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MCV4U Calculus and Vectors, Grade 12

Course Outline

Course Title:, Grade 12, University Preparation

Course Code: MCV4U
Grade: 12 Calculus and Vectors
Course Type: University Preparation
Credit Value: 1.0
Prerequisite: Advanced Functions MHF4U (may be taken concurrently)
Curriculum Policy Document: Mathematics, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised)
Course Developer: Toronto eSchool
Department: Mathematics
Department Head: Sofika Haxhi, M.Sc., B.Ed., OCT
Developed Date: 2014
Most Recent Revised Date: 2022

Course Description :

MCV4U - Calculus and Vectors 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 realworld 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.

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 Time and
Unit Unit Titles and Descriptions
Sequence
Introduction to Calculus
A variety of mathematical operations with functions are needed in order to do the 12 hours calculus of
this course. This unit begins with students developing a better understanding of these essential
concepts. Students will then deal with rates of change problems and the limit concept. While the
1 concept of a limit involves getting close to a value but never getting to the value, often the limit of a 12 hours
function can be determined by substituting the value of interest for the variable in the function.
Students will work with several examples of this concept. These basic ideas will be extended and
expanded to be able to distinguish between average and instantaneous rates of change to help students
solve problems arising in real-world applications.
Derivatives
The concept of a derivative is, in essence, a way of creating a short cut to determine the tangent line
slope function that would normally require the concept of a limit. Once patterns are seen from the
2 14 hours
evaluation of limits, rules can be established to simplify what must be done to determine this slope
function. This unit begins by examining those rules including: the power rule, the product rule, the
quotient rule and the chain rule followed by a study of the derivatives of composite functions.
Derivatives of Exponential, Logarithmic and Trigonometric Functions
In this unit, students will learn about the rates of change of exponents and Logarithms. Students will
3 13 hours
cover derivatives of exponential functions and its applications. Students will study derivatives of
Logarithmic and Trigonometric Functions as well.
Curve Sketching
Determine maximum and minimum values of the graphs of polynomial functions using first derivative
4 test; use the second derivative test to determine the intervals of concavity; sketch the graph of a 13 hours
polynomial function, given its equation, by using 5 steps. This unit will help you understand the
fundamentals of using calculus to help us sketch curves, and solve some basic optimization problems.
Derivative Applications and Related Rates
Students will learn about how to calculate Implicit and Logarithmic differentiation; apply the concepts
5 of derivative to sketch the velocity-time and acceleration-time graph; solve problems arising from real 9 hours
world applications, such as population and rates of population change, volume and rates of flow, height
and growth rates.
Introduction to Vectors
In this unit, students will learn to define a vector as a quantity with both magnitude and direction;
6 distinguish between a scalar quantity and vector quantity; add, subtract vectors both graphically and 9 hours
algebraically; represent a vector in two-space using angle system, directional system, and bearing
system and solve real world problems involving operations with vectors in two dimensions.
Vector Applications
Applications involving work and torque are used to introduce and lend context to the dot and cross
products of Cartesian vectors. The vector and scalar projections of Cartesian vectors are written in
7 12 hours
terms of the dot product. The properties of vector products are investigated and proven. These vector
products will be revisited to predict characteristics of the solutions of systems of lines and planes in the
intersections of lines and planes.
Lines in Three-Space
A variety of types of problems exist in this unit and are generally grouped into the following categories:
Pythagorean Theorem Problems (these include ladder and intersection problems), Volume Problems
8 9 hours
(these usually involve a 3-D shape being filled or emptied), Trough Problems, Shadow problems and
General Rate Problems. During this unit students will look at each of these types of problems
individually.

2
 Planes
In this unit, students will recognize a normal to a plane geometrically and algebraically; identify the
9 9 hours
cases when two planes coincide or they are two distinct parallel planes and determine the equation of a
plane that intersect with two other planes of planes in one point, or in more than one point.
Matrices and Linear Systems
This unit teach students to convert linear systems to matrix; add, subtract and multiply matrices and
10 8 hours
determine the points of intersections of three planes using operations with matrices. The unit ends, as in
all other units, with an quiz and a unit test.
Final Assessment
Final Exam
2 hours
This is a proctored exam worth 30% of your final grade.
Total 110 hours

Overall Expectations: MCV4U

A. RATE OF CHANGE
1. demonstrate an understanding of rate of change by making connections between average rate of change over an interval
and instantaneous rate of change at a point, using the slopes of secants and tangents and the concept of the limit;
2. graph the derivatives of polynomial, sinusoidal, and exponential functions, and make connections between the numeric,
graphical, and algebraic representations of a function and its derivative;
3. verify graphically and algebraically the rules for determining derivatives; apply these rules to determine the derivatives of
polynomial, sinusoidal, exponential, rational, and radical functions, and simple combinations of functions; and solve related
problems.

