Canada Agile Preparatory Academy

School Course Calendar

Revision Date: Oct 3rd 2022

www.agileprep.ca

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Our mission and philosophy
“Exceptional courses, to nourish the minds of today, and grow the leaders of tomorrow”

We are focused on producing exceptionally helpful learning materials that is in-line with the
Ontario Secondary School Diploma (OSSD) requirements. Our teaching staff is committed to
help students understand the concepts taught in our courses and help every student achieve a
successful outcome from the secondary school experience.

The importance of a secondary education

Our world is changing, and so does the nature of work. Increasingly, our world is moving toward
an information and insight driven economy that enables individuals with a good education to
succeed and thrive. The importance and value of completing a secondary education cannot be
overstated.

In keeping with our changing world, in Ontario, students are required by the education act to
stay in secondary school until they reach the age of eighteen or until they obtain an Ontario
Secondary School Diploma (OSSD).

Our school program

Learning is asynchronous: lessons, activities, assignments and tests can be accessed 24 hours a
day, 7 days a week. Being an asynchronous online school, our school does not have official
terms and semesters. In addition, our course content allows students to complete course
materials as fast or as slow as they like and thus our school does not have daily timetables that
are typical of brick and mortar schools.

Enrollment
Our school enables students to earn Ontario high school credits online by enrolling in courses
that fully meet the expectations and policies of the Ontario Ministry of Education.

Student enrolment is open and continuous. Registration is available online 24 hours a day. Once
registered, students is required to complete a course within 12 months of starting it. Within
the 12 months, students can complete sections of the course at their own pace.

Upon completion of half the course, students will be provided with a Provincial midterm report
card, and upon completion of the course the student (day school and/or post-secondary
institutions and/or application centers if applicable) will receive a copy of the final report card.

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Attendance
Students must login and access the course at least three times per week and interact with
course content on a regular and frequent basis.

With prolonged absence from class, students will be reminded via email to interact with course
content.

Achievement
The primary purpose of assessment and evaluation is to improve student learning. Information
gathered through assessment helps teachers to determine students’ strengths and weaknesses
in their achievement of the curriculum expectations in each course. This information also serves
to guide teachers in adapting curriculum and instructional approaches to students’ needs and in
assessing the overall effectiveness of programs and classroom practices.

Assessment is the process of gathering information from a variety of sources (including

assignments, demonstrations, projects, performances, and tests) that accurately reflects how
well a student is achieving the curriculum expectations in a course. As part of assessment,
teachers provide students with descriptive feedback that guides their efforts towards
improvement. Evaluation refers to the process of judging the quality of student work on the
basis of established criteria, and assigning a value to represent that quality.

Assessment and evaluation will be based on the provincial curriculum expectations and the
achievement levels outlined in this document.

We adhere to the seven fundamental principles as outlined in the Growing Success:

Assessment, Evaluation, and Reporting in Ontario Schools document to ensure that assessment,
evaluation, and reporting are valid and reliable, and that they lead to the improvement of
learning for all students:
• are fair, transparent, and equitable for all students;
• support all students, including those with special education needs, those who are
learning the language of instruction (English or French), and those who are First Nation,
Métis, or Inuit;
• 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 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;

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 • develop students’ self-assessment skills to enable them to assess their own learning, set
specific goals, and plan next steps for their learning.

The achievement and expectation in all subjects and courses can be divided into four broad
categories of knowledge and skills. The categories of knowledge and skills are as follows:
• Knowledge and Understanding: Subject-specific content acquired in each grade/course
(knowledge), and the comprehension of its meaning and significance (understanding)
• Thinking: The use of critical and creative thinking skills and/or processes
• Communication: The conveying of meaning through various forms
• Application: The use of knowledge and skills to make connections within and between
various contexts

Levels of Achievement
The achievement in the four broad categories of knowledge and skills are based on the
following:
• Level 1 (50-59%) 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
• Level 2 (60-69%) 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 3 (70-79%) 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 4 (80-100%) 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.

Assignments
Each of our assignments are carefully designed by our teachers to help our students understand
the concepts covered in courses by applying their knowledge, with the main goal of improving
student learning and helping our students gain the confidence to do well in tests and exams.
Since our assignments are used as teaching tools, we give our students the flexibility to
complete the assignments on their own schedule. As such, we do not impose due dates or
impose penalties for submitting assignments “late”. However, every student is expected to
submit all assignments of the course and consequently our teachers would not be able to give a
mark for the assignment if the student fails to submit it.

