Curriculum

Cooperative education programs allow students to earn secondary school credits while completing a work placement in the community. These programs complement students’ academic programs and are valuable for all students, whatever their postsecondary destination. A cooperative education program comprises, at a minimum, one cooperative education course and its related course on which the cooperative education course is based.

The cooperative education course consists of a classroom component and a placement component. The classroom component includes pre-placement sessions and classroom integration sessions. The pre-placement sessions prepare students for the workplace and include instruction in areas of key importance, such as health and safety. The classroom integration sessions provide opportunities for students to reflect on and reinforce their learning in the workplace as the program progresses.

A personalized placement learning plan (PPLP) must be developed for all students in a cooperative education program. A student’s progress in achieving the curriculum expectations and in meeting the requirements identified in the PPLP must be assessed and evaluated by a teacher through regular workplace monitoring meetings with the student and the student’s workplace supervisor.

Spadina International School does not run a Cooperative Education Program at the moment.

Work experience is a component of a course that provides students with a learning opportunity in the workplace for a limited period of time – from one to four weeks. Some requirements for work experience mirror those for cooperative education programs.

Spadina International School does not run a Work Experience Program at the moment.

Job shadowing and job twinning may be offered to students from Grade 7 to Grade 12 as part of curriculum delivery and as part of the career development program. Job shadowing allows a student to spend one-half to one day observing a worker in a specific occupation. Job twinning provides the opportunity for the student to observe a cooperative education student at his or her placement for one-half to one day.

Spadina International School does not run a Work Experience Program at the moment

1. SIS students must acknowledge that they are responsible for initiating the challenge process before enrolling a course, and for satisfying all of 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
2. SIS students must be informed about policies and procedures related to challenging for credit, including policies and procedures for recording results in the Ontario Student Record (OSR) and on the Ontario Student Transcript (OST) 
3. SIS students must fill out 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
4. SIS  will evaluate each application in consultation with the student’s parents (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
5. SIS develops formal tests and other assessment strategies
6. SIS conducts the testing (i.e., the use of formal tests and of other appropriate assessment strategies)
7. SIS evaluates and reports clearly and in writing to the parents, or directly to the adult student, about the process results. 

1. The challenge process is an evaluation process and may not be used as a way for students to improve their mark in a course for which they have already earned a credit, nor as a way to obtain a credit for a course they have previously failed.
2. SIS Students may challenge for credit only for Grade 10, 11, and 12 courses in provincial curriculum policy documents. 
3. SIS Students may earn no more than four credits through the challenge process, including a maximum of two credits in any one discipline.
4. SIS Students may challenge for credit for a course only if they can provide reasonable evidence to the principal that they would be likely to be successful in the challenge process. In cases where a student who is an adult or the parent 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 or adult student may ask the appropriate supervisory officer to review the matter.
5. SIS 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. 
6. Credit will be granted only for the specific course for which the student has successfully challenged for credit.
7. A student will be permitted to challenge for credit for a specific course a second time after a reasonable interval, if the student can provide reasonable evidence to the principal that he or she is likely to be successful after having benefited from additional study and experience during the interval..

Students cannot be granted credits through the challenge process for any of the following courses:

1. 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
2. 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)
3. A transfer course
4. A locally developed course
5. A cooperative education course
6. A course in English as a second language (ESL), English literacy development (ELD), or Anglais pour débutants (APD), if the student has one or more credits in English from the curriculum policy documents for English for Grades 9 to 12 under OSS (i.e., the documents for English-language schools or the documents for French-language schools) or from the curriculum guidelines for English or Anglais/English for Grades 9 to 12/OACs under OSIS
7. 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 under OSS or the curriculum guideline for Français for Grades 9 to 12/OACs under OSIS

1. Assessment and evaluation through the PLAR process will be based on the curriculum expectations and the achievement charts in the Ontario curriculum policy documents. Assessment and evaluation must be based on all the strands in a course and on all categories of knowledge and skills and the descriptions of achievement levels given in the achievement chart that appears in the curriculum policy document for the discipline. A student’s level of achievement will be recorded as a percentage grade on the OST in the same way as achievement in other courses.Assessment and evaluation strategies for the challenge process must include formal tests (70% of the final mark) and a variety of other assessment strategies appropriate for the particular course (30% of the final mark). The formal tests must have a balance between written work and practical demonstration that is appropriate for the subject/discipline. Other assessment strategies may include evaluation of written assignments, demonstrations/performances, laboratory work, and quizzes, and observation of student work. The principal is responsible for developing and administering the formal tests and for determining which assessment strategies are most appropriate for each course for which a student is challenging for credit.