B. DERIVATIVES AND THEIR APPLICATIONS

1. make connections, graphically and algebraically, between the key features of a function and its first and second
derivatives, and use the connections in curve sketching;
2. solve problems, including optimization problems, that require the use of the concepts and procedures associated with
the derivative, including problems arising from real-world applications and involving the development of mathematical
models.

C. GEOMETRY AND ALGEBRA OF VECTORS

1. demonstrate an understanding of vectors in two-space and three-space by representing them algebraically and
geometrically and by recognizing their applications;
2. perform operations on vectors in two-space and three-space, and use the properties of these operations to solve
problems, including those arising from real-world applications;
3. distinguish between the geometric representations of a single linear equation or a system of two linear equations in
two-space and three-space, and determine different geometric configurations of lines and planes in three-space;
4. represent lines and planes using scalar, vector, and parametric equations, and solve problems involving distances and
intersections.
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Teaching / Learning Strategies:

As in a conventional classroom, instructors employ a range of strategies for teaching a course:

• Clear writing that connects mathematics to relevant situational problems
• Examples of full solutions in various contexts and opportunities to practice
• Direct instruction and coaching on student work by the teacher

In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning
environments:

• Electronic simulation activities

• Video presentations
• Discussion boards and email
• Assessments with real-time feedback
• Interactive activities that engage both the student and teacher in the subject
• Peer review and assessment
• Internet Instructional Videos

All course material is online, no textbook is required. Assignments are submitted electronically. Tests are completed online
at a time convenient for the student, and the course ends in a final exam which the student writes under the supervision of
a proctor approved by Toronto eSchool at a predetermined time and place. The final mark and report card are then
forwarded to the student's home school.

Students must achieve the Ministry of Education learning expectations of a course and complete 110 hours of planned
learning activities, both online and offline, in order to earn a course credit. Students must keep a learning log throughout
their course which outlines the activities they have completed and their total learning hours. This log must be submitted
before the final exam can be written.

The chart below indicates some general examples of online and offline activities.

Online Learning Activities Offline Learning Activities

Watching instructional videos Reading materials for course
Watching additional resources videos Studying instructional material
Completing online timed assignments Practicing skills
Contributing to Forums Completing assignments
Uploading video presentations Completing essays
Communicating with instructor Preparing presentations
Participating in live conferences Reviewing for tests and exams
Practicing through online quizzes Researching topics on internet
Reviewing peer submissions
Assessing peer presentations
Completing online timed exam
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Students are expected to access and participate actively in course work and course forums on a regular and frequent basis.
This interaction with other students is a major component of this course and there are minimum requirements for student
communication and contribution.

Seven mathematical processes will form the heart of the teaching and learning strategies used.

1. Communicating: To improve student success there will be several opportunities for students to share their
understanding both in oral as well as written form.
2. Problem solving: Scaffolding of knowledge, detecting patterns, making and justifying conjectures, guiding
students as they apply their chosen strategy, directing students to use multiple strategies to solve the same
problem, when appropriate, recognizing, encouraging, and applauding perseverance, discussing the relative
merits of different strategies for specific types of problems.
3. Reasoning and proving: Asking questions that get students to hypothesize, providing students with one or more
numerical examples that parallel these with the generalization and describing their thinking in more detail.
4. Reflecting: Modeling the reflective process, asking students how they know.
5. Selecting Tools and Computational Strategies: Modeling the use of tools and having students use technology to
help solve problems.
6. Connecting: Activating prior knowledge when introducing a new concept in order to make a smooth connection
between previous learning and new concepts, and introducing skills in context to make connections between
particular manipulations and problems that require them.
7. Representing: Modeling various ways to demonstrate understanding, posing questions that require students to
use different representations as they are working at each level of conceptual development - concrete, visual or
symbolic, allowing individual students the time they need to solidify their understanding at each conceptual
stage.