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Identification
To enroll in a course, students must provide official identification, including report card or
transcript and a photo of themselves. Students must provide proper evidence that they have
the qualifications and/or pre-requisites to register for a course.

Responsibilities
Students
• Be honest and have integrity
• Help maintain a positive and safe learning environment
• Not participating in or encouraging plagiarism, misrepresentation of original work, use
of unauthorized aids, theft of evaluation instruments, or false representation of identity.
• Be courteous to and respectful of peers and staff at all times.
• Take responsibility for their own actions.

Parents
• Parents are encouraged to monitor and support the learning of their children.

Hardware and Software Requirements

• Stable internet access and a modern standards-compliant web browser
• A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn
work
• A front-facing camera on a desktop, laptop, or mobile device to allow for proctoring
over the internet
• Some courses also require a scientific calculator that is non-programmable and non-
graphing.
Further hardware and software requirements are listed in respective course outlines.

Code of conduct
All members of the school community are to be treated with respect and dignity, especially
persons in positions of authority. Members of the school community are expected to use non-
violent means to resolve conflict.

Every person in our school has the right to be free of harassment – racial, sexual or verbal.

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Consequences of breaking the code of conduct may include, counseling, parental involvement,
removal of the student from the course without refund. More serious cases may include
suspension, expulsions and/ or the involvement of the authorities.

Acceptable Use Policy

Inappropriate use of technology such as hacking and general unauthorized access of data,
including modification of school data and academic record is strictly prohibited. Students are
reminded that information technology is subject to the same standards of respect as any other
written or personal communication and relationship with others. Sending or displaying any
information, pictures or messages that are disrespectful of others or that are unlawful,
harassing, threatening, obscene or otherwise objectionable by email, intranet or Internet aren’t
allowed.

Cheating and Plagiarism

Plagiarism is a form of academic dishonesty in which someone else’s work is misrepresented as
your own work. For more information on plagiarism, please see:
https://www.plagiarism.org/article/what-is-plagiarism

Cheating is providing or receiving unauthorized assistance on an assessment such as an

assignment, test or quiz.

Both cheating and plagiarism are grave acts of academic dishonesty and fraud. Canada Agile
Preparatory Academy takes upholding academic integrity of utmost importance. Any kind of
academic dishonesty and act that imperils the academic integrity of our institution will not be
tolerated. It is up to the discretion of the teacher and school officials to determine the course of
action in response to the academic dishonesty, and will include considerations of 1) the grade
level of the student, 2) the maturity of the student, 3) the number and frequency of incidents,
and 4) the individual circumstances of the student. In severe cases, students engaged in such
activities may result in parental involvement, attaining a mark of zero, suspension, expulsions,
and/or removal of the student from the courses without refund.

Diploma and Certificates

Students must successfully complete a total of 30 credits to earn the Ontario Secondary School
Diploma (OSSD). Of the 30 credits, 18 are compulsory credits (courses you must take, which is
listed below) and 12 are optional credits (which you get to choose). In addition, students must
also complete 40 hours of Community Involvement activities and must meet the provincial
literacy requirement.

Compulsory credits are:

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 • 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
Plus one credit from each of the following three groups:
• Group 1: 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***
• Group 2: Health and physical education, or the arts, or business studies, or French as a
second language, ** or cooperative education***
• Group 3: Science (Grade 11 or 12), or technological education, or French as a second
language, ** or computer studies, or cooperative education***

*A maximum of 3 credits in English as a second language (ESL) or English literacy development

(ELD) may be counted towards the 4 compulsory credits in English, but the fourth must be a
credit earned for a Grade 12 compulsory English course.

**In groups 1, 2, and 3, a maximum of 2 credits in French as a second language can count as
compulsory credits, one from group 1 and one from either group 2 or group 3.

***A maximum of 2 credits in cooperative education can count as compulsory credits.

Optional Credits are courses you get to choose. The 12 optional credits may include up to 4
credits earned through approved dual credit courses.

What is a credit?
A credit is granted in recognition of the successful completion of a course (final mark of 50% or
higher) that has been scheduled for a minimum of 110 hours.

