Units	Hours
Theme One: Me In this unit, students will identify and apply appropriate strategies for improving concentration and minimizing internal and external distractions and list positive and negative personal factors that affect learning in secondary school. They will identify possible challenges to effective learning in their selected postsecondary work or educational destination and locate, select, and summarize relevant educational and career information from a variety of sources. Students will also demonstrate the ability to adapt their study techniques and test-taking strategies to suit different subjects and testing formats, identify and analyse learning styles to determine how they learn best and the difficulties they have experienced in educational settings and explain how they could improve in these areas.	15 hours
Theme 2 Two: Exiting In this unit, students will assess how well their transferable and essential skills and other personal information align with selected fields of work and identify the successes and challenges of transitions and changes they have experienced. They will know how to describe the challenges and the positive experiences that may be part of secondary school students’ transitions to new roles and environments and demonstrate effective use of transition management strategies and skills to prepare for their first postsecondary destination. Students will also analyse ways of thinking and behaving that support successful adjustments to new situations and environments and identify a variety of resources to identify fields of work and specific job opportunities suited to them.	20 hours
Theme Three: Surviving In this unit, students will identify and apply appropriate strategies for improving concentration and minimizing and possible challenges to effective learning in their selected postsecondary work or educational destination. They will describe the variety of ways in which people manage themselves when dealing with issues such as risk, time, change, planning, and money and demonstrate effective use of strategies for improving their personal-management skills.	15 hours
Theme Four: Relationships In this unit, students will evaluate their personal-management skills, habits, and characteristics through a self-assessment process and identify those areas most in need of improvement and identify the successes and challenges of transitions and changes they have experienced. They will identify a variety of resources available to support student learning and use strategies and resources to maximize success in school and for daily living. Students will also demonstrate an understanding of the importance of networking, mentorship, and self-advocacy to the achievement of postsecondary goals.	20 hours
Theme Five: Opportunities In this unit, students will assess the effects of information technology on selected fields of work, including its impact on educational and skill requirements, learning opportunities, how work is done, and employment opportunities. They will learn to locate, select, and summarize relevant educational and career information from a variety of sources based on their personal interests and abilities. Students will also identify and apply appropriate reading skills and strategies to acquire and evaluate information from a variety of written materials and appropriate numeracy skills and strategies to meet academic and career-planning requirements.	15 hours
Theme Six: Success In this unit, students will identify and apply appropriate reading skills and strategies to acquire and evaluate information from a variety of written materials. They will create an up-to-date résumé and cover letter outlining their work skills and experiences for use in postsecondary planning and use a decision-making process to produce a plan that addresses their learning and career goals, including the steps they can take to help make a successful transition to their selected postsecondary destination. Students will also maintain an updated portfolio as evidence of their learning and skill development and apply a variety of skills and strategies to improve their writing for various audiences and purposes.	15 hours
Exam/RST
Rich Task Summative 30% This is a summative task assigned at the end of the course that brings together many of the expectations covered throughout the course and is created to assess and evaluate a student’s ability to demonstrate their understanding of the expectations through not only the product, but through conversation and observation.	10 hours

Resources required by the student:
Note: This course is entirely online and does not require or rely on any textbook.

• A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
• Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser).
• Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams).
• Stable internet connection
• A non-programmable, non-graphing, scientific calculator.

Resources provided by Kanata Academy

• Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
• Supplemental Readings.
• Access to Canva for Education if needed.

