

1.0

Additional Graduation Requirements

Optional Credits**** 12

Completion of 40 hours of Community Involvement Activities

Successful Completion of the Provincial Literacy Requirement

Minimum 30 Credits Required for O.S.S.D. *A maximum of 3 credits in English as a second language (ESL) may be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a Grade 12 compulsory English course. ** A maximum of 2 credits in French as a Second Language can count as compulsory credits, one from group 1 and one from either group 2 or 3. ***A maximum of 2 credits in Cooperative Education can count as compulsory credits. ****May include up to four credits achieved through approved Dual Credit courses.


pg. 27

Alternative Certificates

The Ontario Secondary School Certificate The Ontario Secondary School Certificate will be granted on request to students who leave school before earning the Ontario Secondary School Diploma, provided that they have earned a minimum of 14 credits distributed as follows: Compulsory Credits (total of 7)

• 2 credits in English • 1 credit in Canadian geography or Canadian History • 1 credit in mathematics • 1 credit science • 1 credit in health and physical education • 1 credit in the arts or technological education

Optional Credits (total of 7)

• 7 credits selected by the student The provisions for making substitutions for compulsory credits also apply to the Ontario Secondary School Certificate

The Certificate of Accomplishment Students who leave school before fulfilling the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to take certain vocational programs or other kinds of further training, or who plan to find employment after leaving school. The Certificate of Accomplishment will be accompanied by the student’s Ontario Student Transcript. Students who return to school to complete additional credit and non-credit courses (including courses with modified or alternative expectations in special education programs) will have their transcript updated accordingly, but will not be issued a new Certificate of Accomplishment. The Ontario Secondary School Diploma or Ontario Secondary School Certificate will be granted when a student has fulfilled the appropriate requirements.

Alternative Method for Earning Credits

Introduction The majority of students attending school will earn their credits towards the OSSD by enrolling in full-time or part- time studies. However, a number will wish to consider an alternative method of earning the required credits. The alternative option available to such students is correspondence courses offered by the Independent Learning Centre (ILC).

Correspondence Courses The ILC offers secondary school credit courses designed primarily for individuals who wish to work autonomously towards the secondary school diploma. Students may enrol in ILC courses for a variety of reasons including medical limitations on attendance, academic need for remediation and personalized learning style and pace. Information concerning eligibility, enrolment procedures, and course offerings is available from the ILC; visit www.ilc.org for more information. The Study Academy will provide teaching of the course expectations, and


pg. 28

a rich learning environment to facilitate comprehension including direct instruction, demonstration, provision of support materials and final examination preparation. All administration and evaluation of course materials will be completed by the ILC, including the final examination. The Independent Learning Centre will grant credits for students enrolled at the ILC.

Changing Course Type Some students, after successfully completing a certain type of course, may change their educational goals and, as a consequence, may need to take compulsory and optional credit courses of a different type from those they initially chose. Although students enrolled in one type of course may enrol in a different type of course in a subsequent year, changing course types becomes more difficult as students advance through the system, or in situations involving courses that have prerequisites. Nevertheless, a variety of options exist to enable students to make the transition. When a student plans to switch from one course type in Grade 9 to the other in Grade 10 in the same subject, the principal must inform the student and his or her parents that the student will be strongly encouraged to successfully complete additional course work of up to 30 hours and as defined by the ministry in order to demonstrate achievement of the learning expectations that are included in the one Grade 9 course but not the other. This additional course work can be taken in summer school or in a program outside the regular school hours or during the school day. A student wishing to change course types between Grades 10 and 11 and/or Grades 11 and 12 may, for example:

• Take a transfer course that will bridge the gap between course types (if one exists) • Take a course of another type (e.g., academic) that will satisfy the prerequisites for a course in a

higher grade (e.g., a university preparation course) that the student wishes to take • Apply to have the prerequisite course waived • Take a summer course or undertake independent study to achieve the uncompleted expectations

that are required to enter the new program

Credit Definition A credit is granted in identification of the successful completion of a course that has been scheduled for at minimum 110 class hours. Credits are granted by the principal, on the authority of the Ontario Ministry of Education for courses that have been developed or approved by the Ministry. Half-credits may be granted for successful completion of courses scheduled for at minimum 55 class hours. Half-credit courses must comply with Ministry requirements as outlined in the curriculum documents. Courses are coded using a unique identifying system. All course codes are 5 characters in length and have specific meanings/mappings associated with each character. Sample code: MCR3U Character 1: Course discipline (M for Mathematics) Characters 2-3: Course identifier (CR for Functions) Character 4: Grade level (1 for grade 9, 2 for grade 10, 3 for grade 11, and 4 for grade 12) Character 5: Course type (D for Academic, P for Applied, O for Open, E for Workplace Preparation, U for University Preparation, C for College Preparation, and M for University/College Preparation)

Prior Learning Assessment and Recognition Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit-granting process whereby students may obtain credits for prior learning. Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school. Students may have their knowledge and skills evaluated against the expectations outlined in course outline documents in order to earn credits towards the OSSD. The PLAR process involves two components: "challenge" and "equivalency". Students applying for PLAR credits may due so prior to:


pg. 29

• October 1 for Fall Semester • February 1 for Winter Semester • July 1 for Summer Semester

The challenge process is the process whereby students' prior learning is assessed for the purpose of granting credit for a Grade 10, 11, or 12 courses. Assessment instruments for this process include formal tests (70 per cent of the final mark) and a variety of other assessment strategies appropriate to the particular course (30 per cent of the final mark). Such strategies may include the evaluation of student work, including written assignments and laboratory work, and observation of student performance. The "equivalency" process is the process of assessing credentials from other jurisdictions. Equivalency credits are granted exclusively in determining student placement.

Requirements of the PLAR Challenge Process Policies and Procedures Governing the Challenge Process

• The challenge process is an evaluation process and may not be used as a way for students to improve their mark in a course for which they have already earned a credit, nor as a way to obtain a credit for a course they have previously failed.

• Students may challenge for credit only for Grade 10, 11, and 12 courses offered by the school. • Students may earn no more than four credits through the challenge process, including a

maximum of two credits in any one discipline. • Students are responsible for initiating the challenge process and for satisfying all of the

requirements. • Students who are under the age of eighteen require parental approval before applying to

challenge for credit for a course. • Students may challenge for credit for a course only if they can provide reasonable evidence to

the principal that they would be likely to be successful in the challenge process. • PLAR applicants are required to fill out the application package, and to review the curriculum

expectations for the course in which the challenge is being initiated, both of which are provided by the principal.

• Students may use certificates or other records of accomplishment earned outside Ontario classrooms as reasonable evidence of eligibility to challenge for credit for a related course, if they wish to earn credit for the course without taking the course. Students with music certificates that are accepted for credits, however, are not required to challenge for credit for the appropriate music courses, but are granted credits in accordance with this document.

• A student must challenge for credit for an entire course, whether it is a full-credit or a partial-credit course.

• Credit will be granted only for the specific course for which the student has successfully challenged for credit.

