School Calendar

Contents

• Moonshot International School
• THE CREDIT SYSTEM
• SECONDARY SCHOOL COURSES IN THE CURRICULUM
• ADDITIONAL WAYS FOR STUDENTS TO COMPLETE COURSES AND PROGRAMS
• ASSESSMENT, EVALUATION, REPORTING(Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010)
• ONTARIO STUDENT RECORD (OSR)
• SUPPORT AND RESOURCES
• COURSE DESCRIPTIONS

Moonshot International School

Paving Your Way to a Brighter Future

VISION STATEMENT

“Our vision…is the future.”

We see our graduates as confident, capable, caring citizens of the world, embracing change, and adapting, to fulfill their potential and realize their dreams.

MISSION STATEMENT

“Our mission…is to pave your way to a brighter future.”

Our mission is to lay firm foundations for future academic and personal growth by instilling in our students a love of learning for its own sake, and the rewards it will bring, as they find their own way in an ever changing world of challenges and opportunities.

PHILOSOPHY AND GUIDING PRINCIPLES

Moonshot International School’s philosophy and guiding principles will inform all aspects of school life: curriculum planning, student and staff expectations, the school’s code of conduct, and school climate. These are:

• To create a safe, equitable and inclusive learning environment, which will encourage and motivate students to achieve their high school diploma, and appreciate the intrinsic and practical value of education;
• To establish a tradition of excellence in academics and personal growth;
• To develop a feeling of self-worth through accomplishments, discipline and respect for oneself and others;
• To encourage self-motivation and initiative so that students play a meaningful role in their own education;
• To promote critical, creative, thinking and broad perspective taking by encouraging students to explore connections and relationships in their learning, within and, across the curriculum;
• To promote an appreciation for the value of good citizenship and develop an open attitude to the needs and perspectives of other cultures;
• To prepare students for the local and global work place by developing employability skills and a positive attitude toward change and lifelong learning;
• To create learning opportunities to ensure that each student has the maximum opportunity to develop the academic, research, technological and personal management skills for successful completion of secondary, postsecondary and vocational requirements.

The success of our guiding principles and objectives depends upon the shared responsibilities of students, teachers, parents, and the wider community.

COMMON EXPECTATIONS

Expectations are broad statements that reflect societal values, and our vision and mission statements. Our policies and code of conduct evolve from the following stated expectations:

1. All members of the school community have the right to be treated with respect, honesty, and courtesy. All members can expect equitable treatment regardless of race, culture, gender, language, disability, or any personal attribute.
2. All members of the school community have the right to an education in a friendly school environment free of violence, prejudice, harassment, and any form of abuse. They can expect disagreements to be settled in a fair, non-violent manner, and without the use of threats.
3. All members of the school community are expected to personally display and actively encourage positive behaviour, cooperation, and the incorporation of positive values into daily school life.
4. Negative behaviour, such as the use of profanity, fighting, bullying, theft, and vandalism, will not be tolerated within our school community.
5. It is expected that all communications and interaction between members of our school community will embody and model the principles of fairness, openness, consistency, and respectfulness.
6. All members of the school community are expected to attend school free from alcohol or drugs (including cigarettes).
7. All members of the school community can expect a safe school environment, free of any weapons or dangerous objects.
8. All members of the school community are expected to treat school property and the possessions of all individuals with respect, care, and consideration.
9. All members of the school community are expected to attend school regularly and to be punctual.
10. All members of the school community are expected to attend school dressed appropriately and to maintain appropriate personal hygiene practices.
11. All members of the school community are expected to know and observe school rules.
12. All visitors to the school are expected to conform to existing rules regarding their registration and presence.
13. It is expected that our school environment will be free of public displays of intimate affection.

OUR SCHOOL FEATURES

• Supportive learning environment
• Dedicated OCT certified teachers
• Individualized attention
• Homework help and after- school remedial period
• Monthly progress reports and ongoing communication with parents
• Class size: 15 students
• Fall, winter semesters and summer school in July and August
• Career and postsecondary guidance
• Preparation for success at university, college and the work place

UNIQUE FEATURES OF Moonshot International School

• Modern classrooms with computers and WIFI connectivity
• Easily accessible campus locations (Malton, Brampton, Brampton)
• Seamless transition to all CIMT College programs (Business, Technology, Health Care)
• Access to CIMT Medical School Preparation Courses for entry to the Caribbean Medical School

THE SEMESTER SYSTEM

Our school year is divided into two equal parts and a student is expected to complete half of his/her program each semester. The first semester begins in September and ends in January. The second semester begins immediately following the conclusion of the 1st semester and ends at the conclusion of the required time for the course. Students may enter their program in the 1st or 2nd semester. We will also offer summer credit courses during July and August. Thus students can complete up to four credits over the summer.

THE CREDIT SYSTEM

(Ontario Schools, Kindergarten to Grade 12 Policy and Program Requirements, 2011)

A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours. Credits are granted by a principal on behalf of the Minister of Education for courses that have been developed or approved by the ministry. A half credit may be granted for each 55 hour part of a 110 hour ministry developed course. Half-credit courses must comply with ministry requirements as outlined in the curriculum policy documents. Partial credits may be granted for the successful completion of certain locally developed courses.

Requirements of the Ontario Secondary School Diploma (OSSD)

To earn an Ontario Secondary School Diploma, a student must:

• Earn 30 credits (18 compulsory and 12 optional credits)
• Complete 40 hours of community involvement activities
• Meet the Provincial Secondary School Literacy requirement

18 compulsory credits

Students must earn the following compulsory credits to

obtain the Ontario Secondary School Diploma:

• 4 credits in English (1 credit per grade)*
• 3 credits in mathematics (1 credit in Grade 11 or 12)
• 2 credits in science
• 1 credit in Canadian geography
• 1 credit in Canadian history
• 1 credit in the arts
• 1 credit in health and physical education
• 1 credit in French as a second language
• 0.5 credit in career studies
• 0.5 credit in civics

Plus one credit from each of the following groups:

• Group 1: English (including the Ontario literacy course), French as a second language, ** or a Native language, or classical or an international language, social sciences and the humanities, Canadian and world studies, guidance and career education, or cooperative education***
• Group 2: health and physical education, the arts, business studies, French as a second language, or **cooperative education***

• Group 3: science (Grade 11 or 12), technological education, French as a second language, **computer studies, or cooperative education***

*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.

