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SCHOOL COURSE CALENDAR

FOR THE 2024-2025 ACADEMIC YEAR

At Wise Owl Private School, our High School program is designed to deliver quality education with trusted affiliates, ensuring students are equipped with the knowledge and skills needed for success in academics and beyond. Our partnership with Cestar High School, operating under one of Toronto’s leading public colleges, provides access to advanced academic facilities and experienced educators, creating a robust and dynamic learning environment.

VES SCHOOL Goals and Philosophy

VES SCHOOL values academic achievement and prepares our diverse range of students for post-secondary education. We believe in excellence in guided instruction and self-discovery at VES SCHOOL. Our instructors and teaching assistants are caring professionals who are committed to creating an environment where students can become strong independent learners, acquire skills for future employment around the world, enjoy the pursuit of academic excellence, and take part in extra-curricular activities no matter the global location. We feature individualized attention and small classes with a challenging yet friendly atmosphere, and we partner with excellent facilities to deliver strong educational opportunities despite being a fully online school.

VES SCHOOL is a full-year school offering Ontario Secondary School Diploma (OSSD) track credit courses in a wide range of subjects, as well as non-credit courses using the same online platform to those who only want to learn English or preview if a Canadian education is right for them. Although our courses can be challenging for many students, our administration ensures that extra individual support and tutoring is available. We all recognize the importance and value of completing a secondary education and we are dedicated to helping each student have successful results from their secondary school experience, whether it is simply using VES SCHOOL as a transition to other high schools in Ontario or completing many courses to earn an Ontario Secondary School Diploma.

VES SCHOOL, due to its relatively low enrollment, offers a safe environment where all students are known and cared for by school administration. With assistance from the principal / guidance counsellor, students are shown post-secondary academic planning for university and colleges and advised on efficient study habits, career exploration and goal-setting. VES SCHOOL aims to keep synchronized lessons in small class settings to ensure that all students receive a great deal of individualized teacher attention.

VES SCHOOL instructors (with the assistance of administration) uphold the highest academic standards while using current pedagogical methods and the latest advice from Ontario FSB-PSIE, engaging virtual classrooms with creativity and cooperation if there are multiple students taking the same course at the same time during synchronized lessons. We value the importance of building a successful foundation. Since students are required to stay in school until the age of 18, we try to be creative in best implementing learning environments that suit the needs of students while still following overall and specific expectations set out by the Ontario curriculum.

VES SCHOOL offers options for students to enroll either full-time in our regular OSSD-track day school program or part-time, where students can acquire one high school credit per semester while still attending another school full-time. (There are also non-credit options as mentioned above.) Overall, students find that the concentrated teacher-student class time at VES SCHOOL allows them to reach more of their potential, providing more confidence and in some cases, additional success in their achievement outcomes. Upon completion of credit courses, these credits are then transferred to students’ transcripts at their home schools.

VES SCHOOL is technically an online-only school, though some arrangements with partnered institutions may result in classroom-based education. For example, some schools in China may lend their classrooms while instructors in Canada teach the synchronous lesson on an online platform. Local staff members in those schools facilitate the internet connectivity and provide additional support during asynchronous hours. It is up to the individual students to work with their instructors and administrators to troubleshoot potential technological problems. It is the responsibility of the students to ensure that their electronic devices meet the technical requirements for running the VES SCHOOL online platform and that their work is properly submitted on the VES SCHOOL online platform.

VES SCHOOL administration can help students as the principal is also the official guidance counsellor with extensive experience providing support regarding the potential future adjustment to life in Canada and post-secondary information. The principal’s master degree thesis focuses on qualitative interviews where participants discuss their post-secondary choices.

VES SCHOOL overall attempts to provide an excellent learning environment where dedicated staff and engaged students globally contribute to a better world as they continue on the journey of education.

VES SCHOOL Schedule Format

School Semesters

VES SCHOOL is a full-year school with options for continuous intake, but the administration generally groups students in either a quadmester schedule or two-semester schedule for better classification with instructors and due-date management. If there is enrollment, the summer months of July and August follow a quadmester timeframe. Below is the general breakdown. Please see the school calendar for suggested start and end times and exam days (which are subject to change depending on synchronous schedule arrangements).

Two-Semester Autumn: September – January
Two-Semester Spring: February – June

Quadmester Semester 1: September – November

Quadmester Semester 2: November – January

Quadmester Semester 3: February – April

Quadmester Semester 4: April – June

Quadmester Summer Semester 1: July – August

Timetable

VES SCHOOL has a flexible timetable dependent on student enrollment and location logistics. Most classes engage in 44 hours of synchronous instruction and 66 hours of asynchronous self-directed learning. Periods 1, 2, 3 are a guideline based on enrollment demographics: It is most convenient for the time zones in Ontario and East Asian countries to have meeting times in Periods 1 and 3, and most convenient for students residing in Ontario, some of whom attend other day schools, to have class in Period 2.

Period 1: 7:00 am – 9:30 am (1 hour synchronous, 1.5 hours asynchronous; Monday to Friday for quadmester schedules, Monday Wednesday Friday for two-semester schedules)
Period 2: 3:30 pm – 6:00 pm (1 hour synchronous, 1.5 hours asynchronous; Monday to Friday for quadmester schedules, Monday Wednesday Friday for two-semester schedules)

Period 3: 8:30 pm – 11:00 pm (1 hour synchronous, 1.5 hours asynchronous; Monday to Friday for quadmester schedules, Monday Wednesday Friday for two-semester schedules)

Reporting Periods

VES SCHOOL provides midterm and final report cards to students using the standard Ontario report card template. Midterm report cards are provided approximately three days after the student has completed half of the assignments (usually on an agreed-upon scheduled date grouped with other students in a semester). Final report cards are provided approximately three days after the student has completed all assignments, including the final exam (also usually on an agreed-upon scheduled date grouped with other students in a semester).

VES SCHOOL Guidance and Career Education Program / Support and Resources

VES SCHOOL encourages students to reflect on the Individual Pathways Plan, which asks the questions: Who am I? What are my opportunities? Who do I want to become? What is my plan for achieving my goals? These questions are central for knowing yourself, exploring opportunities, making decisions and setting goals, and finally, achieving goals and making transitions. VES SCHOOL administration will support students during the path of self-discovery through personalized support. As it is a relatively small school in enrolment, VES SCHOOL is best positioned to provide detailed support that relates to student interests and understand risk factors that could delay or prevent successful completion of high school. Strong encouragement of studies and positive interventions along with continual updates to students’ parents / guardians can lead to the development of well-rounded students.

VES SCHOOL administration will have a list of all students who are officially designated English Language Learners at the school, and share this list with the English department head teacher to discuss proper accommodation strategies and to also provide support for best practices that will benefit both staff and students. There are specific non-credit programs such as IELTS test preparation that can also benefit those designated as English Language Learners.

VES SCHOOL is fully online, so it is expected that students use their own electronic devices to access content rather than accessing from a computer lab. However, teaching assistants and staff could assist students with accessing course material and proper submission of content, and they can also advise students on resources available to them such as a public library system (how to obtain a public library card in their communities around the world). University and college resources are available for students – they are encouraged to subscribe to the prospective applicant mailing lists of post-secondary institutions.

VES SCHOOL also provides accommodations for exceptional students or those needing special education as defined in their Individual Education Plan (IEP). These accommodations may include extra time on standardized exams such as the Ontario Secondary School Literacy Test (OSSLT), having a scribe or voice-to-text application on assessments, or being graded on an alternate assessment rubric (which still meets the overall and specific course expectations).

VES SCHOOL aims to assist students in acquiring the necessary skills for learning effectively, living and working cooperatively and productively with many different people across cultures, and setting and pursuing both educational and career goals. There are three pillars of learning: student development (such as the development of positive work habits and skills required for learning), interpersonal development (such as skills required in working with other people), and career development (such as skills required for short-term and long-term goals). Regarding student development and interpersonal development, these are integrated within the learning skills and work habits mentioned in Ministry of Education policy documents such as Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools – First Edition, Covering Grades 1 to 12. Regarding each of the specified learning skills and work habits, Growing Success provides examples of associated behaviours, and they are useful in guiding teachers in the instruction, assessment, and evaluation of the learning skills and work habits. Regarding career development, students reflect critically on their strengths, needs, and interests. With the assistance of staff, students set goals and identity learning opportunities and strategies to achieve their desired goals. They are expected to learn about knowing themselves, exploring future opportunities, making crucial decisions, and preparing for future transitions and changes.

