Information for Families

This is a public book with valuable information for families and students.

5-9 Online Program

5-9 Online Program

How to Order a Resource for an Online Course

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5-9 Online Program

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. 

 

5-9 Online Program

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.

5-9 Online Program

Course Extension or Retention Process

Intent

It is our intent to:

  • Meet students where they are and provide an adaptation that can help a student succeed.
  • Increase transparency and accuracy in the recording and reporting of a student’s ability level.
  • Celebrate progress, whether fast or slow, and allow children to develop at their own rate.
  • Families see the option to accelerate or alternately lengthen courses as a way to acknowledge that children work at different paces in different subjects areas.
Guidelines

When a student is two months to two years behind in a subject, or when a student’s progress in a course is insufficient to warrant a passing grade, then that student can be allowed more time in a specific subject area in order to complete that subject. Strategies and interventions need to be employed mid-year so that that they can take effect before the year end. Evidence of interventions employed to bring the student up to grade level needs to be recorded. The option of an intentional exception to allow a subject specific retention applies to courses where a student has completed insufficient work (e.g: a student who only completes 27% of the course). It also applies in particular to subjects where skills build on foundational concepts, and missing those concepts could have impact the future success of the student.

Subject Specific Retention Process Individualized K-9 Students
  1. When it is recognized that a student is beginning to fall behind, the Support Teacher needs to refer to and initiate processes laid out in the Incomplete Grades and Assigning F's - K-12 page in SOPHIE, in order to get the student caught up and on track during that school year.
  2. If the student continues to lag behind, then Learning Services (LS) should be made aware and discussions and strategies put in place to help the student to catch up.
  3. 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:
    1. Moving the subject forward on pace with the other courses
    2. A subject specific grade retention
    3. Remediation options
    4. Having the student receive a failing grade and close the course
  4. The student, parent, teacher, LSC agree on the best course of action.
  5. The teacher will inform their Regional Administrator (RA) and the LS RA of their recommendation.
  6. 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.
  7. A pinned log entry will be added to the student’s file if subject retention is the final decision.
  8. 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 officially 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 eight and nine 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
  1. When it is recognized that a student is beginning to fall 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, updating the scheduler, communicating with the Individualized Support Teacher (5-9) or Grad Advisor (GA) (10-12), and adjusting assignments as appropriate.
  2. If the student continues to lag behind, then Learning Services (LS) needs to be made aware and further discussions and strategies put in place to help the student to catch up. 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:
    1. Assigning a passing grade and moving the subject forward on pace with the other courses
    2. Extending the time for the student to complete that subject
    3. Other remediation and completion options
    4. Assigning a failing grade and closing the course
    5. Requiring the student to repeat the course
  3. The student, parent, teacher, LSC agree on the course of action. The teacher will inform their Support Teacher or GA, and the LS RA of their recommendation.
  4. 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.
  5. A pinned log entry will be added to the student’s file if subject retention is the decision.
  6. The course is closed and the student can apply again following two reporting periods.
5-9 Online Program

Synchronous Cohorts

Rationale

Traditional asynchronous online courses offer flexibility in timing, scheduling and location. However, some students want additional social connections including touching base with their teacher and building a strong learning community. These students benefit from a synchronous option.

Benefits

Synchronous Cohorts provide regular touchpoints where students would meet with their teacher(s) and fellow students. Regularly scheduled times allow students to connect with teachers to receive instruction, clarify assignments, and ask questions on a weekly basis. Synchronous Cohorts allow students the opportunity to connect with their teachers and other students. Synchronous Cohorts provide the chance for students to be known and also increase the level of accountability. Teachers are able to preteach lessons, answer common questions and clarify assignments in weekly meetings.

How Synchronous Cohorts Function

  • Students work through the standard online course together with the teacher.
  • The teacher and students meet via Zoom at a scheduled time every week.
  • Weekly meetings create a rhythm and maintain a high level of contact. 
  • Zoom classes are typically 20-30 minutes in length.
5-9 Online Program

Tips for Middle School Online Success

Navigating online courses can be challenging for first time students. Here are a few tips to help your child find success in their online courses.

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
  • Teachers prefer Skype for all communication. You will get an answer much faster in Skype 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, Moodle skips sending an email notification. 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, Grant Wardle, the Middle School Online Coordinator.

 

Assessment

Assessment

Foundation Skills Assessment - FSA

The Foundation Skills Assessment is an annual, province-wide assessment of British Columbia students’ academic skills, and provides a snapshot of how well BC students are learning foundation skills in Reading Comprehension, Writing, and Numeracy. These are standardized tests held for students in Grades 4 and 7. 

These tests are not optional unless students meet a very narrow set of requirements for exemption.

HCOS will be administering the tests. Here is some information to help you and your child prepare for the tests.

There are four categories of testing; the testing in total takes about four hours. Here are the categories which are tested:

  • Reading
  • Writing
  • Numeracy
  • Reading / Writing Connections

The reading comprehension and numeracy components consist of multiple choice and written-response questions. The writing component consists of two writing tasks – one extended (longer) piece, one focused (shorter) piece, and a set of math problems, where the child needs to show their work. The multiple choice questions are done online. You will be mailed a booklet with the writing component.

