Presentation is loading. Please wait.

Presentation is loading. Please wait.

Welcome to Unionville High School

Similar presentations

Presentation on theme: "Welcome to Unionville High School"— Presentation transcript:

1 Welcome to Unionville High School
General Information & Course Selection Information for Grade 8 Students & Parents/Guardians Academic Year

2 Unionville High School Administration
Maureen Weaver, Principal Joe Mancuso, Vice Principal Lisa Perez, Vice Principal Melissa Schmidt, Vice Principal

3 General Information About Our School
Unionville High School is a semestered school We house one of the four intensive arts programs that the York Region District School Board offers – ARTS Unionville UHS offers the Specialist High Skills Major program in Arts & Culture and Business

4 Diploma Requirements (O.S.S.D.) for the 4 year program
18 Compulsory Credits 12 Optional Credits Successful completion of Ontario Secondary School Literacy Test 40 hours of Community Involvement Ontario Secondary School Diploma 4

5 18 Compulsory Credits 4 Credits in English (1 credit per grade) 1
Credit in French as a Second Language 3 Credits in Mathematics (at least 1 in Gr. 11 or 12) 2 Credits in Science Credit in Canadian History (grade 10) Credit in Canadian Geography (grade 9) Credit in the Arts Credit in Health and Physical Education .5 Credit in Civics & .5 Credit in Career Studies (grade 10) Plus………..

6 Compulsory Credits (cont’d)
Group 1: 1 additional credit in English, or French as a Second Language, or a Native Language, or a Native Studies , or a Classical or an International Language, or Social Sciences and the Humanities, or Canadian and World Studies, or Guidance and Career Education (including Learning Strategies), or Cooperative Education* Group 2: 1 additional credit in Health and Physical Education, or Business Studies, or the Arts (music, visual art, dance, drama), or French as a Second Language or Cooperative Education* Group 3: 1 additional credit in science (grade 11 or 12) or technological education (grades 9-12), or French as a Second Language or Computer Studies or Cooperative Education* A maximum of 2 credits in French as a second language may count as additional compulsory credits. A maximum of 2 credits in cooperative education may count as additional compulsory credits.

7 The Grade 10 Literacy Test
Administered in April of the grade 10 year A test based on language and communication (reading and writing) expectations of curricula up to and including grade 9 Accommodations, deferrals and exemptions may be appropriate for some students If a student does not meet the standard in the first attempt, schools will provide remedial support; the test will be re-administered until the student successfully completes the test or alternatively successfully completes the Grade 12 Literacy Course OSS 3.1.4 The test is based on curriculum expectations from across the curriculum, not just English courses. The test will serve both to determine whether students have acquired the reading and writing skills considered essential for literacy, and to provide confirmation that those students who have completed the test successfully have attained the provincial expectations for literacy. The test will identify those students who have not demonstrated the required skills and will identify areas in which these students need remediation. We will provide remedial assistance for students who do not complete the test successfully. The assistance will be designed to help students improve their skills so that they are better prepared to retake the literacy test. Accommodations - must be made to ensure that students who are receiving Sp. Ed. programs and who have an I.E.P. have a fair and equal opportunity to successfully complete the test; may or may not be IPRC; same accommodations as set out in the I.E.P. Deferrals - may include students who have been identified as exceptional and students in ESL/ELD courses Exemptions - students whose I.E.P. indicates that the student is not working towards attainment of a diploma may be exempted; should the I.E.P. be revised so as to allow the student to work towards the attainment of the diploma, then the student could take the literacy test

8 Community Involvement
A diploma requirement Encourages civic responsibility, promotes community values and reinforces importance of volunteerism Students can start their community service on July 1st after their Grade 8 school year Complete 40 hours before graduation Student responsibility to keep record of activities Guidelines and forms will be provided to help track community involvement A good way to explore career interests OSS 3.1.3 Activities may be completed at any time during a student’s years in the secondary school program. Students, in collaboration with their parents, will decide how they will complete the community involvement requirement. May take place in a variety of settings - not-for-profit organizations, public sector institutions (hospitals), and informal settings; students may not fulfill the requirement through activities that are counted towards a credit, through paid work, or by assuming duties normally performed by a paid employee. To be complete outside student’s normal instructional hours - can be in lunch hours, after school, on weekends or during school holidays. Completion of the required hours must be confirmed by the organization or persons supervising the activities.