VES SCHOOL instructors encourage students to set specific goals to improve their work and to measure the success of their efforts. Before graduating with an OSSD, all full-time students are required to successfully complete the Grade 10 career studies (GLC2O) half-credit course. Beginning in 2025, students will also need to complete a financial literacy test in order to be prepared for real-world challenges. The requirements for the guidance and career education program are specified in the Ontario curriculum documents, notably Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools.

Note: Based on the Ministry of Education announcement on May 30, 2024, there will be updates regarding the official guidance and career education policies. VES SCHOOL will adapt to new changes accordingly. https://news.ontario.ca/en/backgrounder/1004649/modern-relevant-and-skills-focused-a-stronger-ontario-high-school-diploma

Graduation Requirements

Ontario Secondary School Diploma (OSSD) Requirements

Compulsory Credits (18 credits)

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

Group Requirements (Choose 1 credit from each group)

Group 1: English, French as a Second Language, Native Language, Classical or International Language, Social Sciences and Humanities, Canadian and World Studies, Guidance and Career Education, or Cooperative Education
Group 2: Health and Physical Education, the Arts, Business Studies, French as a Second Language, or Cooperative Education
Group 3: Science (Grade 11 or 12), Technological Education, French as a Second Language, Computer Studies, or Cooperative Education

Note:** A maximum of 2 credits in French as a Second Language and 2 credits in Cooperative Education can count as compulsory credits.

Elective Credits (12 credits)

12 credits selected from available courses.

Additional Requirements

40 hours of Community Involvement

Passing the Ontario Secondary School Literacy Test

Please note that students aiming for university admission should consult specific university requirements for their desired program.

Community Involvement Activities

Community 1 Involvement

As part of the Ontario Secondary School Diploma requirements, a student must complete a minimum of 40 hours of community involvement activities. These may take place in a variety of settings, including businesses, not-for-profit organizations, public sector institutions, and informal settings.

Students may not fulfill the requirements through paid work, co-op education, or by assuming duties normally performed by a paid employee. The activities must take place after school, on weekends, or on school holidays.

Students must seek permission from the guidance office to do a particular activity before commencing the activity. For further information on the recording of such activities, please speak with our coordinator in the guidance office.

Please note that students may start accumulating community hours in the summer prior to starting grade 9.

The Ontario Secondary School Literacy Test (OSSLT)

Ontario 1 Secondary School Literacy Test (OSSLT)

As part of the Ontario Secondary School Diploma requirements, students must pass the provincial secondary school literacy test, usually taken in Grade 10. The test is based on the Ontario Curriculum expectations for language and communication, particularly reading and writing, up to and including Grade 9.

Test results identify students who have not demonstrated the required skills, and show areas where they need remediation after school hours. Students who are not successful in the first attempt will write the test again with the next group.

Students who have had two opportunities to write the OSSLT, and have failed at least once, will be allowed to take the Ontario Secondary School Literacy Course as a means of acquiring the literacy requirement to graduate. A score of 50% is needed to pass.

Understanding Course Codes

Ontario Course Code System

At Wise Owl PS Consortium, we use the Ontario Ministry of Education’s course code system to clearly identify each course. Each code has five characters:

The First Three Characters:

Subject: The first three letters identify the subject area (e.g., ENG for English, SNC for Science).

Course Level: The number after the subject letters indicates the level of the course within that subject (e.g., ENG1 is the first course in the English sequence).

The Fourth Character:

Grades 9-12: Represented by numbers 1 through 4 (e.g., Grade 9 = 1).

Language Courses: Letters A through E indicate proficiency levels (A being beginner, E being advanced).

The Fifth Character (Course Type):

D (Academic): For students planning to pursue post-secondary education, emphasizing theory and abstract thinking.

C (College): Prepares students for college programs, often with a practical focus.

M (University/College): Suitable for students considering both university and college, these courses balance both theory and practice.

U (University): Specifically prepares students for university, focusing on theoretical knowledge and academic skills.

O (Open): Available to all students, regardless of academic pathway.

Example:

ENG1D means:

ENG: English

1: First English course

D: Academic course intended for students in grade 9 or 10 planning for post-secondary studies.

We hope this helps you understand our course codes! For further questions, please contact our guidance department.

Additional Considerations

Important Information

Post-Secondary Scholarships

Universities are looking for exceptional individuals. Many programs are seeking students who have already gained exposure to the area of study. Students hoping to receive entrance scholarships should aim for excellent grades (90%+), but we also recommend they take advantage of other school and community opportunities to gain experiences. Choose summer and weekend employment with future plans in mind, and don’t forget that volunteering for quality organizations can be a smart option. For further information, please visit the guidance office or click into the Guidance Site.

Procedures For Students Who Wish To Change Course Type

Students who are successful in any academic or applied Grade 9 course will have the opportunity to enter academic courses in the same subject in Grade 10 (exception: must have academic level Math 9 to enroll in academic level Math 10). Grade 10 academic and applied courses will prepare students for specific Grade 11 courses. A student enrolled in a Grade 10 or 11 course that does not meet the prerequisite for a specific destination-related Grade 11 or 12 course may take a course of another type (e.g., academic) that will satisfy the prerequisite for a course in a higher grade (e.g., a university preparation course).

Prior Learning Assessment & Recognition

Prior learning includes the knowledge and skills that Ontario students have acquired outside secondary school. A student’s prior learning is assessed for the purpose of granting credit for a course developed from a provincial curriculum policy document. Assessment instruments for this process include a formal test (worth 70% of the final mark) and a variety of other assessment strategies, such as written assignments, laboratory work, and observation of performance (worth 30% of the final mark). Students may challenge for credit only for Grade 10, 11 and 12 courses. For students who are under the age of 18, or who are 18 or older but have not left high school for a year or more, a maximum of four credits may be granted through the challenge process, with no more than two in one subject area.

Transcripts & Full Disclosure

The Ontario Student Transcript Every student at the secondary school level has a transcript in their OSR (Ontario School Record) file. The transcript shows the name of the course taken, the grade and type, the mark achieved, the date the course was completed, and the credit value. It also indicates whether the course was compulsory. Please note there is full disclosure on the transcript for all grade 11 and 12 results. Check Important Dates to determine the date by which a course may be dropped without penalty. The transcript also states if total hours of community service are completed, the results of the Literacy Test, the type of diploma issued, and the date of issue. The transcript is an effective means to communicate the student’s achievements to other educational institutions and future employers. Parents may have access to their child’s Ontario School Records and if they wish to see its contents then they should contact the guidance counselor.

Full Disclosure: Since September 1999, the Ministry of Education has required full disclosure on student transcripts of all Grade 11 and 12 results. Please note that if you wish to drop a Grade 11 or 12 course you must do so in writing before the announced deadlines for the 1st and 2nd semesters. After the drop dates, all marks will be placed on the transcript whether the student fails, passes or withdraws from the course.

University Guidance

Post-Secondary Resources and U.S. Application Checklist

Resource Description Website

Ontario Universities Fair Planning guide, includes seminar times, maps and questions to ask www.ouf.ca

Scholarships Canada Search for scholarships, awards and bursaries www.scholarshipscanada.com

Ontario University Application Centre Application site www.ouac.on.ca

UCAS Application site for U.K. universities www.ucas.com

College Application Centre Research and apply for Ontario College programs www.ontariocolleges.ca

Association of Universities and Colleges of Canada Research university and college programs across Canada www.univcan.ca

School Finder Information about Canadian universities, colleges and career colleges, along with scholarship information www.schoolfinder.com

College Board SAT information www.collegeboard.com

U.S. Application Checklist

Application Steps

Meet with Guidance in September to discuss your school list.

