LHA Course Calendar
1.2 School Organization
1.3 LHA’s code of conduct
2.2 Optional credit requirements
2.3 Ontario secondary school literacy requirement
2.4 Community involvement
2.5 Substitution policy for compulsory credit requirement
2.6 Requirements for Ontario Secondary School Certificate (OSSC)
2.7 Certificate of Accomplishment
3.2 Types of course
3.3 Course coding system
3.4 Descriptions of the courses
3.5 Access to outlines of the course of studies
3.6 Access to Ontario Curriculum policy documents
3.7 Experimental Learning Programs
3.8 Withdrawal policy for grade 11-12 courses
3.9 Changing Course Types
3.10 Prior Learning Assessment and Recognition (PLAR)
3.11 Other ways of earning Credits
3.12 Evaluation and Examination Policies
3.13 Reporting Student Achievement
3.14 OSR and OST
4.2 Resources for students and parents
4.3 Supports for English language learners
4.4 Computer labs and resource center/library
4.5 Community resources
We expect students to mature to their individual capacity emotionally, intellectually, physically, socially, and vocationally. The student’s educational development toward the school’s goals is the central concern of the LHA’s Board’s policies and the administrative regulations.
The teacher is a key figure in carrying out the school’s responsibility in the educational process. However, the teacher alone cannot effectively achieve all the objectives of education. The purpose of the various administrative departments is to provide conditions in the schools which permit teachers to work with maximum effectiveness and to provide them with a variety of tools and specialized assistance in developing and carrying out a program which will meet the needs of our students. The Board will seek to provide the facilities, personnel, equipment, and materials necessary for the education of all students for whom it is responsible.
We believe that children are endowed with individual capacities and characteristics, and that our schools, to the best of their abilities, should provide students with the kind of education best fitted for them as individuals. We know that the needs of children are similar, but not identical, and we try to adapt our program to this knowledge. As children become older and more mature, we try to provide them with the opportunities to make choices, as we believe that the making of wise choices is a necessary part of living in a democracy. We believe, therefore, that those involved in education must make every effort to meet the needs of all students in granting them the fullest possible educational opportunities.
Lighthouse Academy Canada planned to provide quality education to international students besides its local students seeking Ontario Secondary School Diploma (OSSD) credit courses online. Due to the commitment of Ontario government, Ontario is recognized as a leader of educational excellence across Canada and around the world and has become a prime education destination for international students in Canada. International students, who successfully completed the OSSD requirements, may consider Ontario as potential destination for their post-secondary education.
LHA will ensure high quality learning experience for national and international students focusing on the specific educational needs of international students and consider every student equally and thus provide opportunities for the student to achieve success according to his or her own interests, abilities and goals. The philosophy of Lighthouse Academy Canada is to provide a student-centered education in the online environment. Teachers at the LHA will make sure that the students actively inquire into and make connections between ideas and subject areas. A variety of teaching methods will be used.
Curriculum at LHA will deal with real-life applications of student learning as much as possible. The curriculum expectations are stated as main objectives that are transparent to the students and have been broken down into achievable targets in each lesson and assessment. LHA will make sure that each student will be treated as an individual and encouraged to express their own opinions and ideas. A wide range of assessment and evaluation methods will be deployed at LHA including assignments, quizzes, tests, projects and final assessments etc.
Our school philosophy includes a commitment to reach every student to help him or her to achieve a successful outcome from their school experience at LHA Canada. The concept of completing a secondary education is essential. Obtaining a high school diploma has become an increasingly important prerequisite for economic and social mobility in the world. Young people with a high school education are much better equipped for the modern life. They are more likely to be permanently employed and/or to be admitted to post-secondary institutions to further their education and become active members of our society. In Ontario, students are required to remain in secondary school until the student has reached the age of eighteen or obtained an Ontario Secondary School Diploma (OSSD).
The Assessment and Evaluation Policy of Lighthouse Academy (LHA) Canada is consistent with the policy of the Ontario Ministry of Education. LHA Assessment and Evaluation policy reflects its vision that the primary purpose of assessment is to improve student learning experience. With the LHA policy, it will be easier to gather information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment for the purpose of improving student learning is seen as “assessment as learning” and “assessment for learning”. As part of assessment as Learning, there is evidence of peer and self-assessment through such tools as checklists, peer reviews to provide descriptive feedback in discussion areas, and electronic portfolios used to gather self-assessments. As part of assessment for learning, teachers provide students with detailed feedback and mentoring for improvement.
- Responsibility: Responsibility means understanding one’s roles and duties and being accountable for what is required in order to achieve one’s goals.
