Athletics, Co-curriculars and Community Involvement 13
University Guidance and Career Planning 17
Student Support 18
Communications 20
Report Cards and Parent-Teacher Conferences 21
Attendance Procedures 22
Academic Resources 23
Academic Integrity and Assignment Deadlines 25
Assessment and Evaluation 27
Types of Courses and Course Selection 29
Graduation Requirements 35
Overview of Senior School Courses 39
Senior School Course Descriptions 40
English 40
Mathematics 41
Science 43
Computer Science 46
Business Studies 47
Canadian and World Studies 48
Social Sciences and Humanities 50
Interdisciplinary Studies 52
Modern Languages 52
Health and Physical Education 56
The Arts 58
Technological Education 61
Guidance and Career Education 62
Music Certificates 63
Professional Affiliations
St. Mildred’s-Lightbourn School is a proud member of:
Round Square is an international network of more than 250 like-minded schools in 50 countries that connect and collaborate to offer world-class programmes and experiences that develop global competence, character and confidence in our students. For more information, visit roundsquare.org
The eLearning Consortium Canada (ELCC) is a unique cooperative not-for-profit organization of member schools mandated to deliver quality online curriculum for the benefit of students in member independent schools. ELCC develops exceptional eLearning experiences for students using the best teaching and learning practices that exist in our independent schools. For more information, visit elccanada.ca
The Canadian Accredited Independent Schools (CAIS) is a community of independent schools who choose to meet and exceed rigorous National Standards that inspire continuous whole school improvement. For more information, visit cais.ca
Conference of Independent Schools of Ontario (CIS Ontario) A collegial group of 47 member schools working together to advance educational excellence in Ontario independent schools. For more information, visit cisontario.ca
Advanced Placement (AP) Since its inception in 1955, AP has provided motivated high school students with the opportunity to take college-level courses in a high school setting. There are currently more than 110,000 teachers leading AP courses in high schools worldwide. For more information, visit collegeboard.org
The International Coalition of Girls’ Schools (ICGS) is the leading advocate for girls’ schools, connecting and collaborating globally with individuals, schools, and mission-aligned entities dedicated to educating and empowering girls. For more information, visit girlsschools.org
The National Association of Independent Schools (NAIS) is a nonprofit membership association that provides services to more than 2,000 schools and associations of schools in the United States and abroad, including more than 1,600 nonprofit, private K-12 schools in the U.S. For more information, visit nais.org
Our Vision
Young women empowered to challenge and transform the world.
Our Mission
To engage each girl in a personalized, real-world learning experience where she explores her unique pathways within a nurturing community.
Our Values
Excellence: the relentless pursuit of growth, knowledge and wisdom in a way that allows us to achieve our very best.
Courage: having confidence, taking risks, making bold choices and persevering when challenged.
Integrity: being honest, ethical and principled in our actions and taking responsibility for the impact we have.
Belonging: connectedness to a community that values, recognizes and celebrates one another.
Supporting Personalized Education for Each Student
The Senior School experience at SMLS prepares our students to thrive in their post-secondary education, future careers and in life. Our academic program exceeds the Ontario curriculum expectations in all areas, and supports students in learning to navigate a world that is increasingly interconnected and unpredictable. We strive to equip our students with the skills, competencies, dispositions, character and leadership traits that will empower each Millie to be an effective and responsible global citizen who makes a difference in the world. Some of the benefits of the Senior School experience at SMLS include:
• Advisor program
• A Global Citizenship Pathway with whole-grade experiences in SS9–SS12
• 1:1 Laptop Environment with access to a wide range of emerging technologies
• Reach ahead pathways in Mathematics and the Arts
• Reach ahead courses in Business, Humanities, Computer Science, Technology and Social Sciences
• Partnership with the e-Learning Consortium of Canada for online learning
• Advanced Placement course offerings in Mathematics, Sciences, Languages and Visual Arts
• A personalized Professional Internship experience for SS11 students
• Grad Seminar classes for all SS12 students to support applications and transitions to Higher Education
• Grad Class Higher Education Experience as a culmination of students’ time at SMLS as they prepare for university life.
SMLS’s Senior School provides each student with a personalized pathway that meets her academic and experiential learning aspirations while giving her flexibility and variety so that she can explore her developing interests and passions along the way. Our programming leverages the strengths of our rigorous academic program and enriched Signature Programs, while expanding the exceptional learning opportunities for each and every student.
Below are the knowledge, skills, and competencies the faculty of SMLS has identified as significant for developing forward-thinking and future-ready citizens. Our ideal graduate will:
Have
• foundational skills: literacy, numeracy, digital skills (including ethical use of generative AI)
• in-depth knowledge and understanding of global and intercultural issues
• knowledge of self
• an awareness of individual, local and global contexts
Be able to
• be adaptable, persistent and resilient in the face of adversity
• focus on complex problems and ask insightful questions
• apply knowledge to new situations (learn deeply)
• work collaboratively and communicate with clarity and precision
• leverage technology to learn, connect and work with diverse people
• think critically, creatively, independently, interdependently and rigorously
• demonstrate timemanagement and research skills
• take responsibility for their learning
• recognize that failure is an essential part of progress
• curious, empathetic, compassionate and responsible
• innovative, entrepreneurial, creative and open to risk taking
• sensitive to the human condition
• intrinsically motivated
• eager to tackle the challenges and opportunities of their world
• life-long learner who can identify and synthesize the knowledge needed to address challenges in a complex and uncertain world
SMLS Traditions
Prefects
Each spring, our students in MS6–SS12 along with SMLS Faculty and Staff, elect the next school year’s Prefect Council.
The Head Prefect is the “head” of the student body. She represents our students at all major school functions, leads the Prefect Council, serves as a liaison between the staff and the student body, and helps maintain the traditions and culture of our school. After a year of responsibility, her final duty is to give an address at the Senior School Closing Ceremony.
The Prefect Council has a multitude of responsibilities as a team, and specific responsibilities within their portfolio. The specific titles and positions are decided upon during Prefect election and may include Head Prefect, Games Captain, House Captain, Junior School Prefect, Middle School Prefect, Arts Prefect, Admissions and Marketing Prefect, Social Prefect, Global Citizenship and Diversity Prefect, Wellbeing Prefect, Service and Sustainability Prefect, and STEMR Prefect.
Prefects organize and coordinate day-to-day activities and ensure the effective running of our five councils. They assist at chapels and assemblies, promote community initiatives at the school and act as ambassadors during special events and Open Houses.
The House System
The tradition of the House System is a vital and integral part of life at St. Mildred’s-Lightbourn School. Every student and staff member belongs to one of the three Houses: Brant-Massey (red), Cartier-Vanier (green) and Grenfell-Alexander (blue). Sisters and Legacy daughters (whose mothers attended SMLS) are placed in the same House as their family members.
Our House Captain works with Senior and Middle School House representatives in organizing spirit-raising activities, such as Intramurals and Sports Day, which are devoted to House competitions.
Students and Houses work to earn House Points. Each student contributes to the success of her House in a number of ways: intramural participation, service to the school, club participation and involvement in various other activities. The goal of this program is to combine House spirit and school spirit, giving a family atmosphere and unity to our school community. It also encourages students to work together and with staff, developing leadership skills and personal growth, and rewards students who participate broadly in the life of the school.
The student with the highest point total at the end of the year receives a personal plaque and her name is engraved on the House plaques displayed at the school. The House with the top average points per student receives recognition at the final Chapel of the year, and the House and academic year is engraved on the House Cup.
GLOBAL CITIZENSHIP
Global Citizenship
The Global Citizenship program is an integral part of the SMLS student experience. With unique programming designed to enhance and extend student learning, Global Citizenship offers unique immersive opportunities that challenge and stretch student perspectives, build community within and beyond the SMLS walls, and foster the development of skills students can take with them as they move beyond SMLS.
Programs designed to empower young women to challenge and transform the world.
Round Square
SMLS is proud to be a Global Member of the international association of like-minded independent schools called Round Square. Round Square schools are committed to developing the “I.D.E.A.L.S.” of the organization: Internationalism, Democracy, Environmental Stewardship, Adventure, Leadership and Service. As a member of Round Square, students have the opportunity to:
• Participate in an exchange in one of over 40 countries around the world and to engage in global collaboration. For a list of Round Square Schools with Exchange opportunities, please see the Round Square webpage (www.roundsquare.org).
• Attend a Round Square conference which focuses on the pillars of the organization. This opportunity brings schools from around the world together in an inspiring and dynamic setting to create action on specific topics of global importance.
• Opportunities to attend conferences will be made available to students throughout the year.
The International Duke of Edinburgh’s Award Program
The International Duke of Edinburgh’s Award is a prestigious internationally recognized program. Founded by His Royal Highness, The Duke of Edinburgh in Great Britain in 1956, the program is designed to help young people develop a sense of responsibility in themselves and their community by expanding their horizons. This Award has evolved into one of the most comprehensive, individual development, self-training and personal achievement programs in the world. Since its inception, over seven million young people in over 150 countries have participated. The program is open to all young people between the ages of 14 and 25 and is made up of four sections: community service, skill development, physical fitness, and adventurous journeys. There are three levels to this award: Bronze (entry age: fourteen), Silver (entry age: fifteen) and Gold (entry age: sixteen).