Register for the ACT/SAT/Subject Tests.

Request recommendation letters early, providing forms and instructions.

If interested in athletics, contact coaches to express interest.

Plan to visit schools if possible.

Complete and submit applications, considering early deadlines.

Language Requirements for International Students

International applicants whose first language isn't English must take a language test. Each university has specific requirements. Most require results by April 1.

Early Conditional Offers

Universities may offer conditional admission based on available Grade 11/12 marks. You may respond early but can accept later offers from other universities. Accepting an earlier offer doesn't affect later applications. The most recent acceptance will be valid. Read the offer letter carefully to understand the conditions.

The Ontario Secondary School Certificate (OSSC) / Ontario Secondary School Certificate of Accomplishment

VES SCHOOL may grant the Ontario Secondary School Certificate (OSSC) upon request to students who are leaving high school upon reaching the age of eighteen without fully completing the requirements for the Ontario Secondary School Diploma. To be granted an OSSC, a student must have earned a minimum of 14 credits, distributed as follows:

7 required compulsory credits
2 credits in English
1 credit in mathematics
1 credit in science
1 credit in Canadian history or Canadian geography
1 credit in health and physical education
1 credit in the arts, computer studies, or technological education
+ 7 required optional credits (7 credits selected by the student from available courses)

VES SCHOOL administration determines the provisions for making substitutions for compulsory credits.

VES SCHOOL may grant the Ontario Secondary School Certificate of Accomplishment upon request to students who leave upon reaching the age of eighteen without having met the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate. 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. The Certificate of Accomplishment is to be accompanied by the student’s Ontario Student Transcript. VES SCHOOL administration determines the provisions of granting such certificates. Students who return to VES SCHOOL to complete additional credits will have their transcript updated accordingly but will not be issued a new Certificate of Accomplishment. The Ontario Secondary School Diploma or Ontario Secondary School Certificate will be granted when the returning student has fulfilled the appropriate requirements.

Descriptions of Grades 9 to 12 Courses Offered by VES SCHOOL and Necessary Prerequisites (Alphabetical Order by Course Code)

VES SCHOOL Credit Course Offerings
Grades 9 to 12 Credit Courses Offered by VES SCHOOL

VES SCHOOL offers a range of Open, De-Streamed, Academic, Mixed, and University Preparation courses for credit (along with a variety of non-credit courses / non-OSSD-track courses on its platform). Note that not all courses are available at the same time, depending on student enrollment, the availability of course instructors, and the website functionality (due to website LMS server changes, many courses need to be completely redesigned and temporarily unavailable on the school website). As of August 2024, below are the courses offered where there are Outlines of Courses of Study submitted to the Ministry of Education:

Grade 9
Grade 10
Grade 11
Grade 12
(The Arts) Media Arts

ASM2O
ASM3M
ASM4M
(The Arts) Visual Arts

AVI2O
AVI3M
AVI4M
(Business Studies) International Business Fundamentals

BBB4M
(Business Studies) Business Leadership Management

BOH4M
(Canadian and World Studies) Exploring Canadian Geography
CGC1W

(Canadian and World Studies) Canadian History Since World War I

CHC2D

(Canadian and World Studies) Civic Studies

CHV2O

(Canadian and World Studies) American History

CHA3U

(Canadian and World Studies) World Issues

CGW4U
(Canadian and World Studies) Canada: History, Identity, and Culture

CHI4U
(Classical Studies and International Languages) Korean

LKKDU
(Classical Studies and International Languages) Mandarin

LKBDU
Computer Studies

ICD2O
ICS3U
ICS4U
English
ENL1W
ENG2D
ENG3U
ENG4U
(English) Ontario Secondary School Literacy Course

OLC4O
(English) The Writer’s Craft

EWC4U
English as a Second Language
ESLAO ESLBO
ESLCO
ESLDO
ESLEO
French as a Second Language
FSF1D FSF1O

(Guidance and Career Education) Career Studies

GLC2O

Health and Physical Education
PPL1O

Mathematics
MTH1W
MPM2D

(Mathematics) Functions

MCR3U

(Mathematics) Data Management

MDM4U
(Mathematics) Advanced Functions

MHF4U
(Mathematics) Calculus and Vectors

MCV4U
Science
SNC1W
SNC2D

(Science) Biology

SBI3U
SBI4U
(Science) Chemistry

SCH3U
SCH4U
(Science) Physics

SPH3U
SPH4U
There may be other new courses offered in the future such as BEM1O / BEP2O (the replacements for BBI2O) and TAS1O / TAS2O (to adjust to the new mandatory credit in technological education).

Descriptions of Grades 9 to 12 Courses Offered by VES SCHOOL and Necessary Prerequisites (Alphabetical Order by Course Code)

VES SCHOOL uses the Course Descriptions and Prerequisites pages on the Ontario Ministry of Education Curriculum website for formulating the below descriptions: https://www.dcp.edu.gov.on.ca/en/course-descriptions-and-prerequisites

ASM2O – MEDIA ARTS (Grade 10, Open)
This course enables students to create media art works by exploring new media, emerging technologies such as digital animation, and a variety of traditional art forms such as film, photography, video, and visual arts. Students will acquire communications skills that are transferable beyond the media arts classroom and develop an understanding of responsible practices related to the creative process. Students will develop the skills necessary to create and interpret media art works.
Prerequisite: None

ASM3M – MEDIA ARTS (Grade 11, Mixed University / College Preparation)
This course focuses on the development of media arts skills through the production of art works involving traditional and emerging technologies, tools, and techniques such as new media, computer animation, and web environments. Students will explore the evolution of media arts as an extension of traditional art forms, use the creative process to produce effective media art works, and critically analyse the unique characteristics of this art form. Students will examine the role of media artists in shaping audience perceptions of identity, culture, and values.
Prerequisite: Media Arts, Grade 10, Open

ASM4M – MEDIA ARTS (Grade 12, Mixed University / College Preparation)
This course emphasizes the refinement of media arts skills through the creation of a thematic body of work by applying traditional and emerging technologies, tools, and techniques such as multimedia, computer animation, installation art, and performance art. Students will develop works that express their views on contemporary issues and will create portfolios suitable for use in either career or postsecondary education applications. Students will critically analyse the role of media artists in shaping audience perceptions of identity, culture, and community values.
Prerequisite: Media Arts, Grade 11, Mixed University / College Preparation

AVI2O – VISUAL ARTS (Grade 10, Open)
This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, information design).
Prerequisite: None

AVI3M – VISUAL ARTS (Grade 11, Mixed University / College Preparation)
This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, information design).
Prerequisite: Visual Arts, Grade 9 or 10, Open

AVI4M – VISUAL ARTS (Grade 12, Mixed University / College Preparation)
This course focuses on enabling students to refine their use of the creative process when creating and presenting two- and three-dimensional art works using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts.
Prerequisite: Visual Arts, Grade 11, Mixed University / College Preparation

BBB4M – INTERNATIONAL BUSINESS FUNDAMENTALS (Grade 12, Mixed University / College Preparation)
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.
Prerequisite: None

BOH4M – BUSINESS LEADERSHIP MANAGEMENT (Grade 12, Mixed University / College Preparation)
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, motivation of employees, and planning. Effective business communication skills, ethics, and social responsibility are also emphasized.
Prerequisite: None

CGC1W – EXPLORING CANADIAN GEOGRAPHY (Grade 9, De-Streamed)
This course builds on learning in Grades 7 and 8 in geography. Students will explore relationships within and between Canada’s natural and human systems and how they interconnect with other parts of the world. Students will also examine environmental and economic issues, and their impact related to topics such as natural resources and industries, careers, land use and responsible development, and sustainability. In addition, students will understand the connections that diverse communities and individuals have with the physical environment and each other throughout Canada, including First Nations, Métis, and Inuit perspectives. Students will apply geographic thinking, use the geographic inquiry process, and use geospatial technologies throughout their investigations.
Prerequisite: None

