USCA ACADEMY

USCA ACADEMY

Table of contents

USCA Academy

The Importance of Education Page 1School Description and Philosophy Page 1School’s Organization Page 1School’s Expectations of Students Page 2School’s Code of Conduct Page 4Code of Conduct: Online Environment Page 6Available Learning Resources Page 7

Diploma and Certificates

The Community Involvement Requirements and Procedures Page 11Ontario Secondary School Diploma Requirements Page 13The Provincial Secondary School Literacy Requirement Page 13The Certificate of Accomplishment Page 16Substitution Policy for Compulsory Credit Requirement Page 16

Curriculum

The definition of a Credit Page 16Types of Courses Page 17The Course Coding System Page 19Description of Courses Offered at USCA Academy Page 19Access to Outlines of the Courses of Study Page 42Access to Ontario Curriculum Policy Documents Page 42Experiential Learning Page 43Changing Course Types Page 43The Prior Learning Assessment and Recognition Process (PLAR) Page 44Report Cards and Ontario Student Transcript Page 48OSR and OST page 53Withdrawal Policy Page 54

Supports and Resources

Guidance and Education and Career Planning Supports Page 55Supports for English Language Learners Page 55Community Resources Page 56Intervention Strategies, Supports, and Programs Page 57

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USCA ACADEMY

THE IMPORTANCE OF EDUCATION

USCA Academy believes in the importance and value of completing a secondary education. Our schoolphilosophy includes a commitment to reach every student to help him/ her achieve a successful outcomefrom their school experience at USCA Academy.

Students in Ontario are required to remain in secondary school until they have reached the age ofeighteen or have obtained an Ontario Secondary School Diploma (OSSD).

SCHOOL DESCRIPTION AND PHILOSOPHY

The vision of USCA Academy is to provide a high quality education, to improve the academic skills ofthe students and to prepare all students to enter university.

We are a coeducational school providing the important elements of education: the development oflearning skills and a love of lifelong learning. We offer the best features of a traditional school: asystematic and sequenced curriculum, caring discipline, high academic standards, sound educationalleadership, and thorough and consistent teaching methods. All of these features are offered inclassrooms with a low student-teacher ratio.

SCHOOL ORGANIZATION

At USCA, we offer four semesters per year: each semester lasts three months. Report cards are issuedhalf way through and at the end of each semester (mid-term report card and final report card). Theschool day is broken down into three, three hour classes: the morning classes are from 9:00 to 12:15, theafternoon classes are from 12:45 to 4:00, and the night classes are from 4:15-7:30 Monday to Saturday.The lunch time is from 12:15 to 12:45.

SCHOOL EXPECTATIONS OF STUDENTS

The information below outlines the school’s expectations for students. We encourage the developmentof respect, responsibility, honesty, empathy, fairness, initiative, perseverance and courage. Theadministration and teachers at USCA are committed to fostering these characteristics and personalitytraits in all students who attend our school. To this end, and to maintain a safe environment conducive tolearning, we have established the following rules and guidelines for our student body.The overall appearance of our students reflects on our school; it also impacts on the atmosphere oflearning and discipline. The school, therefore, reserves the right to make final decisions regarding allmatters related to dress or grooming.

ATTENDANCE AND PUNCTUALITY

A. Statement of Principle

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The underlying principle of our attendance policy is that students take full responsibility for attendingtheir classes punctually and regularly. Students must be diligent and self-disciplined in their efforts toattend their instructional classes at USCA. Being punctual allows students to maximize their learningtime and avoid disrupting other students in class. Students are to realize that arriving late has a negativeeffect on the learning environment of the class and will result in consequences.

B. Ministry of Education Requirements

The Ministry requires that each student complete 110 hours of instructional time in order to be granted acredit at the secondary level. Proper knowledge of the subject area cannot be achieved if studentscomplete less than the required 110 hours. The school’s calendar is designed to include required classtime. Students who miss an excessive number of days will very likely realize lower final marks and anexcessive number of absences may result in a lost credit. If a student misses an excessive number ofclasses in any subject, parents will be informed by letter.

C. School Hours

The school day begins at 9:00am and ends at 7:30pm. The classrooms will be opened by the first periodteachers at 8:45 and formal classes begin at 9:00. Night school classes will be offered from Monday toSaturday from 4:15 PM to 7:30 PM.

D. Procedures when a student requires early dismissal:

It is expected that appointments not be scheduled to interfere with classes.

ACADEMICS

A. Standards

USCA believes in and sets high academic standards for all students who choose to enroll in our school.To maintain these standards we expect students to maintain a certain academic level. We also expectthat students will take their courses at USCA during our regularly scheduled semesters. This will givestudents the benefit of the classroom time allocated to full semester courses and thereby allow themsufficient time to master the expectations as outlined for the course. It also ensures that the student willbe properly prepared to move to the next level in that subject area. Although university entrance requiresonly six grade 12 subjects, the school strongly advises that students take seven or more courses.Universities use a number of methods to determine student averages, but a common one is to takethe average of the six best courses. Given this fact, students applying to university are often in a morecompetitive position if they have more than the minimum six grade-twelve credits.

B. Academic Ethics

A student must complete tests, projects, essays, exams, and homework. This work must be the student’sown work, or, where appropriate, recognition must be given when a source is used. Plagiarism is the actof using another person’s ideas or expressions in evaluative tasks without acknowledging the source. Amark of zero will be automatically given for any form of plagiarism; students who aid others indishonest conduct are also subject to this policy.

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C. Homework

Homework will be assigned regularly. Students are expected to complete these assignments as required.Homework will be checked regularly depending on the subject and grade level. Examples of homeworkchecks include: walk-about, hand in, spot questioning, quizzes, etc. Teachers will report to the parents(where appropriate) if the student is not meeting homework requirements. The reporting may beinformal or formal (letter or interview) at the teacher’s discretion.The deadlines for quizzes and assignments are not extended unless for illness or inevitable situation (atinstructors’ discretion).

D. Course Drop Policy

A course is dropped automatically from your course list after maximum of 10% missed hours atprincipal’s discretion.

When a course is dropped after the fourth session, the tuition is refunded proportionately minus $100 from the registration fee.

E. Attendance Policy

Regular attendance and punctuality are crucial to your success in high school; they are the mostimportant factors in student achievement. Student and their parents have the responsibility formaintaining prompt and regular attendance.

F. Absence

The following are valid excuses for absences: Illness, heath condition, family emergency or religious purposes Parent approval activities Absence resulting from disciplinary actions or short-term suspension Extended illness or health condition.

G. Late Arrival

It is the responsibility of all students to be in class on time in order to minimize classroom disturbances.Students are required to obtain a late slip from the Attendance Office if they are more than 15 minuteslate. If students are more than 30 minutes late, they must be excused by a note or phone call from aparent/guardian.

H. Plagiarism:Plagiarism is when you present another person's work as your own. This is not acceptable at USCAAcademy. Plagiarism may be accidental, meaning that, someone's work may be copied without theintention to do so. This often occurs due to poor or improper paraphrasing or citation. Plagiarism mayhowever be deliberate due to knowingly presenting another individual’s work as your own. Thisincludes:

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Copying and pasting text from websites without proper citation;

Copying another person’s work and presenting it as your work;

Having another person complete your exams for you;

Using writings, passages, ideas of others and passing them off as your own,(including, but notlimited to, faxing, duplicating, file sharing, or transmittal using any technology);

Using an outside source (any work, published or unpublished, by a person other than you)without proper acknowledgment; or

Submitting or using falsified data or records.

I. Cheating:

The School has Zero Tolerance for Plagiarism and Cheating.

Misrepresenting someone’s work as your own;

Assisting or allowing someone to copy your work and represent it as their own;

“wandering eyes”(allowing your eyes to stray to another person’s work on quizzes or tests);

Using unauthorized material including textbooks, notes, calculators, or computer programs duringan examination or other assignments;

Sharing test questions and/or answers with students in your class or in another class;

Receiving test questions and/or answers from a student in your class or another class.

CODE OF CONDUCT

A. Aggressive Behavior

The school has strict policies towards aggressive and violent behavior. Students demonstrating suchbehavior may face immediate expulsion from the school. Also, shouting, excessive noise, roughhousing,pushing and shoving is behavior that is not acceptable and as such will result in consequences.Any form of harassment or bullying (physical, verbal or emotional), whether in person or throughvarious forms of electronic communication, is absolutely forbidden and will result in severeconsequences including suspension and/or expulsion. Of special note are problems today associatedwith cyber bullying. Students should be aware that any communication they post on a public forum arestatements for which they will be held responsible. Consequences may include suspension and/orexpulsion.

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B. Harassment

USCA Academy is committed to a safe, civil learning environment where all students, employees,volunteers, and work, learn, and participate in an environment free from bullying, harassment, orintimidation. Therefore, any racial, sexual harassment, physical contact, or foul language are strictlyforbidden for USCA Academy students.

C. Controlled Substances

Students face expulsion from the School for using, possessing or trafficking drugs, alcohol or othercontrolled substances on the school premises, or during school excursions. Students found trafficking inany controlled substance may also face criminal prosecution. The school reserves the right to exercise itslegal right to search students’ bags, etc. when the situation warrants it.

D. Weapons

All weapons and firearms, concealed or otherwise, are strictly prohibited on the school premises. Allweapons found will be confiscated and may be turned over to police authorities as evidence in a criminalprosecution.

E. Theft and Vandalism

Theft, willful damage of others’ property, and vandalism are all criminal offenses. Any student stealingor vandalizing is subject to expulsion from the school, and the student (or parent/guardian) may be heldliable for damages

F. Smoking

Tobacco use is prohibited everywhere on the premises.

G. Personal Property

Students are discouraged from bringing personal items of value to school. If brought to school, theseitems are the sole responsibility of the owner, as the school accepts no responsibility for lost or stolenstudent property.

H. Improper Language

All students and faculty deserve the utmost respect. Therefore, any improper language such as rude,profane or racial comments is strictly forbidden and will be subject to the strictest disciplinary actionswarranted by the situation.

I. Religion, Tolerance and Language

The school is nondenominational. The school promotes cultural tolerance and encourages the use ofboth Official Languages (English and French). English is the language of instruction at the school.Experience has shown that students who are not native speakers of English become fluent in English

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more quickly if they make an effort to use it all the time. As well, in order to avoid cliques and rivalinggroups from forming within the student body, the school uses English only during all instruction periodsand during all extracurricular activities, except those which are foreign language oriented. English isalso the language to be used in the hallways and common rooms.

Code of Conduct (Online Environment)

The school monitors all material within all user accounts, both tutor/student related, on the file serverto determine the appropriateness of computer use when a question of misconduct is apparent or raised.USCA Academy, reserves all rights to monitor its online activities by all users. The following policiesare in effect: Our Moodle system is intended for educational purposes by our students and staff only. As

such, any use of the system for any other purpose other than the intended educational purpose isprohibited. Inappropriate use includes, but is not limited to, criminal, obscene, commercial, orillegal purposes.

Student access into the Moodle system is permitted only under the above noted conditionsand all guidelines within the school. Students must adhere to all guidelines set by the Principal aswell as Provincial, and Federal laws.

If the (LMS) is used inappropriately or in a prohibited manner, the Principal reserves theright to terminate the registration or suspend the user. There is the possibility of furtherdisciplinary action including legal prosecution, if the appropriate laws, regulations, or contractsdeem it necessary.

Malicious LMS network damage; interference or mischief will be reported to theappropriate authorities.

