Grade 9-12 High School

Please take note that, in accordance with the Ontario Ministry of Education guidelines:

For regular credit courses at CWS,
A mandatory minimum enrollment of 14 days is required for students to be eligible for a midterm report card and 28 days for a final report card.

For upgrade/repeat credit courses,
CWS mandates a minimum enrollment of 11 days for students to qualify for a midterm report card and 21 days for a final report card.

Grade 11-12 $549.00 Per Course

Grade 9-10 $449.00 Per Course

INTERNATIONAL STUDENT FEES…

Ontario High School starts from age 14 when students reach Grade 9.

Ontario High School is a 4-year program. CWS students are required to complete 30 credits from Grades 9 to 12. CWS students may take 1 or 2 courses in the summer semester to expedite their completion of credits and reach graduation on a fast track. CWS High School Program has been designed to prepare students for Academic and University level courses, for an exceptionally smooth transition from high school to post-secondary education including Canadian Universities.

CWS, Canadian World Schools can offer programs to any student worldwide who wishes to study in English. CWS has a process to assess students who previously earned credits and to apply them to credits in the CWS system. This Prior Learning Assessment and Recognition (PLAR) process is valuable and expedites a student’s path to graduating and obtaining an Ontario high school diploma.

CWS Prior Learning Assessment and Recognition (PLAR)

CWS Prior Learning Assessment and Recognition is a formal evaluation and credit-granting process by CWS. Students may obtain credits from prior learning in an English or non-English school and have that credit transferred to the OSR, Ontario student record. CWS Prior Learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school. Where such learning has occurred outside Canadian classrooms. New Students to Canada, their skills and knowledge will be evaluated against the expectations outlined in curriculum policy documents to earn credits toward the Ontario Secondary School Diploma.

CWS Equivalency Process

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The “Equivalency Process” applies to new students with prior educational backgrounds.
The CWS equivalency process involves;

individualized assessment for accreditation and evaluation to grant Grades 9 to 11 credits;
assessment of credentials and other appropriate documentation from jurisdictions within and outside Canada to grant credit for
Grade 11 or 12 courses;
recording of accreditation and equivalency credits in the student’s school transcript;

The CWS principal monitors the status of students by communicating with the CWS teachers. All PLAR assessments are filed
at CWS. There is an administrative fee for the preparation and filing of equivalency documents and forms.

Requirements for the Ontario High School Diploma.

To award the Ontario High School Diploma, students must earn a total of 30 credits. A credit is defined as a 110-hour course in which the
expectations are laid down and will be monitored by CWS guidance.

Out of the 30 credits, eighteen of the credits are compulsory, earned in courses from a list of subjects that every student must take. Twelve
credits are electives, earned in courses that the student may select from the full range of courses offered by the CWS World Schools.

Students must also complete 40 hours of Community Involvement Activities and must pass the Ontario Secondary School Literacy Test (OSSLT), which
is normally taken in Grade 10. This test is a test of the literacy of all students and it is a standardized test that applies to all students
in Ontario or out of province.

Ontario High School Diploma Requirements:

Compulsory Credits (total of 18):

4 credits in English (1 credit per grade)
3 credits in mathematics (at least 1 credit in Grade 11 or 12)
3 credits for groups 1, 2, and 3 courses (1 credit in each group)
2 credits in science
1 credit in Canadian history (Grade 10)
1 credit in Canadian geography (Grade 9)
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 and citizenship

Group 1, 2 and 3 compulsory credits

Of the 18 compulsory credits, students must complete one from each of the following groups:

Group 1:

English (including the Ontario Secondary School Literacy Course) or French as a second language
Native languages
First Nations, Métis, and Inuit studies
classical studies and international languages
social sciences and the humanities
Canadian and World Studies
guidance and career education
cooperative education
American Sign Language as a second language

Group 2:

health and physical education
the arts
business studies
French as a second language
cooperative education
American Sign Language as a second language
Langue des signes québécoise langue seconde

Group 3:

science (Grade 11 or 12)
technological education
French as a second language
computer studies
cooperative education
American Sign Language as a second language

The following conditions apply to compulsory credit selections from the above three groups:

In groups 1, 2, and 3, a maximum of two credits in French as a second language can count as compulsory credits, one from
group 1 and one from either group 2 or group 3.
A maximum of two credits in cooperative education can count as compulsory credits, selected from any of the above three groups.
The Grade 11 English: Understanding Contemporary First Nations, Métis and Inuit Voices course may be used to meet the Grade 11
English compulsory credit requirement.