CGW4U – WORLD ISSUES (Grade 12, University Preparation)
In this course, students will address the challenge of creating a more sustainable and equitable world. They will explore issues involving a wide range of topics, including economic disparities, threats to the environment, globalization, human rights, and quality of life, and will analyse government policies, international agreements, and individual responsibilities relating to them. Students will apply the concepts of geographic thinking and the geographic inquiry process, including the use of spatial technologies, to investigate these complex issues and their impacts on natural and human communities around the world.
Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or Social Sciences and Humanities

CHA3U – AMERICAN HISTORY (Grade 11, University Preparation)
This course explores key aspects of the social, economic, and political development of the United States from precontact to the present. Students will examine the contributions of groups and individuals to the country’s evolution and will explore the historical context of key issues, trends, and events that have had an impact on the United States, its identity and culture, and its role in the global community. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating various forces that helped shape American history.
Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied (CHC2D or CHC2P)

CHC2D – CANADIAN HISTORY SINCE WORLD WAR I (Grade 10, Academic)
This course explores social, economic, and political developments and events and their impact on the lives of different individuals, groups, and communities, including First Nations, Métis, and Inuit individuals and communities, in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on identities, citizenship, and heritage in Canada. Students will develop an understanding of some of the political developments and government policies that have had a lasting impact on First Nations, Métis, and Inuit individuals and communities. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.
Prerequisite: None

CHI4U – CANADA: HISTORY, IDENTITY, AND CULTURE (Grade 12, University Preparation)
This course traces the history of Canada, with a focus on the evolution of our national identity and culture as well as the identity and culture of various groups that make up Canada. Students will explore various developments and events, both national and international, from precontact to the present, and will examine various communities in Canada and how they have contributed to identity and heritage in Canada. Students will investigate the development of culture and identity, including national identity, in Canada and how and why they have changed throughout the country’s history. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate the people, events, and forces that have shaped Canada.
Prerequisite: Any university or university/college preparation course in Canadian and worldstudies, English, or social sciences and humanities

CHV2O (half credit) – CIVIC STUDIES (Grade 10, Open)
This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate, and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them. This course also includes learning on digital literacy and critical-thinking skills, the mechanisms of government, Indigenous governance systems and structures, the historical foundations of the rights and freedoms we enjoy in Canada, ways in which government policy affects individuals’ lives and the economy, and ways for students to serve their communities.
Prerequisite: None

ENG2D – ENGLISH (Grade 10, Academic)
This course is designed to extend the range of oral communication, reading, writing, and
media literacy skills that students need for success in their secondary school academic
programs and in their daily lives. Students will analyse literary texts from contemporary
and historical periods, interpret and evaluate informational and graphic texts, and create
oral, written, and media texts in a variety of forms. An important focus will be on the
selective use of strategies that contribute to effective communication. This course is intended to prepare students for the compulsory Grade 11 university or college preparation course.
Prerequisite: English, Grade 9, Academic or Applied (or De-streamed)

ENG3U – ENGLISH (Grade 11, University Preparation)
This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyze challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course.
Prerequisite: English, Grade 10, Academic

ENG4U – ENGLISH (Grade 12, University Preparation)
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 analyze a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.
Prerequisite: English, Grade 11, University Preparation (or NBE3U: English: Understanding Contemporary First Nations, Metis, and Inuit Voices)

ENL1W – ENGLISH (Grade 9, De-Streamed)
This course enables students to continue to develop and consolidate the foundational knowledge and skills that they need for reading, writing, and oral and visual communication. Throughout the course, students will continue to enhance their media literacy and critical literacy skills, and to develop and apply transferable skills, including digital literacy. Students will also make connections to their lived experiences and to society and increase their understanding of the importance of language and literacy across the curriculum.
Prerequisite: None

ESLAO – ENGLISH AS A SECOND LANGUAGE (Level 1, Open)
This course builds on students’ previous education and language knowledge to introduce them to the English language and help them adjust to the diversity in their new environment. Students will use beginning English language skills in listening, speaking, reading, and writing for everyday and essential academic purposes. They will engage in short conversations using basic English language structures and simple sentence patterns; read short adapted texts; and write phrases and short sentences. The course also provides students with the knowledge and skills they need to begin to adapt to their new lives in Canada.
Prerequisite: None

ESLBO – ENGLISH AS A SECOND LANGUAGE (Level 2, Open)
This course extends students’ listening, speaking, reading, and writing skills in English for everyday and academic purposes. Students will participate in conversations in structured situations on a variety of familiar and new topics; read a variety of texts designed or adapted for English language learners; expand their knowledge of English grammatical structures and sentence patterns; and link English sentences to compose paragraphs. The course also supports students’ continuing adaptation to the Ontario school system by expanding their knowledge of diversity in their new province and country.
Prerequisite: ESL Level 1, Open

ESLCO – ENGLISH AS A SECOND LANGUAGE (Level 3, Open)
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 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.
Prerequisite: ESL Level 2, Open

ESLDO – ENGLISH AS A SECOND LANGUAGE (Level 4, Open)
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.
Prerequisite: ESL Level 3, Open

ESLEO – ENGLISH AS A SECOND LANGUAGE (Level 5, Open)
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.
Prerequisite: ESL Level 4, Open

EWC4U – THE WRITER’S CRAFT (Grade 12, University Preparation)
This course emphasizes knowledge and skills related to the craft of writing. Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers.
Prerequisite: English, Grade 11, University Preparation

FSF1D – CORE FRENCH (Grade 9, Academic)
This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.
Prerequisite: Minimum of 600 hours of French instruction, or equivalent

FSF1O – CORE FRENCH (Grade 9, Open)
This is an introductory course for students who have little or no knowledge of French or who have not accumulated the minimum of 600 hours of elementary Core French instruction. Students will begin to understand and speak French in guided and structured interactive settings, and will develop fundamental skills in listening, speaking, reading, and writing through discussing issues and situations that are relevant to their daily lives. Throughout the course, students will develop their awareness of diverse French-speaking communities in Canada and acquire an understanding and appreciation of these communities. They will also develop a variety of skills necessary for lifelong language learning.
Prerequisite: None

GLC2O (half credit) – CAREER STUDIES (Grade 10, Open)
This course gives students the opportunity to develop the skills, knowledge, and habits that will support them in their education and career/life planning. Students will learn about global work trends, and seek opportunities within the school and community to expand and strengthen their transferable skills and their ability to adapt to the changing world of work. On the basis of exploration, reflective practice, and decision-making processes, students will make connections between their skills, interests, and values and their postsecondary options, whether in apprenticeship training, college, community living, university, or the workplace. They will set goals and create a plan for their first postsecondary year. As part of their preparation for the future, they will learn about personal financial management – including the variety of saving and borrowing tools available to them and how to use them to their advantage – and develop a budget for their first year after secondary school.
Prerequisite: None

ICD2O – DIGITAL TECHNOLOGY AND INNOVATIONS IN THE CHANGING WORLD (Grade 10, Open)
This course helps students develop cutting-edge digital technology and computer programming skills that will support them in contributing to and leading the global economic, scientific and societal innovations of tomorrow. Students will learn and apply coding concepts and skills to build hands-on projects and investigate artificial intelligence, cybersecurity, and other emerging digital technologies that connect to a wide range of fields and careers. Using critical thinking skills with a focus on digital citizenship, students will investigate the appropriate use and development of the digital technologies that they encounter every day, as well as the benefits and limitations of these technologies.
Prerequisite: None

ICS3U – COMPUTER SCIENCE (Grade 11, University Preparation)
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.
Prerequisite: None

ICS4U – COMPUTER SCIENCE (Grade 12, University Preparation)
This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.
Prerequisite: Introduction to Computer Science, Grade 11, University Preparation

LKBDU – MANDARIN – SIMPLIFIED CHINESE (Grade 12 / Level 3, University Preparation)
This course provides extended opportunities for students to communicate and interact in the language of study in a variety of social and academic contexts. Students will refine and enhance their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where the language is spoken, and develop skills necessary for lifelong language learning.
Prerequisite: International Languages (Mandarin – Simplified Chinese), Level 2, University Preparation

LKKDU – KOREAN (Grade 12 / Level 3, University Preparation)
This course provides extended opportunities for students to communicate and interact in the language of study in a variety of social and academic contexts. Students will refine and enhance their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where the language is spoken, and develop skills necessary for lifelong language learning.
Prerequisite: International Languages (Korean), Level 2, University Preparation

MCR3U – FUNCTIONS (Grade 11, University Preparation)
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.
Prerequisite: Principles of Mathematics, Grade 10, Academic

MCV4U – CALCULUS AND VECTORS (Grade 12, University Preparation)
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 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.
Prerequisite: Grade 12 Advanced Functions, University, must be taken prior to or concurrently with Calculus and Vectors.