It is important to be aware that activities in an online environment are not private. The schoolreserves the right to monitor all material that is placed in a user's account and to remove it ifdeemed inappropriate.

Students must never reveal their password to their course to any individual except to theirparents or guardians.

Always immediately report to the Principal, by email or chat message, anything that causes youconcern or any message which requests inappropriate personal information from you.

Never attempt to access unauthorized material or to impersonate another user. Any attempt tovandalize, harm or destroy data of another user is prohibited. Any attempt to vandalize the data ofthe course or school is also prohibited.

Cell Phones and Personal Computers

Students must refrain from the use of cell phones or personal computers during school hours. All

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personal cell phones and personal computers including electronic hand held devices will be held at the

office until the end of the school day.

Available and Recommended Learning Resources

For both online and on campus learners, access to quality online resources is provided by theteachers to enhance students’ learning experience.

MOODLE

MOODLE interactive learning system is used throughout all courses regardless of the mode of learning(Online and Campus based) to achieve student learning goals. Upon enrollment, all students areprovided with an Moodle username for access into the program. Those who study on campus useMoodle to download and submit assignments, however, campus-based students attend live classes.

Hardware and SoftwareStudents participating in our online classes need to have access to hardware that meets or exceeds thefollowing standards. Students with access to web systems that do not meet these standards are likely toexperience slow interactivity, limited interactions and delay in periods for file downloads.

Recommended Desktop Standards include:

PIII, 256 MB, Macintosh G3, or better (minimum: P II 128MB). Windows XP Service Pack 2, OS10.3, or better (minimum: Windows 98, Mac OS 8.6). Internet Explorer 6.0 or better (minimum:Internet Explorer 5.5.) Adobe Acrobat Reader 6 or better (minimum: Reader 5). Windows MediaPlayer 9. Macromedia plug-ins (including mandatory: Flash). A DSL or better connection to theInternet. Speakers. Monitor (screen resolution 800 x 600, 16 bit color) or better. A typical Office suiteof applications; specifically, a word processor application, spell checker, equation editor, and aspreadsheet application are mandatory. Math students are encouraged to use a scanner to submithandwritten assignments rather than typing up their math assignments. Students taking English courseswill need access to a microphone connected to their computer. Data Transmission Standards include:TCP/IP. Minimum Bandwidth Standards Single Computer: modem. LAN - Switched 10/100 Mb.

Additional Software for courses may require access to some OSAPAC software, specifically at thistime, Geometer's Sketchpad, Simply Accounting or Smart Ideas. It is recommended that up-to-datevirus, spyware, and adware protection be implemented, as deemed necessary. A current version of theJava virtual machine is also required for some courses. In one course, JavaScript must be enabled inthe student's browser.

Quality Indicators and Management

Based on the Moodle online learning systems, quality tracking of all student activities is efficient and

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accessibility of quality information and indicators is without constraints of time or distance. Students,

parents, school administrators and compliance enforcers through the ministry of education, have access

as needed to our entire education system. The Director of Academic Affairs (Principal) will monitor the

teaching process closely to determine that courses are being taught based on the set curriculum, hours

per course, as well as monitor student attendance in classes.

This process should:

Enhance students’ abilities; Provide student access to faculty, support staff and administration; Engage faculty and staff with the appropriate and relevant education and experience; Ensure that all teaching staff adhere to the principles and policies of the school and as indicated

in the Ministry of Education policies and procedures; Promote the “Growing Success: Assessment and Evaluation, and Reporting in Ontario

Schools" in order to improve student learning; Evaluate the effectiveness of teaching/learning processes ongoing; Initiate and maintain student to faculty communications, course introduction sections and

promote students’ academic goals at all grade levels; Promote the Maintaining of the Ontario Student Records (OSR) of relevant students in

accordance to the Ontario Ministry of Education's guidelines; Maintain a system/process in the determination of equivalency of credits earned by students

in previous educational settings as needed and to develop and advise the student regardingrequirements to be completed in order to earn the Ontario Secondary School Diploma (OSSD);

Maintain a program of promoting best practices in the teaching/learning process byadopting best practices in all the schools course outlines and academic policies/procedures;

Promote a system to seek feedback from students concerning student and parent/guardiansatisfaction for the maintenance and development of new programs and services;

Promote an environment where student and parent complaints are encouraged and managedeffectively without negative responses to complainants.

Compliance

The academic process as well as all policies and procedures that govern the teaching and administrative

systems at USCA Academy, have been developed with due respect to all regulations as set and indicated

in the Ontario Ministry of Education Act and Regulations. This compliance process will be managed

through close monitoring of implementation of all Ministry of Education policies.

Ontario Schools: Policy and Program Requirements, 2011 (OS)

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Communication

Current and updated academic related information are posted online through the school’s website atwww.uscaacademy.com.

The Academic Process

The academic process at USCA Academy has been developed to promote a fluid process that ensures

the maintenance of quality in education through the utilization of effective online and campus based

learning systems as well as regulated, directed and documented faculty and staff involvement with

students’ learning needs management.

Student - Teacher Interaction

Students interact in meaningful ways with their teachers through a number of communication tools and

procedures developed through our Moodle online interactive teaching/learning systems. These include

live classroom sessions (Campus based students only), email, instant messaging, chats, forums/threaded

discussions, quizzes, assignment, drop box, teacher discussion, testing, feedback and grade books. This

system facilitates real time student-tutor communication, teaching/learning and professional relations

critical in the learning process. This educational relationship must occur through mutual respect without

threats or intimidation. The school’s policy on student to staff, staff to student and student-to-student

relations clearly indicates that students or teachers who engage in practices/communications outside of

those that promote a safe and conducive environment for the teaching/learning process, risk dismissal

from the school.

Student - Student Interaction

Student-student interactions occur through live classroom interactions for the campus based

students, the Moodle E-learning systems by chat teams, learning groups and book exchange

groups and emails, forums/discussion groups etc. This system facilitates real time student

communication, learning and student relations critical in the learning process. The school’s

policy on student to staff, staff to student and student-to-student relations clearly indicates that

students or teachers who engage in practices/communications outside of those that promote a

safe and conducive environment for the teaching/learning process, risk dismissal from the school.

Student ‐ Administration Interaction

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The Moodle system, effectively manages student class involvement through online tracking of students’

attendance and participation in forum discussions, timely submission of assignments and attendance to

lectures etc. This process facilitates administrative intervention to resolve student lapses promptly.

Similarly, students who attend live classes are monitored through roll calls. Students have tractable

access to the school administration through emails, phone and instant messaging as well as face-to-face

meetings for on campus students.

Parental Involvement

The participation of parents/guardians of students is encouraged. With respect to all the rights to

privacy of the adult learner and conditions, parents and or guardians of students under the age of 18,

may have access to the student's course including assessment and evaluation items. All academic and

non-academic related matters occurring during school hours that involve the student under 18 MUST

be communicated to the parents/guardians. The school maintains a policy to ensure consistent

communication of all such matters to the parents/guardians. No student under the age of 18 will be

admitted to USCA ACADEMY without parental endorsement of the school’s enrollment contract as

an indication of the parent/guardian’s permission for enrollment of the student. This promotes

transparency in the entire education process.

DIPLOMA AND CERTIFICATES

ONTARIO SECONDARY SCHOOL DIPLOMA REQUIREMENTS

In order to receive the Ontario High School Diploma, students are required to successfully complete 30credits and 2 additional requirements: 40 hours of community involvement and a literacy credential. Formost students, the literacy credential is acquired by passing the Ontario Secondary School Literacy Testin grade 10. A credit is granted when a course of at least 110 hours is completed successfully.

Compulsory Credits (total of 18)4 credits in English (1 credit per grade)1 credit in French as a second language3 credits in mathematics (at least 1 credit in grade 11 or 12)2 credits in science1 credit in Canadian history1 credit in Canadian geography1 credit in the arts (music or art)1 credit in health and physical education1 / 2 credit in civics and 1 / 2 credit in career studiesPlus:1 additional credit in English, or French as a second language, or a native language, or a classical or an

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international language, or social sciences and the humanities, or Canadian and world studies, orguidance and career education, or cooperative education.

1 additional credit in health and physical education, or business studies, or the arts (music or art), orcooperative education.

1 additional credit in science (grade 11 or 12) or technological education (grades 9-12), or cooperativeeducation.

Optional Credits (total of 12)In addition to the 18 compulsory credits, students have to earn 12 optional credits in courses of theirchoice, selected from the list of courses available in the school.

COMPULSORY ADDITIONAL REQUIREMENTS

Community Involvement ActivitiesAll students must complete a minimum of 40 hours of unpaid community involvement activities beforegraduating from high school. This requirement is additional to the 30 credits needed for a high schooldiploma. Students will be responsible for fulfilling this requirement on their own time, and for keeping arecord of their activities on a tracking booklet supplied by the school. The student is required to submitthe tracking booklet yearly, the data from which is placed on the OST to be kept in the student's OSR.Students will provide documentation of completion of volunteer hours to the Principal of the schoolwhere the student's OSR is held.In order to promote community values by involving students in their community in a positive manner,students must complete the 40 hours of community activities outside of scheduled class time. Studentsare to select community activities appropriate to their age, maturity and ability. The student is not topartake in any activity in which the student's safety will be compromised. Any activity not on theapproved list must receive written approval of the Principal of USCA Academy before beginning theactivity.

Non‐Approved Community Involvement Activities

Any paid activity (i.e. babysitting); Cooperative education; Any activities or programs organized by the school (i.e. cadets); Playing on sport teams; Any involving the operation of a motor vehicle or power tools or scaffolding; Any involving the administration of medications or medical procedures to another

person; Any occurring in an unsafe or unsupervised environment; Any displacing a paid worker; Any in a logging or mining environment if the student is under 16 years old; Any in a factory, if the student is under 15 years of age;

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Any taking place in a workplace other than a factory, if the student is under fourteen years ofage and is not accompanied by an adult;

Any involving handling of substances classed as "designated substances" under theOccupational Health and Safety Act;

Any requiring the knowledge of a trades-person whose trade is regulated by theprovincial government;

Any involving banking or the handling of securities, or the handling of jewelry, works of art,antiques, or other valuables;

Any consisting of duties normally performed in the home (i.e. daily chores) or personalrecreational activities;

Any involving activities for a court-ordered program (i.e. community-service program foryoung offenders, probationary program).

Approved Community Involvement Activities

Fund-raising for non-profit organizations Coaching or assisting sports at the community level Church activities such as helping teach Sunday school, bazaars, etc. Assisting seniors with chores Involvement in community committees, food banks, fairs, etc. Participation in environment projects such as recycling projects, etc. Tutoring other students Help in the library

ProcessSchool Principals are required to provide information about the community involvement requirement toparents, students, and community sponsors. The Principal is also required to provide students with theinformation and forms they will need to complete the community involvement requirement, includingthe school's list of approved activities from which to choose. After a student completes the 40 hours ofcommunity involvement and submits all documentation of their completion to the school, the principalwill decide whether the student has met the community involvement requirement and, if so, will recordit as completed on the student's official transcript.

In consultation with their parents, students will select an activity or activities from the list ofapproved activities, or choose an activity that is not on the list, provided that it is not an activityspecified on the Ministry of Education's and the school's list of ineligible activities. If the activity isnot on the list of approved activities, the student must obtain written approval from the Principalbefore beginning the activity.Before beginning any activity, students will provide the Principal contact a completed"Notification of Planned Community Involvement Activities" form indicating the activity oractivities that they plan to do. This form must be signed by the student, and by his or her parent if

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the student is under eighteen years of age. More than one such form may be submitted whenadditional activities are planned that were not included on a previously submitted form.

