5-9 Online Program
What you need to know about Grade 5-9 online courses.
- Accessing Tech Support
- Additional Fees for Grade 5-9 Courses
- Citing Artificial Intelligence
- Citing Digital Images
- Course Extension or Retention Process
- French and Spanish Online Courses
- Grade 5-9 Synchronous Courses
- How to Order a Resource for an Online Course
- Middle School Online FAQ
- Moodle & Interactive PDF Information
- Online Course Preview - Guest Pass
- Skills for Online Success
- Tips for Middle School Online Success
Accessing Tech Support
If you're experiencing technical difficulties and your Support or Online Teacher is not able to provide the tech answers you need, please contact our Tech Support department using this email address: tickets@onlineschool.ca. Our Tech department aims to respond to your requests within 24 hours.
Additional Fees for Grade 5-9 Courses
Synchronous and Asynchronous Online Courses
These are the amounts deducted from student curriculum accounts for the following synchronous and asynchronous courses. The true costs for these online courses are subsidized by HCOS in order that student curriculum accounts are minimally impacted.
Course | Amount Deducted from PO Funds |
Applied Design, Skills, and Technologies 05-09
|
$35 |
English 05-09 | $75 |
Languages 05-09 | $75 |
Mathematics 05-09 | $75 |
Science 05-09 | $75 |
Social Studies 05-09 | $75 |
TechLAB 07-09 | $225 (3 courses @ $75 each) |
Community Connections and Community Connections Plus
Additional costs for Community Connections and Community Connections Plus courses are posted on the application link on the Learning Groups website. For further information, please contact Dawn Denham, Learning Groups Administrative Assistant.
Costs for Additional Online Courses
Taking additional courses beyond a regular course load (e.g., French 07 and Spanish 07 in the same school year) will incur a cost of $200 on top of the usual $75 online course fee ($275 total per additional course). This cost can be paid using curriculum funds, if available.
This is a significantly discounted rate from the regular full course cost of $650 for non-funded students.
Homeschool Registered Students Taking Online Courses
Homeschooled registered students have a cost of $250 per online course. For registration information, please contact Karen Roeck, Director of Middle School Instruction.
Citing Artificial Intelligence
As we continue to navigate the rapidly changing landscape of artificial intelligence and technology, it is important to model and teach our students effective research skills and ethical citation practices. The MLA style and APA style guides have recently developed resources to guide students in citing artificial intelligence using correct formatting. Students can bookmark these pages for easy reference as they continue their learning journey through high school. Most HCOS grad courses will require either MLA or APA style citations. Students should check with their instructor to determine the required style for a specific course. Additionally, students can refer to the following examples and infographics developed by the University of Waterloo Library research guide (2023):
Outline of an MLA Citation for AI:
Author/Creator. "Name of chatbot." Title of platform where accessed, Full URL, Date Accessed (optional).
Formatting: Double-space your reference list and use a 0.5 inch hanging indent for each entry's second and subsequent lines.
Real-World Example:
OpenAI. "ChatGPT." ChatGPT Pro, chatgpt.pro/, February 2, 2023.
Outline of an APA Citation for General Artificial Intelligence Programs and Chatbots:
Name of Company/creator of generative AI Tool. (Year). Name of the generative AI program (model of program) [Large language
model]. URL.
Formatting: Double-space your reference list and use a 0.5 inch hanging indent for each entry's second and subsequent lines.
Real-World Example:
Perplexity. (2023). Perplexity.ai (AI Chatbot) [Large language model]. https://www.perplexity.ai/
Citing Digital Images
As students build research skills, they learn how to reference work done by other people. In an increasingly digital world, it is important to learn how to give proper attribution for both written and visual artifacts, including digital images. Though it is relatively simple to take a screenshot or save an image from the internet, students need to follow the appropriate steps to ensure credit is given to the original author. There are a few options for finding and sourcing images correctly.
Option 1: Google Images Search
You can search for any image using Google Images.
Step 2: Next, click "Tools" to open the toolbar. Find "Usage Rights" and select "Creative Commons licenses." This will filter your results to only display images licensable under Creative Commons (CC) licenses.
