COURSE CALENDAR 2025-2026
5871 Hwy 7, Markham, ON L3P 1A3 | Unit # 205
At Silverwoods international school there is an emphasis made to all students about the value of completing a full secondary program, which includes providing information regarding all requirements for graduation including the Literacy Requirement and Community Involvement. This information is outlined in this Course Calendar.
This course calendar provides students and parents with the structure of approved academic programs, school routines and other requirements of the school.
We encourage the students to review the course selection guide carefully to choose the courses that will best help them to reach their goals.
Detailed guidelines on student's conduct and behavior are included in this calendar. The students are expected to read them carefully and regulate their conduct and behavior accordingly.
The requirement to remain in school until the student has reached the age of eighteen or obtained an Ontario Secondary School Diploma (OSSD.)
The mission of Silverwoods international school is to provide the highest standard of education to our students according to the approved academic program. Silverwoods international school encourages the growth of active and responsible students and recognizes that achievement extends beyond the academic domain.
The school is committed to:
Student achievement must be communicated formally to students and parents by means of a Report Card. The report card focuses on two distinct but related aspects of student achievement: the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for reporting on these two areas. The report card will also include teachers’ comments on the students’ strengths, areas in which improvement is needed, and ways in which improvement might be achieved. Separate sections are provided for recording attendance and lateness in each course.
The report card provides the following skills demonstrated by the student in every course in the following categories:
The learning skills are evaluated using a four-point scale (E – Excellent, G – Good, S – Satisfactory, N – Needs Improvement). The separate evaluation and reporting of the learning skills in these five areas reflects their critical role in students’ achievement of the curriculum expectations. The evaluation of learning skills should not be considered in the determination of percentage grades.
Silverwoods international school offers the academic program over three different terms:
September 02, 2025 - January 30, 2026
February 2, 2026 - June 30, 2026
July 2, 2026 - July 31, 2026
August 3, 2026 - August 31, 2026
| Report Type | Semester 1 | Semester 2 |
|---|---|---|
| Progress Reports | October/December | March/May |
| Report Cards | November (Mid Term) February (Final) |
April (Mid Term) July (Final) |
| Parent/Teacher Interviews | November | April |
Regular, punctual attendance is essential for every student to achieve academic success. Parents can help by ensuring that any absences are necessary and valid. If the process of learning is disrupted by irregular attendance, learning experiences are lost and cannot be made up completely. Students who habitually miss class will be disadvantaged in the evaluation processes because their participation and daily work cannot be adequately assessed.
It is the student's responsibility to be honest in all aspects of academic work.
The following behaviors are unacceptable: physical, verbal, sexual or psychological abuse; bullying; or discrimination on the basis of race, culture, religion, gender, language, disability, sexual orientation, or any other attribute.
Regular attendance at school is critical for the student’s learning. To encourage regular attendance by students, schools will ensure that students and their parents are informed about the school’s policy on attendance. Where, in the principal’s judgement, a student’s frequent absences from school are jeopardizing his or her success, school staff should meet with the student and the parents to explain the potential consequences of the absences and discuss steps to be taken to improve attendance.
Full attendance at school is vital for maximum success. Important dates are identified in the monthly calendar to assist families when planning special events.
Absence from a final examination because of illness must be explained by a doctor’s note.
It is very important for students to develop the habit of arriving at school on time. After 5 lates, parents will be contacted for a counseling session. We require students to be punctual in order to achieve best academic results. Teachers have the responsibility to deal with student lates. At the beginning of school year, each teacher will inform the student of the late policy for the class including any disciplinary consequences that might be assessed.
Students must inform the office of any change of name, addresses, or telephone numbers. It is their responsibility to inform the office to any updates in credit information, for example, night school and correspondent courses.
Students are obliged to act in a courteous manner to school mates and be respectful of all staff members. Inappropriate behaviour or misconduct with the staff by students or parent may lead the administration to expel the students and will give no legal remedy against the administration. The acceptance of a reasonable discipline is important to a student’s education as is the acquisition of skills or knowledge. Thus, students are expected to do as instructed at all times. Students have resources to counseling or the school administration if they wish clarification of school policy.