MDM4U – DATA MANAGEMENT (Grade 12, University Preparation)
This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.
Prerequisite: Functions, Grade 11, University Preparation, or Functions and Applications, Grade 11, University/College Preparation

MHF4U – ADVANCED FUNCTIONS (Grade 12, University Preparation)
This course extends students’ experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs.
Prerequisite: Functions, Grade 11, University Preparation, or Mathematics for College
Technology, Grade 12, College Preparation

MPM2D – PRINCIPLES OF MATHEMATICS (Grade 10, Academic)
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.
Prerequisite: Grade 9, Academic (MPM1D) or Grade 9 De-streamed (MTH1W)

MTH1W – MATHEMATICS (Grade 9, De-Streamed)
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.
Prerequisite: None

OLC4O – ONTARIO SECONDARY SCHOOL LITERACY COURSE (Grade 12, Open)
This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that are evaluated by the Ontario Secondary School Literacy Test (OSSLT). 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.
Prerequisite: 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 course. Mature students may enroll in this course without having attempted and failed the OSSLT. Moreover, students who have already met the literacy requirement for graduation may be eligible to take the course for one credit with the permission of the principal.)

PPL1O – HEALTHY ACTIVE LIVING EDUCATION (Grade 9, Open)
This course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.
Prerequisite: None

SBI3U – BIOLOGY (Grade 11, University Preparation)
This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.
Prerequisite: Science, Grade 10, Academic

SBI4U – BIOLOGY (Grade 12, University Preparation)
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.
Prerequisite: Biology, Grade 11, University Preparation

SCH3U – CHEMISTRY (Grade 11, University Preparation)
This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.
Prerequisite: Science, Grade 10, Academic

SCH4U – CHEMISTRY (Grade 12, University Preparation)
This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.
Prerequisite: Chemistry, Grade 11, University Preparation

SNC1W – SCIENCE (Grade 9, De-Streamed)
This course enables students to develop their understanding of concepts related to biology, chemistry, physics, and Earth and space science, and to relate science to technology, society, and the environment. Throughout the course, students will develop and refine their STEM skills as they use scientific research, scientific experimentation, and engineering design processes to investigate concepts and apply their knowledge in situations that are relevant to their lives and communities. Students will continue to develop transferable skills as they become scientifically literate global citizens.
Prerequisite: None

SNC2D – SCIENCE (Grade 10, Academic)
This course enables students to enhance their understanding of concepts in biology,
chemistry, earth and space science, and physics, and of the interrelationships between
science, technology, society, and the environment. Students are also given opportunities
to further develop their scientific investigation skills. Students will plan and conduct
investigations and develop their understanding of scientific theories related to the
connections between cells and systems in animals and plants; chemical reactions, with a
particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter.
Prerequisite: Science, Grade 9, Academic or Applied; or SNC1W (de-streamed Science 9)

SPH3U – PHYSICS (Grade 11, University Preparation)
This course develops students’ understanding of the basic concepts of physics. Students
will explore kinematics, with an emphasis on linear motion; different kinds of forces;
energy transformations; the properties of mechanical waves and sound; and electricity
and magnetism. They will enhance their scientific investigation skills as they test laws
of physics. In addition, they will analyse the interrelationships between physics and
technology, and consider the impact of technological applications of physics on society
and the environment.
Prerequisite: Science, Grade 10, Academic

SPH4U – PHYSICS (Grade 12, University Preparation)
This course enables students to deepen their understanding of physics concepts and
theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.
Prerequisite: Physics, Grade 11, University Preparation

Student Achievement: Assessment and Evaluation Policies

VES SCHOOL follows the Ontario Ministry of Education standards in its assessment, evaluation, and reporting. There are clearly stated overall and specific expectations defined in the curriculum documents, and the accompanying achievement criteria allow for consistency in assessment and evaluation of students across the province of Ontario.

VES SCHOOL uses various ASSESSMENT FOR LEARNING, ASSESSMENT AS LEARNING, and ASSESSMENT OF LEARNING strategies. As highlighted in Chapter 4 of the Growing Success policy document (https://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf), it is important to evaluate not only highlight the end products, but the process of assessment for and as learning. Providing feedback before submitting work and allowing students to assess their own work and other classmates’ work can be useful in engaging students’ understanding of the quality of their work in relation to assessment standards.

Assessment for learning details where the learners are currently, where they need to go, and the best method of reaching that destination. Assessment as learning encourages students to be their own assessors, and instructors can provide structured rubrics for self assessment and peer assessment. Assessment of learning is the end product (such as the percentage grade) and demonstrates how well students are learning.

VES SCHOOL has a strategy of instilling independent learners, as highlighted by the 66+ hours of asynchronous self-directed instruction in order to achieve a credit. Nonetheless, during the 44 scheduled hours of synchronous instruction, there are many opportunities for assessment for learning (such as hearing feedback on submitted drafts), assessment as learning (such as providing peer evaluation for other students’ presentations), and assessment of learning (such as being evaluated based on observation / conversation during these presentations). By blending all of these assessments into the evaluation and designing lesson and course plans that highlight all of these techniques, it can help both the instructor and the students to monitor their progress toward meeting the success criteria for the learning goals.

VES SCHOOL instructors are expected to integrate assessment plans with instruction, clearly share learning goals and success criteria with students, gather information about how students learn during synchronous and asynchronous sessions, use assessments (particularly for and as learning) to guide next steps and help students monitor progress, and provide timely constructive feedback which encourages students to see their own progress and allow for their self assessment and peer assessment. Instructors also track learning skills and work habits, which are separate from the assessment of learning percentage grade.

The Achievement Chart

VES SCHOOL follows the achievement chart that is included in Ontario curriculum policy documents. The achievement chart provides a framework for evaluating student work. It is split into four main categories of Knowledge / Understanding, Application, Communication, and Thinking. The achievement chart also has four levels of achievement, which can serve as a useful rubric for making consistent judgements regarding the quality of submitted student work.
As mentioned in Chapter 3 of the Growing Success policy document (https://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf), there are four main levels of achievement. The following table provides the percentage range and corresponding levels:
80-100% (Level 4)
The student has demonstrated the required knowledge and skills with a high degree of effectiveness, and the student’s excellent achievement surpasses the provincial standard.
70-79% (Level 3)
The student has demonstrated the required knowledge and skills with considerable effectiveness, and the student’s good achievement meets the provincial standard.
60-69% (Level 2)
The student has demonstrated the required knowledge and skills with some effectiveness, and the student’s satisfactory achievement is approaching the provincial standard.
50-59% (Level 1)
The student has demonstrated the required knowledge and skills with limited effectiveness, and the student’s minimally acceptable achievement is below the provincial standard.
< 50% (Remediation Level)
The student has not demonstrated the required knowledge and skills, and extensive remediation is required in order to receive a passing mark.
I
Insufficient evidence to assign a percentage grade. (This is not often used.)
W
The student has withdrawn from the course. (This is not often used.)
As mentioned above, the provincial standard is Level 3 (70–79%). Therefore, according to the achievement chart, instructors and parents / guardians can be confident that students who are achieving a mark at Level 3 (70-79%) are prepared for material covered in the next grade or a subsequent related course. It does not imply that the course median must follow a normal distribution pattern curved to Level 3 at its peak. Furthermore, achievement in the Level 4 (80-100%) range does not necessarily indicate that students need to go beyond the overall and specific expectations set by the course. Students who earn below 50% on assessments can seek remediation to improve their score, but at the end of the scheduled semesters, students who achieve a final report card mark of < 50% will not obtain a credit for the course.