Step 3: When you find the image you would like to use, click on it. The image will pop up into a larger window and you will be able to locate the license details underneath the image. Click on the "License details" hyperlink to find out the specific details of how to properly attribute your chosen image.
Step 4: Insert the image into your project, then add your attribution with a link to the CC license. For example, the MLA citation for the above image would look like this:
Kriz, Jonathan. Puppy. Flickr. October 2010. https://www.flickr.com/photos/27587002@N07/5170590074. CC BY 2.0.
Option 2: Google Apps
You can add images using the toolbar within Google apps (e.g., Google Docs, Google Slides, Google Drawings). It takes a few extra steps to find the license for attribution.
Step 1: In the toolbar, click "Insert" -> "Image" -> "Search the web." A Google window will pop up on the right side of your document.
Step 2: Type a word or description in the search bar to find an image. Once you locate your desired image, click on the magnifying glass with the plus sign to preview the image.
Step 3: Click the title of the image at the top left hand corner to visit the original website where the image is located.
Step 4: Find the license information on the original website, and include it in your citation.
If you are unable to find CC licensing information on the website, you may include the license information from Google as appropriate attribution (e.g., "Image is labeled for commercial use with modification").
Option 3: Open Source Image Websites
Another option is to search for your image on an open source image website. These are websites where photographers and artists can post their work as freely-usable images for you to use and enjoy. Some popular open source image websites are Pexels, Pixabay, and Unsplash. These images do not fall under CC licences; rather, each website has a specific license allowing you to download and use images for free with no requirement for attribution (though it is appreciated if possible). You can read more about licenses on each of the websites (Pexels, Pixabay, Unsplash). The reference for an open source image might look like this:
The main thing to remember about using digital images is that if a license cannot be easily found, you should look for another image using Google Images filters or open source image websites. This allows you to be confident that you are using ethical image sourcing practices.
Course Extension or Retention Process
Intent
It is our intent to:
- Meet students where they are at and provide adaptations to promote academic success.
- Increase transparency and accuracy in the recording and reporting of a student’s ability level.
- Celebrate progress and make space for students to develop at their own pace.
- Encourage families to view slowed course pacing as a way to support unique learning needs.
Guideline
When a student works behind in a subject or when progress in a course is insufficient to warrant a passing grade, the student can be given additional time and support to reach academic success.
Subject Specific Retention Process: Individualized K-9 Students
- When a student falls behind, the Support Teacher needs to initiate processes laid out on the Incomplete Grades and Assigning Fs - K-12 page.
- If the student is unsuccessful in meeting minimal standards, Learning Services (LS) should get involved to discuss student support strategies.
- As the school year draws to a close, a conversation between the parent, teacher, Learning Services Consultant (LSC), and student needs to take place. Various options would be discussed, including:
- Moving the subject forward on pace with the other courses
- A subject specific grade retention
- Remediation options
- Having the student receive a failing grade and close the course
- The student, parent, teacher, LSC agree on the best course of action.
- The teacher will inform their K-9 Regional Administrator (RA) and the LS RA of their recommendation.
- The RA and LS RA come to agreement and request an exemption from their Divisional Director who consults the Academic Head of School for final approval.
- A pinned log entry will be added to the student’s file if subject retention is the final decision.
- The course is closed and reopened the following year.
Subject Specific Retention Process: Online Courses Grades 5-12
Grade 5-12 online course students are provided with 12 months to complete a course. Most students complete a course during a semester term or over the September-June school year. If the student does not meet grade level expectations, they are required to either repeat the course or resubmit assignments until their level of understanding is at the minimally meeting standard.
Cross-enrolled Grade 8 and 9 online courses should have the 12-month timeline noted in their course introductions so that students are aware that they have a full calendar year to complete their course work.
Process
- When a student falls behind, the Online Course Teacher needs to initiate processes to get the student caught up during that school year. This includes contacting the student and parent, communicating with the Individualized Support Teacher and Director of Middle School Instruction (Grades 5-9) or Grad Advisor (GA) (Grades 10-12).
- If the student is unsuccessful in meeting minimal standards, Learning Services (LS) should get involved to discuss student support strategies.
