Ontario Online Schools Network

• Curriculum Progressive
  [Show definition of Curriculum]

  Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

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  Curriculum approach at TheOOS: Progressive

  TheOOS has a Progressive approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).

  [Show: About Progressive?]

  Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.

  Curriculum at schools on OurKids.net

    Progressive - 28%
    Traditional - 43%
    Liberal arts - 15%
    Montessori - 12%
    Reggio Emilia - 1%
    Waldorf - 1%
  

  What TheOOS says: The OSS curriculum is based on the latest curriculum documents from the Ontario Ministry of Education.

  Approach:

  Focus
  Academic

  Pedagogies and subject courses:

  • Mathematics Equal Balance
    Mathematics approach at TheOOS: Equal Balance

    TheOOS has an Equal Balance approach to Mathematics (as opposed to Traditional Math , Discovery Math approach).

    [Show: About Equal Balance?]

    These math programs feature an equal balance of “Traditional” and “Discovery” methods.

    Mathematics at schools on OurKids.net

      Equal balance - 66%
      Traditional math - 29%
      Discovery math - 5%
    

    What TheOOS says: Traditional, as the name implies, is direct instruction on a particular topic. It is an excellent method for standard math topics, like addition of decimals, converting units, etc Discovery learning involves conscientious and deliberate planning to enable students to 'discover', the 'why' behind the 'what'. For example, a teacher can plan a lesson find out why the formula of the area of a circle is pi X radius squared, using their previously gained knowledge of the area of a rectangle. Discovery method allows students to experience mathematics and see it develop, while traditional methods involve mostly memorization and regurgitation. Both methods have their place in Math class, but ultimately, our goal is for students to understand, not just remember,

    Textbooks and supplementary materials: No Text Books are required for any courses at The OOS. in the event that a course requires supplemental material, they will be electronic versions, made available to students as part of their course tuition.

    Calculator policy: Students can use calculators as necessary.

  • Science Equal Balance
    Science approach at TheOOS: Equal Balance

    TheOOS has an Equal Balance approach to Science (as opposed to Expository , Inquiry approach).

    [Show: About 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 at schools on OurKids.net

      Equal balance - 70%
      Expository - 5%
      Inquiry - 25%
    

    Teaching approach: This information is not currently available.

    Treatment of evolution:

    Subject	offered
    Evolution as consensus theory
    Evolution as one of many equally viable theories
    Evolution is not taught

    Topics covered in curriculum:

    Subject	offered
    Biology
    Chemistry
    Ecology
    Geology
    Meteorology
    Physics
    Physiology
    Zoology

  • Literature Social Justice
    Literature approach at TheOOS: Social Justice

    TheOOS has a Social Justice approach to Literature (as opposed to Traditional , Equal Balance approach).

    [Show: About Social Justice?]

    In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.

    Literature at schools on OurKids.net

      Social justice - 4%
      Traditional - 23%
      Equal balance - 73%
    

    What TheOOS says: In grade 9, students learn what the words on the line in a text mean. In grade 10, students learn what the lines on the page in a text mean. in grade 11, students learn to read between the lines in a text. In grade 12, students learn to read beyond the lines, and indeed, beyond the text. As a progressive, social justice oriented school, we want our students to be able to use literature studies as an entry point to their bigger role, which is to bring positive change to their world.

  • Humanities and Social Sciences Pragmatism
    Humanities and Social Sciences approach at TheOOS: Pragmatism

    TheOOS has a Pragmatism approach to Humanities and Social Sciences (as opposed to Perennialism , Equal Balance approach).

    [Show: About Pragmatism?]

    Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.

    Humanities and Social Sciences at schools on OurKids.net

      Pragmatism - 8%
      Perennialism - 9%
      Equal balance - 83%
    

    What TheOOS says: As a function of our emphasis on making learning accessible and relevant to students, all of our courses are built around a student chosen inquiry activity as the course summative. We believe this is the best way to ensure that students actually learn the material, and can apply it to real world situations.

