11181 Yonge Street, Richmond Hill, Ontario, L4S 1L2, Canada
4789 Yonge Street Unit 705, Toronto, Ontario, M2N OG3, Canada
1994
2010
Varies
12000
Preschool to 12
7 to 12
Coed
Coed
Day
eSchool
English
English, French
Academic
Academic
Montessori, International Baccalaureate
Traditional
10 to 20
Varies
Learning, Developmental, Behavioral
In-class adaptations
$16,550 to $27,000
No
No
0%
0%
None
None
$0
$0
0
2,000
0%
0%
85%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades 9 - 12
No
No
No
information not available
information not available
Century began its life in 1994 when Sybil Taylor founded the Montessori school. The program has grown considerably since then, and in a variety of ways, most notably with the development of the high school program. The school is housed within a heritage building that provides a welcome sense of place and purpose. While the middle and high school programs perhaps venture away from the core of the Montessori method, they nevertheless retain a sense of community, hands-on learning, and peer support. The ideal student is one that can thrive within a challenging academic environment, and who is preparing for success at university.
View full reportSince it was founded in 2010, it has grown to an annual student population of 3000, easily dwarfing the largest brick-and-mortar private schools in Canada by a third and more. The student body is comprised of nationals, in addition to those in Canada, in more than 15 countries. The teaching staff of 25, all Canadian certified, and the school is accredited in Ontario, able to confer the OSSD. In all, this isn’t a new or developing concept, but rather one that reflects a growing need. OVS students register for a much broader range of reasons, all of which signal the diversity of needs that OVS is serving. This includes students who are seeking to fill out a few courses in addition to their current school work, those striving to upgrade existing marks, and those who are scheduling around other commitments, from elite athletics to time spent in medical care. For overseas students, it’s an opportunity to earn an Ontario Secondary School Diploma and therefore apply to Canadian universities, without incurring the costs the cost of boarding and travel. The delivery may be different than many are used to, but the teaching is strong, with a range of supports to ensure learner success. As such, OVS offers a valuable option to a growing number of students, in Canada and around the world.
View full reportinformation not available
"I enjoyed how even though this was an online course I could still interact with others and get feedback from both the teacher and fellow students..."
Stephanie Sassi - Alumnus (Nov 19, 2018)
Ontario virtual school provided me with one of the best experiences. They cared about my marks and h...
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"OVS is the PERFECT school...You can keep going back to the content, even if it is hard, and spend as much time as you like to understand that content completely before moving on"
Wajiha Fatima Syeda - Student (Nov 22, 2018)
Ontario Virtual School has provided me with a very valuable learning experience. The best thing abou...
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"The course material is similar to that of a physical school."
ricky Randhawa - Student (Jan 15, 2019)
I enjoyed the Ontario Virtual School. I took 2 courses during grade 12 here and I was working at the...
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"Since 1994, Century Private School has offered a safe, pleasant, and nurturing environment for students from Montessori preschool to secondary school. We are dedicated in providing best education to our students achieving excellence through their experience with us. "
"Ontario Virtual School is an accredited online high school operating since 2010. We provide over 160 high school courses leading to the Ontario Secondary School diploma. Our students can register at any time and can complete a course in as little as 4 weeks. This allows for students to develop their own pace and schedule. All learning materials and textbooks are included in the course fees."
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As Principals, we are committed to creating a positive and collaborative learning environment to inspire our students to reach their full potential and achieve academic success.
As Principal of Ontario Virtual School (OVS), I cannot tell you how proud I am to work with the team of experienced teachers who are all committed to providing a thriving educational environment that supports all learners, maintains high expectations for all, and strives to develop caring, compassionate global citizens.
OVS has been operating for several years now and our vision remains the same:
“To empower all learners, through the use of technology so that they can experience academic success”.
We aim to propel students to achieve their highest academic potential at their own pace which supports their specific learning style and needs.
The inspiration behind launching OVS originates from recognizing that there was a need for an online school that could better meet the needs of todays' students. For example students who cannot attend classes on a regular basis due to personal/family reasons, health/emotional reasons, athletic commitments or a full time jobs can still reap the benefits of a learning experience. Ontario Virtual School also assists students with upgrading their marks in challenging courses in order to improve their understanding and increase their chances of gaining acceptance into competitive post-secondary programs.