The written tests will be marked by teachers from HCOS and the results sent to the support teacher.

The results will look something like this:

  • 4 Exceeds expectations – The level of performance at which a student exceeds the normal expectations for their grade. The student is working or has academic knowledge beyond the present grade level of the test.
  • 3 Meets expectations – The level of performance at which a student meets the widely held expectations for the grade on this test. This is where most students should fall.
  • 2 Approaching expectations - The level of performance at which the student shows inconsistencies in demonstrating the skills needed to meet the expectations (some may be at, some below, some not present).
  • 1 Not Yet Within expectations –The level of performance at which a student did not demonstrate sufficient skill to meet expectations. A teacher would want to know more about the reasons for a student’s low performance and would work with the parent to see where the problem might lie. 

FSA Questions and Answers

What does FSA stand for? FSA stands for Foundation Skills Assessment and this test is given to all students in BC enrolled in grades 4 and 7.
What subjects are tested? The student is tested in Reading Comprehension, Writing, and Math Numeracy.

What is an invigilator?

 

An invigilator is a person responsible for supervising a test. The invigilator for the FSAs is either a teacher (in our case, with HCOS) or any person the administration deems as unbiased. This can be the parent of the child. 

What time is involved for each test?

The time varies from test to test 

 

  • Reading Comprehension 
    • Part one: Collaboration 10-15 minutes
    • Part two: 30 minutes 
  • Writing   
    • 30 minutes  
  • Numeracy                                           
    • 30 minutes 
  • Online Reading: 60 minutes
  • Online Numeracy: 60 minutes

Total time less than four hours.

 

Assessment

Parent Sign-off for Student Learning Plans (SLPs)

SLP Parent Sign off

Directions for Student Learning Plan Sign Off

Log into Encom at https://encom.onlineschool.ca. (If you forgot your Encom password, choose the “Forgot Password” option). First view your child (or children’s) SLP to ensure it reflects your child’s learning plan for the year. The SLP is a fluid document and can be updated through the school year.

Next click on SLP Parent/Guardian Sign Off:

#1 - To view the SLP click on green highlighted “Student Learning Plan”

#2 – Type parent/guardian name

#3 – Type full legal name

#4 – Save SLP Sign Off

Repeat for each child

Assessment

Understanding Your Student Learning Plan (SLP)

The Student Learning Plan (SLP) is a very important document. It is the first document that the Ministry looks at when they are checking to see if we are following the government guidelines. Collaborating to write the SLP is usually your first contact with the Support Teacher.

The SLP is made up of the following information:
  • Overarching Goals - One Biblical Attribute goal, one Learner Profile goal, and one Core Competency goal.
  • Subject Goals - For at least three subjects, what do you want your child to accomplish or understand? 
  • Big Ideas - The overarching concepts of each subject.
  • Instructional Format and Resources -What activities and resources are you planning to use? Share with your teacher plans and ideas you have for different subjects.
  • Evaluation/Assessment - How will we check to see if your student has grown in their abilities? This is where your support teacher will evaluate/assess the work you send in.
Information your Support Teacher will collaborate with you to build:
  • A list of the resources you plan to use during the current school year.
  • A list of the additional activities in which you hope to enrol your child, such as music lessons, swimming, 4-H, etc. (These can be paid with your resource budget if they are in your SLP).
  • A list of topics you plan on covering for Science and Social Studies. For a list of all of the topics that are covered in these two subjects from K-9 please check our SOPHIE page Topics of Study. Often families with more than one child do these subjects together. If you are not planning on covering the topics for your child’s current year, let the teacher know if you have already covered the topic or at what future date you plan to cover it.
Your Teacher:
  • Will work with you to build the SLP, sharing ideas and incorporating your input.
  • Will post the SLP on Encom where you can review it. Be sure to tell your Support Teacher of any changes you would like to make and ask them any questions that you have.
  • Will make suggestions regarding learning standards, resources, pacing, strategies and assessment.

Note: The SLP is a living document. This means that it should be reviewed by both the teacher and the parent throughout the year to ensure that it is current, and still reflects the education that is happening in your home. 

Once the SLP is completed, parents are expected to sign off on it in Encom. This indicates that the parent has participated in planning of the SLP. LINK: How to sign off on SLPs


Understanding Your Student Learning Plan (SLP)

K-9 Individualized
During a home visit, the teacher and parents/guardians will collaborate to set goals aligned to the student's learning styles and interests, while also meeting the requirements set by the Ministry of Education. These goals will encompass personal goals related to the HCOS Biblical Attributes and Learner Profile, the BC curriculum Core Competencies, and subject-specific goals as appropriate. The intent is to create goals to address the student as a whole rather than having a goal for every subject, so the result should be a lower quantity, but a higher quality, of goals. The course-specific part of the SLP will revolve around resources and activities that will be used to meet student goals, along with an outline of how the teacher will assess each course. 