  • Foreign Languages

    What TheOOS says: This information is not currently available.

  • Fine Arts Equal Balance
    Fine Arts approach at TheOOS: Equal Balance

    TheOOS has an Equal Balance approach to Fine Arts (as opposed to Receptive , Creative approach).

    [Show: About Equal Balance?]

    These programs have an equal emphasis on receptive and creative learning.

    Fine Arts at schools on OurKids.net

      Equal balance - 60%
      Receptive - 1%
      Creative - 39%
    

    Program offers:

    Subject	offered
    Acting
    Dance
    Drama/Theatre
    Graphic Design
    Music
    Visual Arts

    Visual studio philosophy:

    Expressive
    Disciplined

    What TheOOS says: "I am inclined to use an Equal Balance method because it creates space for multiple entry points and interpretations of various arts discipline. My reference to multiple entry points brings students’ abilities, interest, and talents to the forefront of my teaching practice. Placing students at the centre of a teaching and learning paradigm fosters collaboration, creativity, curiosity, and innovation. Establishing a Receptive and Creative Balance creates learning environments where critical analysis of course content is encouraged to produce new ways for students to see themselves in the world apart from traditional canonized knowledge(s). An Equal Balance method allows differentiated instruction to guide my research in gathering course content and learning objectives which addresses the varied learning needs and learning styles of each student; consequently, using culturally relevant pedagogy will engender an engaging learning environment and learning community."

  • Computers and Technology Heavy integration
    Computers and Technology approach at TheOOS: Heavy integration

    TheOOS has a Heavy integration approach to Computers and Technology (as opposed to Light integration , Medium integration approach).

    [Show: About Heavy integration?]

    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.

    Computers and Technology at schools on OurKids.net

      Heavy integration - 32%
      Light integration - 20%
      Medium integration - 48%
    

    What TheOOS says: Digital literacy is one of the 21st century Competencies we emphasize in every course at TheOOS. The others are Critical Thinking, Learning to Learn, Innovation and Creativity, Collaboration, and Progressive Global Citizenship. Graduates of TheOOS learn the skills in the curriculum, and develop the 'soft skills' to make good use of those skills.

    Program covers:

    Subject	offered
    Computer science
    Robotics
    Web design

  • Physical Education

    What TheOOS says: Through out Health and Physical Education courses, we strive to not just teach students the necessary skills and content, as outlined in the curriculum, but also open up the world of careers in health and physical education. We are able to achieve this because out HPE teaching assistants are former collegiate and professional athletes who have lived that life, and are happy to share their wisdom with the next generation.

  • Advanced Placement courses
    This information is not currently available.
  • Sex and health education Ontario curriculum
    Sex and health education approach at TheOOS: Ontario curriculum

    TheOOS has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).

    [Show: About Ontario curriculum?]

    The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

    Sex and health education at schools on OurKids.net

      Follows provincial curriculum - 54%
      Does not follow prrovincial curriculum - 46%
    

    Approach to sex and health education:

    TheOOS has a approach Fairly value-based (as opposed to Mostly value-neutral approach).

    [Show: About Fairly value-based?]

    Sex is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues .

    TheOOS has a approach Progressive (as opposed to Traditional approach).

    [Show: About Progressive?]

    This approach might involve placing more emphasis on things like planned parenthood, different types of families, sexual and gender identities, diversity, and social justice.

    TheOOS's approach to sex-ed: This information is not currently available.

  
  

  Jump to:

  • Mathematics

  • Science

  • Literature

  • Humanities and Social Sciences

  • Foreign Languages

  • Fine Arts

  • Computers and Technology

  • Physical Education

  • Advanced Placement courses

  • Sex and health education
• Curriculum Pace Standard-enriched
  [Show definition of Curriculum Pace]

  This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

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  Curriculum Pace approach at TheOOS: Standard-enriched

  TheOOS has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).