Scheduled time is defined as the time during which students participate in planned learning
activities designed to lead to the achievement of the curriculum expectations of a course.
Planned learning activities include interaction between the teacher and the student and
assigned individual or group work (other than homework) related to the achievement of the
learning expectations in the course.

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Community involvement (volunteer work)
High school students in Ontario are required to complete 40 hours of community involvement
work. The student may start accumulating hours in the summer before Grade 9. The purpose of
the community involvement requirement is to encourage students to develop 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 under the age of eighteen years will plan and select their community involvement
activities in consultation with their parents.

Before beginning any community involvement activity, each student must complete and submit
a “Notification of Planned Community Involvement Activities” form. When the activity is
completed, the student must fill out the “Completion of Community Involvement Activities”
form. The sponsor of the activity – that is, the person or organization that provided the
community involvement activity – will complete the appropriate sections of the form to verify
that the activity has been completed, and will sign the form. The form must also be signed by
one of the student's parents if the student is under eighteen years of age. The student must
submit the form to the principal or other school contact upon completion of the 40 hours, or at
appropriate intervals determined by the principal.

Eligible Activities are volunteer activities that may be counted towards 40 community
involvement hours that must be accumulated by students as a graduation requirement. Eligible
activities are those activities that provide services to improve the community or well-being of
its members and may be performed for not-for-profit organizations. If an activity does not fall
within the categories approved by the Board, and is not on the list of ineligible activities
students must obtain written approval from the principal before beginning the activity.

Eligible activities
• Elementary Schools
o assist with school events, assist School Councils, activities for children;
• Secondary Schools
o organization and leadership of school activities that benefit the community;
• Fundraising for non-profit organizations
• Coaching or assisting sports at the community level
• Church activities such as helping teach Sunday school, bazaars, etc.
• Assisting seniors with chores
• Involvement in community committees, food banks, fairs, etc.
• Participation in environment projects such as a recycling projects, etc.

Ineligible Activities

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The ministry has developed a list of activities that may not be chosen as community
involvement activities. These are referred to as ineligible activities. An ineligible activity is an
activity that:
• is a requirement of a class or course in which the student is enrolled (e.g., cooperative
education portion of a course, job shadowing, work experience);
• takes place during the time allotted for the instructional program on a school day.
However, an activity that takes place during the student's lunch breaks or “spare”
periods is permissible;
• takes place in a logging or mining environment, if the student is under sixteen years of
age;
• takes place in a factory, if the student is under fifteen years of age;
• takes place in a workplace other than a factory, if the student is under fourteen years of
age and is not accompanied by an adult;
• would normally be performed for wages by a person in the workplace;
• involves the operation of a vehicle, power tools, or scaffolding;
• involves the administration of any type or form of medication or medical procedure to
other persons;
• involves handling of substances classed as “designated substances” under the
Occupational Health and Safety Act;
• requires the knowledge of a tradesperson whose trade is regulated by the provincial
government;
• involves banking or the handling of securities, or the handling of jewellery, works of art,
antiques, or other valuables;
• consists of duties normally performed in the home (i.e., daily chores) or personal
recreational activities;
• involves activities for a court-ordered program (e.g., community-service program for
young offenders, probationary program).

For more information, please see http://www.edu.gov.on.ca/extra/eng/ppm/124a.html

The provincial secondary school literacy requirement

Students must successfully complete the Ontario Secondary School Literacy Test (OSSLT), or
equivalent, to graduate high school. The test is typically taken during Grade 10. Students are
requested to make arrangements with their respective day school or local School Board to
complete the provincial literacy requirements. Our school does not administer the OSSLT.

Students who have been eligible to write the OSSLT at least twice and who have been
unsuccessful at least once are eligible to take the Ontario Secondary School Literacy Course
(OSSLC).

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The OSSLC course is designed to help students acquire and demonstrate the cross-curricular
literacy skills that are evaluated by the OSSLT test. Students who complete the course
successfully will meet the provincial literacy requirement for graduation.

Students will read a variety of informational, narrative, and graphic texts and will produce a
variety of forms of writing, including summaries, information paragraphs, opinion pieces, and
news reports. Students will also maintain and manage a portfolio containing a record of their
reading experiences and samples of their writing.

Our school currently does not administer the OSSLC. Students are requested to make
arrangements with their respective day school or local School Board to complete the OSSLC if
needed.