There are some other factors that may be included with achievement such as ESL status (where achievement is based on expectations modified to support English learning), IEP (where an Individual Education Plan sets out specific accommodations), and SHSM (Specialist High Skills Major for Grade 11 and 12 courses).

Reporting on Achievement of Curriculum Expectations and Learning Skills

VES SCHOOL formally communicates to students and their parents / guardians through the standardized Ontario provincial report card. This Ontario report card (Grades 9-12) focuses on the achievement of curriculum expectations and the development of learning skills. There are separate sections for the percentage grade (which results from assessment of learning) and work habits (which highlight the development of learning skills) – work habits do not directly affect the percentage grade when assessments of learning are created. In the comments section, the report card contains the instructor’s comments on the student’s strengths along with areas for improvement and how they can further improve. Formal midterm report cards are provided approximately three days after the student has completed half of the assignments (usually on an agreed-upon scheduled date grouped with other students in a semester), though students can see their feedback in their assessment of learning before the midterm report cards are generated. Final report cards build on the content covered throughout the entire semester and are provided approximately three days after the student has completed all assignments, including the final exam (also usually on an agreed-upon scheduled date grouped with other students in a semester).

Reporting on Achievement of Curriculum Expectations

VES SCHOOL follows the guidelines set by the Ontario Ministry of Education, such as the achievement chart mentioned above. The report card provides a detailed record of the student’s achievement of the curriculum expectations in their enrolled courses at the midpoint and endpoint of the semester. The percentage grade achieved represents the overall quality of the student’s achievements and reflects the level of achievement described in the achievement chart. Upon completion of the necessary 110 hours of each course, a final grade is awarded and a credit is granted if the student’s percentage grade is 50% or higher. (There are some courses that award 0.5 credits such as CHV2O Civic Studies and GLC2O Career Studies.)

In all of the OSSD-track credit courses offered by VES SCHOOL, as mandated by the Ministry of Education, 70% of the percentage grade is based on evaluations conducted throughout the course. As seen in the breakdown of marks in the Outlines of Courses of Study, the marks generally reflect the student’s most consistent level of achievement, though more recent evidence of achievement (after the midterm reporting period) may be given special consideration. The remaining 30% of the percentage grade is derived from the final assessment (most commonly a combination of final exam and ISU culminating task). Both the 70% coursework and the 30% final assessment should cover all the overall expectations set out by the course. Overall, students are provided with many opportunities to demonstrate their achievement of the curriculum expectations across all the Knowledge / Understanding, Application, Communication, and Thinking categories.

Reporting on Learning Skills

VES SCHOOL report cards also provide a record of the learning skills in the categories of Responsibility, Organization, Initiative, Collaboration, Independent Work, and Self-Regulation. The learning skills use a scale of Excellent (E), Good (G), Satisfactory (S), and Needs Improvement (N). Although many students who achieve high percentage grades also have E and G for their learning skills, these learning skills are reported separately and they should not be used in determining the percentage grade marks.

Administration Assessment and Evaluation of Program Delivery

VES SCHOOL recognizes the importance of proper program delivery. Therefore, it is not only students who are evaluated, but administration will continually review course content based on assessment as learning feedback and interaction with course instructors. There are occasional adjustments and modifications to the course content posted on the website, and different instructional strategies and assessment procedures are discussed in order to improve learning outcomes. VES SCHOOL administration takes a proactive stance which would allow for better program delivery for the future.

Cheating, Plagiarism, and Examinations Policies

VES SCHOOL recognizes that cheating and plagiarism have evolved over time due to technology. As an online school, VES SCHOOL relies on students to conduct independent self-directed research. However, there are special risk factors for cheating and plagiarism to occur, such as receiving assistance in a closed-book test environment and unethical usage of Artificial Intelligence (AI) chatbots such as ChatGPT to generate responses to assigned written questions.

One assessment of learning strategy (observation / conversation) in response is to prioritize the focus on having students present their material using different words than what has been written as a method of verifying that the student enrolled in the course actually did the work. Furthermore, proctored exams such as the EQAO assessments / OSSLT Literacy Test and closed-book final exams for some courses may require students to gather in person and / or install software such as Safe Exam Browser (which locks their screens, as used by EQAO Vretta) to ensure credit integrity is in place. If not gathered in person, the course instructor could also require students to position a camera showing the place where the examination is occurring to demonstrate that they are not receiving any assistance from outside sources. The VES SCHOOL system also has a mechanism for strict time limits on certain tests and exams to discourage viewing the test questions and coming back to it later. There are occasional technical issues (such as temporary server or internet crashes) that could result, and it is the course instructor’s discretion to reset the test settings and allow for additional attempts.

VES SCHOOL recognizes the importance of creating a culture of honesty and integrity in order for students to positively develop ethically in their future. Students must submit only their own work and students must understand that cheating and plagiarism, including unethical usage of AI chatbots for assignment completion, will not be tolerated. According to the 2010 Growing Success policy document set out by the Ministry of Education, cheating and plagiarism policies should reflect “a continuum of behavioural and academic responses and consequences” (https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf), meaning that not every instance of cheating and plagiarism will be penalized in the same way. The maturity level of the student, frequency of infractions, and other individual circumstances will be taken into consideration. Repeated intentional instances, however, could carry significant penalties such as the failure to obtain the course credit.

Late and Missed Assignments Policy

VES SCHOOL encourages instructors to use their professional judgement in the proper handling of late and missed assignments. Although VES SCHOOL is technically a full-year school with continuous intake, VES SCHOOL administration also attempts to group students in a semester system to allow for standardized class instruction and efficient management of due dates. If students are falling behind, course instructors are encouraged to take action in the following methods (where appropriate):

Inquire why the student is not able to complete the assignment on time
Aid the student with time-management skills, particularly during the asynchronous periods of the class
Plan for the staged completion of large assignments rather than rushing everything at the very end
Develop positive communication with all students during the synchronous lesson regarding due dates
Consider potential legitimate reasons for missing deadlines
Provide peer support to try to solve problems
Meet with the student (and their parents / guardians)
Review the need for extra support (such as developing an IEP or accommodations for ESL learners)
Give alternative assessments or alternative methods of assessment (such as a larger component dedicated to oral assessment rather than written assessment) if it is reasonable and allowed by Ministry of Education standards
Penalize late and missed assignments with deductions, particularly if it is during the midterm or final reporting period (this should be a last resort, as assessment should reflect student achievement rather than work habits – “assess what they know, not what they don’t show”)

Late and missed assignments for evaluation may be listed as a report card document or on any document provided by the instructor to the administration justifying the reasons for lowered percentage grades or “Needs Improvement” for work habits where appropriate.

