The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:

PRINCIPLES UNDERLYING THE ENGLISH CURRICULUM

This course (which is based on the Ontario English curriculum) is based on the belief that language learning is critical to responsible and productive citizenship, and that all students can become successful language learners. The curriculum and this course are designed to provide students with the knowledge and skills that they need to achieve these goals. It aims to help students become successful language learners.

Successful language learners:

• understand that language learning is a necessary, life-enhancing, reflective process;
• communicate – that is, read, listen, view, speak, write, and represent – effectively and with confidence;
• make meaningful connections between themselves, what they encounter in texts, and the world around them;
• think critically;
• understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated;
• appreciate the cultural impact and aesthetic power of texts;
• use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens.

In planning this course for students with English as a Second Language, the teacher will aim to create a supportive environment that nurtures the students’ self-confidence while also maintaining the integrity and standards of the ENG4U course requirements. Because listening and reading are typically the first of the four language skills gained by the ESL student, it will be important for students to have regular opportunity to practice their writing and speaking in an encouraging setting. The Assessment AS and FOR learning tasks will act as repeated opportunities for students to practice and strengthen their language skills in preparation for the Assessment OF learning tasks that are completed at the end of each Unit or Learning Cycle. Students are also encouraged to seek out supports and ask for extra help and guidance as they progress through the course. For students who begin the course with a strong grasp of the English language, it is an opportunity for them to encourage and support their classmates as opportunities arise through interactions online.

Healthy Relationships and Antidiscrimination in the Online Classroom

Every student is entitled to learn in a safe, respectful and caring environment, free from violence, discrimination and harassment. Because we live in a globalized and diverse world, a crucial life skill is the ability to work and live alongside individuals and communities which are different from our own. For this reason, antidiscrimination education is central to the Ontario curriculum and is intended to prepare students to be responsible citizens in their chosen post-secondary education and work life beyond.

Because there is a greater degree of anonymity to the online classroom, it is vital that all students understand and agree to abide by the healthy relationships and antidiscrimination policy in all interactions. This policy requires that all students:

• think critically and compassionately as they engage with classmates, instructors and community members in order to help develop a positive community of learners in which all members can learn and grow.
• communicate with respect and kindness when engaging in debate and discussion with the ideal of always seeking first to understand before being understood, and being willing to hold judgments and conclusions until all parties have had the opportunity to express and clarify their positions.
• demonstrates patience as classmates seek to express their ideas and understanding of the course content and a willingness to ask clarifying questions as necessary.
• work to the best of their abilities and make the most of the various opportunities given them in the class.

Any repeated negative behaviour will be subject to appropriate discipline and consequences.

The Role of the School Library

Although Sophio Academy does not have an official school library, students are encouraged to use e-books, local libraries, and archives to develop important research and inquiry skills. Students are also encouraged to explore, whenever possible, academic archives available online.

Academic Honesty and Plagiarism

Students enrolled in Sophio Academy must follow a high standard of academic honesty in all of their coursework. It is understood that we all 'stand on the shoulder of giants' but in order to prepare students for post-secondary studies, it is expected that they properly reference and cite the work of others in their course work and assignments using the proper recognized MLA formatting.

Sophio Academy desires to instill the values of honesty and hard work within our students while also teaching them how to engage in academic discussions and interactions with their intellectual community and honoring the work and ideas of others. Sophio Academy maintains and expects a high standard of academic honesty from all of its students as a vital and essential part of their character growth, academic practice and preparation for post-secondary studies.

The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:

Assessment

As required by the Ministry of Education, students will be assessed in four areas as follows:

Final Grade

The final grade will be determined as follows (in accordance with Ministry of Education standards) an in accordance with the COVID protocols for this school year:

Learning Skills

The following Learning Skills rubric can be used by online teachers when assessing Learning Skills:

The expectations for the course in Media Arts are organized into three distinct but related strands, taken directly from the Arts Curriculum Grade 11 and 12 Ministry document:

1. Creating and Presenting: Students use the creative process  independently and collaboratively to produce and present media art works that incorporate the principles of media arts and the elements of the contributing arts. Students explore traditional and emerging technologies, tools, and techniques to create works for a variety of audiences.
2. Reflecting, Responding, and Analyzing: In this strand, students use the critical analysis process to develop their understanding of and appreciation for media art works. Students examine the interrelationships between media art works and individual and cultural identities and values, generating a deeper understanding of themselves and the communities in which they live.
3. Foundations: In this strand, students acquire theoretical concepts and a specialized vocabulary for evaluating their own creations and the work of other media artists. They learn about the historical and socio-cultural contexts of media arts, and examine ethical, environmental, and safety issues associated with this art form.