Assessment and Evaluation

TorontoeSchool’s approach to assessment and evaluation is based on the Ontario Ministry of Education's Growing
Success 2010 document. Assessment is the process of gathering information that accurately reflects how well a student is
achieving the curriculum expectations in a subject or course.

The primary purpose of assessment is to improve student learning. Assessment for this purpose is seen as both "assessment
for learning" and "assessment as learning". As part of assessment for learning, teachers provide students with descriptive
feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their
capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress,
determine next steps, and reflect on their thinking and learning. Toronto eSchool teachers use evidence from a variety of
sources in their assessment. These include formal and informal observations, discussions, conversations, questioning,
assignments, projects, portfolios, self-assessments, self-reflections, essays, and tests.

Assessment occurs concurrently and seamlessly with instruction. Our courses contain multiple opportunities for students
to obtain information about their progress and achievement, and to receive feedback that will help them improve their
learning. Students can monitor their own success through the tracking of learning goals and success criteria throughout
all courses.

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Summative "assessment of learning" activities occur at or near the end of periods of learning. Evidence of student
achievement for evaluation is also collected over time from different sources, such as discussions, conversations and
observation of the development of the student's learning. Using multiple sources of evidence increases the reliability and
validity of this evaluation. The evaluations are expressed as a percentage based upon the levels of achievement.

Strategies for Assessment and Evaluation of Student Performance

Assessment as Learning Assessment for Learning Assessment of Learning

In all Units, students are expected to

In all Units students can complete an submit a mid-unit assignment directly
online practice quiz on each lesson that to the instructor. The assignment
tests their knowledge of fundamental provides a number of questions, Each Unit ends with an assignment
facts and definitions. The quiz can be problems, and activities balanced that is submitted directly to the
retaken as many times as needed and around the four categories of the instructor. A grade is recorded based
only the highest score is recorded. Achievement Chart: Knowledge and on the Learning Goals and Success
Students discover their areas of Understanding, Thinking, Application, Criteria for that Unit. Students may be
weakness and can take steps to improve and Communication. The instructor asked to resubmit parts of the
on them. The student and instructor can grades each assignment and provides assignment, or a modified assignment.
then have a conversation on how best to descriptive feedback and the student is
assist the student's learning. asked to provide feedback on the
feedback.

A Mid-Unit Assignment asks students to

videotape themselves presenting
solutions to various problems, or results
Mid-Unit Video Presentation
of research, and post them to the forum
Assignments are used by the instructor
for review by the instructor and selected At the end of each Unit, students
as a form of diagnostic and formative
peers. These comments and complete an online test of the
assessment to help adjust instruction
observations can be used to help the material. A grade is recorded and the
based on the needs of the student. It is
student assess their own listening and instructor can initiate a conversation
another way the instructor gathers
communicating skills, as well as their with the student if there are concerns.
evidence for evaluating student
progress through the course. Feedback
performance.
from both the instructor and the student
can help the student advocate for their
own learning.

Occasionally instructors ask a student

to post a solution to a unique problem
Instructors communicate with their designed for that student to the
students through email or live chat discussion forum, or to comment on
At the end of the course, students
sessions. Students can raise concerns the posting of another student. These
complete a final exam that covers all
and reflect on their own personal goals activities become part of the student's
the material studied in the course.
and learning during these one to one grade under the category "Online
conversations with their instructors. Collaboration" and provide an
opportunity for the instructor to
provide feedback to the student.

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Example of an Assessment Rubric for an Assignment in this course

MCVU Unit 2 Exploring Derivatives Assignment Rubric:

Level 1 Level 2 Level 3 Level 4

Knowledge and Understanding

Identify increasing and Identifies increasing and Identifies increasing and Identifies increasing and Identifies increasing and
decreasing rates of decreasing rates of change decreasing rates of change decreasing rates of change decreasing rates of change
change using graphical using graphical and numerical using graphical and using graphical and using graphical and
and numerical representations of polynomial numerical representations numerical representations numerical representations of
representations of functions with limited of polynomial functions of polynomial functions polynomial functions with a
polynomial functions understanding with some understanding with considerable high degree of
understanding understanding