LOCALLY DEVELOPED Slide is deliberately prepared so that all courses are on same continuum. One is not better than the next. Students do not drop down to a pathway or move up. Rather, they transition. Students must consider which pathway is appropriate for their learning style. They should rely on their Grade 8 teachers who have a good understanding of their learning style Students do not need to take all of one pathway – they can, for example, take applied math, and academic English (depending on their interests and learning style). Students can also transition from one course pathway to another (i.e. locally developed to applied, applied to academic or academic to applied) 9

Step by step approach to learning using theory and practical examples. ACADEMIC Theoretical and independent approach to learning with a focus on critical thinking skills LOCALLY DEVELOPED Guided approach to learning using practical examples and concrete objects. OPEN An opportunity to explore an area of interest for all students ABILITY Working at or above grade level Working below grade level in Math, English or Science Available to all students APPLIED – Hands on. Assignments/work divided into chunks. Smaller groupings ACADEMIC – Students are able to take on larger tasks. Can be more resourceful on their own and can chunk out their work on their own. Locally developed – Small groups. Curriculum is tailored to student needs. 10

11 Course Pathways Applied or Academic Locally Developed English Math
French Science Geography History Applied or Academic Locally Developed Course Pathways These are the compulsory courses students can take in these pathways.

12 Optional Courses For Grade 9 Students At Unionville High School
Technological Studies Exploring Technologies TIJ1O1 Exploring Computer Technology TEJ1O1 Business Studies Information and Communication Technology in Business BTT101 The Arts Dance ATC101 Dramatic Arts ADA101 Music Band, Instrumental, Woodwinds, Repertoire, Choral Visual Arts AVI101 Family Studies Exploring Family Studies HIF101 Two choices in grade 9. Three choices in grade 10. Many more choices in grades 11 & 12

13 Making the Choice… Parents and students will select courses in collaboration with elementary school teachers, guidance counselors, student success teachers and administrators It is important that students do an honest self assessment, matching their ability with their interests and aptitudes Remember that initial decisions made in grade 8 are not “final” decisions. There are many pathways to the destination your child dreams of! Keeping in mind that both Applied and Academic courses are equally rigorous and both course pathways prepare the student for the next level of high school, decisions need to be based on the best style of learning for the student and on interests, not on ability. Emphasize that being able to choose between two course types and two different approaches to learning should be based on which course will provide the student with better chances for SUCCESS in gr. 9.

ENG 1 P 1 SUBJECT GRADE COURSE TYPE FOR IN SCHOOL USE Eng = English 1 = Grade 9 2 = Grade 10 3 = Grade 11 4 = Grade 12 The fifth character (P in this example) refers to the type of course P = Applied D = Academic L = Locally Developed O = Open E = Workplace C = College M = University/College U = University The sixth character (1 in this example) is for in school use M = Arts Unionville

Home Room 8:30 – 8:35 SEMESTER 1 SEMESTER 2 Period 1 8:35 – 9:50 ENG1D1-02 (English) 303 BTT101-03 (Business) 319 Period 2 9:54 –11:09 PPL108-01 (Physical Ed) 108 CGC1D1-02 (Geography) 349 Period 3 11:13 – 12:28 Lunch/AMI101 132 Period 4 12:32 – 1:47 SNC1D1-05 (Science) 328 FSF1D1-02 (French) 232 Period 5 1:51 – 3:06 ADA101-01 (Drama) 134 MFM1P1-03 (Math) 243 ASP 3:10 – 4:30 AMR101 (Music)

16 To Access On-line Course Selection:

17 On-line Course Selection
Go to Scroll down to the bottom left Click on CAREER CRUISING – SECONDARY COURSE SELECTION

18 Then Click On ……….

19 Students are directed to sign into the site with the district assigned account. The portfolio username for student is york-xxxxxxxxx where xxxxxxxxx is the StudentID (Trillium Student Number). When logging in for the first time the password will be the student’s birth date using the format mmddyyyy. The student can then change the password. Using the unique Username and Password allows York Region students to maintain their Portfolio of career research and course planning throughout their high school journey. This will guide them to the course p[lanner where they select their courses.

20 Click on Course Planner


22 Questions ?????????

Download ppt "Welcome to Unionville High School"

Similar presentations

Ads by Google