Cawthra Campus - Blyth Academy

Transcription

School Course
Calendar
2015 - 2016
Mississauga
Cawthra Estate
The Cawthra Estate, 1507 Cawthra Road, Mississauga, ON. L5G 4L1
Phone: 905 990 9400
Fax: 905 990 9100
Email: [email protected]
SCHOOL YEAR CALENDAR
Table of Contents
OVERALL GOALS AND PHILOSOPHY
5
BLYTH ACADEMY DIRECTORY
8
Value of Completing a Secondary Education ................................................................................................................................... 9
SECTION I: PROGRAM AND DIPLOMA INFORMATION
Transition to High School
10
................................................................................................................................... 10
Ontario Seconday School Diploma Information
................................................................................................................................... 10
Courses and Credits
................................................................................................................................... 10
Definition of a Credit
................................................................................................................................... 11
Course Types
................................................................................................................................... 11
Grades 9 and 10
................................................................................................................................... 11
Grades 11 and 12
................................................................................................................................... 11
The Course Coding System- How To Read The
...................................................................................................................................
Code
12
Course Outlines and Curriculum Documents................................................................................................................................... 12
Ontario Secondary School Diploma (OSSD) –...................................................................................................................................
Diploma Requirements
13
Ontario Secondary School Certificate
................................................................................................................................... 14
The Certificate of Accomplishment
................................................................................................................................... 14
Substitution for Compulsory Credit
................................................................................................................................... 14
Prerequisites and Co requisites
................................................................................................................................... 15
Changing Course Type
................................................................................................................................... 15
Community Involvement (CI)
................................................................................................................................... 15
Ontario Secondary School Literacy Test (OSSLT)
................................................................................................................................... 16
Accommodations, Deferrals and Exemptions................................................................................................................................... 16
Accommodation
Deferrals
Exemptions
.......................................................................................................................................................... 16
.......................................................................................................................................................... 17
.......................................................................................................................................................... 17
Ontario Secondary School Literacy Course (OSSLC)
................................................................................................................................... 18
SECTION II: ASSESSMENT, EVALUATION AND REPORTING
19
Assessment and Evaluation Policy
................................................................................................................................... 19
An Explanation of Accommodations
................................................................................................................................... 19
Definitions
................................................................................................................................... 20
Percentages Grades and Achievement Levels
................................................................................................................................... 21
Final Summative Evaluation
................................................................................................................................... 21
The Ontario Student Record (OSR)
................................................................................................................................... 21
1
Blyth Academy School Calendar
Reporting
................................................................................................................................... 22
Report Card Average and Median
................................................................................................................................... 22
Attendance and Performance Levels
................................................................................................................................... 23
Full Disclosure
................................................................................................................................... 23
Withdrawal From a Course
Credts in Jeopardy
.......................................................................................................................................................... 23
.......................................................................................................................................................... 23
School Schedule and Term Dates
................................................................................................................................... 23
SECTION III: COURSE OFFERINGS AND COURSE DESCRIPTIONS
24
The Arts
................................................................................................................................... 24
Visual Arts
................................................................................................................................... 25
AVI1O Visual Arts, Grade 9, (Open)
.......................................................................................................................................................... 25
.......................................................................................................................................................... 25
AVI3M Visual Arts, Grade 11, (University/College
..........................................................................................................................................................
Preparation)
25
AVI4M Visual Arts, Grade 12, (University/College
..........................................................................................................................................................
Preparation)
25
Photography and Film Studies
................................................................................................................................... 26
AWQ4M Visual Arts- Photography,
..........................................................................................................................................................
Grade 12, (University/College Preparation)
26
AWR3M Visual Arts- Film/Video,..........................................................................................................................................................
26
Business Studies
................................................................................................................................... 27
BBI2O Introduction to Business, Grade
..........................................................................................................................................................
10 (Open)
27
BMI3C Marketing: Goods, Services,
..........................................................................................................................................................
Events, Grade 11, (College)
27
BBB4M International Business Fundamentals,
..........................................................................................................................................................
27
Canadian and World Studies
................................................................................................................................... 28
Geography
.......................................................................................................................................................... 28
CGC1D Issues in Canadian Geography,
..........................................................................................................................................................
Grade 9, (Academic)
28
CGR4M The Environment and Resource
..........................................................................................................................................................
Management, Grade 12, (University/College Preparation)
29
CGW4U World Issues: A Geographic
..........................................................................................................................................................
Analysis, Grade 12, (University Preparation)
29
History
.......................................................................................................................................................... 29
CHC2D Canadian History Since World
..........................................................................................................................................................
War I, Grade 10, (Academic)
29
CHW3M World History to the End..........................................................................................................................................................
of the 15th Century, Grade 11, (University/College Preparation)
29
CHY4U World History since the Fifteenth
..........................................................................................................................................................
Century, Grade 12 (University Preparation)
29
Law
.......................................................................................................................................................... 30
CHV2O Civics and Citizenship, Grade
..........................................................................................................................................................
10, (Open) (0.5 credit)
30
CLU3M Understanding Canadian ..........................................................................................................................................................
Law, Grade 11, (University/College Preparation)
30
CLN4U Canadian & International ..........................................................................................................................................................
Law, Grade 12 (University Preparation)
30
English
................................................................................................................................... 30
ENG1D English, Grade 9, (Academic)
.......................................................................................................................................................... 31
.......................................................................................................................................................... 31
ENG3U English, Grade 11, (University
..........................................................................................................................................................
Preparation)
32
ENG4U English, Grade 12, (University
..........................................................................................................................................................
Preparation)
32
Optional English Courses
.......................................................................................................................................................... 32
EPS3O Presentation and Speaking..........................................................................................................................................................
Skills, Grade 11 (Open)
32
French as a Second Language
................................................................................................................................... 33
FSF1D Core French, Grade 9, (Academic)
.......................................................................................................................................................... 33
Guidance and Career Education
................................................................................................................................... 33
GLS1O Learning Strategies: Skills ..........................................................................................................................................................
for Success in Secondary School, Grade 9, (Open)
33
GLC2O Career Studies, Grade 10,..........................................................................................................................................................
(Open) (0.5 credit)
33
GLD2O Discovering the Workplace
..........................................................................................................................................................
, Grade 10, (Open)
33
Health and Physical Education
................................................................................................................................... 35
2
PPL1O Healthy Active Living Education,
..........................................................................................................................................................
Grade 9, (Open)
35
PPL2O Healthy Active Living Education,
..........................................................................................................................................................
Grade 10, (Open)
35
PSK4U Introduction to Kinesiology,
.........................................................................................................................................................
Grade 12, (University Preparation)
35
Mathematics
................................................................................................................................... 36
MPM1D Principles of Mathematics,
..........................................................................................................................................................
Grade 9, (Academic)
36
MPM2D Principles of Mathematics,
..........................................................................................................................................................
Grade 10, (Academic)
36
MCR3U Functions, Grade 11, (University
..........................................................................................................................................................
Preparation)
37
MCF3M Functions and Applications,
..........................................................................................................................................................
37
MHF4U Advanced Functions, Grade
..........................................................................................................................................................
12, (University Preparation)
37
MCV4U Calculus and Vectors, Grade
..........................................................................................................................................................
12, (University Preparation)
37
MDM4U Mathematics of Data Management,
..........................................................................................................................................................
Grade 12, (University Preparation)
37
Science
................................................................................................................................... 38
SNC1D Science, Grade 9, (Academic)
.......................................................................................................................................................... 38
.......................................................................................................................................................... 38
Biology
................................................................................................................................... 39
SBI3U Biology, Grade 11, (University
..........................................................................................................................................................
Preparation)
39
SBI4U Biology, Grade 12, (University
..........................................................................................................................................................
Preparation)
39
Chemistry
................................................................................................................................... 39
SCH3U Chemistry, Grade 11, (University
..........................................................................................................................................................
Preparation)
39
SCH4U Chemistry, Grade 12, (University
..........................................................................................................................................................
Preparation)
39
Physics
................................................................................................................................... 39
SPH3U Physics, Grade 11, (University
..........................................................................................................................................................
Preparation)
39
SPH4U Physics, Grade 12, (University
..........................................................................................................................................................
Preparation)
40
Earth & Space Science
................................................................................................................................... 40
SES4U Earth & Space Science, Grade
..........................................................................................................................................................
12 (University Preparation)
40
Environmental Science
.......................................................................................................................................................... 40
SVN3M Environmental Science,
.........................................................................................................................................................
Grade 11 (University/College Preparation)
40
Social Sciences and the Humanities
................................................................................................................................... 41
HFN1O/2O Food and Nutrition, Grade
..........................................................................................................................................................
9 or 10 (Open)
41
HFC3M Food and Culture, Grade ..........................................................................................................................................................
11 (University/College Preparation)
42
HSP3U Introduction to Anthropology,
..........................................................................................................................................................
Psychology, and Sociology, Grade 11, (University Preparation)
42
HRT3M World Religions and Belief
..........................................................................................................................................................
Traditions: Perspectives, Issues, and Challenges, Grade 11, (University/College Preparation)
42
HSG3M Gender Studies, Grade 11
..........................................................................................................................................................
(University/College Preparation)
42
HZB3M Philosophy: The Big Questions,
..........................................................................................................................................................
Grade 11, (University/College Preparation) 2
42
HSE4M Equity and Social Justice:..........................................................................................................................................................
From Theory to Practice, Grade 12 (University/Collegec Preparation)
43
HFA4U Nutrition and Health, Grade
..........................................................................................................................................................
12 (University Preparation
43
HSB4U Challenge and Change in Society,
..........................................................................................................................................................
Grade 12, (University Preparation) 2
43
HZT4U Philosophy: Questions and..........................................................................................................................................................
Theories, Grade 12, (University Preparation)
43
Technological Education
................................................................................................................................... 44
Communications Technology .......................................................................................................................................................... 44
TGJ2O Communications Technology,
..........................................................................................................................................................
Grade 10 (Open)
44
TGJ3M Communications Technology,
..........................................................................................................................................................
44
TGJ4M Communications Technology,
..........................................................................................................................................................
44
45
SPECIAL PROGRAMS
Foundations Program
................................................................................................................................... 45
Alternative Learning Opportunities
................................................................................................................................... 45
Prior Learning Assessment and Recognition...................................................................................................................................
(PLAR)
45
Independent Learning Centre (ILC)
................................................................................................................................... 46
3
Cooperative Education
................................................................................................................................... 46
Job Shadowing
................................................................................................................................... 46
Independent Study
................................................................................................................................... 46
Private Study
................................................................................................................................... 47
Summer School
................................................................................................................................... 47
E-Learning
................................................................................................................................... 47
External Music Credits
................................................................................................................................... 47
Online Courses
................................................................................................................................... 47
SECTION IV: STUDENT INVOLVEMENTS AND SUPPORT
48
................................................................................................................................... 48
Student Success Support
.......................................................................................................................................................... 49
Supports for English Language Learners
.......................................................................................................................................................... 49
Special Provisions Available to Exceptional
..........................................................................................................................................................
Students
49
What is a Student Support Plan? .......................................................................................................................................................... 49
An Explanation of Modifications and
..........................................................................................................................................................
Accommodations
49
Computer Labs/Resource Centers/Libraries................................................................................................................................... 50
Education Planning and the Course Selection
...................................................................................................................................