- As the term draws to a close, a conversation between the parent, teacher, Learning Services Consultant (LSC), and student needs to take place. Various options would be discussed including:
- Assigning a passing grade and moving the subject forward on pace with the other courses
- Extending the time for the student to complete that subject
- Other remediation and completion options
- Assigning a failing grade and closing the course
- Requiring the student to repeat the course
- The student, parent, teacher, and LSC agree on the course of action. The teacher will inform their Support Teacher or GA and the LS RA of their recommendation.
- The RA or GA and LS RA come to agreement and request an exemption from their Director who consults the Academic Head of School for final approval.
- A pinned log entry will be added to the student’s file if subject retention is the decision.
- The course is closed and the student can apply again following two reporting periods.
French and Spanish Online Courses
Overview
HCOS French and Spanish online courses are designed to help students develop their second language communication skills and knowledge while exploring diverse opportunities and interacting with the world around them. Each course is broken down into three units each spanning 10 weeks and covering a variety of curricular themes and learning activities. Starting at Grade 7, students will read a simple novel in either French or Spanish. These books are designed for second language learners and contain repetitive vocabulary and sentence structure to help students build their confidence in reading and communicating in another language.
Throughout the courses, students will have the opportunity to explore and derive meaning from a variety of texts, recognize connections between language and culture, and develop a deeper understanding of vocabulary and sentence structures. Students will have the opportunity to practice their second language skills by participating in engaging learning activities and meeting 1:1 with their teacher at the end of each unit.
Time Commitment
- Middle School (Grades 5-9): 30 minutes of independent study twice a week, plus 30 minutes of synchronous meeting time if enrolled in the synchronous cohort
- Grad (Grades 10-12): 45 minutes of independent study twice a week, plus 60 minutes of synchronous meeting time if enrolled in the synchronous cohort
Required Materials
- Computer with webcam and microphone
- Internet access
- Microphone
- French 10 and French 11 students will need to purchase or borrow the novel from the HCOS Learning Commons during Unit 3. Novels are available within the course for French 5-9 and all Spanish courses.
Visit our Courses Library for more information.
Grade 5-9 Synchronous Courses
Description
Synchronous courses offer the same program of study as an online course, with the added benefit of weekly meetings with a teacher and working alongside a cohort of your peers. Synchronous courses provide overall structure for students, with the expectation that they will work to keep up with the schedule set by the teacher for assignments and assessments. The accountability of the weekly meeting is designed to support learning of challenging concepts and content, encourage student interaction and community building, and provide a natural place for students to ask questions and develop deeper understanding.
Benefits
Synchronous courses provide regular touchpoints where students meet with their teacher and classmates on a weekly basis. Regularly scheduled times set by the instructor allow students to connect with teachers to receive instruction, clarify assignments, and ask questions in a group setting. Synchronous course options allow students the opportunity to connect with their teachers and other students in a more typical classroom style, providing the chance for students to be known and feel more accountable for completing their work. Teachers may use weekly meetings to answer common questions, clarify assignments, discuss complex topics, and build community through interactive discussions and review activities.
How Synchronous Courses Function
- The teacher and students meet via Zoom at a regularly scheduled time every week.
- Weekly meetings create a rhythm and maintain a high level of contact.
- Students are expected to work through course assignments and assessments on their own time between weekly synchronous sessions.
- At the Grade 5-9 level, Zoom classes are 30 minutes in length and begin in the third week of September.
- Students are welcome to book office hours for 1:1 support from their teacher as needed.
Take a look at the Synchronous Cohorts - 2023/2024 schedule for specific days and times.
Student Responsibilities and Expectations
- Students commit to attend weekly meeting with teacher and other students in their synchronous cohort.
- Students commit to working independently on weekly lessons and assignments, according to the schedule set by the teacher.
- Students commit to staying on pace with the cohort, completing lesson activities and submitting assignments in a timely manner.
- Students commit to respectful and appropriate behaviour during weekly meetings. This includes both appropriate language and appropriate attire.
- Students are expected to participate in class discussions, breakout rooms, and community building activities with their cameras on, using the microphone and chatbox as invited by the teacher. Students do not have the option to simply “listen in” with their cameras off, as this makes it very difficult to foster a sense of class community.