• Students cannot be granted credits through the challenge process for any of the following courses:

a. A course in any subject if a credit has already been granted for a course in that subject in a later grade either as a single credit or as part of a block equivalency

b. A course for which credit has already been granted or for which there is significant overlap with a course for which credit has been granted (e.g., a student cannot challenge for credit for an academic course if he or she has already earned a credit for the applied course at the same grade level, and vice versa)

c. A transfer course d. A locally developed course e. A cooperative education course

• A student will be permitted to challenge for credit for a specific course a second time after a reasonable interval, if the student can provide reasonable evidence to the principal that he or she


pg. 30

is likely to be successful after having benefited from additional study and experience during the interval.

• The PLAR challenge process requires that students complete formal tests and varied appropriate assessment strategies and will result in formalized evaluation and reporting of student performance.

Assessment and Evaluation Assessment and evaluation through the PLAR process will be based on the curriculum expectations and the achievement charts included in the course outline document. Assessment and evaluation is based on all the strands in a course and on all categories of knowledge and skills appropriate to the course. A student's level of achievement will be recorded as a percentage grade on the OST in the same way as achievement in other courses.

Assessment and evaluation strategies for the challenge process include formal tests (70 per cent of the final mark) and a variety of other assessment strategies appropriate for the particular course (30 per cent of the final mark). The formal tests must have a balance between written work and practical demonstration that is appropriate for the subject/discipline. Other assessment strategies may include evaluation of written assignments, demonstrations/performances, laboratory work, and quizzes, and observation of student work. The principal is responsible for developing and administering the formal tests and for determining which assessment strategies are most appropriate for each course for which a student is challenging for credit. Record Keeping The Study Academy will maintain and include a "PLAR Challenge for Credit: Cumulative Tracking Record" form in the student's OSR. This form tracks the number of credits earned and the disciplines in which credits have been earned through the challenge process, as well as failures and withdrawals. A "PLAR Challenge for Credit: Interim Tracking Record" form will be maintained for credits earned through the challenge process at The Study Academy, where The Study Academy is not the student's regular school (the regular school is the school that maintains the student's OSR). The principal will use the "Interim Tracking Record" form to communicate the results of the student's challenges for credit to the school that maintains the OSR. The principal of the student's regular school will enter this information onto the "Cumulative Tracking Record" form in the student's OSR. Only the "Cumulative Tracking Record" form will be maintained in the student's OSR. If it is necessary to use more than one "Cumulative Tracking Record" form to record a student's attempts to challenge for credit, the additional form(s) will be attached to the original form. The following entries must be made on the student's "Cumulative Tracking Record" form and the "Interim Tracking Record" form, as applicable:

• For challenges for credit for Grade 10, 11, or 12 courses: The student's passing percentage grade, failing percentage grade, or withdrawal from the challenge process must be entered on the appropriate tracking record form(s).

• The following entries must be made on the student's OST (using common course titles and codes):

a. For challenges for credit for Grade 10 courses: Only passing percentage grades will be entered on the OST. If the student subsequently takes the Grade 10 course, only the higher percentage grade will be recorded on the OST. No notation will be entered on the student's OST if the student withdraws from or receives a failing grade in the challenge process.

b. For challenges for credit for Grade 11 and 12 courses: Passing and failing percentage grades will be entered on the student's OST. No notation will be entered on the OST if the student withdraws from the challenge process.


pg. 31

Requirements for the PLAR Equivalency Process

Responsibilities of School Principals Students who are eligible for equivalency credits are those who transfer to Ontario secondary schools from non- inspected private schools or schools outside Ontario. Equivalency credits are granted for placement only. The principal will, in the process of deciding where the student should be placed, determine as equitably as possible the total credit equivalency of the student's previous learning, and the number of compulsory and optional credits still to be earned. To ensure consistency in establishing equivalency for students for placement purposes, the principal will use as a guide the table below entitled "Requirements for the OSSD Under OSS", to determine the number of credits, including compulsory credits, that the student must earn, as well as other diploma requirements that the student must satisfy, in order to qualify for the secondary school diploma.

1 The compulsory English credit for Grade 12 is required if its equivalent has not already been earned. 2 Two science credits are required, as is one additional credit in Grade 11 or 12 science or in Grade 9, 10, 11, or 12 technological education. 3 The principal will determine the number of hours of community involvement required.

Record Keeping Regular day school students who transfer to The Study Academy from a school outside Ontario or from a non- inspected private school may be granted equivalent credits through the PLAR equivalency process based on the principal’s evaluation of their previous learning. The total number of equivalent credits and the corresponding number of compulsory credits are recorded on the OST. The equivalent credits are entered as a total, and the required items of information appear as follows: “Equivalent Credits” entered in the “Course Title” column; “PLE” in the “Course Code” column; “EQV” in the “Percentage Grade” column; the total number of credits in the “Credit” column; and the total number of compulsory credits in the “Compulsory” column.

Programs in Music Taken Outside the School A maximum of two credits may be awarded to students taking music programs outside the school through the following processes combined:

• For music programs completed by students outside the school, the principal may award a maximum of two university preparation credits towards the Ontario Secondary School Diploma. The credits will be awarded upon presentation of the official examination result forms or certificates.

• Additional music credits earned in school may be counted towards the secondary school graduation diploma. Of these in-school music credits, a maximum of one Grade 12 credit may be awarded as a university preparation credit.

• Students may be awarded a maximum of two Grade 10 to 12 music credits through the PLAR

1


pg. 32

challenge process. A student who has successfully completed the requirements for one of the following may count a maximum of one non-Grade 12 university preparation credit towards the OSSD in addition to any other non-Grade 12 university preparation music credits earned in the school:

• Grade VIII Practical and Grade II Rudiments of the Royal Conservatory of Music, Toronto • Grade VIII Practical and Grade IV Theory of Conservatory Canada, London • Collegial I Practical and Collegial I Theory of any conservatory of music in the province of Quebec • Grade VII Practical and Grade V Theory of Trinity College of Music, London, England • Grade VII Practical and Grade VI Theory of the Royal Schools of Music, London, England

A student who has successfully completed the requirements for one of the following may count a maximum of one Grade 12 university preparation credit towards the OSSD in addition to a maximum of one other Grade 12 university preparation credit in music earned in the school:

• Grade IX Practical and Grade III Harmony of the Royal Conservatory of Music, Toronto • Grade IX Practical and Grade V Theory of Conservatory Canada, London • Collegial II Practical and Collegial II Theory of any conservatory of music in the province of

Quebec • Grade VIII Practical and Grade VI Theory of Trinity College of Music, London, England • Grade VIII Practical and Grade VIII Theory of the Royal Schools of Music, London, England

Reach Ahead Credits Grade eight students, under certain conditions, may “reach ahead” to take secondary school courses. The principal of the student’s elementary school and the principal of The Study Academy may decide, with parental consent, that it is appropriate for the student to enrol in one or more secondary courses. In such a case, the principal of The Study Academy assumes responsibility for evaluating the student’s achievement and for granting and recording credits. Students will be considered for reach ahead credits based upon on three criteria:

1. Demonstrating skills that exceed minimum performance levels in the given area of study 2. Accumulating sufficient class time to consolidate classroom learning 3. Perceived level of success in the given course(s)

Student records are kept in the Ontario Student Record Documentation file indicating the Reach Ahead course(s) that the student is enrolled in. These credits count toward the OSSD and are recorded on the OST.