**In groups 1, 2, and 3, a maximum of 2 credits in French as second language can count as additional 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 a compulsory credit for any group

requirement.

12 optional credits

In addition to the 18 compulsory credits, students must earn 12 optional credits. As well as fulfilling the secondary school credit requirements optional credits may be used by students to explore possible postsecondary career options.

Compulsory and Optional Credits must be equal a minimum of 30 credits.

The 12 optional credits may include up to 4 credits earned through approved dual credit courses.

• A half credit may be granted for each 55-hour part of a 110-hour ministry-developed course. Half credit courses must comply with ministry requirements as outlined in the curriculum policy documents.
• Partial credits may be granted for the successful completion of certain locally developed courses.

Requirements of the Ontario Secondary School Certificate (OSSC)

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

Compulsory Credits (total of 7)

• 2 credits in English
• 1 credit in Canadian history of Canadian geography
• 1 credit in mathematics
• 1 credit in science
• 1 credit in health and physical education
• 1 credit in the arts, computer studies or technological education

Optional Credits (total of 7)

Requirements for 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. This certificate may be a useful means of recognizing achievement for students who plan to take certain vocational programs or other kinds of further training. Students who return to school to complete additional credit and non-credit courses will have their transcript updated but will not be issued a new Certificate of Accomplishment. However, the Ontario Secondary School Diploma or Ontario Secondary School Certificate will be granted to students who have fulfilled the appropriate requirements. The Certificate of Accomplishment is to be filed in the student’s Ontario Student Record along with their Ontario Student Transcript or the Individual Education Plan.

SUBSTITUTIONS FOR COMPULSORY COURSES

Substitutions may be made for a limited number of compulsory credit courses from the remaining courses offered by the school that meet the requirements for compulsory credits. To meet individual students’ needs, principals may replace up to three of these courses (or the equivalent in half courses) with courses from the remainder of those that meet the compulsory credit requirements. In all cases, however, the sum of compulsory and optional credits will not be less than thirty for students aiming to earn the Ontario Secondary School Diploma and not less than fourteen for those aiming to earn the Ontario Secondary School Certificate. Substitutions should be made to promote and enhance student learning or to meet special needs and interests.

Procedure for Requesting Substitutions for Compulsory Courses

The decision to make a substitution for a student should be made only if the student’s educational interests are best served by such a substitution. If a parent or an adult requests a substitution, the principal will determine whether or not it should be made. A principal may also initiate the process. The principal will make his or her decision in consultation with the parents or adult student and appropriate school staff. In cases where the parent or adult student disagrees with the decision of the principal, the parents or adult student may ask the appropriate supervisory officer to review the matter.* Each substitution will be noted on the student’s Ontario Student Transcript by an “X” in the appropriate column and documentation will be filed in the OSR.

*Moonshot International School does not have a supervisory officer.

PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR), for regular day school students(Ontario Schools Kindergarten to Grade12, Policy and Program Requirements, 2011)

PLAR is a process whereby a principal may recognize the achievement of curriculum expectations previously achieved outside Ontario secondary schools. Credits may be earned through the equivalency or challenge process.

Equivalency Process

The principal, with a thorough analysis of course content and PLAR assessment policies, may grant up to 26 equivalent credits toward the OSSD. The last four credits (including the compulsory Grade 12 English credit)must be earned. The remaining credits will be chosen from the chart below to obtain an OSSD based on the assessment of corresponding credentials from other jurisdictions. Equivalency credits may be granted to students who are transferring from home schooling, a non-inspected private school, or a school outside Ontario. These credits are granted only for the purpose of placing the student in appropriate courses.

Challenge Process(Not available this year)

Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit-granting process whereby students may obtain up to four credits(from Grade 10,11,and 12 courses)as recognition for their prior learning. No more than two of these credits may be granted in one discipline. Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside an Ontario secondary school. Students may have their knowledge and skills evaluated against the expectations outlined in provincial curriculum policy documents in order to earn credits towards the Secondary School Diploma. The Ontario principal, with a thorough analysis of course content and assessment policies will develop a standard for each course being considered for equivalency and apply this standard for all students. Assessment instruments for this process must include a formal test (70% of final mark) and a variety of other assessment strategies appropriate for the particular course (30% of final mark). Such strategies may include the evaluation of student work, including written assignments and laboratory work, and direct observation of student performance.

PLAR credits will be recorded on the OST, and a PLAR tracking form will be maintained and filed in the OSR folder.

 

Requires to Qualify for the OSSD, where the student has normally completed:

	Grade 9	Grade 10	Grade 11	More than Grade 11
Number of years successfully completed in a secondary program	1	2	3	More than 3
Minimum number of credits in total, still to be earned towards OSSD	22	14	7	4
Minimum number of credits still to be earned and requirements to be met: -English -math -science	3 2 1	2 1 0	1 0 0	1 (a) 0 0
Literacy graduation requirements	Required	Required	Required	Required
Community involvement (b)	40 hours	-	-	-

(a)The compulsory English credit for grade 12 is required if its equivalent has not already been earned.

(b)The principal will determine the number of hours of community service involvement required for students who have successfully completed two or more years in a secondary school program.

In addition, the principal will ensure that the following requirements are met:

**A student who has no previous Ontario credits, but who has successfully completed more than three years of secondary school, is required to earn a minimum of four credits in Grade 11 or Grade 12 courses before being recommended for the OSSD under OS/OSS.

**A student who has successfully completed more than three years of secondary school education,

has previously earned at least three Ontario credits, and has returned to the Ontario educational system may qualify for the OSSD under OS/OSS by completing a minimum of one Grade 11 or Grade 12 credit.