GLE4O
Grade 12, Learning Strategies

Personal Knowledge and Management Skills	Interpersonal Knowledge and Skills	Exploration of Opportunities	Preparation for Transitions and Change
Overall Expectations: By the end of this lesson students will: analyse their personal characteristics, strengths, interests, skills, and competencies to determine career-related goals; maintain a portfolio for use in career planning that provides up-to-date evidence of knowledge, skills, interests, and experience; demonstrate an understanding of the personal-management skills, habits, and characteristics that could contribute to success in their selected postsecondary destinations and independent adult life.	Overall Expectations: By the end of this lesson students will: demonstrate interpersonal and teamwork skills required for success in their school, work, and community activities; demonstrate an understanding of the elements of group dynamics in a variety of settings; explain ways in which they can make a contribution to their communities and ways in which the community can assist them with career planning	Overall Expectations: By the end of this lesson students will: use research skills and strategies to gather and interpret relevant information about work and learning opportunities; analyse emerging social and economic trends and their impact on individuals, workplaces, and career opportunities; describe, on the basis of research, opportunities in various occupational sectors and explain the requirements and challenges of selected occupations; demonstrate an understanding of types of workplaces, their related workplace issues, and legislation governing the workplace.	Overall Expectations: By the end of this lesson students will: demonstrate an understanding of the transition process and the strategies used to facilitate change; demonstrate effective use of a variety of strategies and resources for finding work and creating work; apply goal-setting and action-planning processes to prepare for the transition from secondary school to their first postsecondary destination and for future transitions in their career.

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE:

There are three forms of assessment that will be used throughout this course:

Assessment for Learning: Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.

Assessment for learning is:

• Ongoing
• Is tied to learning outcomes
• Provides information that structures the teachers’ planning and instruction
• Allows teachers to provide immediate and descriptive feedback that will guide student learning

The purpose of assessment for learning is to create self-regulated and lifelong learners.

Assessment as Learning: Assessment as learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning.

The purpose of assessment as learning is to enable students to monitor their own progress towards achieving their learning goals.

Assessment of Learning: Assessment of learning will occur at or near the end of a period of learning; this summary is used to make judgements about the quality of student learning using established criteria, to assign a value to represent that quality and to communicate information about achievement to students and parents.

Evidence of student achievement for evaluation is collected over time from three different sources - observations, conversations, and student products. Using multiple sources of evidence will increase the reliability and validity of the evaluation of student learning.

Teaching & Learning Strategies

Using a variety of instructional strategies, the teacher will provide numerous opportunities for students to develop skills of inquiry, problem solving, and communication as they investigate and learn fundamental business concepts. The integration of critical thinking and critical inquiry skills will provide a powerful tool for decision making in business, and is reflected in a meaningful blend of both process and content.

• Students should be able to link and apply these concepts to the social, environmental, and economic conditions and problems of the world in which they live through the activities provided.
• Students will be motivated to study in a meaningful way and to become life-long learners if they have the opportunity to apply their knowledge and abilities to these larger settings.
• Teachers will assist students to understand that issue resolution of any sort frequently involves a significant investment of time and energy, as well as a great degree of determination.
• Teachers will also encourage kids to investigate, reason, seek alternate ideas, and take the risks required to become effective problem solvers.
• Effective teaching strategies and learning activities build on students' existing knowledge, engage their attention, and promote meaningful practice both within and beyond the classroom.

The Final Grade

Percentage of Final Mark	Categories of Mark Breakdown
70%	Assessments of Learning Tasks Throughout the Term
30%	Final Written Examination And/Or RST

A student’s final grade is reflective of their most recent and most consistent level of achievement.

The balance of the weighting of the categories of the achievement chart throughout the course is:

Financial Accounting Principles	Knowledge	Inquiry/Thinking	Communication	Application
100%	25%	25%	25%	25%

The Report Card

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement.

First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student's strengths, areas for improvement, and next steps. Second, the learning skills are reported as a Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned.

Upon completion of a course, Kanata Academy will send a copy of the report card back to the student's home school (if in Ontario) where the course will be added to the ongoing list of courses on the student's Ontario Student Transcript. The report card will also be sent to the student's home address.

PROGRAM PLANNING CONSIDERATIONS FOR ONLINE COURSES

Cheating and Plagiarism

Kanata Academy commits to having policies for assessments that minimize the risk of cheating. We also commit to begin each course with refresher learning on academic integrity

In the event of incidences of academic dishonesty, the student, Academic Director (and, in the case of students under 18, their parents) will be notified of the occurrence, of the consequence, and of the potential consequences of subsequent incidents.

Improper Citation

Grades 11 and 12

First Instance: A warning and an opportunity to redo the piece.

Subsequent Instance: An opportunity to redo the piece to a maximum grade of 75%

Unaccredited Paraphrasing

Grade 11 and 12

First Instance: An opportunity to redo the piece to a maximum grade of 75%.