To ensure that the learning environment is free from distraction, radios, cassette players, MP3 of any kind are not allowed to be played in school. As well, cameras, novels (not approved by the school), pictures, albums, videos, cellular phones, walkie-talkies, pagers, beepers or similar devices are not to be used in school timings. Consequences will include temporary confiscation of the above and return to them at the discretion of a member of the administration. Students are allowed to use the school phone for emergency purposes. However personal calls are strictly restricted.
All Grades 11 and 12 courses are subjected to the Ministry of Education’s Full Disclosure Policy. All courses in which a student is registered three days after the issue of each semester’s midterm report will be recorded on the Ontario Student Transcript (OST) whether the course has been successfully completed or not. A withdrawal is recorded on the OST by entering a “W” in the “Credit “ column. The Student’s percentage Grade at the time of the withdrawal is recorded in the “Percentage Grade” column. Students, who repeat a Grade 11 or 12 courses that they have previously completed, only earn one credit for the course. However, each attempt as well as the percentage grade obtained is recorded on the OST, and an R is entered in the “Credit” column for the course(s) with the lower percentage grade.
If a student has completed a course but has failed to achieve the curriculum expectations at a passing level, staff will determine the best way to enable the student to earn a credit for the course. If possible, the student should be allowed to extend the time. Alternatively, he or she may be required to, or chose to repeat the entire course.
Honesty is an important character attribute. Credits are granted to reflect students’ own effort and achievement. Students are expected to complete their tests and exams independently. Students are not permitted to speak to each other or out loud to themselves during quizzes/tests/exams or to use unauthorized aids or resources of any kind.
Students who cheat may receive zero on the evaluation/assignment. No make-up evaluation/assignments will be permitted. Parental contact and suspension from the Silverwoods international school may also be imposed. If cheating occurs again, student may be removed the School.
Students are expected to think independently and work honestly. All students must avoid presenting the work of others as their own. It is in the best interest of each student to build habits which contribute to genuine academic, personal, and social growth. Plagiarism is equivalent to stealing. Hence, it is considered as antisocial behavior.
Plagiarism is academic dishonesty that cannot be tolerated at the Silverwoods international school. The first offence will result in a mark of zero and all the previous work may be put to scrutiny. Subsequent offence may result in removal from school.
Late Assignment Submission Policy: Students are responsible not only for their behavior in the classroom and the school but also for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher. If a student has not already procured an extension from a teacher and does not meet assignment deadlines, he/she has up until the time the marked assignments are returned to submit the work for a full mark. Any work submitted after this will be marked and given a mark up to 50%.
Students are expected to:
Profane or obscene language is not acceptable in a school setting and will be dealt with severely. Consequences could include reprimand or detention. Similarly, disrespect by way of profanity to any staff members will result in consequences as well.
Students have the right to feel safe and secure while at school or while participating in school activities. The school will not tolerate any behaviour that threatens student safety or security. The consequences for the student who assaults or threatens another student or staff member will result in serious consequences like suspension or expulsion. Students are encouraged to report to the school administration of any verbal or physical assaults. Silverwoods international school thrives to ensure a safe environment.
The Ontario Secondary School program is designed to equip students with the knowledge and skills they will need to lead satisfying and productive lives after school. The program prepares students for further education, work, and helps them to become independent, productive, and responsible members of society.
The program typically extends over four years for local Ontario students and students are awarded the Ontario Secondary School Diploma upon successful completion of the program i.e. the earning of 30 credits and meeting the Ministry requirements in the areas of community involvement activities and literacy.
All courses offered by have been developed in accordance with the requirements of the Ontario Ministry of Education.
Must earn a minimum of 30 credits, including 18 compulsory credits and 12 optional credits with at least 2 of the 30 credits earned online
Note: the following conditions apply to selections from the above three groups;
Must earn a minimum of 30 credits, including 17 compulsory credits and 13 optional credits with atleast 2 of the 30 credits earned online.
*Starting in September, 2026 Students enrolled in a Grade 10 Mathematics course must successfully complete a financial literacy requirement as part of the course. They will need a mark of 70% or higher to pass this new requirement and earn their high school diploma.