Reach Ahead
The “reach ahead” policy allows exceptional students in Grade 8 to get a head-start on their
high school education by taking secondary school courses or start earning community
involvement hours prior to entering Grade 9 (either during the school year or in the summer
prior to entering Grade 9).

With parental consent, the principal of the elementary school and the principal of our school
will decide, on a case-by-case basis, whether “reaching ahead” to take a secondary school
course is in the best interest of the student. The principal of our school will assume
responsibility for evaluating the student’s achievement and for granting and recording the
credit.

Elementary school students interested in the “reach ahead” program must provide their most
recent school report card and complete our enrollment form. A letter of recommendation from
the student’s current school principal will also strengthen their case.

Substitution policy for compulsory credit requirements

Under special circumstances, in order to provide the flexibility to tailor an individual student’s
program to the student’s needs and to support his or her progress through secondary school,
our principal may substitute up to three compulsory credits with courses from other subject
areas specified in the list of compulsory credit requirements.

Substitutions are made, on a case-by-case basis, at the discretion of our school principal to
promote and enhance student learning or to respond to special needs and interests, and is
made only if the student’s educational interests are best served by such a substitution.

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Each substitution will be noted on the student’s Ontario Student Transcript.

Two half-credit courses may be used through substitution to meet one compulsory credit
requirement (counted as one substitution); one full-credit course may be used through
substitution to meet the two compulsory half-credit requirements of civics and career studies
(also counted as one substitution).

The following are limitations on substitutions for compulsory credits:

• English as a second language and English literacy development courses may not be used
to substitute for a compulsory credit. (They may be used, however, to meet the
compulsory credit requirements for three English credits)
• No more than one learning strategies course, from the guidance and career education
curriculum policy document, may be used through substitution to meet a compulsory
credit requirement.
• Credits earned for cooperative education courses may not be used through substitution
to meet compulsory credit requirements.
• A locally developed compulsory credit (LDCC) course may not be used as a substitute for
a compulsory credit; it may be used only to meet the compulsory credit requirement
that it has been designed to meet

Prerequisite courses policy

Students are expected to satisfy the prerequisite requirements of any course they wish to take.
Our school currently does not waive prerequisites.

Ontario Secondary School Certificate

The Ontario Secondary School Certificate (OSSC) will be granted, on request, to students who
are leaving secondary school upon reaching the age of eighteen without having 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

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• 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. Please see Substitution policy for compulsory credit
requirements.

Certificate of Accomplishment
Students who are leaving secondary school upon reaching the age of eighteen without having
met 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 may be a useful means of recognizing achievement for students who plan to
take certain kinds of further training, or who plan to find employment directly after leaving
school.

Parental involvement
Course selection for full time students under the age of eighteen must be made with parental
involvement, except in the case of sixteen- or seventeen-year-old students who have
withdrawn from parental control.

Types of Secondary School Courses

Secondary school courses in the Ontario curriculum are organized by discipline, grade, and
streams (course type). Streams offered in Grades 9 and 10 (academic and applied streams,
open stream, and most recently de-streamed) differ from those offered in Grades 11 and 12
(destination-related courses, open courses).

Grade 9 and 10 Courses

• De-streamed: In 2021, the Ministry unveiled the first of a series of de-streamed courses
that schools have started to implement. Previously, a discipline such as Mathematics or
Science is offered in multiple streams such as Academic, Applied and Open streams (see
below). The Ministry is committed to modernizing the curriculum and address systemic
discrimination and help break down barriers for students who are Black, Indigenous and
those who live in low-income households and those with special education needs, so
that all students will have an equal opportunity to reach their full potential. A de-
streamed course replaces the Academic and Applied courses, and fulfills the
prerequisite requirements that were previously identified as the Academic stream. The
streamed versions of a de-streamed course is no longer offered.
• Academic stream: Academic courses develop a student's knowledge base and skills
through the study of theory and abstract problems. These courses focus on the essential

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 concepts of a subject and explore related concepts as well. They incorporate practical
applications as appropriate. Starting with grade 9 courses, the Ministry will take
continuous steps on de-streaming Academic courses, such that the de-streamed course
replaces the Academic and Applied variants.
• Applied stream: Applied courses focus on the essential concepts of a subject, and
develop a student's knowledge base 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. Starting with grade 9 courses, the Ministry will take continuous
steps on de-streaming Applied courses, such that the de-streamed course replaces the
Academic and Applied variants.
• Open stream: Open courses are the only type of course offered in most subjects other
than those listed above. They are designed to prepare students for further study in a
subject, and to enrich their education generally. Open courses comprise a set of
expectations that are appropriate for all students.

