DISCOVERY ACADEMY
COURSE CALENDAR AND SCHOOL HANDBOOK
2014-2015
1
INDEX
IMPORTANCE OF EDUCATION AT DISCOVERY ACADEMY
P. 4
ACADEMIC INFORMATION

REQUIREMENTS FOR THE OSSD
P. 5

DEFINITION OF A CREDIT
P. 5

COMPULSORY CREDITS
P. 5

ELECTIVE CREDITS
P. 6

COMMUNITY INVOLVEMENT
P. 6

OSSD LITERACY REQUIREMENTS
P. 7

POLICY ON SUBSTITUTION OF
COMPULSORY CREDITS
P. 7

EQUIVALENCY CREDITS
P. 7

THE CHALLENGE PROCESS
P. 8

REQUIREMENTS FOR THE ONTARIO
SECONDARY SCHOOL CERTIFICATE
P. 9

CERTIFICATE OF ACCOMPLISHMENT
P. 9

THE SEMESTER SYSTEM AND TIMETABLE
P. 9

TYPES OF COURSES
P. 9

CHANGING COURSE TYPES:
PREREQUISITE REQUIREMENTS AND
WAVING PREREQUISITES

P. 10
FULL DISCLOSURE: STUDENT WITHDRAWAL FROM COURSES
P. 10
ACCESS TO COURSE OUTLINES
P. 10
COURSE CODING SYSTEM
P. 11
COURSE LOAD
P. 12
COURSES OFFERED IN THE SCHOOL
P.P. 12-15
CREDITS IN ENGLISH AS A SECOND LANGUAGE
P. 15
ASSESSMENT AND EVALUATION POLICIES
P. 15
PERFORMANCE STANDARDS:
THE ACHIEVEMENT CHARTS
P. 16
2
REPORTING STUDENT ACHIEVEMENT
P. 17
THE GUIDANCE AND CAREER EDUCATION PROGRAM
P. 18
ONTARIO STUDENT RECOARD [OSR]
P. 20
ONTARIO STUDENT TRANSCRIPT [OST]
P. 20
CODE OF CONDUCT

INTRODUCTION

GUIDING PRINCIPLES; STANDARDS OF
BEHAVIOUR
P. 20
P. 21
CODE OF CONDUCT: PROHIBITED BEHAVIOURS AND
CONSEQUENCES

BEHAVIORS TO BE AVOIDED
P.P. 23-23

CONSEQUENCES
P. 23
ROLES AND RESPONSIBILITIES: SCHOOL STAFF
P. 23
ROLES AND RESPONSIBILITIES: STUDENTS
P. 24
ROLES AND RESPONSIBILITIES: PARENTS
P. 24
POLICIES

ATTENDANCE
P. 25

LATE ASSIGNMENT
P.P. 25-26

INSTRUCTOR GRANTED EXTENSIONS
P. 26

MISSED ASSIGNMENTS, TESTS,
PRESENTATIONS
P.P.26-27

HARASSMENT
P. 27

PLAGIARISM
P.P. 27-28

CHEATING
P. 28

APPEAL PROCEDURE
P. 28

USE OF COMPUTERS
P.29

PROVISIONS FOR SPECIAL NEEDS
STUDENTS
P. 29

STUDENT AUTOMOBILE USE
P. 29

IMMUNIZATION
P. 29
DESCRIPTIONS OF COURSES OFFERED AT
DISCOVERY ACADEMY
P.P. 30-41
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IMPORTANCE OF EDUCATION AT DISCOVERY ACADEMY
Every student in Ontario must stay in school until the age of eighteen, or until they
have earned an Ontario Secondary School Diploma [OSSD]. Discovery Academy’s
goal is to facilitate our students’ educational journey. Discovery Academy strives for
excellence by ensuring that each of our students have a maximum opportunity to
learn. This is accomplished by focusing on our established goals. We believe in
creating a partnership between students, parents, and the school. We aim to develop
a community of learners bound together by self-discipline and respect. We believe
that our teachers are part of this community, and guide and assist the learning
experience in a small class setting. Our students are expected to develop their
potential as individuals and to become contributing, responsible members of society,
who will think clearly, feel deeply, and act wisely.
Goals of the school:








To establish a tradition of excellence in academics and personal growth.
To develop a feeling of self-worth through accomplishments, self-discipline and
respect for oneself and others.
To encourage self-motivation so that students take a responsible role in their own
education.
To create a positive learning environment through shared responsibility of
teachers, students and parents.
To prepare students for the world of work by developing productivity, punctuality,
and pride in work.
To encourage students to take risks and get involved in new academic and life
experiences.
To encourage our parents to be an active part of the school community
To assist our international students adjust to Ontario educational practices and
expectations; and to facilitate their pursuit of post-secondary school education.
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ACADEMIC INFORMATION
Requirements for the Ontario Secondary School Graduation Diploma [OSSD]
To earn an Ontario Secondary School Diploma, a student must:



Earn 30 credits (18 compulsory and 12 elective credits)
Complete 40 hours of community involvement activities
Complete the Ontario secondary school literacy requirement successfully
Definition of a Credit
A credit is a means of recognition of the successful completion of a course for
which a minimum of 110 hours has been scheduled, from the moment of the beginning of
the course, despite if student was transferred from other school, or course was taken
before. It is granted to the student by the principal of a secondary school on behalf of the
Minister of Education.
Compulsory Credits
Students must earn the following 18 compulsory credits to obtain the Ontario
Secondary School Diploma:
4 credits in English (1 credit per grade)
• The Ontario Secondary School Literacy Course (OSSLC) may be used to meet
either the Grade 11or the Grade 12 English compulsory credit requirement.
• The Grade 11 Contemporary Aboriginal Voices course may be used to meet the
Grade 11 English compulsory credit requirement.
• For English language learners the requirement may be met through earning a
maximum of 3 credits in English as a second language (ESL) or English literacy
development (ELD); the fourth credit must be a Grade 12 compulsory English
course.
3 credits in mathematics (at least 1 credit in Grade 11 or 12)
2 credits in science
1 credit in the arts
• The Grade 9 Expressing Aboriginal Cultures course may be used to meet the
compulsory credit requirement in the arts.
1 credit in Canadian geography (Grade 9)
1 credit in Canadian history (Grade 10)
1 credit in French as a second language
5
• Students who have taken Native languages in place of French as a second
language in elementary school may use a Level 1 or 2 Native language course to
meet the compulsory credit requirement for French as a second language.
1 credit in health and physical education
0.5 credit in career studies
0.5 credit in civics
3 additional credits, consisting of 1 credit from each of the following groups:
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:
• A maximum of 2 credits in French as a second language may count as additional
compulsory credits, 1 credit from Group 1, and 1 credit from either Group 2 or
Group 3.
• A maximum of 2 credits in cooperative education may count as additional
compulsory credits, selected from any of Groups 1, 2, or 3.
Elective Credits
In addition to the 18 compulsory credits, students must earn 12 elective credits.
Students may earn these credits by successfully completing courses that they have
selected from the courses listed as available in the school course calendar.
Community Involvement
As part of the diploma requirements, students must complete a minimum of 40
hours of community involvement activities. These activities may be completed at any time
during their years in the secondary school program. Students, in collaboration with their
parents, will decide how they will fulfill the community involvement requirement. A
complete information package about the community involvement requirement will be
given to students at the beginning of the school year. Students registering from schools
outside of Ontario, in Grades 10 through 12 may have the required numbers of hours
pro-rated. The approval of the principal should be obtained prior to beginning volunteer
activities to ensure that the intended activities qualify under provincial legislation. Those
students, whose home school is not Discovery Academy, are not required to complete
additional volunteer hours above their home school’s requirements.
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Ontario Secondary School Diploma Literacy Requirements
Students will be required to pass the Ontario Secondary School Literacy Test
[OSSLT] once in their last three years of school at Discovery Academy. The test will be
administered on March 26, 2015. Students are required to pass this test in order to earn
an OSS Diploma and their result will be recorded on their student transcript.
In addition, a comprehensive, full credit literacy course [OSSLC], which satisfies
provincial literacy requirements, will be available for students in Grade 12 who have not
been successful in the test in Grade 10 or 11. The goal is to provide them with the
necessary skills to meet the requirements of the Ontario Secondary School Diploma. The
course is designed to help students who have not had the full benefit of the new
curriculum that includes a strong focus on reading and writing in the early years.
Students must pass the literacy course to receive their Ontario Secondary School
Diploma. This will ensure that a high school diploma means a student has basic literacy
skills.
Policy on Substitutions for Compulsory Courses
On occasion, a student may be unable to enrol in a compulsory credit course due
to the fact that s/he lacks the necessary background in the particular subject area. For
example, for a student who enters Discovery Academy after completing Grade 8 in a
foreign country may need a substitution for French course. Another example is the
necessity for the school to appropriately serve the interests of students with special
needs.
Thus, in order to meet an individual student’s needs, the principal may substitute a
particular compulsory credit with another course that meets the compulsory credit
requirement in order to fulfill OSS diploma requirements. The principal (If OSR is at
Discovery Academy) is allowed to replace a maximum of three credits. The following is
done to meet the student’s best interest.
Equivalency Credits
The principal, with a thorough analysis of course content and assessment policies
(PLAR), may grant up to 26 equivalent credits toward the OSSD. The remaining credits
will be chosen from the courses offered at Discovery Academy to obtain an OSSD.
Equivalency credits are granted only for the purpose of placing the student in appropriate
courses.
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
7
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
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.
The Principal will grant “Equivalency” credits to Discovery Academy’s program.
Students who are eligible for equivalency credits are those who transfer to our school
from schools outside Ontario. Equivalency credits are granted for placement only. The
principal, in the process of deciding where the student should be placed, determines as
equitably as possible the total credit equivalency of the student's previous learning, and
the number of compulsory and optional credits still to be earned.
NOTE: Prior Learning Assessment and Recognition (PLAR) may allow for students to be
granted up to 26 equivalent credits toward the OSSD as outlined in Appendix 2 of Ontario
Schools, K to 12, Policy and Program Requirements, 2011. Equivalency credits are
granted only for the purpose of placing the student in appropriate courses. The remaining
credits will be chosen from the courses offered at our school as well as options available
through the Ontario Ministry of Education to obtain an OSSD.
The “Challenge Process”
The “challenge process” of PLAR will not be implemented at Discovery Academy
at this time. This refers to the process whereby students’ prior learning is assessed for
the purpose of granting credit for a course developed from a provincial curriculum policy
document. Assessment instruments for this process must include formal tests (70 per
cent of the final mark) and a variety of other assessment strategies appropriate to the
particular course (30 per cent of the final mark). Such strategies may include the
evaluation of student work, including written assignments and laboratory work, and
observation of student performance. Determining equivalency involves the assessment of
credentials from other jurisdictions.
8
Requirements of the Ontario Secondary School Certificate
The Ontario Secondary School Certificate will be granted on request to students
who leave school before earning the Ontario Secondary School Diploma, provided that
they have earned a minimum of 14 credits, distributed as follows:
Compulsory Credits (total of 7)
 2 credits in English
 1 credit in Canadian History or Canadian Geography
 1 credit in Mathematics
 1 credit in Science
 1 credit in Health and Physical education
 1 credit in the Arts or Technological Education
Optional Credits (total of 7)
Certificate of Accomplishment
Students who are leaving secondary school upon reaching the age of
eighteen without having met the requirements for the OSSD or OSSC may be
granted a Certificate of Accomplishment. This may be useful to students in
seeking further training or in finding employment.
The Semester System and Timetable
The 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 September 1 st
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 courses.
Students may enter the program in the 1st or 2nd semester. Classes are 80 minutes in
length. Each full-time student takes 4 classes daily.
Types of Courses
Four types of courses are offered in Grades 9 and 10:



Academic courses emphasize theory and abstract problems.
Applied courses focus on practical applications and concrete examples.
Open courses are designed to prepare students for further study in certain subjects
and to enrich their education generally.
Courses in Grades 11 and 12 are based upon the student’s destination:
9





Workplace preparation courses are designed to equip students with the knowledge
and skills needed for direct entry into the workplace or for admission to
apprenticeship and 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
College preparation courses are designed to equip students with the knowledge
and skills they need to meet the entrance requirements for college programs
University/college preparation courses include content that is relevant for both
university and college programs.
Open courses are appropriate for all students and are not linked to any specific
postsecondary destination.
Changing Course Types: Prerequisite Requirements and Waiving Prerequisites
There are no prerequisites for Grade 9 and some Grade 10 courses. Prerequisite
courses for Grades 11 and 12 are indicated with the course description. Where a student
does not have the prerequisite for a course, the student should speak with the principal.
Where, after appropriate consultation and investigation, the principal is of the opinion that
the student has sufficient background to be successful in the course she/he wishes to
take, the principal may waive the prerequisite if OSR of the student is held at Discovery
Academy. Some background work may be required of the student prior to the
commencement of the course.
Full Disclosure: Student Withdrawal From Courses
The following Ministry policy applies to Grade 11 and 12 students:

If a student withdraws from a Grade 11 and or 12 course within 5 instructional days
following the mid-term report, the withdrawal is recorded only on the report card as a
“W”, but not on the Ontario Student Transcript.

If a student withdraws from a Grade 11 or 12 course after 5 instructional days
following the issue of the mid-term report, the withdrawal is recorded on the Ontario
Student Transcript as a “W” accompanied by the mark achieved at the time of
withdrawal.
Access to Course Outlines
Parents and/or students who want to review Discovery Academy course outlines
may do so by contacting the principal. These are available in the main office. Course
curriculum guidelines may be viewed at the Ministry of
Education
website:http://www.edu.gov.on.ca
10
Course Coding System
The course code consists of a course title and a five-character code. The
Ministry of Education designates the first five characters; the school determines
the sixth character.
Code
Characters
Explanation
Example - ENG 1D
1st, 2nd, and
3rd
Subject discipline of the course in letters
"ENG" indicates an
English course
4th
Grade
"1"
level as
grade
a
9
"1" grade 9 or first
year
"3"
grade
11
5th
number
"2"
"4"
*
(see below)
grade
10
grade
12
Type of course as a letter
"D" Academic (grades 9 and 10)
"P" Applied (grades 9 and 10)
"O" Open (all grades)
"E" Workplace Preparation (grades 11 and 12)
"U" University Preparation (grades 11 and 12)
"D"
course
Academic
"C" College Preparation (grades 11 and 12)
"M" University/College Preparation (grades 11 and
12)
6th
School-designated character that indicates credit
value or may be used to differentiate between
courses with similar codes

In the case of a language course the fourth character refers to the level of
proficiency.
11
COURSE LOAD
Some students may not take a full course load. To qualify as a student at
Discovery Academy, part-time students are defined as those who are enrolled in at least
one course.
A full course load will require a student to register in and continue with a minimum
of:
 8 courses in Grade 9
 8 courses in Grade 10
 8 courses in Grade 11