Reporting The school operates on a hybrid semester and non-semester schedule. Strategic courses have been designated for full-year schedule including Physical Education, and Grades 9 and 10 Mathematics and English and others are run on a semester schedule. Please refer to student timetable for delineation of course scheduling and length of periods as well as start and end dates of semester/term. School reporting is scheduled for November, February, April, and June of each year. The November and April reports are designated interim reports for full-year courses and midterm reports for semester courses. February and June reports are designated midterm (and final) reports for full year courses and final reports for semester classes. Grades are not provided for the first set of interim reporting for full-year courses because an insufficient amount of evaluation has been completed for teachers to interpret performance level.


pg. 33

Secondary School Literacy Graduation Requirement

Introduction Students will take the Secondary School Literacy Graduation Requirement (SSLGR) in Grade 10. Students must complete this requisite in order to graduate (in addition to the 30 credit requirement), and the result is recorded on their student transcript. Most students will meet the requirement by successfully completing the Ontario Secondary School Literacy Test (OSSLT) and others will meet the requirement by completing the Ontario Secondary School Literacy Course (OSSLC). The secondary school literacy graduation requirement is based on the expectations for reading and writing throughout the Ontario curriculum up to and including Grade 9. Its purpose is to determine whether students have the skills in reading and writing that they will need to succeed at school, at work, and in daily life. The following students are not required to meet the secondary school literacy graduation requirement:

• Students who have a Learning Plan that indicates that they are not working towards the OSSD, and who are granted an exemption

• Students who are working towards the OSSD under Ontario Schools, Intermediate and Senior Divisions (Grades 7-12/OACs): Program and Diploma Requirements, rev. ed., 1989 (OSIS)

• Students who are working towards an earlier diploma, such as the Secondary School Graduation Diploma

Methods of Meeting the Secondary School Literacy Graduation Requirement

Ontario Secondary School Literacy Test The OSSLT is the standard method for assessing the literacy skills of students in Ontario for the purpose of determining whether students meet the provincial secondary school literacy requirement for graduation. The test thus identifies students who have demonstrated the required skills in literacy as well as those who have not demonstrated the required skills and will need to do further work. The test identifies the specific areas in which these students need remediation. Students who are working towards the OSSD will normally take the OSSLT when they are in Grade 10. Those who do not take the test in the year following the year in which they enter Grade 9 will require a deferral. Deferrals must be granted in accordance with the policies delineated in this document. Students who are working towards an OSSD and who do not successfully complete the OSSLT will have opportunities to retake the test. Once students have successfully completed the literacy test, they may not retake it. The Study Academy will provide remedial assistance for students who do not complete the test successfully. This remedial assistance should be designed to help students improve their skills so that they are better prepared to retake the literacy test. The Study Academy will provide suitable accommodations for persons with special needs. To qualify for accommodations for taking the test, a student must have a Learning Plan that describes the required accommodations. Accommodations needed for the literacy test may be challenging to implement, and consequently careful planning will be required on the part of the principal. Ontario Secondary School Literacy Course The reading and writing competencies required by the OSSLT form the instructional and assessment core of the course. The course differs from other courses in that it outlines specific requirements for evaluation in


pg. 34

order to ensure alignment with the requirements of the OSSLT. Students who pass the course are considered to have met the literacy graduation requirement. For students who have failed the OSSLT, the principal of The Study Academy holds discretion to allow a student to enrol in the OSSLC before he or she has had a second opportunity to take the OSSLT, if the principal determines that it is in the best educational interests of the student. Accommodations specified in a student's Learning Plan must be available to the student throughout the course. However, because achievement of the expectations in this course represents fulfilment of the literacy requirement for graduation, no modifications of the expectations are permitted.

Recording of Results on the Ontario Student Transcript A student's results on the OSSLT or in the OSSLC will be recorded on the Ontario Student Transcript (OST). An "X" will be entered in the "Successfully Completed in English" box if the student has successfully completed the test or the course. "N/A" applies to students whose Learning Plan indicates that they are not working towards the OSSD; to students who are working towards the OSSD under OSIS; and to students who are working towards an earlier diploma, such as the Secondary School Graduation Diploma.

Procedures for Making Accommodations It is important that certain basic procedures be followed in planning and making accommodations so that these may be of maximum benefit to the student. Decisions about accommodations must:

• Always be made on an individual student basis • Be made by the principal in consultation with the student, parents, and appropriate faculty • Be made prior to the taking of the OSSLT or OSSLC • Take into consideration all accommodations included in the student's Learning Plan that are

also permitted in accordance with this document • Be clearly communicated in writing to the parents or adult student in advance of the writing of

the test

Permitted Accommodations The accommodations that may be necessary in order to give students with special needs the best possible opportunity to successfully complete the OSSLT or OSSLC may take several forms. In each case, the accommodation used must be specified in the student's Learning Plan. Accommodations that will be permitted include the following:

1. Adjustments to the environment in which the test is administered 2. Adjustments in the time allowed for the test 3. Changes/adjustments to the format of the test (e.g., alternative forms of print) 4. Changes/adjustments to the format of responses

For example, reading aloud of the questions in the writing component of the test is a permitted accommodation for students who have this specified as an accommodation in their Learning Plan. However, reading aloud of the questions in the reading component of the test is not permitted as an accommodation, because the ability to read questions unassisted is an integral part of what is being measured in the reading component. Such forms of support as the following are also not permitted as accommodations, since they would affect the validity of the test: clarifying test questions for students by rewording or explaining them; answering students' questions during the test or providing additional information; and allowing discussion prior to the performance of writing tasks.


pg. 35

Note that clarification of instructions for both the reading and the writing components of the test is permitted for all students before the commencement of the test. Such clarification is not considered to be an accommodation. If an accommodation that is described in a student's Learning Plan is also one that is permitted in accordance with this document the principal will ensure that the accommodation is available to the student during the test or course. Accommodations other than those listed in this document will be given consideration by the principal upon receipt of a request, as outlined in the section below.

Deferrals of the Test Deferrals are intended for students who have not yet acquired a level of proficiency in English to successfully complete the test. Students included in this group have either been identified as exceptional or unsuccessful in acquiring the reading and writing skills appropriate to Grade 9. Deferrals may also be granted to students who are unable to write the test at the scheduled time owing to illness, injury, or other extenuating circumstances. Documentation must be submitted to the principal of the school in such cases. Deferrals are to be granted to students on an individual basis according to the following procedure:

• A parent or an adult student may make a request for a deferral. Such requests are made in writing to the principal. The principal may grant the deferral.

• A principal may also initiate consideration of a deferral with the parent or adult student • The principal’s decision will be made in consultation with the parent or adult student and

members of faculty. • The writing of the test may be deferred only to the time of the next scheduled test. Students who

are granted a deferral will write the test at the next scheduled sitting. • If an additional deferral is required, the principal will review the request again. While there is no

limit on the number of deferrals that may be granted, deferral will result in fewer opportunities to retake the test. Students are encouraged to write the test so that the school may have an indication of their strengths and needs and be able to develop an appropriate program and/or appropriate forms of support to prepare them for their next attempt.

• All documentation related to the decision to grant a deferral will be maintained in the student's OSR.