Students need to be mindful of the prerequisites required for future courses they plan to take.
Grade 10 academic courses prepare students for Grade 11 University or College preparation
courses; Grade 10 applied courses prepare students for Grade 11 College or Workplace
preparation courses.

Grade 11 and 12 Courses

• University preparation courses are designed to equip students with the knowledge and
skills they need to meet the entrance requirements for university programs.
• 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.
• College preparation courses are designed to equip students with the knowledge and
skills they need to meet the requirements for entrance to most college programs or for
admission to apprenticeship or other training programs.
• 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
workplace directly after graduation, or the requirements for admission to certain
apprenticeship or other training programs.
• 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.

Understanding course codes

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The common course code of all courses are designated by the Ministry of Education in Ontario
and consists of a five code character. For example: SNC1W, Grade 9 Science

MPM 1 D
Course Descriptor Grade of Course Stream (Course Type)
SNC is an abbreviation of "1" = Grade 9 W - De-streamed
Science "2" = Grade 10 D - Academic
"3" = Grade 11 P - Applied
"4" = Grade 12 O - Open
U - University
C - College
M - College/University

Courses offered at our school

Course Code Course Description
SNC2D Grade 10 Science
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.
ENG3U Grade 11 English
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

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 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.
CIE3M Grade 11 The Individual and the Economy
(Economics)
This course explores issues and challenges
facing the Canadian economy as well as the
implications of various responses to them.
You will explore the economic role of firms,
workers, and government as well as your
own role as individual consumers and
contributors, and how all of these roles
contribute to stability and change in the
Canadian economy. You 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.
SCH3U Grade 11 Chemistry
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.
MCR3U Grade 11 Functions (Mathematics)
This course introduces the mathematical
concept of the function by extending
students' experiences with linear and
quadratic relations. Students will investigate

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 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.
SPH3U Grade 11 Physics
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.
BAF3M Grade 11 Financial Accounting Fundamentals
(Accounting)
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 ethics and current issues in accounting.
ENG4U Grade 12 English
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

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 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. The course is intended to prepare
students for university, college, or the
workplace.
MHF4U Grade 12 Advanced Functions (Mathematics)
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.
MCV4U Grade 12 Calculus and Vectors (Mathematics)
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 space; 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

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 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.
MDM4U Grade 12 Mathematics of Data Management
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; apply counting techniques,
probability, and statistics in modelling and
solving problems; and carry out a data
management investigation that integrates
the expectations of the course and
encourages perseverance and independence.
Students planning to pursue university
programs in business, the social sciences, or
the humanities will find this course of
particular interest.
SCH4U Grade 12 Chemistry
This course enables students to deepen their
understanding of chemistry through the
study of organic chemistry, energy changes
and rates of reaction, chemical systems and
equilibrium, electrochemistry, and atomic
and molecular structure. Students will
further develop problem-solving and
laboratory skills as they investigate chemical
processes, at the same time refining their
ability to communicate scientific information.
Emphasis will be placed on the importance of
chemistry in daily life, and on evaluating the
impact of chemical technology on the
environment.
SPH4U Grade 12 Physics
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

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 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 analyze, 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
SBI4U Grade 12 Biology
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
biochemistry, metabolic processes, molecular
genetics, homeostasis, and population
dynamics. Emphasis will be placed on
achievement of the detailed knowledge and
refinement of skills needed for further study
in various branches of the life sciences and
related fields.

BBB4M Grade 12 International Business

Fundamentals
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 postsecondary
programs in business, including international
business, marketing, and management.
BOH4M Grade 12 Business Leadership
This course focuses on the development of
leadership skills used in managing a
successful business. Students will analyse the
role of a leader in business, with a focus on
decision making, management of group
dynamics, workplace stress and conflict,

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 motivation of employees, and planning.
Effective business communication skills,
ethics, and social responsibility are also
emphasized.
CIA4U Grade 12 Analysing Current Economic Issues
(Economics)
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.