1. SIS will 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.The following entries will be made on the student’s “Cumulative Tracking Record” form and the “Interim Tracking Record” form, as applicable:
   • 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)

   The following entries will 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

SIS abides the policies and procedures outlined in the provincial policy (OSS, sections 6.6 and 8.2).

1. SIS students must fill out an application form before enrolling in a course.
2. SIS students must be informed about policies and procedures related to equivalency for credit, including policies on and procedures for recording results in the Ontario Student Record (OSR) and on the Ontario Student Transcript (OST) 
3. SIS students must submit formal transcripts issued by a recognized educational or training institution or a government ministry in Ontario or outside Ontario.
4. The SIS principal will, in the process of deciding where the student should be placed, determine as equitably as possible the total credit equivalency of the student’s previous learning, and the number of compulsory and optional credits still to be earned. To ensure provincial consistency in establishing equivalency for students for placement purposes, principals will use as a guide the table entitled “Requirements for the OSSD Under OSS” in OSS, appendix 8: 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.  
5. Determine whether there is a direct relationship between the credentials and/or other appropriate documentation presented by the student and the curriculum expectations for a specific Grade 11 or 12 course in one of the Ontario curriculum policy documents published in 2000 or later
6. Determine whether equivalency should be granted for a specific full- or half-credit course
7. SIS will record the equivalency in accordance with The Ontario Student Transcript (OST):(A) The equivalent credits granted for Grades 9 and 10, entered as one total, the notation “Equivalent Credits” in the “Course Title” column, and the code “PLE” in the “Course Code” column, the total number of equivalent credits (up to 16) in the “Credit” column. (B) The appropriate course codes for equivalent credits granted for all Grade 11 and 12 courses through the equivalency process, the code “EQV” in the “Percentage Grade” column, the appropriate value for individual credits granted or earned in the “Credit” column, an “X” in the “Compulsory” column for each compulsory credit granted.

1. Applicant students will acknowledge that OSS diploma requirements apply to all students who do not have Ontario credits who enter or are placed in Grade 11 in 2001 and Grade 12 in 2002, as well as to those who entered or were placed in Grade 9 in 1999 and Grade 10 in 2000.
2. Students who are eligible for equivalency credits are those who transfer to Ontario secondary schools from non-inspected private schools or schools outside Ontario
3. Equivalency credits are granted for placement only
4. The Equivalency (EQV) portion of PLAR is the process and procedure the Principal uses to grant credits based on credentials from other non-Ontario jurisdictions for the process of awarding EQV credits. All EQV credits granted through the PLAR process must represent the same standards of achievement as have been established for students who have taken the comparative Ontario Secondary school courses/credits. Submissions should therefore not only include a transcript but also an English description and/or sometimes the Course Outline of each course of study. This may be requested prior to making an assessed decision.
5. In cases where a student who is an adult or the parent of a student who is not an adult disagrees with the principal’s placement decision for students transferring to an Ontario secondary school from a non-inspected private school or a school outside Ontario, the adult student or the parent may ask the appropriate supervisory officer to review the matter.
6. The student can be granted up to 16 Grade 9 and 10 credits, on the basis of transcripts indicating successful completion of two years of secondary school that are comparable to Ontario Grade 9 and 10

1. Principals will ensure that equivalency is recorded in accordance with The Ontario Student Transcript (OST):SIS procedures abide the policies related to the equivalency process that are outlined in the provincial policy (OSS, sections 6.6 and 8.2)