The school strongly supports this program as the goals parallel our own for developing responsible, well-rounded, compassionate and healthy, active young leaders. The Bronze Award is a compulsory part of the SMLS Senior School program while the Silver and Gold Awards are strongly encouraged. All girls are required to complete the Duke of Edinburgh’s International Award at the Bronze Level prior to Graduation. Achievement of the Duke of Edinburgh’s Award at the Gold level is highly advantageous to students aspiring to enter competitive post-secondary programs, both within Canada and internationally.
Each year an optional adventurous journey for those students wishing to pursue their Silver level of the award is offered depending on interest and availability. Past experiences have included canoe trips, hiking trips and dog sledding and will depend on level of interest and availability. The cost to register for the Duke of Edinburgh’s award at the Bronze level is provided by the school. Students opting to register for the Silver and the Gold awards will have their registration fee billed to their account.
International Experiences
International programs during the March Break are designed with a focus on global citizenship, classroom connections, and broadening student perspectives. Previous programs have included trips to Kenya, Bhutan, France, NYC, Galapagos, Fiji, Japan, and Costa Rica. International Programming is released in the Fall of the current school year.
Depending on available opportunities and timings, SMLS students may be able to apply to participate in additional global student conferences, SHAD Canada, Model United Nations:
Global Citizenship Senior School Pathway
While at SMLS, every student pursues a unique path, the Global Citizenship Team offers distinctive and thoughtful opportunities in each grade.
SMLS Global Citizenship
Real world learning & skill development pathway
SS9: Adventure
Character Education, Self-Care, Collaboration, Healthy Relationships, Resilience
SS9: Adventure
Experiential Learning including Canoe Trip Camp Arowhon, September 2025
Character Education, Self-Care, Collaboration, Healthy Relationships, Resilience
Experiential Learning including Canoe Trip Camp Arowhon, September 2023
SS10: Discovery
Self-Awareness, Stretching Comfort Zones, Real World Exploration & Reflction, Self-Actualization
SS10: Discovery
Self-Awareness, Stretching Comfort Zones, Real World Exploration & Reflction, Self-Actualization
Discover Block Options: 1 - Local Community Engagement
2 - Ecology Education, International 3 - Community and Culture, International 4 - Cultural Identity, National 2-week block in November 2023
Discover Block Options: 1 - Local Community Engagement 2 - Ecology Education, International 3 - Community and Culture, International 2-week block in November 2025
SS11: Leadership
SS11: Leadership
Practical Real World Skills, Peer Mentorship, Professional Understanding
Practical Real World Skills, Peer Mentorship, Professional Understanding
Leadership Education with A.L.I.V.E. Outdoors Camp Timberlane, September 2023
Leadership Education with A.L.I.V.E. Outdoors Camp Timberlane, September 2025
Personalized Real World Experience: Professional Internship (Co-op) 4-week block in May & June 2024
Personalized Real World Experience: Professional Internship (Co-op) 4-week block in May & June 2026
SS12: Self Advocacy Service Learning, Independence, Community Connectedness, Post-Secondary Preparedness
SS12: Self Advocacy Service Learning, Independence, Community Connectedness, Post-Secondary Preparedness
The Grad Experience: Professional workshops, post-secondary skill development, self efficacy, reflection
The Grad Experience: Professional workshops, post-secondary skill development, self efficacy
Whole Grade Retreat 4-week block in May & June 2024
Whole Grade Experience: 2-week program in May & June 2025
Grads
Grads
Giving Back
Giving Back
SS9 Global Citizenship — Adventure
The SS9 program meets the specific needs and learning abilities of girls beginning their secondary school journey. Our programs foster a positive sense of self, a commitment to community, and a sense of social responsibility. Students at this age are ready to embrace new academic challenges.
The experiential learning opportunities which include the entire grade
• Team building exercises and the introduction to the Duke of Edinburgh’s International Award that will include preliminary training and water safety education.
• A four-day outdoor education canoeing and camping experience at Camp Arowhon, Algonquin Park with A.L.I.V.E. Outdoors. The focus is on outdoor living skills, effective team and leadership development, self-awareness, engaging with challenges, and personal growth. It is also an appropriate expedition for students aged 14 undertaking the Duke of Edinburgh’s International Award at the Bronze level.
• Round Square Exchange Program. SS9 students may apply to represent SMLS on a Round Square school Exchange. The timing, duration and location of these opportunities are discussed on an individual basis.
SS10 Global Citizenship — Discovery Program
Our SS10 program focuses on developing the skills required to be a Global Citizen. Students work to understand and discover multiple perspectives and worldviews, engage with complex issues and develop a sense of empathy and curiosity toward the world around them.
Discovery Program
The Discovery Program provides all grade 10 students a unique opportunity in November for experiential learning within the wider community. Students can participate in a local or international experience. Previous experiences offered have included local experiences and trips to Italy, the Bahamas, and Peru.
Please note the opportunities requiring travel are at an additional cost. The costs are calculated based on the number of participants; accommodations; transportation and other programming costs. These are communicated out to families 6 months in advance of program start dates.
SS11 Global Citizenship — Personal and Professional Leadership
This program consists of two main blocks:
1. Personal Leadership:
This experience takes place at Camp Timberlane in September. It involves workshops through ALIVE Outdoors and focuses on learning, developing, and practicing individual leadership styles and personal legacy. Throughout this program, the SS11 students work alongside Middle School students in developing peer mentorship.
Personal Leadership: This first experience involves workshops through ALIVE Outdoors which takes place at Camp Timberlane in September. The focus is on learning, developing, and practicing individual personal leadership styles through workshops focused on leadership development and personal legacy. Throughout this program, the SS11 students work alongside Middle School students in developing peer mentorship.
2. Professional Internship:
The second block is a 3-4 week intensive block of time at the end of the school year that will see all students engaged in studies beyond the walls of SMLS with a focus on developing critical skills in authentic professional settings alongside industry professionals in a field of their choice. This unique time period of learning time can provide such opportunities as cooperative education that meets the criteria for additional Ministry accreditation, elite athletic training, or a school exchange with a partner school. The pre-placement program consists of workshops and guest speakers to develop students’ professional skills. The cost of the pre-placement programming is covered by the Global Citizenship Department.
Students who elect to participate in the cooperative education program in the spring of their SS11 year can expect:
• to spend a minimum of 110 hours per credit.
• to complete an independent study project in the form of a placement portfolio, under the
• supervision of their mentor/supervisor and their co-operative education teacher.
• to keep a daily log.
• depending upon the area of study and the hours spent in the workplace, there is the possibility to earn one credit towards their Ontario Secondary School Diploma, to be connected to a Grade 11 or 12 credit achieved prior to placement.
Students who choose to apply must:
• take part in 15-20 hours of scheduled preplacement programming.
• submit an updated resumé and cover letter.
• be willing to assume responsibility for transportation to and from the workplace; and
• demonstrate through an interview, their rationale for their participation and their commitment to the program.
Our goal is to provide a rigorous learning experience; therefore, we ensure we can provide a committed mentor/supervisor in an appropriate career setting. Students will be interviewed to determine their needs and to ensure that their commitment is in keeping with the goals of the program.
SS12 Global Citizenship - SelfAdvocacy and Lifelong Learning
SS12 is a year of focus on the skills and preparedness needed to thrive in the postsecondary landscape. Students focus on postsecondary applications and the development of an outstanding graduate resumé that reflects the full range of experiential learning accomplishments at SMLS. In addition, the “Grads Giving Back” program with the local community completes the wellrounded profile of our graduating global learner.
ATHLETICS, CO-CURRICULARS, & COMMUNITY INVOLVEMENT
Athletics,
Co-Curriculars, and Community Involvement
Sports and Co-curricular Activities
St. Mildred’s-Lightbourn School recognizes the value of experiences that can take place outside of the classroom. Students, therefore, are provided with excellent opportunities to participate in a wide array of co-curricular activities in the form of Clubs, Councils, Drama/Musical performances, Choir and Bands, Visual Arts Exhibits and CISAA Team Sports. Senior students are expected to engage in at least one co-curricular activity throughout the duration of an academic year.
Many of the activities students can consider are below:
CISAA Sports
Badminton
Cross-Country Running
Swimming
Basketball
Soccer
Volleyball
Tennis/Soft Ball
Alpine Skiing
CISAA Sports Team Fees: There are additional costs associated with participation on some CISAA teams to cover pool charges, travel, tournaments, etc.
Community Involvement
Students must complete a minimum of 40 hours of community involvement activities as part of the Ontario Secondary School Diploma requirements. The purpose of this requirement is to encourage students to develop an awareness and understanding of civic responsibility and of the role they can play and the contributions they can make in supporting and strengthening their communities. Students will plan and select their community involvement activities in consultation with their parents. Although this Diploma requirement applies to students in Grades 9 to 12, students in Grade 8 are able to start accumulating hours beginning on July 1st in the summer before they enter Grade 9.
Community Service opportunities are regularly provided by the school. Students are also encouraged to independently seek out opportunities within their own community.