CGW4U Grade 12 World Issues: A Geographic

Analysis
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.
BAT4M Grade 12 Financial Accounting Principles
This course introduces students to advanced
accounting principles that will prepare them
for postsecondary studies in business.
Students will learn about financial

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 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.
PSK4U Grade 12 Introductory Kinesiology
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.
LKBDU Grade 12 Simplified Chinese
This course provides extended opportunities
for students to communicate and interact in
the Chinese language 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 skills necessary for
lifelong language learning.
ESLCO ESL Level 3
This course further extends students' skills in
listening, speaking, reading, and writing in
English for a variety of everyday and
academic purposes. Students will make short
classroom oral presentations; read a variety
of adapted and original texts in English; and

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 write using a variety of text forms. As well,
students will expand their academic
vocabulary and their study skills to facilitate
their transition to the mainstream school
program. This course also introduces
students to the rights and responsibilities
inherent in Canadian citizenship, and to a
variety of current Canadian issues.
ESLDO ESL Level 4
This course prepares students to use English
with increasing fluency and accuracy in
classroom and social situations and to
participate in Canadian society as informed
citizens. Students will develop the oral-
presentation, reading, and writing skills
required for success in all school subjects.
They will extend listening and speaking skills
through participation in discussions and
seminars; study and interpret a variety of
grade-level texts; write narratives, articles,
and summaries in English; and respond
critically to a variety of print and media texts.
ESLEO ESL Level 5
This course provides students with the skills
and strategies they need to make the
transition to college and university
preparation courses in English and other
secondary school disciplines. Students will be
encouraged to develop independence in a
range of academic tasks. They will participate
in debates and lead classroom workshops;
read and interpret literary works and
academic texts; write essays, narratives, and
reports; and apply a range of learning
strategies and research skills effectively.
Students will further develop their ability to
respond critically to print and media texts.

Outlines of the Courses of Study

If you wish to preview our outlines of courses of study please visit www.agileprep.ca/courses or
contact us via www.agileprep.ca/contact-us with your request and arrangements will be made
to have it emailed to you.

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Ontario Curriculum Policy Documents
The courses offered at our school have been developed according to the requirements of the
Ontario Ministry of Education. Information on Ministry course documents and Ontario
Curriculum Policy documents may be found at the Ministry website,
https://www.dcp.edu.gov.on.ca/en/curriculum#secondary

Experiential Learning
Cooperative education programs allow students to earn secondary school credits while
completing a work placement in the community. While we recognize the value of cooperative
education as it enables learners to apply their knowledge and skills through hands on
experiences, we do not offer co-op based courses at this time.

Course withdrawal and repeats

According to Ministry policies, grade 9 and grade 10 courses can be withdrawn at any time
without any academic penalty. The grade 9 and 10 courses can also be repeated an unlimited
number of times without any academic penalty. Grade 9 or 10 courses withdrawn are simply
not recorded on the OST (it is as if you have never registered for the course). When students
retake grade 9 or 10 courses, the highest mark is recorded on their OST, replacing the lower
mark.

However, withdrawing from grade 11 or grade 12 courses without academic penalty must be
done within 5 days of receiving the first report card. In this case, the mark will not be recorded
on the OST. On the other hand, withdrawal from a grade 11 or grade 12 course after 5 days of
receiving the first report card results in the following permanent record on the student’s OST: a
"W" being entered in the "Credit" column of the OST along with the mark at the time of the
withdrawal. If there are extraordinary circumstances relating to a student's withdrawal from a
course, an "S" may be entered in the "Note" column on the OST.

Retaking grade 11 and grade 12 courses leads to permanent records of all repeats on the
student’s OST, along with the marks of each attempt. Only one credit is earned if a course is
retaken. An “R” is entered in the “Credit” column of the OST for the repeats with the lower
mark.

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It is therefore advised that students taking grade 11 and grade 12 courses be mindful of
withdrawal deadlines pertaining to their enrollment, and do their best in the course if they have
passed the withdrawal deadline.

Changing Course Type

Under extraordinary circumstances, students have the opportunity to change the course type.
However, each subject area has specific criteria to permit such changes. To discuss your unique
situation, please contact us via www.agileprep.ca/contact-us and outline the following
information. You will also need to forward your most recent transcript.
• Name:
• Contact information: Address, phone and email address
• Date of Birth:
• Last school attended and Year attended:
• Reason for Request:
• Special Circumstances:

Generally, in Grades 10 to 12, a student may change to a different type of course in a given
subject provided that the student has taken any course specified as a prerequisite for that
course.

