Our secondary school online programs are designed to equip students with the knowledge and skills they will need to enter university towards the goal of leading satisfying and productive lives. The programs are intended to prepare students for further education and work, and to assist them in becoming independent, productive, and responsible members of society. UVA School has been organized to provide as broad a scope of programs as possible to all students and, at the same time, to deal effectively with the special needs and interests of foreign students. UVA School is organized to provide students with opportunities to pursue combinations of Academic, Business, and Technological Studies, as well as courses in the Arts, social sciences and Career Education for those interested in a deeper understanding of Canadian culture and way of life. UVA School is committed to helping students acquire the knowledge, skills, values and attitudes, which are useful both now and in later life.
Education is ultimately the vehicle that drives societies and communities to prosper and succeed. We live in a knowledge-based society, where the continuous collection and understanding of information is essential to succeed in this ever-changing global economy. One has to constantly update his/her skills and abilities of interpreting and understanding information. Secondary education allows an individual to obtain the fundamental language and thinking skills and abilities necessary to understand complex information. It provides students with the analytical skills necessary to pursue a wide range of career objectives.
According to Bill 52 entitled, The Education Amendment Act, Learning to Age 18, 2006, students cannot withdraw from pursuing secondary education before the age of 18 unless they have already graduated. This is to encourage more students to graduate and fewer to leave school without adequate preparation for work or further studies.
There are no defined semesters at our school. The school provides flexible scheduling for its students. Courses, however, must be completed within 4 months of registration.
In order to earn the Ontario Secondary School Diploma a student must:
Students must earn the following compulsory credits in order to obtain the Ontario Secondary School Diploma:
Group 1: English (including the Ontario Secondary School Literacy Course), French as a second language, classical languages, international languages, Native languages, Canadian and world studies, Native studies, social sciences and humanities, guidance and career education, cooperative education
Group 2: French as a second language, the arts, business studies, health and physical education, cooperative education
Group 3: French as a second language, science (Grade 11 or 12), computer studies, technological education, cooperative education
Note: The following conditions apply to selections from the above three groups:
In addition to the 18 compulsory credits (7 for the OSSC), students must earn 12 optional credits (7 for the OSSC). Of these 12 optional credits, up to 4 may include credits earned through approved dual credit courses. Students may earn these credits by successfully completing courses that they have selected from the courses listed as available at UVA School.
Students study the following courses at UVA School:
ASM4M | Media Arts, Grade 12 University/College Preparation |
AVI3M | Visual Arts, Grade 11, University Preparation |
AVI4M | Visual Arts, Grade 12, University Preparation |
AWQ3M | Visual Arts, Photography, Grade 11, University Preparation |
AWQ4M | Visual Arts, Photography, Grade 12, University Preparation |
BBB4M | International Business Fundamentals, Grade 12, University/College Preparation |
BBI20 | Introduction to Business, Grade 10, Open |
BOH4M | Business Leadership: Management Fundamentals, Grade 12, University Preparation |
CGC1D | Geography, Grade 9, Academic |
CGW4U | World Issues: A Geographic Analysis, Grade 12, University Preparation |
CHC2D | Canadian History Since World War 1, Grade 10, Academic |
CHI4U | Canada: History, Identity, and Culture, Grade 12, University Preparation |
CHV2O | Civics and Citizenship, Grade 10, Open |
CIA4U | Analysing Current Economic Issues, Grade 12, University Preparation |
CLN4U | Canadian and International Law, Grade 12, University Preparation |
CPW4U | Canadian and International Politics, Grade 12, University Preparation |
ENG1D | English, Grade 9, Academic |
ENG2D | English, Grade 10, Academic |
ENG3C | English, Grade 11, College Preparation |
ENG3U | English, Grade 11, University Preparation |
ENG4C | English, Grade 12, College Preparation |
ENG4U | English, Grade 12, University Preparation |
ESLAO | English as a Second Language ESL Level 1 |
ESLBO | English as a Second Language ESL Level 2 |
ESLCO | English as a Second Language ESL Level 3 |
ESLDO | English as a Second Language ESL Level 4 |
ESLEO | English as a Second Language ESL Level 5 |
ETS3M | Canadian Literature, Grade 11, University/College Preparation |
ETS4U | Studies in Literature, Grade 12, University Preparation |
EWC4U | The Writer’s Craft, Grade 12, University Preparation |
GLC2O | Career Studies, Grade 10, Open |
GLS1O | Learning Strategies 1: Skills for Success in Secondary School, Grade 9, Open |