University Guidance and Career Education
The University Guidance program at SMLS has expanded to incorporate personal pathways workshops for girls from SS9 through to SS12. In SS9 and SS10, girls engage in extensive selfassessments of their own skills, aptitudes and interests, aligned with the Careers course, which is delivered through a combination of synchronous and asynchronous online learning (along with the Civics and Citizenship course). Students have opportunities to network with several SMLS alumnae, representing a diverse range of professions and to seek advice on pursuing careers in competitive fields throughout the school year. In SS11 and SS12, students receive support and guidance on applying for specific programs and scholarships, including writing essay responses, resumes and preparing for interviews.
The goals of the University Guidance and Career Education program are organized into three areas of knowledge and skills: student development, interpersonal development, and career development. The program focuses activities within three major connected stages: Exploration, Assessment and Action. This program reflects the interconnectedness of these three areas and recognizes the important roles played by teachers, advisors and guidance counsellors in supporting our students along the pathway to their postsecondary and professional careers.
Throughout the school year, students have opportunities to meet directly with local and global Higher Education representatives and to attend University Fairs at SMLS. The primary goal of these fairs is to help students develop their understanding of the opportunities that are best suited for them, locally, nationally and internationally, and to prepare them for the competitive post-secondary admission process.
Parents are invited to meet with our University Guidance Counsellors to discuss post-secondary options and the application process. Webinars on the Canadian university application process, US/ UK applications, and NCAA eligibility are offered to families in addition to workshops provided to students.
Grad Seminar
Our unique Grad Seminar course, taken by each student in their final year of Senior School, helps students prepare to thrive at university. Through this program, our graduating students gain insight into the challenges and opportunities they will face as they enter post-secondary education. Between September and December, students spend significant time researching colleges, universities, post-secondary programs and scholarship opportunities, and begin applying to programs in Canada and around the world. Once the application periods are complete, students engage with recent SMLS grads who are currently enrolled in Higher Education to discuss issues such as health and safety, academic integrity, money & finances, negotiation & conflict resolution and issues regarding women in the workforce.
STUDENT SUPPORT
SMLS Code of Conduct
The goal of St. Mildred’s-Lightbourn School is to provide a stable and nurturing environment for girls of all ages; one in which they may grow intellectually, physically, socially and emotionally, while encouraging respect for the school, its traditions, and the community at large. To ensure that our school remains a safe and accepting environment for all learners, students are expected to abide by the SMLS Code of Conduct. The vast majority of our students are model school citizens and are supported and encouraged to contribute productively to school life. In the rare circumstance where a student does not adhere to the SMLS Code of Conduct, consequences will range from counselling and detention, to suspension and withdrawal of services. Any behaviour that threatens the safety and well being of others will result in severe penalties. The SMLS Code of Conduct can be found in the Community Handbook and also on our Resource Board as part of our Safe and Accepting School policy.
Student Success Centre
Informed by the burgeoning body of scientific research into neurodiversity, the Learning Strategies Department works with students to help them understand their strengths, to identify areas for growth and to develop a sense of agency through self-awareness, self-regulation and selfadvocacy. Our team members work closely with faculty and staff to ensure programming that learners can access and engage with so that, over time, students develop skills and habits that will continue to support their development after high school and throughout their lives.
At times and under the guidance of our Director of Learning Strategies, the school will develop a personalized plan to outline specific strategies and accommodations. Types of plans include: Individual Education Plans, Skillbuilding Plans, Safety Plans and Return to Learn Plans. The decision to develop a plan and the specific type of plan are informed by a diagnosis or identification from a psychologist, psychiatrist or other health care professional.
All Senior School students with a plan meet with the Director of Learning Strategies in September/ October to set their personal pathways for the year ahead. The implementation of a plan is most successful when faculty, students, and parents work together as a team to make sure that the plan is responsive to student needs as they evolve.
Advisor Program
All students in SS9-SS12 are placed into advisor groups where a member of our Senior School faculty provides academic guidance and pastoral care for each group of girls. In Grade 9 and Grade 10, students are placed in grade specific advisor groups to allow for community building. Grade 11 and Grade 12 students are mixed to facilitate mentorship and leadership. The advisor groups meet regularly and follow a program designed to meet the moral, social and emotional development of our girls. This is a chance for girls to get to know one another and their advisor, and to share experiences. Various school-related announcements and House challenges are driven through advisor groups. Advisors are the first line of contact to the parents/families of the girls on concerns of a general nature and they will make contact with parents at several points throughout the school year.
Communications
MySMLS
Our community web portal, MySMLS, is accessible by students and parents in a password-protected environment. Through MySMLS, students and parents have access to academic information for each course including: a course outline; a list of topics covered, assessment information, copies of handouts, links to digital resources as well as regular updates on homework and deadlines. Teachers also post information from each lesson so that students may catch up with material for any classes missed. Students have access to MySMLS at school and from home. To access MySMLS, go to the School’s website (www.smls.on.ca), click on the MySMLS tab and enter your name and password.
Report Cards and Interview Cycles
Report Cards
There are several times throughout the year when teachers report on each student’s academic progress.
In October, an initial Progress Report provides an early indicator on student achievement levels within the overall curriculum expectations covered to that point along with an advisor comment. In December, April, and June, students will each receive a comprehensive school report card that includes percentage grades, learning skills, and teacher comments.
Parent-Teacher Interviews
Parent-Teacher Conferences take place in November and February each school year and may be booked through our Pick-a-Time system which is made available on MySMLS approximately two weeks prior to the interviews. In addition to 10-minute appointments with each subject teacher, parents may request a meeting with our University Guidance Counselor or Senior School Principal/ Vice-Principal. Additional interviews initiated by either parents or teachers may be scheduled at any time by appointment.
Student Attendance
Regular attendance on the part of the student is critical for the student’s learning and achievement of course expectations. St. Mildred’s-Lightbourn School is committed to meaningful and purposeful educational experiences for our students each and every school day. Students can expect to take part in a range of academic activities, discussions and interactions, which enable them to connect concepts, synthesize information and gain insight and understanding during experiences that cannot be replicated or replaced outside of the regularly scheduled classes. Students and parents are encouraged to make school attendance a priority and we ask that parents avoid scheduling vacations, family trips or early departures from school for their children.
Excused and Unexcused Absences
Student absences are recorded as “excused” when a student has missed class in order to participate in an alternative school activity such as field trips, athletic events, school performances and in-school speakers.
Our Academic report cards, which are released at scheduled times during the school year, report “unexcused” absences only. Student absences are recorded as “unexcused” when the reason for the absence is not connected to a school event or activity. Teachers will update the course pages on MySMLS to ensure that students have access to any missed materials; however, it is the student’s responsibility to attend to the missed work when they are absent from class for any reason.
Reporting Absences
If a student is going to be absent for any period of academic time, or needs to sign out from school during regularly scheduled classes, we ask that a parent/guardian contact our Attendance Manager via email (ssattendance@smls.on.ca) as soon as possible to let us know. Students who arrive, or leave, the school between the hours of 8:45 and 3:45 for any reason are required to sign in/out with our Envoy system at reception. Any unexplained absences will be communicated home via email, once our class attendance has been logged, for confirmation. For any planned student absence of five or more consecutive days for non-medical related reasons, we require a completed online “Student Extended Absence Form”, which can be requested by contacting ssattendance@smls.on.ca. Students are asked to schedule a meeting with their teachers prior to leaving the school for any extended absence to determine what work will be missed and to devise a plan for making up missed work.
Special provisions are to be made through the appropriate Principal/Vice Principal for any student who will need to miss classes for an extended period of time due to medical reasons so that alternative supports and accommodations may be arranged. Students returning to school after a health related matter (such as a concussion), which may have included a hospitalization, must provide a doctor’s note and check in with the School Nurse and with the Student Success Centre upon their return. The note should indicate that the student has recovered sufficiently to return to all school activities. In some cases, a gradual return to full school activities may be required.
ACADEMIC RESOURCES
School Library
Our mission is to provide resources for the SMLS community and to create a hub of learning, literature, research, and collaboration. Directed by this mission, our Library Technician and Teacher Librarians work collaboratively with teachers and students to provide training on information literacy. Through both classroom and individual instruction, our students will learn to:
• Access a variety of resources (including academic journals and databases) for information, selecting the appropriate source for the task at hand
• Think critically about the resources that they are using, particularly online resources
• Pose interesting questions and identify the information required to develop answers to their own questions
• Record, organize, and synthesize information
• Communicate knowledge back to the community using a variety of media
• Acknowledge the sources used with the proper use of works cited lists and annotated bibliographies
• Reflect on their presentations and research process in order to improve for future endeavours
Students have access to a wide variety of print and digital materials, including a large number of online databases, which are always available to them through our MySMLS portal. We also subscribe to various journals and periodicals that support our curricula.
In addition to assisting our students in developing their research skills, we encourage a lifelong love of reading by providing a wide range of Canadian and international literature. Our students are keen participants in a variety of book clubs, as well as the Ontario Library Association Forest of Reading program. We introduce students to the new print
resources in our collection through book talks, both online and in person, and encourage frequent discussions about the books once they have read them.
Textbooks
Students are responsible for purchasing textbooks for their courses in SS9 through SS12. Details of required textbooks and editions are made available to students in June of each year. Alpha Textbooks, our supplier, offers online ordering at www.alphatextbooks.com. Used textbooks may be returned to Alpha for a credit, where applicable, or sold during the SMLS used book fair.