- Students who feel uncomfortable engaging over Zoom may be better suited to an asynchronous learning format.
- Students who fall significantly behind schedule may be reassigned to an asynchronous course.
Teacher Responsibilities and Expectations
- The teacher will decide on a set class meeting day and time well in advance of the start of the school year to allow students to view synchronous course schedules as they enroll.
- The teacher will create a yearlong schedule that outlines the pace for lesson completion, assignment submissions, and assessment dates.
- The teacher will prepare for and host 30 minute weekly meetings with content and activities that are relevant to the course and/or lesson being addressed.
- The teacher will host with both audio and video functions on, so students can see their teacher.
- The teacher will mark assignments and assessments in a timely manner, providing relevant formative and summative assessment for students.
- The teacher will initiate contact with any students who have fallen behind or become inactive, to determine the best course of action going forward.
- Note: Weekly meetings are not recorded.
Frequently Asked Questions
- Does it cost any more to enroll in a synchronous course compared to an asynchronous course?
- No, the cost to the student is the same for a synchronous course as it is for any other online course enrollment.
- What if I have to miss a meeting for an appointment or other unforeseen conflict?
- This should be communicated to your teacher. Students should arrange activities such as regular piano lessons or sports practices at a time that does not conflict with scheduled class meetings. It is understood that conflicts come up, but please communicate with your teacher well in advance.
- Can my student take just one synchronized cohort for an online course or do they have to take all across their grade level?
- Absolutely - they can take just one or multiple synchronous options! Figure out what works best for your child’s learning style, level of independence and degree of desired flexibility.
- How does the course schedule work?
- The meeting times for each synchronous cohort will be posted in SOPHIE. Your K-9 support teacher can also let you know when specific classes are meeting. When planning the schedule, our team takes care to avoid overlap between class time for the different subjects across the same grade level. This allows students to take all synchronous offerings if they so choose.
- How long are the synchronous classes?
- At the Grade 5-9 level, Zoom classes are 30 minutes in length.
- What happens if my student falls behind?
- Just like in any classroom environment, things happen. Students are encouraged to keep attending the class and to work with their teacher to catch up. Teachers are prepared to support students when things don’t go as planned.
- Are teachers available outside of the posted class times?
- Absolutely. Teachers will have office hours times posted in their Moodle, or Brightspace.
- Are students required to have cameras and audio on?
- Yes, this is a basic expectation of a synchronous class. One of the goals of these classes is building community and students are expected to participate in this way.
- Are the courses semester or linear pacing?
- Courses are held over the school year in a linear fashion. Classes start in the third week of September and run until mid-June.
- Do I have to attend the live meetings?
- Yes! This is the main part of a synchronous class. Of course, there are absences that you cannot avoid, like sickness or appointments. Please communicate with your teacher.
- Is there a minimum enrollment necessary in order to have a synchronous course happen? Also, is there a maximum number?
- Building community is important to synchronous classes so we will require that a minimal number of students enroll. If we do not get the minimum number of students, the ones that are enrolled will automatically be moved to asynchronous. As far as a maximum number, we realize that an online Zoom class can reach a maximum practical size, so if this happens, we will open up a second weekly meeting time to accommodate more students.
How to Order a Resource for an Online Course
Middle School Online FAQ
Middle School Online Frequently Asked Questions
If you have a question that is not answered on this page, please submit it through this form and our Director of Middle School Instruction will connect with you shortly.
Teachers
Who is my child's teacher for the year?
All middle school online courses are taught by subject specialists who will connect with your child regularly throughout the school year. A detailed list of teachers is found in SOPHIE here.
Course Information
How many online courses should my child take in a year?
Taking online courses is an important part of building executive functioning skills, growing in responsibility and independence as students progress throughout their middle school years. It is strongly recommended that beginning online students start with the Skills for Online Success ADST module to learn about digital platforms and build the necessary skills for learning in the virtual environment. First year online students generally start with one core academic course (e.g., English, Math, Science, Social Studies) plus one non-core academic course (e.g., ADST, Foreign Language). As students progress with their online learning, they can add more online courses to their load.