HFA4U | Nutrition and Health, Grade 12, University Preparation |
HSB4U | Challenge and Change in Society, Grade 12, University Preparation |
HSP3U | Introduction to Anthropology, Psychology, and Sociology, Grade 11, University Preparation |
ICS3U | Introduction to Computer Science, Grade 11, University Preparation |
ICS4U | Computer Science, Grade 12, University Preparation |
LKMDU | International Languages, Mandarin, Level Three, University Preparation |
MCR3U | Functions, Grade 11, University Preparation |
MCV4U | Calculus and Vectors, Grade 12, University Preparation |
MDM4U | Mathematics of Data Management, Grade 12, University Preparation |
MHF4U | Advanced Functions, Grade 12 University Preparation |
MTH1W | Mathematics, Grade 9 |
MPM2D | Principles of Mathematics, Grade 10, Academic |
OLC4O | Ontario Literacy Course, Grade 12, Open |
PPL1O | Healthy Active Living Education, Grade 9, Open |
SBI3U | Biology, Grade 11, University Preparation |
SBI3U | Biology, Grade 11, University Preparation |
SBI4U | Biology, Grade 12, University Preparation |
SCH3U | Chemistry, Grade 11, University Preparation |
SCH4U | Chemistry, Grade 12, University Preparation |
SNC1D | Science, Grade 9, Academic |
SNC2D | Science, Grade 10, Academic |
SPH3U | Physics, Grade 11, University Preparation |
SPH4U | Physics, Grade 12, University Preparation |
Course outlines for all courses offered at UVA School are given to students registered in the course and can also be obtained upon request to the principal at [email protected]
As part of the Ontario Secondary School Diploma requirements, students must complete a minimum of 40 hours of community involvement activities. The purpose of this activity is to remind students of their community obligations and to encourage them to contribute to society beyond the minimum number of hours required as well as to continue to make a selfless contribution to their community in the future.
Students are responsible for completing the required number of hours on their own time –during lunch hour, after school, on weekends, or during school holidays – and for keeping track of their activities under the guidance of the school principal. Students must choose an activity that is approved by the school such as helping classmates with school work, assisting in sports activities at a community centre, helping senior citizens, involvement in community events, volunteering at a hospital or in the community.
Student activities are not to displace workers or to be during scheduled classroom time. Grade 8 students are allowed to start their volunteer hours when they complete their Grade 8 academic studies.
Students can seek opportunities in the community by offering assistance to service clubs, community groups, charities, conservation groups, health agencies and others. For example:
Students must pass the Ontario Secondary School Literacy Test, which is administered annually in March. Passing the test is a requirement of the OSSD. Students who do not pass may take the Ontario Secondary School Literacy Course (OSSLC). The school 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 interests of the student. Students who pass the course are considered to have met the literacy graduation requirement. The literacy requirements are in the best interest of the students. The result is recorded on the student transcript.
In the case of accommodations, special provisions, deferrals and exemptions, the principal will contact the EQAO directly to apply for them if the need arises.
The accommodations provided for students writing the OSSLT are in the categories of:
A complete description of the above categories is found in the school’s policy and procedure manual.
The student who is working toward an OSSD but will not participate in the test, because:
To make a deferral decision it must be done:
The student is not working toward an OSSD (and this is indicated in the IEP). To make an exemption decision must be done:
In order to allow flexibility in designing a student’s program and to ensure that all students can qualify for the secondary school diploma, substitutions may be made for a limited number of compulsory courses. These substitution courses must be selected from the course offerings of UVA School that meet the requirements for compulsory credits. To meet individual students’ needs, the principal may replace up to three of these courses (or the equivalent of half courses) with the courses that meet the compulsory credit requirements. Each substitution will be noted on the student’s Ontario Student Transcript.
A prerequisite course is identified by the Ministry of Education guidelines as being essential preparation for a particular course that follows. At UVA School, students must complete the prerequisite identified for the course they wish to register for. A proof of prerequisite completion is mandatory prior to course registration.
If a student 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 their decision in consultation with the parent and appropriate school staff. The principal’s decision is final and there is no further avenue of appeal. As part of the consideration of whether or not the prerequisite may be waived, the student may be asked to take a special test or examination.