Investigate connections Investigates connections Investigates connections Investigates connections Investigates connections
graphically and graphically and numerically graphically and numerically graphically and graphically and numerically
numerically between the between the graph of a between the graph of a numerically between the between the graph of a
graph of a polynomial polynomial function and its polynomial function and its graph of a polynomial polynomial function and its
function and its derivative derivative with limited derivative with some function and its derivative derivative with a high degree
understanding understanding with considerable of understanding
understanding

Application
Demonstration of Student is able to draw the Student is able to draw the Student is able to draw the Student clearly is able to
understanding of derivative graph given the derivative graph given the derivative graph given the draw the derivative graph
relationship between original graph with limited original with some success original with considerable given the original with a high
original graph and graph success success degree of success
of derivative

Determines the Determines the derivative of Determines the derivative Determines the derivative Determines the derivative of
derivative of f(x) = ex f(x) = ex with limited of f(x) = ex with some of f(x) = ex with f(x) = ex with a high degree of
understanding understanding considerable understanding
understanding

Makes connections Tool selected is only partially Tool selected is generally Tool selected is Tool selected is appropriate,
between f(x) = ln(x) appropriate to the context of appropriate to the appropriate and relates to used correctly and efficient
and f(x) = ex the question and used with question, but contains the context of the and relates to the broadest
some inaccuracies minor errors question and is used context of the question.
correctly

Thinking
Creation of a model for A model was used that A model was used that An appropriate model was An appropriate model was
Canadian Population addresses few aspects of the addresses some aspects of created created that integrates all
problem the problem aspects of the
problem/context
Reasoning is evident but lacks Reasoning is evident and
consistency logical in parts of the Reasoning is logical and Reasoning is logical and
problem consistent within context consistent and relates to
broader context

Making Conclusions and Conclusions are somewhat Conclusions are consistent Conclusions are supported Conclusions are supported,
Inferences connected with work but are with work but are not fully by evidence and integrate integrate all aspects of the
not supported supported aspects of the problem problem, and are convincing

Solve a variety of The student selects a few The student selects some The student selects The student selects
problems with f(x) = ax, appropriate tools and uses appropriate tools and uses appropriate tools and uses appropriate tools and
using the techniques of them to make a limited them to solve some of the them to solve most of the incorporates them in the
differential calculus attempt to solve the problem problem problem execution of a plan to solve
the problem and verify
solution

Communication
Describes key features of Correctly identifies few of the Correctly identifies some of Correctly identifies most Correctly identifies all key
the graph using key features of the graphs the key features of the significant key features of features of the graphs and
appropriate terminology graphs the graphs interprets them fully

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Degree of clarity in Explanations and Explanations and Explanations and Explanations and
explanations and justifications lack clarity justifications are justifications are clear justifications are clear and
justifications understandable but lack thorough
clarity

Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques.
There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by
Torontoeschool teachers. Assessment and evaluations:
1. are fair, transparent, and equitable for all students;
2. support all students, including those with special education needs, those who are learning the language of instruction
(English or French), and those who are First Nation, Metis, or Inuit;
3. are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the
interests, learning styles and preferences, needs, and experiences of all students;
4. are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate
points throughout the school year or course;
5. are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to
demonstrate the full range of their learning;
6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and
achievement
7. develop students' self-assessment skills to enable them to assess their own learning, set specific goals, and plan next
steps for their learning.

The Final Grade

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills
required for effective learning. 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. A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this
course will be determined as follows:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will
reflect the student's most consistent level of achievement throughout the course, although special consideration
will be given to more recent evidence of achievement.
• 30% of the grade will be based on a final exam administered at the end of the course.

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

Knowledge and Understanding 25%

Thinking 25%
Communication 25%
Application 25%

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The Report Card

Two official report cards are issued - midterm and final. Each report card will focus on two distinct but related aspects of
student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the
course median is reported as a percentage. The teacher will also provide written comments concerning the student's
strengths, areas for improvement and next steps. Second, the learning skills are reported as a letter grade, representing one
of four levels of accomplishment. The report cards contain separate sections for the reporting of these two aspects. The
report card also indicates whether an OSSD credit has been earned.

The Achievement Chart: Overall

The purpose of the achievement chart is to:

1. provide a common framework that encompasses all curriculum expectations for all courses;
2. guide the development of high-quality assessment tasks and tools;
3. help teachers plan instruction for learning;
4. assist teachers in providing meaningful feedback to students;
5. provide various categories/criteria with which to assess and evaluate students' learning.