6 courses in Grade 12
COURSES OFFERED IN THE SCHOOL
SUBJECT
GRADE 9
GRADE 10
GRADE 11
GRADE 12
English
English
(Academic)
ENG1D
English
ENG2D*
English
English
(University)
ENG3U*
English
(University)
ENG4U*
English
(Applied)
ENG1P
Mathematics
(Applied)
ENG2P*
English
(College)
ENG3C*
English
(College)
ENG4C*
The
Writer’s
Craft
EWC4U*
Principles
of Principles of Functions and Advanced
Mathematics
Mathematics Relations
Functions
MPM1D
(Academic)
MCR3U*
MHF4U*
MPM2D*
Foundations of
Mathematics
Foundations
MFM1P
of
Mathematics
(Applied)
Transfer
MFM2P*
(Applied
=>
Calculus and
Foundations of Vectors
College
MCV4U*
Mathematics
Mathematics of
MBF3C*
Data
Management
Foundations
MDM4U*
and
Mathematics for
12
Academic)
MPM1H*
Applications
MCF3M*
College
Technology
MCT4C*
Foundations for
College
Mathematics
MAP4C*
Business Studies
Introduction
Business
BBI1O
to Introduction
Financial
to Business Accounting
BBI2O
Fundamentals
BAF3M
International
Business
Fundamentals
BBB4M
Financial
Accounting
Principles
BAT4M*
French
as
a Core French
Second Language FSF1D*
- Core
Literacy Course
Literacy Course
OLC4O*
Science
Canadian
World Studies
Science
(Academic)
SNC1D
Science
(Applied)
SNC1P
and Geography
Canada
(Academic)
CGC1D
Geography
Canada
(Applied)
CGC1P
Science
SNC2D*
Physics
SPH3U*
Biology
SBI3U*
Chemistry
SCH3U*
Physics
SPH4U*
Biology
SBI4U*
Chemistry
SCH4U*
of Canadian
World History Canadian
History Since
World War I
(Academic)
of CHC2D
to
Sixteenth
Century
CHW3M*
and
the World Issues: A
Geographic
Analysis
CGW4U*
Analyzing
Understanding
Canadian
Current
History Since Canadian Law, Economic
11, Issues
World War I Grade
13
(Applied)
CHC2P*
University/Coll
ege (CLU3M)
CIA4U*
Canadian
and
World Politics
CPW4U*
Canadian
and
International
Law
CLN4U
World
History:
The West and
the World
Civics
CHV2O
CHY4U*
Health
and Healthy Active Healthy
Physical Education Living
Active Living
PPL1O
PPL2O
The Arts
Drama
ADA1O
Guidance
and
Career Education
Drama
ADA2O
Career
Studies
GLC2O
Computer Studies
Introduction
to Introduction
Computer
Computer
Science
Science
ICS2O
ICS3U
to
Computer
Science
ICS4U*
Social
Science Individual and Individual and Introduction
to Challenge
and Humanities
Family Living
Family Living Anthropology,
Change
HIF1O
HIF2O
Psychology, and Society
Sociology,
and
in
HSB4U*
HSP3U*
Introduction
to
Anthropology,
Psychology, and
Sociology,
HSP3C
*Prerequisite required
14
Credits in English as a Second Language
Students are allowed a maximum of 3 ESL credits toward an OSSD. In addition
students must take either an ENG Grade 11 or ENG Grade 12 course for a total of 4
mandatory English credits toward an OSSD. ENG4U is required for university
acceptance.
ASSESSMENT AND EVALUATION POLICIES
Students are assessed and evaluated in a manner consistent with Growing
Success: Assessment, Evaluation and Reporting in Ontario Schools, 2010. Standards
are based on the achievement charts found in the provincial curriculum policy documents
for the courses in which they are enrolled. Evaluation is based on the level of
achievement the student demonstrates in the skills and knowledge covered in a course.
70% of the final mark is based on work throughout the course and is determined through
a variety of methods such as ongoing class demonstrations, presentations, essays,
performances and classroom tests. This grade reflects the student’s most consistent
level of achievement throughout the course, although special consideration will be give to
more recent evidence of achievement.
30% of the final mark is based on a final summative evaluation that may be
determined through a variety of methods in the latter portion of the course. These could
include an essay, examination, performance or demonstration. This final evaluation
reflects the student’s mastery of course expectations and demonstrates the range and
level of student skills and knowledge towards the conclusion of the course.
At the beginning of each semester, students receive an outline of the course
assessment practices from each teacher. This outline includes a description of the
assessment of academic achievement and learning skills in the course. Students will be
made aware of the distinctions between assessment for, as, and of learning as stated in
Growing Success, 2010. Generally, assessment for learning refers to diagnostic
assessment which identifies a student’s prior knowledge. Assessment as learning is used
as an ongoing process of helping a student understand what he/she has mastered and of
identifying potential weaknesses or next steps. Assessment of learning is a measure of
the student’s mastery of course expectations and is measured in a percentage grade.
15
The primary purpose of assessment is to improve student learning. Information
gathered through assessment helps teachers to identify students’ difficulties, and adapt
instructional methods to meet students’ individual needs. In addition, the various forms of
assessment are important tools for determining the effectiveness of the programs,
instructional approaches and classroom practices at Discovery Academy.
Performance Standards: The Achievement Charts
The achievement charts mentioned above identify four categories of knowledge and skills
that are common to all subject areas and disciplines. These are:
 Knowledge and Understanding: Content and the comprehension of its
meaning and significance.
 Thinking: The use of creative thinking skills and/or processes
 Communication: The conveying of meaning through various forms
 Application: The use of knowledge and skills to make connections
Students will be given numerous and varied opportunities to demonstrate the full extent
of their achievement of curriculum expectations across all four categories. In keeping with
Growing Success, 2010, Discovery Academy policy is to assess and evaluate in a
balanced manner with respect to the four categories. At the same time, the relative
importance of each of the categories may vary for different subjects and courses.
Examinations and final summative tasks will reflect the balance between categories used
in the 70% semester long evaluations.
While they are broad in scope and general in nature, the achievement levels shown
below serve as a guide for gathering information, and act as a framework used to assess
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.
The following table provides a summary description of achievement in each
percentage grade range and corresponding level of achievement:
Percentage
Achievement
Summary Description
80 – 100%
Level 4
A very high to outstanding level of achievement.
Achievement is above the provincial standard.
70 – 79%
Level 3
A high level of achievement. Achievement is at the
provincial standard.
60 – 69%
Level 2
A moderate level of achievement. Achievement is
16
below, but approaching, the provincial standard.
50 – 59%
Level 1
A passable level of achievement. Achievement is
below the provincial standard.
Below 50%
Below Level 1
Insufficient achievement of curriculum expectations.
A credit will not be granted.
Note: Level 3 (70 – 79%) is the provincial standard. Teachers and parents can be
confident that students who are achieving at level 3 are well prepared for work in the next
grade or the next course.
Reporting Student Achievement
Student achievement is communicated formally to students and parents by means
of a report card. The report card focuses on two distinct but related aspects of student
achievement: the achievement of curriculum expectations and the development of
learning skills. The report card will contain separate sections for reporting on these two
areas. The report card will also include teachers’ comments on the students’ strengths,
areas in which improvement is needed, and ways in which improvement might be
achieved. Separate sections are provided for recording attendance and lateness in each
course.
The report card provides a record of the learning skills demonstrated by the student
in every course in the following categories (as outlined in Growing Success):






Works Independently
Teamwork
Organization
Work Habits
Initiative
Responsibility
The learning skills are evaluated using a four-point scale (E – Excellent, G – Good,
S – Satisfactory, N – Needs Improvement). The separate evaluation and reporting of the
learning skills in these five areas reflects their critical role in students’ achievement of the
curriculum expectations. The evaluation of learning skills should not be considered in the
determination of percentage grades.
Student progress is formally reported to parents at mid-semester and end of
semester. Formal parent-teacher conferences occur after the distribution of mid17
semester reports. The student calendar outlines the dates of the reporting periods and
parent-teacher conferences. In addition, we at Discovery Academy believe in partnering
with parents. The administration receives regular reports from its teachers and
communicates with parents when appropriate. Teachers are asked to communicate their
concerns to parents of their students in a timely fashion.
The Guidance And Career Education Program
The guidance and career education program is an integral part of the secondary
school program at Discovery Academy. The program is under the immediate direction of
the principal. Ontario Schools, K-12: Policy and Program Requirements, 2011: three
areas of learning for the program—student development, interpersonal development and
career development. Through the program, students will acquire the knowledge and skills
that they need in order to learn effectively, to live and to work cooperatively and
productively with a wide range of people, to set and pursue education and career goals,
and to carry out their social responsibilities. The program will be delivered through
various means, including classroom instruction which is grade centered, and individual
counseling and assistance.
Two of the three areas – student development and interpersonal development -are integrated within the learning skills and work habits described in Growing Success:
Assessment, Evaluation and Reporting in Ontario Schools, 2010. The third area of
learning – career development – is base on the competencies described in Choices into
Action: Guidance and Career Education Program Policy for Elementary and Secondary
Schools, 1999. These competencies are “knowing self”, “exploring opportunities”, making
decisions” and “preparing for change and making transitions”.
Through our program, our students are expected to:

understand the concepts related to lifelong learning, interpersonal
relationships (including responsible citizenship), and career planning;

develop learning skills, social skills, a sense of social responsibility, and the
ability to formulate and pursue educational and career goals;
apply this learning in their daily lives both at school and in the community.