- Respect: Respect means treating others positively by demonstrating an awareness of their unique qualities as well as their roles, duties, and goals.
- Integrity: Integrity means consistently acting in an honest, trustworthy, and respectful way.
- Perseverance: Perseverance means setting attainable, relevant, and worthwhile goals and remaining dedicated to achieving them.
- Innovation: Innovation means creatively approaching tasks and challenges by developing new methods, ideas, or products.
Attendance Attendance is a key component of the study process for student success. In LHA, this attendance is virtual attendance. Students who do not attend or login regularly for reviewing online course outline of the courses will not be successful in their process of learning. In LHA, the teachers will monitor the attendance/login on the online platform which includes number of logins, hours spent on online and offline activities, student learning logs etc. Also student presence will be tracked by course software, course discussion forum and live video/chat session. The purpose of education at LHA is to produce ideal persons to face the responsibilities of the future. A student should be a person, who devotes himself to the pursuits of knowledge and learning. It is therefore, the first and foremost duty of an ideal student to seek knowledge and LHA is committed to facilitate that.
Plagiarism: Plagiarism is an act of theft known by many names: deception, borrowing, theft or copying. Plagiarism intentionally or unintentionally uses the words or ideas of another person and presents them as their own. It involves presenting an essay written by another student, allowing a student to present your work, receiving one of the many services provided online or copying sections from various documents and not recognizing the original source. This is a serious offence that can have significant academic consequences Students should understand that the tests/exams they complete and the assignments they submit for evaluation should be their own work, and that cheating, and plagiarism will not be condoned. In Lighthouse Academy, there are strategies that help students understand the seriousness of this behavior and the importance of recognizing the work of others. We are working on the prevention of deception and plagiarism, the detection of cases of deception and plagiarism and consequences for students who cheat or plagiarism. Lighthouse Academy requires academic honesty from all students. It requires that students always submit original work and pay tribute to all sources of research correctly and consistently.
Computer use policy: The Learning Management System (LMS) at the Lighthouse Academy is only for educational purposes. Any use of LMS tools within the course for any purpose other than intended educational purposes is prohibited. Misuse includes, but is not limited to, criminal, obscene, commercial or illegal purposes. The administration reserves the right to review all student work to determine whether the computer should be used. If it is deemed that LMS is being misused, the administration will take consequences that may include suspension and/or exclusion from the program. In some cases, additional measures may be taken, including access to day schools, legal representation or the police. Students should remain vigilant to prevent them from entering a situation where they may be suspected of misuse. Therefore, students are reminded to:
- Protect your passwords and keep them secret.
- Notify your teacher as soon as you receive suspicious messages or any incidents involving an LHA account or personal email used to interact with LHA.
- Only access content intended for student use.
Assignments: Each online course is available and accessed online. Wherever they are – at home, in a library or in an Internet cafe – students can access their courses from any computer with Internet access. Every course has required assignments, which are located on the exclusive website. On the same website, there is also a discussion board where students can communicate with their teachers and classmates. Each full credit course is 110 hours and the program can take up to 5 months to complete. Students can set their own pace and study schedules to meet individual schedules and needs. Students interested in extending the course period may do so; Lighthouse Academy faculties manage their online courses in a manner like traditional classroom courses and will answer any student’s questions within 1 business day. The assessment assignment will be returned to the student within 5-7 business days. Students must meet the Education Department’s expectations for the course and complete 110 hours of planned learning activities to receive course credit. Students must also keep a learning journal throughout the course that outlines the activities they have completed and the total learning time. The learning journal creates an official record of student attendance and assignment submission in each course.
Submission of Assignments: Lighthouse Academy’s courses are designed to meet the needs of students, require flexible learning schedules and have unique needs in everyday life. Students can choose the time of day, as well as which day of the week or weekend they will work on their course. The main goal of Lighthouse Academy is for students to meet the curriculum requirements of the Ontario Department of Education. With this goal, the concept of missed or late tasks does not exist. Students should log in to their courses and submit assignments on a regular basis; Students can set their own schedule for regular submissions and extend the duration of the course at any time they deem necessary (additional tuition will be charged). All Lighthouse Academy courses must be completed within one year. This limitation preserves the integrity of the academic assessment and evaluation policy provided by the Ontario Department of Education. As an online high school, Lighthouse Academy does not accept coursework via Canada Post, Courier or other forms of “snail” mail. We encourage and advise students to complete all assignments electronically. In math and science courses, it is sometimes difficult for students to use word-processing to express their ideas. If students feel they need to submit a handwritten assignment, they should scan the assignment and email it directly to the applicable teacher or upload it to the school portal. The Lighthouse Academy does not recommend submitting works by fax, as the quality of the fax is often low and difficult for teachers to read.