The achievement chart provides a reference point for all assessment practice and a framework within which achievement
will be assessed and evaluated.

1. The chart is organized into four broad criteria; Knowledge / Understanding, Thinking / Investigation,
Communication, and Application.
2. The achievement chart describes the levels of achievement of the curriculum expectations within each subset of
criteria.
3. The "descriptor" indicates the characteristic of performance, with respect to a particular criterion, on which
assessment or evaluation is focused.
4. A specific "qualifier" is used to define each of the four levels of achievement. It is used along with a descriptor to
produce a description of performance at a particular level.
5. The following table provides a summary description of achievement in each percentage grade range and
corresponding level of achievement:

A Summary Description of Achievement in Each Percentage Grade Range

and Corresponding Level of Achievement
Percentage
Achievement
Grade Summary Description
Level
Range
A very high to outstanding level of achievement. Achievement is above the provincial
80-100% Level 4
standard.
70-79% Level 3 A high level of achievement. Achievement is at the provincial standard.
A moderate level of achievement. Achievement is below, but approaching, the provincial
60-69% Level 2
standard.
50-59% Level 1 A passable level of achievement. Achievement is below the provincial standard.
below 50% Level R Insufficient achievement of curriculum expectations. A credit will not be granted.

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Achievement Chart: Mathematics, Grade 9 - 12

Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning
and significance (understanding)
The student:
demonstrates
Knowledge of content demonstrates limited demonstrates some demonstrates thorough
considerable
(e.g., facts, terms, definitions) knowledge of content knowledge of content knowledge of content
knowledge of content
Understanding of mathematical
demonstrates demonstrates thorough
content demonstrates limited demonstrates some
considerable and insightful
(e.g., concepts, ideas, theories, understanding of understanding of
understanding of understanding of
procedures, processes, content content
content content
methodologies, and/or technologies)
Thinking - The use of critical and creative thinking skills and/or processes
The student:
Use of planning skills
uses planning skills uses planning skills uses planning skills with uses planning skills with
(e.g., formulating and interpreting the
with limited with moderate considerable a high degree of
problem, organizing an inquiry, asking
effectiveness effectiveness effectiveness effectiveness
questions, setting goals)
Use of processing skills
uses processing skills uses processing skills uses processing skills uses processing skills
((e.g., inquiry process, problem-solving
with limited with some with considerable with a high degree of
process, decision-making process,
effectiveness effectiveness effectiveness effectiveness
research process)
uses critical / creative uses critical / creative uses critical / creative uses critical / creative
Use of critical/creative thinking
thinking processes thinking processes thinking processes with thinking processes with
processes
with limited with some considerable a high degree of
((e.g., problem solving, inquiry)
effectiveness effectiveness effectiveness effectiveness
Communication - The conveying of meaning through various forms
The student:
Expression and organization of expresses and
expresses and expresses and expresses and organizes
mathematical ideas and thinking (e.g., organizes ideas and
organizes ideas and organizes ideas and ideas and information
clear expression, logical organization) information with
information with information with with a high degree of
in oral, graphic, and written forms, considerable
limited effectiveness some effectiveness effectiveness
including media forms effectiveness
Communication for different communicates for
communicates for communicates for communicates for
audiences (e.g., peers, adults)and different audiences and
different audiences different audiences different audiences and
purposes ((e.g., to present and justify purposes with
and purposes with and purposes with purposes with a high
a solution or mathematical argument) considerable
limited effectiveness some effectiveness degree of effectiveness
in oral, written, and visual forms effectiveness

uses conventions,
uses conventions, uses conventions, uses conventions,
Use of conventions (e.g., terms, vocabulary, and
vocabulary, and vocabulary, and vocabulary, and
symbols), vocabulary, and terminology of the
terminology of the terminology of the terminology of the
terminology of the discipline in oral, discipline with
discipline with limited discipline with some discipline with a high
written, and visual forms considerable
effectiveness effectiveness degree of effectiveness
effectiveness

Application - The use of knowledge and skills to make connections within and between various contexts
The student:
applies knowledge and
applies knowledge and
Application of knowledge and skills applies knowledge applies knowledge skills in familiar
skills in familiar contexts
(e.g., concepts, procedures, processes, and skills in familiar and skills in familiar contexts with
with a high degree of
and/or technologies) in familiar contexts with limited contexts with some considerable
effectiveness
contexts effectiveness effectiveness effectiveness