Discovery Academy implements a guidance and career education plan that
ensures that students have access to the learning experiences, personal assistance, and
information they need in order to achieve the program goals outlined in O.S., 2011,
Growing Success, 2010, and Choices Into Action, 1999 as well as the expectations given
in the secondary school curriculum policy documents for guidance and career education.
18
The key areas of the Discovery Academy’s focus in the area of guidance and
career education are as follows:







transitioning into high school
citizenship and social responsibility
effective planning of career paths
a range of career exploration activities in the community
understanding secondary school graduation requirements
transitions from high school
individual assistance and counseling
The guidance and career education program plan will include strategies to ensure
that students have access to the information they need in order to make informed
decisions and to prepare for further education, apprenticeship programs, or the
workplace.
Ontario Student Record (OSR)
The Ontario Student Record is the official school record for a student. Because
only one OSR can be created for a student, the OSR is held at the school where the
student takes the majority of his/her courses. The OSR contains achievement results,
credits earned and diploma requirements completed, and other information important to
the education of the student. The OSR is an ongoing record and will be transferred if the
student transfers to another school in Ontario.
Students and their parents (if the student is not an adult) may examine the
contents of the OSR upon request. The Education Act and freedom of information
legislation protect these records.
Ontario Student Transcript (OST)
The Ontario Student Transcript is the official record of courses successfully
completed and credits gained toward the Ontario Secondary School Diploma.
Information is updated annually and is part of the Ontario Student Record (OSR).
Information is stored electronically and will be copied onto an official OST form when a
printed copy is required. When a student completes courses at Discovery Academy and if
the OSR for that student is not at Discovery Academy, the student will be advised to take
the report card to the school where the OSR is held and the information will be added to
the OST.
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All courses are recorded on the student’s transcripts. This includes current,
repeated, and attempted courses. However, if a student withdraws from a course on or
before 5 instructional days after the first report card is issued, the course is not recorded
on the transcript.
CODE OF CONDUCT
Introduction

A school is a place that promotes responsibility, respect, civility and academic

excellence in a safe learning and teaching environment
All students, parents, teachers and staff have the right to be safe, and feel safe, in

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 Code of Conduct specifies the mandatory consequences for student actions
that do not comply with Discovery Academy standards of behaviour. The
standards of behaviour apply not only to students, but also to all school members,
i.e. individuals involved in the school system- parents or guardians, volunteers,
teachers and other staff members – whether they are on school property, on
school buses or at school-authorized events or activities.
Guiding Principles - Standards of Behaviour
Respect, civility and responsible citizenship involve 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.
All school members are expected to:
 Respect and comply with all applicable federal, provincial and municipal laws;
 Respect and treat others fairly, regardless of their race, ancestry, place of origin,
color, ethnic origin, citizenship, religion, gender, sexual orientation, age, or
disability;
 Respect the rights of others;
 Respect differences in people, their ideas and opinions;
20
 Treat all members of the school community with respect and dignity, especially
persons in positions of authority;
 Demonstrate honesty and integrity;
 Respect the rights and the needs of others to work in an environment that is
conducive to learning and teaching;
 Show proper care and regard for school property and the property of others;
 Take appropriate measures to help those in need;
 Maintain an environment where conflict and differences can be addressed in a
manner characterized by respect and civility. Insults, disrespect, and other hurtful
acts disrupt learning and teaching;
CODE OF CONDUCT: PROHIBITED BEHAVIOURS & CONSEQUENCES
At Discovery Academy, we believe in enforcing the principles and actions stated in
our Code of Conduct. We also believe in the concept of progressive discipline as
stated in Ontario Schools, 2011:
“The approach utilizes a continuum of interventions, supports, and consequences
to reinforce positive behaviour while helping students make good choices….
Students should be given opportunities to learn from the choices they make.
Schools are expected to actively engage parents in the progressive discipline
approach”[pp. 12-13].
Behaviours To Be Avoided
No school member can:
 Be in possession of any weapon, including but not limited to firearms;
 Use any object to threaten or intimidate another person;
 Cause injury to any person with an object;
 Be in possession of, or under the influence of, or provide others with,
alcohol or illegal drugs;
The school will work cooperatively with police, drug and alcohol
agencies to promote prevention strategies and, where and when
necessary, respond to school members who are in possession of,
or under the influence of, alcohol or illegal drugs. Students should
be aware that lockers are the property of the school and the
school has the authority to search them.
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
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Inflict or encourage others to inflict bodily harm on another person;
Bully anyone in the form of physical, verbal, sexual or psychological abuse
or harass anyone through any comment or conduct based on race, culture,
religion, gender, language, disability or sexual orientation.
Possess, or send in electronic form, hate literature, pornography, or racist
comment or materials;
Send in electronic form any communication deemed by the school to be
bullying or harassment;
Knowingly cause any other student to be exposed to danger or risk;
Smoke;
Use vulgar, profane, or other offensive language;
Without the permission of the school, use the school logo or name in any
way that implies school approval or consent to an event, document, or
program.
Leave campus grounds during the school day without permission.
Wear clothing that is judged by the Principal to be immodest or
inappropriate for a workplace environment.
Every school member shall seek staff assistance, if necessary, to resolve
conflict peacefully.
Consequences
At the same time that we believe in progressive discipline, some violations of the
Code of Conduct can be so serious that they warrant immediate suspension or
expulsion.
The administration will act on each violation of the Code of Conduct on its own merits.
Consequences may involve parental interviews, withdrawal or limitations of school
privileges, detention, suspension or expulsion. A student who is expelled from
Discovery Academy will be deemed to forfeit tuition.
In all cases, the school will act responsibly in carrying out investigations, and will be
mindful of the right of every student to fair process. The school reserves the right to
require students to seek professional counselling.
ROLES AND RESPONSIBILITIES: SCHOOL STAFF
The Principal provides a leadership role in the daily operation of a school by:
22

Demonstrating care and commitment to academic excellence and a safe teaching
and learning environment;

Holding everyone under his/her authority accountable for their behaviour and
actions;
Communicating regularly and meaningfully with all members of the school
community.

Teachers and School Staff, under the leadership of the Principal, maintain order in
the school and are expected to hold everyone to the highest standard of respectful
and responsible behaviour. As role models, staff members uphold these high
standards when they:


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
Help students work to their full potential and develop their self-worth;
Communicate regularly and meaningfully with parents;
Maintain consistent standards of behaviour for all students;
Demonstrate respect for all students, staff and parents;
Prepare students for the full responsibilities of citizenship.
ROLES AND RESPONSIBILITIES: STUDENTS
Regular, punctual attendance is essential for every student to achieve academic
success. Parents can help by ensuring that any absences are necessary and valid. If the
process of learning is disrupted by irregular attendance, learning experiences are lost
and cannot be made up completely. Students who habitually miss class will be
disadvantaged in the evaluation processes because their participation and daily work
cannot be adequately assessed. It is the student's responsibility to be honest in all
aspects of academic work.
Students must demonstrate respect for themselves, for others and for the
responsibilities of citizenship through acceptable behaviour. Respect and responsibility
are demonstrated when a student:
 Attends all classes;
 Comes to school prepared, on time and ready to learn;
 Shows respect for themselves, for others and for those in authority;
 Refrains from bringing anything to school that may compromise the safety of
others;
 Refrains from the inappropriate use of electronic devices such as pagers, cell
phones or laser pointers;
 Cooperates with the established rules and takes responsibility for his or her action.
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ROLES AND RESPONSIBILITIES: PARENTS
Parents play an important role in the education of their children and have a
responsibility to support the efforts of the school staff in maintaining a safe and respectful
learning environment for all students. Parents fulfill this responsibility when they:
 Show an active interest in their child’s school work and progress;
 Communicate regularly with the school;
 Help their child be neat, appropriately dressed and prepared for school;


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
Ensure that their child attends school regularly and on time;
Promptly report to the school their child’s absence or late arrival;
Become familiar with the Code of Conduct and school rules;
Encourage and assist their child in following the rules of behaviour;
Assist school staff in dealing with disciplinary issues.
POLICIES
Attendance
Attendance is a student’s main priority.
Full attendance at school is vital for
maximum success. Important dates are identified in the monthly calendar to assist
families when planning special events. Inappropriate or undocumented absences are
truancies. Students who are truant at the time of evaluations such as tests, quizzes,
presentations, homework grading or skill assessments, may not have a makeup
opportunity and may be graded “0” on the evaluation. The consequences of truancy may
be detentions, counseling with parents, and referral to an attendance counselor,
suspension, or withdrawal from school. Absences of 3 days or more from class due to
illness must be supported by a doctor’s note.
Extended absence. It is school policy that any student who misses more than 30
per cent of a semester will receive an “incomplete grade.
Absence from a final examination because of illness must be explained by a
doctor’s certificate. The note must include the reason for the consultation and a
statement that, in the doctor’s opinion, the student was incapable of writing the exam.
Failure to produce valid documentation may result in a mark of zero.
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Late Assignment
It is the expectation of all students enrolled in Discovery Academy that all
assignments shall be submitted by the designated due date, at the start of class.
Assignments are designed to show mastery of the curriculum expectations and, as such,
are crucial to the assessment of the students’ achievement. Teachers will strictly enforce
this policy and their establishment of a due date is final.
Should students not submit an assignment by the due date, the following will apply:
 the assignment may be submitted, but must be accompanied by a clearly written