Teacher Assistance and Marks: Although Lighthouse Academy strives to provide students with everything they need, many times students ask questions to their teachers. The instructor will respond to course questions within 1 day of receiving the email. It is important for students to receive feedback from their teachers as they continue their studies. Therefore, student assignments should be sent by e-mail as soon as they are completed. Students should not send teachers to work in large units at once; Exams, large assignments, and stand-alone study units can take up to 7 business days to mark and return.
Chat with Teachers: Teachers have office hours every week; this is an opportunity to discuss the course and ask questions about exams and assignments. The bulletin area for each course posts the teacher’s online office hours and other information.
- 4 credits in English (1 credit per grade) *
- 3 credits in mathematics (1 credit in Grade 11 or 12)
- 2 credits in science
- 1 credit in Canadian history
- 1 credit in Canadian geography
- 1 credit in the arts
- 1 credit in health and physical education
- 1 credit in French as a second language
- 0.5 credit in career studies
- 0.5 credit in civics
- 1 additional credit (group 1): additional credit in English, or French as a second language, ** or a Native language, or a classical or an international language, or social sciences and the humanities, or Canadian and world studies, or guidance and career education, or cooperative education***
- 1 additional credit (group 2): additional credit in health and physical education, or the arts, or business studies, or French as a second language, ** or cooperative education***
- 1 additional credit (group 3): additional credit in science (Grade 11 or 12), or technological education, or French as a second language, ** or computer studies, or cooperative education***
All students must successfully complete the literacy requirements of provincial secondary schools in order to obtain a secondary school diploma. It will be based on the Ontario curriculum’s expectations for language and communication, especially reading and writing. This helps to determine whether students have acquired reading and writing skills that are considered essential to literacy, and whether those who successfully completed this requirement have met provincial literacy expectations Students who pass this course are eligible for literacy graduation. This course differs from other courses in that it outlines the specific requirements for the assessment to ensure compliance with OSSLT requirements. Credits earned in successful completion of OSSLC can be used to meet mandatory credit requirements for Level 11 or 12 in English. If you are using Grade 11 compliant, the course code is OLC3O. If you are using Grade 12 compliant, the course code is OLC4O. This credit can also be used to meet the mandatory credit requirements for the First Set of Ontario Secondary Diplomas. Students should check the admission requirements for post-secondary institutions, as OSSLC may not be accepted as a 12th-grade English admission requirement for a college or university course. OSSLC can be used as an alternative to meet mandatory integral requirements.
Due to COVID-19, In 2021–2022, the Ontario Secondary School Literacy Test (OSSLT) is being administered only to in-person learning students using EQAO’s digitalized e-assessment system. The Ministry of Education has waived the literacy graduation requirement for all students graduating during the 2021–2022 school year, however, this will be restored in the 2022–2023 school year. Grades 10 and 11 and non-graduating students that are learning in person are encouraged to take the OSSLT. To provide maximum flexibility for all students to acquire the literacy graduation requirement, particularly for international students who may not be able to enter a school building, students can be enrolled in the Ontario Secondary School Literacy Course (OSSLC), or be provided with an adjudication without having an unsuccessful attempt at the OSSLT.
Accommodations: Students who are officially recognized as having an Individual Education Program (IEP) are entitled to accommodation. These accommodations must be consistent with the accommodation available to students who have completed their regular schoolwork, including examinations and other forms of assessment.
Special Provisions: Special requirements for English learners (ELLs), such as extra time, regular supervised breaks, and personal or group settings. After consulting with the student and parent/guardian or adult student, the principal will decide which special terms should be provided to support the student.
Deferrals: The principal will decide whether to grant the extension after consulting with the student and the parent/guardian or adult student. The students are expected to write OSSLT during the next government.
Deferrals are intended for: ELL students who have not yet acquired a level of proficiency in English to successfully complete the OSSLT. Students who have been identified as exceptional and would not be able to participate even if all accommodations were provided. Students who have not yet acquired the reading and writing skills appropriate for Grade 9; and Students who are unable to write due to illness, injury or other extenuating circumstances.
Exemptions: Students must have an IEP that clearly states that they have not obtained a high school diploma in order to be exempt from writing OSSLT. The Principal, in consultation with the parent/guardian and the student, will make all decisions on the exemption.