The principal may recommend that students take certain courses in addition to the compulsory credits. However, they may not identify additional courses as compulsory for the OSSD.
In addition to compulsory credits, students must earn optional credits by successfully completing courses from the Ontario curriculum.
Independent study is an arrangement by which a student is excused from attending some or all classes in a course in order to study independently but under the supervision of a teacher.
There is no restriction on the number of periods that a teacher may allow for independent study within any given course. The teacher of the course is responsible for assigning components of the course, suggesting available resources, evaluating the achievement of the student, and ensuring that the total work involved is equivalent to that expected in the time scheduled for the course. Students are expected to demonstrate achievement of the overall Curriculum expectations of the course.
The principal will record the student’s achievement on the Ontario Student Transcript.
Procedure: Silverwoods international school will allow independent study after written request from parents/adult student. Principal will make sure to retains appropriate documentation.
Beginning with the cohort of students who entered Grade 9 in the 2020-21 school year, all students must earn a minimum of two online learning credits as part of the requirements for an Ontario Secondary School Diploma unless they have been opted out or exempted in accordance with the processes described in this memorandum. Adult learners entering the Ontario secondary school system in 2023-24 or later will also be required to meet this graduation requirement unless they opt themselves out of the requirement in accordance with the processes described in Policy/Program Memorandum (PPM) 167.
Students working towards other certificates (for example, the Certificate of Accomplishment or an Ontario Secondary School Certificate) are not required to complete the online learning graduation requirement yet may be encouraged to enroll in online learning courses to support the development of digital literacy and other important transferable skills that help prepare them for success after graduation and in all aspects of their lives.
For the purposes of this Policy/Program Memorandum, online learning courses or online learning credits, also known as “e-learning” courses or credits, are Grades 9 to 12 credit courses that are delivered entirely using the internet and do not require students to be physically present with one another or with their educator in the school, except where they may be needed for:
Students must successfully complete the equivalent of at least two full online credits to fulfil the graduation requirement. Online learning credits towards the graduation requirement may be earned at any time during the student’s secondary school program or, under exceptional circumstances, an individual student in Grade 8, with parental consent, may be given permission by the principal of a secondary school to “reach ahead” to take secondary school courses, either during the school year or in the summer prior to entering Grade 9 (please refer to Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements for more information on these credits).
All online learning credits earned at a school authorized to offer credits towards an Ontario Secondary School Diploma may count towards the graduation requirement.
In online learning courses delivered by Ontario’s publicly funded secondary schools, coursework is teacher-led. The content is offered through a secure learning management system, allowing students and educators to communicate and share learning and coursework online. School boards may, for example, use the ministry’s Virtual Learning Environment (VLE) for this purpose, which is available for publicly funded school boards to use at no cost.
Students from the same online class may follow different timetables and be from different schools or school boards. In publicly funded secondary schools, students complete their online coursework with the support of a certified Ontario educator who provides instruction, ongoing feedback, assessment, evaluation, and reporting including implementing any accommodations and/or modifications identified in the student’s Individual Education Plan.
Credits that shall not count towards the online learning graduation requirement include those earned through:
The ministry recognizes the extraordinary circumstances of the COVID‑19 pandemic. As a result, this Policy/Program Memorandum recognizes up to one secondary school credit completed by Grade 9 students in the 2020-21 school year during the province wide school closures (from April 2021 to June 2021) may be counted towards the graduation requirement. Schools should select one of these credits and record it in the system they use locally for tracking the requirement and reflect the completion of the selected credit when reporting through the Ontario School Information System (OnSIS) towards the student’s online learning graduation requirement. The course itself does not need to be flagged as an “online course”. It will be counted under the “Diploma Requirements” “Online Learning Graduation Requirement” section of the provincial report card template.
School boards and private schools (where a student is earning an OSSD from the school and the school holds the OSR) must develop and implement an opt-out procedure that allows students to be opted out of the online learning requirement:
The school board or private school must make available a digital or paper-based ‘opt-out form” that must be signed by the proper authority, as described above, to record the decision to opt out of the graduation requirement.
The opt out may be for any reason during the student’s secondary school program by submitting the form to the school that holds the OSR.