reason for the assignment being late.
The assignment must be submitted before any of the assignments have been
returned to the class by the teacher.
If these conditions are met, the assignment will be accepted at face value and a late
penalty may be assigned. Should students not fulfill the conditions; a mark of zero will be
given since there is no evidence of achievement with respect to the curriculum
expectations evaluated on that assignment. Note that the assignment may be returned
at any time, since some assignments must be returned next day as a part of the
lesson/learning activity. If a student is working with a partner or group, the teacher will
assess the other members on their own merits.
It is acknowledged that “Teachers will use a variety of strategies … to ensure that
students submit their assignments for evaluation and meet timelines”. Late assignments
“will also be noted on the report card… as part of … learning skills and work habits”,
Growing Success, 2010, p.44.
Instructor Granted Extensions
It is up to the discretion of the teacher to grant extensions on deadlines. Special
arrangements may be made for extenuating circumstances such as legitimate absences,
illness, personal emergencies and mitigating circumstances. These should be made well
in advance of the due date. Students should not assume that special arrangements will
automatically be made; therefore, they must discuss their unique situations with the
teacher. The teacher, acting as a representative for the Principal under the provisions of
the Education Act, will determine if the situation warrants a further extension. If in doubt,
the teacher will consult the Principal. The decision rendered is final.
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Missed Assignments, Tests, Presentations


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Students are expected to assume full responsibility for class attendance and are
accountable for all work missed because of absences. Assignments are due as
soon as the student returns to school with a legitimate reason. For prolonged
absences, new due dates will be set.
If students miss a test with legitimate reasons, they are responsible to write that
evaluation on the day on which they return at a time set by the teacher. For
prolonged absences, the teacher will use his\her professional judgment to set new
test dates for that particular student. For students without legitimate absences, a
zero may result.
Presentations are critical learning experiences and often involve more than one
student; therefore, students without authenticated reasons for absences will be
given zero if they are not present for a scheduled presentation. If applicable, the
teacher will determine how or if that member’s absence affects each group
member’s total evaluation.
Any make-up work, assignments, or tests are at the discretion of the school.
As in the late assignment policy, the teacher will have the authority to grant
extensions or exemptions for extenuating circumstances.
Harassment
Definition: A vexatious comment or conduct, verbal or written, that is known, or
ought reasonably to be known, to be unwelcome, in that it may cause insecurity,
discomfort, offence or humiliation to another. This may take the form of remarks, slurs,
requests, touching, gestures, references, jokes, or displays of offensive or derogatory
material.
It should be noted that it is the effect on the victim as opposed to the intent of the
harasser that is the relevant criteria.
Examples of harassment include but are not limited to:
 Sex, gender, sexual orientation
 Race, ancestry, place of origin, colour, creed
 Bullying of a general nature
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Should any person in Discovery Academy be a victim of harassment, the following should
occur:
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Tell the harasser that the behaviour is not welcome and must stop;
Keep detailed records of the incidents.
Should the harassment not end, immediately contact a person in a position of
supervision and trust.
Students are encouraged to contact and inform any of the following: a
parent/guardian, a classroom teacher or the principal.
Teachers are mandated to contact and inform the principal.
Both parties have a right to a fair and impartial investigation. The primary intention of the
procedure is to stop harassment, as soon as possible, after an incident occurs.
Plagiarism
Discovery Academy requires academic honesty from all students. This means
students must always submit original work, and give credit to all research sources,
correctly and consistently. Detailed information on plagiarism, and how to avoid it, may
be obtained from their teacher.
Plagiarism is an act of theft known by many names: borrowing, stealing or
copying. Plagiarism is intentionally, or unintentionally, using another person’s words or
ideas, and presenting these as one’s own. It includes submitting an essay written by
another student, allowing a student to submit your work, obtaining one from the many
services provided on the Internet or copying sections from various documents, and not
acknowledging the original source. It is a serious offence that may result in significant
academic consequences.
Cheating
Cheating is deemed to be the use of any unfair or dishonest means to gain advantage, or
allow another student to gain advantage, in any school program, assignment, test, or
exam. A presumption of cheating or intent to cheat is made when a student is found with
notes, access to electronic data, or participates in unauthorized communication during an
exam or test. It is the responsibility of every student to ensure that he/she has nothing in
his/her possession that may compromise the integrity of the test or exam.
Procedure
27

The teacher and student will meet to discuss the teacher’s concerns.
principal may be involved.

If the plagiarism or cheating is found to be intentional, the academic penalty will be
a mark of zero, and a record of this will be kept in the principal’s office.
If the plagiarism is found to be unintentional, the student will be given the
opportunity to rewrite the paper by an agreed upon date, or receive a mark of
zero.
Where cheating is established a mark of zero will be recorded. Make-up work, if
any, will follow guidelines set out in Growing Success, Assessment, Evaluation,
and Reporting in Ontario Schools, 2010.