As part of the diploma requirement, students must complete at least 40 hours of community engagement. These activities can be completed at any time during the secondary school curriculum. Students work with parents to decide how to meet community engagement requirements. Students can start before the 9th grade in the summer. Community engagement can take place in a variety of settings, including businesses, non-profit organizations, public sector institutions (including hospitals) and informal settings. Students may not do so by crediting activities (e.g., cooperative education and work experience), paid work, or assuming responsibilities normally performed by salaried employees. Requirements are done outside of the student’s normal teaching hours, i.e. activities are performed at the student’s designated lunch hour, after school, weekend son or school holidays. Students will maintain and provide records of their community involvement. The required 40 hours of completion must be confirmed by the organization or person overseeing the activity. Documentation certifying the completion of each activity must be submitted to the principal by the student. For each activity, the document must include the name of the person or organization receiving the service, the activity performed, the date and time, the signature of the student and his/her parents, and the signature confirmation of the person (or organization representative). Some volunteer activities may require consultation with the principal.
Detail of Lighthouse Academy Canada Student Community Involvement: Student Community Involvement Details
Lighthouse Academy Canada Notification of Planned Community Involvement Activities Form: Notification of Planned Community Involvement Activities Form
Lighthouse Academy Canada Completion of Community Involvement Activities Form: Completion of Community Involvement Activities Form
Lighthouse Academy Canada will grant Ontario Secondary School Certificate (OSSC) to the students who leave the school before earning Ontario Secondary School Diploma (OSSD) based on the request from the students. In order to request for the Ontario Secondary School Certificate (OSSC), the students must earn a minimum of 14 credits including 7 compulsory credits as per following:
Compulsory Credits (total of 7)
- 2 credits in English
- 1 credit in Science
- 1 credit in Mathematics
- 1 credit in Health and Physical Education
- 1 credit in Canadian Geography OR Canadian History
- 1 credit in the Arts, Computer Studies OR Technological Education
Optional Credits (total of 7)
- 7 credits selected by the student from available courses
Course curriculum for the Ontario secondary school program is designed in such a way so that students get the necessary knowledge base and skill that will be useful in their field of interest. This curriculum enables the students to choose courses within their interests, strengths and goals. Below is a brief description of courses offered for grade 9-12:
Courses for Grades 9 & 10:
- Academic Courses: Academic courses develop students’ knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate. The code of an academic course ends with the letter ‘D’, e.g. SNC1D
- Applied Courses: Applied courses focus on the essential concepts of a subject, and develop students’ knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas, and students are given more opportunities to experience hands-on applications of the concepts and theories they study. The code of an applied course ends with the letter ‘P’, e.g. MFM2P
- Open Courses: Open courses are designed to broaden students’ knowledge and skills in subjects that reflect their interests and to prepare them for active and rewarding participation in society. They are not designed with the specific requirements of universities, colleges, or the workplace in mind. The code of an open course ends with the letter ‘O’, e.g. FSF1O
- Locally Developed Courses: Locally Developed courses focus on the most essential concepts of a discipline. These courses are offered in Mathematics, Science, English and Canadian History. These courses will provide support for students making the transition to high school by enhancing their skills to allow them to be successful at secondary school. The code of a locally developed course ends with the letter ‘L’, e.g. LHC3L
Courses for Grades 11 & 12:
- College preparation Courses: College preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for most college programs or for admission to specific apprenticeship or other training programs. The code of a college preparation course ends with the letter ‘C’, e.g. MCT4C
- University Preparation Courses: University preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs. The code of a university preparation course ends with the letter ‘U’, e.g. ICS3U
- University / College Preparation Courses: University / college preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programs offered at universities and colleges. The code of an university / college preparation course ends with the letter ‘M’, e.g. MCF3M
- Open Courses: Open courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college, or the workplace in mind. The code of an open course ends with the letter ‘O’, e.g. EMS3O
- Workplace Preparation Courses: Workplace preparation courses are designed to equip students with the knowledge and skills they need to meet the expectations of employers, if they plan to enter the workforce directly after graduation, or the requirements for admission to certain apprenticeship or other training programs. The code of a Workplace preparation courses ends with the letter ‘E’, i.e. CIC4E
Course Code of all the courses of Lighthouse Academy consists of five code characters as designated by the Ministry of Education and Training in Ontario (www.edu.gov.on.ca). The first three characters of the course code refer to the name of the course. The fourth character refers to the grade of the course. The fifth character refers to the type of course.
Below is a list of all courses (credit courses) for grade 9-12 offered by Lighthouse Academy Canada.
GRADE 9 CREDIT COURSES:
Course Code: MTH1W (Previously was MPM1D)
Course Title: Mathematics (Previously was Principles of Mathematics)
Credit Value: 1
Pre-requisite: None
Type: De-streamed
Description: 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.