Process
50
Intervention Strategies, Supports and Programs
................................................................................................................................... 50
Student Conduct - Roles & Responsibilities ................................................................................................................................... 51
Students
.......................................................................................................................................................... 51
Parents/Guardians
.......................................................................................................................................................... 51
Code of Conduct
.......................................................................................................................................................... 51
Standards of Behaviour
.......................................................................................................................................................... 52
Safety
.......................................................................................................................................................... 52
Students’ Responsibilities with Respect
..........................................................................................................................................................
to Evidence for Evaluation
53
Cheating and Plagiarism
.......................................................................................................................................................... 53
Late and Missed Assignment Policy
.......................................................................................................................................................... 53
Missed Tests and Exam Policy .......................................................................................................................................................... 54
Punctuality and Absences
.......................................................................................................................................................... 54
Non-Attendance Policy
.......................................................................................................................................................... 54
55
4
Welcome from Sam Blyth
Dear Parents and Students,
Welcome to Blyth 2015-16.
Your time at Blyth should be as enjoyable as it is enriching, and those of you that are new will find that we offer a warm,
tolerant and creative environment in which to live and learn.
Graduates of Blyth talk about how the school transformed them and their futures. The keys to this transformation are
engagement and passion, and you will find our teachers and staff very good at the former and filled with the latter. Our
informal approach to the teacher student relationship will provide you with the chance to access all that is brilliant
about them.
At Blyth we approach classroom learning as a conversation not a lecture, and with class sizes averaging less than 8 you
will find yourself very much an active participant in the conversation. Come ready to talk, to question, to rebut and to
be creative whether it is in math or ancient civilizations.
In your first few days of the term I hope you will reach out to both your fellow students and teachers alike and open
yourself to new friendships and learning. At Blyth, you have been provided with a fantastic opportunity to live and
learn.
Be brilliant.
With warm wishes,
Sam Blyth
Chair,
Blyth Academy.
5
Welcome from the Head of Lower School
Dear Blyth Academy Families,
I am so pleased to welcome you to our Cawthra Estate campus. With an enormously successful inaugural year now
complete, we are looking forward to the fall with great anticipation. We are tremendously excited to build upon the
broad range of initiatives that our close community of staff, students and families have worked so hard to create.
Our unique programming ensures that we are meeting the specific needs of each individual student. The grade 7 and 8
program provides many great opportunities for students. This is a direct result of our flexible programing, small
classroom sizes and the foundations program which allows students to work on assignments at the end of the day with
their teachers.
Our grade 9 and 10 program provides important life skills that are required for students to be
successful in their senior years of high school. In grade nine, we have a focused curriculum that meets the Ministry of
Education’s standards, in addition to our foundations program that helps students with their literacy, numeracy and
organizational skills. In grade ten, students have more open curriculum and choices of courses in addition to
opportunities to develop their leadership skills and really get a sense of helping those within the community. Our
environment fosters positive learning opportunities and ensures that students enjoy the learning process.
At Cawthra Estate, we have dedicated teachers that are committed to ensuring that their students are life-long learners.
Teachers and staff provide fun and innovative ways to engage students and ensure that their practices are responsive to
student’s interests and needs. At Cawthra Estate we ensure that students have an engaging educational environment
where parents, teachers and staff play a vital part in developing our school community.
We also have a great facility and grounds for the students to explore. With ongoing projects around the endangered
Jefferson salamander and our Credit Valley Conservation partnership, students experience hands on lessons about
their local ecosystems and environment. Students are engaged and encouraged to help support the efforts of the city of
Mississauga in ensuring that the Jefferson salamander’s population thrives. This helps students to become aware of
their impacts on the environment and the way in which humans play a role in ensuring its survival. Additionally,
students have many opportunities to get involved in a wide array of clubs available at Cawthra Estate. From
photography and art club to student council, students have the ability to be creative and explore their talents. Students
are also able to get involved in sports at the Carmen Corbasson Community Centre. With their state of the art facility,
students have access to all of the sports equipment and space required to play any sport. Moreover, we also have
social opportunities for students with our movie club. Twice a month, students are able to go out with their peers and
watch their favourite movies at the local theatre. Movie club enables students to develop bonds with their peers, while
being supervised by our Blyth Academy staff. With our wide range of activities, students have many opportunities to get
involved at Blyth Academy.
As an educator with a special education background, I am committed to ensuring that all students are in a positive and
inclusive environment, where they are able to grow and thrive as learners. I also have a strong belief in nurturing
literacy and numeracy skills in young adolescents so that they may be successful in their senior years of high school
and beyond. I would welcome the opportunity to discuss our school’s vision, and further explore how it may fit your
particular needs for your child.
Warmest Regards,
Tania Freire
Head of Lower School
Blyth Academy Mississauga: Cawthra
6
Welcome to Blyth Academy
Over the last thirty-seven years, we have devoted ourselves to the education of young people. Central to our philosophy
are three truths we have learned and that you will see reflected in our school:
1.
Care and empathy for students on academic, intellectual and personal levels are essential to success.
2.
Brilliant hands-on, experiential teaching in small classes engages students and produces the best results.
3.
Our school produces well-rounded “university-ready” students by providing an extra-curricular program of
activities including sports and fitness, theatre, and the arts, as well as community-involvement
opportunities in our neighborhood and around the world.
Blyth Academy is designed to be a boutique style school. This allows us to be personally in touch with every individual,
yet large enough to offer a broad range of courses. The distinction between our model and the traditional school is the
difference between a warm, inviting, boutique hotel and a sprawling conference hotel. The feeling is very different.
When you combine that feeling with first-class care and great teaching, wonderful things happen and our students
flourish.
7
Head Office:
146 Yorkville Avenue, Toronto, Ontario. M5R 1C2
416-960-3552 FAX: 416-960-9506
Mr. Sam Blyth
Chair
Ms. Frances Hatcher
Managing Principal
Administrative Staff:
Head of Lower School:
Ms. Tania Freire
Guidance Counselor:
Ms. Maria Leonardo
Administrative Assistant:
Mr. Alberto Caballero
8
Value of Completing a Secondary Education
The school recognizes that every student learns in his or her own way; therefore, our goal is to provide a warm and
empathetic environment which allows students with a variety of learning styles to reach their academic potential
through their participation in our unique four-term, experiential based, approach to curriculum delivery. This means
that we are able to meet the needs, interests and strengths of all students and engage them in learning and better
preparation for graduation, post-secondary study and beyond. Students are exposed to a variety of teaching styles in
multiple locations, both within the traditional classroom and through our groundbreaking local community
partnerships.
At this school, the dedicated team of Principal, Head of Guidance and Academic Administrator provide extra attention
and ongoing support for each student.
Features of the program include:
Unique four term approach allowing for in-depth concentrated, hands on study, and for students to begin at
the start of any of the four terms;
Responsive and supportive teaching faculty;
Extensive and thorough educational planning and guidance at all grade levels;
Community Involvement opportunities unique to the school and involvement missions abroad through Blyth
Education;
Shape and design of curriculum undergoes ongoing assessment and revision in response to student needs and
the demands of an ever changing post-secondary landscape.
9
Transition to High School
What Is Grade 8 to 9 Transition?
Blyth Academy’s Grade 8 to 9 Transition Program supports students as they move from elementary to secondary school
recognizing how complex and challenging this period is for students. The program is designed to help students make a
smooth transition focusing on feeling safe and developing a sense of belonging at school. The components of Grade 8
Transition Plan are the following:
The guidance counselor and Foundations program teacher are partnered with students.
Individual Pathways Plan’s (IPP) that were started in elementary are reviewed to help in course selection, setting
community service plan and identifying extracurricular opportunities.
The Principal and guidance counselor develop individual student profiles that highlight the strengths, needs, and
interests of each student (e.g., academic, emotional, social, physical).
The guidance counselor develops individualized timetables for grade 9 students, basing them on students’ strengths
and interests, with a focus on at-risk students. The timetables are developed over the summer between grade 8 and 9.
The Foundations teacher develops, implements, and monitors the Transition Plan (including student orientation
activities and other interventions and strategies for transition).
An orientation program is offered to grade 9 students and their parents that provides information on navigating and
understanding high school.
How Does Grade 8 to 9 Transition Benefit Students?
Blyth Academy creates a welcoming and caring environment for grade 9 students, in which students’ emotional,
social, and academic needs are supported.
The high school experience is tailored to individual student needs, interests, and strengths.
The school will have a grade 9 orientation day before the beginning of the school year to establish routines, meet
teachers and receive courses of study for the first term.
The student has ongoing interaction with the Principal, guidance counselor and Foundations teacher.
Ontario Secondary School Diploma Information
Students at Blyth Academy will complete their secondary school studies in compliance with the requirements set out in
Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements 2011.
In support of Bill 52, the school supports student success to 18. Students must remain in school until the age of 18 or
until they have received an Ontario Secondary School Diploma. Programs include guidance courses and career
counseling from grade 9 to 12, job shadowing, and cooperative education programs. Our students benefit from our
individualized attention and support, as well as ongoing interaction with the Principal, guidance counselor, student
support teacher. Emphasis is placed on home school communication.
Courses and Credits
Credit courses are delivered according to Ontario Ministry of Education Guidelines. Once a credit has been earned, an
entry will be made on the Ontario Student Transcript (OST).
10
Definition of a Credit
Each credit course is a full term course unless otherwise stated and a credit will be awarded upon successful
completion of the prescribed curriculum. Each grade 9 -12 course has been scheduled for a minimum of 110 hours with
the exception of the half credits in Career Studies and Civics and Citizenship which are scheduled for a minimum of 55
hours and carry the value of 0.5 credit.
At Blyth Academy Mississauga: Cawthra Estate each 110 hour credit will be delivered using a blended learning model.
Students will access 15 hours of high-quality course materials, such as assignments, short course-related instructional
videos, etc., through the learning management system Moodle. All student access and activity will be tracked for each
student in detailed activity logs showing pages accessed along with times.
The courses leading to the Ontario Secondary School Diploma (OSSD) are developed in compliance with the requirements
set out in the curriculum documents provided by the Ontario Ministry of Education. At Blyth Academy, these courses
may be offered at the Academic (D), Applied (P) or Open (O) level in Grades 9 and 10 and at the University Preparation
(U), University/College Preparation (M), College Preparation (C) and Open (O) level in Grades 11 and 12. All courses
provide opportunities for enrichment in keeping with our desire to produce university and life ready graduates.
Course Types
Grades 9 and 10
Academic courses emphasize theory and abstract problem solving. These courses focus on knowledge acquisition and
the development of analytical skills emphasizing theoretical and abstract application of essential concepts.
Applied courses focus on practical applications and concrete examples.
Open courses prepare students for further study in certain subjects and enrich education generally.
Grades 11 and 12
University preparation courses prepare students with the knowledge and skills needed to meet the entrance
requirements for university programs.
University/college preparation courses prepare students with the knowledge and skills needed to meet the entrance
requirements for specific programs offered at universities and colleges.
College preparation courses prepare students with the knowledge and skills required to meet the entrance requirements
for most college programs or apprenticeships and other training programs.
Open courses broaden knowledge and skills in a subject. Open courses are not designed for specific requirements of
universities, colleges, or the workplace.
11
The Course Coding System - How To Read The Code
All courses are identified by three letters followed by a number and a letter. For example, "ENG2P" means English for
Grade 10 students, at the applied level.