The school must acknowledge receipt of the form and include it in the OSR. Henceforth, the graduation requirement will not apply to the student. The school may establish an annual cut-off date for the completed opt-out form to be submitted for it to take effect before the end of the school year.
Where necessary, school staff may contact the person they have authority to contact to discuss individual needs and the appropriateness of online learning for the student. The final decision, however, belongs to the parent/guardian or student (when the decision rests with the student, as noted earlier).
Students need to be very vigilant in order to prevent them getting into a situation where they may be suspected for inappropriate use.
Therefore, students are reminded to
Hardware:
High speed internet is recommended with access to a computer with the following:
Recommended Software:
Browser:
The Ontario Secondary School Literacy Test (OSSLT) is the standard method for assessing the literacy skills of students in Ontario for the purpose of determining whether students meet the provincial secondary school literacy requirement for graduation. The OSSLT is generally written by all Grade 10 students and must be successfully completed in order to obtain an Ontario Secondary School Diploma. Exemptions can be made for students who are intentionally not working towards an OSSD. Deferral can be granted to students who did not successfully complete Grade 9 English or students who are registered in English as a Second Language. Students who are granted a deferral will write the test at the next scheduled sitting. The OSSLT can be written more than once. Students who have been eligible to write the test twice and who have failed it at one of those opportunities may take The Ontario Secondary School Literacy Course (OLC4O) in place of the OSSLT, to fulfill the Literacy Requirement.
All students must complete a minimum of 40 hours of unpaid community involvement activities before graduating from high school. This requirement is in addition to the 30 credits required for a high school diploma.
The community involvement requirement is designed to encourage students to develop awareness and understanding of civic responsibility and of the role they can play in supporting and strengthening their communities.
Community involvement is a school related activity that is managed by the private school board.
Students must complete a minimum of community involvement activities at anytime during their years in the secondary school program.
Community involvement activities may take place in a variety of settings: Businesses, Non-Profit Organizations, Public Sector Institutions and informal settings (the office has the list).
This requirement may not be fulfilled through activities that are counted towards a credit (Cooperative education and work experience), through paid work, or by assuming duties normally performed by a paid employee.
The requirement is to be completed outside student’s normal instructional hours. Activities may take place during designated lunch hours, after school, on weekends, or during school holidays.
Students will maintain and provide a record of their community involvement activities.
The organizations and the persons supervising the activities must confirm completion of the required 40 hours.
Student must submit documentation attesting to the completion of each activity to the principal.
The principal will determine if the student has met the requirements.
Note: A list of approved and ineligible activities is on file with the school and will be provided to students upon enrolment as a full-time student working toward an OSSD at Silverwoods international school
The principal has the discretion to make substitutions for a maximum of three compulsory courses at the secondary level to address the specific needs of student to be graduated.
Substitutions for compulsory credit requirements serve a variety of purposes:
The decision to make a substitution for a student should be made only if the student’s educational interests are best served by such substitutions. Each substitution will be noted on the student’s Ontario Student Transcript. (Such substitutions can only be made with the approval of the principal.) For these credits, also an “X” should be entered in the “Note” column of student’s transcript.
When a student requests a substitute, the following procedures must be followed:
Procedure: Silverwoods international school does not grant substitutions for compulsory courses.
The Ontario Secondary School Certificated (OSSC) will be granted, on request, to students who are leaving secondary school upon reaching the age of eighteen without having met the requirements for the Ontario Secondary School Diploma. To be granted an OSSC, a student must have earned a minimum of 14 credits, distributed as follows.
The provisions for making substitutions for compulsory credits also apply to the Ontario secondary School Certificate.
Students who are leaving secondary school upon reaching the age of eighteen without having met the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificated may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to take certain kinds of further training, or who plan to find employment directly after leaving school. The Certificate of Accomplishment is to be accompanied by the student’s Ontario Student Transcript. For students who have an Individual Education Plan (IEP), a copy of the IEP may be included.
Students who return to school to complete additional credit and non-credit courses (including courses with modified or alternative expectations in special education programs) 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.
The following passage provides the definition of an academic credit and the procedure for awarding credits as stipulated by the Ontario Ministry of Education.