Check the link to get more information : https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-mathematics/courses/mth1w
Course Code: SNC1D
Course Title: Science
Credit Value: 1
Pre-requisite: None
Type: Academic
Description: This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity.
Course Code: SNC1P
Course Title: Science
Credit Value: 1
Pre-requisite: None
Type: Applied
Description:his course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to apply their knowledge of science to everyday situations. They are also given opportunities to develop practical skills related to scientific investigation. Students will plan and conduct investigations into practical problems and issues related to the impact of human activity on ecosystems; the structure and properties of elements and compounds; space exploration and the components of the universe; and static and current electricity.
GRADE 10 CREDIT COURSES:
Course Code: ICS2O
Course Title: Introduction to Computer Studies
Credit Value: 1
Pre-requisite: None
Type: Open
Description:This course introduces students to computer programming. Students will plan and write simple computer programs by applying fundamental programming concepts, and learn to create clear and maintainable internal documentation. They will also learn to manage a computer by studying hardware configurations, software selection, operating system functions, networking, and safe computing practices. Students will also investigate the social impact of computer technologies, and develop an understanding of environmental and ethical issues related to the use of computers.
Course Code: MPM2D
Course Title: Principles of Mathematics
Credit Value: 1
Pre-requisite: MPM1D, MTH1W
Type: Academic
Description: This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
Course Code: SNC2D
Course Title: Science (Academic)
Credit Value: 1
Pre-requisite: Grade 9 Science, Academic or Applied
Type: Academic
Description: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.
Course Code: SNC2P
Course Title: Science (Applied)
Credit Value: 1
Pre-requisite: Grade 9 Science, Academic or Applied
Type: Applied
Description: This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science, and physics, and to apply their knowledge of science in real-world situations. Students are given opportunities to develop further practical skills in scientific investigation. Students will plan and conduct investigations into everyday problems and issues related to human cells and body systems; chemical reactions; factors affecting climate change; and the interaction of light and matter.
GRADE 11 CREDIT COURSES:
Course Code: ICS3U
Course Title: Introduction to Computer Science
Credit Value: 1
Pre-requisite: None
Type: University
Description: 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 computer-related fields.
Course Code: MCR3U
Course Title: Functions
Credit Value: 1
Pre-requisite: Principles of Mathematics, Grade 10, Academic
Type: University
Description: This course introduces the mathematical concept of the function by extending students’ experiences with linear and quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions; investigate inverse functions; and develop facility in determining equivalent algebraic expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
Course Code: SBI3U
Course Title: Biology
Credit Value: 1
Pre-requisite: Science, Grade 10, Academic
Type: University
Description: 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.
Course Code: SCH3U
Course Title: Chemistry
Credit Value: 1
Pre-requisite: Science, Grade 10, Academic
Type: University
Description: 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.
GRADE 12 CREDIT COURSES:
Course Code: ICS4U
Course Title: Computer Science
Credit Value: 1
Pre-requisite: Introduction to Computer Science, Grade 11, University Preparation
Type: University
Description: This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyze algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.
Course Code: MCV4U
Course Title: Calculus and Vectors
Credit Value: 1
Pre-requisite: The new Advanced Functions course (MHF4U) must be taken prior to or concurrently with Calculus and Vectors (MCV4U).
Type: University
Description: This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three dimensional spaces; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university-level calculus, linear algebra, or physics course.
Course Code: MDM4U
Course Title: Mathematics of Data Management
Credit Value: 1
Pre-requisite: Functions, Grade 11, University Preparation, or Functions and Applications, Grade 11, University/College Preparation
Type: University
Description: This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analyzing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.
Course Code: MHF4U
Course Title: Advanced Functions
Credit Value: 1
Pre-requisite: Functions, Grade 11, University Preparation, or Mathematics for College Technology, Grade 12, College Preparation
Type: University
Description: 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.
Course Code: SBI4U
Course Title: Biology
Credit Value: 1
Pre-requisite: Biology, Grade 11, University Preparation
Type: University
Description: This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields.
Course Code: SCH4U
Course Title: Chemistry
Credit Value: 1
Pre-requisite: Chemistry, Grade 11, University Preparation
Type: University
Description:
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.
- Grade 9 credit courses: https://course.lighthouseacademy.ca/?grade=Grade 9
- Grade 10 credit courses: https://course.lighthouseacademy.ca/?grade=Grade 10
- Grade 11 credit courses: https://course.lighthouseacademy.ca/?grade=Grade 11
- Grade 12 credit courses: https://course.lighthouseacademy.ca/?grade=Grade 12
- ESL courses: https://course.lighthouseacademy.ca/?grade=ESL
- Cooperative Education: Cooperative (co-op) educational programs allow the students to earn secondary school credits while completing a work placement in the community. The co-op programs complement students’ academic programs and are valuable for all students regardless of their post-secondary destination. Lighthouse Academy Canada does not offer cooperative education.