A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours of classroom instruction with the student achieving a mark of 50% or higher. Credits are granted to students by the school principal, on behalf of the Minister of Education.
Ontario credit courses have a common course code system: e.g. ENG4U, BBB4M
Grade 9 and 10 Courses
The following three types of courses are offered in Grades 9 and 10:
The following five types of courses are offered in Grades 11 and 12:
When students decide to embark on a new pathway, they may find that they have not completed all of the prerequisite courses they need. A student may enrol in a different type of course in a given subject in Grade 10 than the type he or she completed in Grade 9, although doing so may require additional preparation, as recommended by the principal. In the case of mathematics, however, the sole prerequisite for the Grade 10 academic mathematics course is the Grade 9 academic mathematics course, so a student who is planning to move from the Grade 9 applied mathematics course to the Grade 10 academic mathematics course must take either the designated transfer course or the Grade 9 academic mathematics course.
In Grades 10 to 12, a student may change to a different type of course in a given subject provided that the student has taken any course specified as a prerequisite for that course. If the student has not done so, he or she may take one of the specified prerequisite courses through summer school, night school, e-learning, the Independent Learning Centre, or independent study.
If the principal believes that a student can be successful in a particular course without having taken the specified prerequisite course, he may waive the prerequisite.
When necessary, the school will provide its students with tutoring services (online or on-site at our partner schools).
UVA School operates a summer school during the months of July and August. Students who would like to repeat courses or upgrade marks may attend the school during this time. All summer school courses must not begin before July 1st and be completed by no later than August 31st of the same year.
The expectations, or content standards identified for each course describe the knowledge and skills that students are expected to develop and demonstrate in their class work, on assessments, and in various other activities on which their achievement is assessed and evaluated. Two sets of expectations are listed for each strand (or broad curriculum area) of every course – overall expectations and specific expectations. The overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each course. The specific expectations describe the expected knowledge and skills in greater detail. Taken together, the overall and specific expectations represent the mandated curriculum.
The primary purpose of assessment and evaluation is to improve student learning. Assessment is the process of gathering information from a variety of sources (student products such as assignments and tests, observations of student performance, and conversations with students) that accurately reflects how well a student is achieving the curriculum expectations. Evaluation is the process of judging the quality of a student’s work on the basis of established achievement criteria, or performance standards and assigning a level of achievement to represent that quality.
Assessment and evaluation will be based on the content standards and the performance standards outlined in this document and in the curriculum policy document for each discipline.
All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A student’s achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. The overall expectations are broad in nature, and the specific expectations define the particular content or scope of the knowledge and skills referred to in the overall expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of the overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated.
Assessment, Evaluation, and Reporting in Ontario Schools outlines the policies and practices for the assessment, evaluation, and reporting of the achievement of curriculum expectations and the development of learning skills and work habits for all students in Grades 1 to 12 in Ontario schools. The policy is based on seven fundamental principles designed to ensure that assessment, evaluation, and reporting practices and procedures:
Evaluation is based on gathering evidence of student achievement through:
Assessment for Learning – we provide feedback and coaching Assessment FOR Learning is the process of seeking and interpreting evidence for the use of learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to go there.
Assessment as Learning – we help students monitor progress, set goals, reflect on their learning Assessment AS Learning is the process of the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.
Assessment of Learning – we use assessments as ways of providing evaluative statements about the level of achievement of students Assessment OF Learning is the assessment that becomes public and results in statements of symbols (marks/grades/levels of achievement) about how well students are learning. It often contributes to pivotal decisions that will affect students’ future.
Levels or degrees of achievement are organized into broad learning categories. These include communication, knowledge/understanding, application and thinking. While they are broad in scope and general in nature, the achievement levels serve as a guide for gathering information and act as a framework used to assess and evaluate each student’s achievement. As such, they enable teachers to make consistent judgments about the quality of work and provide clear and specific information about their achievement to students and their parents.
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. The final grade in the form of a percentage grade for each course will be determined as follows:
The achievement chart identifies four categories of knowledge and skills. It is a standard province-wide guide to be used by teachers. It enables teachers to make judgements about student work that are based on clear performance standards and on a body of evidence collected over time. The purpose of the achievement chart is to:
The categories, defined by clear criteria, represent four broad areas of knowledge and skills within which the subject expectations for any given course are organized. The four categories should be considered as interrelated, reflecting the wholeness and interconnectedness of learning. The categories of knowledge and skills are: Knowledge and Understanding, Thinking, Communication, and Application.
Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories.
The categories of knowledge and skills are described in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, as follows:
Knowledge and Understanding | Subject-specific content acquired in each grade/course (knowledge), and the comprehension of its meaning and significance (understanding). |
Thinking | The use of critical and creative thinking skills and/or processes |
Communication | The conveying of meaning through various text forms. |
Application | The use of knowledge and skills to make connections within and between various contexts. |
At the middle and end of each course a Report Card will be given to the student with the percentage midterm or final grade achieved, credit earned, attendance details and a record of the learning skills demonstrated by the student. Semestered schools are required to provide formal written reports to parents two times per semester. The first report must be issued during the fall.
Report cards will include evaluation of students’ Learning Skills and Work habits as follows:
Responsibility | Organization |
● Fulfils responsibilities and commitments within the learning environment. ● Completes and submits class work, homework, and assignments according to agreed- upon timelines. ● Takes responsibility for and manages own behaviour. | ● Devises and follows a plan and process for completing work and tasks. ● Establishes priorities and manages time to complete tasks and achieve goals. ● Identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks. |
Independent Work | Collaboration |
● Independently monitors, assesses, and revises plans to complete tasks and meet goals. ● Uses class time appropriately to complete tasks. ● Follows instructions with minimal supervision. | ● Accepts various roles and an equitable share of work in a group. ● Responds positively to the ideas, opinions, values, and traditions of others. ● Builds healthy peer-to-peer relationships through personal and media-assisted interactions. ● Works with others to resolve conflicts and build consensus to achieve group goals. ● Shares information, resources, and expertise, and promotes critical thinking to solve problems and make decisions. |
Initiative | Self-Regulation |
● Looks for and acts on new ideas and opportunities for learning. ● Demonstrates the capacity for innovation and a willingness to take risks ● Demonstrates curiosity and interest in learning ● Approaches new tasks with a positive attitude. ● Recognizes and advocates appropriately for the rights of self and others. | ● Sets own individual goals and monitors progress towards achieving them. ● Seeks clarification or assistance when needed. ● Assesses and reflects critically on own strengths, needs, and interests. ● Identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals. ● Perseveres and makes an effort when responding to challenges. |
● E – Excellent G – Good S – Satisfactory N – Needs Improvement | |
Percentage Mark | Achievement of the Provincial Curriculum Expectations |
80-100 | The student has demonstrated the required knowledge and skills with a high degree of effectiveness. Achievement surpasses the provincial standard. (Level 4) |
70-79 | The student has demonstrated the required knowledge and skills with considerable effectiveness. Achievement meets the provincial standard. (Level 3) |
60-69 | The student has demonstrated the required knowledge and skills with some effectiveness. Achievement approaches the provincial standard. (Level 2) |
50-59 | The student has demonstrated the required knowledge and skills with limited effectiveness. Achievement falls much below the provincial standard. (Level 1) |
Below 50 | The student has not demonstrated the required knowledge and skills. Extensive remediation is required. |
I | Insufficient evidence to assign a percentage mark (for Grade 9 and Grade 10 courses only) |
W | The student has withdrawn from the course. |
Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit-granting process whereby students may obtain credits for prior learning. Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside 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. PLAR Challenge and Equivalency may be granted by the principal according to Ministry guidelines for PLAR, and the school procedure manual.
The PLAR process is developed by the school in compliance with ministry policy involves two components: challenge and equivalency. The challenge process is the process whereby students’ prior learning is assessed for the purpose of granting credit for a course developed from a provincial curriculum policy document. The equivalency process involves the assessment of credentials from other jurisdictions.
The Ontario Student Record (OSR) is the record of a student’s educational progress through schools in Ontario. The Education Act requires that the principal of a school collect information “for inclusion in a record in respect of each pupil enrolled in the school and to establish, maintain, retain, transfer and dispose of the record”. The act also regulates access to an OSR and states that the OSR is “privileged for the information and use of supervisory officers and the principal and teachers of the school for the improvement of instruction” of the student. Each student and the parent(s) of a student who is not an adult (that is, a student who is under the age of eighteen) must be made aware of the purpose and content of, and have access to, all of the information contained in the OSR.