Technology Integration in the Senior School
Technology is integrated throughout the curriculum in all subjects. Skills that were acquired in the Junior School and Middle School are further developed and new skills are integrated as appropriate.
All Senior School students have their own personal laptop equipped with an SMLS suite of installed software. Updates are completed as necessary by the IT Department. Our use of technology, including a collection of web-based applications, is not limited to computers. Students’ curricular use of technology includes video and digital cameras, tablets, interactive touchscreens, sound recording, graphing calculators, scientific probes and sensors, virtual reality equipment and GPS units. Technology use is guided by the Acceptable Use Policy that is agreed to during re-registration each year by parents and students, as well as a generative AI usage policy.
Academic Integrity & Assignment Deadlines
At SMLS, we believe that academic integrity is fundamental to teaching and learning within an academic environment. All students are provided with the skills, values and academic dispositions that ensure further learning, growth, and success, both in and outside of the classroom.
At the beginning of each school year, advisors reinforce the importance of academic integrity and, under the guidance of their advisors, students sign an academic integrity pledge that affirms their understanding of the Academic Integrity Policy.
Academic integrity is a commitment on the part of our students to submit their own work and give appropriate credit when using the works or ideas of other authors. Copyright laws apply to print and internet sources. Students are instructed in using different citation styles through several of their Senior School courses and are advised that academic dishonesty is a serious offence that may result in penalties in accordance with progressive discipline (ex: warning and parents notified, mark of zero, post-secondary institution notified, suspension). Please be aware of the key definitions below that pertain to academic honesty.
Academic dishonesty is the giving, receiving, or unauthorized use of information or assistance on tests, examinations, or drafting of independent assignments (ex: using chat GPT) without the authorization or guidance of the teacher.
Plagiarism includes representing someone else’s ideas, words, phrases, or work as one’s own. Plagiarism also includes the copying of data, solutions, discussions or answers from another’s work, without a teacher’s expressed permission. Self-plagiarism is another form of plagiarism that includes submitting work previously submitted for assessment/evaluation. Editing (by a friend, parent or sibling) of student work in a second language is not acceptable and use of electronic translators is also unacceptable without the prior approval of the classroom teacher.
Breaches of academic integrity undermine the entire community and are considered among the most serious of offences. Students having difficulty completing an assignment in a timely manner are encouraged to consult their teacher, advisor or a member of our Learning Strategies team.
Assignment Deadlines
SMLS encourages and supports learning through outcome-based assessments. When assessments are not completed by the set due dates or when students are absent, the following procedures will be followed:
Absences
If a student is aware that they will be absent the day an in-class assessment is scheduled, they are required to inform their teacher(s) PRIOR to their absence so that arrangements can be made to complete the assessment.
If a student is absent from class during an in-class assessment without prior notice, they must contact their classroom teacher as soon as possible to arrange an alternative time to complete the assessment. Completion of any such missed assessment will take precedence over other school activities.
Work not Submitted
If a student determines that they will not be able to submit an assignment by the established due date, they will be allowed to request a new due date with their teacher. This request should be made as soon as possible and must take place not less than 24 hours prior to the due date. The teacher will then determine whether there are reasonable grounds for the extension request, and set a new agreed upon deadline.
In any case where work has not been submitted on time, and no previous notice has been provided, the subject teacher will email the parents (copying the Advisor) to outline the work outstanding and inform them of any arrangement made with the student to complete the work at the next available time.
When a student is frequently unable to meet deadlines and when the above guidelines are unlikely to be sufficient in addressing the issue, a meeting with the appropriate classroom teacher(s), Advisor, Senior School Principal or Vice-Principal, and/or the Director of Learning Strategies will be arranged in order to develop a plan for the student. This student will be brought to the attention of the Circle of Care in order to gather any information that might be pertinent.
Assessment and Evaluation
Assessment and evaluation are based on the provincial curriculum expectations and the assessment levels outlined in the Ministry document Growing Success and in the curriculum policy document for each discipline. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Teachers will obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests. Assessment plays a critical role in teaching and learning and should have as its goal the development of students as independent and autonomous learners. Assessment should be planned concurrently with instruction and integrated seamlessly into the learning cycle to inform instruction, guide next steps, and help teachers and students monitor student progress towards achieving learning goals.
Number and Range of Assessments
Students at SMLS can expect to complete assessments regularly in every course throughout the school year to ensure valid and reliable evidence of learning is demonstrated. The nature of these assessments will depend on the subject and/or grade and are designed in order to provide the most accurate information about student learning across the four categories of knowledge, inquiry, application and communication. In order to triangulate evidence of student learning relative to the identified learning goals and success criteria, assessments will include a balance of products, observations and conversations throughout a school year.
As part of students’ participation in assessment as learning, they will also be involved in several peer and self assessments throughout the course of the year. This assessment will be formative in nature (assessment as/for learning) and will not contribute to student grades.
Evaluation and Grades
The final percentage grade for SS9-SS12 will be as follows: 70% of the grade will be based on evaluations undertaken throughout the course and 30% of the grade will be based on a final evaluation which may be a combination of the following: an examination, a performance assessment, an essay, a presentation or another method of evaluation suitable to the course content and expectations.
The Seven Fundamental Principles of Assessment (Growing Success, 2010)
To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:
• are fair, transparent, and equitable for all students;
• support all students, including those with special education needs;
• are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
• are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
• are ongoing, varied in nature, and are administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
• provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
• develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/ course.
3 70–79
2 60–69
1 50–59
Level 3 represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent grades/courses.
Level 2 represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.
Level 1 represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/ course.
Final Evaluations
At least one final evaluation (e.g., exam, performance assessment, essay, presentation, etc.) is required by the Ministry of Education for OSSD courses. Students will be provided with detailed schedules for their final evaluations in advance, and will be provided the opportunity to review their evaluation with, and receive feedback from, their teacher once the evaluation has been graded.
Types of Courses & Course Selection
In SS9 and SS10, two types of courses are offered: academic courses and open courses. Academic courses emphasize theory and abstract problems. Open courses are designed to prepare students for further study in certain subjects and to enrich their education generally. In SS11 and SS12, courses offered to prepare students for their postsecondary destinations include: university preparation courses, developed in close collaboration with universities; university/college preparation courses, developed in close collaboration with both universities and colleges; and open courses. There are also many Advanced Placement courses offered for students seeking enrichment in particular subjects.
Recommended Number of Courses Per Grade
Below is the recommended number of courses students should be enrolled in for each grade level:
Advanced Placement Courses
American College Board Advanced Placement (AP) courses are first-year internationally recognized university courses offered to high school students. These courses are designed for highly motivated students who are seeking a challenging learning experience with more content and depth in a subject area. Successful completion of the AP examination may earn students a first-year university credit or advanced standing for American Universities and in several universities across Canada. Families are encouraged to research individual Canadian university admission policies regarding the acceptance of AP courses. Students will have the opportunity to select AP courses for the following year during the regular course selection process.
While we encourage all students to consider the academic challenge afforded by AP courses, based on past student experiences and success, SMLS recommends the following criteria to enroll in AP courses: achievement of a minimum of 90% in the pre-requisite course as well as ‘Good’ or ‘Excellent’ results in Learning Skills on the June report card including: responsibility, organization, independent work, initiative, self-regulation and collaboration. We suggest that students and families consider the time commitment required while planning for extra-curricular activities during the same academic year. A maximum of three AP courses at a time will allow for an academic-extracurricular life balance. Students enrolled in AP courses are encouraged to take the final exam held in early May. All exam results are made available in July.
The 2025-2026 fee per exam is $150.00. This is an additional fee that will be billed to student accounts upon finalizing our exam order. Students will be required to indicate their intention to challenge an exam by mid-late October of the academic year in which the exam will be written. In addition, where applicable, the AP Coordinator
and Director of Learning Strategies can apply for testing accommodations for those students who have documented disabilities, Individualized Education Plans, and who already receive accommodations at the school.
AP courses offered at SMLS or through our membership in the e-learning consortium for 2025-2026 include:
Chinese Language and Culture (ELCC)
English Literature and Composition Physics 1
French Language and Culture
Psychology (ELCC)
Studio Art - 2D / 3D Design
Note: Students wishing to study independently in an AP subject area outside our Academic Program may request to write any College Board AP exam by contacting our University Guidance office.
For more information on the Advanced Placement program and courses visit http://www.ap.org
E-Learning Consortium
The e-Learning Consortium Canada (ELCC) is a unique cooperative not-for-profit organization of member schools mandated to deliver quality online curriculum for the benefit of students in member independent schools. ELCC develops exceptional e-Learning experiences for students using the best teaching and learning practices that exist in our independent schools. The unique Consortium model, of schools working together collaboratively, provides an enhanced online experience using a development and delivery model that has consistently proven to be successful and sustainable.
SMLS joined the ELCC in 2020, and along with a large number of other CAIS schools across the country, we are now able to offer several new Ontario Secondary School Diploma courses (currently Grade 11 and 12 courses only) through this online platform. As spaces within this program are limited, we prioritize students with schedule conflicts and those seeking to take a course that is not currently offered at SMLS. Students will be notified of an offer to take an online course through the ELCC in the spring for the following September.