The Provincial Secondary Literary Requirement, including:

• the Ontario Secondary School Literacy Test
• the Ontario Secondary School Literacy Course
• accommodations, special provisions, deferrals, and exemptions

The Ontario Secondary School Literacy Test (OSSLT)

The OSSLT is the standard method for assessing the literacy skills of students in Ontario for the purpose of determining whether students meet the provincial secondary school literacy requirement for graduation. The test thus identifies students who have demonstrated the required skills in literacy (skills acquired by the end of Grade 9), as well as those who have not demonstrated the required skills and will need to do further work. The test identifies the specific areas in which these students need remediation.

The test is administered through the Education Quality and Accountability Office (EQAO) once each year, usually in the spring.

Students who are working towards the OSSD under OS/OSS will normally take the OSSLT when they are in Grade 10. Those who do not take the test in the year following the year in which they enter Grade 9 will require a deferral. Deferrals must be granted in accordance with the policies on deferrals in current Ministry document and memoranda.

For students who entered Grade 9 in 1999-2000, successful completion of the test is not a graduation requirement. However, for those students who took the field test of the OSSLT in 2000-2001, failed the test, and chose to retake the OSSLT in October 2001, successful completion of the provincial literacy graduation requirement became a diploma requirement. EQAO documentation will be filed in the student’s OSR folder and will indicate successful/unsuccessful completion of this requirement.

Students who are working towards an OSSD under OS/OSS and 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 literacy test, they may not retake it.

A student will take the OSSLT in the language of instruction of the school in which he or she is enrolled at the time of test administration. A student who has successfully completed the OSSLT in either English or French is considered to have met the literacy graduation requirement, and will not have to retake the test in the other language after transferring to the receiving school.

The school is required to provide remedial assistance for students who do not complete the test successfully. This remedial assistance should be designed to help students improve their skills so that they are better prepared to retake the literacy test. For example, the school could offer a credit course, or non-credit remedial assistance on learning strategies or literacy skills for these students.

ACCOMMODATIONS, DEFERRALS, AND EXEMPTIONS FOR THE PROVINCIAL SECONDARY SCHOOL LITERACY TEST

ACCOMMODATIONS:

Students who are receiving special education programs and services, and who have an Individual Education Plan will receive the same accommodations that are set out in the student’s IEP 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. The content of the course will not be altered.

DEFERRALS:

Students who might benefit from a deferral of the test may include students who have been identified as exceptional and students registered in English as a Second Language/English Literacy Development courses that have not yet acquired the level of proficiency in English required for successfully completing the test. The principal determines if a deferral should be granted and a time period for the deferral.

EXEMPTIONS:

Students whose IEP’s indicate that they are not working towards the attainment of a Secondary School Diploma may, with parental consent and approval of the principal, be exempted from participating in the literacy test.

ONTARIO SECONDARY SCHOOL LITERACY COURSE

Students who have been eligible to write the OSSLT at least twice and who have been unsuccessful at least once are eligible to take this course. The credit earned for successfully completing the OSSLC may also be used to meet the Grade 11 or Grade 12 compulsory credit requirement or the Group 1 credit requirement.

COMMUNITY SERVICE

Community service offered in our school meets the provincial mandate requiring every student to complete 40 hours of community service in order to be granted the Ontario Secondary School Diploma.

When must a student complete 40 hours of Community Service?

Between July 1st (after they finish grade 8) until the end of grade 12. Students need to complete this graduation requirement outside the instructional day. To ensure that students meet this requirement, we encourage them to complete a minimum of 10 hours of service per year.

How does a student go about completing Community Service hours?
A form outlining the procedure and a list of eligible services as well as the completion of required hours will be distributed to students. The completed form must be submitted to the school in the student’s final year. The form will be kept in the student’s OSR file.

Any service work for an organization not on the approved list requires prior approval from school administration. Report cards indicate the number of hours completed to date. These records are updated periodically as students submit “Record of Community Service”.

What do parents/guardians need to know to support community service?

Parents/guardians are partners in this process as they monitor the completion of service hours. In consultation with parents, students are encouraged to find suitable service placements while ensuring personal safety. Students are also responsible for completing reflection assignments designated by the school.

What service activities have been approved?

• Providing service to seniors or others experiencing difficulty leaving their homes e.g., raking, shoveling, shopping, visiting, meal preparation, reading.
• Assisting a neighbour with childcare.
• Tutoring younger students.
• Volunteering at a seniors’ home/centre.
• Helping organize local community/charity events e.g., food banks, food drives,
• Assisting with environmental initiatives e.g., recycling, planting trees, park clean-up.
• Becoming involved in charitable organizations.
• Assisting with sports teams.
• Volunteering at local hospitals, libraries, animal welfare agencies.
• Assisting with literacy initiatives at local libraries, daycare centres, community centres.
• Assisting students with special needs (during lunch or outside the instructional day).
• Facilitating school events e.g., parent information nights.
• Serving on school committees and councils e.g., school governments and ministries.
  

What service activities have not been approved?

Any activity which:

• occurs during the instructional day (does not include lunch or spare periods);
• occurs in a factory, if a student is under 15 years of age;
• occurs in a work place, other than a factory, if a person is under 14 years of age; would normally be performed for wages by a person in the workplace;
• involves the operation of a vehicle, power tools or scaffolding;
• involves administration of any type of medication or medical procedure;
• involves the handling of substances classed as “designated substances” under the Occupational Health and Safety Act;
• requires the knowledge of tradespersons whose trade is regulated by the provincial government;
• Is a requirement of a course in which the student is enrolled (e.g. co-op);
• involves banking, or handling jewelry, works of art, antiques or other valuables;
• is normally a performed duty in the student’s home or personal recreational activities;
• involves a court-ordered program.

REQUIREMENTS FOR COMMUNITY SERVICE HOURS FOR INTERNATIONAL STUDENTS

International students who come to Ontario for one year are required to complete a minimum of 10 hours of community service.