The first character indicates the subject area:
A Arts
B Bus i nes s
C Ca na di a n a nd Worl d
E Engl i s h
Studi es
F French
G Gui da nce a nd Ca reer
Educa ti on
L Cl a s s i ca l a nd
M Ma thema ti cs
Interna ti ona l La ngua ges
S Sci ence
H Soci a l Sci ences a nd the I Computer Studi es ,
Huma ni ti es
N Fi rs t Na ti ons , Méti s ,
a nd Inui t Studi es
Interdi s ci pl i na ry Studi es
P Hea l th a nd Phys i ca l
Educa ti on
T Technol ogi ca l Studi es
The next two characters differentiate between subjects within the subject area: CGC means Issues in Canadian
Geography while CHC means Canadian History Since World War I. The first number indicates the grade level of the
course:
1 Grade 9
2 Grade 10
3 Grade 11
4 Grade 12
The letter following the first number indicates the nature of the course or the level of difficulty:
D Aca demi c
O Open
P Appl i ed
C Col l ege
U Uni vers i ty Prepa ra ti on
M Col l ege/Uni vers i ty Prepa ra ti on.
Course Outlines and Curriculum Documents
The courses offered at the school are outlined in this manual. Parents and students who require a more detailed
explanation of course content or Ministry of Education policy may consult with the Principal or Guidance Counselor at
the school. Course of study documents are available at all the school for parents and students to view anytime. Official
Ministry of Education documents may be accessed at www.edu.gov.on.ca.
12
Ontario Secondary School Diploma (OSSD) – Diploma Requirements
The Ontario Secondary School Diploma (OSSD) requires the completion of 30 credit courses, including 18
compulsory credits and 12 electives. Other requirements include passing the provincially mandated Grade 10
Ontario Secondary School Literacy Test and completing a minimum of 40 hours of approved Community
Involvement activities.
Ontario Secondary School Diploma (OSSD) Requirements
English
French as a second language
Mathematics
Science
Canadian Geography
Canadian History
Arts (Dance, Drama, Media, Music, Visual Arts)
Civics and Citizenship
Career Studies
3 other credits*
Total compulsory credits
Elective credits
Total credits
4 credits (1 per grade)
1
3 (1 in grade 11 or 12)
2
1
1
1
1
0.5
0.5
18
12
30
40 hours community involvement activities
Successful completion of the Ontario Secondary School
Literacy Diploma Requirement
* 3 other credits:
o
New 1 additional credit (group 1): additional credit in English, or French as a second language,** or
a First Nations, Métis and Inuit Studies, or a classical studies or an international language, or social
sciences and the humanities, or Canadian and world studies, or guidance and career education, or
cooperative education***
o
New 1 additional credit (group 2): additional credit in health and physical education, or the arts,
or business studies, or French as a second language,** or cooperative education***
o
New 1 additional credit (group 3): additional credit in science (Grade 11 or 12), or technological
education, or French as a second language,** or computer studies, or cooperative education***
o
*A maximum of 3 credits in English as a second language (ESL) or English literacy development
(ELD) 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.
o
**In groups 1, 2, and 3, 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 group 3.***A maximum of
2 credits in cooperative education can count as compulsory credits.
†The 12 optional credits may include up to 4 credits earned through approved dual credit courses.
13
Although the expectation is that all students attending Blyth Academy will qualify for the OSSD, 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)
Optional credits (total of 7)
2 credits in English
1 credit in Canadian geography or
Canadian history
1 credit in mathematics
1 credit in science
1 credit in health and physical education
1 credit in the arts or technological education
7 credits selected by the student from available
courses. The provisions for making substitutions for
compulsory credits (Substitutions for Compulsory
Credit) 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. For those students who have a student support plan, a copy
of the student support plan may be included. Students who return to school to complete additional credit and noncredit 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.
Substitution for Compulsory Credit
In order to provide the flexibility to tailor an individual student’s program to the student’s needs and to support his or
her progress through secondary school, the Principal may substitute up to three compulsory credits with courses from
other subject areas specified in the list of compulsory credit requirements (including Groups 1, 2 and 3). Substitutions
will be made to promote and enhance student learning or to respond to special needs and interests. Two half-credit
courses may be used through substitution to meet one compulsory credit requirement (counted as one substitution);
one full-credit course may be used through substitution to meet the two compulsory half-credit requirements of civics
and career studies (also counted as one substitution).
The decision to substitute one course for another for a student will be made only if the student’s educational interests
are best served by such a substitution.
If a parent or an adult student (a student who is eighteen years of age or older) requests a substitution, the Principal
will determine whether the substitution should be made. The Principal may also initiate consideration of whether a
substitution should be made. The Principal will make his or her decision in consultation with the parent or the adult
student and appropriate school staff.
The following are limitations on substitutions for compulsory credits:
English as a Second Language and English Literacy Development courses may not be used to substitute for a
compulsory credit. (They may be used, however, to meet the compulsory credit requirements for three English
credits.);
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No more than one Learning Strategies course, from the guidance and career education curriculum policy
document, may be used through substitution to meet a compulsory credit requirement;
Credits earned for Cooperative Education courses may not be used through substitution to meet compulsory
credit requirements;
A locally developed compulsory credit (LDCC) course may not be used as a substitute for a compulsory credit; it
may be used only to meet the compulsory credit requirement that it has been designed to meet;
Each substitution will be noted on the student’s Ontario Student Transcript and in the Ontario Student Record.
Prerequisites and Co requisites
Prerequisite: A course that a student must pass before enrolling in the more advanced course.
Co requisite: A course that a student must enroll in at the same time as, or in some cases prior to, enrolling in the
desired course.
Courses in Grades 10, 11, and 12 may have prerequisites or co requisites for enrolment. All prerequisite courses are
identified in ministry curriculum policy documents, and no courses apart from these may be identified as prerequisites.
Blyth Academy will provide parents and students with clear and accurate information about prerequisites. If a parent
or an adult student (a student who is eighteen years of age or older) requests that a prerequisite be waived, the
Principal will determine whether or not the prerequisite should be waived. The Principal may also initiate
consideration of whether a prerequisite should be waived. The Principal will make his or her decision in consultation
with the parent or the adult student and appropriate school staff. If a Principal waives a prerequisite because it is in
the best academic interest of the student, it will be documented in the student’s Ontario Student Record.
Changing Course Type
Students sometimes change their post-secondary goals mid-way through high school and, as a result, need to change
the type of course that they are taking. In consultation with the Guidance Head and/or Principal students can change
from grade 9 applied to grade 10 academic courses in all areas, except for mathematics, without taking an additional
course but this will require additional pre-work to be done to prepare the student for success. Students wishing to
change from grade 9 applied mathematics to grade 10 academic mathematics must either do the grade 9 academic
mathematics course or the mathematics transfer course. The decision on whether the student should do the grade 9
academic or transfer course will be made in consultation with the student and parents and in the best academic
interest of the student. The school uses a form to document these course type changes.
The Principal can waive a pre-requisite for a course if they believe that the student has the necessary skills to be
successful. This will be documented in the OSR.
Community Involvement (CI)
In order to develop a sense of civic responsibility and community values, students will complete a minimum of 40
hours of Community Involvement (CI) as a compulsory component of the Ontario Secondary School Diploma (OSSD).
Staff at the school, in conjunction with the Director of Community Involvement at Blyth Education, may discuss
appropriate types of CI activities and projects with students and may offer suggestions, but the selection and
management of the involvement is to be directed by the student in consultation with school administration. The
following conditions apply to CI activities:
Prior to commencement, all activities must be recorded and approved by the school using the appropriate
Community Involvement Form available from the guidance counselor;
Activities may take place inside or outside the school; those which occur inside the school may not be part of a
credit program;
Activities may take place during the school day, but must occur outside the student's scheduled course time,
that is, during the lunch hour, or before or after classes;
Student fund-raising, and acting as a student assistant, tutor, or peer helper or mediator within the school all
qualify as Community Involvement activities;
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Volunteer activities, tutoring, fund-raising, coaching, or other work with community groups or charitable
organizations all qualify as Community Involvement, as long as the student is not paid for the work done;
Independent activities in the community may count, such as visiting, helping out, and picking up groceries or
supplies for an elderly or disabled neighbour; shoveling snow or raking leaves, etc. Documentation must be
received from the community member, and no payment of any kind may be received for these activities;
Although this diploma requirement applies to students in grades 9 to 12, students in grade 8 are able to start
accumulating community involvement hours in the summer before they enter Grade 9.
Ontario Secondary School Literacy Test (OSSLT)
The Ontario Secondary School Literacy Test (OSSLT) is the Provincial method for assessing the literacy skills of students
in Ontario for the purpose of determining whether they 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 latter students need remediation.
The test is scheduled by and administered through the Education Quality and Accountability Office (EQAO) once each
year, usually in the spring.
Students will usually take the OSSLT in the school year following their grade 9 year unless a deferral is granted
by the principal. (See Accommodations, Deferrals and Exemptions below)
Students who do not successfully complete the OSSLT will have opportunities to retake the test in subsequent
years, on dates scheduled by the EQAO. Once students have successfully completed the OSSLT, they may not
retake it.
Students who are English language learners may be entitled to special provisions. For students with special
education needs, accommodations specified in the student’s student support plan will be made available on
the day of the test.
A student will take the OSSLT in the language of instruction of the school in which he or she is enrolled in at the
time the test is administered. We will ensure that this policy is made known to students and to parents of
students who are planning to transfer from Blyth to the French-language system, or vice versa, and who have
not yet fulfilled the literacy graduation requirement.
A student who has successfully completed the OSSLT in either English or French at the student’s previous
school is considered to have met the literacy graduation requirement and will not have to retake the test in the
other language after transferring to Blyth Academy.
The school will provide remedial assistance for students who do not complete the test successfully. This
remedial assistance will be designed to help students improve their skills so that they are better prepared to
retake the literacy test.
Accommodations
The necessary accommodations will be made to ensure that students who are receiving special education programs and
involvements and, who have a student support plan, have a fair and equal opportunity to successfully complete the
secondary school literacy test. Students needing such accommodations may or may not have been formally identified
as exceptional but rather by teachers in consultation with the Principal.
The accommodations made will be the same as those that are set out in the student’s student support plan and/or that
are available to the student in the course of his or her regular school work, including examinations and other forms of
evaluation; while accommodations such as alternative forms of print and extra time will be allowed, the actual content
of the secondary school literacy test cannot not be altered.
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Deferrals
Students who might benefit from a deferral of the test may include students who have been identified as exceptional
and/or students registered in English as a second language/English literacy development (ESL/ELD) courses, who have
not yet acquired the level of proficiency in English required for successfully completing the test. This will be
particularly relevant to our international students.
Exemptions
A student must have a student support plan that clearly indicates he or she is not working towards a secondary school
diploma in order to be exempted from writing the OSSLT. The Principal, in consultation with the parent(s)/guardian(s)
and student, will make all decisions regarding exemptions.
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Ontario Secondary School Literacy Course (OSSLC)
Policy requirements for taking the Ontario Secondary School Literacy Course (OSSLC) are contained in the curriculum
policy document The Ontario Curriculum: English – The Ontario Secondary School Literacy Course (OSSLC), Grade 12.
Students who pass the course are considered to have met the literacy graduation requirement.
The reading and writing competencies required by the Ontario Secondary School Literacy Test (OSSLT) form the
instructional and assessment core of the course which differs from other courses in that it outlines specific
requirements for evaluation in order to ensure alignment with the requirements of the OSSLT.