  [Show: About Standard-enriched?]

  Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.

  Curriculum Pace at schools on OurKids.net

    Standard-enriched - 57%
    Accelerated - 16%
    Student-paced - 27%
  

  What TheOOS says: Student voice and student choice are central to HOW we deliver the curriculum, and teach the necessary skills.

  Flexible pacing style

  Flexible pacing style	offered
  Subject-streaming (tracking)
  Multi-age classrooms as standard
  Ability-grouping (in-class) as common
  Frequent use of cyber-learning (at-their-own-pace)
  Regular guided independent study opportunities
  Differentiated assessment

  What TheOOS says about flexible pacing: This information is not currently available.

• Academic Culture Supportive
  [Show definition of Academic Culture]

  Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

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  Academic Culture approach at TheOOS: Supportive

  TheOOS has a Supportive approach to Academic Culture (as opposed to Rigorous approach).

  [Show: About Supportive?]

  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.

  Academic Culture at schools on OurKids.net

    Supportive - 52%
    Rigorous - 48%
  

  What TheOOS says: This information is not currently available.

• Developmental priorities Intellectual
  [Show definition of Developmental priorities]

  Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

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  Primary Developmental Priority: Intellectual

  The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

  Secondary Developmental Priority: Social

  The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."

  What TheOOS says: This information is not currently available.

• Special needs support Indirect Support
  [Show definition of Special needs support]

  Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

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  TheOOS offers Indirect Support

  Students remain in a regular classroom for the whole day; the teacher receives special training in accommodating special needs and/or learning disabled students.

  What TheOOS says about their special need support: IEPs are honoured at TheOOS. All our teachers have AQs, and considerable experience in educating students with Special Education Learning Needs. Our small class sizes allow more time with the teacher and teaching assistant. Our goal is to help students to be as successful as possible, and regardless of whether a student has been formally identified as having a learning challenge or not, our staff will meet students where they are, and work hard, with them, to get them where they need to go.

  Academic Support:

  Subject Type	offered
  Learning strategy and study counselling; habit formation
  Extra support and minor accommodations for children experiencing subclinical difficulties

  Mild but clinically diagnosed ADHD:

  Subject Type	offered
  Accommodations
  Modifications
  Extra support

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  A - Forms of Support

  Accommodation:

  Modification:

  Remediation:

  B - Environments

  Indirect Support:

  Resource Assistance:

  Withdrawal Assistance:

  Partial Integration:

  Full-Time Class:

  
  

  Special NeedNeed

  Forms of SupportA

  EnvironmentsB

  ADHD

  • 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.

    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.

  Read our guide to special needs schools and special education

• Gifted learner support No Support
  [Show definition of Gifted learner support]

  Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

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  Dedicated gifted programs:

  Program	offered
  Full-time gifted program (parallel to rest of school)
  Part-time gifted program (pull-out; parallel to rest of class)

  Curriculum delivery: This information is not currently available.

  In-class adaptations:

  Program	offered
  Custom subject enrichment (special arrangement)
  Custom curriculum compacting (special arrangement)
  Guided independent study (custom gifted arrangement)
  Cyber-learning opportunities (custom gifted arrangement)
  Formalized peer coaching opportunities (specifically for gifted learners to coach others)
  Custom subject acceleration (special arrangement)
  Career exploration (custom gifted arrangement)
  Project-based learning (custom gifted arrangement)
  Mentorships (custom gifted arrangement)

  What TheOOS says: This information is not currently available.

• Language English
  TheOOS offers English as the primary language of instruction.

  Language of enrollment include: English
• Homework Policy
  [Show definition of Homework Policy]

  Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

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  In grade Gr. 12, TheOOS students perform an average of >2 hours of homework per night.

  Nightly Homework

  	11	12
  TheOOS	160 mins	160 mins
  Site Average	97 mins	107 mins

  This school frequently "flips the classroom": asks students to learn material at home and do the "homework" in-class (with teacher support).