English as a second language (ESL) and English literacy development (ELD)

Students who are English language learners may count up to three credits in ESL or ELD towards the four compulsory credits in English.
The fourth credit must be a Grade 12 compulsory English course.

Ontario Secondary School Literacy Test (OSSLT)

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CWS Students seeking an Ontario High School Diploma will normally take the Ontario Secondary School Literacy Test (OSSLT) in Grade 10. CWS Students must pass the test to graduate, and their result is recorded on the CWS Student School Transcript. Students who do not complete the test successfully will receive remedial help to prepare them for re-testing. The literacy Test requirement is additional to the 30 credits needed for a high school diploma.

Ontario Secondary School Literacy Test (OSSLT) evaluates students’ reading and writing skills based on curriculum expectations in language and communications up to and including Grade 9. English as a Second Language students will take the test only when they have reached this level in their language studies.

CWS students who have been eligible to write at least twice and who have been unsuccessful at least once are eligible to take the Ontario Secondary School Literacy Course (OSSLC), Grade 12, for a one-credit course. If students are successful on the OSSLT, they are not eligible to take the OSSLC (except under special circumstances and only at the CWS principal discretion).

Community Involvement Activities & Process

All Ontario students must complete a minimum of 40 hours of unpaid community involvement activities before graduating from the Ontario high school. The community involvement must be approved by CWS before commencement.

This requirement is additional to the 30 credits needed for a high school diploma. CWS students can choose their community involvement activities, within guidelines that will be provided by the school. CWS students will be responsible for fulfilling this requirement on their own time. The CWS student is required to submit their community involvement record to the CWS School Principal for record-keeping purposes. This information will be placed on the CWS student’s Transcript and will be placed in student OSR.

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Before beginning any community involvement activity, each CWS student will complete and submit a “CWS NOTIFICATION OF PLANNED COMMUNITY INVOLVEMENT ACTIVITIES” Form.

A student under the age of eighteen must complete the form in consultation with his or her parents and must also have one parent sign the form. CWS students will sign the form and submit it to the CWS school principal. CWS students are to select community activities appropriate to their age, maturity, and ability. The CWS student is not to partake in any activity in which the student’s safety will be compromised. Any activity, NOT on the approved list must receive written approval from the CWS principal before beginning the activity.

CWS Assessment, Evaluation, and Reporting

Every course offered by CWS World Schools has clear and detailed Canadian curriculum expectations which will be available to the
CWS student in every course. CWS school will use assessment and evaluation strategies that:

address both what CWS students learn and how well they learn;
establish where the learners are going in their learning; where they are in their learning; and what needs to be done to get them to where they are going;
identifying and clarifying CWS learning goals and success criteria at the beginning of the course and other appropriate points throughout the course;
engineering effective classroom discussions and other learning tasks that elicit information about CWS student learning;
providing continuous feedback that gives learners a chance for improvement;
promote CWS students’ ability to assess their learning and to set specific goals, to enable them to take ownership of their learning and empower them to do so;
engaging CWS students as resources for each other through targeted instruction and guidance;
examining samples of CWS students work with the students to form a basis for understanding and co-constructing the criteria for success;
are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart that appears in the curriculum policy document for each discipline;
are varied, administered over some time, and designed to provide opportunities for students to demonstrate the full range of their learning;
are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the CWS students;
are fair to all CWS students;
accommodate the needs of exceptional CWS students, consistent with the strategies outlined in their Individual Education Plan;
are communicated clearly to CWS students and parents at the beginning of the course and other appropriate points throughout the course.

Assessment and Evaluation Strategies

The final grade is determined as follows:

70% of the grade is based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
30% of the grade is based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course and comprehensive.
Examinations are compulsory and only in exceptional circumstances such as illness or death in the family, and after consultation with CWS World School staff and principal, may alternative arrangements be made.

**CWS Assessment FOR Learning, AS Learning, and OF Learning**

CWS Assessment is the process of gathering information that accurately reflects how well a student is achieving the Ontario curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment to improve student learning is seen as both an “assessment for learning” and an “assessment as learning”. As part of the assessment for learning, CWS teachers provide students and their parents with descriptive feedback and coaching for improvement.