Exemptions from the Test To be eligible for an exemption, a student must have a Learning Plan identifying the exemption. The Learning Plan must include documentation to support an exemption from the SSLGR and clear indication that the student is not working towards an OSSD. Both parental consent and the approval of the principal are required for an exemption. If a student does not successfully complete the SSLGR, he or she will not be eligible to receive the OSSD. Exemptions are to be provided to students on an individual basis according to the following procedure:

• The principal will ensure that a Learning Plan is developed for the student. • The Learning Plan will identify the student's learning expectations, which will indicate whether

the student is working towards the OSSD. • Where the Learning Plan indicates that the student is not working towards the OSSD, the student

may be granted an exemption from the SSLGR by the school principal. • In cases of disagreement, where the principal decides that the student should be exempted from

writing the test but the parent or adult student disagrees with this decision, the student must be allowed to write the test.

• Where it is determined that an exemption does not apply and that the student who has a Learning Plan, the principal will ensure that the student has a fair and equal opportunity to


pg. 36

successfully complete the test. • If the learning expectations contained in the student's Learning Plan are revised at some point

and the student begins to work towards the OSSD, he or she must successfully complete the SSLGR in order to be eligible to receive the diploma.

All documentation related to the decision to grant an exemption from taking the test will be maintained in the student's OSR.

Community Involvement Activities

Introduction All students must complete a minimum of 40 hours of unpaid community involvement activities before graduating from Upper School. This requirement is additional to the 30 credits needed for a Upper School diploma. Students will be able to choose their own community involvement activities, within guidelines that will be provided by The Study Academy. Students will be responsible for fulfilling this requirement on their own time, and for keeping a record of their activities on a form supplied by the school (Community Involvement Activities Tracking Form, CIATF).

Students will select one or more community involvement activities in consultation with their parents. A parent is not required to sign a form or to be consulted if the student is eighteen years of age or older. Selection of activities should take into account the age, maturity, and ability of the student, the location and environment of the proposed activity, and the need for any special training, equipment, and preparation. The safety of the student is paramount.

Roles and Responsibilities of The Study Academy The Study Academy is responsible for the implementation, management, and record keeping of community involvement activities for all enrolled secondary school students. We have developed a non-inclusive list of approved community involvement activities. This list is included in the proceeding section (List of Eligible Activities) in addition to a list of activities that are ineligible. The Study Academy will not approve student participation in any activities that are on the list of ineligible activities; however, students may participate in activities not included on the list of approved activities pending approval by the principal. The Study Academy is not responsible for the actions of participants in the community involvement activity. The Study Academy is required to provide information about the community involvement requirement to parents, students and community sponsors. The principal is also required to provide students with the information and forms they will need to complete the community involvement requirement, including the list of approved activities from which to choose. After a student completes the 40 hours of community involvement and submits all documentation of their completion to the school, the principal will decide whether the student has met the community involvement requirement and, if achieved, will record it as completed on the student’s official transcript.

Roles and Responsibilities of Student In consultation with their parents, students will select an activity or activities from the list of approved activities, or choose an activity that is not on the list, provided that it is not an activity specified on the list of ineligible activities. If the activity is not on the list of approved activities, the student must obtain written approval from the principal before beginning the activity. Before beginning any activity, students will provide the principal with a CIATF indicating the activity or activities that they plan to participate in. This form must be signed by the student, and by his or her parent if the student is under eighteen years of age. More than one such form may be submitted when additional


pg. 37

activities are planned that were not included on a previously submitted form. Students must submit a completed CIATF to the principal or other school contact upon completion of the 40 hours or at appropriate intervals determined by the principal. For students from schools outside Ontario who do not have Ontario credits and who have completed Grade 10, 11, or more than Grade 11, the principal determines the number of hours of community involvement required.

Roles and Responsibilities of Parents Parents should provide assistance to their child in the selection of their community involvement activities. Parents are also encouraged to communicate with the community sponsor and the school principal if they have any questions or concerns. A parent must sign the CIATF if the student is under the age of eighteen years. Because The Study Academy is not involved in the selection process of activities nor of community sponsors, parents are required to screen community involvement activities for appropriateness and safety for their child.

Roles and Responsibilities of Sponsors in the Community One of the purposes of the community involvement requirement is to develop strong ties between the students and their community, fostering valuable and long-term relationships. Persons and organizations within the community may be asked by the student to sponsor a community involvement activity. The person or organization should provide any training, equipment, or special preparation that is required for the activity. It is crucial that students are able to fulfil their community involvement requirement in a safe environment. The person overseeing the student’s activity must verify the date(s) and the number of hours completed on the CIATF.

List of Eligible Activities The Study Academy approves the activities listed below for the completion of the community involvement requirement (students are not required to choose from this list):

• Assistance to seniors • Environmental projects • Working with charitable and service organizations • Community sports and recreation activities • Specific school-related activities • Community activities • Working in health facilities

List of Ineligible Activities The Study Academy has developed a list of activities that may not be chosen as community involvement activities and that are therefore ineligible activities. An ineligible activity is an activity that:

• Is a requirement of a class or course in which the student is enrolled (e.g., cooperative education portion of a course, job shadowing, work experience)

• Takes place during the time allotted for the instructional program on a school day. However, an activity that takes place during the student’s lunch breaks or “spare” periods is permissible

• Takes place in a logging or mining environment, if the student is under sixteen years of age • Takes place in a factory, if the student is under fifteen years of age • Takes place in a workplace other than a factory, if the student is under fourteen years of age and

is not accompanied by an adult • Would normally be performed for wages by a person in the workplace • Involves the operation of a vehicle, power tools, or scaffolding


pg. 38

• Involves the administration of any type or form of medication or medical procedure to other persons

• Involves handling of substances classed as “designated substances” under the Occupational Health and Safety Act

• Requires the knowledge of a tradesperson whose trade is regulated by the provincial government

• Involves banking or the handling of securities, or the handling of jewellery, works of art, antiques, or other valuables

• Consists of duties normally performed in the home (i.e., daily chores) or recreational activities • Involves a court-ordered program (e.g., community-service program for young offenders,

probationary program)

Ontario Student Record Statement of Policy The Study Academy and its staff are responsible under the Ontario Education Act and Regulations and the Ministry of Education Guidelines to maintain and establish an Ontario Student Record (OSR) for all students enrolled in the school. This policy allows faculty to determine the type of information, its relevance and its uses that could be conducive to the improvement of the instruction of the student.

1. The following statement regarding the purpose of the OSR will be clearly printed on both Elementary and Secondary School pupil registration forms: Section 265 (d) of the Education Act requires a principal of a school “to collect information for the inclusion in a record in respect of each pupil enrolled in the school and to establish, maintain, retain, transfer, and dispose of the record.”

2. Reference to OSR records will also be included in the following forms and documents: a. Elementary and Secondary Registration Form b. Consent Forms c. Secondary School Course Calendars d. Report Cards e. Student Handbooks

3. Where appropriate, the following electronically generated components in whole or in part, will be deemed acceptable as a segment of the OSR.

a. Elementary and Secondary Registration Form b. Ontario Student Transcript c. School Report Cards d. Individualized Education Plan e. Individual Learning Plan f. Electronically converted document

4. The following school staff is responsible for performing clerical functions with respect to the establishment and maintenance of the OSR:

a. Administrators of the school b. Principal of the school

5. Assessment reports viz., Developmental Reading Assessment (DRA), PM Benchmarks and EQAO reports will be stored in the OSR. The Student Information Sheet that follows Grade 8 students to Grade 9 will also be stored in the OSR. All of these documents will be stored in the documentation file within the OSR.