A "Completion of Community Involvement Activities" form must be completed by the student, thestudent's parent (if the student is under eighteen years of age), and the community sponsor (that is,the person or organization that provided the community involvementopportunity for the student). The student must submit the form to the Principal or other uponcompletion of the 40 hours or at appropriate intervals determined by the Principal.

Parents/guardians should provide assistance to their child in the selection of their communityinvolvement activities. Parents are also encouraged to communicate with the community sponsor and theschool Principal if they have any questions or concerns. A parent must sign the "Notification of PlannedCommunity Involvement Activities" form and the "Completion of Community Involvement Activities"form if the student is under the age of eighteen years.

One of the purposes of the community involvement requirement is to develop strong tiesbetween the students and their community, fostering valuable and long‐termrelationships. Persons and organizations within the community may be asked by the student to sponsor acommunity involvement activity. Any training, equipment, or special preparation that is required for theactivity should be provided by the person or organization. It is crucial that students are able to fulfilltheir community involvement requirement in a safe environment. The person overseeing the student'sactivity must verify the date(s) and the number of hours completed on the "Completion of CommunityInvolvement Activities" form. The community sponsors should ensure that the students are provided withadequate safety instructions and are trained properly for their work and supervised to ensure a safevolunteer experience.

Ontario Secondary School Literacy Credential

Most students will take the Ontario Secondary School Literacy Test in grade 10. Students who fail thistest will have an opportunity to re-take the test the following year. Students who must re-write will beprovided with remedial help to prepare them for re-testing. The literacy test evaluates student’s readingand writing skills based on curriculum expectations in language and communications up to andincluding grade 9. ESL students will take the test only when they have reached this level in theirlanguage studies. Students who are unsuccessful passing the OSSLT, will be required to take the OntarioSecondary School Literacy Course (OSSLC), which is offered as a grade 12 credit. Students may takethe OSSLC after one attempt at the OSSLT. Passing either the OSSLT, or the OSSLC is necessary forgraduation, and will be recorded on the OST.

ONTARIO SECONDARY SCHOOL CERTIFICATE REQUIREMENTS

The Ontario Secondary School Certificate will be granted upon request to students who leave schoolbefore earning the Ontario Secondary School Diploma, provided that they have earned a minimum of 14credits, as follows.

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2 English1 Canadian Geography or Canadian History1 Mathematics1 Science1 Health and Physical Education1 Arts or Technological Studies7 optional credits selected from any available courses in the school

CERTIFICATE OF ACCOMPLISHMENT

Students who leave school before fulfilling the requirements for the Ontario Secondary School Diplomaor the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. TheCertificate of Accomplishment may be a useful means of recognizing achievement for students who planto take certain vocational programs or other kinds of further training, or who plan to find employmentafter leaving school. The Certificate of Accomplishment will be accompanied by the student’s OntarioStudent Transcript. For those students who have an IEP, a copy of the IEP may be included. Studentswho return to school to complete additional credit and non-credit courses (including courses withmodified or alternative expectations in special education programs) will have their transcript updatedaccordingly, but will not be issued a new Certificate of Accomplishment.The Ontario Secondary School Diploma or Ontario Secondary School Certificate will be granted when astudent has fulfilled the appropriate requirements.

SUBSTITUTIONS FOR COMPULSORY COURSES

The principal may, under certain circumstance, make substitutions for some compulsory courses forindividual students who stand to improve their chances of success as a result of such substitutions.Principals may substitute up to three compulsory credits with courses from other subject areas specifiedin the list of compulsory credit requirements. Similarly with equivalencies (EQV’s), students willreceive written notification outlining OSSD requirements pertaining to compulsory credits in addition tooverall credit totals.

CURRICULUM

THE ONTARIO CREDIT SYSTEM

A credit is granted in recognition of the successful completion of a course that has been scheduled for aminimum of 110 hours. In granting credits the principal shall ensure that the intention of this definitionof a credit is fulfilled by determining that the following conditions have been met:

The course has been developed from a Ministry of Education curriculum guideline or has beenapproved by the Ministry.

The amount of work expected in the scheduled time and the evaluation of student achievement wereboth significant components of the course.

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The course required the satisfactory completion of an amount of work at a level that couldreasonably be expected of the students for whom it was planned.

The credit is granted by the Principal on behalf of the Minister of Education.

COURSE TYPES

Grades 9 and 10

The following are the three types of courses that are offered in grades 9 and 10:

Academic Courses: focus on the development of students' knowledge and skills through the studyof theory and abstract problems. These courses focus on the essential and related concepts of asubject. They incorporate relevant practical applications.

Applied Courses: focus on the essential concepts of a subject and develop students' knowledgeand skills through practical applications and concrete examples. Familiar situations are used inthe illustration of ideas, with more opportunities given to students to experience hands-onapplications of the learned concepts and theories.

Open Courses: which comprise a set of expectations that are appropriate for all students, aredesigned to broaden students' knowledge and skills in subjects that reflect their interests andprepare them for active and rewarding participation in society. They are not designed with thespecific requirements of university, college, or the workplace in focus and are taken as electives.

Grades 11 and 12 CoursesGrade 11 and 12 students will choose from types of post secondary admission requirement-relatedcourse types: university preparation, university/college preparation, college preparation, and opencourses. Students will make their choices based on their interest, achievement, and career goals.Prerequisites are specified for many of the courses offered in Grades 11 and 12. These prerequisitesare identified in the Course Outline for each course. USCA Academy in Grades 11 and 12 offers thefollowing categories of courses:

College preparation courses are designed to equip students with the knowledge and skills theyneed to meet the admission requirements for most college programs or for admission to specificapprenticeship or other training programs.

University Preparation Courses are designed to equip students with the knowledge and skillsthey need to meet the entrance requirements for university programs. The range of courses offeredand the content of these courses will allow students to prepare for university programs and relatedcareers. Teaching and learning will emphasize theoretical aspects of the course content, but willalso include concrete applications. All university preparation courses will be based on rigorousprovincial curriculum expectations and will emphasize the development of both independent

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research skills and independent learning skills. Students will also be required to demonstrate thatthey have developed these skills.

University/College Preparation Courses (M Courses) include content that is relevant for bothuniversity and college programs. These courses are designed to equip students with the knowledgeand skills they need to meet the entrance requirements for specific university and college programs.The range of courses offered and the content of these courses will allow students to prepare forcollege and university programs and related careers. Teaching and learning will emphasize boththeoretical aspects and related concrete applications of the course content. All university/collegepreparation courses will be based on rigorous provincial curriculum expectations and willemphasize the development of both independent research skills and independent learning skills.

Open courses, which comprise a set of expectations that are appropriate for all students, aredesigned to broaden students' knowledge and skills in subjects that reflect their interests andprepare them for active and rewarding participation in society. They are not designed with thespecific requirements of university, college, or the workplace in mind.

Prerequisite CoursesCourses in Grades 10, 11, and 12 may have prerequisites for enrollment. All prerequisite courses areidentified in the Ministry curriculum policy documents, and no courses apart from these may beidentified as prerequisites. “Schools must provide parents and students with clear and accurateinformation about prerequisites. If a parent or an adult student (a student who is eighteen years of ageor older) requests that a prerequisite be waived, the principal will determine whether or not theprerequisite should be waived. A principal may also initiate consideration of whether a prerequisiteshould be waived. The principal will make his or her decision in consultation with the parent or theadult student and appropriate school staff. In cases where the parent or the adult student disagrees withthe decision of the principal, the parent or the adult student may ask the appropriate supervisory officerto review the matter”.

EXPLANATION OF COURSE CODES

The first three letters designate the subject and course.For example: ENG = EnglishThe first number designates the grade level:1 = grade 92 = grade 103 = grade 114 = grade 12

The fourth letter designates the level of difficulty:

D = Academic – Grade 9 and 10 onlyP = Applied – Grade 9 and 10 onlyO = Open -- Grade 9 to 12U = University – Grade 11 and 12

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C = College – Grade 11 and 12M = University/College – Grade 11 and 12E = Workplace preparation – Grade 11 and 12

If a sixth digit is to be used (ENG4U1) for computer purposes, it really has no designation. It is forcomputer purposes only.

SEE THE FOLLOWING PAGES FOR THE LIST OF GRADE 9‐12 COURSES OFFERED BY

USCA ACADEMY

Current Course Offerings

Students may register for any course at any time during the calendar year but must maintain anattendance in the class that is consistent with the class schedule and complete the class based on theend date of the class.

COURSES OFFERED AT USCA ACADEMY:

ESL CREDIT COURSES

These courses are designed to give the students a very thorough language preparation to help them tosucceed in their high school courses, leading to entrance into pre-university courses.

ESL Level 1 ESLAO

Course Title: English as a Second Language, Level 1Course Code: ESLAOGrade: Level 1Course Type: OpenCredit Value: 1Prerequisite: AssessmentCurriculum Policy Document: ‘The Ontario Curriculum Grades 9-12 English as aSecond Language and English Literacy Development’, The Ministry of Education, 2007Department: English as a Second Language

Course Description:

This class is a combined skills course integrating acquisition of and improving on all four skill areas ofEnglish: listening, speaking, reading and writing. Students will practice new vocabulary in writing andspeaking. This class also focuses on increasing listening and reading skills and strategies with anintensive focus on vocabulary development. Special emphasis is placed on recognizing and pronouncingmany of the most common words in English.

ESL Level 2 ESLBO

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Course Title: English as a Second Language, Level 2Course Code: ESLBOGrade: Level 2Course Type: OpenCredit Value: 1Prerequisite: ESLAO or AssessmentCurriculum Policy Document: ‘The Ontario Curriculum Grades 9-12 English as aSecond Language and English Literacy Development’, The Ministry of Education, 2007Department: English as a Second Language

Course Description:

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

ESL Level 3 ESLCO

Course Title: English as a Second Language, Level 3Course Code: ESLAOGrade: Level 3Course Type: OpenCredit Value: 1Prerequisite: ESLBO or AssessmentCurriculum Policy Document: ‘The Ontario Curriculum Grades 9-12 English as aSecond Language and English Literacy Development’, The Ministry of Education, 2007Department: English as a Second Language

Course Description:

This course is designed to improve students’ accuracy in using English in classroom situations, forpersonal and career planning, and to understand the changing world around them. Students will studyand interpret a range of texts and produce a variety of forms of writing. Activities will also help studentsto develop their oral presentation skills and acquire skills (including note-taking and summarizing skills)that will enhance their ability to learn in all subjects.