PROGRAM PLANNING CONSIDERATIONS               

PRINCIPLES UNDERLYING THE ENGLISH CURRICULUM

This course (which is based on the Ontario English curriculum) is based on the belief that language learning is critical to responsible and productive citizenship, and that all students can become successful language learners. The curriculum and this course are designed to provide students with the knowledge and skills that they need to achieve these goals. It aims to help students become successful language learners.

Successful language learners:

• understand that language learning is a necessary, life-enhancing, reflective process;
• communicate – that is, read, listen, view, speak, write, and represent – effectively and with confidence;
• make meaningful connections between themselves, what they encounter in texts, and the world around them;
• think critically;
• understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated;
• appreciate the cultural impact and aesthetic power of texts;
• use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens.

In planning this course for students with English as a Second Language, the teacher will aim to create a supportive environment that nurtures the students’ self-confidence while also maintaining the integrity and standards of the ENG4U course requirements. Because listening and reading are typically the first of the four language skills gained by the ESL student, it will be important for students to have regular opportunity to practice their writing and speaking in an encouraging setting. The Assessment AS and FOR learning tasks will act as repeated opportunities for students to practice and strengthen their language skills in preparation for the Assessment OF learning tasks that are completed at the end of each Unit or Learning Cycle. Students are also encouraged to seek out supports and ask for extra help and guidance as they progress through the course. For students who begin the course with a strong grasp of the English language, it is an opportunity for them to encourage and support their classmates as opportunities arise through interactions online.

Healthy Relationships and Antidiscrimination in the Online Classroom

Every student is entitled to learn in a safe, respectful and caring environment, free from violence, discrimination and harassment. Because we live in a globalized and diverse world, a crucial life skill is the ability to work and live alongside individuals and communities which are different from our own. For this reason, antidiscrimination education is central to the Ontario curriculum and is intended to prepare students to be responsible citizens in their chosen post-secondary education and work life beyond.

Because there is a greater degree of anonymity to the online classroom, it is vital that all students understand and agree to abide by the healthy relationships and antidiscrimination policy in all interactions. This policy requires that all students:

• think critically and compassionately as they engage with classmates, instructors and community members in order to help develop a positive community of learners in which all members can learn and grow.
• communicate with respect and kindness when engaging in debate and discussion with the ideal of always seeking first to understand before being understood, and being willing to hold judgments and conclusions until all parties have had the opportunity to express and clarify their positions.
• demonstrates patience as classmates seek to express their ideas and understanding of the course content and a willingness to ask clarifying questions as necessary.
• work to the best of their abilities and make the most of the various opportunities given them in the class.

Any repeated negative behaviour will be subject to appropriate discipline and consequences.

The Role of the School Library

Although Sophio Academy does not have an official school library, students are encouraged to use e-books, local libraries, and archives to develop important research and inquiry skills. Students are also encouraged to explore, whenever possible, academic archives available online.

Academic Honesty and Plagiarism

Students enrolled in Sophio Academy must follow a high standard of academic honesty in all of their coursework. It is understood that we all 'stand on the shoulder of giants' but in order to prepare students for post-secondary studies, it is expected that they properly reference and cite the work of others in their course work and assignments using the proper recognized MLA formatting.

Sophio Academy desires to instill the values of honesty and hard work within our students while also teaching them how to engage in academic discussions and interactions with their intellectual community and honoring the work and ideas of others. Sophio Academy maintains and expects a high standard of academic honesty from all of its students as a vital and essential part of their character growth, academic practice and preparation for post-secondary studies.