What is the difference between asynchronous classes and synchronous classes?
Asynchronous courses are best suited to students who study well independently and wish to work on curriculum on their own schedule. The course is overseen by a subject specialist teacher who communicates and provides feedback through the LMS and email. Synchronous courses offer the same program of study as asynchronous online courses with the added benefit of weekly meetings with a teacher and working alongside a cohort of your peers. Synchronous courses provide overall structure for students, with the expectation that they will work to keep up with the schedule set by the teacher for assignments and assessments. The accountability of the weekly meeting is designed to support learning of challenging concepts and content, encourage student interaction and community building, and provide a natural place for students to ask questions and develop deeper understanding. More information about our synchronous program can be found in SOPHIE here.
When do synchronous classes meet?
Middle school synchronous classes meet for 30 minutes each week from late September to early June. The schedule can be found in SOPHIE here.
Second Languages
What online options are available for my child to study a second language?
We offer both asynchronous and synchronous second language courses in our middle school online program. Students should enroll in their grade level; however, Middle school students often come to HCOS with varying levels of prior experience in foreign language courses and it can be difficult to determine the appropriate grade level. Whenever possible, it is our hope for students to enroll in their grade level course and work under an alternate pacing guide to complete the necessary content to prepare for the following grade level. Students with substantial prior learning can be assessed by one of our second language teachers to determine whether placement in a different grade level is appropriate. Asynchronous and synchronous courses use the same curriculum, but synchronous courses offer the additional feature of weekly conversation practice and community building opportunities with their peers.
Moodle & Interactive PDF Information
If this is the first time your student is experiencing an online course, or if you are new to taking a course with HCOS, we think that you will find the following information a good starting point.
How to use the interactive PDF assignments
Your course uses interactive PDF documents for all assignments. This ensures that students and teachers can open and complete the assignments, regardless of what computer hardware and software they may have.
Here are a few tips to help you use the assignment PDFs effectively:
When you click on the word “here” it will automatically download the assignment. You will need to open it using Adobe Reader. See instructions in the next paragraph on how to open the assignment in Adobe Reader.
Open the PDF
It is important to download the PDF before working on it. The downloaded assignment will usually appear either at the bottom left hand corner of your screen as a little folder or page, or at the top right hand corner as a little arrow pointing down. The image you see will depend on what type of computer you are on. You can open this by right-clicking and select “Open with…” then select Adobe Reader. You can also choose to open automatically with Adobe Reader, and this will save one step in the process in future.
Completing Assignments
As you work through the assignments, be sure to save the PDF on your computer each time you make changes. Each lesson is designed to cover approximately 3-4 activities, 45-60 minutes long each, so make sure that you scroll through and complete all of the assignments gradually over a period of several days. You will hand in the completed PDF once you have filled in ALL of the assignments.
Rubrics
You will notice a field on the bottom of each rubric for “Student Comments.” Your teacher may ask you to write something specific here, but if not, feel free to use it if you want to point-out something in particular on the assignment or you may leave it blank.
Online Course Preview - Guest Pass
If a family would like to preview an online course before committing to it as a part of their education plan, they can send an email to office@onlineschool.ca to request access. The office will send them a username and password for a guest login pass.
Skills for Online Success
ADST: Skills for Online Success 1
For more information, visit our Course Library
Course Overview
This ADST Module introduces students to many of the tools they will need to use to be successful in HCOS online courses. Topics covered include Brightspace, Zoom, email, file management, screenshots, screen recording, online communication guidelines, scanning and digitizing documents, presentation programs, recording video presentations, and more. This module culminates in a final presentation.
Time Commitment
This module satisfies ⅓ of the ADST requirements for students in grades 6-9. There are 17 lessons which take between 15-45 minutes. Many of the lessons are short and practical, introducing skills that students will practice and further develop in their future studies. Most of the lessons end with review questions or a short assignment. The final project may take several hours to complete.
This module can be taken at any point in grades 5-9, which is why you will see it offered at each grade level, but please note it is the same module offered at each grade, so it can only be taken once.
Tools Required
- Computer with webcam and microphone
- Digital Camera
- Scanner or smartphone for uploading content.