ESL Level 4 ESLDO

Course Title: English as a Second Language, Level 4Course Code: ESLDOGrade: Level 4Course Type: OpenCredit Value: 1Prerequisite: ESLCO or Assessment

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Curriculum Policy Document: ‘The Ontario Curriculum Grades 9-12 English as aSecond Language and English Literacy Development’, The Ministry of Education, 2007

Department: English as a Second Language

Course Description:

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

ESL Level 5 ESLEO

Course Title: English as a Second Language, Level 5Course Code: ESLEOGrade: Level 5Course Type: OpenCredit Value: 1Prerequisite: ESLDO or AssessmentCurriculum Policy Document: ‘The Ontario Curriculum Grades 9-12 English as aSecond Language and English Literacy Development’, The Ministry of Education, 2007Department: English as a Second Language

Course Description:

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

GRADE 9 COURSE SELECTION

BTT1O/2O - Introduction to Information Technology in BusinessCourse Title: Introduction to Information Technology in BusinessCourse Code: BTT1O/2OGrade: 9 / 10Course Type: OpenCredit Value: 1Prerequisite: NoneCurriculum Policy Document: Business Studies, The Ontario Curriculum, Grades 9 and10, 2006 (Revised)Department: Business Studies

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Course Description:

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

CGC1D - Geography of CanadaCourse Title: Geography of CanadaCourse Code: CGC1DGrade: 9Course Type: AcademicAcademic Credit Value: 1Prerequisite: NoneCurriculum Policy Document: The Ontario Curriculum, Grades 9 and 10, 2013, revisedDepartment: Canadian and World Studies

Course Description:

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

ENG1D - English

Course Title: EnglishCourse Code: ENG1DGrade: 9Course Type: AcademicCredit Value: 1Prerequisite: NoneCurriculum Policy Document: English, The Ontario Curriculum, Grades 9 and 10, 2007 (Revised)Department: English

Course Description:This course is designed to develop the oral communication, reading, writing, and media literacy skillsthat students need for success in their secondary school academic programs and in their every day lives.Students will analyse literary texts from contemporary and historical periods, interpret informational and

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graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will beon the use of strategies that contribute to effective communication skills. The course is designed with theintention to prepare students for the Grade 10 academic English course, which leads to university orcollege preparation courses in Grades 11 and 12.

MPM1D - Principles of Mathematics

Course Title: Principles of MathematicsCourse Code:MPM1DGrade: 9Course Type: AcademicAcademic Credit Value: 1Prerequisite: NoneCurriculum Policy Document: Mathematics, Ontario Secondary School Curriculum, Grades 9 and10, 2005, RevisedDepartment:Mathematics

Course Description:

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 oftechnology, and abstract reasoning. Students will investigate relationships, which they will thengeneralize as equations of lines, and will determine the connections between different representations ofa 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 communicatetheir thinking as they solve multi-step problems.

PPL1O - Healthy Active Living

Course Title: Healthy Active LivingCourse Code: PPL1OGrade: 9Course Type: OpenCredit Value: 1Prerequisite: NoneCurriculum Policy Document: Health and Physical Education, The Ontario Curriculum, Grades 9 and10, 1999Department: English

Course Description:

This course emphasizes regular participation in a variety of enjoyable physical activities that promotelifelong healthy active living. Students will learn movement skills and principle ways to improvepersonal fitness and physical competence, and safety and injury prevention. They will investigateissues related to healthy sexuality and the use and abuse of alcohol, tobacco, and other drugs, and willparticipate in activities designed to develop goal-setting, communication, and social skills.

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SNC1D – Science

Course Title: ScienceCourse Code: SNC1DGrade: 9Course Type: AcademicCredit Value: 1Prerequisite: NoneCurriculum Policy Document: Science, The Ontario Curriculum, Grades 9 and 10, 2008(Revised)Department: Science

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

GRADE 10 COURSE SELECTION

LKMBD – Mandarin

Course Title:MandarinCourse Code: LKMBDGrade: 10Course Type: AcademicCredit Value: 1Prerequisite: noneCurriculum Policy Document: The Ontario Curriculum, Grades 9 and 10: Classical and InternationalLanguages, 1999Text: HandoutsDepartment: Languages

Course Description:

This course provides students with the language learning experiences that will enable them tocommunicate in the language of study. Students will continue to develop and apply their speaking skillsin a variety of contexts, and will participate in activities that will improve their reading comprehensionand writing skills. They will also continue to explore aspects of the culture of countries where thelanguage under study is spoken by taking part in community sponsored events and activities involvingboth print and technological resources.Although students will continue to expand their vocabulary andrepertoire of language structures, the language they will use at this level will still be simple.

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CHC2D - Canadian History Since World War ICourse Title: Canadian History Since World War ICourse Code: CHC2DGrade: 10Course Type: AcademicCredit Value: 1Prerequisite: NoneCurriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades9 and 10, 2005, revisedDepartment: Canadian and World StudiesCourse Description:

This course explores the local, national, and global forces that have shaped Canada's national identityfrom World War I to the present. Students will investigate the challenges presented by economic, social,and technological changes and explore the contributions of individuals and groups to Canadian cultureand society during this period. Students will use critical-thinking and communication skills to evaluatevarious interpretations of the issues and events of the period and to present their own points of view

ENG2D - EnglishCourse Title: EnglishCourse Code: ENG2DGrade: 10Course Type: AcademicCredit Value: 1Prerequisite: ENG1D or ENG1PCurriculum Policy Document: English, The Ontario Curriculum, Grades 9 and 10,2007, (Revised)Department: English

Course Description:

This course is designed to extend the range of oral communication, reading, writing, and media literacyskills that students need for success in their secondary school academic programs and in their daily lives.Students will analyse literary texts from contemporary and historical periods, interpret and evaluateinformational and graphic texts, and create oral, written, and media texts in a variety of forms. Animportant 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 collegepreparation course.

GLC2O - Career Studies

Course Title: Career StudiesCourse Code: GLC2O

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Grade: 10Course Type: OpenCredit Value: 0.5Prerequisite: NoneCurriculum Policy Document: Guidance and Career Education, The Ontario Curriculum,Grades 9 and 10, 2006, RevisedDepartment: Guidance and Career Education

Course Description:

This course teaches students how to develop and achieve personal goals for future learning, work, andcommunity involvement. Students will assess their interests, skills, and characteristics and investigatecurrent economic and workplace trends, work opportunities, and ways to search for work. The courseexplores post secondary learning and career options, prepares students for managing work and lifetransitions, and helps students focus on their goals through the development of a career plan.

MPM2D - Principles of Mathematics

Course Title: Principles of MathematicsCourse Code:MPM2DGrade: 10Course Type: AcademicCredit Value: 1Prerequisite: Principles of Mathematics (MPM1D) or Foundations of Mathematics (MFM1P)plus Mathematics Transfer Course (MPM1H)Curriculum Policy Document: Mathematics. The Ontario Curriculum. Grades 9 and 10, 2005, RevisedDepartment:Mathematics

Course Description:

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

SNC2D - Science

Course Title: ScienceCourse Code: SNC2DGrade: 10Course Type: AcademicCredit Value: 1Prerequisite: SNC1D or SNC1P

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Curriculum Policy Document: Science, The Ontario Curriculum, Grades 9 and 10, 2008 (Revised)

Course Description:This course enables students to enhance their understanding of concepts in biology, chemistry, earth andspace science, and physics, and of the interrelationships between science, technology, society, and theenvironment. Students are also given opportunities to further develop their scientific investigation skills.Students will plan and conduct investigations and develop their understanding of scientific theoriesrelated to the connections between cells and systems in animals and plants; chemical reactions, with aparticular focus on acid/base reactions; forces that affect climate and climate change; and the interactionof light and matter.

CHV2O1 - Civics and Citizenship

Course Title: CivicsCourse Code: CHV2O1Grade: 10Course Type: OpenCredit Value: 0.5Prerequisite: NoneCurriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grade 10,2013, (Revised)

Course Description:

This course explores what it means to be an informed, participating citizen in a democratic society.Students will learn about the elements of democracy in local, national, and global contexts, aboutpolitical reactions to social change, and about political decision-making processes in Canada. They willexplore their own and others’ ideas about civics questions and learn how to think critically about publicissues and react responsibly to them

PPL2O - Healthy Active Living Education

Course Title: Healthy Active Living EducationCourse Code: PPL2OGrade: 10Course Type: OpenCredit Value: 1Prerequisite: PPL1OCurriculum Policy Document: Health and Physical Education, The Ontario Curriculum, Grades 9 and10, 1999Department: English

Course Description:

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This course emphasizes regular participation in a variety of enjoyable physical activities that promotelifelong healthy active living .Student learning will include the application of movement principles torefine skills; participation in a variety of activities that enhance personal competence ,fitness, and health;examination of issues related to healthy sexuality ,healthy eating ,substance use and abuse ;and the useof informed decision –making ,conflict resolution , and social skills in making personal choices.

GRADE 11 COURSE SELECTION

BAF3M - Financial Accounting FundamentalsCourse Title: Financial Accounting FundamentalsCourse Code: BAF3MGrade: 11Course Type: University / CollegeCredit Value: 1Prerequisite: NoneCurriculum Policy Document: Business Studies, The Ontario Curriculum, Grades 11 and12, 2006Department: Business Studies

Course Description:

This course introduces students to the fundamental principles and procedures of accounting. Studentswill develop financial analysis and decision-making skills that will assist them in future studies and/orcareer opportunities in business. Students will acquire an understanding of accounting for a service and amerchandising business, computerized accounting, financial analysis, and ethics and current issues inaccounting.

ENG3U ‐ English

Course Title: EnglishCourse Code: ENG3UGrade: 11Course Type: University PreparationCredit Value: 1Prerequisite: ENG2DCurriculum Policy Document: English, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised)Department: English

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

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ETC3M - Canadian LiteratureCourse Title: Canadian LiteratureCourse Code: ETC3MGrade: 11Course Type: University / College PreparationCredit Value: 1Prerequisite: ENG2D or ENG2PCurriculum Policy Document: English, The Ontario Curriculum, Grades 11 and 12,2007 (Revised)Department: English

Course Description:

This course emphasizes the study and analysis of literary texts by Canadian authors for students with aspecial interest in Canadian literature. Students will study the themes, forms, and stylistic elements of avariety of literary texts representative of various time periods and of the diverse cultures and regions ofCanada, and will respond personally, critically, and creatively to them.

ICS3U - Introduction to Computer Science

Course Title: Introduction to Computer ScienceCourse Code: ICS3UGrade: 11Course Type: University PreparationCredit Value: 1Prerequisite: NoneCurriculum Policy Document: Computer Studies, The Ontario Curriculum, Grades 10 - 12, 2008Department: Computer Studies

Course Description:

This course introduces students to computer science. Students will design software independently and aspart 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 willdevelop creative solutions for various types of problems as their understanding of the computingenvironment grows. They will also explore environmental and ergonomic issues, emerging research incomputer science, and global career trends in computer-related fields.

MCF3M ‐ Functions and Applications

Course Title: Functions and ApplicationsCourse Code:MCF3MGrade: 11Course Type: College PreparationCredit Value: 1

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Prerequisite:MPM2P/DCurriculum Policy Document: Mathematics, The Ontario Curriculum, Grades 11 and 12, 2007(Revised)Department:Mathematics

Course Description:

This course introduces basic features of the function by extending students' experiences with quadraticrelations. It focuses on quadratic, trigonometric, and exponential functions and their use in modelingreal-world situations. Students will represent functions numerically, graphically, and algebraically;simplify expressions; solve equations; and solve problems relating to applications. Students will reasonmathematically and communicate their thinking as they solve multi-step problems.

MCR3U ‐ FunctionsCourse Title: FunctionsCourse Code:MCR3UGrade: 11Course Type: University PreparationCredit Value: 1Prerequisite:MPM2DCurriculum Policy Document: Mathematics, The Ontario Curriculum, Grades 11 and 12, 2007(Revised)Department:Mathematics

Course Description:This course introduces the mathematical concept of the function by extending students' experienceswith linear and quadratic relations. Students will investigate properties of discrete and continuousfunctions, including trigonometric and exponential functions; represent functions numerically,algebraically, and graphically; solve problems involving applications of functions; investigate inversefunctions; and develop facility in determining equivalent algebraic expressions. Students will reasonmathematically and communicate their thinking as they solve multi-step problems.