Administrative Procedure Regarding Waiving Prerequisites

VES SCHOOL allows for the waiver of prerequisites in some circumstances, but it requires the principal’s approval. As mentioned in the section on credit course offerings, many Grades 10-12 courses may have prerequisites as a requirement before enrollment is permitted. These prerequisites are clearly stated in the descriptions and communicated to the students and their parents / guardians before they are allowed to enroll. If the student and their parents / guardians (or mature student) requests the waiver of a prerequisite, the principal (in collaboration with other staff) will determine whether or not it is possible, considering numerous factors. For example, a native speaker of Mandarin may request to go directly to LKBDU (Mandarin – Simplified Chinese 12) without taking the prerequisite of LKBCU. The principal will follow the rules set by Ontario Schools section 7.2.3: https://files.ontario.ca/edu-ontario-schools-policy-programs-2016-en-2022-01-19.pdf

Student Withdrawal from Grades 11-12 Courses: Policy and Procedure

VES SCHOOL allows for the withdrawal of a Grade 11 or 12 course within five instructional days following the midterm report card. Students will not receive credit for the completed work, but no withdrawal will be indicated on the Ontario Student Transcript. If a student withdraws from a course more than five instructional days following the midterm report card, it is considered a course attempt and a “W” will appear in the credit column of the Ontario Student Transcript. The percentage grade column will contain the student’s percentage grade at the time of withdrawal. Regarding continuous intake students, a specialized schedule approved by the principal is provided at the beginning of the semester and the withdrawal deadline occurs on a target date after the student completes half of the assignments. Note that for Grades 9 and 10 courses, according to the Ontario Student Transcript (OST): Manual 2013, withdrawals from Grades 9 and 10 courses are not recorded (only successfully completed courses are recorded): https://files.ontario.ca/edu-ontario-student-transcript-manual-2013-en-2022-01-04.pdf

VES SCHOOL Policy and Procedure Regarding Prior Learning Assessment and Recognition (PLAR)

VES SCHOOL values prior learning, as many students have backgrounds in an education system other than Canada. Prior learning includes knowledge and skills acquired outside of Ontario secondary schools. VES SCHOOL students (OSSD-track) may have these skills and knowledge evaluated against these Ontario curriculum policy documents so that they can have additional credits towards the Ontario Secondary School Diploma through Prior Learning Assessment and Recognition (PLAR). The principal carries out PLAR and has the authority to grant credits through challenge and equivalency. In the Challenge process, students’ prior learning is assessed for the purpose of granting credit for a course. Assessment includes formal tests (70% of the final mark) and other assessment strategies appropriate to the particular course (30% of the final mark) such as laboratory assessments and observation of student performance. Determining Equivalency also involves the evaluation and assessment of credentials from other jurisdictions. Up to four credits can be granted through the Challenge process for Grade 10, 11, and 12 courses, with no more than two in one subject area (for students under 18 without taking more than a year away from high school). For these students, Equivalency (EQV) credits are granted for placement only. To meet this eligibility, these students must transfer to VES SCHOOL from non-inspected private schools or schools outside Ontario. Transfer students who already have an Ontario Student Record are typically not eligible for additional PLAR. More information can be found in Policy / Program Memorandum 129: https://www.ontario.ca/document/education-ontario-policy-and-program-direction/policyprogram-memorandum-129

For mature students who have been out of high school for over a year, procedures may differ due to their life experiences, and the principal will determine the appropriate number of credits (including compulsory credits) that the mature student will need in order to meet the requirements for achieving an OSSD. Up to 8 credits for Grade 9 and 8 credits for Grade 10 can be granted to a mature student following individual assessment, and 10 out of 14 remaining Grades 11 and 12 credits can be granted through the following ways:
These students can demonstrate achievement of the required Ontario secondary school curriculum expectations and therefore receive credits through the Challenge process.
These students can demonstrate that they have received the proper education or training credentials through the Equivalency process.
These students can take the credit course.

In order to graduate with an OSSD, mature students need to earn a minimum of four Grade 11 and 12 credits by taking the credit courses at VES SCHOOL. Mature students who have already completed 26 or more credits toward the OSSD must successfully complete the remaining credits that will bring the number of credits to a minimum of 30 in order to receive the OSSD (for example: if a mature student has already completed 28 credits, this student will need two more credits in order to graduate). Mature students still need to pass the literacy requirement, though with the principal’s approval, they can enroll directly in the OLC4O Literacy 12 course if they do not wish to write the test. Mature students also need to complete community involvement activities (the number of hours is predetermined by the principal) in order to graduate with an OSSD.

Student Attendance and Absences Policy

VES SCHOOL enforces attendance for synchronous classes (approximately 44 hours per credit course) and tracks student engagement on the website for asynchronous components (approximately 66 hours per credit course). On the LMS platform, course instructors can track when each student was last online and which pages the student has viewed. Regular attendance and engagement is crucial for student learning outcomes and fulfilment of course expectations. Students are expected to attend and actively participate in all scheduled synchronous classes, and maintain an online presence and view all pages and links provided in the online course content. The website has notifications that appear for the course instructor when students have not logged in for an extended period of time. If absences (synchronous and / or asynchronous) occur, the teacher and administration will determine if the student’s excuse is valid, and has the authority to ask for verification from the student’s parents / guardians. The student is responsible for making up missed course work.

VES SCHOOL course instructors (with the intervention of principal / school administration) set a schedule of dates for synchronous classes, and this schedule will appear as a sharable link on a cloud server such as OneDrive for the administration to keep track in real time. The principal / school administration also communicate to the students and their parents / guardians about course site login expectations. The course instructors will record “present”, “late”, or “absent” for each student in their attendance list. Lateness will be tracked by time, and when lateness accumulations reach one hour (the synchronous lesson time), the late record will count as one absent day. Students are expected to complete 110 hours of study in order to earn one credit. If chronic absences exceed missing 20% of the scheduled synchronous classes (9 absent hours out of 44 hours of synchronous classes), the student will be removed from the course with zero credit.

VES SCHOOL Student Behaviour Code of Conduct and Safe School Policy

VES SCHOOL students must adhere to the following code of conduct in order to facilitate and maintain a safe learning environment:
In accordance with the Ontario Ministry of Education policy on cell phones, all mobile devices must be silent and not used during synchronous lessons unless directed by the course instructor or if it is the only method of logging into the synchronous session
Students are expected to attend all classes on time and ready to learn
Students must not cheat or plagiarize, including the unethical usage of AI chatbots to automatically generate answers for submission
Students are to be sober-minded and not under the influence of drugs or alcohol, particularly if the synchronous session involves an in-person classroom setting
Students are responsible for making sure all assigned tasks for their courses are completed
Students are expected to behave appropriately and respect other students, staff, and administrators (cyberbullying or threats, even if they might see it as a joke, are not acceptable)
Students are to respect school property, including physical and electronic documentation pertaining to their student records
Students are to use the VES SCHOOL website properly, following acceptable use protocols and not using it as a platform to disrupt the server, spam, or post hateful or profane messages
Students are to abide by administrator requests and follow Ministry of Education policies
Students accept the consequences of breaking the code of conduct set above, which may result in varying methods of discipline depending on the principal’s professional judgement

In addition to the Student Behaviour Code of Conduct, all people associated with VES SCHOOL must follow the following Standards of Behaviour:
Comply with Ontario, Canadian, and local laws depending on the location where instruction is occurring
Respect one another and do not discriminate based on race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age, disability, or any other protected category
Respect school property, including physical and electronic documentation
Respect the decisions made by the administration and Ministry of Education policies
Be proactive in resolving conflicts and stopping any form of bullying or intimidation
Be sober-minded and not under the influence of drugs or alcohol during instructional time

In accordance to formulating a safe school, VES SCHOOL administration has the right to immediately suspend or expel anyone for violating the above rules and refer to law enforcement authorities for more extreme cases of criminal behaviour such as uttering threats, possession of a weapon, physical or sexual assault, drug trafficking, providing alcohol or drugs to minors, etc. In order to keep VES SCHOOL a safe school for everyone, the administration strongly encourages anyone who sees any wrongdoing to report it to the principal, who will listen and take action. Confidentiality will be provided where appropriate.

Technical Requirements for Accessing VES CANADA Content and Acceptable Use

VES CANADA, as of September 2024, is in the process of transitioning to a new LMS platform using WordPress and Moodle. It supports browsing from Apple Safari, Google Chrome, Microsoft Edge, and Mozilla Firefox on the desktop / laptop platforms. Tablet and mobile browsers can access the pages as well, but the content is best suited for desktop / laptop platforms. High-speed internet connection is preferable, as synchronous lessons depending on the course instructor may use Zoom, Microsoft Teams, Google Meet, or a similar online platform which requires instant interactive engagement. Additional hardware such as a camera, microphone, and speakers may be required to facilitate assessments of learning (product, observation, and conversation).

As mentioned above in the student behaviour code of conduct, VES SCHOOL students must abide by acceptable use protocols (following Ontario, Canadian, and local laws) and not use it as a platform to disrupt the server or post spam or post hateful messages.