For more information on the the ELCC and courses offered please visit https://elccanada.ca/courses/
Course Credits
A credit is granted to a student by the Head of School on behalf of the Minister of Education upon successful completion of a course for which a minimum of 110 hours (55 hours for a 0.5 credit) of learning has been provided.
Course Coding
All courses (with the exception of some modern language courses) are numbered and identified according to the Ministry of Education. The five digit code can be explained as follows:
ENG3U = Grade 11 English, University Preparation
(Subject)
U (Course Type)
D Academic
O Open
P Applied
U University Preparation
M University/College Preparation
C College Preparation
W De-streamed Course
Courses of Study
Outlines of all courses offered in our academic program are maintained by the Senior School Principal. Each course has been developed according to the requirements of the Ministry of Education, and in the case of AP courses, the College Board. Summaries of full course outlines are available for students and parents through the course pages on MySMLS. Any parent or student wishing to access the complete document is invited to make an appointment with the Senior School Principal.
Course Selection
The SMLS Course selection process takes place in January of each year. Students will be guided through the course selection process in their Advisory group and will submit their course selections digitally with the support of their Advisor. Each student is encouraged to be aware of admission requirements in various postsecondary institutions and are invited to schedule a conversation with one of our University Guidance Counsellors should they have any questions or require additional support. Initial course selection and any subsequent changes must have parental approval prior to those selections being added to student schedules through our University Guidance office. In cases where enrollment in a particular elective (nonprerequisite course) is extremely low, the student may have the option to pursue the course through our e-learning consortium (ELCC) partnership. In cases where this particular course is not available through the ELCC, our Guidance team will work with the student to identify alternative options.
Prior Learning Assessment
Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and creditgranting process whereby students may obtain credits for Grade 10-12 courses based on prior learning. Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school. Students may have their knowledge and skills evaluated against the expectations outlined in provincial curriculum policy documents in order to earn credits towards the secondary school diploma. PLAR procedures are carried out under the direction of the Senior School Principal, who grants credits. Requests must be made in writing through the University Guidance office.
Transfers and Withdrawals from Courses
Some students may change their educational goals as they proceed through secondary school. When they decide to embark on a new pathway, they may find that they have not completed all of the prerequisite courses they need. SMLS aims to make provisions to allow students to make such changes in courses where possible; however, this may require taking additional credits outside the school, such as through the ELCC, online with another provider, or through summer courses.
Add/Drop Period
Students interested in making changes to their courses must do so during the specified add/drop periods. Typically, these occur in May (once the following year’s timetable is complete), in August just prior to the start of the school year, and again following the first two weeks of classes in September. The Add/Drop process requires the completion of a request form, which is available through our University Guidance office.
Supplementary Course Credits
Any student who is planning to take a credit course outside of SMLS (e.g. summer school, online course, etc.) is asked to complete the Supplementary Credit form that is available through our University Guidance office.
Summer Courses Offered at
SMLS
During the summer of 2025, SMLS will offer the Civics (CHV2O) and Careers (GLC2O) courses online for students registered at the school. The courses run during the month of July, and are delivered through asynchronous online teaching methods, with synchronous check-ins from the course teachers. Students entering SS9 for the 2025-2026 academic year can enrol in the Civics (CHV2O) course, and students entering SS10 may enrol in the Careers (GCL2O) course. Registration details will be shared with families during the course selection process in January and again in May of the same year.
The Ontario Secondary School Diploma
The Ministry of Education requires that all students remain enrolled in a secondary school program until they have successfully completed the Ontario Secondary School Diploma requirements or reached the age of eighteen. All Ministry of Education curriculum and policy documents can be accessed at www.edu.gov.on.ca
Students must obtain a minimum of 30 credits in order to obtain a Secondary School Diploma.
What you need to earn an Ontario Secondary School Diploma depends on the year you started Grade 9.
If you started Grade 9 in 2023 or in prior years, you must earn:
• 18 compulsory credits
• 12 optional credits
• the literacy requirement
• at least 2 online learning credits (or opt out)
If you started Grade 9 in 2024 or in later years you must earn:
• 17 compulsory credits
• 13 optional credits
• the literacy requirement
• at least 2 online learning credits (or opt out)
In addition to the credit requirements listed above, students will also need:
• 40 hours of community involvement activities (volunteering)
• the successful completion of the OSSLT
Substitutions for Compulsory Credits
To ensure that all students can qualify for the Ontario Secondary School Diploma, substitutions may be made to a maximum of three compulsory credit courses using courses from the remaining courses offered that meet the requirements for compulsory credits. The Senior School Head will determine whether or not a substitution should be made.
Certificate of Accomplishment
Students who leave school before fulfilling the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment will be accompanied by the student’s Ontario Student Transcript. For those students who have an Individual Education Plan (IEP), a copy of the IEP may be included.
The Ontario Secondary School Certificate
The Ontario Secondary School Certificate (OSSC) will be granted, on request, to students who leave secondary school upon reaching the age of eighteen and who have met the requirements for the Ontario Secondary School Diploma. To be granted an OSSC, a student must have earned a minimum of 14 credits, distributed as follows:
7 required compulsory credits
• 2 credits in English
• 1 credit in mathematics
• 1 credit in science
• 1 credit in Canadian history or Canadian geography
• 1 credit in health and physical education
• 1 credit in the arts, computer studies, or technological education
7 required optional credits
• 7 credits selected by the student from available courses
The provisions for making substitutions for compulsory credits also apply to the Ontario Secondary School Certificate.
The Ontario Secondary School Literacy Test
All students must successfully complete the Ontario Secondary School Literacy Test in order to earn an Ontario Secondary School Diploma (OSSD). The test, offered by the Education Quality and Accountability Office (EQAO) is based on the expectations for reading and writing across subjects in the Ontario Curriculum up to the end of Grade 9. The test will determine who has attained the provincial expectations for literacy. This online test will be administered in April for students in Grade 10, with opportunities to write again each November and April should the student be unsuccessful in their first attempt. In these cases, the EQAO will identify areas for remediation for students who are unsuccessful. The literacy test may not be retaken once it has been successfully completed.
The Ontario Secondary School Literacy Course—OSSLC
The Ontario Secondary School Literacy Course has been developed to provide students who have been unsuccessful on the OSSLT with intensive support and an alternative means of demonstrating the required reading and writing competencies. Students who have had at least two opportunities to write the OSSLT and who have been unsuccessful at least once will be eligible to take OLC4OR: The Ontario Secondary School Literacy Course in grade 12. The successful completion of this grade 12 course will satisfy the literacy requirement for graduation. Course expectations cannot be modified but accommodations may be made for students who have an IEP. Students who obtain a graduation diploma by passing the grade 12 Literacy Course will be required to demonstrate a standard of reading and writing skills comparable to those measured by the Literacy Test.
Adjudication Process
A board adjudication panel is established at the end of the school year to provide certain students with an additional opportunity to meet the literacy graduation requirement. These are the students who otherwise would be eligible to graduate in June but, through no fault of their own, have not been able to take advantage of the normal opportunities to write the OSSLT and/or have not been able to enroll in or complete the OSSLC, owing to unforeseen circumstances. Also eligible for the adjudication process are students who were receiving special education programs or services, and who had an IEP with documented required accommodations, but, owing to unforeseen circumstances, did not have access to these accommodations when they were taking the OSSLT.
Accommodations
A student who is receiving a special education program or service and who has an Individual Education Plan (IEP) will receive the accommodations noted in the IEP that match accommodations permitted by the Education Quality and Accountability Office. These accommodations must be consistent with those available to the student completing their regular school work, including examinations and other forms of evaluation.
Deferrals
Deferrals are intended for students who have not yet acquired a level of proficiency in English to successfully complete the Literacy Test. This may include students who have been identified as Exceptional, or students who have been unsuccessful in achieving the reading and writing skills appropriate for grade 9. Deferrals may also be granted for students who are unable to write the test during the scheduled administration due to illness, injury or other extenuating circumstances. The Principal will determine if a deferral should be granted. Deferred students are expected to write the OSSLT during the next administration of the test.
Exemptions
A student must have an IEP that clearly indicates that they are not working towards a Secondary School Diploma in order to be exempted from writing the OSSLT. The Head of School, in consultation with the parent(s) and student, will make all decisions regarding exemptions.
*OSSD Compulsory Course. **TGJ2O meets the new Technological Education credit requirement for students entering SS10 in
Course Descriptions
English
ENL1W - English, Grade 9, De-streamed | 1 Credit
This course enables students to continue to develop and consolidate the foundational knowledge and skills that they need for reading, writing, and oral and visual communication. Throughout the course, students will continue to enhance their media literacy and critical literacy skills, and to develop and apply transferable skills, including digital literacy. Students will also make connections to their lived experiences and to society and increase their understanding of the importance of language and literacy across the curriculum.
Prerequisite: None
ENG2D - English, Grade 10, Academic | 1 Credit
This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication.
Prerequisite: ENG1D - English, Grade 9, Academic
ENG3U - English, Grade 11, University Preparation | 1 Credit
This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course.