- Job Shadowing: Job shadowing allows the students to spend from half day up to three days observing a worker in a specific service. Lighthouse Academy Canada does not offer job shadowing for the grade 9-12 students as part of curriculum delivery.
- Withdrawal occurring within 5 days of the issuing of the first report card from Lighthouse Academy Canada will not be recorded on OST.
- Withdrawal from a Grade 11 or 12 courses after 5 days of the issuing of the first report card will result in a “W” being entered in the “Credit” column of the OST along with the mark at the time of the withdrawal.
- Withdrawals from grades 9 & 10 will not be recorded on OST.
- take a course of another type (e.g., academic) that will satisfy the prerequisites for a course in a higher grade (e.g., a university preparation course) that the student wishes to take;
- Take a summer course or undertake independent study to achieve the uncompleted expectations that are required to enter the new program.
This is a detailed guideline to assess course credit to the students of LHA coming from other institutions. All the stakeholders including students, staff and others may use this handbook to know the procedures to be followed in pursuit of credits for prior learning under the Prior Learning Assessment and Recognition (PLAR) process of the Ministry of Education of Ontario, Canada adopted by LHA.
3.10.1. The reference documents
This PLAR is passed on Ontario Secondary School Grade 9-12 Program, Ontario Secondary School Diploma (OSSD) Requirements-2021 of the Ministry of Education, Policy/Program Memorandum No. 129 PLAR: Implementation in Secondary Schools, Ontario, Canada, TDSB PLAR policy, various college’s PLAR standards, etc.
3.10.2. Definitions
Prior Learning Assessment and Recognition (PLAR): The formal evaluation and credit-granting process whereby Students, excluding mature Students, may obtain credits for prior learning. Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside Ontario secondary school. Students may have their knowledge and skills evaluated against the expectations outlined in provincial curriculum policy documents to earn credits towards the secondary school diploma.
Challenge: The process whereby a student’s prior learning and knowledge acquired is assessed for the purpose of granting credit(s) for a Grade 10, 11, or 12 courses developed from a provincial curriculum policy document published in 1999 or later.
Credits: Challenge for credit for courses based on provincial curriculum policy documents will be available to Students only in courses that are taught in schools operated by the Board. All credits granted through the PLAR process – that is, through either the challenge process or the equivalency process – must represent the same standards of achievement as credits granted to students who have taken the courses.
Reasonable Evidence: Documentation that the curriculum expectations of the course have already been achieved based on which the student would likely be successful in the challenge process.
3.10.3. The challenge processes
- In accordance with provincial Policy/Program Memorandum (PPM) No. 129, Students may challenge for credit only for Grade 10, 11, and 12 courses in provincial curriculum policy documents. (See OSS, section 6.6) The implementation schedule for the PLAR challenge process is given by the school.
- The School course calendar shall contain information regarding challenges for credit and opportunities for challenge. Schools/Board may not charge Students any fee for undergoing the challenge process. The student or the parents on behalf of the minor students may also approach for the challenge.
- Students may earn no more than four credits through the challenge process, including a maximum of two credits in any one discipline (one curriculum policy document).
- Students may use certificates or other records of accomplishment earned outside Ontario classrooms as reasonable evidence of eligibility to challenge for credit for a related course within the Ontario curriculum if they wish to earn credit for the course without taking the course. Students with music certificates that are accepted for credits in OSS, Appendix 4, Music Certificates Accepted for Credits, however, are not required to challenge for credit for the appropriate music course but are granted credits in accordance with OSS Program and Diploma requirements, Appendix 4.
- A record of all challenges for credit that were completed B that is, all challenges for which Students earned a final percentage grade, whether a passing for a failing grade shall be included in the Board’s September Report to the Ministry. For semester schools, this information shall also be submitted in the School Reports.
- The responsibility for PLAR shall be carried out under the direction of the school principal who grants credits in the school in which the student is registered. A student must obtain permission from the principal of the regular day school in which he/she is registered if he/she intends to apply for a PLAR at any other school, public or inspected private.
- Arrangements may be made with other Boards to provide opportunities for eligible students to challenge for credit for courses that are not offered by the Board
- In cases where a student who is an adult or the Parent/Guardian of a Student who is not an adult disagrees with the decision of the principal about whether or not the student should challenge for credit, the Parent/Guardian or Adult Student may ask the appropriate supervisory officer to review the matter.