Record of Community Service

Name of Student:
Grade:

LOCATION ADDRESS/TELEPHONE/CONTACT PERSON & DUTIES
Organization/Sponsor Address:
Telephone: Contact Name (print clearly): Contact Signature: Duties Performed:
Total Number of Hours:
VERIFICATION SIGNATURES
Student: Date Completed: Date Submitted (Office Use Only):	Parent/Guardian: Is this activity on the approved list? Yes No**will include If no, Principal (or Principal designate) must sign below) Principal:

COURSE CODING DESIGNATION

Eg: Grade 10 Academic English-ENG2DO

Subject	Grade	Course Type
The first three characters of the course code refer to the name of the course.	The fourth character refers to the grade of the course. 1= Grade 9 2= Grade 10 3= Grade 11 4= Grade 12	The fifth character refers to the course type. P= applied D= academic O= open E= workplace prep C= college prep. U= university prep M= university/college prep The sixth character may vary from school to school.

SECONDARY SCHOOL COURSES IN THE CURRICULUM

Secondary school courses in the Ontario curriculum are organized by discipline, grade, and course type. Course types offered in Grades 9 and 10 (academic, applied and open courses) differ from those offered in Grades 11 and 12 (destination-related courses, open courses).

There is a clear distinction between applied and academic courses in Grades 9 and 10 and among the various destination and open courses in Grades 11 and 12 to accommodate all students and their postsecondary and career aspirations.

Course Type

Grade 9 and 10 Courses

•ACADEMIC courses develop students’ knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate.
•APPLIED courses focus on the essential concepts of a subject and develop students’ knowledge and skill through practical applications and concrete examples. Familiar situations are used to illustrate ideas, and students are given more opportunities to experience hands-on applications of the concepts and theories they study.
• OPEN courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interest and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college or the work place in mind.
• ESSENTIAL (Locally Developed Courses)courses are locally developed by the school board to accommodate the educational or career preparation needs of students, especially students receiving special education services, whose need for particular course content cannot be met by a course based on provincial curriculum policy documents.

Although in Grades 9 and 10, students are not expected to make binding decisions about postsecondary and career plans, they may, however, select a combination of academic, applied and open courses to explore their interests and meet the prerequisites for Grade 11 and 12 courses which they may need for postsecondary programs.

Grade 11 and 12 Courses

• COLLEGE PREPARATION courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for most college programs or for admission to specific apprenticeship or other training programs

• UNIVERSITY PREPARATION courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs.
• UNIVERSITY/COLLEGE PREPARATION courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programs at universities and colleges.

• WORKPLACE PREPARATION courses are designed to equip students with the knowledge and skills they need to meet the expectations of employers, if they plan to enter the workplace directly after graduation, or the requirements for admission to certain apprenticeship or other training programs.

• OPEN courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interest and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of universities, colleges, or the workplace in mind.

In Grades 11 and 12 students will focus more on their individual interest and will further identify and prepare for their postsecondary pathways.

Course Prerequisites:

A course prerequisite is a course required by the Ministry in order to take a higher course type in the same subject. For example, ENG2D is the prerequisite for ENG3U. Students should always check the school calendar to determine if a course they wish to take in the next grade has a prerequisite.

Course Co-requisites:

A course required to be taken concurrently with another course within the same grade and subject. For example, MHF4U can be taken concurrently with MCV4U.

Policy for Waiving Course Prerequisites

If a parent or an adult student requests that a course prerequisite be waived, the principal will determine whether or not it is in the best interest of the student to accommodate the request. For the same reason, a principal may also initiate the process. Documentation in the OSR folder will outline the reasons for allowing the waiver (including assessment/evaluation documents)

Core Program Compulsory Grade 9 Courses:

Students entering Grade 9 are required to take the following courses:

1. English
2. math
3. Canadian geography
4. French
5. science

Electives: students will choose three additional courses.

Program Compulsory Grade 10 Courses:

Students entering Grade 10 are required to take the following courses:

1. English
2. math
3. Canadian history
4. civics and career studies
5. science

Electives: students will choose three additional courses.

Compulsory Grade 11 Courses:

Students entering Grade 11 are required to take the following courses:

1. English
2. math

Electives:

Students will choose six additional courses including the remaining compulsory courses and additional elective courses.

Compulsory Grade 12 Courses:

Students entering grade 12 are required to take the following course:

1. English

Students will choose five additional courses including compulsory courses and additional elective courses.

COURSE LOAD POLICY:

Minimum course loads are as follows:

• All Grade 11 students must take eight credits.
• Grade 12 students with 22 or fewer credits at the start of the school year must take 8 credits.
• Grade 12 students with 23 or more credits at the start of the school year must take 7 credits.
• Grade 12 students with 24 or more credits at the start of the school year must take 6 credits, a minimum of 3 credits per semester.

HOW DO I CHOOSE A COURSE / PROGRAM?

The choice of a high school program is a task that involves a great deal of thought and planning. The Ontario educational system permits the choice of courses which are suited to a student’s abilities, needs and aspirations. This, however, has made the process of choosing a school program complex and challenging. In order to plan your program wisely, the following recommendations are offered:

• Review past marks and achievements. Previous grades, application to task and effectiveness of personal study skills are good indicators of achievement, and are very important considerations in choosing the proper courses and course types. Consult with your elementary or previous teachers for further advice and direction.
• Align your selection of course types with your goals and the requirements of the university / college / work and apprenticeship you may pursue.
• Consult with your parents and encourage them to request interviews with your teachers and counsellor. These people can present an objective opinion.
• Speak to your subject teachers or guidance counsellor.
• Try to make a long-term plan. Choose courses which will lead to future educational goals, and / or job training opportunities you may wish to consider.

GUIDELINES FOR COURSE CHANGES/WITHDRAWALS

Students and parents/ guardians should carefully refer to the following information when selecting courses for the next academic year.

1. All students must make every effort to select their courses wisely, keeping in mind their strengths and talents, future educational and career plans, as well as diploma requirements. Selections must be made with the advice and approval of parents / guardians, guidance counsellor and / or an administrator.
2. The deadline for course changes for the next academic year will be the end of June. Requests for timetable changes after this date can only be made for serious reasons.

The following are serious academic reasons for changing courses:

• lack of pre-requisite course requirements or low marks in the required class;
• credits obtained through summer school, or night school;
• inability to schedule selected courses;
• senior students whose career plans have changed.

Requests by grade 12 students to drop a course for a spare must be approved by the student’s counselor and parent. Students must achieve the full credit complement for grade 11 before such a request will be approved.