6. The principal or designate will ensure that the OSR in either hard copy or electronic format is stored in a secure location that provides confidentiality, security, and authorized accessibility to the record. An OSR record will not be left unattended and if removed from the storage area will be kept secure. It will never be taken out of the school building.

7. All materials purged from the OSR must be destroyed so that no identifiable information can be


pg. 39

discerned. The principal will ensure that designated staff destroys the contents of the OSR by shredding hard copies, and/or deleting appropriate electronic files.

8. Special Health Information that has been disclosed to the principal and deemed to be conducive to the improvement of the instruction of the student will be stored in the OSR.

9. Current photographs (digital or printed) must be kept on file in the main office and on the OSR index card. It is not necessary for them to be placed on the OSR folder.

10. PLAR information will be stored in the OSR. 11. Parents or adult students, who require access to their child’s or their own OSR, must submit a

request in writing to the principal at least one week prior to accessing the OSR. The principal or a designate must be present while the contents of the OSR are being examined.

12. Upon school closures, the OSR will be forwarded to the schools to which the students have been relocated. The Study Academy will maintain retired OSR’s in secured archive

13. All or parts of the OSR may be converted to an electronic format at the discretion of the principal.

Substitutions for Compulsory Courses In order to allow flexibility in designing a student’s program and to ensure that all students can qualify for the secondary school diploma, substitutions may be made for a limited number of compulsory credit courses. To meet individual students’ needs, the principal may replace up to three of these courses (or the equivalent in half courses). In all cases, however, the sum of compulsory and optional credits will not be less than thirty for students aiming to earn the OSSD and not less than fourteen for those aiming to earn the Ontario Secondary School Certificate. Substitutions should be made to promote and enhance student learning or to meet special needs and interests. The decision to make a substitution for a student will be made only if the student’s educational interests are best served by such substitution. If a parent or an adult student requests a substitution, the principal will determine whether or not a substitution should be made. The principal may also initiate consideration of whether a substitution should be made. The principal will make the decision in consultation with the parent or adult student and appropriate school faculty. Each substitution will be noted on the student’s Ontario Student Transcript.

Eligible Substitutions for Compulsory Credit Requirements The range of courses that may be used through substitution to meet a compulsory credit requirement are as follows:

• Learning Strategies 1: Skills for Success in Secondary School, Grade 9, Open (GLS10, GLE1O, GLE2O)

• Discovering the Workplace, Grade 10, Open (GLD2O) • Designing Your Future, Grade 11, Open (GWL3O) • Leadership and Peer Support, Grade 11, Open (GPP3O) • Advanced Learning Strategies: Skills for Success After Secondary School, Grade 12, Open

(GLS4O, GLE4O, GLE3O) • Navigating the Workplace, Grade 12, Open (GLN4O)

A maximum of one credit earned for a learning strategies course may be used through substitution to meet a compulsory credit requirement. The limit of three substitutions remains in effect Credits earned for cooperative education courses may not be used through substitution to meet compulsory credit requirements.

Types of Courses


pg. 40

The types of courses available in the secondary school program are described as follows: • In Grades 9 and 10, three types of courses are offered: academic courses, applied courses, and

open courses. Academic courses emphasize theory and abstract problems. Applied courses focus on practical applications and concrete examples. Both types of courses set high expectations for students while preparing them for studies in the senior grades. Open courses, offered in all secondary school grades, are designed to prepare students for further study in certain subjects and to enrich their education generally. Like the other types of courses, open courses are credit-based and are counted towards the 30 credits required to meet diploma requirements.

• In Grades 11 and 12, courses offered to prepare students for their postsecondary destinations include: university preparation courses, developed in close collaboration with universities; university/college preparation courses, developed in close collaboration with both universities and colleges; college preparation courses, developed in close collaboration with colleges; and workplace preparation courses, developed in close collaboration with representatives from a variety of workplaces. Open courses are also offered in Grades 11 and 12.

Waiving a Prerequisite A prerequisite course is one that must be completed before a student can successfully understand or have the skills required in studying the next course in a related subject area. In special cases, the principal may waive a prerequisite. All prerequisites are shown with the course descriptions. The process of prerequisite waiving will be initiated by request of parent or adult student. The request must be submitted in writing to the principal and will describe the student’s readiness for enrolment based on the student’s background, experience and related abilities. The principal will consult with the course instructor in deciding whether to grant the request.

Withdrawal from a Course in Grades 11 and 12 Students may withdraw from senior courses (grades 11 and 12) without demarcation on their transcript provided that they withdraw from the course prior to (or on) the designated withdrawal date. These dates are listed on the school calendar for each semester and full-year scheduled course. Any courses dropped or withdrawn from after the designated withdrawal date will have the course recorded on their transcript.


pg. 41

Secondary School Course Offering

Grade 9 Courses

Code Title Type Description

ADA1O Drama Open

This course provides opportunities for students to explore dramatic forms and techniques, using material from a wide range of sources and cultures. Students will use the elements of drama to examine situations and issues that are relevant to their lives. Students will create, perform, discuss, and analyse drama, and then reflect on the experiences to develop an understanding of themselves, the art form, and the world around them.

AMU1O Music Open

This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life.

AVI1O Visual Arts Open

This course is exploratory in nature, offering an overview of visual arts as a foundation for further study. Students will become familiar with the elements and principles of design and the expressive qualities of various materials by using a range of media, processes, techniques, and styles. Students will use the creative and critical analysis processes and will interpret art within a personal, contemporary, and historical context.

BTT1O

Information and Communication Technology in Business

Open

This course introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society. Students will develop word processing, spreadsheet, database, desktop publishing, presentation software, and website design skills. Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills, and current issues related to the impact of information and communication technology.

CGC1D Issues in Canadian Geography

Academic

This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic, and social geographic issues relating to topics such as transportation options, energy choices, and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place in which to live.

CGC1P Issues in Canadian Geography

Applied

This course focuses on current geographic issues that affect Canadians. Students will draw on their personal and everyday experiences as they explore issues relating to food and water supplies, competing land uses, interactions with the natural environment, and other topics relevant to sustainable living in Canada. They will also develop an awareness that issues that affect their lives in Canada are interconnected with issues in other parts of the world. Throughout the course, students will use the concepts of geographic thinking, the geographic inquiry process, and spatial technologies to guide and support their investigations.

ENG1D English Academic

This course is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. The course is intended to prepare students for the Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12.

ENG1P English Applied

This course is designed to develop the key oral communication, reading, writing, and media This course is designed to develop the key oral communication, reading, writing, and media literacy skills students need for success in secondary school and daily life. Students will read, interpret, and create a variety of informational, literary, and graphic texts. An important focus will be on identifying and using appropriate strategies and processes to improve students’ comprehension of texts and to help them communicate clearly and effectively. The course is intended to prepare students for the Grade 10 applied English course, which leads to college or workplace preparation courses in Grades 11 and 12.

FSF1D Core French Academic

This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.


pg. 42

GLS1O

Learning Strategies 1: Skills for Success in Secondary School

Open

This course focuses on learning strategies to help students become better, more independent learners. Students will learn how to develop and apply literacy and numeracy skills, personal-management skills, and interpersonal and teamwork skills to improve their learning and achievement in school, the workplace, and the community. The course helps students build confidence and motivation to pursue opportunities for success in secondary school and beyond.