Transfer credits
Transfer from a school in Ontario: Transfers between schools within Ontario is seamless. Since
all schools in Ontario (whether public schools or inspected private schools) grant the same
Ontario OSSD high school credits that are equally recognized by Universities, students can
seamlessly take their credits with them when they switch schools in Ontario. This includes
switching between public schools, switching from public to private schools (or vice versa), and
switching between private schools.

Students can also earn high school credits at an Ontario high school (public or private) that is
different than their main school and have their credits transferred to their main school.

Since Agile Prep Academy is a private school inspected by the Ministry of Education and is
eligible to grant the Ontario Secondary School Diploma, we allow seamless transfers to and
from other public and private schools. Our principals and school admin will work with officials
from other schools to transfer credits on behalf of our students.

Transfer from a school outside of Ontario or outside of Canada: Agile Prep Academy welcomes
international students and students from other parts of Canada. Students who have studied
high school outside of Ontario or outside of Canada are eligible to “convert” their existing high
school credits into Ontario high school credits. Students do not need to re-take the courses at

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Agile Prep Academy for which they have already taken elsewhere. The official process is known
as Prior Learning Assessment and Recognition (PLAR), in which the student’s learning prior to
attending an Ontario high school is recognized and is counted towards OSSD requirements.
Please see the section below on PLAR to learn more.

Prior Learning Assessment and Recognition (PLAR)

The PLAR process has two components: Challenge and Equivalency. The Equivalency portion is
for students from other jurisdictions (i.e., outside of Ontario or Canada). The Challenge portion
is primarily for mature students (over the age of 18) who for whatever reason cannot provide
documentation of having taken high school classes (e.g., has lost access to their report cards or
transcripts). Our school offers the Equivalency portion. We do not offer the Challenge
opportunities for credit.

For students transferring from a school outside of Ontario, outside of Canada, a non-inspected
private school, or from home schooling, our school principal will grant equivalency credits for
placement purposes through the Prior Learning Assessment and Recognition (PLAR) process.
Determining equivalency involves the assessment of the student credentials from other
jurisdictions, as shown on their transcripts and/or report cards.

Our Principal will determine the total credit equivalency, as well as the number of compulsory
and optional credits remaining to be completed in accordance with Ontario Schools, Appendix
2, Guide to Determining Diploma Requirements for Students Transferring into Ontario
Secondary Schools, as well as the Policy/Program Memorandum No. 129 (2001) document.

Evaluation and examination policies

Timed assessments such as tests, quizzes, and exams are completed online with the use of a
front-facing webcam to allow for remote proctoring (test supervision) over the internet.
Remote proctoring over the internet is a privilege that may be revoked should the student
engage in bad behaviour or otherwise undermine the academic integrity of the school.
Revocation of the remote proctoring privilege is under the complete discretion of school
administrators and teachers.

Students who have their remote proctoring privileges revoked must complete their timed
assessments at a designated examination center to ensure the academic integrity of our school
is protected. This may incur additional fees.

Under truly exceptional circumstances (i.e., rarely), the tests and exam can be a paper-pen
evaluation written at a mutually agreed time, date, and location. If an assessment is proctored
offline, a suitable adult with a dedicated identifiable and authentic email address will supervise

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you writing the assessments. This process ensures the security and integrity of the assessment.
Any person related or affiliated to the student in a personal way cannot serve as a proctor.

Ontario Student Record (OSR)

The Ontario Student Record is the official school record for a student registered in a school in
Ontario. Every Ontario school keeps an OSR for each student enrolled at that school. The OSR
contains achievement results, credits earned and diploma requirements completed, and other
information important to the education of the student.

These records are protected by the Education Act and Freedom of Information legislation.
According to the laws of Ontario, every student has the right to have access to his or her own
OSR and parents have access to the OSR if the student is less than 18 years old.

If the student is currently attending another school - public or private - and is simply taking a
few courses at our school, the OSR will be held by the school where the student is taking the
most courses. Typically, that student's OSR will reside at the school where the student is
attending.

On the other hand, if the student becomes the sole responsibility of our school, then the OSR
may be transferred to our school. Our school will request, establish and manage the OSR as per
the Education Act. Please note that we are not responsible to hold the OSR for students who
have already graduated from another school since the graduating school is obligated to keep
those records.

The policies and procedures for the establishment, maintenance, use, retention, transfer, and
disposal of the OSR is in accordance with the Ontario Student Record Guideline, 2000.