If a student has had two opportunities to take the OSSLT and has failed it at least once, the student is eligible to enroll
in the OSSLC. The Principal has the discretion to allow a student to enroll 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 interest of the
student.
The credit earned for successfully completing the OSSLC may also be used to meet the grade 11 or the grade 12
compulsory credit requirement in English or to meet the Group 1 compulsory credit requirement for the Ontario
Secondary School Diploma.
A student cannot be granted credit for the OSSLC through the challenge process from the Prior Learning Assessment and
Recognition (PLAR) policy.
For students with special education needs, accommodations specified in the student’s student support plan will be
made available to the student throughout the course. However, because achievement of the expectations in this course
represents fulfillment of the literacy requirement for graduation, no modifications of the expectations will be permitted.
Students who were receiving special education programs and/or involvements and had a student support plan
documenting accommodations required during the taking of the OSSLT may be eligible to enroll directly in the OSSLC if
the required accommodations were not available on the day the OSSLT was administered. In such cases, the student
must have been present to take the test but the required accommodations, or a reasonable alternative to them, were
unavailable to the student during the whole test or part of the test. Students who find themselves in these circumstances
in June of their graduating year may be eligible for the adjudication process established by the school (in such
circumstance specific information on the process is available from the school office).
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The primary purpose of assessment is to improve student learning. At Blyth Academy assessment of student progress is
ongoing. Evaluation of each student’s achievement will include:
The issuance of formal report cards at the end of each term
Real time progress reporting available through access to our Rediker Student Information System
Contact with individual course teachers through email
Where a student’s progress is clearly in need of remediation, a plan for improvement will be drawn in collaboration
with the student and monitored by the guidance head and the relevant course teacher at each school. In this way, the
school supports Ontario Ministry of Education policies for Assessment and Evaluation (Growing Success) and the
curriculum expectations and achievement levels outlined in the secondary curriculum guidelines.
Assessment and Evaluation Policy
Information relating to the assessment and evaluation of individual student achievement will be provided to students
and parents at the commencement of each term in the form of a Course of Study. The Course of Study will contain a
course description, units of study breakdown and teaching strategies used, as well as how students will be evaluated
and assessed. The school’s cheating and plagiarism, late and missed assignment, and missed tests and exams policies
are also included.
As mandated by the Ministry of Education policy, final grades in all credit courses (grades 9 – 12) will be weighted 70%
for course work and 30% for the Final Evaluation.
Growing Success: Assessment, Evaluation and Reporting in Ontario’s Schools, First Edition Covering Grades 1 to 12
outlines the requirement for assessment and evaluation and reporting of student progress in all courses. The main
purpose of assessment and evaluation is to improve student learning. The information gathered helps our teachers
identify our students’ strengths and those areas needing improvement. At Blyth Academy, all teachers adapt their
instructional methods to the needs of their students.
In all assessment, evaluation and reporting, teachers follow the Seven Fundamental Principles of Assessment and
Evaluation from Growing Success. They are:
are fair, transparent, and equitable for all students;
support all students, including those with special education needs;
are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to
the interests, learning styles and preferences, needs, and experiences of all students;
are communicated clearly to students and parents at the beginning of each course and at other appropriate
points throughout the course;
are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for
students to demonstrate the full range of their learning;
provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved
learning and achievement;
develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and
plan next steps for their learning.
An Explanation of Accommodations
Accommodations are supports or involvements that will help the student access the curriculum and demonstrate
learning. For example: extra time, oral assessment, or preferential seating.
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Definitions
Assessment is the process of gathering information that accurately reflects how well a student is achieving the
curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning.
Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as
learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for
improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be
independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next
steps, and reflect on their thinking and learning.
Evaluation refers to the process of judging the quality of student learning on the basis of established performance
standards and assigning a value to represent that quality. Evaluation accurately summarizes and communicates to
parents, other teachers, employers, institutions of further education, and students themselves what students know and
can do with respect to the overall curriculum expectations. Evaluation is based on assessment of learning that provides
evidence of student achievement at strategic times throughout the grade/course, often at the end of a period of learning.
For the entire Growing Success document please refer to: http://w w w .edu.gov.on.ca/eng/policyfunding/grow Success.pdf.
In order to ensure that assessment and evaluation are valid and reliable and that they lead to the improvement of
student learning, teachers will use a variety of assessment and evaluation strategies that:
address both what the students learn and how well they learn;
are based both on the categories of knowledge and skills and on the achievement chart that appear in the
curriculum policy documents for each discipline;
are varied in nature, administered over a period of time, and designed to provide opportunities for students to
demonstrate the full range of their learning;
are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of
the students;
are fair to all students;
accommodate the needs of exceptional students, consistent with the strategies outlined in their student
support plans;
ensure that each student is given clear directions for improvement;
promote students’ abilities to assess their own and each others’ learning, and to set specific goals;
include the use of samples of students’ work that provide evidence of their achievement;
are communicated clearly to students and parents at the beginning of the course and at the appropriate points
throughout the course.
Evidence of Student Achievement for Evaluation
Evidence of student achievement for evaluation is collected over time from three different sources – observations,
conversations, and student products. Using multiple sources of evidence will increase the reliability and validity of the
evaluation of student learning.
“Student products” may be in the form of tests or exams and/or assignments for evaluation. Assignments for evaluation
may include rich performance tasks, demonstrations, projects, and/or essays. To ensure equity for all students,
evaluations in the form of tests and exams are completed under the supervision of a teacher. Assignments for
evaluation will not include ongoing homework that students do in order to consolidate their knowledge and skills or to
prepare for the next class. Assignments for evaluation may involve group projects as long as each student’s work
within the group project is evaluated independently and assigned an individual mark, as opposed to a common group
mark.
The evaluation of student learning is the responsibility of the teacher and will not include the judgment of the student
or of the student’s peers.
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Determining a Report Card Grade: Grades 9 to 12
Teachers will take various considerations into account before making a decision about the grade to be entered on the
report card. The teacher will consider all evidence collected through observations, conversations, and student
products. The teacher will consider the evidence for all the tests/exams and assignment for evaluation that the student
has completed or submitted, the number of tests/exams or assignment for evaluation that were not competed or
submitted, and the evidence of achievement that is available for each overall expectation for a subject in a particular
grade or course. In addition, the teacher will consider that some evidence carries greater weight than other evidence;
for example, some performance tasks are richer and reveal more about students’ skills and knowledge than others.
Teachers will weigh all evidence of student achievement in light of these considerations and will use their professional
judgment to determine the student’s report card grade. The report card grade represents a student’s achievement of
overall curriculum expectations, as demonstrated to that point in time.
Determining a report card grade will involve teachers’ professional judgment and interpretation of evidence and should
reflect the student’s most consistent level of achievement, with special consideration given to more recent evidence.
Percentages Grades and Achievement Levels
Percentage Range
Achievement Level
95-100
87-94
80-86
4+
4
4-
77-79
73-76
70-72
3+
3
3-
67-69
63-66
60-62
2+
2
2-
57-59
53-56
50-52
1+
1
1-
<50%
R
Final Summative Evaluation
All credit courses will deliver a final evaluation in the form of an examination, performance assessment, essay
assessment, culminating project and/or other method approved by the Principal and suitable to the evaluation of
course expectations. All final evaluations will be administered within the final two weeks of the term. All final
examinations in credit courses will occur during designated examination periods at the end of each term.
The Ontario Student Record (OSR)
An Ontario Student Record (OSR) is established for each student who enrolls in an Ontario School operated by a school
board or the Ministry of Education. At Blyth Academy the OSR folders are kept in a secure environment in the school.
The Ontario Student Transcript (OST) and index card are kept electronically in our Student Information System (Rediker).
The Principal will:
establish, maintain, retain, transfer, and dispose of a record for each student enrolled in the school in
compliance with the policies and procedures established by the Ontario School Record(OSR) Guideline,
2010;
ensure that the materials in the OSR are collected and stored in accordance with the policies in the
guideline and those established by the school;
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ensure the security of the OSR;
ensure that the staff at Blyth Academy who perform clerical functions with respect to the
establishment and maintenance of the OSR, are aware of the confidentiality provisions in the
Education Act and the relevant freedom of information and protection of privacy legislation.
The OSR is created under the authority of the Education Act, and the contents of the OSR are protected under the
Freedom of Information and Protection of Privacy Act. The parents/guardians and the student may examine the contents
of the OSR on request, with the assistance of the Principal.
Blyth Academy will use information from an OSR to assist in program planning for each student.
When a student transfers to another school in Ontario, the school requires an official written request. When a student
transfers to another school outside Ontario, only a copy of the student’s OSR will be sent upon receipt of an official
written request accompanied by a written statement indicating consent to the transfer, which is signed by the parent(s)
of the student if he or she is not an adult, or by the student if he or she is an adult, from the receiving school.
When a student retires from the school, the Principal will give the parent(s) of the student if he or she is not an adult, or
to the student if he or she is an adult, an up-to-date copy of the student’s OST, if applicable.
The following components of the OSR will be retained for five years after a student retires from the school:
secondary report cards;
the documentation file, where applicable;
additional information that is identified by the Principal and Guidance Head, as appropriate for retention.
The following components of the OSR will be retained for fifty-five years after a student retires from the school:
the OSR folder;
the OST;
the office index card.
The destruction of all or any part of the OSR when its retention is no longer required under the guideline will be effected
under conditions that ensure the complete and confidential disposal of the record.
Reporting
The school uses the Blyth Academy Report Card which is modeled after the Ontario Provincial Report Card, to identify to
students and parents the most consistent level of performance that the student has demonstrated throughout each
course. The report card also includes a record of the students demonstration of the 6 learning skills and work habits
(responsibility, organization, independent work, collaboration, initiative, self regulation). Additionally, the student’s
strengths and weaknesses are indicated, as are the steps needed for improvement. Report Cards are individualized and
anecdotal. Parents and students may access real time information by logging into our Student Information System,
Rediker, through the school website. An original copy of the report card will be retained in the student’s OSR.
For part time and summer courses an Blyth Academy Report Card will be mailed to a student’s home school. The school
will retain copies of a student’s official documents.
Report Card Average and Median
Final Report Card averages are based on the total program delivered in each Term. The course median is the percentage
mark at which 50 per cent of the students in the subject/strand/course have a higher percentage mark and 50 per cent
of the students have a lower percentage mark.
The course median for each course is shown on the report card and all students who are taking the course are included
in the calculation of the median for the course.
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Attendance and Performance Levels
Consistent attendance and active participation are key components of successful performance in each course. A credit
is granted in recognition of the successful completion of a course of a minimum 110 hours. The Ministry of Education
places equal emphasis on both the content and the process of learning. Classroom time takes on even greater
significance in light of our accelerated and enriched course offerings. Growing Success demands increased reliance on
classroom performance based assessment and as a result, regular classroom attendance is essential so that
evaluation and the awarding of credits will not be jeopardized. The school reserves the right to discontinue a student’s
enrollment where there is chronic absenteeism or extended non-attendance in one or more courses.
Full Disclosure
In Grades 11 and 12 all attempts, withdrawals, and repeats of courses are recorded on the OST.