MFM1P Foundations of Mathematics

Applied

This course enables students to develop an understanding of mathematical concepts related to introductory algebra, proportional reasoning, and measurement and geometry through investigation, the effective use of technology, and hands-on activities. Students will investigate real-life examples to develop various representations of linear relations, and will determine the connections between the representations. They will also explore certain relationships that emerge from the measurement of three-dimensional figures and two-dimensional shapes. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

MPM1D Principles of Mathematics

Academic

This course enables students to develop an understanding of mathematical concepts related to algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the connections between different representations of a linear relation. They will also explore relationships that emerge from the measurement of three-dimensional figures and two-dimensional shapes. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

PPL1O Healthy Active Living Education

Open

This course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

SNC1D Science Academic

This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity.

SNC1P Science Applied

This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to apply their knowledge of science to everyday situations. They are also given opportunities to develop practical skills related to scientific investigation. Students will plan and conduct investigations into practical problems and issues related to the impact of human activity on ecosystems; the structure and properties of elements and compounds; space exploration and the components of the universe; and static and current electricity.


pg. 43

Grade 10 Courses


ADA2O Drama Open

This course provides opportunities for students to explore dramatic forms, conventions, and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres. Students will use the elements of drama in creating and communicating through dramatic works. Students will assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences.

AMU2O Music Open

This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices, and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities, and cultures.

ASM2O Media Arts Open

This course enables students to create media art works by exploring new media, emerging technologies such as digital animation, and a variety of traditional art forms such as film, photography, video, and visual arts. Students will acquire communications skills that are transferable beyond the media arts classroom and develop an understanding of responsible practices related to the creative process. Students will develop the skills necessary to create and interpret media art works.

AVI2O Visual Arts Open

This course enables students to develop their skills in producing and presenting art by introducing them to new ideas, materials, and processes for artistic exploration and experimentation. Students will apply the elements and principles of design when exploring the creative process. Students will use the critical analysis process to reflect on and interpret art within a personal, contemporary, and historical context.

BBI2O Introduction to Business Open

This course introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, information and communication technology, human resources, and production, and of the importance of ethics and social responsibility. This course builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives.

CHC2D Canadian History since World War I

Academic

This course explores social, economic, and political developments and events and their impact on the lives of different groups in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on Canadian identity, citizenship, and heritage. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.

CHC2P Canadian History since World War I

Applied

This course focuses on the social context of historical developments and events and how they have affected the lives of people in Canada since 1914. Students will explore interactions between various communities in Canada as well as contributions of individuals and groups to Canadian heritage and identity. Students will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating the continuing relevance of historical developments and how they have helped shape communities in present-day Canada.

CHV2O Civics and Citizenship Open

This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance such as healthy schools, community planning, environmental responsibility, and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate, and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them.


pg. 44

ENG2D English Academic

This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in the their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. This course is intended to prepare students for the compulsory Grade 11 university or college preparation course.

ENG2P English Applied

This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in secondary school and daily life. Students will study and create a variety of informational, literary, and graphical texts. An important focus will be on the consolidation of strategies and processes that help students interpret texts and communication clearly and effectively. This course is intended to prepare students for the Compulsory Grade 11 college or workplace preparation course

GLC2O Career Studies Open

This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. Students will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities, and ways to search for work. The course explores postsecondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan.

GLE2O Learning Strategies 1: Skills for Success in Secondary School

Open

This course focuses on learning strategies to help students become better, more independent learners. Students will learn how to develop and apply literacy and numeracy skills, personal-management skills, and interpersonal and teamwork skills to improve their learning and achievement in school, the workplace, and the community. The course helps students build confidence and motivation to pursue opportunities for success in secondary school and beyond.

ICS2O Introduction to Computer Studies

Open

This course introduces students to computer programming. Students will plan and write simple computer programs by applying fundamental programming concepts, and learn to create clear and maintainable internal documentation. They will also learn to manage a computer by studying hardware configurations, software selection, operating system functions, networking, and safe computing practices. Students will also investigate the social impact of computer technologies, and develop an understanding of environmental and ethical issues related to the use of computers.

MFM2P Foundations of Mathematics Applied

This course enables students to consolidate their understanding of linear relations and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and hands on activities. Students will develop and graph equations in analytic geometry; solve and apply linear systems, using real-life examples; and explore and interpret graphs of quadratic relations. Students will investigate similar triangles, the trigonometry of right triangles, and the measurement of three-dimensional figures. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

MPM2D Principles of Mathematics Academic

This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems.


Open

This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.


pg. 45

SNC2D Science Academic

This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter.

SNC2P Science Applied

This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science, and physics, and to apply their knowledge of science in real-world situations. Students are given opportunities to develop further practical skills in scientific investigation. Students will plan and conduct investigations into everyday problems and issues related to human cells and body systems; chemical reactions; factors affecting climate change; and the interaction of light and matter.

TEJ2O Computer Technology Open

This course introduces students to computer systems, networking, and interfacing, as well as electronics and robotics. Students will assemble, repair, and configure computers with various types of operating systems and application software. Students will build small electronic circuits and write computer programs to control simple peripheral devices or robots. Students will also develop an awareness of related environmental and societal issues, and will learn about secondary and postsecondary pathways and career opportunities in computer technology

TPJ2O Health Care Open

This course introduces students to personal health promotion, child and adolescent health concerns, and a variety of medical services, treatments, and technologies. Students will become familiar with various instruments and equipment and will learn about human anatomy, organs, and body chemistry, as well as the effects that lifestyle choices can have on personal well-being. They will plan recreational activities for youth, perform a dietary analysis, and evaluate health care practices. Students will develop an awareness of environmental and societal issues related to health care, and will explore secondary and postsecondary pathways leading to careers in the field.


pg. 46

Grade 11 Courses


AMU3M Music University/ College Preparation

This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis, and performance of music, including traditional, commercial, and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis process when reflecting on, responding to, and analyzing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers.

ASM3M Media Arts University/ College Preparation

This course focuses on the development of media arts skills through the production of art works involving traditional and emerging technologies, tools, and techniques such as new media, computer animation, and web environments. Students will explore the evolution of media arts as an extension of traditional art forms, use the creative process to produce effective media art works, and critically analyse the unique characteristics of this art form. Students will examine the role media artists in shaping audience perceptions of identity, culture, and values.

AVI3M Visual Arts University/ College Preparation

This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using merging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, information design).

CHW3M World History to the End of the Fifteenth Century

University/ College Preparation

This course investigates the history of humanity from earliest times to the sixteenth century. Students will analyse diverse societies from around the world, with an emphasis on the political, cultural, and economic structures and historical forces that have shaped the modern world. They will apply historical inquiry, critical-thinking, and communication skills to evaluate the influence of selected individuals, groups, and innovations and to present their own conclusions.

CIE3M The Individual and the Economy


This course explores issues and challenges facing the Canadian economy as well as the implications of various responses to them. Students will explore the economic role of firms, workers, and government as well as their own role as individual consumers and contributors, and how all of these roles contribute to stability and change in the Canadian economy. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate the impact of economic issues and decisions at the individual, regional, and national level.