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 transfers knowledge
Transfer of knowledge and skills transfers knowledge transfers knowledge transfers knowledge and
and skills to new
((e.g., concepts, procedures, and skills to new and skills to new skills to new contexts
contexts with
methodologies, technologies) to new contexts with limited contexts with some with a high degree of
considerable
contexts effectiveness effectiveness effectiveness
effectiveness
Making connections within and
between various contexts (e.g., makes connections makes connections
makes connections makes connections
connections between concepts, within and between within and between
within and between within and between
representations, and forms within various contexts with various contexts with a
various contexts with various contexts with
mathematics; past, present, and considerable high degree of
limited effectiveness some effectiveness
future; environmental; social; cultural; effectiveness effectiveness
spatial; personal; multidisciplinary)

Resources required by students

• Access to MCV4U online course of study

• Access to a scanner or digital camera
• Access to a spreadsheet and word-processing software
• Access to an online graphing calculator
• Access to Youtube

Reference Texts

Note: This course is entirely online and does not require or rely on any textbook. Should students wish to seek additional
information we would recommend these texts:

• Calculus and Vectors, Nelson Education Ltd., 2009.

Program Planning Considerations

Teachers who are planning a program in this subject will make an effort to take into account considerations for program
planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas

1. Education for students with special education needs

2. Environmental education
3. Equity and inclusive education
4. Financial literacy education
5. Ontario First Nations, Metis, and Inuit education
6. Role of information and communications technology
7. English language learners
8. Career education
9. Cooperative education and other workplace experiences
10. Health and safety

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1. Education for Students with Special Education Needs:

Torontoeschool is committed to ensuring that all students are provided with the learning opportunities and supports they
require to gain the knowledge, skills, and confidence they need to succeed in a rapidly changing society. The context of
special education and the provision of special education programs and services for exceptional students in Ontario are
constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights
Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to
the teaching and assessment of students with special educational needs.

The provision of special education programs and services for students at Torontoeschool rests within a legal framework The
Education Act and the regulations related to it set out the legal responsibilities pertaining to special education. They provide
comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational
settings where the special education programs and services appropriate to their needs can be delivered, and for the review
of the identification of exceptional pupils and their placement.

Teachers will take into account the needs of exceptional students as set out in the students' Individual Education Plan. The
online courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and
skills required for our evolving society. Students who use alternative techniques for communication may find a venue to use
these special skills in these courses. There are a number of technical and learning aids that can assist in meeting the needs
of exceptional students as set out in their Individual Education Plan. In the process of taking their online course, students
may use a personal amplification system, tela-typewriter (via Bell relay service), an oral or a sign-language interpreter, a
scribe, specialized computer programs, time extensions, ability to change font size, oral readers, etc.

2. Environmental Education:

Environmental education teaches students about how the planet's physical and biological systems work, and how we can
create a more sustainable future. Good curriculum design allows environmental issues and topics to be woven in and out of
the online course content. This ensures that the student will have opportunities to acquire the knowledge, skills,
perspectives and practices needed to become an environmentally literate citizen. The online course should provide
opportunities for each student to address environmental issues in their home, in their local community, or even at the
global level.

3. Equity and Inclusive Education:

Torontoeschool is taking important steps to reduce discrimination and embrace diversity in our online school in order to
improve overall student achievement and reduce achievement gaps due to discrimination. The Ontario Equity and Inclusive
Education Strategy was launched in April 2009 and states that all members of the Torontoeschool community are to be
treated with respect and dignity. This strategy is helping Torontoeschool educators better identify and remove
discriminatory biases and systemic barriers to student achievement. These barriers related to racism, sexism, homophobia
and other forms of discrimination may prevent some students from reaching their full potential. The strategy supports the
Ministry's key education priorities of high student achievement, reduced gaps in student achievement and increased
accountability and public confidence in Ontario's schools. Students, regardless of their background or personal
circumstances, must be given every opportunity to reach their full potential. Research shows that when students feel
welcomed and accepted in their school, they are more likely to succeed academically. Torontoeschool desires to create a
culture of high expectations where factors such as race, age, gender, sexual orientation and socio-economic status do not
prevent students from achieving ambitious outcomes.