The
Appeal Process
A student may appeal a decision made by the teacher within five school days of the
student/teacher meeting. The appeal must be made in writing to the principal, and must
outline the reasons supporting the appeal. Three staff members appointed by the
principal will hear the appeal. The decision of the committee will be final.
Use of Computers
Students have access to computers. All computers have access to up-to-date
Internet service. The use of school computers is limited to research and educational
matters only.
Provisions for Students with Special Needs
Discovery Academy does not have a formal special education program. However,
it recognizes that some students may have special needs and will accommodate those
students accordingly.
Where a student has a current psycho-educational assessment which describes
individualities in learning styles, the principal with the student and his/her parents will
develop a strategy aimed at allowing the student to achieve success. Our guidance
program will be applied in a manner sensitive to the student’s individualities.
Accommodations such as extra-time on tests and examinations will be provided where
appropriate. Other accommodations may be granted in consultation with the student’s
teachers. Accommodations for the OSSLT will follow guidelines.
Student Automobile Use
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Students who drive any motorized vehicle to school, either on a regular or
occasional basis, are required to register such vehicle with a designated member of the
faculty.
Registration of the vehicle with school officials shall constitute permission by the owner to
consent to a search of the vehicle in accordance with Discovery Academy policy.
All vehicles will be parked in spaces designated by the Principal and may not be moved
during the school day without the Principal’s permission.
Students may not sit in parked cars at any time after their arrival at Discovery Academy.
Immunization
As required by law, Discovery Academy mandates all students entering the school
for the first time to present written evidence of immunization against vaccine-preventable
diseases according to the schedule developed by the Ontario Ministry of Health unless
there is a valid written exemption. Parents are required to update the information as
necessary.
DESCRIPTION OF THE COURSES OFFERED AT DISCOVERY ACADEMY
GRADE 12 COURSES
English – ENG4U – University Preparation
This course emphasizes the consolidation of the literacy, communication, and critical and
creative thinking skills necessary for success in academic and daily life. Students will analyze a
range of challenging literary texts from various periods, countries, and cultures; interpret and
evaluate informational and graphic texts; and create oral, written, and media texts in a variety of
forms. An important focus will be on using academic language coherently and confidently,
selecting the reading strategies best suited to particular texts and particular purposes for reading,
and developing greater control in writing. The course is intended to prepare students for
university, college, or the workplace.
Prerequisite: ENG3U
English – ENG4C – College Preparation
This course emphasizes the consolidation of literacy, communication, and critical and
creative thinking skills necessary for success in academic and daily life. Students will analyze a
variety of informational and graphic texts, as well as literary texts from various countries and
cultures, and create oral, written, and media texts in a variety of forms for practical and academic
purposes. An important focus will be on using language with precision and clarity and developing
greater control in writing. The course is intended to prepare students for college or the workplace.
29
Prerequisite: ENG3C
The Writer’s Craft – EWC4U – University Preparation
This course emphasizes knowledge and skills related to the craft of writing. Students will
analyze 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.
Prerequisite: ENG3U
Advanced Functions – MHF4U – University Preparation
This course extends students’ experience with functions. Students will investigate the
properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques for
combining functions; broaden their understanding of rates of change; and develop facility in
applying these concepts and skills. Students will also refine their use of the mathematical
processes necessary for success in senior mathematics. This course is intended both for
students taking the “Calculus and Vectors” course as a prerequisite for a university program, and
for those wishing to consolidate their understanding of mathematics before proceeding to any one
of a variety of university programs.
Prerequisite: Functions, MCR3U or Mathematics for College Technology, MCT4U
Calculus and Vectors – MCV4U - University Preparation
This course builds on students’ previous experience with functions and their developing
understanding of rates of change. Students will solve problems involving geometric and algebraic
representations of vectors and representations of lines and planes in three dimensional space;
broaden their understanding of rates of change to include the derivatives of polynomial,
sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the
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 fields such as science, engineering, economics, and some
areas of business, including those students who will be required to take a university-level
calculus, linear algebra, or physics course.
Prerequisite: Advanced Functions, MHF4U (Note: MHF4U may be taken concurrently)
Mathematics of Data Management – MDM4U – University Preparation
This course broadens students’ understanding of mathematics as it relates to managing
data. Students will apply methods for organizing and analyzing 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, MCR3U or Functions and Applications, MCF3M
Foundations for College Mathematics – MAP4C – College Preparation
30
This course enables students to broaden their understanding of real-world
applications of mathematics. Students will analyse data using statistical methods; solve
problems involving applications of geometry and trigonometry; solve financial problems
connected with annuities, budgets, and renting or owning accommodation; simplify
expressions; and solve equations. Students will reason mathematically and communicate
their thinking as they solve multi-step problems. This course prepares students for
college programs in areas such as business, health sciences, and human services, and
for certain skilled trades.
Prerequisite: MBF3C or MCF3M
Mathematic for College Technology – MCT4C – College Preparation
This course enables students to extend their knowledge of functions. Students will
investigate and apply properties of polynomial, exponential, and trigonometric functions;
continue to represent functions numerically, graphically, and algebraically; develop facility
in simplifying expressions and solving equations; and solve problems that address
applications of algebra, trigonometry, vectors, and geometry. Students will reason
mathematically and communicate their thinking as they solve multi-step problems. This
course prepares students for a variety of college technology programs.
Prerequisite: Functions and Applications, Grade 11, University/College preparation, or
Functions, Grade 11, University preparation
Financial Accounting Principles - BAT4M – College/University Preparation
This course introduces students to advanced accounting principles that will prepare them for
postsecondary studies in business. Students will learn about financial statements for various forms
of business ownership and how those statements are interpreted in making business decisions.
This course expands students’ knowledge of sources of financing, further develops accounting
methods for assets, and introduces accounting for partnerships and corporations.
Prerequisite: BAT3M - Introduction to Financial Accounting, University /College
Preparation
Analysing Current Economic Issues – CIA4U – University Preparation
This course examines current national and global economic trends and policies from diverse
perspectives. Students will explore the impact of choices that individuals and institutions,
including governments, make in responding to local, national, and global economic issues such as
globalization and global economic inequalities, trade agreements, national debt, taxation, social
spending, and consumer debt. Students will apply the concepts of economic thinking and the
economic inquiry process, including economic models, to investigate, and develop informed
opinions about, current economic issues and to help them make reasoned economic decisions.
Prerequisite: Any university or university/college preparation course in Canadian and
world
studies,
English,
or
social
sciences
and
humanities
Canadian and World Issues: A Geographic Analysis – CGW4U – University
Preparation
This course looks at the global challenge of creating a more sustainable and equitable world.
Students will explore a range of issues involving environmental, economic, social, and
geopolitical interrelationships, and will examine governmental policies related to these issues.
31
Students will apply the concepts of geographic thinking and the geographic inquiry process,
including spatial technologies, to investigate these complex issues, including their impact on
natural and human communities around the world.
Prerequisite: Any university or university/college preparation course in Canadian and
world studies, English, or social sciences and humanities
Canadian and World Politics – CPW4U – University Preparation
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 different levels of government, multinational corporations, and nongovernmental organizations, respond to and work to influence domestic and international
developments. Students will apply the concepts of political thinking and the political inquiry
process to investigate current political policies, issues, and events, and to develop and
communicate informed opinions about them.
Prerequisite: Any university or university/college preparation course in Canadian and
world studies, English or social sciences and humanities
Challenge and Change in Society - HSB4U – University / College Preparation
This course examines the theories and methodologies used in anthropology, psychology,
and sociology to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and
their impact on society. Students will analyse cultural, social, and biological patterns in human
societies, looking at the ways in which those patterns change over time. Students will also
explore the ideas of classical and contemporary social theorists, and will apply those ideas to the
analysis of contemporary trends.
Prerequisite: Any university, university/college, or college preparation course in Social
Sciences and Humanities, English, or Canadian and World Studies
Computer Science – ICS4U – University Preparation
This course enables students to further develop knowledge and skills in computer
science. Students will use modular design principles to create complex and fully documented
programs, according to industry standards. Student teams will manage a large software
development project, from planning through to project review. Students will also analyze
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.
Prerequisite: ICS3U
Physics – SPH4U – University Preparation
This course enables students to deepen their understanding of the concepts and theories
of physics. Students will explore further the laws of dynamics and energy transformations, and
will investigate electrical, gravitational, and magnetic fields, electromagnetic radiation, and the
interface between energy and matter. They will further develop inquiry skills, learning, for
example, how the interpretation of experimental data can provide indirect evidence to support the
development of a scientific model. Students will also consider the impact on society and the
environment of technological applications of physics.
Prerequisite: Physics, Grade 11, University Preparation
Biology – SBI4U – University Preparation
This course provides students with the opportunity for in-depth study of the concepts and
processes associated with biological systems. Students will study theory and conduct
investigations in the areas of metabolic processes, molecular genetics, homeostasis, evolution,
32
and population dynamics. Emphasis will be placed on achievement of the detailed knowledge
and refined skills needed for further study in various branches of the life sciences and related
fields.
Prerequisite: SBI3U
Chemistry – SCH4U– University Preparation
This course enables students to deepen their understanding of chemistry through the
study of organic chemistry, energy changes and rates of reaction, chemical systems and
equilibrium, electrochemistry, and atomic and molecular structure. Students will further develop
problem-solving and laboratory skills as they investigate chemical processes, at the same time
refining their ability to communicate scientific information. Emphasis will be placed on the