CLU3M Understanding Canadian Law


This course explores Canadian law with a focus on legal issues that are relevant to people’s everyday lives. Students will investigate fundamental legal concepts and processes to gain a practical understanding of Canada’s legal system, including the criminal justice system. Students will use critical-thinking, inquiry, and communication skills to develop informed opinions on legal issues and apply this knowledge in a variety of ways and settings, including case analysis, legal research projects, mock trails, and debates.

ENG3C English College Preparation

This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will study the content, form, and style of a variety of informational and graphic texts, as well as literary texts from Canada and other countries, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity. The course is intended to prepare students for the compulsory Grade 12 college preparation course.


pg. 47

ENG3U English University Preparation

This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course.

EPS3O Presentation and Speaking Skills

Open

This course emphasizes the knowledge and skills required to plan and make effective presentations and to speak effectively in both formal and informal contexts, using such forms as reports, speeches, debates, panel discussions, storytelling, recitations, interviews, and multimedia presentations. Students will research and analyse the content and characteristics of convincing speeches and the techniques of effective speakers; design and rehearse presentations for a variety of purposes and audiences; select and use visual and technological aids to enhance their message; and assess the effectiveness of their own and others’ presentations.

HRT3M

World Religions and Belief Traditions: Perspectives, Issues, and Challenges


This course provides students with opportunities to explore various world religions and belief traditions. Students will develop knowledge of the terms and concepts relevant to this area of study, will examine the ways in which religions and belief traditions meet various human needs, and will learn about the relationship between belief and action. They will examine sacred writings and teachings, consider how concepts of time and place influence different religions and belief traditions, and develop research and inquiry skills related to the study of human expressions of belief.

HSP3U

Introduction to Anthroplogy, Psychology, and Sociology

University Preparation

This course provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science research, and to become familiar with current thinking on a range of issues within the three disciplines.

HZB3M Philosophy: The Big Questions


This course encourages exploration of philosophy’s big questions, such as: What is a meaningful life? What separates right from wrong? What constitutes knowledge? What makes something beautiful? What is a just society? Students will develop critical thinking and philosophical reasoning skills as they identify and analyse the responses of philosophers to the big questions and formulate their own responses to them. Students will explore the relevance of philosophical questions to society and to their everyday life. They will develop research and inquiry skills as they investigate various topics in philosophy.

ICS3U Introduction to Computer Science


This course introduces students to computer science. Students will design software independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computer-related fields.

MBF3C Foundations for College Mathematics

College Preparation

This course enables students to broaden their understanding of mathematics as a problem-solving tool in the real world. Students will extend their understanding of quadratic relations; investigate situations involving exponential growth; solve problems involving compound interest; solve financial problems connected with vehicle ownership; develop their ability to reason by collecting, analysing, and evaluating data involving one variable; connect probability and statistics; and solve problems in geometry and trigonometry. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.


pg. 48

MCR3U Functions University Preparation

This course introduces the mathematical concept of the function by extending students’ experiences with linear and quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions; investigate inverse functions; and develop facility in determining equivalent algebraic expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems.


Open

This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable physical activities that have the potential to engage students’ interest throughout their lives. Students will be encouraged to develop personal competence in a variety of movement skills and will be given opportunities to practise goal-setting, decision-making, social, and interpersonal skills. Students will also study the components of healthy relationships, reproductive health, mental health, and personal safety.

SBI3U Biology University Preparation

This course furthers students' understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.

SCH3U Chemistry University Preparation

This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.

SPH3U Physics University Preparation

This course develops students' understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.

SVN3M Environmental Science University/ College Preparation

This course provides students with the fundamental knowledge of and skills relating to environmental science that will help them succeed in life after secondary school. Students will explore a range of topics, including the role of science in addressing contemporary environmental challenges; the impact of the environment on human health; sustainable agriculture and forestry; the reduction and management of waste; and the conservation of energy. Students will increase their scientific and environmental literacy and examine the interrelationships between science, the environment, and society in a variety of areas.

TDJ3M Technological Design University/ College Preparation

This course examines how technological design is influenced by human, environmental, financial, and material requirements and resources. Students will research, design, build, and assess solutions that meet specific human needs, using working drawings and other communication methods to present their design ideas. They will develop an awareness of environmental, societal, and cultural issues related to technological design, and will explore career opportunities in the field, as well as the college and/or university program requirements for them.

TEJ3M Computer Engineering Technology


This course examines computer systems and control of external devices. Students will assemble computers and small networks by installing and configuring appropriate hardware and software. Students will develop knowledge and skills in electronics, robotics, programming, and networks, and will build systems that use computer programs and interfaces to control and/or respond to external devices. Students will develop an awareness of related environmental and societal issues, and will learn about college and university programs leading to careers in computer technology.


pg. 49

TGJ3M Communications Technology


This course examines communications technology from a media perspective. Students will develop knowledge and skills as they design and produce media projects in the areas of live, recorded, and graphic communications. These areas may include TV, video, and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students will also develop an awareness of related environmental and societal issues, and will explore college and university programs and career opportunities in the various communications technology fields.

TPJ3M Health Care University/ College Preparation

This course enables students to develop their understanding of basic health care procedures, including the safe use of appropriate instruments, equipment, and materials. Students will focus on health care fundamentals, including the anatomical features and physiology of the major body systems and the factors that affect homeostasis in the human body. Students will develop an awareness of health and safety issues in the health care field, analyse environmental and societal issues related to health care, and learn about professional practice standards and career opportunities in the field.


pg. 50

Grade 12 Courses


AMU4M Music University/ College Preparation

This course enables students to enhance their musical literacy through the creation, appreciation, analysis, and performance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their life and careers.

ASM4M Media Arts University/ College Preparation

This course emphasizes the refinement of media arts skills through the creation of a thematic body of work by applying traditional and emerging technologies, tools, and techniques such as multimedia, computer animation, installation art, and performance art. Students will develop works that express their views on contemporary issues and will create portfolios suitable for use in either career or postsecondary education applications. Students will critically analyse the role of media artists in shaping audience perceptions of identity, culture, and community values.

AVI4M Visual Arts University/ College Preparation

This course focuses on enabling students to refine their use of the creative process when creating and presenting two- and three-dimensional art works using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts.

BBB4M International Business Fundamentals


This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for postsecondary programs in business, including international business, marketing, and management.

CGW4U Canadian and World Issues: A Geographic Analysis


This course examines the global challenges of creating a sustainable and equitable future, focusing on current issues that illustrate these challenges. Students will investigate a range of topics, including cultural, economic, and geopolitical relationships, regional disparities in the ability to meet basic human needs, and protection of the natural environment. Students will use geotechnologies and skills of geographic inquiry and analysis to develop and communicate balanced opinions about the complex issues facing Canada and a world that is interdependent and constantly changing.

CHI4U Canada: History, Identity, and Culture


This course explores the challenges associated with the formation of a Canadian national identity. Students will examine the social, political, and economic forces that have shaped Canada from the pre-contact period to the present and will investigate the historical roots of contemporary issues from a variety of perspectives. Students will use critical-thinking and communication skills to consider events and ideas in historical context, debate issues of culture and identity, and present their own views.