SIS has a policy in place which is based on seven fundamental principles designed to ensure that assessment, evaluation, and reporting practices and procedures are in compliance with guidelines from the Ontario Ministry of Education outlined in Growing Success, 2010. SIS Teachers use practices and procedures that abide the following principles:

The Seven Fundamental Principles

1. Are fair, transparent, and equitable for all students;
2. 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;
3. 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;
4. 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;
5. 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;
6. Provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
7. Develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

At SIS all curriculum overall expectations outlined by the Ontario Ministry of Education are accounted for instruction and accordingly for evaluation. A student’s achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. The overall expectations are broad in nature, and the specific expectations define the particular content or scope of the knowledge and skills referred to in the overall expectations. SIS Teachers will determine which specific expectations should be used to evaluate achievement of the overall expectations, and which ones will be accounted for in instruction and assessment but not necessarily evaluated. Likewise, SIS Teachers develop learning goals based on the curriculum expectations and share them with students through the Course Syllabus. 

SIS  teachers will obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental practices, performances, peer and self-assessments, self-reflections, essays, and tests.  SIS  teachers will provide ongoing, timely and constructive feedback to support student learning and also to verify that the work presented actually belongs to the student enrolled.

Evidence of SIS student achievement for evaluation is continually collected on every lesson from three different sources: observations, conversations, and student products. Observations are gathered from discussion areas or video evidence. Effective conversations will be fostered through apps that enable forums, discussions and feedback. Student products may be in the form of tests or exams and/or assignments for evaluation. Assignments for evaluation may include rich performance tasks, demonstrations, projects, and/or essays, contributions to online discussions, completion of online assignments, portfolio submissions, projects and presentations, website development, electronic presentations, Online collaborative projects, oral presentations, interviews, dissertations, Student-led conferencing,  tests, rubrics, anecdotal comments, checklists and self- and peer-assessment.

They do not include ongoing homework that students do in order to consolidate their knowledge and skills or to prepare for the next class. Assignments for evaluation may involve group projects as long as each student’s work within the group project is evaluated independently and assigned an individual mark, as opposed to a common group mark. The evaluation of student learning is the responsibility of the teacher and do not include the judgement of the student or of the student’s peers.

Achievement Chart

SIS student learning is assessed and evaluated in a balanced manner with respect to the four levels of the achievement chart, defined as follows:

Level 1 represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course. It is obtained if performance is under 59% of marks. 

Level 2 represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success. It is obtained if performance is between 60% and 69% of marks.

Level 3 represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent grades/courses. It is attained if performance is between 70% and 79% of marks.

Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course. It is reached if performance is over 80% of marks

Categories of Knowledge and Skills

he following are the four broad areas of knowledge and skills within which SIS subject/course expectations are organized. The categories are to be considered interrelated, reflecting the wholeness and interconnectedness of learning

1. Knowledge and Understanding: Subject-specific content acquired in each grade/course (knowledge), and the comprehension of its meaning and significance (understanding)
2. Thinking: The use of critical and creative thinking skills and/or processes
3. Communication: The conveying of meaning through various forms
4. Application: The use of knowledge and skills to make connections within and between various contexts 

Learning Skills and Work Habits

The development of learning skills and work habits is an integral part of a SIS student’s learning. To the extent possible, however, the evaluation of learning skills and work habits, apart from any that may be included as part of a curriculum expectation in a subject or course, should not be considered in the determination of a student’s grades. Assessing, evaluating, and reporting on the achievement of curriculum expectations and on the demonstration of learning skills and work habits separately allows teachers to provide information to the parents and student that is specific to each of the two areas of achievement.

The Learning Skills and Work Habits are Responsibility, Organization,  Independent Work, Collaboration, Initiative and Self-regulation, and will be evaluated and reported as E – Excellent, G Good, S Satisfactory, N Needs improvement.

For Grades 9 to 12, a final grade (percentage mark) is recorded for every course. The final grade will be determined as follows:

• 70% of the grade will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. 
• 30% of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.

 A course with a final examination will follow the procedure to ensure the security and integrity of the results. The SIS student will write the final examination supervised by a proctor, who will monitor while the student take the test. The student will be responsible for booking the appointment to write the exam.