A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours. Credits are granted by a principal on behalf of the Minister of Education for courses that have been developed or approved by the ministry. A half credit may be granted for each 55-hour part of a 110-hour ministry developed course. Half-credit courses must comply with ministry requirements as outlined in the curriculum policy documents.
In grade 9, three different course types are offered: de-streamed, academic and open
In grade10, three types of courses are offered: academic, applied and open.
Offered to grade 9 students in Mathematics, English and Science are designed to equip every student with the knowledge and skills they need to prepare for senior secondary courses.
Suitable for all students and prepare them for further study that will enrich their education generally. Open courses are credit-based and are counted towards diploma requirements.
Develop students’knowledge and skills through the study of theory and abstract problems. They are designed to prepare students for Grade 11 and 12 university and university/college preparation courses.
Offered to grade 10 students and focus on the essential concepts of a subject and develop students’ knowledge and skills through practical applications and concrete examples. Students are given more opportunities to experience hands-on application of the concepts they study. They are designed to prepare students for Grade 11 and 12 college and workplace preparation courses.
Prepare students to move directly into the workplace after high school or to be admitted into apprenticeship programs or other training programs in the community. Courses focus on employment skills and on practical workplace applications of the subject content. Many workplace preparation courses involve cooperative education and work experience placements, which allow students to get first-hand experience in a workplace.
Offered to prepare students to meet the entrance requirements for specific university and college programs. They focus on both theory and practical applications.
Designed to equip students with the knowledge and skills they need to meet the entrance requirements for most college programs or for admission to specific apprenticeship or other training programs
Designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs
Which compromise a set of expectations that are appropriate for every student, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society.
The course code consists of a course title and a six-character code: the Ministry of Education designates the first five characters. The sixth character is determined by the school.
| Code Characters | Explanation | Example: ENL1W |
|---|---|---|
| 1st, 2nd, and 3rd | Subject discipline of the course in letters | “ENG” English |
| 4th | Grade level as a number * (see below) “1” grade 9 “2” grade 10 “3” grade 11 “4” grade 12 |
“1” grade 9 or first year |
| 5th | Type of course as a letter “W” De-Streamed “D” Academic “P” Applied “L” Locally Developed “O” Open “E” Workplace “U” University “C” College “M” University/College |
“W” De-streamed |
| 6th (if applicable) | Board designated character that indicates credit value or may be used to differentiate between courses with similar codes 1 credit 2 credit C coop |
Example: ENL1W grade 9 De-streamed English
| Subject | Course Code | Prerequisite |
|---|---|---|
| Mathematics, Grade 9 | MTH1W | None |
| Subject | Course Code | Prerequisite |
|---|---|---|
| Principles of Mathematics | MPM2D | MTH1W |
| Science | SNC2D | SNC1W |
| Subject | Course Code | Prerequisite |
|---|---|---|
| Functions | MCR3U | MPM2D |
| Functions and Applications | MCF3M | MFM2P/MPM2D |
| Physics | SPH3U | SNC2D |
| Chemistry | SCH3U | SNC2D |
| Biology | SBI3U | SNC2D |
| Subject | Course Code | Prerequisite |
|---|---|---|
| Calculus and Vectors | MCV4U | MHF4U (may be taken concurrently) |
| Advanced Functions | MHF4U | MCR3U/MCT4C |
| Physics | SPH4U | SPH3U |
| Chemistry | SCH4U | SCH3U |
| Biology | SBI4U | SBI3U |
| Ontario Secondary School Literacy Course | OLC4O | None |
Grade: 9 | Credit Value: 1.0 | Prerequisite: None
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 modeling, 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.
Grade: 10 | Credit Value: 1.0 | Prerequisite: MTH1W
This course enables students to broaden their understanding of relations, extend their skills in multi-step problem solving, and continue to develop their abilities in abstract reasoning. Students will purse investigations of quadratic functions and their applications; solve and apply linear systems; solve multi-step problems in analytic geometry to verify properties of geometric figures; investigate the trigonometry of right and acute triangles; and develop supporting algebraic skill.
Grade: 10 | Credit Value: 1.0 | Prerequisite: SNC1W
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.