Prerequisite: ENG2D - English, Grade 10, Academic
NBE3U - English: Understanding Contemporary First Nations, Métis, and Inuit Voices | 1 Credit
This course explores the themes, forms, and stylistic elements of a variety of literary, informational, graphic, oral, cultural, and media text forms emerging from First Nations, Métis, and Inuit cultures in Canada, and also examines the perspectives and influence of texts that relate to those cultures. In order to fully understand contemporary text forms and their themes of identity, relationship, and self-determination, sovereignty, or self-governance, students will analyse the changing use of text forms by Indigenous authors/creators from various periods and cultures in expressing ideas related to these themes. Students will also create oral, written, and media texts to explore their own ideas and understanding, focusing on the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. The course is intended to prepare students for the compulsory Grade 12 English university or college preparation course.
Prerequisite: ENG2D - English, Grade 10, Academic
ENG4U - English, Grade 12, University Preparation | 1 Credit
This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing.
Prerequisite: ENG3U - English, Grade 11, University Preparation
EWC4U - The Writer’s Craft, Grade 12, University Preparation | 1 Credit
This course emphasizes knowledge and skills related to the craft of writing. Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers.
Prerequisite: ENG3U - English, Grade 11, University Preparation
AP- English Literature and Composition
The AP English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods. Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, and symbolism. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.
This course enables students to consolidate, and continue to develop, an understanding of mathematical concepts related to number sense and operations, algebra, measurement, geometry, data, probability, and financial literacy. Students will use mathematical processes, mathematical modelling, and coding to make sense of the mathematics they are learning and to apply their understanding to culturally responsive and relevant real-world situations. Students will continue to enhance their mathematical reasoning skills, including proportional reasoning, spatial reasoning, and algebraic reasoning, as they solve problems and communicate their thinking.
This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multistep problems.
Prerequisite: MTH1W - Mathematics, Grade 9
MCR3U - Functions, Grade 11, University Preparation | 1 Credit
This course introduces the mathematical concept of the function by extending students’ experiences with quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions; and develop facility in simplifying polynomial and rational expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
Prerequisite: MPM2D - Principles of Mathematics, Grade 10, Academic
This course extends students’ experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs.
Prerequisite: MCR3U - Functions, Grade 11, University Preparation
MDM4U - Mathematics of Data Management, Grade 12, University Preparation | 1 Credit
This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.
Prerequisite: MCR3U - Functions, Grade 11, University Preparation
MCV4U - Calculus and Vectors, Grade 12, University Preparation | 1 Credit
This course builds on the student’s previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors, and representations of lines and planes in three-dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, rational, exponential, and sinusoidal functions; and apply theses concepts and skills to the modeling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who plan to study mathematics in university and who may choose to pursue careers in fields such as physics, engineering, and business.
Prerequisite/Corequiste: MHF4U - Advanced Functions, Grade 12, University Preparation
Note: There is an opportunity within the Calculus and Vectors course to prepare to write the AP Calculus AB examination.
Advanced Placement - Calculus AB
AP Calculus AB is roughly equivalent to a first semester college calculus course devoted to topics in differential and integral calculus. The AP course covers topics in these areas, including concepts and skills of limits, derivatives, definite integrals, and the Fundamental Theorem of Calculus. The course teaches students to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections amongst these representations. Students learn how to use technology to help solve problems, experiment, interpret results, and support conclusions.
Prerequisite: None
Science
SNC1W - Science, Grade 9, De-streamed | 1 Credit
This course enables students to develop their understanding of concepts related to biology, chemistry, physics, and earth and space science, and to relate science to technology, society, and the environment. Throughout the course, students will develop and refine their STEM skills as they use scientific research, scientific experimentation, and engineering design processes to investigate concepts and apply their knowledge in situations that are relevant to their lives and communities. Students will continue to develop transferable skills as they become scientifically literate global citizens.
Prerequisite: None
SNC2D - Science, Grade 10, Academic | 1 Credit
This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter.
Prerequisite: SNC1W - Science, Grade 9
SBI3U - Biology, Grade 11, University Preparation | 1 Credit
This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity. Evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.
Prerequisite: SNC2D - Science, Grade 10, Academic
SCH3U - Chemistry, Grade 11, University Preparation | 1 Credit
This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.
Prerequisite: SNC2D - Science, Grade 10, Academic
SPH3U - Physics, Grade 11, University Preparation | 1 Credit
This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.
Prerequisite: SNC2D - Science, Grade 10, Academic
SBI4U - Biology, Grade 12, University Preparation | 1 Credit
This course provides students with the opportunity for in-depth study of the concepts and processes associated with biological systems. Students will study theory and conduct investigations in the areas of population dynamics, biochemistry, metabolic processes, molecular genetics and homeostasis, Emphasis will be placed on achievement of the detailed knowledge and refined skills needed for further study in various branches of the life sciences and related fields.
Prerequisite: SBI3U - Biology, Grade 11, University Preparation
Note: There is an opportunity within the Grade 12 Biology course to prepare to write the AP Biology examination.
Advanced Placement - Biology
AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes — energy and communication, genetics, information transfer, ecology, and interactions.
Prerequisite: None
SCH4U - Chemistry, Grade 12, University Preparation | 1 Credit
This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.
Prerequisite: SCH3U - Chemistry, Grade 11, University Preparation
Note: There is an opportunity within the Grade 12 Chemistry course to prepare to write the AP Chemistry examination.
Advanced Placement - Chemistry
The AP Chemistry course provides students with a college-level foundation to support future advanced coursework in chemistry. Students cultivate their understanding of chemistry through inquiry-based investigations, as they explore topics such as: atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium.
Prerequisite: None
SPH4U - Physics, Grade 12, University Preparation | 1 Credit
This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment. This course is for students anticipating further study in science, engineering, medicine, and mathematics.
Prerequisite: SPH3U - Physics, Grade 11, University Preparation
Note: There is an opportunity within the Grade 12 Physics course to prepare to write the AP Physics 1 examination.
Advanced Placement - Physics 1
AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through inquirybased investigations as they explore these topics: kinematics; dynamics; circular motion and gravitation; energy; momentum; simple harmonic motion; torque and rotational motion; electric charge and electric force; DC circuits; and mechanical waves and sound.
Prerequisite: None
Computer Science
ICS3U - Introduction to Computer Science, Grade 11, University Preparation | 1 Credit
This course introduces students to computer science. Students will design software independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computerrelated fields.
This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.
Prerequisite: ICS3U - Introduction to Computer Science, Grade 11, University Preparation
Business Studies
BEP2O - Launching and Leading a Business, Grade 10 | 1 Credit
This course introduces students to the world of business and what is required to be successful, ethical, and responsible in today’s economy. Students will develop the knowledge and skills needed to be an entrepreneur who knows how to respond to local and global market opportunities. Throughout the course, students will explore and understand the responsibility of managing different functions of a business. This includes accounting, marketing, information and communication technology, financial management, human resources, and production.
This course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and current issues and ethics in accounting.
This course introduces students to advanced accounting principles that will prepare them for postsecondary studies in business. Students will learn about financial statements for various forms of business ownership and how those statements are interpreted in making business decisions. This course expands students’ knowledge of sources of financing, further develops accounting methods for assets, and introduces accounting for partnerships and corporations.
BBB4M - International Business Fundamentals, Grade 12, University/College Preparation | 1 Credit
This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for post-secondary programs in business, including international business, marketing and management.
This course builds on learning in Grades 7 and 8 in geography. Students will explore relationships within and between Canada’s natural and human systems and how they interconnect with other parts of the world. Students will also examine environmental and economic issues, and their impact related to topics such as natural resources and industries, careers, land use and responsible development, and sustainability. In addition, students will understand the connections that diverse communities and individuals have with the physical environment and each other throughout Canada, including First Nations, Métis, and Inuit perspectives. Students will apply geographic thinking, use the geographic inquiry process, and use geospatial technologies throughout their investigations.
Prerequisite: None
CHC2D - Canadian History since World War I, Grade 10, Academic | 1 Credit
This course explores social, economic, and political developments and events and their impact on the lives of different groups in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on Canadian identity, citizenship, and heritage. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.
Prerequisite: None
CHV2O - Civics and Citizenship, Grade 10, Open (online) | 0.5 Credit
This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance such as healthy schools, community planning, environmental responsibility, and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate, and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them.
Prerequisite: None
CIE3M - The Individual and the Economy, Grade 11, University/College Preparation | 1 Credit
This course explores issues and challenges facing the Canadian economy as well as the implications of various responses to them. Students will explore the economic role of firms, workers, and government as well as their own role as individual consumers and contributors, and how all of these roles contribute to stability and change in the Canadian economy. Students will apply the concepts of economic thinking, and the economic inquiry process, including economic models, to investigate the impact of economic issues and decisions at the individual, regional, and national level.
Pre/Co-requisite: CHC2D - Canadian History since World War I, Grade 10, Academic or Applied
CGW4U - World Issues: A Geographic Analysis, Grade 12, University Preparation | 1 Credit
In this course, students will address the challenge of creating a more sustainable and equitable world. They will explore issues involving a wide range of topics, including economic disparities, threats to the environment, globalization, human rights, and quality of life, and will analyse government policies, international agreements, and individual responsibilities relating to them. Students will apply the concepts of geographic thinking and the geographic inquiry process, including the use of spatial technologies, to investigate these complex issues and their impacts on natural and human communities around the world.