SBI3C – Biology

Course Title: BiologyCourse Code: SBI3CGrade: 11Course Type: College PreparationCredit Value: 1Prerequisite: SNC2P/DCurriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2000Department: Science

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Course Description:

This course furthers students’ understanding of the processes that occur in biological systems. Studentswill study theory and conduct investigations in the areas of cellular biology; genetics; microbiology;anatomy of mammals and plants in the natural environment. The course focuses on the application of thetopics under study, and helps students refine skills related to scientific investigation.

SBI3U – Biology

Course Title: BiologyCourse Code: SBI3UGrade: 11Course Type: University PreparationCredit Value: 1Prerequisite: SNC2DCurriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2000Department: Science

Course Description:This course furthers students’ understanding of the processes that occur in biological systems. Studentswill study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes;the structure and function of animals; and the anatomy, growth, and function of plants. The coursefocuses on the theoretical aspects of the topics under study, and helps students refine skills related toscientific investigation.

SCH3U - Chemistry

Course Title: ChemistryCourse Code: SCH3UGrade: 11Course Type: University PreparationCredit Value: 1Prerequisite: SNC2DCurriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2008Department: Science

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

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CLU3M - Understanding Canadian Law

Course Title: Understanding Canadian LawCourse Code: CLU3MGrade: 11Course Type: University/College PreparationCredit Value: 1Prerequisite: CHC2D1 OR CHC2P1Curriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 11 and12, 2015 (Revised)

Course Description:

This course explores Canadian law, with a focus on legal issues that are relevant to the lives of people inCanada. Students will gain an understanding of laws relating to rights and freedoms in Canada; our legalsystem; and family, contract, employment, tort, and criminal law. Students will develop legal reasoningskills and will apply the concepts of legal thinking and the legal studies inquiry process wheninvestigating a range of legal issues and formulating and communicating informed opinions about them.Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied

SPH3U - Physics

Course Title: PhysicsCourse Code: SPH3UGrade: 11Course Type: University PreparationCredit Value: 1Prerequisite: SNC2DCurriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2008 (Revised)

Course Description:

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

GRADE 12 COURSE SELECTION

LKMDU – Mandarin

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Course Title:MandarinCourse Code: LKMDUGrade: 12Course Type: University PreparationCredit Value: 1Prerequisite: International Languages, Level 3, University PreparationCurriculum Policy Document: Classical Studies and International Languages, The OntarioCurriculum, Grades 11 and 12, 2000Text: HandoutsDepartment: Languages

Course Description:

This course prepares students for university studies in the international language. Students will enhancetheir ability to use the language with clarity and precision, and will develop the language skills needed toengage in sustained conversations and discussions, understand and evaluate information, read diversematerials for both study and pleasure, and write clearly and effectively. Students will also haveopportunities to add to their knowledge of the culture of countries where the language is spoken throughthe use of community resources and computer technology.

BBB4M- International Business Foundations

Course Title: International Business FundamentalsCourse Code: BBB4MGrade: 12Course Type: University / CollegeCredit Value: 1Prerequisite: NoneCurriculum Policy Document: Business Studies, The Ontario Curriculum, Grades 11 and 12, 2006(Revised)Department: Business Studies

Course Description:This course provides an overview of the importance of international business and trade in the globaleconomy and explores the factors that influence success in international markets. Students will learnabout the techniques and strategies associated with marketing, distribution, and managing internationalbusiness effectively. This course prepares students for post-secondary programs in business, includinginternational business, marketing, and management.

BOH4M - Business Leadership: Management Fundamentals

Course Title: Business Leadership: Management FundamentalsCourse Code: BOH4MGrade: 12Course Type: University / College

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Credit Value: 1Prerequisite: NoneCurriculum Policy Document: Business Studies, The Ontario Curriculum, Grades 11 and 12, 2006(Revised)Department: Business Studies

Course Description:

This course focuses on the development of leadership skills used in managing a successful business.Students will analyze the role of a leader in business with a focus on decision making, management ofgroup dynamics, workplace stress and conflict, motivation of employees, and planning. Effectivebusiness communication skills, ethics, and social responsibility will be emphasized through the course.

ETS4U - Studies in Literature

Course Title: Studies in LiteratureCourse Code: ETS4UGrade: 12Course Type: University PreparationCredit Value: 1Prerequisite: ENG3UCurriculum Policy Document: English, The Ontario Curriculum, Grades 11 and 12,2007 (Revised)Department: English

Course Description:

This course is for students with a special interest in literature and literary criticism. The course mayfocus on themes, genres, time periods, or countries. Students will analyse a range of forms and stylisticelements of literary texts and respond personally, critically, and creatively to them. They will also assesscritical interpretations, write analytical essays, and complete an independent study project.

HHS4M - Individuals and Families in a Diverse Society

Course Title: Individuals and Families in a Diverse SocietyCourse Code: HHS4MGrade: 12Course Type: University / College PreparationCredit Value: 1Prerequisite: Any university, university/college, or college preparation course in SocialSciences and Humanities, English, or Canadian and World StudiesCurriculum Policy Document: Social Science and Humanities, The Ontario Curriculum,Grades 11 and 12, 2000Department: Social Sciences and Humanities

Course Description:

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This course applies current theories and research from the disciplines of anthropology, psychology, andsociology to the study of individual development, family behavior, intimate and parent-childrelationships, and the ways in which families interact within the diverse Canadian society. Students willlearn the interpersonal skills required to contribute to the well-being of families, and the investigativeskills required to conduct and evaluate research about individuals and families.

HSB4M - Challenge and Change in SocietyCourse Title: Challenge and Change in SocietyCourse Code: HSB4MGrade: 12Course Type: University / College PreparationCredit Value: 1Prerequisite: Any university, university/college, or college preparation course in SocialSciences and Humanities, English, or Canadian and World StudiesCurriculum Policy Document: Social Science and Humanities, The Ontario Curriculum,Grades 11 and 12, 2000Department: Social Sciences and Humanities

Course Description:

This course examines the theories and methodologies used in anthropology, psychology, and sociologyto investigate and explain shifts in knowledge, attitudes, beliefs, and behavior and their impact onsociety. Students will analyse cultural, social, and biological patterns in human societies, looking at theways in which those patterns change over time. Students will also explore the ideas of classical andcontemporary social theorists, and will apply those ideas to the analysis of contemporary trends.

MDM4U - Mathematics of Data Management

Course Title:Mathematics of Data ManagementCourse Code:MDM4UGrade: 12Course Type: University PreparationCredit Value: 1Prerequisite: Functions, MCR3U OR Functions and Applications, MCF3MCurriculum Policy Document: Mathematics, The Ontario Curriculum, Grades 11 and12, 2007 (Revised)Department:Mathematics

Course Description:

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

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CHY4U - World History

Course Title:World HistoryCourse Code: CHY4UGrade: 12Course Type: University PreparationCredit Value: 1Prerequisite: Any 3U or 3M level Canadian and World Studies, English or Social Studies andHumanities courseCurriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 11and 12, 2005, (Revised)Department: Canadian and World Studies

Course Description:

This course traces major developments and events in world history since approximately 1450. Studentswill explore social, economic, and political changes, the historical roots of contemporary issues, and therole of conflict and cooperation in global interrelationships. They will extend their ability to apply theconcepts of historical thinking and the historical inquiry process, including the interpretation andanalysis of evidence, as they investigate key issues and ideas and assess societal progress or decline inworld history.

CHI4U - Canada: History, Identity, and Culture

Course Title: Canada: History, Identity, and CultureCourse Code: CHI4UGrade: 12Course Type: University PreparationCredit Value: 1Prerequisite: Any 3U or 3M level Canadian and World Studies, English or Social Studies andHumanities courseCurriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 11and 12, 2005, (Revised)Department: Canadian and World Studies

Course Description:

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

CIA4U - Analyzing Current Economic Issues

Course Title: Analyzing Current Economic Issues

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Course Code: CIA4UGrade: 12Course Type: University PreparationCredit Value: 1Prerequisite: Any 3U or 3M level Canadian and World Studies, English or Social Studiesand Humanities courseCurriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades11 and 12, 2005 (Revised)Department: Canadian and World Studies

Course Description:

This course investigates the nature of the competitive global economy and explores how individuals andsocieties can gain the information they need to make appropriate economic decisions. Students will learnabout the principles of microeconomics and macroeconomics, apply economic models and concepts tointerpret economic information, assess the validity of statistics, and investigate marketplace dynamics.Students will use economic inquiry and communication skills to analyze current economic issues, makeinformed judgments and present their findings.

CGW4U - Canadian and World Issues: A Geographic Analysis

Course Title: Canadian and World Issues: A Geographic AnalysisCourse Code: CGW4UGrade: 12Course Type: University PreparationCredit Value: 1Prerequisite: Any 3U or 3M level Canadian and World Studies, English or Social Studiesand Humanities courseCurriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades11 and 12, 2006 (Revised)2005Department: Canadian Studies

Course Description:

This course examines the global challenges of creating a sustainable and equitable future,focusing on current issues that illustrate these challenges. Students will investigate a range oftopics including culture, economic, and geopolitical relationships, regional disparities in theability to meet basic human needs, and protection of the natural environment. Students will usegeo-technologies and skills of geographic inquiry and analysis to develop and communicatebalanced opinions about the complex issues facing Canada and a world that is interdependentand constantly changing.

HFA4M – NUTRITION AND HEALTH

Course Title: Nutrition and HealthCourse Code: HFA4MGrade: 12

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Course Type: University PreparationCredit Value: 1Prerequisite: Any university or university/college preparation course in social sciences andhumanities, English, or Canadian and world studiesCurriculum Policy Document: Social Science and Humanities, The Ontario Curriculum, Grades 9 -12, 20013. Revised.Department: Social Science

Course Description:

This course examines the relationships between food, energy balance, and nutritional status; thenutritional needs of individuals at different stages of life; and the role of nutrition in health and disease.Students will evaluate nutrition-related trends and will determine how food choices can promote foodsecurity and environmental responsibility. Students will learn about healthy eating, expand theirrepertoire of food-preparation techniques, and develop their social science research skills byinvestigating issues related to nutrition and health.

ENG4U - English

Course Title: EnglishCourse Code: ENG4UGrade: 12Course Type: University PreparationCredit Value: 1Prerequisite: ENG3UCurriculum Policy Document: English, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised)Department: English

Course Description:

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

EWC4U - The Writer's Craft

Course Title: The Writer's CraftCourse Code: EWC4UGrade: 12Course Type: University PreparationCredit Value: 1

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Prerequisite: ENG3UCurriculum Policy Document: English, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised)Department: English

Course Description:

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

SCH4U - Chemistry

Course Title: ChemistryCourse Code: SCH4UGrade: 12Course Type: University PreparationCredit Value: 1Prerequisite: SCH3UCurriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2008 (Revised)Department: Science

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

MHF4U - Advanced Functions

Course Code:MHF4UGrade: 12Course Type: University PreparationCredit Value: 1Prerequisite: Functions, MCR3U; or Mathematics for College Technology, MCT4CCurriculum Policy Document: Mathematics, The Ontario Curriculum, Grades 11 and 12, 2007(Revised)Department:Mathematics

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

SBI4U - Biology

Course Title: BiologyCourse Code: SBI4UGrade: 12Course Type: University PreparationCredit Value: 1Prerequisite: SBI3UCurriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2008 (Revised)Department: Science

Course Description:This course provides students with the opportunity for in-depth study of the conceptsand processes associated with biological systems. Students will study theory andconductinvestigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis,and population dynamics. Emphasis will be placed on achievement of the detailed knowledge andrefinement of skills needed for further study in various branches of the life sciences and relatedfields.