Withdrawal From a Course:
If students in Grade 11 or 12 courses withdraw within two classes (2.25 hours per class) following midterm point of the
term/semester, the withdrawal is not recorded on the Ontario Student Transcript (OST). If a student withdraws after two
classes following the midterm point of the term/semester, the withdrawal is recorded on the OST by entering a "W" in
the "Credit" column. The percentage grade at the time of the withdrawal is recorded in the "Grade" column. Although this
is unlikely to occur, a withdrawal for Grade 9 or 10 courses is not recorded on the OST.
Credits in Jeopardy
If a student is nearing the completion of a course at a failing grade, the student will have the opportunity to extend the
course in consultation with the teacher, guidance counselor, and Principal.
School Schedule and Term Dates
Our daily schedule is:
Period One
8:45 am - 11:10am
Period Two
11:15 am - 1:40 pm
Lunch
1:40 pm - 2:05 pm
Period Three
2:05 pm - 4:30 pm
Our school year runs on a four term schedule. Report cards are issued at the middle and end of all four terms.
The term dates for the 2014-15 academic year are:
Term One
September 8, 2014 - November 13, 2014
Term Two
November 14, 2014 - February 2, 2015
Term Three
February 3, 2015 - April 20, 2015
Term Four
April 21, 2015 - June 25, 2015
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The Arts
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STUDENTS MUST EARN ONE COMPULSORY CREDIT IN THE ARTS AND A SECOND COMPULSORY CREDIT IN HEALTH AND PHYSICAL
EDUCATION, OR THE ARTS OR BUSINESS STUDIES, OR CO-OP.
Visual Arts
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.
Prerequisite: None
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.
Prerequisite: None
AVI3M Visual Arts, Grade 11, (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 emerging 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).
Prerequisite: Visual Arts, Grade 9 or 10, Open
AVI4M Visual Arts, Grade 12, (University/College Preparation)
This course focuses on enabling students to refine their use of the creative process when creating and presenting twoand 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.
Prerequisite: Visual Arts, Grade 11, University/College Preparation
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Photography and Film Studies
AWQ4M Visual Arts- Photography, Grade 12, (University/College Preparation)
This course focuses on enabling students to refine their use of the creative process when creating and presenting twoand 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. THisd course will focus on photography.
Prerequisite: Visual Arts- Photography, Grade 11, University/College Preparation
AWR3M Visual Arts- Film/Video, Grade 11, (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 emerging 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). This course focuses on film/video.
Prerequisite: Visual Arts, Grade 9 or 10, Open
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Business Studies
BBI2O Introduction to Business, Grade 10 (Open)
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.
Prerequisite: None
BMI3C Marketing: Goods, Services, Events, Grade 11, (College)
This course introduces the fundamental concepts of product marketing, which includes the marketing of goods,
involvements, and events. Students will examine how trends, issues, global economic changes, and information
technology influence consumer buying habits. Students will engage in marketing research, develop marketing strategies,
and produce a marketing plan for a product of their choice.
Prerequisite: None
BBB4M International Business Fundamentals, Grade 12, (University/College Preparation)
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 post-secondary programs in business, including international business, marketing, and
management.
Prerequisite: None
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Canadian and World Studies
STUDENTS MUST EARN THE FOLLOWING COMPULSORY CREDITS: ONE CREDIT IN CANADIAN GEOGRAPHY, ONE CREDIT IN CANADIAN HISTORY AND
ONE ADDITIONAL CREDIT IN ENGLISH, OR FRENCH AS A SECOND LANGUAGE, OR A NATIVE LANGUAGE, OR A CLASSICAL OR AN INTERNATIONAL
LANGUAGE, OR SOCIAL SCIENCE AND THE HUMANITIES, OR CANADIAN WORLD STUDIES, OR GUIDANCE AND CAREER EDUCATION OR CO-OP.
Geography
CGC1D Issues in Canadian Geography, Grade 9, (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
to live.
Prerequisite: None
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CGR4M The Environment and Resource Management, Grade 12, (University/College Preparation)
This course investigates interactions between natural and human systems, with a particular emphasis on the impacts
of human activity on ecosystems and natural processes. Students will use the geographic inquiry process, apply the
concepts of geographic thinking, and employ a variety of spatial skills and technologies to analyse these impacts and
propose ways of reducing them. In the course of their investigations, they will assess resource management and
sustainability practices, as well as related government policies and international accords. They will also consider
questions of individual responsibility and environmental stewardship as they explore ways of developing a more
sustainable relationship with the environment.
Prerequisite: Any university, university/college or college preparation course in Canadian and world studies, English, or
social sciences and humanities
CGW4U World Issues: A Geographic Analysis, Grade 12, (University Preparation)
In this course, students will address the challenge of creating a more sustainable and equitable world. They will
explore issues involving a wide range of topics, including economic disparities, threats to the environment,
globalization, human rights, and quality of life, and will analyze government policies, international agreements, and
individual responsibilities relating to them. Students will apply the concepts of geographic thinking and the geographic
inquiry process, including the use of spatial technologies, to investigate these complex issues and their impacts on
natural and human communities around the world.
Prerequisite: Any university, university/college or college preparation course in Canadian and world studies, English, or
social sciences and humanities
History
CHC2D Canadian History Since World War I, Grade 10, (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.
Prerequisite: None
CHW3M World History to the End of the 15th Century, Grade 11, (University/College Preparation)
This course explores the history of various societies and civilizations around the world, from earliest times to around
1500 CE. Students will investigate a range of factors that contributed to the rise, success, and decline of various ancient
and pre-modern societies throughout the world and will examine life in and the cultural and political legacy of these
societies. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry
process, including the interpretation and analysis of evidence, when investigating social, political, and economic
structures and historical forces at work in various societies and in different historical eras.
Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied
CHY4U World History since the Fifteenth Century, Grade 12 (University Preparation)
This course traces major developments and events in world history since approximately 1450. Students will explore
social, economic, and political changes, the historical roots of contemporary issues, and the role of conflict and
cooperation in global interrelationships. They will extend their ability to apply the concepts of historical thinking and
the historical inquiry process, including the interpretation and analysis of evidence, as they investigate key issues and
ideas and assess societal progress or decline in world history.
Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social
sciences and humanities.
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Law
CHV2O Civics and Citizenship, Grade 10, (Open) (0.5 credit)
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.
Prerequisite: None
CLU3M Understanding Canadian Law, Grade 11, (University/College Preparation)
This course explores Canadian law, with a focus on legal issues that are relevant to the lives of people in Canada.
Students will gain an understanding of laws relating to rights and freedoms in Canada; our legal system; and family,
contract, employment, tort, and criminal law. Students will develop legal reasoning skills and will apply the concepts of
legal thinking and the legal studies inquiry process when investigating a range of legal issues and formulating and
communicating informed opinions about them.
Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied
CLN4U Canadian & International Law, Grade 12 (University Preparation)
This course explores a range of contemporary legal issues and how they are addressed in both Canadian and
international law. Students will develop their understanding of the principles of Canadian and international law when
exploring rights and freedoms within the context of topics such as religion, security, cyberspace, immigration, crimes
against humanity, and environmental protection. Students will apply the concepts of legal thinking and the legal inquiry
process when investigating these issues in both Canadian and international contexts, and they will develop legal
reasoning skills and an understanding of conflict resolution in the area of international law.
Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social
sciences and humanities
English
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COMPULSORY ENGLISH COURSES STUDENTS MUST EARN FOUR CREDITS IN ENGLISH: ONE IN EACH GRADE.
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 analyze 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.
Prerequisite: None
This course is designed to extend the range of 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 analyze
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.
Prerequisite: English, Grade 9, Academic or Applied
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ENG3U English, Grade 11, (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.
Prerequisite: English, Grade 10, Academic
ENG4U English, Grade 12, (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 analyze 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.
Prerequisite: English, Grade 11, University Preparation
Optional English Courses
STUDENTS MAY CHOOSE TO TAKE ONE OF THE OPTIONAL ENGLISH COURSES TO FULFILL AN ADDITIONAL COMPULSORY
CREDIT REQUIREMENT FOR GRADUATION.
EPS3O Presentation and Speaking Skills Grade 11 (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 analyze 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.
Prerequisite: English, Grade 10, Academic or Applied
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French as a Second Language
STUDENTS MUST EARN ONE CREDIT IN FRENCH. STUDENTS MUST ALSO TAKE ONE ADDITIONAL CREDIT IN ENGLISH OR FRENCH AS A SECOND
LANGUAGE, OR A NATIVE LANGUAGE, OR A CLASSICAL OR AN INTERNATIONAL LANGUAGE, OR SOCIAL SCIENCES AND THE HUMANITIES OR CANADIAN
AND WORLD STUDIES.
FSF1D Core French, Grade 9, (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 continue to develop language knowledge and
skills 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 the skills necessary to become life-long language learners.
Prerequisite: Minimum of 600 hours of elementary Core French instruction, or equivalent
GUIDANCE AND CAREER EDUCATION COURSES WILL MEET THE DIPLOMA GROUP 1 REQUIREMENTS
GLS1O Learning Strategies: Skills for Success in Secondary School, Grade 9, (Open)
This course explores learning strategies and helps students become better, more independent learners while increasing
their personal management skills, both in school and in other contexts. Students will learn how to develop and apply a
range of strategies to improve their learning and achievement, particularly their literacy, numeracy, communication,
and planning skills. This course will increase students’ confidence, motivation and ability to learn.
Prerequisite: None
GLC2O Career Studies, Grade 10, (Open) (0.5 credit)
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.
Prerequisite: None
GLD2O Discovering the Workplace , Grade 10, (Open)
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This course provides students with opportunities to discover and develop the workplace essential skills and work
habits required to be successfully employed. Students will develop an understanding of work through practical handson experiences in the school and in the community, using real workplace materials.They investigate occupations of
interest through experiential learning opportunities, such as work-site visits, job shadowing,work experience,
simulations, and entrepreneurial projects.This course helps students make plans for continued learning and work.
Prerequisite: None
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STUDENTS MUST EARN ONE CREDIT IN HEALTH AND PHYSICAL EDUCATION AND ONE ADDITIONAL CREDIT IN HEALTH AND PHYSICAL EDUCATION OR
THE ARTS OR BUSINESS STUDIES.
PPL1O Healthy Active Living Education, Grade 9, (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 wellbeing 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.
Prerequisite: None
PPL2O Healthy Active Living Education, Grade 10, (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.
Prerequisite: None
PSK4U Introduction to Kinesiology, Grade 12, (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.
Prerequisite: Any Grade 11 U or U/C course in science, or any Grade 11 or 12 O course in Health and Physical Education
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Mathematics
STUDENTS MUST EARN THREE CREDITS IN MATHEMATICS WITH AT LEAST ONE CREDIT IN GRADE 11 OR 12.
MPM1D Principles of Mathematics, Grade 9, (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.
Prerequisite: None
MPM2D Principles of Mathematics, Grade 10, (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.
Prerequisite: Principles of Mathematics, Grade 9, Academic or Mathematics Transfer Course
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MCR3U Functions, Grade 11, (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; and develop facility in simplifying polynomial and rational expressions. Students will reason
mathematically and communicate their thinking as they solve multi-step problems.
Prerequisite: Principles of Mathematics, Grade 10, Academic
MCF3M Functions and Applications, Grade 11, (University/College Preparation)
This course introduces basic features of the function by extending students’ experiences with quadratic relations. It
focuses on quadratic, trigonometric, and exponential functions and their use in modeling real-world situations.