Prerequisite: Any university, university/college or college preparation course in Canadian and world studies, English, or social sciences and humanities
CLN4U - Canadian and International Law, Grade 12, University Preparation | 1 Credit
This course explores a range of contemporary legal issues and how they are addressed in both Canadian and international law. Students will develop an understanding of the principles of Canadian and international law and of issues related to human rights and freedoms, conflict resolution, and criminal, environmental, and workplace law, both in Canada and internationally. Students will apply the concepts of legal thinking and the legal studies inquiry process, and will develop legal reasoning skills, when investigating these and other issues in both Canadian and international contexts.
Prerequisite: Any university, university/college or college preparation course in Canadian and world studies, English, or social sciences and humanities
CIA4U - Analysing Current Economic Issues, Grade 12, University Preparation | 1 Credit
This course examines current Canadian and international economic issues, developments, policies, and practices from diverse perspectives. Students will explore the decisions that individuals and institutions, including governments, make in response to economic issues such as globalization, trade agreements, economic inequalities, regulation, and public spending. Students will apply the concepts of economic thinking, and the economic inquiry process, as well as economic models and theories, to investigate, and develop informed opinions about, economic trade-offs, growth, and sustainability and related economic issues.
Prerequisite: Any university, or university/college preparation course in Canadian and world studies, English or social sciences and humanities
Social Sciences and Humanities
CHW3M - World History to the End of the 15th Century, Grade 11, University/College Preparation | 1 Credit
This course explores the history of various societies and civilizations around the world, from earliest times to around 1500 CE. Students will investigate a range of factors that contributed to the rise, success, and decline of various ancient and pre-modern societies throughout the world and will examine life in and the cultural and political legacy of these societies. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating social, political, and economic structures and historical forces at work in various societies and in different historical eras.
Prerequisite: CHC2D - Canadian History since World War I, Grade 10, Academic
HSP3U - Introduction to Anthropology, Psychology and Sociology, Grade 11, University Prep. | 1 Credit
This course provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science research, and to become familiar with current thinking on a range of issues within the three disciplines.
Prerequisite: ENG2D - English, Grade 10, Academic or CHC2D - Canadian History since World War I, Grade 10, Academic
HSE4M - Equity and Social Justice, Grade 12, University/College Preparation | 1 Credit
This course enables students to develop an understanding of the theoretical, social, and historical underpinnings of various equity and social justice issues and to analyse strategies for bringing about positive social change. Students will learn about historical and contemporary equity and social justice issues in Canada and globally. They will explore power relations and the impact of a variety of factors on equity and social justice. Students will develop and apply research skills and will design and implement a social action initiative relating to an equity or social justice issue.
Prerequisite: Any university, university/college or college preparation course in Canadian and world studies, English, or social sciences and humanities
CHY4U - World History since the Fifteenth Century, Grade 12, University Preparation | 1 Credit
This course traces major developments and events in world history since approximately 1450. Students will explore social, economic, and political changes, the historical roots of contemporary issues, and the role of conflict and cooperation in global interrelationships. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate key issues and ideas and assess societal progress or decline in world history.
Prerequisite: Any university, university/college or college preparation course in Canadian and world studies, English, or social sciences and humanities
HSB4U - Challenge and Change in Society, Grade 12, University Preparation | 1 Credit
This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyse how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change.
Prerequisite: Any university, university/college or college preparation course in Canadian and world studies, English, or social sciences and humanities
HHG4M (ELCC) - Human Growth and Development, Grade 12, University/College Preparation | 1 Credit
This course offers a multidisciplinary approach to the study of human development throughout the lifespan. Students will learn about a range of theoretical perspectives on human development. They will examine threats to healthy development as well as protective factors that promote resilience. Students will learn about physical, cognitive, and social-emotional development from the prenatal period through old age and will develop their research and inquiry skills by investigating issues related to human development.
Prerequisite: Any university, university/college or college preparation course in Canadian and world studies, English, or social sciences and humanities
Note: There is an opportunity within the Grade 12 Human Growth and Development ELCC course to prepare to write the AP Psychology exam at SMLS.
Advanced Placement - Psychology
This course will prepare highly motivated students to write the AP Psychology exam in May. The goal of the AP Psychology course is to provide students with a quality educational experience that is the equivalent of a one-semester, college-level introductory psychology course, incorporating the concepts and materials typically covered in such a course. Various topics in this course will include: research methods, biological bases of behaviour, cognition, states of consciousness, personality theories, states of consciousness – including dream theories, social and abnormal psychology. In addition to the mastery of the fundamentals of psychology, students will engage in the study of research designs, methods, statistics and ethical issues in psychological research and application, and undertake one research study.
Prerequisite: None
Interdisciplinary Studies
IDC3O - Interdisciplinary Studies, Grade 11, Open | 1 Credit
This course will help students combine the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Through individual and collaborative inquiry and research, students will analyse the connections among diverse subjects and disciplines; develop information literacy skills in analysing, selecting, evaluating, and communicating information; and become aware of a variety of resources and viewpoints on contemporary issues. They will also examine their own learning styles, relate their inquiries and research to real-life situations, and investigate career opportunities in new disciplines.
Prerequisite: None
Modern Languages
French
FSF1D - Core French, Grade 9, Academic | 1 Credit
This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop the skills necessary to become life-long language learning.
Prerequisite: Minimum of 600 hours of French instruction, or equivalent
This course provides opportunities for students to communicate in French about personally relevant, familiar, and academic topics in real-life situations with increasing independence. Students will exchange information, ideas, and opinions with others in guided and increasingly spontaneous spoken interactions. Students will develop their skills in listening, speaking, reading, and writing through the selective use of strategies that contribute to effective communication. They will also increase their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for life-long language learning.
This course offers students extended opportunities to speak and interact in real-life situations in French with greater independence. Students will develop their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, through responding to and exploring a variety of oral and written texts. They will also broaden their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.
This course provides extensive opportunities for students to speak and interact in French independently. Students will develop their listening, speaking, reading, and writing skills, apply language learning strategies in a wide variety of real-life situations, and develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts. They will also enrich their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.
Prerequisite: FSF3U - Core French, Grade 11, University Preparation
Note: There is an opportunity within the Grade 12 French course to prepare to write the AP French Language and Culture examination.
Advanced Placement - French Language and Culture
The AP French Language and Culture course emphasizes communication (understanding and being understood by others) by applying the interpersonal, interpretive, and presentational modes of communication in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. The AP French Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in French. The AP French Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions).
Prerequisite: None
Spanish
LWSBD - Spanish, Level 1, Academic | 1 Credit
This course enables students to develop competence in listening, speaking, reading, and writing in the language of study. Students will continue to participate in interactive activities in which they can apply and develop their language skills to communicate with native speakers of the language. They will explore aspects of culture in regions of the world where the language is spoken, including social customs, food, sports and leisure activities, popular festivals, and music. Although students will expand their vocabulary and knowledge of linguistic elements, the language they will use at this level will still be simple.
Prerequisite: None
LWSCU - Spanish, Level 2, University Preparation | 1 Credit
This course offers students opportunities to further develop competence and confidence in listening, speaking, reading, and writing in the language of study. Students will participate in interactive activities (e.g., discussions about literature, travel, shopping) in which they will further develop their knowledge of linguistic elements. They will continue to explore aspects of culture in regions of the world where the language is spoken, including fashion, historical figures, art, and architecture. Students will enhance their critical and creative thinking skills through reading diverse materials, including original literature, and will explore a variety of personal and professional contexts in which knowledge of the international language is required.
Prerequisite: LWSBD - Spanish, Level 1, Academic
LWSDU - Spanish, Level 3, University Preparation | 1 Credit
This course prepares students for post-secondary studies in the international language being studied. Students will continue to refine and enhance their listening, speaking, reading, and writing skills in the language, with the goal of using these communication skills in a variety of personal, academic, and professional contexts. Using a wide variety of sources, including original texts in the language, students will consolidate their language skills as they use increasingly complex linguistic elements and language conventions. Students will also have opportunities to enrich their knowledge of aspects of culture in regions where the language is spoken, including issues related to popular culture, linguistic communities in Canada, literature, history, geography, and the arts.
Prerequisite: LWSCU - Spanish, Level 2, University Preparation
Mandarin
LKMBD - Mandarin, Level 1, Academic | 1 Credit
This course provides opportunities for students to begin to develop and apply skills in listening, speaking, reading, and writing in the language of study. Students will communicate and interact in structured activities, with a focus on matters of personal interest and familiar topics, and will read and write simple texts in the language. Throughout the course, students will acquire an understanding and appreciation of diverse communities in regions of the world where the language is spoken. They will also develop skills necessary for lifelong language learning.
Prerequisite: None
LKMCU - Mandarin, Level 2, University Preparation | 1 Credit
This course provides opportunities for students to increase their competence and confidence in listening, speaking, reading, and writing in the language of study. Students will communicate about academic and personally relevant topics in increasingly spontaneous spoken interactions, and will develop their creative and critical thinking skills through exploring and responding to a variety of oral and written texts. Students will continue to enrich their understanding and appreciation of diverse communities in regions of the world where the language is spoken. They will also investigate personal and professional contexts in which knowledge of the language is required, and develop the skills necessary for lifelong language learning.