importance of chemistry in daily life, and on evaluating the impact of chemical technology on the
environment.
Prerequisite: SCH3U
International Business Fundamentals – BBB4M – 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.
Prerequisite: None
Literacy Course: OLC4O
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. 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 literacy portfolio containing a record of
their reading experiences and samples of their writing.
Prerequisite: Students who have been eligible to write the Ontario Secondary School
Literacy Test (OSSLT) at least twice, and have been unsuccessful at least once, are
eligible to take this course to achieve both a Grade 12 credit and their literacy credential
for graduation.
World History: The West and the World, CHY4U), University
This course traces major developments and events in world history since approximately 1450.
Students will explore social, economic, and political changes, the historical roots of contemporary
issues, and the role of conflict and cooperation in global interrelationships. They will extend their
ability to apply the concepts of historical thinking and the historical inquiry process, including the
interpretation and analysis of evidence, as they investigate key issues and assess societal
progress or decline in world history.
Prerequisite: Any university or university/college preparation course in Canadian and
world studies, English, or social sciences and humanities
Canadian and International Law – CLN4U – University preparation
This course explores a range of contemporary legal issues and how they are addressed in both
Canadian and international law. Students will develop their understanding of the principles of
33
Canadian and international law when exploring rights and freedoms within the context of topics
such as religion, security, cyberspace, immigration, crimes against humanity, and environmental
protection. Students will apply the concepts of legal thinking and the legal inquiry process when
investigating these issues in both Canadian and international contexts, and they will develop legal
reasoning skills and an understanding of conflict resolution in the area of international law.
Prerequisite: Any university or university/college preparation course in Canadian and world
studies,
English,
or
social
sciences
and
humanities
GRADE 11 COURSES
English – ENG3U – University Preparation
This course emphasizes the development of literacy, communication, and critical and
creative thinking skills necessary for success in academic and daily life. Students will analyze
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: ENG2D
English – ENG3C – College Preparation
This course emphasizes the development of literacy, communication, and critical and
creative thinking skills necessary for success in academic life. Students will study the content,
form, and style of a variety of informational and graphic texts, as well as literary texts from
Canada and other countries, and create oral, written, and media texts in a variety of forms for
practical and academic purposes. An important focus will be on using language with precision
and clarity. The course is intended to prepare students for the compulsory Grade 12 college
preparation course.
Prerequisite: ENG2D or ENG2P
Functions and Relations – MCR3U – University Preparation
This course introduces the mathematical concept of the function by extending students’
experiences with linear and quadratic relations. Students will investigate properties of discrete
and continuous functions, including trigonometric and exponential functions; represent functions
numerically, algebraically, and graphically; solve problems involving applications of functions;
investigate inverse functions; and develop facility in determining equivalent algebraic
expressions. Students will reason mathematically and communicate their thinking as they solve
multi-step problems.
Prerequisite: MPM2D
Foundations of College Mathematics – MBF3C – College Preparation
This course enables students to broaden their understanding of mathematics as a
problem solving tool in the real world. Students will extend their understanding of quadratic
relations; investigate situations involving exponential growth; solve problems involving compound
interest; solve financial problems connected with vehicle ownership; develop their ability to
reason by collecting, analyzing, and evaluating data involving one variable; connect probability
and statistics; and solve problems in geometry and trigonometry. Students will consolidate their
mathematical skills as they solve problems and communicate their thinking.
Prerequisite: MFM2P
Foundations and Applications – MCF3M – University / College Preparation
This course introduces basic features of the function by extending students' experiences
with quadratic relations. It focuses on quadratic, trigonometric, and exponential functions and
their use in modeling real-world situations. Students will represent functions numerically,
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graphically, and algebraically; simplify expressions; solve equations; and solve problems relating
to applications. Students will reason mathematically and communicate their thinking as they solve
multi-step problems.
Prerequisite: MPM2D or MFM2P
Biology – SBI3U – University Preparation
This course furthers students' understanding of the processes involved in biological
systems. Students will study cellular functions, genetic continuity, internal systems and
regulation, the diversity of living things, and the anatomy, growth, and functions of plants. The
course focuses on the theoretical aspects of the topics under study, and helps students refine
skills related to scientific investigation.
Prerequisite: SNC2D
Chemistry – SCH3U – University Preparation
This course focuses on the concepts and theories that form the basis of modem
Chemistry. Students will study the behaviors of solids, liquids, gases, and solutions; investigate
changes and relationships in chemical systems; and explore how chemistry is used in developing
new products and processes that affect our lives and our environment. Emphasis will also be
placed on the importance of chemistry in other branches of science.
Prerequisite: SNC2D
Physics – SPH3U – University Preparation
This course develops students' understanding of the basic concepts of physics. Students
will study the laws of dynamics and explore different kinds of forces, the quantification and forms
of energy (mechanical, sound, light, thermal, and electrical), and the way energy is transformed
and transmitted. They will develop scientific-inquiry skills as they verify accepted laws and solve
both assigned problems and those emerging from their investigations. Students will also analyze
the interrelationships between physics and technology, and consider the impact of technological
applications of physics on society and the environment.
Prerequisite: SNC2D
Financial Accounting Information – BAF3M – University / College Preparation
This course introduces students to the fundamental principles and procedures of
accounting. Students will develop financial analysis and decision-making skills that will assist
them in future studies and/or career opportunities in business. Students will acquire an
understanding of accounting for a service and a merchandising business, computerized
accounting, financial analysis, and ethics and current issues in accounting.
Prerequisite: None
World History to the Sixteenth Century - CHW3M – University / College Preparation
This course explores the history of various societies around the world, from earliest times to
around 1500 CE. Students will examine life in and the legacy of various ancient and pre-modern
societies throughout the world, including those in, Africa, Asia, Europe, and the Americas.
Students will extend their ability to apply the concepts of historical thinking and the historical
inquiry process, including the interpretation and analysis of evidence, when investigating social,
political, and economic structures and historical forces at work in various societies and in different
historical
eras.
Prerequisite: CHC2D/CHC2P
Introduction to Computer Science – ICS3U – University Preparation
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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 computerrelated fields.
Prerequisite: None
Understanding Canadian Law, CLU3M University/College
This course explores Canadian law, with a focus on legal issues that are relevant to the lives of
people in Canada. Students will gain an understanding of rights and freedoms in Canada, our
legal system, and family, contract, employment, tort, and criminal law. Students will use case
studies and apply the concepts of legal thinking and the legal inquiry process to develop legal
reasoning skills and to formulate and communicate informed interpretations of legal issues, and
they
will
develop
the
ability
to
advocate
for
new
laws.
Prerequisite: Grade 10 Canadian History Since World War I, Academic or Applied
Introduction to Anthropology, Psychology, and Sociology, HSP3U University
This course provides students with opportunities to think critically about theories, questions, and
issues related to anthropology, psychology, and sociology. Students will develop an
understanding of the approaches and research methods used by social scientists. They will be
given opportunities to explore theories from a variety of perspectives, to conduct social science
research, and to become familiar with current thinking on a range of issues within the three
disciplines.
Prerequisite: The Grade 10 academic course in English, or the Grade 10 academic history course
(Canadian and world studies)
Introduction to Anthropology, Psychology, and Sociology, HSP3C College
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.
Prerequisite: None
GRADE 10 COURSES
Principles of Mathematics – MPM2D – Academic
This course enables students to broaden their understanding of relationships and extend
their problem-solving and algebraic skills through investigation, the effective use of technology,
and abstract reasoning. Students will explore quadratic relations and their applications; solve and
apply linear systems; verify properties of geometric figures using analytic geometry; and
investigate the trigonometry of right and acute triangles. Students will reason mathematically and
communicate their thinking as they solve multi-step problems.
Prerequisite: MPM1D or successful completion of MFM1P and a transfer course.
Foundations of Mathematics – MFM2P - Applied
This course enables students to consolidate their understanding of linear relations and
extend their problem-solving and algebraic skills through investigation, the effective use of
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technology, and hands-on activities. Students will develop and graph equations in analytic
geometry; solve and apply linear systems, using real-life examples; and explore and interpret
graphs of quadratic relations. Students will investigate similar triangles, the trigonometry of right
triangles, and the measurement of three-dimensional figures. Students will consolidate their
mathematical skills as they solve problems and communicate their thinking.
Prerequisite: MFM1P or MPM1D
English – ENG2D – Academic
This course is designed to extend the range of oral communication, reading, writing, and
media literacy skills that students need for success in their secondary school academic programs
and in their daily lives. Students will analyze literary texts from contemporary and historical
periods, interpret and evaluate informational and graphic texts, and create oral, written, and
media texts in a variety of forms. An important focus will be on the selective use of strategies that
contribute to effective communication. This course is intended to prepare students for the
compulsory Grade 11 university or college preparation course.
Prerequisite: ENG1D
English – ENG2P – Applied
This course is designed to extend the range of oral communication, reading, writing, and media
literacy skills that students need for success in secondary school and daily life. Students will study
and create a variety of informational, literary, and graphic texts. An important focus will be on the
consolidation of strategies and processes that help students interpret texts and communicate
clearly and effectively. This course is intended to prepare students for the compulsory Grade 11
college or workplace preparation course.
Prerequisite: ENG1D /ENG1P
Introduction to Business – BBI2O – Open
This course introduces students to the world of business. Students will develop an
understanding of the functions of business, including accounting, marketing, information and
communication technology, human resources, and production, and of the importance of ethics
and social responsibility. This course builds a foundation for further studies in business and helps
students develop the business knowledge and skills they will need in their everyday lives.
Prerequisite: None
Science – SNC2D – Academic
This course enables students to develop a deeper understanding of concepts in biology,