The Ontario Student Transcript (OST) was developed in 1983 to provide an official and consistent record of the Ontario secondary school credit courses successfully completed by a student.
Since the 1999–2000 school year, schools have been required to provide a complete record of students’ performance in Grade 11 and 12 courses.1 Under this requirement, both successful and unsuccessful attempts at completing Grade 11 and 12 courses must be recorded on the OST. The OST will include:
If a student (including a student with an Individual Education Plan) withdraws from a Grade 11 or 12 course within five instructional days following the issue of the first provincial report card in a semestered school or five instructional days following the issue of the second provincial report card in a non-semestered school, the withdrawal is not recorded on the OST.
If a student withdraws from a course after five instructional days following the issue of the first provincial report card in a semestered school or five instructional days following the issue of the second provincial report card in a non-semestered school, the withdrawal is recorded on the OST by entering a “W” in the “Credit” column. The student’s percentage grade at the time of the withdrawal is recorded in the “Percentage Grade” column.
No entry will be made on the OST if the student withdrew from a Grade 11 or Grade 12 course taken through a credit recovery program prior to submitting or completing the required culminating activity identified in the student’s learning plan.
Regular progress reports will be provided to the parents of students who are under 18 years of age. Report cards will be provided to parents at the end of each course. Students who are 18 years of age and older will have to give permission to the teachers to communicate with their parents about their academic progress.
Student success is based also on their ability to maintain a high standard when it comes to learning skills and work habits in their regular studies. These are based on 6 established criteria. These are:
Computers
All UVA School students must have access to reliable computers and internet. Guidance Assistance is given to students by helping them to understand their academic strengths and weaknesses, choosing appropriate courses and in making application to post-secondary institutions. The UVA School principal is also guidance support.
Education and Career Planning Supports
When students begin at their studies at UVA School, they review with the principal and/or owner their educational goals and become familiarized with the learning pathway form to best plan their educational direction. Upon completion of their studies, they will again sit with the owner/principal or guidance support teacher to prepare a personalized transition plan either for their home-school, or post-secondary directions (university, or college).
Education Support for Parents
Parents and students may request a learning pathway form at any time to complete and review with the principal. They may also request to review curriculum documents, course descriptions and prerequisites and discuss their implications with the principal.
Student Accommodations and Modifications
At UVA School, no modifications are made to any of the courses. Instructional, test and environmental accommodations may be given to students upon recommendation by the educational psychologist to our school.
English Language Learners
At UVA School, teachers provide learning opportunities to enable English language learners to develop a proficiency in English. These opportunities are integrated into the curriculum and offered through ‘teacher office hours’ in all subject areas. Teachers provide instructional
programs, which address students’ different levels of proficiency in English and help these students adjust to a new linguistic, cultural, and educational environment.
Library and Community Resources
Students are encouraged to use their local public libraries and their home-school library for their research projects.
Guiding Principles
All members of the school community are to be treated with respect and dignity, especially persons in positions of authority. Responsible citizenship involves appropriate participation in the civic life of the school community. Active and engaged citizens are aware of their rights, but more importantly, they accept responsibility for protecting their rights and the rights of others.
Members of the school community are expected to use non-violent means to resolve conflict. Physical or verbal aggressive behavior is not a responsible way to interact with others. The possession, use or threatened use of any object or words intended to injure another person endangers the safety of oneself and others. Alcohol and illegal drugs are addictive and present a health hazard. UVA School will respond strongly to school members who are under the influence of alcohol or illegal drugs. Insults, disrespect, and other hurtful acts disrupt learning and teaching in a school community. Members of the school community have a responsibility to maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility.
Student’s achievements will be periodically reviewed with the student, teacher, and the principal. An action plan will be developed, if necessary, with the student’s participation to help enhance the student’s success. If the student is under the age of 18, the action plan will also be review with, and signed by the parent.
Attendance
Regular attendance constitutes a minimum of 3x per week logging into online course and submission of assignments every week and is necessary for success in any learning process. Persistent absenteeism makes it difficult for the student to demonstrate achievement of the curriculum expectations. Attendance will be closely monitored. Persistent absence may result in withdrawal from the course. Students should carefully review the school attendance policy. Students are also required to attend school until they reach the age of eighteen or graduate.