Knowing that we are able to serve our community in supporting their academic goals; whether it is to go to post-secondary institution, go into a trade or apprenticeship, join the workforce or simply graduate from high school, is a very rewarding feeling.
Thank you for exploring our profile and its various links to learn more about our school. If you have any questions or concerns, please do not hesitate to contact me at any time.
Sincerely,
Gary Michael
Traditional
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Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
Our Preschool and Kindergarten Casa classes follow the Montessori method of teaching. Our elementary and high school students follow the Ontario curriculum with opportunities for enrichment. The foundation of learning at Century is built on three pillars: Character, Leadership, and Community Service. Century Private School is now an IB Candidate School.
All of our lessons are interactive and professionally animated, including voice narration and video multimedia to enhance the learning environment. Course instruction and study are done both online and offline, so students can spend more time on a lesson requiring extra attention and move more quickly through a concept that is more easily grasped. Our Learning Management System brings the school to you and allows access to course material 24 hours a day. If you ever need any assistance, our qualified teachers and staff are an email, phone call or Skype/Facechat away!
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our Mathematics program is introduced using concrete materials, which allow the student to develop sound computational and geometric skills. These skills provide the students with the strengths that allow them to progress to the abstract level where they develop proficient problem solving skills through the application of critical and analytical thinking.
The following Math courses are offered
MHF4U-
Grade 12 Advanced Functions
MCV4U-
Grade 12 Calculus and Vectors
MDM4U-
Grade 12 Data Management
MAP4C-
Grade 12 Foundations of College Mathematics
MDM4U-
Grade 12 Mathematics For College Technology
MCR3U-
Grade 11 Functions
MCF3M-
Grade 11 Functions and Applications
MPM2D-
Grade 10 Math
MPM1D-
Grade 9 Math
Information not available
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Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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In the Montessori classroom, children are introduced to the phonetic sounds of the alphabet with the use of sandpaper letters, which incorporates the sense of touch to reinforce learning. Once a child has mastered the sounds associated with each letter, they are then introduced to the large moveable alphabet, and begin to build three-letter phonetic words. The movement and activity is a stimulating process, which fosters the desire to sound out words and read.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
The student's natural curiosity and innate need to learn through discovery is nurtured by the sciences. Through a curriculum that includes studies in Chemistry, Physics, Astronomy, Zoology, and Botany, the students are exposed to the fundamental theories and concepts of science with the goal of giving them an understanding of the natural and physical world and their interdependencies. Classroom instructional units are complemented by field trips to help the students make the connection between the principals and theories learned and their role and the functions in the real life applications.
OVS offers the following Science Courses:
SCH4U-
Grade 12 Chemistry
SCH4C-
Grade 12 College Chemistry
SPH4U-
Grade 12 Physics
SPH4C-
Grade 12 College Physics
SBI4U-
Grade 12 Biology
SCH3U-
Grade 11 Chemistry
SPH3U-
Grade 11 Physics
SBI3U-
Grade 11 Biology
SBI3C-
Grade 11 College Biology
SNC2D-
Grade 10 Science
SNC1D-
Grade 9 Science
SNC1P-
Grade 9 Applied Science
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
OVS offers the following Science Courses:
ENG4U-
Grade 12 English
SBI4C-
Grade 12 College English
EBT4O-
Grade 12 Business and Technology English
EWC4U-
Grade 12 Writer's Craft
OLC4O-
Grade 12 Ontario Secondary School Literacy Course
ENG3U-
Grade 11 English
ENG3C-
Grade 11 College English
ENG3E-
Grade 11 Workplace English
ENG2D-
Grade 10 English
ENG1D-
Grade 9 English
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Not applicable
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
OVS offers the following Science Courses:
CGR4M-
Grade 12 Environment and Resource Management
CGW4U-
Grade 12 World Issues: A Geographic Analysis
CIA4U-
Grade 12 Analyzing Current Economic Issues
CHY4U-
Grade 12 World History since the Fifteenth Century
CLN4U-
Grade 12 Canadian and International Law
HHS4U-
Grade 12 Families in Canada
HSB4U-
Grade 12 Challenge and Change in Society
HZT4U-
Grade 12 Philosophy
CHW3M-
Grade 11 World History to the End of the Fifteenth Century
HRT3M-
Grade 11 World Religion
HSP3U-
Grade 11 Introduction to Anthropology, Psychology, and Sociology/a>
CHC2D-
Grade 10 Canadian History
HIF2O-
Grade 10 Individual and Family Living
CGC1D-
Grade 9 Issues in Canadian Geography
Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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OVS offers the following Science Courses:
FSF4U-
Grade 12 French
FSF2D-
Grade 10 Core French
FSF1D-
Grade 9 Core French
FSF1P-
Grade 9 Applied Core French
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
The arts program is an important part of the school's curriculum as it contributes to the overall development of the student. The arts program encompasses Visual Arts, Music, and Drama. Study of the arts foster intellectual, social, and emotional growth, nurtures creativity and gives students other means of expression, verbally and non-verbally. It encourages self expression and communication as well as strengthening their critical and creative thinking skills. It gives them skills to work effectively in groups as well as the confidence to work independently. The Arts program is a vital component of an integrated curriculum, showing the relationship among subject areas and demonstrating the connectivity that exists in all disciplines. A specialist in each area of expertise teaches the Visual Arts, Music and Drama programs.