chemistry, earth and space science, and physics; to develop further their skills in scientific
inquiry; and to understand the interrelationships among science, technology, and the
environment. Students will conduct investigations and understand scientific theories related to
ecology and the maintenance of ecosystems; chemical reactions, with particular attention to acidbase reactions; factors that influence weather systems; and motion.
Prerequisite: SNC1D
Canadian History since World War I – CHC2D – Academic
This course explores social, economic, and political developments and events and their impact on
the lives of different groups in Canada since 1914. Students will examine the role of conflict and
cooperation in Canadian society, Canada’s evolving role within the global community, and the
impact of various individuals, organizations, and events on Canadian identity, citizenship, and
heritage. They will develop their ability to apply the concepts of historical thinking and the
historical inquiry process, including the interpretation and analysis of evidence, when
investigating key issues and events in Canadian history since 1914.
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Prerequisite: None
Canadian History since World War I – CHC2P – Applied
This course focuses on the social context of historical developments and events and how they have
affected the lives of people in Canada since 1914. Students will explore interactions between
various communities in Canada as well as contributions of individuals and groups to Canadian
heritage and identity. Students will develop their ability to apply the concepts of historical
thinking and the historical inquiry process, including the interpretation and analysis of evidence,
when investigating the continuing relevance of historical developments and how they have helped
shape communities in present-day Canada.
Prerequisite: None
Civics – CHV2O – Open
This course explores rights and responsibilities associated with being an active citizen in a
democratic society. Students will explore issues of civic importance such as healthy schools,
community planning, environmental responsibility, and the influence of social media, while
developing their understanding of the role of civic engagement and of political processes in the
local, national, and/or global community. Students will apply the concepts of political thinking
and the political inquiry process to investigate, and express informed opinions about, a range of
political issues and developments that are both of significance in today’s world and of personal
interest to them.
Prerequisite: None
Career Studies – GLC2O – Open
This course teaches students how to develop and achieve personal goals for future learning, work,
and community involvement. Students will assess their interests, skills, and characteristics and
investigate current economic and workplace trends, work opportunities, and ways to search for
work. The course explores postsecondary learning and career options, prepares students for
managing work and life transitions, and helps students focus on their goals through the
development of a career plan.
Prerequisite: None
Individual and Family Living, HIF2O Open
This course explores, within the context of families, some of the fundamental challenges people face: how
to meet basic needs, how to relate to others, how to manage resources, and how to become responsible
members of society. Students will explore adolescent development and will have opportunities to develop
interpersonal, decision-making, and practical skills related to daily life. They will learn about the diverse
ways in which families function in Canada and will use research skills as they explore topics related to
individual and family needs and resources..
Prerequisite: None
Healthy Active Living – PPL2O – Open
This course emphasizes regular participation in a variety of enjoyable physical activities
that promote lifelong healthy active living. Students will learn movement skills and principle 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.
Prerequisite: None
Dramatic Arts ADA2O – Open
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This course emphasizes the active exploration of dramatic forms and techniques, using materials from a
wide range of authors, genres, and cultures. Students will construct, discuss, perform, and analyze drama.
They will often reflect on the experiences to help develop an understanding of themselves, the art form,
and the world around them.
Prerequisite: None
GRADE 9 COURSES
Principles of Mathematics – MPM1D – Academic
This course enables students to develop an understanding of mathematical concepts
related to algebra, analytic geometry, and measurement and geometry through investigation, the
effective use of technology, and abstract reasoning. Students will investigate relationships, which
they will then generalize as equations of lines, and will determine the connections between
different representations of a linear relation. They will also explore relationships that emerge from
the measurement of three-dimensional figures and two-dimensional shapes. Students will reason
mathematically and communicate their thinking as they solve multi-step problems.
Prerequisite: None
Foundations of Mathematics – MFM1P – Applied
This course enables students to develop an understanding of mathematical concepts
related to introductory algebra, proportional reasoning, and measurement and geometry through
investigation, the effective use of technology, and hands-on activities. Students will investigate
real-life examples to develop various representations of linear relations, and will determine the
connections between the representations. They will also explore certain relationships that emerge
from the measurement of three-dimensional figures and two-dimensional shapes. Students will
consolidate their mathematical skills as they solve problems and communicate their thinking.
Prerequisite: None
Mathematics Transfer Course – MPM1H – Applied to Academic
This transfer course will provide students who have successfully completed Foundations
of Mathematics, Grade 9, Applied with an opportunity to achieve the expectations not covered in
that course but included in Principles of Mathematics, Grade 9, Academic. On successful
completion of this transfer course, students may proceed to Principles of Mathematics, Grade 10,
and Academic (MPM2D). This transfer course focuses on developing number sense and algebra,
linear relations, analytic geometry, and measurement and geometry through investigation, the
effective use of technology, and abstract reasoning. Students will reason mathematically, and
communicate their thinking as they solve multi-step problems.
Prerequisite: Foundations of Mathematics, Grade 9, Applied, MFM1P
Core French – FSF1D – Academic
This course provides opportunities for students to communicate and interact in French
with increasing independence, with a focus on familiar topics related to their daily lives.
Students will continue to develop language knowledge and skills by using languagelearning strategies introduced in the elementary Core French program, and will apply
creative and critical thinking skills in various ways. They will also enhance their
understanding and appreciation of diverse French-speaking communities, and will
develop the skills necessary to become life-long language learners.
Prerequisite: Minimum of 600 hours of French instruction, or equivalent
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English – ENG1D – Academic
This course is designed to develop the oral communication, reading, writing, and media
literacy skills that students need for success in their secondary school academic programs and in
their daily lives. Students will analyze literary texts from contemporary and historical periods,
interpret informational and graphic texts, and create oral, written, and media texts in a variety of
forms. An important focus will be on the use of strategies that contribute to effective
communication. The course is intended to prepare students for the Grade 10 academic English
course, which leads to university or college preparation courses in Grades 11 and 12.
Prerequisite: None
English – ENG1P – Applied
This course is designed to develop the key oral communication, reading, writing, and
media literacy skills students need for success in secondary school and daily life. Students will
read, interpret, and create a variety of informational, literary, and graphic texts. An important
focus will be on identifying and using appropriate strategies and processes to improve students'
comprehension of texts and to help them communicate clearly and effectively. The course is
intended to prepare students for the Grade 10 applied English course, which leads to college, or
workplace preparation courses in Grades 11 and 12.
Prerequisite: None
Geography of Canada – CGC1D – Academic
This course examines interrelationships within and between Canada’s natural and human systems
and how these systems interconnect with those in other parts of the world. Students will explore
environmental, economic, and social geographic issues relating to topics such as transportation
options, energy choices, and urban development. Students will apply the concepts of geographic
thinking and the geographic inquiry process, including spatial technologies, to investigate various
geographic issues and to develop possible approaches for making Canada a more sustainable place
in which to live.
Prerequisite: None
Geography of Canada – CGC1P – Applied
This course focuses on current geographic issues that affect Canadians. Students will draw on
their personal and everyday experiences as they explore a range of issues, including food and
water supplies, competing land uses, and interactions with the natural environment, developing
their awareness that issues that affect their lives are interconnected with issues in other parts of
the world. Students will apply the concepts of geographic thinking and the geographic inquiry
process, including spatial technologies, to investigate choices related to sustainable living in
Canada
Prerequisite: None
Science – SNC1D – Academic
This course enables students to understand basic concepts in biology, chemistry, earth
and space science, and physics; to develop skills in the processes of scientific inquiry; and to
relate science to technology, society, and the environment. Students will learn scientific theories
and conduct investigations related to cell division and reproduction; atomic and molecular
structures and the properties of elements and compounds; the universe and space exploration;
and the principles of electricity.
Prerequisite: None
Science – SNC1P – Applied
This course enables students to develop their understanding of basic concepts in biology,
40
chemistry, earth and space science, and physics, and to apply their knowledge of science to
everyday situations. They are also given opportunities to develop practical skills related to
scientific investigation. Students will plan and conduct investigations into practical problems and
issues related to the impact of human activity on ecosystems; the structure and properties of
elements and compounds; space exploration and the components of the universe; and static and
current electricity.
Prerequisite: None
Introduction to Business – BBI1O – Open
This course introduces students to the world of business. Students will develop an
understanding of the functions of business, including accounting, marketing, information and
communication technology, human resources, and production, and of the importance of ethics
and social responsibility. This course builds a foundation for further studies in business and helps
students develop the business knowledge and skills they will need in their everyday lives.
Prerequisite: None
Dramatic Arts ADA1O – Open
This course emphasizes the active exploration of dramatic forms and techniques, using materials from a
wide range of authors, genres, and cultures. Students will construct, discuss, perform, and analyze drama.
They will often reflect on the experiences to help develop an understanding of themselves, the art form,
and the world around them.
Prerequisite: None
Healthy Active Living – PPL1O – Open
This course emphasizes regular participation in a variety of enjoyable physical activities
that promote lifelong healthy active living. Students will learn movement skills and principle 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.
Prerequisite: None
Individual and Family Living, HIF1O Open
This course explores the challenges faced by all people: how to meet basic needs, how to
relate to others, how to manage resources, and how to become responsible members of society.
Students will acquire knowledge and skills that are needed to make the transition to adulthood.
Teachers will instruct students in developing interpersonal, decision-making, and practical skills
related to daily life. Students will explore the functioning of families and the diversities found
among families and within society.
Prerequisite: None
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