- The challenge process is an evaluation process and shall not be used as a way for students to improve their mark in a course for which they have already earned a credit, nor to obtain a credit for a course they have previously failed.
- Students may challenge for credit for a course only if they can provide reasonable evidence to their principal (or designate) they would likely be successful in the challenge process. The responsibilities of the student include: (a) initiating the PLAR challenge by approaching the school Principal (or designate) for information regarding the process. (b). completing the application process by gathering ‘reasonable evidence’ to support the application by the due date. (c). completing the formal tests and other assessments by the due date(s) as determined by the Supervisory Officer responsible.
3.10.4 The Procedural Responsibility
The chief executive officer (CEO) and the Principal, or any delegated authority, Student-applicants for a PLAR and other directly or indirectly involved parties will be responsible to complete the PLAR procedure.
The CEO & Principal’s Procedural Responsibilities:
The CEO & the principal will ensure that students are informed that they are responsible for initiating the PLAR process and for satisfying all the requirements and ensure that students who are not adults (i.e., students who are under the age of eighteen) are informed that they need parental approval before applying to challenge for credit for a course. The CEO & the principal also ensures that every prospective applicant and his or her Parent/Guardian, if he or she is not an adult, are informed about policies and procedures related to challenging for credit, including policies on and procedures for recording results in the Ontario Student Record (OSR) and on the Ontario Student Transcript (OST). He/she ensures that every prospective applicant is provided with an application form as well as materials that indicate what is expected in the course (i.e., the curriculum expectations) for which the student wishes to challenge for credit, to be returned by a date set by the school.
Evaluate each application in consultation with the Student’s Parent/Guardian (or with the Student if the Student is an adult) and appropriate school staff (i.e., guidance counsellor, Teacher-Adviser, and subject Teacher) to determine whether reasonable evidence for success exists and whether the challenge should occur. The principal uses as a guide the table entitled ‘Requirements for the OSSD Under OSS’ in OSS. Equivalent Diploma Requirements, to determine the number of credits, including compulsory credits, that the Student must earn, as well as other diploma requirements that the Student must satisfy, in order to qualify for the Secondary School Diploma. He/she use the Application to Challenge for Credit for a Course form provided and ensures that the student request to challenge for credit will be entered in the Students’ Annual Education Plan. A Student must challenge for credit for an entire course, whether it is a full-credit or a partial-credit course. Credit will be granted only for the specific course for which the student has successfully challenged for credit.
Inform the Supervisory Officer responsible that an application has been approved. (Grade, subject) and ensure that no more than four credits may be earned by one Student in the PLAR challenge process with no more than 2 credits granted in any one discipline.The principal use and maintain the forms entitled:
i) PLAR Challenge for Credit: Cumulative Tracking Record (See Appendix 3)
ii) PLAR Challenge for Credit: Interim Tracking Record (Appendix 4)
No changes of any kind will be made to these forms. These forms must be included in the Student’s OSR. He/ she also ensures that students who do not have suitable documentation, owing to extraordinary circumstances (e.g., Students who are refugees), will receive counselling concerning the gathering of evidence. The principal informs the students of the date of the assessment in May and the requirements of the challenge.
Board Responsibilities:
The Board Prepares and distributes to the schools the information brochure regarding PLAR, the Policy and Procedures of the PLAR. The board ensures that a qualified Teacher prepares the assessment tools, administers the assessment tasks. evaluates the assessment tasks. reports Student achievement to the schools.
Record Keeping Ensure that a ‘PLAR Challenge for Credit: Cumulative Tracking Record’ form is maintained and included in the Student’s OSR. This form is intended to track the number of credits earned and the disciplines in which credits have been earned through the challenge process, as well as failures and withdrawals. This form should be consulted as part of the Student’s application to challenge.
A ‘PLAR Challenge for Credit: Interim Tracking Record’ form will be maintained for credits earned through the challenge process in a school outside the Student’s regular school (the regular school is the school that maintains the Student’s OSR).
The principal of the school outside the Student’s regular school will use the ‘Interim Tracking Record’ form to communicate the results of the Student’s challenges for credit to the school that maintains the OSR.