Students will represent functions numerically, graphically, and algebraically; simplify expressions; solve equations;
and solve problems relating to financial and trigonometric applications. Students will reason mathematically and
communicate their thinking as they solve multi-step problems.
Prerequisite: Principles of Mathematics, Grade 10, Academic or Foundations of Mathematics, Grade 10, Applied
MHF4U Advanced Functions, Grade 12, (University Preparation)
This course extends students’ experience with functions. Students will investigate the properties of polynomial,
rational, logarithmic, and trigonometric 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 who plan to study mathematics before
proceeding to any one of the variety of university programs
Prerequisite: Functions, Grade 11, University Preparation or Mathematics for College Technology, Grade 12, College
Preparation
MCV4U Calculus and Vectors, Grade 12, (University Preparation)
This course builds on student’s 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, rational, exponential, and sinusoidal functions; and apply these concepts and
skills to modeling of real-world relationships. This course is intended for students who plan to study mathematics in
university and who may choose to pursue careers in fields such as physics and engineering.
Prerequisite/Co requisite: Advanced Functions, Grade 12, University Preparation
MDM4U Mathematics of Data Management, Grade 12, (University Preparation)
This course broadens students’ understanding of mathematics as it relates to managing information. Students will
apply methods for organizing large amounts of information; solve problems involving counting techniques, probability,
and statistics; and carry out a culminating project that integrates the expectations of the course. Students will continue
to develop the mathematical processes necessary for success in senior mathematics. Students planning to pursue
university programs in business, the social sciences, and the humanities will find this course of particular interest.
Prerequisite: Functions, Grade 11 University Preparation or Functions and Applications, Grade 11, University/College
Preparation
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Science
STUDENTS MUST EARN TWO CREDITS IN SCIENCE AND ONE ADDITIONAL CREDIT IN SCIENCE, OR TECHNICAL EDUCATION OR
FRENCH AS A SECOND LANGUAGE, OR COMPUTER STUDIES OR COOPERATIVE EDUCATION
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.
Prerequisite: None
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.
Prerequisite: Science, Grade 9, Academic or Applied
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Biology
SBI3U Biology, Grade 11, (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.
Prerequisite: Science, Grade 10, Academic
SBI4U Biology, Grade 12, (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.
Prerequisite: Biology, Grade 11, University Preparation
Chemistry
SCH3U Chemistry, Grade 11, (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.
SCH4U Chemistry, Grade 12, (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.
Prerequisite: Chemistry, Grade 11, University Preparation
Physics
SPH3U Physics, Grade 11, (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.
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SPH4U Physics, Grade 12, (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 analyze, qualitatively and quantitatively, data relating to a variety of physics concepts and principles.
Students will also consider the impact of technological applications of physics on society and the environment.
Prerequisite: Physics, Grade 11, University Preparation
Earth & Space Science
Earth & Space Science, Grade 12 (University Preparation)
This course develops students’ understanding of Earth and its place in the universe. Students will investigate the
properties of and forces in the universe and solar system and analyze techniques scientists use to generate knowledge
about them. Students will closely examine the materials of Earth, its internal and surficial processes, and its geological
history, and will learn how Earth’s systems interact and how they have changed over time. Throughout the course,
students will learn how these forces, processes, and materials affect their daily lives. The course draws on biology,
chemistry, physics, and mathematics in its consideration of geological and astronomical processes that can be
observed directly or inferred from other evidence.
Environmental Science
SVN3M Environmental Science, Grade 11 (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.
Prerequisite: Grade 10 Science, Applied or Academic
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Social Sciences and the Humanities
STUDENTS MUST TAKE ONE ADDITIONAL CREDIT IN ENGLISH, OR FRENCH AS A SECOND LANGUAGE, OR A NATIVE LANGUAGE, OR A CLASSICAL OR AN
INTERNATIONAL LANGUAGE, OR SOCIAL SCIENCE AND THE HUMANITIES OR, OR GUIDANCE AND CAREER EDUCATION OR CO-OP.
HFN1O/2O Food and Nutrition, Grade 9 or 10 (Open)
This course focuses on guidelines for making nutritious food choices. Students will investigate factors that influence
food choices, including beliefs, attitudes, current trends, traditional eating patterns, food-marketing strategies, and
individual needs. Students will also explore the environmental impact of a variety of food choices at the local and
global level. The course provides students with opportunities to develop food-preparation skills and introduces them to
the use of social science research methods in the area of food and nutrition.
Prerequisite: None
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HFC3M Food and Culture, Grade 11 (University/College Preparation)
This course focuses on guidelines for making nutritious food choices. Students will investigate factors that influence
food choices, including beliefs, attitudes, current trends, traditional eating patterns, food-marketing strategies, and
individual needs. Students will also explore the environmental impact of a variety of food choices at the local and
global level. The course provides students with opportunities to develop food-preparation skills and introduces them to
the use of social science research methods in the area of food and nutrition.
Prerequisite: None
HSP3U Introduction to Anthropology, Psychology, and Sociology, Grade 11, (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, and to become familiar with current thinking on a range of issues within the three disciplines.
Prerequisite: The Grade 10 academic course in English or the Grade 10 academic history course (Canadian and world
studies).
HRT3M World Religions and Belief Traditions: Perspectives, Issues, and Challenges, Grade 11, (University/
College Preparation)
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.
Prerequisite: None
HSG3M Gender Studies, Grade 11 (University/College Preparation)
This course enables students to explore the social construction of gender. Students will learn about the dynamic nature
of gender roles and norms; sexism and power relations; and the impact of representations of women and men in the
media, popular culture, and the arts. Students will analyse a range of gender equity issues, including gender-based
violence and workplace equity, in both Canadian and global contexts. Students will develop and apply research skills
and will design and implement a social action initiative relating to gender equity.
Prerequisite: None
HZB3M Philosophy: The Big Questions, Grade 11, (University/College Preparation)
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 response 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.
Prerequisite: None
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HSE4M Equity and Social Justice: From Theory to Practice, Grade 12, (University/College Preparation)
This course enables students to develop an understanding of the theoretical, social, and historical underpinnings of
various equity and social justice issues and to analyze 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.
relationships.
Prerequisite: Any University or University/College course in Canadian and world studies, English, or social sciences and
humanities.
HFA4U Nutrition and Health, Grade 12, (University Preparation)
This course examines the relationships between food, energy balance, and nutritional status; the nutritional needs of
individuals at different stages of life; and the role of nutrition in health and disease. Students will evaluate nutritionrelated trends and will determine how food choices can promote food security and environmental responsibility.
Students will learn about healthy eating, expand their repertoire of food-preparation techniques, and develop their
social science research skills by investigating issues related to nutrition and health.
humanities.
HSB4U Challenge and Change in Society, Grade 12, (University Preparation)
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.
humanities.
HZT4U Philosophy: Questions and Theories, Grade 12, (University Preparation)
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.
humanities.
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Technological Education
STUDENTS MUST TAKE ONE ADDITIONAL CREDIT IN TECHNOLOGY, COMPUTER SCIENCE, SCIENCE (GRADE 11 OR 12), OR
COOPERATIVE EDUCATION TO SATISFY THE GROUP THREE REQUIREMENT.
Communications Technology
TGJ2O Communications Technology, Grade 10 (Open)
This course introduces students to communications technology from a media perspective. Students will work in the
areas of TV/video and movie production, radio and audio production, print and graphic communications, photography,
and interactive new media and animation. Student projects may include computer-based activities such as creating
videos, editing photos, working with audio, cartooning, developing animations, and designing web pages. Students will
also develop an awareness of environmental and societal issues related to communications technology, and will
explore secondary and post-secondary education and training pathways and career opportunities in the various
communications technology fields.
Prerequisite: None
TGJ3M Communications Technology, Grade 11, (University/College Preparation)
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 explore college and university programs and career
opportunities in the various communications technology fields.
Prerequisite: None
TGJ4M Communications Technology, Grade 12, (University/College Preparation)
This course enables students to further develop media knowledge and skills while designing and producing projects in
the areas of live, recorded, and graphic communications. Students may work in the areas of 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 expand their awareness of environmental and societal issues
related to communications technology and will investigate career opportunities and challenges in a rapidly changing
technological environment.
Prerequisite: Communications Technology, Grade 11, University/College Preparation
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SPECIAL PROGRAMS
SPECIAL PROGRAMS
Foundations Program
The Foundations Program seeks to pr ovi de a unique offering to students in Grades 9 and 1 0 that challenges
the traditional organization of curriculum development and delivery in the intermediate grades. Traditional academics
at Blyth, unlike at many schools where the disciplines stand isolated from one another and the real lives of
students, will be fully integrated in actual experience. In taking this approach the Foundation Progr am ensures a
curriculum that changes with the times and thus remains perpetually interesting and relevant to students each and every
year.
The Foundations Program provides unparalleled opportunities for personal and academic growth within the
intermediate division.
Grade 9 and 10 students at Blyth Academy will benefit from the way in which the Foundation Pr ogr a m integrates the
disciplines of Math, Science, English, and the Social Sciences and makes them relevant to their lives . Students will
derive a more meaningful educational ex perience by explicitly ex amining the way in which what they learn in their
traditional classes impacts on their daily lives. In so doing, the Foundations Program will produce students with a
greater sense of self, their peers and the world around them.
Students who succes sfully complete the Foundations Program will move into their Senior years at the school, strongly
connected to the mission of the school and its three truths:
1. Care and empathy for students on academic, intellectual and personal levels is essential to success.
2. Brilliant hands-on, experiential teaching in small classes engages students and produces the best results.
3. Blyth schools produce well -rounded, university-ready a nd l i fe r ea dy students by providing a full ex tra- curricular
program as well as community-involvement opportunities in thei r neighbourhoods and around the world.
Alternative Learning Opportunities
Students at the school may wish to earn credits towards the Ontario Secondary School Diploma in ways outside the
traditional classroom setting, as outlined in the following three sections.
Prior Learning Assessment and Recognition (PLAR)
Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways,
outside secondary school evaluated against the expectations outlined in provincial curriculum policy document for the
purpose of gaining credit.
With regard to the “challenge” process, the PLAR policy states that:
Students may challenge and earn a maximum of four credits for prior learning, including a maximum of two
credits in any one discipline.
The PLAR challenge process includes a formal test (70%) and other assessment strategies (30%).
Blyth Academy will offer the “challenge” process starting in the 2015 - 2016 year school.
With regard to the “equivalency” process, the PLAR policy states that:
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 of the receiving school 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.
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For more information on the PLAR process, please speak with our administrative staff.
Independent Learning Centre (ILC)
Secondary school credit courses are available through the Independent Learning Centre (ILC). Courses offered are
courses from the curriculum policy documents and will enable students to fulfill the requirements for an Ontario
Secondary School Diploma. ILC courses follow a blended learning model, combining print and online components with
support from secondary school teachers certified through the Ontario College of Teachers (OCT). When a student has
taken a Grade 11 or 12 ILC course, or successfully completed a grade 9 or 10 ILC course, the Principal of the school
which holds the student’s Ontario Student Record will record his or her achievement on the Ontario Student Transcript.
Information about eligibility, enrolment procedures, and course offerings may be found at the ILC website.
Cooperative Education
Cooperative education programs allow students to earn secondary school credits while completing a work placement in
the community. These programs complement students’ academic programs and are valuable for all students, whatever
their postsecondary destination.