VERY IMPORTANT: Please Read This!

Students are advised to make their course selections very carefully, particularly at the senior level. Choices students make will determine:

• which courses are offered;
• the number of sections for each course;
• staff allocation, selection and assignment .

Once the timetable has been set and courses have been assigned to teachers, there will be very little flexibility in changing an individual student’s timetable.

PROCEDURES FOR STUDENTS WHO WISH TO CHANGE COURSE TYPES

Some students, after successfully completing a certain type of course, may change their educational goals and, as a consequence, may need to take compulsory and optional credit courses of a different type from those they initially chose. Although students enrolled in one type of course may enroll in a different course type in a subsequent year, changing course types becomes more difficult as students advance through the system, or in situations involving courses that have prerequisites. Nevertheless, a variety of options exist to enable students to make the transition. In most cases, a student may enroll in a different type of course in a given subject in Grade 10 than the type he or she took in Grade 9, although to do so may require additional preparation, as recommended by the principal. In the case of mathematics, however, the sole prerequisite for the Grade 10 mathematics course is the Grade 9 academic mathematics course, so a student who is planning to change their course type must take the mathematics transfer course or the Grade 9 academic course. When a student plans to switch from one course type to another it should be done with the knowledge of the parents and in consultation with their subject teacher, guidance counsellor and the principal. A student wishing to change course types between Grades 10 and 11 and 12 may, for example:

• take a course of another type (e.g., academic) that will satisfy the prerequisites for a course in a higher grade (e.g., a university preparation course) that the student wishes to take;
• take a summer course or undertake independent study to achieve the uncompleted expectations that are required to enter the new program.

For students who are re-entering secondary school in order to complete their diploma requirements, schools are encouraged to provide re-entry programs to assist them in making the transition back to secondary school.

Procedures for Students who Fail to Meet Course Expectations

Where a student does not achieve the curriculum expectations of a course, the principal and teaching

staff, in consultation with the parents and the student, will determine what type of program would best

enable the student to meet the expectations and earn credit for the course. The student may repeat the entire course. A student who fails or withdraws from a compulsory credit course should be informed of the consequences for meeting diploma requirements. The program options available to meet the requirements should be outlined, and possible alternative courses identified.

OUTLINE OF COURSES OF STUDY AND CURRICULUM POLICY DOCUMENTS

Outline of courses of study are available at the school for students’ and parents’ perusal. These courses of study have been developed according to the requirements of the Ontario Ministry of Education curriculum policy documents which are also available to students and parents. Outlines of courses of study contain identifying information about the course, strategies for the assessment and evaluation of student performance appropriate for the course type and the range of the students’ learning needs. They also provide a description of how the course incorporates, as required; considerations for program planning that align with Ministry and school initiatives (e.g., planning related to students with special education needs, English language learners. etc). Moreover, they list the names of textbook (s) and resource materials essential to the course. On different occasions during the school year, parents are also afforded the opportunity of direct consultation with teachers regarding courses of study, marks policy and evaluation methods for specific courses. A synopsis of the courses and evaluation structures will be given to all students at the beginning of each course.Information regarding curriculum policy documents is available onhttp://www.edu.gov.on.ca/eng/curriculum/for student and parent reference.

Independent Study(Not available this year)

If required, the school will establish a procedure following Ministry guidelines for students wishing to take courses or components of courses through independent study, and will retain the necessary documentation in the student’s OSR folder.

Additional Ways for Students to Complete Courses and Programs

Students may enrol in Continuing Education, summer/evening, ILC, and E-Learning credit courses with the school’s permission only. A copy of the registration form and report cards will filed in the OSR and courses taken will be added to the student’s OST.

Cooperative Education and Experiential Learning: Work Experience, Job Shadowing and Job Twining Programs, Virtual Work Experience(Not available this year)

Cooperative education programs allow students to explore possibly suitable careers and earn secondary school credits while completing a work placement in the community. Cooperative education complements and enhances students’ academic programs and is valuable for all students. It comprises an in-school component and a longer work placement. Up to 4 credits linked to courses students have previously taken can be earned in a semester. The in-school component is useful in preparing students for the workplace and discussing ongoing issues regarding their work experience. A personalized placement learning plan (PPLP) is developed by the teacher together with the student and employer, and is regularly monitored, assessed and evaluated by the teacher. A copy of the plan is filed in the student’s OSR. The Ontario Student Transcript identifies coop credits with a “C” in the note column.

Work experience, Job shadowing, Job Twining, and Virtual Work experience(Not available this year)

Shorter career exploration programs range from one day to a few weeks. These programs are an integral part of individual courses and do not result in additional credits.(“Please see Cooperative Education and Other Forms of Experiential Learning Ministry” document, pages 7 and 8).

Specialized Programs(Not available this year)

Schools may develop specialized programs to address the need of groups of senior students with a particular curriculum or career interest. These programs will assist students in making the transition to postsecondary destinations (apprenticeship training, college, community living, university, or the work place). Specialized programs include school –work transition, Specialist High Skills Major (SHSM), and the Ontario Youth Apprenticeship Program (OYAP). Some of these programs allow students to meet diploma and apprenticeship, college, and university requirements at the same time.

ASSESSMENT, EVALUATION, REPORTING

(Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010)

Effective assessment, evaluation, and reporting provide information about student achievement, and a basis for improving both instructional programs and student achievement. A well-designed system of assessing, evaluating, and reporting, based on clearly stated curriculum expectations and achievement criteria allows teachers to focus on high standards of achievement for all students, and promotes a consistent practice across Ontario.

Assessment & Evaluation

Assessment and evaluation will be based on the provincial curriculum expectations and the achievement levels outlined in the document, Growing Success Guidelines and Procedures for the Implementation of Ministry Policy: Growing Success, Assessment, Evaluation and Reporting In Ontario Schools, 2011 and in the curriculum policy document for each discipline.

The purpose of assessment is to improve student learning. When acquiring new content and skills, students need continuous and specific feedback. It is only after constructive feedback has been internalized and applied that a student can be fairly evaluated. This implies the need for compassion and equity when providing feedback and passing judgment on student work. Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performance tasks and tests) that accurately reflect how well a student is achieving the curriculum expectations in a course.