SPH4U – Physics

Course Title: PhysicsCourse Code: SPH4UGrade: 12Course Type: University PreparationCredit Value: 1Prerequisite: SPH3UCurriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2008 (Revised)Department: Science

Course Description:This course enables students to deepen their understanding of physics concepts and theories. Students

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will continue their exploration of energy transformations and the forces that affect motion, and willinvestigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students willalso explore the wave nature of light, quantum mechanics, and special relativity. They will furtherdevelop their scientific investigation skills, learning, for example, how to analyse, qualitatively andquantitatively, data related to a variety of physics concepts and principles. Students will also considerthe impact of technological applications of physics on society and the environment.

MCV4U - Calculus and Vectors

Course Title: Calculus and VectorsCourse Code:MCV4UGrade: 12Course Type: University PreparationCredit Value: 1Prerequisite:MHF4U (must be taken prior to or concurrently with Calculus and Vectors)Curriculum Policy Document: Mathematics, The Ontario Curriculum, Grades 11 and 12, 2007(Revised)Department:Mathematics

Course Description:

This course builds on students’ previous experience with functions and their developing understandingof rates of change. Students will solve problems involving geometric and algebraic representations ofvectors and representations of lines and planes in three-dimensional space; broaden their understandingof rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radicalfunctions; and apply these concepts and skills to the modeling of real-world relationships. Students willalso refine their use of the mathematical processes necessary for success in senior mathematics. Thiscourse 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 auniversity-level calculus, linear algebra, or physics course.

OLC4O - Ontario Secondary School Literacy Course

Course Title: Ontario Secondary School Literacy CourseCourse Code: OLC4OGrade: 12Course Type: OpenCredit Value: 1Prerequisite: Students who have been eligible to write the OSSLT at least twice and who have beenunsuccessful at least once are eligible to take the course. (Students who have already met the literacyrequirement for graduation may be eligible to take the course under special circumstances, at thediscretion of the principal.)Curriculum Policy Document: The Ontario Curriculum, English, The Ontario Secondary SchoolLiteracy Course (EOSSLC), 2003Department: English

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Course Description:

This course provides the fundamental literacy skills students need to actively participate in society. TheOSSLC aims to demystify the process of reading and writing, imparting skills and strategies for literacyand allowing for ample practice of these skills. The Literacy Course is divided into reading and writingstrands, but also combines reading and writing skills, demonstrating the importance of both inunderstanding and communication. Students will read a variety of texts, and write for a variety ofpurposes. Students will also prepare a Literacy Portfolio, allowing them to reflect on their progress andthe skills they have learned. Successful completion of this course will satisfy the OSSD literacyrequirement.

COURSE OUTLINES

Course outlines are on file in the Principal’s office and may be viewed by parents. A convenientviewing time should be arranged by appointment.

Ontario curriculum policy documents can be found at the following website:http://www.edu.gov.on.ca/eng/curriculum/secondary/subjects.html

FULL DISCLOSURE

The Ministry of Education has mandated what is known as the Full Disclosure Policy, applying to theOntario Student Transcript. Starting in June 2000, and for all subsequent years, all the courses which astudent takes in grades 11and 12 appear on the transcript. This includes failures and all courses droppedany later than 5 days after mid-term report cards are issued (4 days in a 3 month semester). For studentswho have withdrawn from a course later than the specified time, the student’s percentage grade at thetime of withdrawal shall be entered on the OST.

CHANGING COURSE TYPES

Some students may opt to change their educational goals as they proceed through secondary schooland change focus. When a student decides to take a different academic direction, the question ofpre‐requisites may arise and needs to be addressed carefully as some students discover that they maynot have completed all of the prerequisite courses they need.In such cases, provisions need to be made to allow students to make changes in direction. In mostcases, a student may enroll in a different type of course in a given subject in Grade 10 than thetype he or she completed in Grade 9, although doing so may require additional preparation, asrecommended by the Principal.Exceptions apply in the case of Mathematics however, where the sole prerequisite for the Grade 10academic Mathematics course is the Grade 9 academic Mathematics course, so a student who isplanning to move from the Grade 9 applied Mathematics course to the Grade 10 academicMathematics course must take either the designated transfer course or the Grade 9 academicMathematics course.

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In Grades 10 to 12, a student may change to a different type of course in a given subject provided thatthe student has taken any course specified as a prerequisite for that given course. If the student has notdone so, he or she may take one of the specified prerequisite courses through USCA Academy. Ifhowever, the principal believes that a student can be successful in a particular course without havingtaken the specified prerequisite course, the Principal may exercise authority/discretion to waive theprerequisite and ensure ample documentation of the decision making process.

PROCEDURE FORWAIVING PREREQUISITES

Courses in Grades 11 and12 may have prerequisites as a requirement for enrollment. If a parent or anadult student requests that a prerequisite be waived, the principal will determine whether or not theprerequisite should be waived. A principal could also initiate consideration of whether a prerequisiteshould be waived. A Principal will make his decision in consultation with the student/parents andappropriate staff.

Cooperative Education and Other Workplace ExperiencesCooperative education programs allow students to earn secondary school credits while completing awork placement in the community. These programs complement students' academic programs and arevaluable to all students, whatever their post secondary destination may be. A cooperative educationprogram comprises, at a minimum, one cooperative education course and its related course, on whichthe cooperative education course is based. Any course from an Ontario curriculum policy document orany Ministry-approved locally developed course may serve as the related course for a cooperativeeducation program.In their cooperative education program, students may earn a minimum of one and a maximum oftwo cooperative education credits for each related course, whether it is a full- or half-credit course.

If the related course is a multiple-credit course, a student may earn a maximum of two co-op credits foreach credit earned in the related course.The cooperative education course consists of a classroom component and a placement component.The classroom component includes pre-placement sessions and classroom integration sessions. Thepre-placement sessions prepare students for the workplace and include instruction in areas of keyimportance, such as health and safety. The classroom integration sessions provide opportunities forstudents to reflect on and reinforce their learning in the workplace as the program progresses. Apersonalized placement learning plan (PPLP) must be developed for all students in a cooperativeeducation program. A student's progress in achieving the curriculum expectations and in meeting therequirements identified in the PPLP must be assessed and evaluated by a teacher through regularworkplace monitoring meetings with the student and the student's workplace supervisor.

A cooperative education course must be based on a related Ontario course in which the student iscurrently enrolled or has successfully completed. The cooperative education course and the relatedcourse/s together constitute a student's cooperative education program. The student may take thecooperative education course concurrently with the related course or after successful completion of thatcourse. A cooperative education course includes (1) an interview, (2) a pre-placement classroomcomponent, (3) integration activities, (4) the placement component, and (5) the assessment and

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evaluation component.

For more information about USCA Academy's Co-op program see the Grade 12 courseoutlines.

Apprenticeship ProgramStudents interested in apprenticeship can participate in the Ontario Youth Apprenticeship Program(OYAP), which allows them to begin an apprenticeship while they are enrolled in secondaryschool. Students in Grades 11 and 12 can earn credits towards their secondary school diplomawhile accumulating hours towards the completion of an apprenticeship through cooperativeeducation) program.

Health and Safety

The Principal of the USCA Academy will attempt to take all reasonable steps to ensure thehealth and safety of students, helping them understand the importance of health and safety issuesand the need to assume responsibility for their own safety and the safety of others.

The Principal of the USCA Academy should be familiar with relevant sections of theProvincial Education Act, the Occupational Health and Safety Act, and the federal HazardousProducts Act, as well as with the safety procedures mandated by the Ministry and by the school.

Prior Learning Assessment and Recognition (PLAR)

Prior learning includes the knowledge and skills that students have acquired, in both formal and informalways, outside Ontario secondary school classrooms. Through a formal evaluation and accreditationprocess known as Prior Learning Assessment and Recognition (PLAR), students enrolled in Ontariosecondary schools, including the Independent Learning Center and inspected private schools that chooseto implement PLAR, may have their skills and knowledge evaluated against the overall expectationsoutlined in provincial curriculum policy documents in order to earn credits towards the secondary schooldiploma. PLAR procedures are carried out under the direction of the school Principal, who grants thecredits.

The PLAR process developed by a school board in compliance with ministry policy involves twocomponents: “Challenge and Equivalency”. The Challenge process is the process whereby students'prior learning is assessed for the purpose of granting credit for a course developed from a provincialcurriculum policy document. The Equivalency process involves the assessment of credentials fromother jurisdictions against that of Ontario.

PLAR for Regular Day School StudentsBecause young people benefit in many ways from the learning experiences offered in secondary school,PLAR has a specific, limited function in the Ontario secondary school program. For regular day schoolstudents, a maximum of 4 credits may be granted through the challenge process for Grade 10, 11, and12 courses; or for Levels 1, 2, and 3 in classical languages courses; for Levels 2, 3, and 4 in

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international languages courses; and for Levels 3, 4, and 5 in Native languages courses. No more than 2of these credits may be granted in one discipline.

For students who are transferring from home schooling, a non‐inspected private school, or a schooloutside Ontario, principals will grant Equivalency credits for placement purposes based on theirevaluation of the student's previous learning (see section 4.3.2 and Appendix 2 in OS).

PLAR procedures must also be available to “exceptional” students. Assessment strategies must beadapted for this group in keeping with their special needs; for example, extra time might be allowedfor the completion of work, or a quiet environment might be provided for activities.While PLAR may be of benefit to some gifted students, it is not intended to be used as areplacement for or alternative to enrich or other special programs for gifted students.

PPM No. 129 outlines in detail the PLAR policy and requirements that apply to regular dayschool students.

PLAR for Mature StudentsA mature student is a student who is at least eighteen years of age on or before December 31 of theschool year in which he or she registers in an Ontario secondary school program; who was not enrolledas a regular day school student for a period of at least one school year immediately preceding his or herregistration in a secondary school program (for mature students, a school year is a period of no less thanten consecutive months immediately preceding the student's return to school); and who is enrolled in asecondary program for the purpose of obtaining an OSSD.

Because of the broader life experience of mature students, the requirements concerning theapplication of PLAR procedures are different for them than for regular day school students.Principals will determine the number of credits, including compulsory credits that a mature studentneeds in order to meet the credit requirements for the Ontario Secondary School Diploma (OSSD). Atthe discretion of the principal, up to 16 Grade 9 and 10 equivalency credits may be granted to amature student following an individual assessment.

Mature students may earn 10 of the 14 remaining Grade 11 and 12 credits needed to meetdiploma requirements in three ways:

They may demonstrate achievement of the required secondary school curriculumexpectations and receive credit through the Challenge process;

They may present education and/or training credentials for assessment through theequivalency process; or

They may take the course.

It should be noted that Levels 2 and 3 in classical languages are equivalent to Grades 11 and 12,respectively; that Levels 3 and 4 in international languages are equivalent to Grades 11 and 12,respectively; and that Levels 4 and 5 in Native languages are equivalent to Grades 11 and 12,respectively.

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Mature students must earn a minimum of 4 Grade 11 and 12 credits by taking the course at a secondaryschool (or through any of the options outlined in section 10). Mature students who have previouslyaccumulated 26 or more credits towards the diploma must successfully complete the required number ofcourses to bring their total number of credits up to 30 before they will be eligible to receive the OSSD.Mature students working towards the OSSD under OS/OSS must also satisfy the diploma requirementswith regard to the provincial secondary school literacy requirement. Principals will determine thenumber of hours of community involvement activities that a mature student will have to complete.

PPM No. 132 outlines in detail the PLAR policy and requirements that apply to mature students.