Grade: 11 | Credit Value: 1.0 | Type: University Preparation | Prerequisite: MPM2D
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.
Grade: 11 | Credit Value: 1.0 | Type: University / College Preparation | Prerequisite: MFM2P/MPM2D
This course introduces basic features of the function by extending students' experiences with quadratic relations. It focuses on quadratic, trigonometric, and exponential functions and their use in modeling real-world situations. Students will represent functions numerically, graphically, and algebraically; simplify expressions; solve equations; and solve problems relating to applications. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
Grade: 11 | Credit Value: 1.0 | Type: University Preparation | Prerequisite: SNC2D
This course furthers students' understanding of the processes involved in biological systems. Students will study cellular functions, genetic continuity, internal systems and regulations, the diversity of living things, and the anatomy, growth, and functions of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.
Grade: 11 | Credit Value: 1.0 | Type: University Preparation | Prerequisite: SNC2D
This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.
Grade: 11 | Credit Value: 1.0 | Type: University Preparation | Prerequisite: SNC2D
This course develops students' understanding of the basic concepts of physics. Students will study the laws of dynamics and explore different kinds of forces, the quantification and forms of energy (mechanical, sound, light, thermal, and electrical), and the way energy is transformed and transmitted. They will develop scientific-inquiry skills as they verify accepted laws and solve both assigned problems and those emerging from their investigations. Students will also analyze the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.
Grade: 12 | Credit Value: 1.0 | Type: University Preparation | Prerequisite: MHF4U (Note: MHF4U may be taken concurrently)
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.
Grade: 12 | Credit Value: 1.0 | Type: University Preparation | Prerequisite: MCR3U or MCT4C
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.
Grade: 12 | Credit Value: 1.0 | Type: University Preparation | Prerequisite: SBI3U
This course provides students with the opportunity for in-depth study of the concepts and processes associated with biological systems. Students will study theory and conduct investigations in the areas of metabolic processes, molecular genetics, homeostasis, evolution, and populations in the areas of metabolic processes, molecular genetics, homeostasis, evolution, and population dynamics. Emphasis will be placed on achievement of the detailed knowledge and refined skills needed for further study in the various branches of life sciences and related fields.
Grade: 12 | Credit Value: 1.0 | Type: University Preparation | Prerequisite: SCH3U
This course enables students to deepen their understanding of chemistry through the study of organic chemistry, energy changes and rates of reaction, chemical equilibrium, atomic and molecular structure, and electrochemistry. Students will further develop problem-solving and laboratory skills as they investigate chemical processes, at the same time refining their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in daily life, and on evaluating the impact of chemical technology on the environment.
Grade: 12 | Credit Value: 1.0 | Type: University Preparation | Prerequisite: SPH3U
This course enables students to deepen their understanding of the concepts and theories of physics, Students will explore further the laws of dynamics and energy transformations, and will investigate electrical, gravitational, and magnetic fields; electromagnetic radiations; and the interface between energy and matter. The will further develop inquiry skills, learning, for example, how the interpretation of experimental data can provide indirect evidence to support the development of a scientific model. Students will also consider the impact on society and the environment of technological applications of physics.
Grade: 12 | Credit Value: 1.0 | Type: Open | Prerequisite: None
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.
Parents and/or students who want to review Course Outlines may do so through by contacting the principal 647-824-7578 OR ontariolearners@gmail.com
Parents and/or students who want to review Ontario Curriculum Policies and Documents may do so online at: https://www.dcp.edu.gov.on.ca/en/
Experiential learning programs may be part of the delivery of the curriculum in all disciplines. Experiential learning programs include job shadowing and job twinning, work experience and cooperative education.
NOTE: Silverwoods international school does not offer programs in Experiential Learning unless it is an experience to supplement/within an individual course.
All students and their parents/guardians should seriously consider the advice and recommendations of the school when planning their course of study. The consequences of courses are extremely important. Selection of courses should be made wisely having due regard to their preferences, special talents and career options.
Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit-granting process whereby students may obtain credits for prior learning. Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside an Ontario secondary school. Students may have their knowledge and skills evaluated against the expectations outlined in provincial curriculum policy documents in order to earn credits towards the secondary school diploma. The Ontario principal, with a thorough analysis of course content and assessment policies will develop a standard for each course being considered for equivalency and apply this standard for all students.