CWS Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who can set individual goals, monitor their progress, determine the next steps, and reflect on their thinking and learning.

As essential steps in assessment for learning and as learning, CWS teachers will:

plan assessment concurrently and integrate it seamlessly with instruction;
share learning goals and success criteria with CWS students at the outset of learning to ensure that CWS students and teachers have a common and shared understanding of these goals and criteria as learning progresses;
gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of CWS assessment strategies and tools;
use CWS assessment to inform instruction, guide next steps, and help CWS students monitor their progress toward achieving their learning goals;
analyze and interpret evidence of learning;
give and receive specific and timely descriptive feedback about student learning;
help students to develop skills of peer and self-assessment.

CWS teachers will also ensure that they assess students’ development of learning skills and work habits in Grades 9 to 12 using the CWS assessment approaches described above to gather information and provide feedback to students.

The table below summarizes the purposes of CWS assessment, the nature of the assessment, and the different uses of assessment information.

The Achievement Chart

The achievement chart for each discipline is included in the curriculum document for that discipline. The chart provides a reference point for all assessment practices and a framework within which to assess and evaluate student achievement.

The chart is organized into four broad categories; Knowledge/Understanding, Thinking/Inquiry, Communication, and Application/Making Connections. The Names of the categories differ slightly from one discipline to another, reflecting differences in the disciplines.

The categories of knowledge and skills are as follows:

Knowledge and Understanding: Subject-specific content acquired in each grade/course (knowledge), and the comprehension of its meaning and significance (understanding)
Thinking: The use of critical and creative thinking skills and/or processes
Communication: The conveying of meaning through various forms
Application: The use of knowledge and skills to make connections within and between various contexts.
In all CWS subjects and courses, students should be given numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations (content standards) across all four categories of knowledge and skills. CWS Teachers will ensure that CWS student learning is assessed and evaluated in a balanced manner concerning the four categories, and that achievement of particular expectations is considered within the appropriate categories. However, for different subjects and courses, the relative importance of each of the categories may vary.
The achievement chart describes the levels of achievement of the curriculum expectations within each category. The descriptions associated with each level serve; as a guide for gathering assessment information; enable CWS teachers to make consistent judgments about the quality of student work; and provide clear feedback to CWS students.
The achievement chart allows CWS teachers to use it in assessing and evaluating their students’ achievement. A variety of materials are to be made available to assist CWS teachers in improving their assessment methods and strategies and, hence, their assessment of student achievement. The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:

NOTE: Level 3 (70–79%) is the provincial standard. Teachers and parents can be confident that students who are achieving at level 3 are well prepared for work in the next grade or the next course. An evaluation of the achievement of Level 4 does not suggest that the student is achieving expectations beyond those specified for the course, but rather that he or she demonstrates a very high to outstanding level of achievement of the specified expectations, and a greater command of the requisite knowledge and skills than a student achieving Level 3). A student whose achievement is below 50% at the end of the course will not obtain credit for the course.

Reporting Student Achievement

Student achievement is communicated formally to students and parents using The CWS Report Card, Grades 9–12. The report card provides a record of the student’s achievement of the curriculum expectations in every course, at particular points in the school year or semester, in the form of a percentage grade. The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

Evidence of CWS student achievement for evaluation is collected over time from three different sources,

observations,
conversations,
and student products

Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning. “Student products” may be in the form of tests, exams, and/or assignments for evaluation. CWS Assignments for evaluation may include rich performance tasks, demonstrations, projects, and/or essays. To ensure equity for all CWS students, assignments for evaluation and tests or exams are to be completed, whenever possible, under the supervision of the CWS school teacher.

CWS Assignments for evaluation don’t include ongoing homework that CWS students do to consolidate their knowledge and skills or to prepare for the next class. CWS Assignments for evaluation may involve group projects as long as each student’s work within the group project is evaluated independently and assigned an individual mark, as opposed to a common group mark.

Reporting on Achievement of CWS Curriculum Expectations

A final grade will be recorded for every CWS course, and a credit will be granted and recorded for every CWS course in which the student’s grade is 50% or higher. The final grade for each CWS course in Grades 9–12 will be determined as follows:

70% of the grade will be based on evaluations conducted throughout the course.
30% of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other methods of evaluation suitable to the course content and administered towards the end of the course.

In all CWS courses, students must be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the Ontario curriculum expectations, across all four categories of knowledge and skills.

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