Academic Honesty
When students submit work to their teachers for evaluation, they imply that the work is the result of only their own efforts and is not in any way the result of the efforts of others. Academic honesty is essential for the development and acquisition of knowledge. Students who present the work of others as their own are guilty of plagiarism and will receive a mark of zero for the work and will have the details of the plagiarism noted in their school records. In principle, students who are guilty of cheating on tests or examinations will receive a mark of zero on the test or examination and have the details of the cheating noted in their school records. (The principal will review each case individually with reference to the school policy on Academic Honesty)
Code of Student Behaviour
A school is a place that promotes responsibility, respect, civility and academic excellence in an online safe learning and teaching environment . All students, parents, teachers and staff have the right to be safe, and feel safe in the school community. With this right comes the responsibility to be law-abiding citizens and to be accountable for actions, which put the safety of others or oneself at risk. (The school adheres to the principles of the provincial code of behavior specified in PPM No. 128.)
Cyber-Bullying
UVA School recognizes that technology plays an integral and positive role in everyone’s lives, both educationally and socially. It is committed to helping all members of the school community to understand both the benefits and the risks, and to equip children with the knowledge and skills to be able to use technology safely and responsibly. “Cyberbullying involves the use of information and communication technologies to support deliberate, repeated, and hostile behaviour by an individual or group that is intended to harm others.” The complete policy is found in the school’s policy and procedure manual.
Student Expulsion
UVA School believes that all students have the right to learn and achieve success and acknowledges the impact of school climates on students’ success. Our school is committed to prevention and intervention strategies to address bullying, cyber-bullying, discrimination, harassment, gender-based violence and violence in any form, whether systemic or based on individual actions of staff, students or community members that directly impact school climate through curriculum, educational programs, and services. Our school has established a clear process for reporting and responding to any behaviour that would have a negative impact on school climate. Our school’s approach to making schools safer involves progressive discipline. This involves the whole school and combines discipline with opportunities for students to continue their education. Students will also have more opportunities to learn from the choices they make. Progressive discipline promotes positive student behaviour. It also enables the principal to choose the consequences that are appropriate to the student’s needs and behaviour. Expelled students are removed from school platform for an indefinite time period. Students are suspended first, while expulsion is being considered. The complete policy is found in the school’s policy and procedure manual.
Course Outlines
Detailed course outlines have been prepared for all courses offered at UVA School. The outlines provide details regarding each individual course including, curriculum expectations, course content, teaching and learning strategies, along with assessment and evaluation strategies. A copy of each course outline is available through the subject teachers or the principal. The following courses are currently being taught at UVA School:
ASM4M | Media Arts, Grade 12 University/College Preparation |
AWQ3M | Visual Arts, Photography, Grade 11, University Preparation |
AWQ4M | Visual Arts, Photography, Grade 12, University Preparation |
BBB4M | International Business Fundamentals, Grade 12, University/College Preparation |
BOH4M | Business Leadership: Management Fundamentals, Grade 12, University Preparation |
CHV2O | Civics and Citizenship, Grade 10, Open |
ENG3U | English, Grade 11, University Preparation |
ENG4U | English, Grade 12, University Preparation |
ESLAO | English as a Second Language ESL Level 1 |
ESLBO | English as a Second Language ESL Level 2 |
ESLCO | English as a Second Language ESL Level 3 |
ESLDO | English as a Second Language ESL Level 4 |
ESLEO | English as a Second Language ESL Level 5 |
ETS3M | Canadian Literature, Grade 11, University/College Preparation |
ETS4U | Studies in Literature, Grade 12, University Preparation |
EWC4U | The Writer’s Craft, Grade 12, University Preparation |
GLC2O | Career Studies, Grade 10, Open |
LKMDU | International Languages, Mandarin, Level Three, University Preparation |
MCR3U | Functions, Grade 11, University Preparation |
MCV4U | Calculus and Vectors, Grade 12, University Preparation |
MDM4U | Mathematics of Data Management, Grade 12, University Preparation |
MHF4U | Advanced Functions, Grade 12 University Preparation |
MPM2D | Principles of Mathematics, Grade 10, Academic |
OLC4O | Ontario Literacy Course, Grade 12, Open |
SCH3U | Chemistry, Grade 11, University Preparation |
LKMDU | International Languages, Mandarin, Level Three, University Preparation |
MCR3U | Functions, Grade 11, University Preparation |
MCV4U | Calculus and Vectors, Grade 12, University Preparation |
MDM4U | Mathematics of Data Management, Grade 12, University Preparation |
MHF4U | Advanced Functions, Grade 12 University Preparation |
MPM2D | Principles of Mathematics, Grade 10, Academic |
OLC4O | Ontario Literacy Course, Grade 12, Open |
SCH3U | Chemistry, Grade 11, University Preparation |
SCH4U | Chemistry, Grade 12, University Preparation |
SPH3U | Physics, Grade 11, University Preparation |
SPH4U | Physics, Grade 12, University Preparation |
Our school provides students with flexible scheduling. All courses must be completed within 4 months of registration.