“Equivalency” credits to the Ontario program will be granted by the Ontario Principal. Students who are eligible for equivalency credits are those who transfer to Silverwoods international school from schools outside Ontario. Equivalency credits are granted for placement only. The Ontario principal, in the process of deciding where the student should be placed, determine as equitably as possible the total credit equivalency of the student's previous learning, and the number of compulsory and optional credits still to be earned.
Prior Learning Assessment and Recognition (PLAR) may allow for students to be granted up to 26 equivalent credits toward the OSSD as outlined in Appendix 8 - Program and Diploma Requirements of Ontario Secondary Schools Grades 9 to 12 - 1999. Equivalency credits are granted only for the purpose of placing the student in appropriate courses. The remaining credits will be chosen from the “Courses Offered” chart below as well as options available through Ontario Ministry of Education to obtain an OSSD.
Procedure: When a student is accepted as a full-time student, working toward an OSSD, Silverwoods international school may consider granting equivalent credits for students from out-of-province or from home schooling. Students will be required to demonstrate equivalent learning by producing achievement records or through diagnostic assessments. The final decision regarding awarding equivalent credits and determining credits to-be-earned, belongs to the principal.
This refers to the process whereby students’ 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 must include formal tests (70 per cent of the final mark) and a variety of other assessment strategies appropriate to the particular course (30 per cent of the final mark). Such strategies may include the evaluation of student work, including written assignments and laboratory work, and observation of student performance. Determining equivalency involves the assessment of credentials from other jurisdictions.
Procedure: The “challenge process” of PLAR will not be implemented at Silverwoods international school at this time.
Courses in Grades 10, 11, and 12 may have prerequisites for enrolment. All prerequisite courses are identified in ministry curriculum policy documents, and no courses apart from these may be identified as prerequisites. Schools must provide parents and students with clear and accurate information about prerequisites.
If a parent or an adult student (a student who is eighteen years of age or older) requests that a prerequisite be waived, the principal will determine whether or not the prerequisite should be waived. A principal may also initiate consideration of whether a prerequisite should be waived. The principal will make his or her decision in consultation with the parent or the adult student and appropriate school staff.
Procedure: Silverwoods international school will ensure that prerequisite courses will not be waived when a student applies to take any course that requires a prerequisite.
Some students may change their educational goals as they proceed through secondary school. When they decide to embark on a new pathway, they may find that they have not completed all of the prerequisite courses they need. Schools must make provisions to allow students to make such changes of direction and must clearly describe these provisions in their school program/course calendar.
In most cases, a student may enroll in a different type of course in a given subject in Grade 10 than the type he or she completed in Grade 9, although doing so may require additional preparation, as recommended by the principal. In the case of mathematics, however, the sole prerequisite for the Grade 10 academic mathematics course is the Grade 9 academic mathematics course, so a student who is planning to move from the Grade 9 applied mathematics course to the Grade 10 academic mathematics course must take either the designated transfer course or the Grade 9 academic mathematics course.
In Grades 10 to 12, a student may change to a different type of course in a given subject provided that the student has taken any course specified as a prerequisite for that course. If the student has not done so, he or she may take one of the specified prerequisite courses through summer school, night school, e-learning, the Independent Learning Centre, or independent study.
If the principal believes that a student can be successful in a particular course without having taken the specified prerequisite course, the principal may waive the prerequisite.
The purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the provincial curriculum expectations and the achievement levels outlined in the curriculum document. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers use a variety of strategies throughout the course, including:
Students are assessed and evaluated based on the Achievement Charts in the Provincial Curriculum Policy Documents for the courses in which they are enrolled. Evaluation is based on the level of achievement the student demonstrates in the skills and knowledge covered in a course. 70% of the final mark is based on classroom work and is determined through a variety of methods such as ongoing class demonstrations, presentations, essays, performances and classroom tests and quizzes. 30% of the final mark is based on a final summative evaluation that may be determined through a variety of methods in the latter portion of the course. These could include a portfolio, essay, examination and/or demonstration. This final evaluation reflects the range and level of student skills and knowledge towards the conclusion of the course.