OVS offers the following Science Courses:
AWQ4M-
Grade 12 Photography
AVI2O-
Grade 10 Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
BAT4M-
Grade 12 Financial Accounting Principles
BBB4M-
Grade 12 International Business
ICS4U-
Grade 12 Computer Science
BAF3M-
Grade 11 Financial Accounting Fundamentals
GWL3O-
Grade 11 Designing Your Future
BTT2O-
Grade 10 Information and Communication Technology
GLC2O-
Grade 10 Career Studies
BTT1O-
Grade 9 Information and Communication Technology
Web design
Robotics
Computer science
Our goal is to provide an active start to physical education Our program is geared towards helping the children gain self confidence, social skills and emotional control while being exposed to the games and sports taught throughout the school year. From our casa program to high school our students are learning co-ordination and skills that pertain to each sport taught.
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Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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Our Preschool and Kindergarten classrooms follow the Montessori method of education. The program is based on self-directed activity, as students develop their "absorbent minds". With guidance from our Montessori directresses, students explore the five areas of the classroom (Mathematics, Language, Culture, Sensorial and Practical Life) in an effort to develop their natural desire to learn.
Information not available
Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Our non-standardized pace is responsive to the pacing of each student. There is no such thing as "behind schedule", if they need extra time to master a module, we're ready to help support them.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
The vision of Ontario Virtual School is to empower all learners through the use of technology to experience scholastic success. We strive to promote students to achieve their highest academic potential at a pace that best supports their personal learning style.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The goal of our school is to inspire excellence in three ways: by developing skills of Leadership, building character, and by instilling in our students the importance of community service. We recognize the importance of developing the "whole child", and ensure that in addition to academic excellence, we foster a culture that creates caring and compassionate global citizens.
At OVS, we enable learners to gain confidence, develop self-awareness and personal motivation. With teacher support, our students learn to persevere through an independent and self-regulatory learning model.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
OVS recognizes the tremendous demands and stress that students can experience throughout their high school lives. Making course selection choices, looking at a host of post secondary options, as well as personal & socio-emotional problems are all barriers that obstruct students from achieving to their academic potential.
Information not available
“Awesome school, courses are clear and precise! They teach all five styles of learning, therefore, it easy to complete a course and get good grades. My son has an L.D. and has now got a 90+ average in grade 11 Academic courses. He was told in public school to go applied his grade average was 70%. Let kids learn the way they want to and they will succeed.” S. Clarkson, Parent
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
85%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades 9 - 12
No
No
No
No
No
Yes: grades 9 - 12
No
Yes: grades 9 - 12
No
Yes
No
Students who are committed to personal growth find the most success at our school.
At OVS, we believe all students are capable of success in the online learning environment, so long as they are provided with the proper support system and motivation. We work to ensure our system is as robust and supportive as possible to allow all students to succeed in our courses.
All the applicants are required to go through an interview prior to acceptance and complete English and mathematics assesment tests.
Students can join our school and begin courses at any time of the year.
Most courses do have prerequisites. You are required to submit a copy of your report card or transcripts that show you have earned a credit in the required Prerequisite courses, before your registration can be complete with Ontario Virtual School.
Students from Quebec, you are required to register through OVS Quebec – Northern PreUniversity (NPU)