  What TheOOS says about their flipped classroom policy: This information is not currently available.

• Report Card Policy
  [Show definition of Report Card Policy]

  While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

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  How assessments are delivered across the grades:

  Lettered or numbered grades	Gr. 11 to Gr. 12
  Prose (narrative)-based feedback	Gr. 11 to Gr. 12
  Academic achievement reporting	Gr. 11 to Gr. 12
  Habits and behaviour reporting	Gr. 11 to Gr. 12
  Parent-teacher meetings	Gr. 11 to Gr. 12

Welcome, and Thank You for considering Ontario Online Schools (OOS) for your student’s education.

In an ideal world, all students would be able to get a complete, multifaceted education at their local neighborhood school. As educators and parents, we would love nothing more than to have this be our reality. But it is not our reality. Changes in the education system here in Ontario mean that finding ideal schools able to offer everything a student might need, are now the exception, rather than the rule. More and more, students have to look beyond their local school, to find what they need. This is especially true when it comes to the elective courses that so often make school worthwhile. Ontario Online Schools was built to provide opportunities for students to supplement the education they can get at their local school.

We know that e-learning is not for everyone, but we believe that we have created an online learning environment that is suited to a wider range of students than the traditional e-learning platforms.

The Ontario Online Schools are unique because every course was developed using the most up-to-date Ontario Ministry of Education curriculum documents, and then modified by educators with experience as teacher AND students in traditional, blended AND online learning environments. Throughout this process, students with different learning preferences, and pathways were consulted about changes that could be made, in order to make the learning environment and course content relevant and engaging for today’s learners.

This student centered approach means that we have created a school where the courses are engaging for students, and students are learning with people who know firsthand, the potential pitfalls of e-learning.

E-learning does have many benefits, including:

– Preparing students for the independent learning environments of university, college, or the modern workplace
– Helping students develop the self-regulation, time management, and organizational skills necessary for all post-secondary paths
– Providing students with the opportunity to take courses that are either not offered at their school, or that they would like to take for timetabling purposes
– Allowing students to learn at their own pace (if they opt to take asynchronous, student directed courses), and complete courses on timelines that are better suited to their individual needs.

What is involved?

Course Material

The courses are all made up of units, each containing a set of lessons and assignments. At the end of the course, students will complete a culminating project. All materials presented in the course meet the Ministry of Education’s curriculum expectations, and all lessons, units, and assignments are linked to overall and specific ministry expectations.

Every effort has been made to have all the materials students need to successfully complete their course on the Online Learning Platform (OLP), but occasionally, students may be asked to have access to other texts that cannot be posted on the OLP. In these instances, we have tried to ensure that these extras are readily accessible through their local school, the Ontario InterLibrary Exchange, or the Ontario School Book Exchange.

Time

Each course is designed to require 110 hours of online and off line work. Regardless of whether students choose to go the synchronous (the teacher sets the pace of learning for a cohort that starts and ends together) or asynchoronous (the student sets their own pace, covers the material independently, and submits their assignment when they are complete), students have some flexibility with scheduling the time they spend on- and off-line. Generally, the lead-learner will set due dates for assessments. The student is responsible to meet those deadlines, unless arrangements have been made with the teacher beforehand.

Regular attendance in the course (weekly work) makes the difference between success and failure. We suggest a time commitment of 6 to 9 hours a week, which means that most synchronous courses should take between 12 to 18 weeks to complete; while an asynchronous course can cab completed in as less than 3 weeks! (although we would strongly advise against this, since that

Parental Role

As with traditional schooling, parental/guardian involvement is essential for student success. Parents ad guardians of students at the Ontario Online Schools can expect the same levels of interactions with their student’s teacher as they would at a traditional school. All of our educators are reachable by telephone, email, and in most cases, in person.

Thank you for considering TheOOS for your student's online learning needs. 

Daniel Maveneka M.Ed

Director / Principal