Regular day school students who transfer to an Ontario secondary school from a school outsideOntario or from a non-inspected private school may be granted Equivalent credits through thePLAR equivalency process for regular day school students based on the Principal's evaluation oftheir previous learning. The total number of equivalent credits and the corresponding number ofcompulsory credits are recorded on the OST. The equivalent credits should be entered as a total,and the required items of information should appear as follows: "Equivalent Credits" should beentered in the "Course Title" column; "PLE" in the "Course Code" column; "EQV" in the"Percentage Grade" column; the total number of credits in the "Credit" column; and the totalnumber of compulsory credits in the "Compulsory" column. The Ontario Student Transcript(OST): Manual, 2010, p.13-14.

PRIOR LEARNING ASSESSMENT AND RECOGNITION

Prior learning includes the knowledge and skills that students have acquired, in both formal and informalways, outside secondary school. Where such learning has occurred outside Ontario classrooms, studentsenrolled in Ontario secondary schools and inspected private schools may have their skills andknowledge evaluated against the expectations outlined in provincial curriculum policy documents inorder to earn credits towards the secondary school diploma. This formal evaluation and accreditationprocess is known as Prior Learning Assessment and Recognition (PLAR). PLAR procedures are carriedout under the direction of the school principal or delegate.

The PLAR process involves two components: “challenge” and “equivalency”. USCA does notparticipate in the challenge process. The “equivalency” process involves assessing credentials fromother jurisdictions such as non-inspected private schools or schools outside Ontario.

EVALUATION AND ASSESSMENT

The primary purpose of assessment and evaluation is to improve student learning. Assessment forlearning, as learning and of learning as outlined in the Ministry document Growing Success will bereferenced in school courses.

Students are assessed and evaluated based on the Achievement Charts in the Provincial CurriculumPolicy Documents for the courses in which they are enrolled.

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At the beginning of each course, students receive an outline of the course evaluation from each teacher.This outline includes the assessment of academic achievement and learning skills. Students’ progress isformally reported to parents at mid-semester and end of semester. Information gathered throughassessment and evaluation helps teachers to identify students’ difficulties as well as to detect weaknessesin programs. Assessment and evaluation are thus important tools for adapting curriculum andinstructional approaches to students’ needs and for determining the overall defectiveness of programsand classroom practices.

Assessment is the process of gathering information from a variety of sources (including assignments,demonstrations, projects, performances, and tests) that accurately reflects how well students areachieving the curriculum expectations. As part of assessment, teachers provide students with descriptivefeedback that guides their efforts towards improvement. Based on the information contained in thedocument Growing Success, assessment should be considered with reference to assessment forlearning and assessment as learning.

Evaluation is the process of judging the quality of a student’s work on the basis of establishedachievement criteria, and assigning a value to represent that quality. Evaluation should be consideredwithin the context of assessment of learning that provides evidence of student achievement at strategictimes throughout the grade/course, often at the end of a period of learning. In Ontario secondary schools,the value assigned will be in the form of a percentage grade.Assessment and evaluation will be based on the provincial curriculum expectations and the achievementlevels outlined in the secondary curriculum policy documents. Teachers will be provided with materials,including samples of student work (exemplars) that will assist them in their assessment of studentachievement. Teachers will be encouraged to refer frequently to the document Growing Success as theyplan and develop their courses and lesson plans, as well as when they assess and evaluate their students.

DIAGNOSTIC ASSESSMENT (Assessment for)

Diagnostic assessment should be carried out at the beginning of a semester, term, or unit of study. It mayalso be done when there is evidence of individual class difficulties. Although it may be used foranecdotal reporting, it shall never be used as part of a student’s mark. Also, students who arrive at ourschool from outside the Ontario system must, upon arrival and before entering classes, write anEnglish placement test. This will help us determine the language skill level and proper placement ofthe student.

Assessment as learning and assessment of learning will be ongoing, recorded and used to determine afinal grade.

INFORMATION ON REPORTING STUDENT ACHIEVEMENT TO PARENTS

A completed USCA Report Card will be issued twice a semester, approximately in the middle and at theend of each semester. An exact copy shall be filed in the OSR with the most recent copy on top. Whereappropriate, teachers are encouraged to call parents/guardians to discuss any concerns/issues which theymay have with a student. A current Ontario Student Transcript will also be kept in all files, and will beavailable upon request.

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SPECIAL CONSIDERATION FOR ONLINE CLASSES

In addition to following all the policies and procedures above, students enrolled in online or partiallyonline courses must be

A. Minimum Hardware and Software Requirements A computer running Windows 7 or higher orMac OSX 10.7 or higher with all of the featureslisted below (mobile devices and operating systems are not recommended) A reliable broadband internet connection (256Kbit/s or faster) One of the following internet browsers: Google Chrome 30 or later; Safari 6 or later; MozillaFirefox 15 or later; Opera 9 or later.o Keeping your browsers up to date is strongly recommended Settings: Enable Cookies; Enable Pop-Ups; Enable JavaScript The latest version of Adobe Flash Player The latest version of Adobe Acrobat Reader (for pdf's) Microsoft Office (Word, Excel, PowerPoint) or equivalent (e.g. Open Office) for viewingdocuments, presentations, etc. Recommended: a web-cam and/or microphone for online communication, and for use in video oraudio based assignments.

B. Attendance in Online Courses

Attendance in online classes is mandatory, and is as important as attendance in physical classes.Students must log in to the online learning platform regularly, ensuring that they follow all guidelineslaid out in the specific course outline regarding expected duration of login time, and activities to becompleted in each unit or segment. Students must also keep a detailed log of all offline work completed,as laid out in the course outlines, and on the online course page.

Students are also responsible for joining in any real-time activities scheduled during the online class,such as live chats, web-cam chats, and timed tests or assignments. The schedule of these activities willbe made clear in advance.

As per the regular school attendance policy, students who fail to log in for the expected time (orproperly document their offline work time), may not be able to meet the Ministry of Educationcurriculum expectations or 110 hours of class time expectation. As such, students may earn a lowergrade, or even lose the credit.

In cases where the students attendance record is such that it may negatively impact their achievement,parents will be notified.

C. Academic Honesty and Plagiarism

Please see the paragraph entitled, "Academic Ethics" under the section "Academics" for details on theschool's Academic Ethics policy. This is particularly important in an online school environment.

Please be aware that any text, video or other media, or articles that are available online are the work of

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others, and may be subject to copyright laws. Students must be careful to properly link to or referenceany online material they post as part of their online class work.

In assignments for evaluation, the student is responsible to ensure that their work is entirely their own,and to properly cite any material created by others.

D. Acceptable Use Policy

Please see your orientation package, or the USCA Academy website for our Acceptable Use Policy.This policy applies to anyone using computers or an internet connection at USCA Academy, as well asstudents using any of USCA Academy's websites, social media sites, and online platforms.

E. Reporting to Parents

Parents will be informed promptly for any attendance or behavioral concerns that may negatively affectstudent's grades, credit achievements, or the USCA Academy community as a whole. This extends toonline courses particularly in relation to attendance and login time, and the meeting of task andassignment deadlines.

Reporting on Demonstrated Learning Skills and Work HabitsThe report card provides a record of the learning skills demonstrated by the student in every course.The 6 identified learning skills and work habits in accordance to the Ministry of Education of Ontarioguidelines are:

Responsibility

Organization

Independent Work

Collaboration

Initiative

Self-regulation.

The learning skills and work habits are evaluated using a four-point scale: (E - Excellent, G - Good, S -Satisfactory, N - Needs Improvement).

Teacher CommentsThe report card also includes teachers' comments on the student's strengths, weaknesses, and areas inwhich improvement is needed.

Principal CommentsThe report card may also include the Principal's comments on the performance of the student.

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Methods of EvaluationTeachers will take various considerations into account before making a decision about the grade to beentered on the report card. Teachers will consider all evidence collected from all products submittedor not submitted. Some evidence may carry more weight than others. Teachers will consider allevidence and use their professional judgment to determine the student's report card grade.

Determining a report card grade will involve teacher's professional judgment and interpretation ofevidence and should reflect the student’s most consistent level of achievement, with specialconsideration given to the more recent evidence. The Principal will work with teachers to ensurecommon and equitable grading practices that follow Ministry policy and are based on objectivity.From Grades 9 to 12, a student's achievement of the overall curriculum expectations will beevaluated in accordance with the achievement chart and will be reported as percentage grades. It isexpected that both objective calculations and professional judgment will inform the determinationof the percentage mark.

Final Examinations

There is value in having the culminating activity for evaluation take the form of a formal final examif it is fair and consistent with course expectations.

Students in the same course should be similarly evaluated, which means that final examswill use the same format although particular questions may be different among the students;

Exams may be arranged at centers and conducted under invigilation if possible orproctored through the use of a proctor who is a registered professional, such as apharmacist, registered nurse, lawyer, doctor and engineer etc. approved by USCAAcademy for online students. On campus students and those who are registered in blendprogram will take exams on the schools campus.

All courses will have final examinations unless otherwise agreed to by the Principal.

Students are informed through the course outline if there is to be a final examination and itsvalue in the overall course mark

Final exams will usually be written within two weeks following completion of thecourse.

All final exams are to be reviewed and approved by the Principal before administering tostudents.

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Assignments

It is the responsibility of all students to ensure the completion of all of therequirements of the course before writing the final exam or assessment.

Once the final exam is written or the final assessment is submitted, no further assignments maybe accepted, unless prior arrangements have been made and agreed to in writing between thestudent and the teacher. Students will receive no marks for any outstanding assignments.

Assignments will be varied in nature to include such assignments as essays, termpapers, experiments, projects, participation in conference and discussions, etc.

Unit Tests/Quizzes

Students must complete all of the assigned chapter tests.

The tests are timed and must be completed within the allotted time frames.

The Guidance and Career Education Program

“Under the direction of the Principal, each school will develop and implement a guidanceand career education program. The goals of this Kindergarten to Grade 12 program is toassist students in acquiring the knowledge and skills required to learn effectively, live andwork cooperatively and productively with a wide range of people, and set and pursueeducation and career goals.The guidance and career education program has three areas of learning – student development(i.e., the development of habits and skills necessary for learning), interpersonal development(i.e., the development of the knowledge and skills needed in getting along with others), andcareer development (i.e., the development of the knowledge and skills needed to set short‐termand long‐term goals in planning for the future).Two of the three areas of learning student development and interpersonal development are integratedwithin the learning skills and work habits described in Growing Success: Assessment, Evaluation, andReporting in Ontario Schools.

First Edition, Covering Grades 1 to 12. For each of the learning skills and work habits, the documentprovides examples of associated behaviors, which are designed to guide teachers in the instruction,assessment, and evaluation of the learning skills and work habits.

The third area of learning – career development – helps students reflect critically on their strengths,needs, and interests; set goals; and identify learning opportunities and strategies to achieve theirgoals. The career development competencies are “knowing self”, “exploring opportunities”, “makingdecisions”, and “preparing for change and making transitions”.

The policy document Choices Into Action: Guidance and Career Education Program Policy for OntarioElementary and Secondary Schools describe these competencies and provide examples of associated

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behaviors to guide teachers in the integration of these competencies within the delivery of the Ontariocurriculum in all disciplines. Schools must offer a range of career exploration activities to supportstudents in the development of these competencies.From Kindergarten to Grade 12, teachers encourage their students to set goals to improve their workand to review the success of their personal efforts and choices.