Further Reading: Ontario Ministry of Education

Ontario curriculum documents: https://www.dcp.edu.gov.on.ca/en/curriculum#secondary

Policy and Program Memoranda documents: https://www.ontario.ca/document/education-ontario-policy-and-program-direction

Growing Success Assessment, Evaluation, and Reporting in Ontario Schools (First Edition, Covering Grades 1 to 12, 2010): https://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf

Ontario Schools Kindergarten to Grade 12: Policy and Program Requirements (2016): https://files.ontario.ca/edu-ontario-schools-policy-programs-2016-en-2022-01-19.pdf

VES ACADEMIC POLICY

VES School Academic Policy
1.1 Semester System Except for English as a Second Language (ESL) courses, VES School operates on a semestered intake system. The number of courses a student may take within a given period is subject to limitations based on the student’s learning capacity and academic performance.
1.2 Course Registration By applying for admission to VES School, students acknowledge and accept the right of the Principal and Registrar to collect relevant personal information. This information is used for admission, registration, and the academic and financial administration of the school. All documents submitted in support of the application become the property of VES School.
An electronic record of the student’s academic achievement and any academic offences will be preserved permanently. All other documents may be destroyed once they are no longer required.
1.3 Changing Types of Courses Students in Grades 10 to 12 may change the type of course within a subject, provided they have completed the necessary prerequisite. If not, the prerequisite course must be completed through summer school, night school, e-learning, an independent learning centre, or independent study.
1.4 Adding, Dropping, and Withdrawing from Courses Before a session begins, students should review the list of available courses and register accordingly. If a desired course is not offered, a written request may be submitted to the Principal. The school may open a course requested in writing by at least ten students. VES School reserves the right to cancel any course with low enrollment.
For add/drop deadlines, students must consult the academic calendar. To add or drop a course, the student must complete and submit the official form to the Registrar. Instructor permission and proof of tuition payment are required for additional credits. The final date to drop a course without record is five days after the mid-term exams.
If a student withdraws, a “W” will appear in the “Credit Earned” column of the report card. For withdrawals from Grade 11 or 12 courses after the fifth instructional day post-midterm, the student’s grade at the time of withdrawal will appear in the “Percentage Mark” column.
Students wishing to take more than four 110-hour University Preparation courses must obtain the Principal’s approval. ESL course loads must not exceed 35 instructional hours per week. ESL students may take one additional credit course, provided prerequisites are met. Students who perform unsatisfactorily must submit a written request with justification to repeat the course.
1.5 Program Postponement Students may postpone their program for one session (approximately twelve weeks) once every two years. Requests must be made in writing to the Principal. If approved, any tuition fees already paid will be retained in the student’s account for future use. Students may not postpone twice within two years. Unapproved absences will result in registration cancellation.
1.6 Homework and Written Assignments VES School views homework and written assignments as essential tools for reinforcing learning. Assignment loads vary throughout high school:
Grade 11: approximately 2–3 hours daily
Grade 12: approximately 3–4 hours daily
Students must submit assignments within the time frame and format specified by the teacher. Failure to do so may result in academic consequences.
Teachers may use various strategies to support timely submission, including:
Clarifying reasons for missed assignments
Supporting time management skills
Coordinating assignment timelines across subjects
Breaking major tasks into stages
Maintaining communication with students and parents
Referring to Student Success teams as needed
Considering legitimate personal circumstances
Developing contracts or support plans
Involving counselors, peer tutors, or family members when applicable
Providing alternative assessments where appropriate
Students are expected to manage their workloads and raise any concerns with teachers before due dates.
1.7 Tests and Quizzes All VES School courses include regular assessments, including tests and quizzes. Teachers will inform students in advance about test content.
Tests are scheduled in advance and assess overall progress.
Quizzes are shorter and focused but also scheduled in advance.
Students must arrive on time. Late penalties may apply, and instructions may not be repeated. Absences must be reported with valid documentation. Unexcused absences result in a grade of zero.
1.8 Examinations Mid-term and final exams are mandatory in all courses and may account for up to 30% of the final grade. The final evaluation may include exams, performances, essays, or other assessments aligned with course content and school policy.
Exam schedules are released at least two weeks in advance. Students are responsible for checking dates and ensuring attendance. Only documented illness or emergency will be accepted as valid reasons for absence. In such cases, alternative assessments may be arranged.
1.9 Academic Honesty VES School upholds academic integrity as a core value. Cheating, plagiarism, and any form of academic dishonesty are serious violations and will result in disciplinary action.
1.9.1 Examples of Academic Dishonesty:
Copying during tests or exams
Submitting someone else’s work as one’s own
Using unauthorized aids or materials
Submitting false documentation
Plagiarizing without citation
Taking or allowing others to take a test on one’s behalf
Altering academic records
Improperly obtaining test materials
Assisting others in academic dishonesty
1.9.2 Procedures
Suspected cases are investigated by instructors or designated staff
Prior offences will be checked with the Registrar
First offences result in penalties as determined by the instructor
Second offences are referred to the Principal for a more severe penalty
A third offence results in automatic expulsion
1.9.3 Penalties (depending on severity):
Verbal or written reprimand
Resubmission of the same or alternative assignment (with grade penalties)
Zero on the assignment or exam
Course failure (grade F)
Suspension for up to one academic year (with no fee refunds)
Expulsion (permanently recorded)
1.9.4 Appeals Students may appeal academic decisions, including penalties for dishonesty, within 15 days. Two levels of appeal are permitted. During appeal processes, students may continue their coursework unless safety is a concern.
Cancellation Policy for Full-time and Part-time Programs
Please note that this cancellation policy is subject to change at the sole discretion of VES School. Students and their parents/guardians are responsible for reviewing the policy regularly.
Written Cancellation Requests All cancellation requests must be submitted in writing. Verbal or informal requests will not be accepted.
Fixed Course Schedule and Login Information Once a course schedule is finalized and login credentials are issued, no cancellation will be accepted for those courses.
Non-Refundable Registration Fees All registration fees are non-refundable under any circumstances.
Full-time Program Cancellations: Tuition for full-time programs offered with scholarships or discounts is non-refundable once courses have started. However, a refund may be granted for courses not yet started, provided a written refund request is submitted at least 12 weeks before the semester begins. No refund will be considered after that deadline.
Part-time Program Cancellations: Tuition fees for part-time program registrations are strictly non-refundable.
Non-Refundable Fees for Suspended or Expelled Students If a student is suspended, expelled, or withdrawn for any reason, no refund will be issued.
Insufficient Funds (NSF) Fee A $50 charge applies for any payment returned due to insufficient funds.
Credit Notes Credit notes are non-transferable, valid for 12 months, and applicable toward any VES program.
Student and Parent Cooperation If any information is withheld that may impact student performance or peer well-being, VES reserves the right to dismiss the student with no refund.
Prerequisite Verification Students must submit proof of prerequisites at registration. Failure to do so may result in enrollment cancellation.

Important By enrolling at VES School, you confirm that you have read, understood, and agreed to the policies outlined above.

School Policies

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SCHOOL COURSE CALENDAR

FOR THE 2024-2025 ACADEMIC YEAR

School Semesters

Timetable

Reporting Periods

Compulsory Credits (18 credits)

Group Requirements (Choose 1 credit from each group)

Elective Credits (12 credits)

Additional Requirements

Post-Secondary Scholarships

Procedures For Students Who Wish To Change Course Type

Prior Learning Assessment & Recognition

Transcripts & Full Disclosure

U.S. Application Checklist

Application Steps

Language Requirements for International Students

Early Conditional Offers

VES SCHOOL Credit Course Offerings

Grades 9 to 12 Credit Courses Offered by VES SCHOOL

Descriptions of Grades 9 to 12 Courses Offered by VES SCHOOL and Necessary Prerequisites (Alphabetical Order by Course Code)

The Achievement Chart

Reporting on Achievement of Curriculum Expectations and Learning Skills

Reporting on Achievement of Curriculum Expectations

Reporting on Learning Skills

Administration Assessment and Evaluation of Program Delivery

Cheating, Plagiarism, and Examinations Policies

VES School Academic Policy

Cancellation Policy for Full-time and Part-time Programs

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