Ontario Student Transcript (OST)

The Ontario Student Transcript (OST) is a comprehensive record of all coursework and diploma
requirements achieved by a student. An OST must be established for each student enrolled in
an Ontario secondary school course, whether or not he or she is taking the course for credit.
Upon the student’s graduation or retirement, a current and accurate copy of the student’s OST
is stored in the OSR folder. The transcript will include the following information:
• The student’s achievement in Grades 9 and 10, with percentage grades obtained and
credits earned for successfully completed credit courses;
• A list of all Grade 11 and 12 courses completed or attempted by the student, with the
percentage grades earned and the credits gained;
• Confirmation that the student has completed the community involvement requirement;

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 • Confirmation that the student has completed the provincial secondary school literacy
requirement;
• Confirmation that a student in a Specialist High Skills Major has completed all the
requirements;
• The transcript may also contain special indicators such as identification of any course
that has been substituted for one that is a diploma requirement and an indication of any
extraordinary circumstances affecting the student’s achievement in a Grade 11 or 12
courses.

Reporting Student Achievement

Our school uses the Provincial Report Card, Grades 9-12, for formal written reports sent home
two times over the duration the student is active in the course. The first report reflects student
achievement of the overall curriculum expectations during the first reporting period, as well as
development of the learning skills and work habits. The final report reflects achievement of the
overall expectations for the entire course, as well as development of the learning skills and
work habits.

Guidance Support
Students who register at Canada Agile Preparatory Academy as their primary school are
encouraged to direct any specific questions regarding course selection, general support, marks
or general guidance support questions to our contact-us page, which can be accessed at
www.agileprep.ca/contact-us

The following document can be used to assist with educational planning and course selection
process: http://www.edu.gov.on.ca/eng/document/curricul/secondary/descript /descri9e.pdf

Our teachers are responsible in providing multiple and varied opportunities for students to
demonstrate their learning, and help students meet their academic goals. Students who
register at Canada Agile Preparatory Academy as their primary school who are at risk of not
graduating are encouraged to contact us for guidance support.

Other Ways of Earning Credits

There are many different ways that students can earn high school credits in the Ontario
curriculum. These opportunities include: eLearning, ILC, and continuing education courses from
public school boards.

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English Language Learners
Our classes use a series of instructional strategies to help those who are still learning English.
Some of our strategies include extensive use of visual cues and clear understandable
instruction. In some lessons, we also make use of technology such as providing written
transcripts of the spoken content.

Under exceptional circumstances, curriculum expectations may also be modified to meet the
language-learning needs of English language learners (often referred to as ELLs). However, note
that when curriculum expectations are modified, assessment and evaluation will be based on
the documented modified expectations. This will be noted on the secondary provincial report
cards, and will be explained to parents. Teachers, in collaboration with their principals, will
determine the most effective way to document the modification of curriculum expectations for
English language learners.

For further information about provisions related to English language learners, see the ministry
publication English Language Learners / ESL and ELD Programs and Services: Policies and
Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007.

Special education
Students who have behavioural, communicational, intellectual, physical, or multiple
exceptionalities may require special education programs and/or services to benefit fully from
their school experience.

The asynchronous nature of course materials offered at our school enables students to learn at
their own pace, which will allow them to benefit from the school experience.

Students who register at Canada Agile Preparatory Academy as their primary school may
request for the development of an Individual Education Plan (IEP). An IEP identifies the
student’s specific learning expectations and outlines how the school will address these
expectations through appropriate accommodations within their online courses. If a student has
an existing IEP, the students must submit a valid IEP upon enrolling in a course. Students who
complete assessments prior to supplying their IEP may not have the opportunity to re-attempt
them, so it is crucial this information is provided as early as possible.

Accommodations are usually in the form of extra time for quizzes, tests, and the final exam.
IEPs that generally state “extra time” will result in the student receiving 1.5 the amount of time.
For example, a two hour exam would be three hours in this case. Students will only be given
double the amount of time if the IEP explicitly states so.

Library and Community Resources

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Students are encouraged to use their local public libraries for their research projects and to
access computers and the internet.

In addition, students are encouraged to make use of the following resources to further their
learning:
-Various educational videos on youtube.com
-Wikipedia
-wolframalpha.com
-thecanadianencyclopedia.ca

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