At the beginning of each course, students receive an outline of the course evaluation from each teacher. This outline includes the assessment of academic achievement and learning skills.
A well-designed system of assessing, evaluating, and reporting, based on clearly stated curriculum expectations and achievement criteria, allows teachers to focus on high standards of achievement for all students, and promotes a consistent practice across Ontario.
The achievement chart is organized into broad learning categories, which are:
While they are broad in scope and general in nature, the categories of the achievement chart serve as a guide for gathering information, and act as a framework used to assess and evaluate each student’s achievement. As such, they enable teachers to make consistent judgments about the quality of work, and provide clear and specific information about their achievement to students and their parents.
| Percentage Grade Range | Achievement Level | Summary Description |
|---|---|---|
| 80 – 100% | Level 4 | A very high outstanding level of achievement. Achievement is above the provincial standard. |
| 70 – 79% | Level 3 | A high level of achievement. Achievement is at the provincial standard. |
| 60 – 69% | Level 2 | A moderate level of achievement. Achievement is below, but approaching, the provincial standard. |
| 50 – 59% | Level 1 | A passable level of achievement. Achievement is below the provincial standard. |
| Below 50% | Insufficient achievement of curriculum expectations. A credit will not be granted. |
Note: Level 3 (70 – 79%) is the provincial standard. Teachers and parent can be confident that students who are achieving at level 3 are well prepared for work in the next grade or the next course.
The following guidelines were developed in accordance with Ministry of Education, Ontario mandates. The guidelines in this document are a summary of the procedures and requirement of the OSR Guidance, 2000 (revised 2020) and the OST Manual, 2010. For complete information you may refer to the Ministry of Education, Ontario website – www.edu.gov.on.ca
When a student enrolls as a full-time student, a file will be established in order to record educational progress. A student file consists of the following components:
A student's record of courses successfully completed and credits earned toward the Ontario Diploma (OST) is maintained in the Ontario Student Record (OSR). Courses are designated using Ministry of Education course codes.
An up-to-date OST is kept in the student's OSR. Students (or their parents or guardians if they are under the age of eighteen) may check the OSR by appointment with the Principal.
The Ontario Student Record folder (OSR) is official record for student. The OSR is created when a student enters an Ontario School System, and it moves with the student from school to school. Every Ontario school keeps an OSR for each student enrolled.
The OSR is created under the authority of the Education Act. In the content of the OSR protected under the freedom of information and protection privacy act. The parents and students may examine the contents of the OSR under request, with the assistance of the principal or designated administrator.
The OSR folder contains achievement results, credits earned, and other information important to the education of the student.
Report Card information is completed for each subject at two reporting times per semester (mid and end of semester). A Report Card is completed for each student who has been enrolled in the school for more than six weeks within the reporting period. The Report Card will contain information regarding student academic achievements and suggestions on how to improve performance. Information on the reporting of Learning Skills is also included on the Report Card. If a student has reached the age of 18, they can receive their Report Card in person or by mail. Otherwise, Report Cards will be forwarded to the parents/guardians. An exact copy of a completed Report Card will be filed in a student’s file (OSR).
The Ontario Student Transcript (OST) is a comprehensive record of all course work and diploma requirements achieved by a student. An OST must be established for each student enrolled in an Ontario secondary school course, whether or not he or she is taking the course for credit. All information recorded on the transcript must be kept up to date, either in print or electronic form, and must be copied onto an official OST form when a printed copy is required. Upon the student’s graduation or retirement, a current and accurate copy of the student’s OST must be stored in the OSR folder.
The transcript will include the following information:
Note:
When a documentation file is required, as per the OSR Guideline, it will be kept in the student’s OSR folder.
The Office Index Card is maintained to provide the school with immediate access to essential student information. The Card remains at the school during the whole enrolment period and is retained for 55 years after the student leaves the school. Even though it is part of the OSR it is not stored in the OSR and never transferred with the OSR.
The collected information is used for the purposes of admission, registration and to assist the school in the academic and financial administration of its affairs.
We are committed to taking every reasonable step to protect the confidentiality and privacy of personal information.
