TEACHING AND LEARNING STRATEGIES:

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual student’s multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

The primary purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the Ministry of Education’s Growing Success policy document, which articulates the Ministry’s vision for how assessment and evaluation is practiced in Ontario schools.

Growing Success describes the three assessment types as follows:

• Assessment as Learning: focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.
• Assessment for Learning: the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.
• Assessment of Learning: the assessment that becomes public and results in statements or symbols about how well students are learning.

ASSESSMENT AND EVALUATION

 EVALUATION SCHEME

A final grade (percentage mark) is calculated at the end of the course and reflects the quality of the student’s achievement of the overall expectations of the course, in accordance with the provincial curriculum.

The final grade will be determined as follows:

• Seventy per cent (70%) of the grade will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

Thirty per cent (30%) of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.

LATE POLICY

Due dates are firm; unless the instructor notifies the class of a change in due dates for tests or assignments all students are expected to be present for their students and to hand in their work on time. Students who fail to show up on a test date will have to first provide a doctor’s note signed by the practitioner in order to have a redo date. Any other notes will not be accepted. Late assignments will be penalized 5% each day they are late (including weekends) to a maximum of 20%. In order to prevent late penalties from incurring students must provide a doctor’s note as well. Upon providing the instructor with a doctor’s note, a new due date will be negotiated. If the work is submitted past the new due date the late assignment penalty rule will come into effect.

PLAGIARISM

Plagiarism is a serious offense. It is defined as taking words, phrasing, sentence structure, or any other element of the expression of another person’s ideas, and using them as if they were your own.  Plagiarism is a violation of another person’s rights, whether the material taken is great or small.

Students will be assisted in developing strategies and techniques to avoid plagiarism. They need to be aware that plagiarized term work will be penalized and could result in a mark of zero.

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:

Nature & Purpose of Assessment

Throughout the course, students will complete three kinds of assessment as outlined in the chart below: 

Please note: The underlying purpose of completing three kinds of assessments is to provide students with multiple opportunities to explore and master the course material before completing the final assessments (which are used to calculate the final grade). It is important for students to recognize the value of each kind of assessment as they pursue success in this course.

Assessment Categories

As included in the Grades 9 to 12: English as a Second Language and English Literacy Development, the FOUR assessment categories of knowledge and skills taught and assessed in this course are described as follows:

Knowledge and Understanding. Subject-specific content acquired within the course (knowledge), and the comprehension of its meaning and significance (understanding).

Thinking. The use of critical and creative thinking skills and/or processes, as follows:

• planning skills (e.g., generating ideas, gathering information, focusing research, organizing information)
• processing skills (e.g., drawing inferences, interpreting, analysing, synthesizing, evaluating)
• critical/creative thinking processes (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process)

Communication. The conveying of meaning through various text forms.

Application. The use of knowledge and skills to make connections within and between various contexts.

Overall Weighting of Assessment Categories:

Each assessment category is given a weight in order to prioritize the goals and skills reflective of the ENG3U course.

Course Work - Assessment of Learning Breakdown

The assessment of the ENG3U course is broken down into two major components:

• course work (worth 70% of your final grade)
• culminating tasks (worth 30% of your final grade).

Course Work (70%)

The course work mark is comprised of a variety of assessments that evaluate your grasp of the skills and content taught in each unit of study. The Assessments of Learning (listed in the chart below) happens throughout the course as you complete each cycle of learning within a unit of study. Each of the assessments included in the chart below counts towards the final grade for the course and are weighted as outlined below.

Culminating Tasks (30%)

The culminating tasks of the Independent Study Unit (ISU) and Final Exam total 30% of the final course grade and will be completed at the end of the course.

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 ENG3U 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 Anti-discrimination 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, anti-discrimination 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 anti-discrimination 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:

Please note: The underlying purpose of completing three kinds of assessments is to provide students withmultiple opportunities to explore and master the course material before completing the final assessments (which are used to calculate the final grade). It is important for students to recognize the value of each kind of assessment as they pursue success in this course.

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.