A cooperative education program comprises, at a minimum, one cooperative education course and its related course,
on which the cooperative education course is based. Any course from an Ontario curriculum policy document or any
ministry-approved locally developed course may serve as the related course for a cooperative education program.
In their cooperative education program, students may earn a minimum of one and a maximum of two cooperative
education credits for each related course, whether it is a full- or half-credit course. If the related course is a multiplecredit course, a student may earn a maximum of two co-op credits for each credit earned in the related course.
The cooperative education course consists of a classroom component and a placement component. The classroom
component includes pre-placement sessions and classroom integration sessions. The pre-placement sessions prepare
students for the workplace and include instruction in areas of key importance, such as health and safety. The
classroom integration sessions provide opportunities for students to reflect on and reinforce their learning in the
workplace as the program progresses.
A personalized placement learning plan (PPLP) will be developed for all students in a cooperative education program. A
student’s progress in achieving the curriculum expectations and in meeting the requirements identified in the PPLP must
be assessed and evaluated by a teacher through regular workplace monitoring meetings with the student and the
student’s workplace supervisor.
All cooperative education programs will be developed and implemented in accordance with ministry policy as outlined
in Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary
Schools.
Blyth Academy Mississuga Adamson Estate does not currently offer Cooperative Education Programs.
Job Shadowing
The job shadowing program is part of both the foundations program and the careers course. It allows students the
opportunity to spend one day shadowing an employee in a workplace in a field that they are interested in pursuing.
Work is done at school both pre and post job shadowing to help the students find the right placements, prepare for
what to expect, learn about workplace health and safety and to reflect on the experience. The information and
experience gathered through job shadowing is then used as part of the career planning and course selection process.
Job shadowing is a one day program and is treated like a field trip.
Independent Study
A teacher may allow a student to work towards a credit through independent study. The teacher is responsible for
assigning course components, suggesting resources and assessing the student’s achievement. The total work involved
must be equivalent to that expected in the time scheduled for the course.
46
SPECIAL PROGRAMS
Private Study
Blyth Academy facilitates private study when a) a student is deemed to have valid reasons for not attending classes or
b) the regular timetable does not offer the course. Student’s progress is closely monitored and work is carefully
evaluated.
Summer School
Summer school courses are available for students who wish to earn additional credits, repeat courses they have
unsuccessfully completed, or improve their achievement in a course. See the Head of Guidance for details.
E-Learning
The term e-learning refers to the use of electronic technologies to support learning and teaching. It includes the use of
computer-based learning modules, internet based courses, threaded discussions, video conferencing, electronic
whiteboards, digital projectors, chat rooms, e-mail, and more. Blyth is introducing e-learning to offer a new learning
opportunities to its students, including online credit courses and online resources for the classroom delivery of
learning programs. For any credit course delivered online, all of the curriculum expectations for the course will be
accounted for, and assessment, evaluation, and reporting will be undertaken in accordance with policies outlined in
Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools – First Edition, Covering Grades 1 to 12
(2010).
External Music Credits
Blyth students who are engaged in private music studies are eligible for a maximum of two secondary school external
music credits. The student must submit an original of the grade report with marks which the school will photocopy.
Grade 7 Practical plus Grade 1 Rudiments will qualify a student for a Grade 11 External Music credit. Grade 8 Practical
plus Grade 2 Rudiments will qualify a student for a Grade 12 External Music credit. In each case, the grade entered on
the OST will be an average of the two component grades.
Online Courses
Blyth Academy offers online courses through Blyth Academy Online. Please contact your Head of Guidance for further
information.
47
The Guidance Department at Blyth Academy will provide the following services:
counsel students in planning for graduation and beyond
assist with course selection
process timetable changes
instruct in online application to post-secondary institutions
prepare student transcripts
maintain Ontario Student Records (OSR)
counselling – social/emotional
liaison with post-secondary institutions
community agency referrals
assist in preparation of the course calendars
maintain post-secondary school information and career files
provide information about alternative learning opportunities locally, and online
conduct group guidance sessions with all students to discuss education and career planning
Under the direction of the Principal, the school will develop and implement a guidance and career education program.
The goals of this program are to assist students in acquiring the knowledge and skills required to learn effectively, live
and work cooperatively and productively with a wide range of people, and set and pursue education and career goals.
The guidance and career education program has three areas of learning – student development (i.e., the development of
habits and skills necessary for learning), interpersonal development (i.e., the development of the knowledge and skills
needed in getting along with others), and career development (i.e., the development of the knowledge and skills needed
to set short-term and long-term goals in planning for the future).
Two of the three areas of learning – student development and interpersonal development – are integrated within the
learning skills and work habits described in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools
– First Edition, Covering Grades 1 to 12. For each of the learning skills and work habits, the document provides examples
of associated behaviours, which are designed to guide teachers in the instruction, assessment, and evaluation of the
learning skills and work habits.
The third area of learning – career development – helps students reflect critically on their strengths, needs, and
interests, set goals, and identify learning opportunities and strategies to achieve their goals. The career development
competencies are “knowing self”, “exploring opportunities”, “making decisions”, and “preparing for change and making
transitions”. The policy document Choices into Action: Guidance and Career Education Program Policy for Ontario
Elementary and Secondary Schools and Creating Pathways to Success 2012 which describes these competencies and
provides examples of associated behaviours to guide teachers in the integration of these competencies within the
delivery of the Ontario curriculum in all disciplines. The school will offer a range of career exploration activities to
support students in the development of these competencies.
At the school, teachers encourage their students to set goals to improve their work and to review the success of their
personal efforts and choices. Starting in Grade 9, students also track the growth of their career development
competencies and plan for their future using My Blueprint. We will engage in assisting students in the reviewing, and
revising of their “Blueprint” on a regular basis.
In order to earn an OSSD, all students are required to successfully complete the Grade 10 career studies course
(GLC2O). Students may also take additional courses from the guidance and career education curriculum policy
document, one of which may count as a compulsory credit in Group 1.
The requirements for the guidance and career education program are outlined in Choices into Action: Guidance and
Career Education Program Policy for Ontario Elementary and Secondary Schools.
Individual Pathways Plan (IPP)
48
Throughout their time at the school students develop their IPP using MyBlueprint. In grade 9 and 10 this is developed
and reviewed as part of the Foundations program and is also built into the careers course. For students in grades 11
and 12, the IPP is updated by the student with support from their guidance counselor. The IPP is used in course
selection and post-secondary planning meetings.
Student Success Support
The Ministry of Education “Student Success” initiative provides additional support to students who experience
difficulties in school for a variety of reasons. The focus of the support is to improve the literacy and numeracy skills of
all students, to ensure a smooth transition from grade 8 to 9 and then from secondary school to both post-secondary
education and the work place, and to develop programs within schools which prepare students for their selected
destination.
Orientation and Exit Programs
At the school we have programs to support students both transitioning into and out of Blyth Academy. At the start of the
school year we hold an orientation day to help students become familiar with the school, its facilities, programs and
policies. The orientation program for grade 9 and 10 students continues through the foundations programs.
International students take part in the orientation activity but also in an additional orientation program that is run by
the international student services coordinator.
Throughout the student’s time at the school they regularly meet with their guidance counselor. At the end of their time
at the school students have exit meetings with their guidance counselor that is part of their post-secondary transition
plan.
Supports for English Language Learners
There are different types of English Language Learners. There are both newcomers from other countries whose first
language is not English and Canadian born students who were raised in communities where English was not spoken. At
this school we generally only have ELL students who are newcomers to Canada.
Blyth Education has an International Student Services Coordinator whose role it is to support students who are
newcomers to Canada at all Blyth Academy Schools. The program includes:
Orientation and transition for students (and families if appropriate) to the school and to the Ontario
Education System
Proficiency assessment including reading comprehension, writing skills, oral communication skills and math
skills
Placement in appropriate program with Principal consultation- if a student needs ESL support it will be given
either through an individual class instruction course or through a local language school
Support in preparation for Ontario Secondary School Literacy Test
Regular check-ins and events for students
Special Provisions Available to Exceptional Students
The Ontario Ministry of Education recognizes five areas of exceptionality: behaviour, communication, intellectual,
physical, and multiple – for which provisions will be made.
What is a Student Support Plan?
The student support plan is a written plan describing the special education program and/or involvements required by a
particular student, based on a thorough assessment of the student’s strengths and needs. A student support plan is
developed for every student identified as exceptional. In addition, a student support plan may be developed for a
student who has not been formally identified as exceptional but who requires a special education program and/or
involvements.
An Explanation of Modifications and Accommodations
49
Students may require specific interventions in school courses in order to achieve academic success. Program
modifications involve changes to the grade-level expectations in the Ontario curriculum, and therefore modify the
course material. This may include a reduction in course material or a shift in course level to support learning.
Accommodations are supports or involvements that will help the student access the curriculum and demonstrate
learning. For example: extra time, oral assessment, or preferential seating.
This school does not modify curriculum.
Computer Labs/Resource Centers/Libraries
At the school we have some facilities to help promote student learning, engagement and success. These include: Smart
boards, laptops, a science lab and a guidance resource area.
Education Planning and the Course Selection Process
At Blyth Academy we pride ourselves in the quality of the guidance support that we offer. Each student has individual
course selection meetings with their guidance counselor at least once a year but often more frequently. (As we do the
timetable by hand leading up to each of the four terms students will often meet with their guidance counselor before
each term to review and sometimes change their selections.) Parents are invited to these meetings- if they do not attend
the course selection information is communicated to them by the guidance counselor through email. The course
selection meetings look at where a student is and their graduation needs as well as pathways to get to their postsecondary goals- the student’s Individual Pathways Plan (IPP) is used as a foundation for this meeting.
These
meetings, particularly in grades 11 and 12, often include researching post-secondary options.
Intervention Strategies, Supports and Programs
We pay close attention to the academic performance and success of our students. In addition to the report cards that
go out and midterm and the end of at course and the parent teacher interviews each term we also have a lot of regular
communication, primarily by email, between home and school. At the school we use our Rediker Student Information
System as a tool for parents and students to have access to a student’s academic record. Using an individual login
parents and students can see daily attendance and punctuality, current grades and any late or missed assignments. In
the event there are some concerns we have a few stages of academic intervention:
1.
Identification of Concern- this may come from the parent, student, teacher, guidance counselor or Principal
2.
Intervention of the teacher
3.
Intervention of the Head of Guidance
4. Intervention of the Principal
Parents are involved in various stages of the intervention depending on circumstances.
The support that is provided to the student as part of the interventions is personalized but may include:
Extra help sessions with the teacher
Peer tutoring sessions
Counseling support
Meetings with involved parties
Referrals to external agencies
Referrals to psychological associates
Development of support plan
Regular check-ins with guidance/Principal
Skill development work with guidance
Work on my blueprint, post-secondary planning
Academic monitoring
50
Student Conduct - Roles & Responsibilities
Students
Students have many responsibilities with regard to their learning. Students who make the effort required to succeed in
school and who are able to apply themselves will soon discover that there is a direct relationship between this effort
and their achievement, and will therefore be more motivated to work. There will be some students, however, who will
find it more difficult to take responsibility for their learning because of special challenges they face. The attention,
patience, and encouragement of teachers can be extremely important to these students’ success. However, taking
responsibility for their own progress and learning is an important part of education for all students, regardless of their
circumstances. Mastering the concepts and skills connected with secondary school curriculum requires work, study,
and the development of cooperative skills. In addition, students who actively pursue opportunities outside the
classroom will extend and enrich their education.