This course emphasizes the refinement of media arts skills through the creation of a thematic body of work by applying traditional and emerging technologies, tools, and techniques such as multimedia, computer animation, installation art, and performance art. Students will develop works that express their views on contemporary issues and will create portfolios suitable for use in either career or postsecondary education applications. Students will critically analyse the role of media artists in shaping audience perceptions of identity, culture, and community values.
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 enabling students to refine their use of the creative process when creating and presenting two- and three-dimensional art works using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts.
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 enabling students to refine their use of the creative process when creating and presenting two- and three-dimensional art works using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts.
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 postsecondary programs in business, including international business, marketing, and management.
This course introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, information and communication technology, human resources, and production, and of the importance of ethics and social responsibility. This course builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives.
This course focuses on the development of leadership skills used in managing a successful business. Students will analyse the role of a leader in business, with a focus on decision making, management of group dynamics, workplace stress and conflict, motivation of employees, and planning. Effective business communication skills, ethics, and social responsibility are also emphasized.
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 analyse 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
This course traces the history of Canada, with a focus on the evolution of our national identity and culture as well as the identity and culture of various groups that make up Canada. Students will explore various developments and events, both national and international, from precontact to the present, and will examine various communities in Canada and how they have contributed to identity and heritage in Canada. Students will investigate the development of culture and identity, including national identity, in Canada and how and why they have changed throughout the country’s history. 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 the people, events, and forces that have shaped Canada.
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.
This course examines current Canadian and international economic issues, developments, policies, and practices from diverse perspectives. Students will explore the decisions that individuals and institutions, including governments, make in response to economic issues such as globalization, trade agreements, economic inequalities, regulation, and public spending. Students will apply the concepts of economic thinking and the economic inquiry process, as well as economic models and theories, to investigate, and develop informed opinions about, economic trade-offs, growth, and sustainability and related economic issues.
This course explores various perspectives on issues in Canadian and world politics. Students will explore political decision making and ways in which individuals, stakeholder groups, and various institutions, including governments, multinational corporations, and non-governmental organizations, respond to and work to address domestic and international issues. Students will apply the concepts of political thinking and the political inquiry process to investigate issues, events, and developments of national and international political importance, and to develop and communicate informed opinions about them.
This course explores various perspectives on issues in Canadian and world politics. Students will explore political decision making and ways in which individuals, stakeholder groups, and various institutions, including governments, multinational corporations, and non-governmental organizations, respond to and work to address domestic and international issues. Students will apply the concepts of political thinking and the political inquiry process to investigate issues, events, and developments of national and international political importance, and to develop and communicate informed opinions about them.
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.
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.
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.
This course emphasizes the study and analysis of literary texts by Canadian authors for students with a special interest in Canadian literature. Students will study the themes, forms, and stylistic elements of a variety of literary texts representative of various time periods and of the diverse cultures and regions of Canada, and will respond personally, critically, and creatively to them.
This course is for students with a special interest in literature and literary criticism. The course may focus on themes, genres, time periods, or countries. Students will analyse a range of forms and stylistic elements of literary texts and respond personally, critically, and creatively to them. They will also assess critical interpretations, write analytical essays, and complete an independent study project. EWC4U – The Writer’s Craft, Grade 12, University Preparation This course emphasizes knowledge and skills related to the craft of writing. Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers.
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.
This course gives students the opportunity to develop the skills, knowledge, and habits that will support them in their education and career/life planning. Students will learn about global work trends, and seek opportunities within the school and community to expand and strengthen their transferable skills and their ability to adapt to the changing world of work. On the basis of exploration, reflective practice, and decision-making processes, students will make connections between their skills, interests, and values and their postsecondary options, whether in apprenticeship training, college, community living, university, or the workplace. They will set goals and create a plan for their first postsecondary year. As part of their preparation for the future, they will learn about personal financial management – including the variety of saving and borrowing tools available to them and how to use them to their advantage – and develop a budget for their first year after secondary school.