Subsequent Instance: An opportunity to redo the piece to a maximum grade of 50%.

Unaccredited Verbatim

Grade 11 and 12

First Instance: An opportunity to redo the piece to a maximum grade of 50%.

Subsequent Instance: A grade of zero. No opportunity to resubmit.

Full Plagiarism

Grade 11 and 12

First Instance: A grade of zero. No opportunity to resubmit.

Subsequent Instance: A grade zero. No opportunity to resubmit.

Instructional Approaches

Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.

Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs

Teachers will use differentiated instructional approaches such as:

• adjusting the method or pace of instruction
• using a variety of resources
• allowing a wide choice of topics
• adjusting the learning environment
• scaffolding instruction

During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.

Planning the Program for Students with Special Educational Needs

The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:

• All students have the ability to succeed
• Each student has his or her own unique patterns of learning
• Successful instructional practices are founded on evidence-based research, tempered by experience
• Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students
• Online teachers are the key educators for a student’s literacy and numeracy development
• Online teachers need the support of the larger school community to create a learning environment that supports students with special education needs
• Fairness is not sameness

The teacher will use the following strategies:

Students with Special Educational Needs
Extra time on tests and extended deadlines for major assessments Complete tasks or present information in ways that cater to individual learning styles Variety of teaching and learning strategies Scaffolding Break down (chunk) assignments Computer for assessments and exams Formula sheets, memory aids oral and written instructions Cue cards during instruction and Assessments Graphic organizers	Specific strategies to enhance recall Non-verbal cues and reminders to remain focused Oral testing Allow for sufficient response time Experiential learning experiences so that students can make connections between curriculum and real world examples Conferencing Prompting students through lessons and assessments Refocusing strategies Periodic breaks

Planning the Program for Students with English as a Second Language

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:

Students with English as Second Language
Body language and non-verbal communication Model expectations Subject-specific dictionary Cooperative learning Concrete examples and materials Avoid idioms Bilingual Dictionaries Buddy system Peer tutors Allow sufficient response time Graphic organizers Scaffolding Story maps	Conferencing Pre-writing strategies Literature circle Journal Previewing course readings / texts Materials that reflect cultural diversity Free voluntary reading Guided Reading Guided Writing Think Aloud Whole-Class Response Editing checklist

Supporting First Nations, Métis and Inuit Students

Kanata Academy will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, Métis, and Inuit) peoples in our shared heritage and in the future in Ontario. Kanata Academy will:

• increase the focus in school strategic planning to promote the voluntary, confidential self-identification of First Nation, Métis, and Inuit students as a means to enhance the success and well-being of Aboriginal students and to help close the achievement gap
• continue to identify and share practices and resources to help improve First Nation, Métis, and Inuit student achievement and close the achievement gap
• increase the training in our schools to respond to the learning and cultural needs of First Nation, Métis, and Inuit students
• provide quality programs, services, and resources at our schools to support First Nation, Métis, and Inuit student
• provide quality programs, services, and resources at our schools who support First Nation, Métis, and Inuit students to help create learning opportunities that support improved academic achievement and identify building
• provide curriculum links that facilitates learning about contemporary and traditional First National, Métis, and Inuit cultures, histories, and perspectives among all students
• develop awareness among teachers of the learning styles of First Nation, Métis, and Inuit students and employ instructional methods designed to enhance the learning of all First Nation, Métis, and Inuit students
• implement targeted learning strategies for effective oral communication and mastery of reading and writing
• implement strategies for developing critical and creative thinking
• provide access to a variety of accurate and reliable Aboriginal resources such as periodicals, books, software, and resources in other media, including materials in the main Aboriginal languages in schools with First Nation, Métis, and Inuit students
• provide a supportive and safe environment for all First Nation, Métis, and Inuit students

The Role of Information and Communication Technology

ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. ICT used in this course will include:

Information and Communication Technology
Websites Online libraries Archives Public records YouTube Curriculum Digital Resources Widgets Online Graphing Calculator	Cell phones iPads DVDs Digital Camera Edsby G Suite Office 365 Gizmos Labster Gradeslam Mathspace Mathletics Screencastify