Evaluation is a performed by the teacher to determine a final grade. A final grade is recorded for every course, and a credit is granted and recorded for every course in which the student's grade is 50% or higher. Evaluation is an open process and students and parents will be informed of the basis of evaluation at the beginning of each semester. Evaluation of student progress is a continuous process and involves a variety of mechanisms. Since parents are the primary educators of their children, it is vital that teachers share with parents the results of their evaluation.

INFORMATION ON REPORTING STUDENT ACHIEVEMENT AND LEARNING SKILLS:(Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools-First Edition Covering Grades 1 to 12, 2010)

Reporting Student Achievement and Learning Skills(The Ontario Provincial Report Card)

Student achievement must be communicated formally to students and parents by means of a Report Card. It ensures that all students attending secondary school in Ontario receive standard reporting based on the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for these two areas. It will also include teachers’ comments on the students’ strengths, areas for improvement, and suggestions for improvement. Moreover, the report card provides an opportunity for students to assess their progress and reflect on the goals they have set in their annual Education Plan. The report card also indicates students’ attendance and lates in each course.

The report card provides reporting on the following learning skills categories:

• Responsibility
• Organization
• Independent Work
• Collaboration
• Initiative
• Self- Regulation

The learning skills are evaluated using a four-point scale(E-Excellent, G-Good, S -Satisfactory, N-Needs Improvement). The separate evaluation and reporting in these six areas reflects their critical role in the students’ achievement on the curriculum expectations. The evaluation of learning skills should not be considered in the determination of percentage grades unless they form an integral part of the course expectations.

Four report cards are issued to parent(s)/guardian(s) during the academic year: Mid-semester I in Mid-November; Semester 1 Final in Mid- February; Mid-semester 2 in Mid-April; Semester II Final at the end of June.

A copy of the Provincial Report Card will be filed in the OSR.

ONTARIO STUDENT RECORD (OSR)

(Ontario Student Record Guideline,2000)

The Ontario Student Record (OSR) is the record of a student’s educational progress through schools in Ontario. Principals are required to collect information for inclusion in the OSR for each student enrolled in the school and to establish, maintain, retain, transfer, and dispose of the OSR. The OSR is an ongoing record and will be transferred if the student transfers to another school in Ontario.

The Ontario Student Record (OSR) Guideline sets out the policies with regard to the establishment of the OSR; the responsibility for the OSR; the components of the OSR; the access to the OSR; the use and maintenance of the OSR; the transfer of the OSR; the retention, storage, and destruction of information in the OSR; and the correction or removal of information in the OSR.

An OSR is established for each student who enrolls in an elementary or secondary, that is operated by a public or separate school board in Ontario. Inspected private schools must also establish an OSR for their students. School boards and inspected private schools are responsible for ensuring compliance with Ministry or Education policies.

Where is the OSR kept?

A student's OSR must be stored in a secure space filed in the school office (usually in the guidance office).

Maintenance of the OSR

The school principal or designates (vice principal, guidance counselor, or secretary) are responsible for the maintenance of the OSR.

Who has access to the OSR?

Access to an OSR means the right of those persons authorized by the Education Act or other legislation to examine the contents of the OSR. In addition, municipal and provincial freedom of information legislation permits persons who have the right to have access to personal information (all students and parents of a student under the age of 18) and to receive copies of the information. This provision applies during both the period of use of the OSR and the period of retention and storage.

Both the Municipal Freedom of Information and Protection of Privacy Act, which applies to schools

operated by school boards and inspected private schools, and the Freedom of Information and Protection of Privacy Act, which applies to Provincial and Demonstration Schools, prohibit institutions from releasing personal information in their custody or under their control to anyone other than the person to whom the information relates, except in certain circumstances. These circumstances are defined in the legislation, and it is up to the head of an institution to decide whether or not to grant access to personal information in such circumstances. School boards and inspected private schools should therefore develop policies on access to OSR. Any such policies must be developed in accordance with the legislation.

Under the Education Act, only supervisory officers and the principal and teachers of the school have

access to the OSR for the purpose of improving the instruction of the student. As noted above, additional access may be permitted under municipal and provincial freedom of information legislation, under specified and limited circumstances. Although the Education Act and Municipal Freedom of Information and Protection of Privacy Act and Municipal Freedom of Information and Protection of Privacy Act provide specific legislation for access to the OSR, there may be requests for the OSR from the courts in civil and criminal cases. Schools will accommodate such requests only if absolutely compelled to do so.

Parents

The parents of a student have the right to have access to the student's OSR, until the student becomes an adult (age eighteen). Under both the Children's Law Reform Act and the Divorce Act,1985, the legal right of a non-custodial parent to have access to a child includes the right to make inquiries and to be given information concerning the child's health, education, and welfare.

What does the OSR contain?

An OSR consists of the OSR folder, various supporting documents and other information.

In the OSR, the following information is included:

• report cards;
• a documentation file, if required, which might include such materials as an education, or psycho-educational assessment report *;
• the Ontario Student Transcript, which is the cumulative record of a student's successful completion of secondary school courses;
• any additional information considered relevant for the improvement of instruction of the student.

The index card is considered to be part of the OSR and is subject to the OSR regulations.

*If any part of the document file has been removed from the OSR and stored in another location, for whatever reason, the principal must direct the parent or adult student requesting the report to its originator.

OSR REVIEW

The contents of the OSR should be reviewed on a regular basis according to the policies established by the school to ensure that they remain conducive to the improvement of the instruction of the student. OSR reviews will take place at mid semester and the end of semester.

RETENTION, STORAGE, AND DESTRUCTION OF INFORMATION IN THE OSR

Regulations under freedom of information legislation require that personal information that has been used by an institution be retained by the institution for at least one year after use, unless the individual to whom the information relates consents in writing to its earlier disposal. Therefore, any personal information placed in an OSR should be retained by the school for at least one year after use, unless the principal receives written consent to its earlier disposal.

The following components of the OSR will be retained for five years after a student retires from school:

• report cards;
• the documentation file, where applicable;
• additional information that is identified by the school board as appropriate for retention.