The following entries must be made on the Student’s ‘Cumulative Tracking Record’ form and the ‘Interim Tracking Record’ form, as applicable:
a) For challenges for credit for Grade 10, 11, or 12 courses: the Student’s passing percentage grade, failing percentage grade, or withdrawal from the challenge process must be entered on the appropriate tracking record form(s).
b) The following entries must be made on the Student’s OST: – For challenges for credit for Grade 10 courses: Only passing percentage grades will be entered on the OST. If the Student subsequently takes the Grade 10 course, only the higher percentage grade will be recorded on the OST. No notation will be entered on the Student’s OST if the Student withdraws from or receives a failing grade in the challenge process. – For challenges for credit for Grade 11 and 12 courses: Passing and failing percentage grades will be entered on the Student’s OST. No notation will be entered on the OST if the Student withdraws from the challenge process.
c) Students must provide notification of withdrawal from the challenge assessment 48 hours prior to the date of assessment.
Board must ensure that only Teachers certified by the Ontario College of Teachers conduct the PLAR challenge process. Teachers with expertise in the subject area will develop, administer, and evaluate PLAR challenge task for credit.
Student Responsibilities:
Students must apply for a PLAR at the school which they are registered. PLAR applications and challenges will be restricted to certain scheduled periods during the school year. Students cannot be granted credits through the challenge process for any of the following courses:
a) a course in any subject if a credit has already been granted for a course in that subject in a later grade either as a single credit or as part of a block equivalency.
b) a course for which credit has already been granted or for which there is significant overlap with a course for which credit has been granted (e.g. a Student cannot challenge for credit for an academic course if he or she has already earned a credit for the applied course at the same grade level, and vice versa)
c) a transfer course
d) a locally developed course
e) a cooperative education course
f) a course in English as a second language (ESL), English literacy development (ELD), or Anglais (APD), if the student has one or more credits in English from the curriculum policy documents for English language or the documents for French-language schools or from the curriculum guidelines for English or Anglais/English for Grade 9 to 12/OACs under OSIS.
g) a course in French as a second language (FSL), Actualisation linguistique en français (ALF), or Perfectionnement du français (PDF), if the Student has one or more credits in Français from the curriculum policy documents for Français for Grades 9 to 12/OACs under OSIS.
The PLAR form of Appendix 1– Appendix 4.
- E-Learning: E-learning is where courses are offered online to students in grades 9-12. E-learning involves the use of digital resources in virtual classroom settings, where e-learning is the distance between teachers and students. For courses offered online, curriculum expectations for the course are addressed.
- Continuing Education: Continuing education is taught outside the regular school program and in the summer months.
- Private Study: Students may be allowed to take one or more courses through private study if there is a valid reason for not attending the class or if the school course is not offered. The school must monitor student progress and evaluate student work.
- Address both what students learn and how well they learn;
- Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart that appears in the curriculum policy document for each discipline;
- Are varied in nature, administered over a period, and designed to provide opportunities for students to demonstrate the full range of their learning;
- Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
- Are fair to all students;
- Accommodate the needs of exceptional students, consistent with the strategies outlined in their individual education plan (IEP);
- Accommodate the needs of students who are learning the language of instruction;
- Ensure that each student is given clear directions for improvement;
- Promote students’ ability to assess their own learning and to set specific goals;
- Include the use of samples of students’ work that provide evidence of their achievement and
- Are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course.
Final Examination (30%)
- Each course has a final assessment that will be given as a final examination, a final project, or a combination of both an exam and a project.
- Students in the same course should be similarly evaluated, which means that final exams assessments will use the same format although particular questions may be different among the students.
- A course with a final examination must be written in a supervised environment with a proctor. A proctored exam is one that is overseen by an impartial individual, the Proctor, who monitors and supervises a student while he or she is taking the final exam. The Proctor enters the private password to allow students access to the final exam. The Proctor ensures the security and integrity of the exam process. Students in online courses with final exams must fulfil their responsibilities in arranging and taking a proctored final exam.
Coursework (70%)
- Students must complete all of the assigned coursework.
- Coursework may include assignments, tests, projects, labs, discussions, etc.
- Students assume the responsibility to ensure that they have completed all of the assigned requirements of the course before completing the final exam or assessment task.
- Once the final exam is written or the final assessment is submitted, no further assignments may be submitted, unless prior arrangements have been made between the student and the teacher. Students will receive zeros for any incomplete assignments.
- Works Independently
- Teamwork
- Organization
- Work Habits
- Initiative
- An OSR folder
- Report cards
- An Ontario Student Transcript
- A documentation file
- An office index card
- Additional information identified as being conducive to the improvement of the Instruction of the student.
- Most recent OST
- Report cards (organized chronologically with the most recent at the front)
- Any other documentation
Ontario Students Transcripts (OST): The Ontario Student Transcript is the official record of courses successfully completed and credits gained toward the Ontario Secondary School Diploma. Information is updated annually and is part of the Ontario Student Record (OSR).