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 nutrition-related 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.
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.
This course introduces students to theories, questions, and issues related to anthropology, psychology, and sociology. Students learn about approaches and research methods used by social scientists. Students will be given opportunities to apply theories from a variety of perspectives, to conduct social science research, and to become familiar with current issues within the three disciplines.
This course introduces students to computer science. Students will design software independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computer-related fields.
This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.
This course provides extended opportunities for students to communicate and interact in the language of study in a variety of social and academic contexts. Students will refine and enhance their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where the language is spoken, and develop skills necessary for lifelong language learning.
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.
This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a universitylevel calculus, linear algebra, or physics course.
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.
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.
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.
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.
This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention. They will investigate issues related to healthy sexuality and the use and abuse of alcohol, tobacco, and other drugs, and will participate in activities designed to develop goal setting, communication, and social skills.
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.
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.
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.
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.
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.
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.
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.
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.
This course builds on students’ previous education and language knowledge to introduce them to the English language and help them adjust to the diversity in their new environment. Students will use beginning English language skills in listening, speaking, reading, and writing for everyday and essential academic purposes. They will engage in short conversations using basic English language structures and simple sentence patterns; read short adapted texts; and write phrases and short sentences. The course also provides students with the knowledge and skills they need to begin to adapt to their new lives in Canada.
This course extends students’ listening, speaking, reading, and writing skills in English for everyday and academic purposes. Students will participate in conversations in structured situations on a variety of familiar and new topics; read a variety of texts designed or adapted for English language learners; expand their knowledge of English grammatical structures and sentence patterns; and link English sentences to compose paragraphs. The course also supports students’ continuing adaptation to the Ontario school system by expanding their knowledge of diversity in their new province and country.
This course further extends students’ skills in listening, speaking, reading, and writing in English for a variety of everyday and academic purposes. Students will make short classroom oral presentations; read a variety of adapted and original texts in English; and write using a variety of text forms. As well, students will expand their academic vocabulary and their study skills to facilitate their transition to the mainstream school program. This course also introduces students to the rights and responsibilities inherent in Canadian citizenship, and to a variety of current Canadian issues.
This course prepares students to use English with increasing fluency and accuracy in classroom and social situations and to participate in Canadian society as informed citizens. Students will develop the oral presentation, reading, and writing skills required for success in all school subjects. They will extend listening and speaking skills through participation in discussions and seminars; study and interpret a variety of grade-level texts; write narratives, articles, and summaries in English; and respond critically to a variety of print and media texts.
This course provides students with the skills and strategies they need to make the transition to college and university preparation courses in English and other secondary school disciplines. Students will be encouraged to develop independence in a range of academic tasks. They will participate in debates and lead classroom workshops; read and interpret literary works and academic texts; write essays, narratives, and reports; and apply a range of learning strategies and research skills effectively. Students will further develop their ability to respond critically to print and media texts.
Learners participating in on-line courses should have access to hardware that meets or exceeds the following standards. Students with access to equipment that does not meet these standards may experience slow interactivity; limited interactions and/or long wait periods for file downloads.
Additional Software: Some courses may require access to some OSAPAC software, specifically at this time, Geometer’s Sketchpad, Simply Accounting or Smart Ideas. It is recommended that up-to-date virus, spyware, and adware protection be implemented.
Regular attendance in any learning environment is vital to school success. Students who do not participate in their online course regularly will diminish their learning experience. The following processes have been put into place to encourage regular attendance by the student:
The school reserves the right to monitor all material in user accounts on the file server in order to determine the appropriateness of computer use when a challenge has arisen. The following processes have been put into place:
The Moodle Learning Management System at UVA School is intended for educational purposes only. Any use of any Learning Management System (LMS) tool within a course for any other purpose other than the intended educational purpose is prohibited. The inappropriate uses include, but are not limited to, criminal, obscene, commercial, or illegal purposes.
The school reserves the right to monitor all material that is placed in a user’s account and to remove it if deemed necessary The security of the online environment is only as effective as the practices of its users. Therefore, it is important that the student user:
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