CHY4U World History since the Fifteenth Century


This course investigates the major trends in Western civilization and world history from the sixteenth century to the present. Students will learn about the interaction between the emerging West and other regions of the world and about the development of modern social, political, and economic systems. They will use critical-thinking and communication skills to investigate the historical roots of contemporary issues and present their conclusions.

CPW4U Canadian and World Politics


This course examines Canadian and world politics from a variety of perspectives. Students will investigate the ways in which individuals, groups, and states work to influence domestic and world events, the role of political ideologies in national and international politics, and the dynamics of international cooperation and conflict resolution. Students will apply critical thinking and communication skills to develop and support informed opinions about current political conflicts, events, and issues.


pg. 51

ENG4C English College Preparation

This course emphasizes the consolidation of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a variety of informational and graphic texts, as well as literary texts from various countries and cultures, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity and developing greater control in writing. The course is intended to prepare students for college or the workplace.

ENG4U English University Preparation

This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.

EWC4C The Writer's Craft College Preparation

This course emphasizes knowledge and skills related to the craft of writing. Students will investigate models of effective writing; use a workshop approach to write a variety of works; and make considered decisions for improving the quality of their writing. They will also complete a creative or analytical independent study project and investigate opportunities for publication and for writing careers.

EWC4U The Writer's Craft University Preparation

This course emphasizes knowledge and skills related to the craft of writing. Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers.

GLS4O

Advanced Learning Strategies: Skills for Success After Secondary School

Open

This course improves students’ learning and personal-management skills, preparing them to make successful transitions to work, training, and/or postsecondary education destinations. Students will assess their learning abilities and use literacy, numeracy, and research skills and personal-management techniques to maximize their learning. Students will investigate trends and resources to support their postsecondary employment, training, and/or education choices and develop a plan to help them meet their learning and career goals.

ICS4U Computer Science University Preparation

This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.


Open

This course focuses on the development of a personalized approach to healthy active living through participation in a variety of sports and recreational activities that have the potential to engage students’ interest throughout their lives. Students will develop and implement personal physical fitness plans. In addition, they will be given opportunities to refine their decision-making, conflict-resolution, and interpersonal skills, with a view to enhancing their mental health and their relationships with others.

PSE4U Exercise Science University Preparation

This course focuses on the study of human movement and of systems, factors, and principles involved in human development. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sports, and the factors that influence an individual’s participation in physical activity. The course prepares students for university programs in physical education, kinesiology, recreation, and sports administration.

MAP4C Foundations for College Mathematics

College Preparation

This course enables students to broaden their understanding of real-world applications of mathematics. Students will analyse data using statistical methods; solve problems involving applications of geometry and trigonometry; solve financial problems connected with annuities, budgets, and renting or owning accommodation; simplify expressions; and solve equations. Students will reason mathematically and communicate their thinking as they solve multi-


pg. 52

step problems. This course prepares students for college programs in areas such as business, health sciences, and human services, and for certain skilled trades.

MCV4U Calculus and Vectors University Preparation

This course builds on students' previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three-dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university-level calculus, linear algebra, or physics course.

MDM4U Mathematics of Data Management


This course broadens students' understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.

MHF4U Advanced Functions University Preparation

This course extends students' experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs.

SBI4U Biology University Preparation

This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields.

SCH4U Chemistry University Preparation

This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.

SPH4U Physics University Preparation

This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.

HHG4M Human Development Throughout the Lifespan


This course offers a multidisciplinary approach to the study of human development throughout the lifespan. Students will learn about a range of theoretical perspectives on human development. They will examine threats to healthy development as well as protective factors that promote resilience. Students will learn about physical, cognitive, and social-emotional development from the prenatal period through old age and will develop their research and inquiry skills by investigating issues related to human development.


pg. 53

HSB4U Challenge and Change in Society


This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyse how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change.

HSE4M Equity and Social Justice: From Theory to Practice


This course enables students to develop an understanding of the theoretical, social, and historical underpinnings of various equity and social justice issues and to analyse strategies for bringing about positive social change. Students will learn about historical and contemporary equity and social justice issues in Canada and globally. They will explore power relations and the impact of a variety of factors on equity and social justice. Students will develop and apply research skills and will design and implement a social action initiative relating to an equity or social justice issue.

HZT4U Philosophy: Questions and Theories


This course enables students to acquire an understanding of the nature of philosophy and philosophical reasoning skills and to develop and apply their knowledge and skills while exploring specialized branches of philosophy (the course will cover at least three of the following branches: metaphysics, ethics, epistemology, philosophy of science, social and political philosophy, aesthetics). Students will develop critical thinking and philosophical reasoning skills as they formulate and evaluate arguments related to a variety of philosophical questions and theories. They will also develop research and inquiry skills related to the study and practice of philosophy.

TDJ4M Technological Design University/ College Preparation

This course introduces students to the fundamentals of design advocacy and marketing, while building on their design skills and their knowledge of professional design practices. Students will apply a systematic design process to research, design, build, and assess solutions that meet specific human needs, using illustrations, presentation drawings, and other communication methods to present their designs. Students will enhance their problem-solving and communication skills, and will explore career opportunities and the postsecondary education and training requirements for them.


pg. 54

English as a Second Language

Code Title Level Type Description

ESLAO English as a Second Language

1 Open

This course builds on students’ previous education and language knowledge to introduce them to the English language and help them adjust to the diversity in their new environment. Students will use beginning English language skills in listening, speaking, reading, and writing for everyday and essential academic purposes. They will engage in short conversations using basic English language structures and simple sentence patterns; read short adapted texts; and write phrases and short sentences. The course also provides students with the knowledge and skills they need to begin to adapt to their new lives in Canada.

ESLBO English as a Second Language

2 Open

This course extends students’ listening, speaking, reading, and writing skills in English for everyday and academic purposes. Students will participate in conversations in structured situations on a variety of familiar and new topics; read a variety of texts designed or adapted for English language learners; expand their knowledge of English grammatical structures and sentence patterns; and link English sentences to compose paragraphs. The course also supports students’ continuing adaptation to the Ontario school system by expanding their knowledge of diversity in their new province and country.

ESLCO English as a Second Language

3 Open

This course further extends students’ skills in listening, speaking, reading, and writing in English for a variety of everyday and academic purposes. Students will make short classroom oral presentations; read a variety of adapted and original texts in English; and write using a variety of text forms. As well, students will expand their academic vocabulary and their study skills to facilitate their transition to the mainstream school program. This course also introduces students to the rights and responsibilities inherent in Canadian citizenship, and to a variety of current Canadian issues.

ESLDO English as a Second Language

4 Open

This course prepares students to use English with increasing fluency and accuracy in classroom and social situations and to participate in Canadian society as informed citizens. Students will develop the oral-presentation, reading, and writing skills required for success in all school subjects. They will extend listening and speaking skills through participation in discussions and seminars; study and interpret a variety of grade-level texts; write narratives, articles, and summaries in English; and respond critically to a variety of print and media texts.

ESLEO English as a Second Language

5 Open

This course provides students with the skills and strategies they need to make the transition to college and university preparation courses in English and other secondary school disciplines. Students will be encouraged to develop independence in a range of academic tasks. They will participate in debates and lead classroom workshops; read and interpret literary works and academic texts; write essays, narratives, and reports; and apply a range of learning strategies and research skills effectively. Students will further develop their ability to respond critically to print and media texts.

handbook - home - the study academy

Documents