Starting in Grade 7, students also track the growth of their career development competencies and planfor their future in an Individual Pathways Plan (IPP; formerly called the Annual Education Plan).Schools are required to put in place a process to support students in Grades 7 through 12 in establishing,reviewing, and revising their IPP at least twice a year.In order to earn an OSSD, all students are required to successfully complete the Grade 10 careerstudies course. Students may also take additional courses from the guidance and career educationcurriculum policy document, one of which may count as a compulsory credit in Group 1 (see section6.1). The requirements for the guidance and career education program are outlined in Choices IntoAction: Guidance and Career Education Program Policy for Ontario”Ontario Schools: Policy and Program Requirements, 2011 (OS)

Ontario Student Record (OSR)

The Ontario Student Record is the official school record for a student registered in any school inOntario. Every Ontario school must keep an OSR for each student enrolled at that school. The OSRcontains achievement results, credits earned and diploma requirements completed, and otherinformation important to the education of the student. These records are protected by the EducationAct and Freedom of Information legislation.If a student is enrolled in USCA Academy concurrently with another Ontario secondary school, theOSR is to be maintained by the school where the student is taking the most courses. In such cases,USCA Academy will not maintain student’s OSR. The same holds for cases where the student hasgraduated from another secondary school.

USCA Academy will establish and maintain the student OSR only if the student becomes thesole responsibility of the USCA Academy.

OSR Contents

Form 1A

Provincial Report Card: USCA Academy will file both the midterm and final report cards inthe student's OSR or USCA Academy will send these report cards to the student's school wherethis OSR is held

Ontario School Transcript (OST)

Documentation Files for such things as IPRC, IEP, attendance, psychological assessments,occurrence/incident report forms, etc.

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Prior Learning Assessment and Recognition (PLAR) challenge for credit: cumulativetracking record

Annual Community Involvement Report

Ontario Secondary School Literacy Test results

All students’ personal information in the OSR will be maintained for at least one year after use. Reportcards and documentation files are maintained for five years after use. The OSR folder containing theOST and the Office Index Card will be maintained for fifty‐five years after a student retires.

Access to OSRStudents who are 18 year or above and the parents or guardians of students under 18 years of agemay examine the contents of the OSR upon request. Access to the OSR is also granted to theeducational personnel from the Ministry of Education as requested during inspections etc.

Transfer of OSRThe OSR is an ongoing record and may be transferred from the USCA Academy if the studenttransfers to another school. Transfer of all of the original material in the OSR occurs by Priority Postwhen USCA Academy receives written request from the receiving school. If a student transfersoutside Ontario, then only a copy of the OSR is transferred. When a student retires, may give theparents a copy of the OSR, if so requested.

Ontario Student Transcript (OST)The Ontario Student Transcript is an official document issued by a secondary school to a student upongraduation. It is stored in the student's Ontario Student Record (OSR) and retained for 55 years after astudent retires from school. It is a record of all secondary school course work and diplomarequirements. The OST will be issued annually to students whose OSR is held by USCA Academy toany student requiring a transcript as well as to all students upon graduation.

The Ontario Ministry of Education mandates schools in Ontario to implement a policy of full disclosure.This policy states that all grade 11, 12 and OAC courses attempted by students must be recorded on theOST. As a result, any course completed, dropped or failed will appear on a student transcript along withthe marks earned in the program. The time-lines to be followed for this issuance are as follows:

Students who need a certified copy of their Ontario Student Transcript must contact the lastsecondary school at which they were registered.

If the student is currently attending another school - public or private - and is taking a single courseat USCA Academy, then that student's OSR will be maintained at the school that the student isattending. Where students registered in a publicly funded secondary school, earn a credit or credits atUSCA Academy, the Principal of the publicly funded secondary school is responsible for ensuring

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that the USCA Academy credit is recorded on the student's OST.Effective September 2009, all publicly funded schools were required to include a P notation on theOST when recording credits earned at private school. It must be noted that, USCA Academy isrequired only to maintain the OSR containing the OST in cases where the student is the soleresponsibility of USCA Academy.

Withdrawal from a Course

1. Withdrawals occurring within 5 days of the issuing of the first report card from USCAAcademy will result in the mark not being recorded on the OST.

2. A withdrawal from a Grade 11 or 12 course after 5 days of the issuing of the first report cardresults in a "W" being entered in the "Credit" column of the OST along with the mark at thetime of the withdrawal.

3. Withdrawals at anytime from Grade 9 or 10 courses are not recorded on the OST.4. If there are extraordinary circumstances relating to a student's withdrawal from a

course, an "S" may be entered in the "Note" column on the OST.

Repetition of a Course

1. Only one credit is earned in cases of a repeated course2. In Grade 11 and 12, an "R" appears on the student's OST for the course with the lower

mark

Equivalent CreditsOut of province students or transfers from non-inspected private schools may be granted equivalentcredits upon the Principal's evaluation of the student's previous learning.

1. "Equivalent Credits" are entered in the "Course Title" column2. PLE" is entered in the "Course Code" column3. "EQV" is entered in the "Percentage Grade" column4. The total number of credits are entered into the "Credit" column5. The number of compulsory credits are entered into the "Compulsory" column

SUPPORT AND RECOURCES

Special Provisions for English Language Learners

“The student is an English language learner as defined by English Language Learners: ESL andELD Programs and Services: Policies and Procedures for Ontario Elementary andSecondary Schools, Kindergarten to Grade 12 (2007).”

EQAO Secondary OSSLT Decision Making Process:

“Decide on special provisions”

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Prior to the test; for each student individually and in consultation with the student and parent(s)or the adult student, and with the appropriate teaching staff.

Required Documentation

The student information recorded in the SDC system and information letter from the principal tothe parent(s) or adult student outlining the approved special provisions (sample letters are availableon the secure section of the EQAO Web site, www.eqao.com)

Keep all documentation on file.

Permitted Special Provisions

Setting (adjustments to the environment in which the test is written)

An individual or small‐group setting or an individual study carrel

Timing (adjustments to the time allotted for the test)

Additional time, to a maximum of double the allotted time

Periodic supervised breaks”

Notes

English language learners who have special education needs and an IEP are also entitled toaccommodations in accordance with “Students with Special Education Needs”. The student mustcomplete the test by the end of the administration day. The time allowed for reading instructions, thebreak and the questionnaire are not considered part of the time allotted for the student to complete thetest.”

English As A Second Language

Students from a variety of linguistic and cultural backgrounds may need special programs to help themdevelop the level of proficiency in English required for success at school. Courses in English as aSecond Language (ESL) assist these students to learn English. Placements in these courses will bedetermined by an individual language assessment. While students will be accommodated in othercourses per Ministry policies (e.g. both written and verbal instructions, etc.), the curriculum will not bemodified for ELLs, particularly in ENG3U and ENG4U.

Guidance Adviser

The guidance adviser will maintain regular contact with students throughout the school year in order tomonitor their progress in course work and in other aspects of school life, as well as providingeducational planning, creating an Individual Pathways Plan, and assistance in course selection so thatstudents can meet their post-secondary goals. The students will meet with the adviser during scheduled

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times. Guidance advisers will also monitor and advise students regarding class performance andattendance, and intervene if the student’s academic performance or behavior is jeopardizing theirsuccess.

Computers

Computers in the school will allow students to access various learning sites via the internet to pursuetheir studies as directed by the teachers.

Community Resources

-Mississauga Police Service

-Providing information on community safety and students’ rights.

-Mississauga Fire Service

-Providing information on student safety at school and at home (especially regarding home-stayarrangements).

-Chinese Association of Mississauga

-Access to language specific resources, health and wellness events, cultural events, and recreationalactivities and classes.

Technological SkillsIn preparation for further education, employment, citizenship, and lifelong learning, students andteachers must be capable of deriving meaning from information by using a wide variety of informationand literacy skills. Since USCA Academy relies entirely on online systems to run its courses to onlinestudents and incorporates online systems within its on campus programs, ALL students, online orcampus based, will experience first hand the benefits of a technologically enriched education andthereby acquire skills for current practice. Increasing reliance on computers, networks, and informationtechnologies in society makes it essential for students to become computer literate and to developinformation literacy skills. Information literacy is the ability to access, find, select, gather, criticallyevaluate, create, and communicate information. USCA Academy places emphasis and importance onusing the information obtained to solve problems and make decisions in student’s daily course work.

Software Programs for StudentsAs part of their training in computer and information literacy, students would become familiar with awide range of available software programs. Among the applications that can aid student learning aresimulations, multimedia resources, databases, and computer‐assisted learning modules, many of whichhave been developed for use in student’s course work. Students will also be expected to use softwareapplications that help them develop general skills in such areas as writing, problem solving, research,

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and communication. It is important that students learn to critically evaluate the accuracy, validity,currency, comprehensiveness, and depth of the information they access using information technology,particularly the Internet. In general,students must acquire the knowledge, skills, and attributes to allow them to use computer andinformation technology safely, effectively, consistently and ethically.

The curriculum has been developed to effectively integrate the use of computers andinformation technologies into the teaching/learning process.

Note:This program calendar is a summary and discussion of the relevant policies indicated in OntarioSchools: Policy and Program Requirements, 2011 (OS) as set out by the Ministry of Education ofOntario. USCA Academy to all of the appropriate Ontario Curriculum Documents are available toparents, guardians and students from the Introduction Unit of each course. They are also available tothe general public from the Ministry of Education's website

USCA Academy to Policy Documents

http://www.edu.gov.on.ca/eng/document/policy/os/ONSchools.pdf

http://www.edu.gov.on.ca/eng/document/curricul/secondary/oss/oss.html

Ontario Schools: Policy and Program Requirements, 2011 (OS)

Complaints Management

USCA Academy has the goal of meeting all Ministry of Education of Ontario and other relevantProvincial compliance related regulations, on an ongoing basis and to maintain a policy of ongoingcustomer satisfaction through quality education and services. At USCA Academy, the satisfaction ofour students and their parents/guardians is of paramount importance to us. To this end we havesystems in place to seek students and or parents/guardians concerns, and encourage complaints to bedirected to faculty, staff or management for effective and prompt resolution.

Procedures

Students and or their parents/guardians who may have any form of concerns orcomplaints are encouraged to contact the Director of Student Services immediately to voicetheir complaints.

If in the student’s and or parent/guardian’s opinion, the matter at hand poses no threats to thestudent’s safety or does not impede seriously upon the students learning process and can be resolvedwith the staff or student involved in a positive manner, then USCA Academy encourages the directresolution as a first step in the problem solving process.

If, however, the student and or their parent/guardian prefer to lodge a written or verbal

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complaint, the complaint should be lodged to the Director of Student Services or Principal eitherverbally, or in writing.

The Director of Student Services shall ensure that all students’, parents’ and or publiccomplaints are managed effectively as per Ministry of Education of Ontario regulations

and the school’s complaint procedures, and to ensure students, parents and publicsatisfaction with actions taken in relation to complaints.

The Director of Student Services shall ensure that, all complaints written or verbal aredocumented and followed through immediately with a report to the Principal.

The Principal shall initiate an immediate investigation into the matter and collectinformation in a professional, tactful and confidential manner.

The Principal may assign other staff to conduct the investigation depending on thenature and seriousness of the complaint.

Class A complaints relate to matters of potential breaches to the Ministry of Education’s Actand Regulations and or Provincial or Federal laws. In cases of complaints related to physical andor sexual assault against a student and or staff, the Police MUST be notified by the Principalimmediately the complaint is received and the CAO informed immediately.

Class B complaints are related to general service issues not related to breaches in the ACT,Regulations or Laws. In such cases, the matter is handled within 24 hours and no later than 48hours upon receipt of the compliant.