Environmental Education Connections

Although there are no specific environmental connections in this course, teachers will develop an environmental understanding fostered through the learning context (e.g., problems and examples related to environmental issues such as climate change, habitat destruction, population growth, energy conservation, and waste management). Students will be encouraged to explore a range of environmental concerns using issue-based analysis and some of the following strategies:

• Community Connections
• Simulation
• Problem Solving
• Cooperative Learning

Healthy Relationships in the learning Environment

At Kanata Academy, every student is entitled to learn in a safe, respectful and caring environment, free from violence and harassment. The teacher will create a safe and supportive environment in the class by cultivating positive relationships between students and between the teacher and their students. The teacher will use the following strategies:

• Using inclusive language during instruction
• Developing a learning environment where all students feel safe
• Promotion of diversity and inclusivity in the classroom
• Getting students involved within their school community
• Making community connections
• Peer Reflection
• Group discussions

Equity and Inclusive Education in the Learning Environment

At Kanata Academy we embrace multiculturalism, human rights and diversity as fundamental values. Bullying, hate propaganda and cyber bullying, racism, religious intolerance, homophobia and gender-based violence are still evident in our communities and, unfortunately, in our schools. At Kanata Academy we address the needs of a rapidly changing and increasingly complex society by ensuring that our policies evolve with changing societal needs.

Kanata Academy will:

• create and support a positive safe online learning climate that fosters and promotes equity, inclusive education, diversity
• develop and implement an equity and inclusive education policy
• will share effective practices and resources and promote and participate in collaborative learning opportunities
• seek out community partners to support school efforts by providing resources and professional learning opportunities

Ethics in the Learning Environment

At Kanata Academy teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.

The following strategies will be used to develop students’ understanding of ethics:

• Making community connections
• Model ethical behavior
• Inclusive practice
• Foster positive relationships with others

Financial Literacy Connections

There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy.
Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, where appropriate, the teacher will give students the opportunity to build knowledge and skills.

Strategies that will be used will include:

• Community connections
• Simulation
• Problem Solving
• Inquiry-based learning
• Cross-curricular connections
• Critical literacy skills
• Setting financial goals
• Developing intra-personal skills

Literacy, Mathematical Literacy, and Inquiry Skills

At Kanata Academy it is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. The following skills will be developed in each course delivered at Kanata Academy:

• Extract information
• Analyze various types of digital representations, including graphs, charts, diagrams, etc.
• Use appropriate and correct terminology, including that related to the concepts of disciplinary thinking
• Making community connections
• Peer reflecting
• Simulation
• Setting financial goals
• Cross-curricular connections
• Foster use of proper terminology
• Inquiry and research skills
• Helps students to develop a language for literacy, inquiry and numeracy skills

Cooperative Education

Cooperative education programs allow students to earn secondary school credits while completing a work placement in the community. These programs compliment students’ academic programs and are valuable for all students, whatever their post-secondary destination.
Cooperative education courses may be earned using this course as one of the related courses.

Experiential Learning

Central to the philosophy at Kanata Academy is the focus on experiential learning. Planned learning experiences in the community, including job shadowing, field trips, and hands-on experiences will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.

Health and Safety in the Learning Environment

As part of every course, students must be made aware that health and safety in their learning environment are the responsibility of all participants - at home, at school, and in the workplace. Teachers will model safe practices at all times when communicating with students online

The Role of the School Library

Although Kanata Academy does not have an official school library, students are encouraged to use e-books, local libraries, GALE resource archives and Curriculum Video Digital resources to develop important research and inquiry skills.

Promotion of Careers

The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.
During this course the teacher will:

• ensure that all students develop the knowledge and skills they need to make informed education and career/life choices;
• Provide learning environment and online school-wide opportunities for this learning; and;
• Engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning
• Use the four-step inquiry process linked to the four areas of learning

Knowing yourself - Who am I ?

Exploring opportunities - What are my opportunities?

Making decisions and setting goals - Who do I want to become?

Achieving goals and making transitions - What is my plan for achieving my goals?

The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options; and become competent, self-directed planners.