Major Units and Topics
Google Workspace (Drive, Docs, Slides), Email, Brightspace, Zoom, File Management, Screenshots, Screen Capturing, Digitizing Your Work, Cameras & Scanners, Recording Yourself, and Digital Presentations.
Tips for Middle School Online Success
No one ever sets out to fail!
We know students want to succeed in their online course.
1. Role of Online Teachers
We are here to provide a great course and a positive learning experience with a teacher who is ready to support your student and give feedback to their work. Online teachers care about each student. We can only respond to students who show up, submit work, and communicate with their teachers. If your student is struggling, please contact the teacher involved.
2. Role of Students
Students are responsible for showing up, consistently, throughout the school year. That means being active in their course and being “present” with their teacher through assignment responses, Skype, email. Teachers are teachers because they love working WITH students. They are there to answer questions, to get to know your student as a person and to support your learning, but you must initiate the conversation. Smart kids ask questions, get help when they need it, and recognize that teachers are people too. Greet your teacher by name in emails and Skype, encourage your teacher by responding to emails, and say “thank you!”.
3. Role of Parents
Parents are an essential part of the learning process. The course and the Online Teacher are there to provide a great learning experience, but you must be involved throughout the school year. Your student needs your encouragement and interest. Plan to sit down together at the computer every week, click on the "GRADES" button and review progress. You will see when the latest assignment was handed in and what the teacher’s response was. Just asking, “Are you done?’ is not enough. It’s easy for a student to say “Yes, Mom” when they are not done at all. It happens all the time.
You are your student’s supervisor and advocate, don't be afraid to ask questions of your student or their teacher.
4. Getting Started: The Course Home Page
The course home page is your GPS.
There you will find:
- Your teacher’s name and contact information
- An overview of the course
- Resources
- Grades - Both parents and students are expected to check grades weekly
- The lessons and assignments. Different courses are set up in different ways. If you are taking more than one course, both parents and students need to understand how each course is designed
- Middle School courses are intended to be completed in the regular school year September till June. Please look over your course and set goals for yourself.
Complete the Manage Your Schedule file found on the course home page (REQUIRED!).
For example, English five has 30 weeks. Plan to be finished the first week of June. Where should you be by Christmas break? Spring Break? Be accountable for showing up! Consider creating a calendar with the due dates clearly labelled, post that by your computer, then have a weekly meeting to make sure the student is on track. - Daily “class time”: Develop a good work ethic. Students who attend brick and mortar schools are in their desks from 9 – 3. The freedom we enjoy in home school is a privilege to honour. You don’t have to show up at 9, you don’t have to be dressed, but you do have to put in an hour of work on a subject. If you read slowly, if you get distracted by younger siblings, if you start playing a game, that’s not part of your learning hour. Parents and students need to design an effective learning environment. Headphones with music (no lyrics!!) help to block distractions. Ten minute cardio break before you start a new subject helps the brain to focus. Set a timer and be accountable for what you accomplish in that time.
5. Communication: It’s all About Communication
- Most teachers prefer Zoom for all communication. You will get an answer much faster in Zoom than in an email.
- Use good manners. If you were in a classroom face-to-face, you would address your teacher by names. Please start all communication with a polite greeting.
- Teachers are committed to answering promptly. Please respect the fact that I may be unable to answer right away.
- Parents are encouraged to respond to grading comments, to report card comments and to communicate with the course teacher if the student is experiencing problems. The teacher only knows what you tell them.
- If you find you or your child is becoming overwhelmed by work load, or struggling due to a learning need, remember every course can be adapted to suit your child’s learning needs – a conversation is all it takes to develop a plan for your student. Let’s work together to provide the best possible learning experience.
- Teachers are human. Mistakes are possible. If your student has an assignment that has not been marked within a few days and the student cannot do the next assignment because of that, students are encouraged to contact the teacher and ask if they could check on that assignment. Occasionally, an email notification my not be sent. The teacher may not even know the assignment is sitting there. A polite request is always welcome and shows initiative.
HCOS cares about your family's online experience. If you are thrilled with your experience, We would love to hear from you. Likewise, if you feel you are not being well served, please contact Karen Roeck, Director of Middle School Instruction.