Prerequisite: LKMBD - Mandarin, Level 1, Academic
LKMDU - Mandarin, Level 3, University Preparation | 1 Credit
This course provides extended opportunities for students to communicate and interact in the language of study in a variety of social and academic contexts. Students will refine and enhance their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where the language is spoken, and develop the skills necessary for lifelong language learning.
Prerequisite: LKMCU - Mandarin, Level 2, University Preparation
Health and Physical Education
PPL1O - Healthy Active Living Education, Grade 9, Open | 1 Credit
This course equips students with the knowledge and skills they need to make healthy choices now and to lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.
Prerequisite: None
PPL2O - Healthy Active Living Education, Grade 10, Open | 1 Credit
This course enables students to further develop the knowledge and skills they need to make healthy choices now and to lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.
Prerequisite: None
PPL3O - Healthy Active Living Education, Grade 11, Open | 1 Credit
PPL3O online enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities and exposure to a broader range of activity settings, students enhance their movement competence, personal fitness, and confidence. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them.
Prerequisite: None
PLF4M - Recreation and Healthy Active Living Leadership, Grade 12, University/College Prep. | 1 Credit
This course enables students to explore the benefits of lifelong participation in active recreation and healthy leisure and to develop the leadership and coordinating skills needed to plan, organize, and safely implement recreational events and other activities related to healthy, active living. Students will also learn how to promote the benefits of healthy, active living to others through mentoring and assisting them in making informed decisions that enhance their well-being. The course will prepare students for university programs in physical education and health and kinesiology and for college and university programs in recreation and leisure management, fitness and health promotion, and fitness leadership.
Prerequisite: Any health and physical education course
This course focuses on the study of human movement and of systems, factors, and principles involved in human development. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sport, and the physiological, psychological, and social factors that influence an individual’s participation in physical activity and sport. The course prepares students for university programs in physical education and health, kinesiology, health sciences, health studies, recreation, and sports administration.
Prerequisite: Any Grade 11 university, or university/college preparation course in science, or any Grade 11 or 12 open course in health and physical education
The Arts
Drama
ADA2O - Drama, Grade 10, Open | 1 Credit
This course provides opportunities for students to explore dramatic forms, conventions, and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres. Students will use the elements of drama in creating and communicating through dramatic works. Students will assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences.
This course requires students to create and perform in dramatic presentations. Students will analyse, interpret and perform dramatic works from various cultures and time periods. Students will research various acting styles and conventions that could be used in their presentations, and analyse the functions of playwrights, directors, actors, designers, technicians and audiences.
Prerequisite: ADA1O/2O - Drama, Grade 9 or 10, Open
This course requires students to experiment individually and collaboratively with forms and conventions of both drama and theatre from various cultures and time periods. Students will interpret dramatic literature and other text and media sources while learning about various theories of directing and acting. Students will examine the significance of dramatic arts in various cultures, and will analyze how the knowledge and skills developed in drama are related to their personal skills, social awareness, and goals beyond secondary school.
This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices, terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities and cultures.
This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis, and performance of music, including traditional, commercial, and art music. Student will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to, and analyzing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers.
Prerequisite: AMU1O/2O - Music, Grade 9 or 10, Open
This course enables students to enhance their musical literacy through the creation, appreciation, analysis, and performance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their lives and careers.
This course emphasizes the appreciation, analysis, and performance of music from the Renaissance period through the twentieth century, including jazz, popular, and non-Western music. Students will concentrate on developing interpretive skills appropriate to the type of group in which they are performing (solo, duet, small ensemble, large ensemble, etc.). Participation as section leaders in the Senior Concert Band is an expectation and will require a commitment outside of school hours. They will also complete a complex creative project.
This course enables students to develop their skills in producing and presenting art by introducing them to new ideas, materials, and processes for artistic exploration and experimentation. Students will apply the elements and principles of design when exploring the creative process. Students will use the critical analysis process to reflect on and interpret art within a personal, contemporary, and historical context.
This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emergent technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course is delivered as a comprehensive program, incorporating photography, video, computer graphics, and information design.
Prerequisite: AVI1O/2O - Visual Arts, Grade 9 or 10, Open
This course focuses on enabling students to refine their use of the creative process when creating and presenting two-and three-dimensional art works using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts.
This course focuses on the refinement of students’ skills and knowledge in visual arts through the development of a personal portfolio. Students will analyse art forms; use theories of art in analysing and producing art; and increase their understanding of stylistic changes in modern and contemporary Western art, Canadian (including Native Canadian) art, and art forms from various parts of the world. Students will produce a body of work that follows a particular theme, yet highlights the student’s individual style and approach.
Prerequisite: AVI3M - Visual Arts, Grade 11, University/College Preparation (Prior successful completion of AVI4M is highly recommended)
Note: There is an opportunity within the Grade 12 Visual Arts: Painting and Drawing course to create portfolio pieces for the AP Studio Art 2-Dimensional Design course
Advanced Placement - Studio Art 2-Dimensional / 3-Dimensional Design
The AP Studio Art portfolios are designed for students who are seriously interested in the practical experience of art. Students submit portfolios for evaluation at the end of the school year. The three portfolios correspond to the most common college foundation courses. Students create a portfolio of work to demonstrate the artistic skills and ideas they have developed, refined, and applied over the course of the year to produce visual compositions.
Prerequisite: None
ASM4M - Media Arts, Grade 12, University/ College Preparation | 1 Credit
This course emphasizes the refinement of media arts skills through the creation of a thematic body of work by applying traditional and emerging technologies, tools, and techniques such as multimedia, computer animation, installation art, and performance art. Students will develop works that express their views on contemporary issues and will create portfolios suitable for use in either career or post-secondary education applications. Students will critically analyse the role of media artists in shaping audience perceptions of identity, culture and community values.
Prerequisite: ASM3M (Note: students may qualify for a prerequisite waiver to take this course in consultation with out University Guidance Department)
Technological Education
TGJ2O - Communications Technology, Grade 10, Open | 1 Credit
This course introduces students to communications technology from a media perspective. Students will work in the areas of TV/ video and movie production, radio and audio production, print and graphic communications, photography, and interactive new media and animation. Student projects may include computer-based activities such as creating videos, editing photos, working with audio, cartooning, developing animations, and designing web pages. Students will also develop an awareness of environmental and societal issues related to communications technology, and will explore secondary and postsecondary education and training pathways and career opportunities in the various communications technology fields.
This course examines communications technology from a media perspective. Students will develop knowledge and skills as they design and produce media projects in the areas of live, recorded, and graphic communications. These areas may include TV, video, and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students will also develop an awareness of related environmental and societal issues, and will explore college and university programs and career opportunities in the various communications technology fields.
This course examines communications systems and design and production processes in the areas of electronic, live, recorded, and graphic communications. Students will create, manage, and distribute complex electronic, graphic, recorded, or audio-visual projects independently and in project teams. Students will also study industry standards and regulations and health and safety issues, and will explore careers, the importance of lifelong learning, and the impact of communications technology on society and the environment.
GLC2O - Career Studies, Grade 10, Open (online) | 0.5 Credit
This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. Students will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities, and ways to search for work. The course explores post-secondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan.
Prerequisite: None
GWL3O - Designing Your Future, Grade 11, Open (online) | 1 Credit
This course prepares students to make successful transitions to postsecondary destinations as they investigate specific postsecondary options based on their skills, interests, and personal characteristics. Students will explore the realities and opportunities of the workplace and examine factors that affect success, while refining their job-search and employability skills. Students will develop their portfolios with a focus on their targeted destination and develop an action plan for future success.
Prerequisite: None
Music Certificates
A maximum of one Grade 11 university/college preparation music credit may be awarded towards the OSSD for the successful completion of one of the following:
AMX3M
• Grade VII Practical and Intermediate Rudiments (formerly Grade 1 Rudiments) of the Royal Conservatory of Music, Toronto
• Grade VII Practical and Grade III Theory of Conservatory Canada, London, Ontario
• Collegial I Practical and Collegial I Theory of any conservatory of music in the province of Quebec.
• Grade V Practical and Grade III Theory of Trinity College London, England
• Grade VII Practical and Grade VI Theory of the Royal Schools of Music, London, England.
A maximum of one Grade 12 university/college preparation music credit may be awarded towards the OSSD for the successful completion of one of the following:
AMX4M
• Grade VIII Practical and Advanced Rudiments (formerly Grade II Rudiments) of the Royal Conservatory of Music, Toronto
• Grade VIII Practical and Grade IV Theory of Conservatory Canada, London, Ontario
• Collegial II Practical and Collegial II Theory of any conservatory of music in the province of Quebec.
• Grade VI Practical and Grade IV Theory of Trinity College London, England
• Grade VIII Practical and Grade VII Theory of the Royal Schools of Music, London, England.
Notes: The term practical refers to any musical instrument on which performance is examined. It includes voice (i.e., singing), but not speech arts.
The mark credited to the student is calculated by averaging the marks that the student has earned in the practical component and in rudiments or theory, as the case may be.