The following components of the OSR will be retained for fifty-five years after a student retires from 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 OSR guideline will be effected under conditions that ensure the complete and confidential disposal of the record.

TRANSFER OF THE OSR

The transfer of the OSR means the transfer of all parts of the OSR other than the office index card. Subject to the conditions outlined below, the original OSR is transferable only to schools in Ontario. When a student transfers to another school in Ontario, the receiving school must be sent written notification of the student’s transfer (see form in appendix G of the OSR guideline) indicating that the student’s OSR will be sent upon receipt of an official written request (see form appendix H or I of the OSR guideline). When a student transfers to another school outside Ontario, only a copy of the student’s OSR may be sent upon receipt of an official written request from the receiving school. See sections 6.1 to 6.3of the OSR guideline).

Ontario Student Transcript (OST)(Ontario Student Transcript Manual, 2010)

The Ontario Student Transcript (OST) is a comprehensive record of all course work and diploma requirements achieved by a student. An OST must be established for each student enrolled in an Ontario secondary school course, whether or not he or she is taking the course for credit. All information recorded on the transcript must be kept up to date, either in print or electronic form, and must be copied onto an official OST form when a printed copy is required. Upon the student’s graduation or retirement, a current and accurate copy of the student’s OST must be stored in the OSR folder.

The transcript will include the following information:

• the student’s achievement in Grades 9 and 10, with percentage grades obtained and credits earned for successfully completed credit courses;
• a list of all Grade 11 and 12 courses completed or attempted by the student, with the percentage grades earned and the credits gained;
• will identify compulsory credits earned;
• will include the record of the achievement of exceptional students who have alternative learning expectations in an individualized, non-credit program.
• confirmation that the student has completed the community involvement requirement;
• confirmation that the student has completed the provincial secondary school literacy requirement;
• confirmation that a student in a Specialist High Skills Major has completed all the requirements
• Only one credit will be granted for a course that a student has successfully completed twice.
• If a student withdraws from a course within five instructional days following the issue of the first provincial report card in a semester school or five instructional days following the issue of the second provincial report card in a non-semester school, the withdrawal is not recorded on the OST.
• The transcript may also contain special indicators such as identification of any course that has been substituted for one that is a diploma requirement and an indication of any extraordinary circumstances affecting the student’s achievement in a Grade 11 or 12 courses.

FULL DISCLOSURE POLICY FOR GRADES 11 AND 12 COURSES

At Moonshot International School, if a student withdraws from a course within 5 instructional days following the issue of the first Provincial Report Card, the withdrawal is not recorded on the Ontario Student Transcript (OST).

SUPPORT AND RESOURCES

Guidance on education and career planning will be available to all students, including the individual Pathways Plan and orientation and exit programs (Please see section on Guidance and Career Education).

Strategies and resources to support educational planning and the course selection process will be offered to all students and parents as required.

Student academic progress will be monitored by the teacher and guidance counsellor and appropriate interventions will be made as needed. These may consist of recommendations for extra help and after school remedial assistance. Guidance counselling will be provided for motivational or other personal/family issues impeding academic performance. As well, the administration will monitor school attendance, lates, and adherence to the school code of conduct to improve student engagement and achievement. Timely communication with parents will be an integral part of all intervention efforts and educational/career planning.

Computers with internet access and a variety of print resources will be readily available to support academic programming needs. All classrooms are equipped with computers.

Community resources will be widely used for orientation, transition and exit programs. This may consist of ongoing communication with previous schools, community agencies or other support workers/professionals. In exit programs, outreach personnel and resources will be used extensively to facilitate and enhance educational and career planning. Furthermore, ties with the business community and wider work place will be forged for the eventual introduction of experiential learning opportunities.

PROGRAM PLANNING CONSIDERATIONS

English as a Second Language and English Literary Development (ESL/ELD)

Supports for English language learners will be available to ensure adequate English language proficiency for success in the credit program. Teachers will provide the necessary accommodations and permitted modifications (which will not compromise the integrity of the credit).

Education for Exceptional Students

In planning instruction, activities and developing course materials, consideration will be given to take into account the strengths, needs, learning expectations, and accommodations identified in the student’s individual education plan (IEP). The most appropriate methods and materials will be used to help students to achieve the expectations as outlined in their IEP.

GUIDANCE AND CAREER EDUCATION(Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999, Growing Success: Assessment, Evaluation in Ontario Schools, Grades 1 to 12, 2010)

Our goal is to utilize the entire school staff in an effort to assist students in their academic, career and personal development. The following highlights indicate how we can assist students.

Student Development

• Goal Setting and Monitoring
• Student Record Management
• Study Skills Development

Interpersonal Development

• Personal Counseling
• Community Agency Referrals
• Crisis Support

Career Development

• Online Career Exploration
• Career Pathway Planning
• Employment Assistance

All matters are dealt with in an open, friendly, but confidential manner. To make an appointment with the guidance counsellor, contact the school office or visit anytime you are not scheduled in a class.

Career Program Pathways

Career Program Pathways provide students with the opportunity to prepare for a career destination of their choice. Students will explore their career interests and begin completing the academic and experiential learning required for a successful transition to future postsecondary training or study.

College and University Preparation

• provide required prerequisite courses
• provide research and planning opportunities
• provide application training and support
• provide information sessions and campus visits

PREPARING OUR STUDENTS FOR THE GLOBAL Workplace

In program planning, lesson design and co-curricular enhancements (career days, career-related field trips, and guest speakers), a concerted effort will be made to expose students to the knowledge and skills required for success in an increasingly globalized work place. Pertinent international issues affecting the work place will also be highlighted in the appropriate curricula.

THE ONTARIO SKILLS PASSPORT AND ESSENTIAL SKILLS (OSP)

Teachers planning career-related components for their courses need to be aware of the purpose and benefits of the Ontario Skills Passport. The OSP is a web-based resource that enhances the relevancy of classroom learning for students and strengthens school-work connections. The skills described in the OSP are the Essential Skills the Government of Canada and other national and international agencies have identified as skills needed for work, learning and life. For further information visit: http://skills.edu.gov.on.ca.

THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN THE CURRICULUM

Information and communication technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in all curricula. Students attending our school have an opportunity to learn in a technology-rich environment where high speed wireless access is available for all students and school staff. This environment provides access to a variety of rich digital learning resources. In addition to school supplied equipment students are permitted to access our network as long as they follow the School’s Acceptable Guidelines. This will enable learning beyond the classroom walls into a more global learning environment.

ENVIRONMENTAL EDUCATION

The document Acting Today, Shaping Tomorrow: A Policy Framework for Environment Education in Ontario Schools offers schools an approach to environmental education that recognizes the importance of the environment and fosters environmental responsibility. School initiatives and curricula will reflect this priority in a whole school effort to promote environmentally responsible practices.

HEALTH AND SAFETY

Health and safety issues may be important when learning involves field work or investigations based on experimentation. Field trips can provide a real dimension to students’ learning experiences. However they take the teacher and students into unfamiliar and possibly unsafe setting. Teachers must, therefore, preview and plan activities and field trips carefully to protect students’ health and safety. As well teachers must ensure that any form of experimentation is carried out carefully and safely.

EQUITY AND INCLUSIVE EDUCATION

The Ontario education system is based on a vision of an equitable and inclusive system where all students, parents, and other stakeholders of the school community are welcomed and respected; where every student is supported and inspired to succeed in a culture of high expectations for learning; and where all staff and students value diversity and model respect for others and a commitment to establishing a just, caring society. Ontario’s equity and inclusive education strategy is designed to recognize diversity and promote inclusive education in all Ontario schools. It calls for upholding human rights by identifying and eliminating discriminatory biases and systemic barriers to students’ learning and development, to enable all students to succeed to their highest potential and contribute to society. In the spirit of this policy, at Moonshot International School, we have embedded the principles of equity and inclusive education in all aspects of our operations, including policy development, programming, and practices related to research, curriculum resources, instruction, and assessment. The school will provide students and staff with authentic and relevant opportunities to learn about diverse histories, cultures, and perspectives to enable students and other school community members to see themselves reflected in the curriculum, resources, programs, and culture of the school. Students should be engaged in, and empowered, by what they are learning. Feeling at home in their school environment and being an integral part of school processes are indispensable first steps.

SCHOOL COUNCILS AND PARENT INVOLVEMENT

The purpose of school councils is to give parents the ability to actively participate in school affairs, with the aim of improving student achievement and enhancing the accountability of the school. The school council’s primary means of achieving its purposes is to make recommendations (in accordance with Ontario Regulation 612/00) to the principal of the school with the goal of enriching the school experience.

STUDENT VOICE

The term student voice refers to expressions of the students’ points of view about decisions that affect their learning. Like parent engagement, student voice is an essential component of Ontario's equity and inclusive education strategy.

COURSE DESCRIPTIONS

Business Studies

Information and Communication Technology in Business, Grade 9, Open (BTT1O)

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

Prerequisite: None

Canadian and World Studies

Issues in Canadian Geography, Grade 9, Academic (CGC1D)

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

Prerequisite: None

Canadian History since World War I, Grade 10, Academic (CHC2D)

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

Civics and Citizenship, Grade 10 Open (CHV2O)

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

English

English, Grade 9, Academic (ENG1D)

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

Prerequisite: None

English, Grade 10, Academic (ENG2D)

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 analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. This course is intended to prepare students for the compulsory Grade 11 university or college preparation course.

Prerequisite: Grade 9 English, Academic or Applied

English, Grade 11, University (ENG3U)

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: Grade 10 English, Academic

English, Grade 12, University (ENG4U)

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

Prerequisite: Grade 11 English, University preparation

English, The Ontario Secondary School Literacy (OSSLC), Grade 12   (OLC40)

This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that are evaluated by the Ontario Secondary School Literacy Test
(OSSLT). Students who complete the course successfully will meet the provincial literacy requirement for graduation. Students will read a variety of informational, narrative, and graphic texts and will produce a variety of forms of writing, including summaries, information paragraphs, opinion pieces, and news reports. Students will also maintain and manage a portfolio containing a record of their reading experiences and samples of their writing.

Eligibility requirement:

Students who have been eligible to write the OSSLT at least twice and who have been unsuccessful at least once are eligible to take the course. (Students who have already met the literacy requirement for graduation may be eligible to take the course under special circumstances, at the discretion of the principal.)

Guidance and Career Education

Career Studies, Grade 10, Open (GLC2O)

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

Mathematics

Principles of Mathematics, Grade 9, Academic (MPM1D)

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

Principles of Mathematics, Grade 10, Academic (MPM2D)

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: Grade 9 Mathematics, Academic, or Grade 9 Mathematics Transfer, Applied to Academic

Functions, Grade 11, University Preparation (MCR3U)

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

Prerequisite: Principles of Mathematics, Grade 10, Academic

Advanced Functions, Grade 12, University Preparation (MHF4U)

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

Prerequisite: Functions, Grade 11, University Preparation, or Mathematics for College Technology, Grade 12, College Preparation

Calculus and Vectors, Grade 12, University  Preparation (MCV4U)

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

Note:
The new Advanced Functions course (MHF4U) must be taken prior to or concurrently with Calculus and Vectors (MCV4U)

Mathematics of Data Management, Grade 12, University Preparation (MDM4U)

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

Prerequisite: Functions, Grade 11, University Preparation, or Functions and Applications, Grade 11, University/College Preparation

Science

Science, Grade 9, Academic (SNC1D)

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

Science, Grade 10, Academic (SNC2D)

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

Biology, Grade 11, University Preparation (SBI3U)

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

Chemistry, Grade 11, University Preparation (SCH3U)

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.

Prerequisite: Science, Grade 10, Academic

Physics, Grade 11, University Preparation (SPH3U)

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.

Prerequisite: Science, Grade 10, Academic

Biology, Grade 12, University Preparation (SBI4U)

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 of the life sciences and related fields.

Prerequisite: Biology, Grade 11, University Preparation

Chemistry, Grade 12, University Preparation (SCH4U)

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, Grade 12, University Preparation (SPH4U)

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

Prerequisite: Physics, Grade 11, University Preparation