Parents/Guardians
Parents/Guardians have an important role to play in supporting student learning. Studies show that students perform
better in school if their parents are involved in their education. By becoming familiar with the curriculum, parents can
determine what is being taught in the courses their daughters and sons are taking and what they are expected to learn.
This awareness will enhance parents’ ability to discuss their children’s work with them, to communicate with teachers,
and to ask relevant questions about their children’s progress. Knowledge of the expectations in the various courses will
also help parents to interpret teachers’ comments on student progress and to work with teachers to improve their
children’s learning. Effective ways in which parents can support their children’s learning include attending parentteacher interviews, participating in parent workshops and school council activities and encouraging their children to
complete their assignments at home. In addition to supporting regular school activities, parents may wish to encourage
their sons and daughters to take an active interest in meaningful activities outside the school day.
Code of Conduct
Blyth Academy is committed to helping each student to develop self-discipline, self-respect and self-esteem. This
includes a sense of responsibility and the motivation to develop oneself fully. To optimize success, all students are
expected to:
be courteous
be punctual and attend regularly
prepare for and participate in their learning
show respect for THEMSELVES and all others around THEM
Blyth Academy is committed to providing an environment which maximizes learning. To this end students are expected
to:
behave appropriately as defined by teachers in their classrooms
avoid defiance, verbal abuse, harassment or rudeness
show respect for school property
Blyth Academy is committed to a safe and orderly environment in which staff and students can learn and work.
51
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 and treat others fairly, regardless of, for example, their race, ancestry, place of origin,
colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability;
Respect the rights of others;
Show proper care and regard for school property and the property of others;
Take appropriate measures to help those in need;
Seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully;
Dress in a manner that is appropriate to school activities with regard to exposure, cleanliness and/
or message;
Respect all members of the school community, especially persons in positions of authority;
Respect the need of others to work in an environment that is conducive to learning and teaching.
Safety
All members of the school community must not:
•
Possess any weapon, including firearms;
•
Use any object to threaten or intimidate another person;
•
Cause injury to any person with an object;
•
Possess or be under the influence of alcohol and/or illegal drugs;
•
Provide others with weapons, alcohol or illegal drugs;
•
Be under the influence of a noxious substance, such as glue or gasoline;
•
Contravene the Tobacco Control Act;
•
Inflict or encourage others to inflict bodily harm on another person;
•
Engage in bullying behaviours;
•
Commit sexual assault;
•
Engage in hate propaganda and other forms of behaviour motivated by hate or bias.
52
Students’ Responsibilities with Respect to Evidence for Evaluation
Cheating and Plagiarism
Blyth Academy commits to having policies for assessments that minimize the risk of cheating. We also commit to begin
each course with refresher learning on cheating.
In the event of cheating:
Student will meet with the teacher, Principal and possibly parent(s)
A course of action will be decided based on the meeting
Blyth Academy commits to begin each course with refresher learning on how to properly credit and source work from
other sources; therefore, plagiarism at the Grade 11 and 12 levels is not considered accidental.
The following protocol will be followed for true plagiarism:
Student will meet with the teacher, Principal, and possibly parent(s)
The assignment will be re-worked to the teacher’s satisfaction for a grade of up to 50%
If the student repeats the offence, a score of zero will be given with a likely suspension and possible
consequence of expulsion from school.
A third-time offence will result in expulsion
Improper citations or situations in which a teacher deems the student to have acted with good intentions:
The school will work with the student to ensure plagiarism is understood and will not be repeated
A second submission of the assignment will be permitted
The teacher will decide how the re-submission will be evaluated (50% or full value)
Late and Missed Assignment Policy
Any assignments given by the teacher will have a due date. If a student has an issue with the due date, he/she will have
an opportunity to discuss alternate arrangements with the teacher ahead of time. In every class, students have ONE
FREE PASS to turn in an assignment up to 3 days late without penalty (certain assignments may be excluded, such as
presentations and assessments). Otherwise, late work may be subject to mark deduction. Weekends count as one day
unless otherwise specified by the teacher. If a student wishes to discuss a penalty/mark, they may do so with the
teacher. In order to be evaluated in time for inclusion in an overall mark, all assignments must be submitted no later
than the start of the course’s final exam or final class. We do understand that extenuating circumstances do occur, but
we also seek to prepare students for the real world, where university professors and employers are not as flexible with
respect to deadlines. Despite all this, discretionary efforts are made by school staff in order to ensure that all students
are assessed on their academic achievement rather than their learning skills. To that end, where in the teacher’s
professional judgement it is appropriate to do so, a number of strategies may be used to help prevent and/or clarify the
reason for not completing the assignment, as outlined in Growing Success;
Helping students develop better time-management skills;
Collaborating with other staff to prepare a part- or full-year calendar of major assignment dates for every class;
Planning for major assignments to be completed in stages, so that students are less likely to be faced with an all-ornothing situation at the last minute;
Maintaining ongoing communication with students and/or parents about due dates and late assignments, and
scheduling conferences with parents if the problem persists;
Taking into consideration legitimate reasons for missed deadlines;
Requiring the student to work with the school team to complete the assignment;
Providing alternative assignments or tests/exams where, in the teachers professional judgement, it is reasonable and
appropriate to do so;
Deducting marks for late assignments.
53
Missed Tests and Exam Policy
A student who misses a test or quiz in class, for legitimate reasons as determined by the teacher, can make up the test
or quiz the next day before or after class (parent phone call may be required). A student cannot write it during class
time. If a student simply skips a test or quiz, he/she cannot write a make-up without an appeal to the teacher.
For a missed EXAM we require a note from a doctor.
Punctuality and Absences
Punctuality is a necessity at every stage of life – we would be doing a disservice to our students if we paid no attention
to or ignored punctuality. Please understand our need for the following policies regarding lates and absences, and
know that we will work with our students to find success.
All teachers will maintain a record of their students’ attendance and punctuality based on provincial Ministry’s “safe
arrival” approach. In any given term, when a student establishes a pattern (as defined by the classroom teacher) of
being late or absent, a call and/or written correspondence will be placed/sent home, and the student will be considered
to be “at risk”. At the discretion of the teacher or Principal, a medical note or valid written explanation can result in
excused lates or absences. At a certain point excessive lates or absences will result in forfeiture of course, credit, and
cost (up to the discretion of the teacher and administration). If a student has 5 unexplained absences, they may be
deemed “at risk” for earning their credit. If a student has missed 5 total hours of class time (this can be any
combination of lates and absents which equal 5 total hours), they will be required to meet with the Guidance
Counsellor to set up a plan to support the student in their attendance. Students will also be told of the consequences of
further hours of missed class, and the possibility of being deemed “at risk” for earning their credit. Parents will also be
notified. If the pattern of lates/absences continues, at 8 - 9 hours of missed class time, the student and parents will be
asked to meet with the Principal regarding their “at risk” status.
Non-Attendance Policy
As of December 20, 2006, all students under 18 years of age, are required to be in attendance at school unless they have
already graduated or are otherwise excused from attendance at school. Legal reasons for being absent from school (e.g.
receiving satisfactory instruction at home or elsewhere) continue to apply.
If a student is absent for an extended period of time, the first responsibility of the school is to investigate why a student
is absent, and make every effort to have the student return to school.
A student who has been absent for 15 consecutive school days without appropriate supporting documentation is to be
removed from the register. A pupil of compulsory school age may remain on the register for 16 to 30 consecutive days
of absence, if the principal has approved the case in writing to the Principal. This may be extended for subsequent
fifteen-day periods, if the principal receives reports from the Principal every 15 days that the file is still active. It is
critically important to maintain contact with absent students/parents.
If a student is known to have left the school board jurisdiction or if after a reasonable period of time the Principal is
unable to locate the student, then his/her name should be removed from the register. Removing a student’s name from
the register for absenteeism does not mean the student need not attend school. Attendance for students of compulsory
school age is required under the Education Act. The Principal must inform the Private Schools Branch of the Ministry of
Education when pupils are removed from the register. The school should continue to attempt to reach out to them as
they may eventually respond to these efforts and return to school.
54
Day
Date
Activity
Tues da y
Wednes da y
Thurs da y
Fri da y
8
9
10
11
September
September
September
September
Profes s i ona l Devel opment Da y
Ori enta ti on Da y
Ori enta ti on Da y
Fi rs t Da y of Cl a s s es Term 1
Wednesday
16
September
Presentation
Fri da y September 25 – Sunda y, September 27
Uni vers i ty Fa i r: Toronto
Monda y
Tues da y
21
22
September
September
Pa rt-ti me cl a s s es s ta rt M/W
Pa rt-ti me cl a s s es s ta rt T/Th
Wednesday
23
September
Parent Teacher Meet ‘n Greet
Wednesday
30
September
Meet and Greet
Tues da y, October 6 – Thurs da y, October 8
Bl yth Aca demy Uni vers i ty Fa l l Tour
Fri da y
Monda y
9
12
October
October
Tha nks gi vi ng No Cl a s s es
Tha nks gi vi ng No Cl a s s es
Wednesday
14
October
Parent/Teacher Interviews
Monda y
19
October
Wi thdra wa l Da te Term 1
Wednesday
4
November
Ta ke Your Gra de 9 to Work Da y
Monda y
Tues da y
Wednes da y
16
17
18
November
November
November
Exa ms
Exa ms
Exa ms
Thurs da y
19
November
Fi rs t Da y Term 2
Wednesday
16
December
December 21– Ja nua ry 1, 2016 Incl us i ve
Ha ppy Hol i da ys
Thursday
7
January
Withdrawal Date Term 2
Monday
4
January
First Day of Classes 2016
Wednes da y
Thurs da y
Fri da y
3
4
5
Februa ry
Februa ry
Februa ry
Exa ms
Exa ms
Exa ms
Monda y
8
Februa ry
Fi rs t Da y Term 3
Monda y
15
Februa ry
Fa mi l y Da y
Monda y
22
Februa ry
Pa rt-ti me cl a s s es s ta rt M/W
55
Day
Date
Activity
Tues da y
23
Februa ry
Pa rt-ti me cl a s s es s ta rt T/Th
Wednesday
2
March
Ma rch 14 - 18 Incl us i ve
Ma rch Brea k
Tuesday
22
March
Withdrawal Date Term 3
Fri da y
Monda y
25
28
Ma rch
Ma rch
Good Fri da y
Ea s ter Monda y
Thursday
31
March
Ontario Secondary School Literacy Test
Thurs da y
Fri da y
21
22
Apri l
Apri l
Exa ms Term 3
Exa ms Term 3
Monda y
25
Apri l
Fi rs t Da y Term 4
Friday
29
April
Blyth Academy Prom Class of 2015-2016
Friday
6
May
Graduation Grade 12
Monda y
23
Ma y
Vi ctori a Da y No Cl a s s es
Wednesday
25
May
Tues da y
31
Ma y
Wi thdra wa l Da te Term 4
Week June 13 -17
Gra de 8 Newfoundl a nd Tri p
Monday
27
June
Grade 8 Graduation
Tues da y
Wednes da y
28
29
June
June
Exa ms Term 4
Exa ms Term 4
Thurs da y
30
June
Monda y
Tues da y
4
5
Jul y
Jul y
Summer School Sta rts
56
End of Document

Cawthra Campus - Blyth Academy

Transcription

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