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4. Financial Literacy Education:

Financial literacy may be defined as having the knowledge and skills needed to make responsible economic and financial
decisions with competence and confidence. Since making financial decisions has become an increasingly complex task in the
modern world, students need to have knowledge in various areas and a wide range of skills in order to make informed
decisions about financial matters. Students need to be aware of risks that accompany various financial choices. They need
to develop an understanding of world economic forces as well as ways in which they themselves can respond to those
influences and make informed choices. Torontoeschool considers it essential that financial literacy be considered an
important attribute of a well-educated population. In addition to acquiring knowledge in such specific areas as saving,
spending, borrowing, and investing, students need to develop skills in problem solving, inquiry, decision making, critical
thinking, and critical literacy related to financial and other issues. The goal is to help students acquire the knowledge and
skills that will enable them to understand and respond to complex issues regarding their own personal finances and the
finances of their families, as well as to develop an understanding of local and global effects of world economic forces and
the social, environmental, and ethical implications of their own choices as consumers. The Ministry of Education and
Torontoeschool are working to embed financial literacy expectations and opportunities in all courses as appropriate, as part
of the ongoing curriculum review process.

5. Ontario First Nations, Metis, and Inuit Education:

First Nation, Metis, and Inuit students in Ontario will need to have the knowledge, skills, and confidence they need to
successfully complete their elementary and secondary education in order to pursue postsecondary education or training
and/or to enter the workforce. They will need to have the traditional and contemporary knowledge, skills, and attitudes
required to be socially contributive, politically active, and economically prosperous citizens of the world. All students in
Ontario will need to have knowledge and appreciation of contemporary and traditional First Nation, Metis, and Inuit
traditions, cultures, and perspectives. Torontoeschool and the Ministry of Education are committed to First Nation, Metis,
and Inuit student success. Torontoeschool teachers are committed to (1) developing strategies that will increase the
capacity of the education system to respond to the learning and cultural needs of First Nation, Metis, and Inuit students; (2)
providing quality programs, services, and resources to help create learning opportunities for First Nation, Metis, and Inuit
students that support improved academic achievement and identity building; (3) providing a curriculum that facilitates
learning about contemporary and traditional First Nation, Metis, and Inuit cultures, histories, and perspectives among all
students where possible; and (4) developing and implementing strategies that facilitate increased participation by First
Nation, Metis, and Inuit parents, students, communities, and organizations in working to support the academic success of
the student.

6. The Role of Information and Communications Technology in the Curriculum.

Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication
literacy refers to the ability to communicate information and to use the information obtained to solve problems and make
decisions. Information and communications technologies are utilized by all Torontoeschool students when the situation is
appropriate within their online course. As a result, students will develop transferable skills through their experience with
word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other
course or any business environment.

7. English Language Learners:

This Torontoeschool online course can provide a wide range of options to address the needs of ESL/ELD students. This
online course must be flexible in order to accommodate the needs of students who require instruction in English as a
second language or English literacy development. The Torontoeschool teacher considers it to be their responsibility to help
students develop their ability to use the English language properly. Appropriate modifications to teaching, learning, and
evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking
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English as a second language at the secondary level have limited time in which to develop this proficiency. This online
course can provide a wide range of options to address the needs of ESL/ELD students. Well written content will aid ESL
students in mastering not only the content of this course, but as well, the English language and all of its idiosyncrasies.
Torontoeschool has created course content to enrich the student's learning experience. In addition, since many occupations
in Canada require employees with capabilities in the English language, many students will learn English language skills which
can contribute to their success in the larger world.

8. Career Education:

As the online student progresses through their online course, their teacher is available to help the student prepare for
employment in a huge number of diverse areas. With the help of their teacher, students will learn to set and achieve goals
and will gain experience in making meaningful decisions concerning their career choices. The skills, knowledge and creativity
that students acquire through this online course are essential for a wide range of careers. Throughout their secondary
school education, students will learn about the educational and career opportunities that are available to them; explore and
evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields;
and learn to make appropriate educational and career choices.

9. Cooperative Education and Other Workplace Experiences:

By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the
world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of
employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace
practices and the nature of the employer-employee relationship. Torontoeschool teachers will try to help students link to
Ministry programs to ensure that students have information concerning programs and opportunities.

10. Health and Safety:

The Mathematics program provides the reading and analytical skills for the student to be able to explore the variety of
concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning
placements need to assess placements for safety and ensure that students can read and understand the importance of
issues relating to health and safety in the workplace.

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