10-12 Individualized
Course-specific SLPs will be created within Individualized courses for students in the Grad Program. The intent is to create goals that address the student in the particular learning for that course, and to outline the necessary components needed in order to receive credit toward a Dogwood Diploma.

K-12
The SLP includes a section identifying the First Peoples Principles of Learning. The BC curriculum encourages learners to understand and respect their own and other cultural heritages. Teachers will select a few of the seven principles that naturally fit the student's educational journey and align with the values and perspectives of each family. We respect family choices, and recognize that this section will look different for each of our families.

Assessment

Understanding Your Report Card

HCOS has two reporting periods for all grades, Kindergarten through Grade 12. In addition to the regular reporting terms, teachers have the option of submitting an Interim Grade Report, which will be completed if a student’s level of performance is below expectations or the teacher has cause for concern.

We have designed the report card to give a clear picture of a student’s progress and learning. A list of the student's courses will appear connected with the teacher’s assessment based on the learning standards.

Grades will be reported using the following scales:

  • Grades K-6 will receive a report using proficiency scales.
  • Grades 7-9 will receive letter grades.
  • Grades 10-12 will receive percentage grades.

Report Card Comments:

K-9

We want to ensure parents receive easy-to-read and informative comments regarding student progress. To accomplish this, we have created a system to ensure consistent, high quality comments from teachers that give parents and guardians the bigger picture, help identify areas of struggle and provide insight into your student’s success at school. The comments will focus on the following five areas:

Student Engagement and Behaviour

This section reports on your child's level of engagement in learning and their behaviour, focusing on their developing skills in the Core Competencies. These competencies include communication, personal and social thinking, and creative and critical thinking. For more information regarding the characteristics of the competencies, visit BC Curriculum: Core Competencies.

Literacy

Numeracy

Even though the new curriculum encourages students to dig into topics and broaden their knowledge through inquiry projects, it is still important that each child has a solid literacy and numeracy foundation.


A specific comment will be written on literacy, identify the student’s skills and abilities based on reading, writing, speaking and listening across a variety of subjects. 

Another comment will cover all aspects of numeracy to help identify skills and abilities to understand and apply mathematical concepts, processes, problem solving, and decision making.

Ways to Support Learning

To encourage student learning, teachers will also include a constructive component that provides feedback on future learning. These comments are intended to support your child with ideas, strategies and tangible ways to address areas of concern, or areas to focus on in the following term.

Areas of Strengths

To conclude the comment, the teacher will highlight areas for celebration, projects completed, or skills and learning accomplished that term. The teacher will not focus on every project or area of learning, but rather on one or two that stand out and demonstrate your child’s strengths.

Students will continue to receive a grade for every subject. Online Courses and Community Connections courses will still receive subject-specific comments.

Grades 10-12 and Online Middle School Courses

Students will continue to receive subject-specific comments twice a year. 

Ongoing assessment for courses within Moodle is always available to parents by logging into their student’s account.

It is our hope that the Report Card will provide parents and guardians with a more accurate and concise reflection on how their student is doing at school.

Assessment

Interim Grade Reports

In addition to two formal reporting periods, Heritage Christian Online School has developed an Interim Grade Report (IGR) to ensure families are aware of any challenges or concerns regarding their child’s progress between reporting periods. 

About the IGR:

  • IGRs are an optional report designed for teachers to communicate to families any concerns that they may have with a student. For example:
    • A student is performing below expectations
    • A student has significantly dropped in their course progress or achievement
    • There is a lack of communication with the teacher
    • General concerns regarding a course grade
    • If a student is in danger of failing a course
  • An IGR can be sent out at any point; however, the natural checkpoints for teachers will be in November and April, the midway point for each term.
  • It is possible for a student to receive more than one IGR in a school year.
  • IGRs will be completed on a per subject basis. 
    • For students in grades K-9, the support teacher may write one broad comment that addresses overall concerns in all subjects.
    • For students in grades 10-12 or in any online courses, each course teacher has the option of completing an IGR.
  • IGRs will not replace early interventions, ongoing communication, or formative feedback provided by a teacher.

How it will look:

  • The IGR will include the teacher’s name, the current interim grade, the current course completion percentage (if applicable), and two comment fields. The teacher will identify their cause for concern, and provide information on ways to support learning in the comments.

igr_sample.png

Parents will receive an email with a PDF of the IGR when a teacher creates it, and can view it in Encom via the Interim Grade Report Button

Calendars & Schedules

Calendars & Schedules

Synchronous Cohorts - 2020/2021 Schedule

 

The 2020/2021 schedule will be released in early April, prior to course selection opening. 

Synchronous Cohorts - 2019/2020 Schedule

The following page outlines the course schedule for synchronous cohorts at HCOS grades 5 through 10. For Virtual World and TechLab offerings, please visit the Virtual Worlds and TechLab Schedule

Grade 5
  Monday Tuesday Wednesday Thursday Friday
9:00 - 9:30 am          
9:30 - 10:00 am          
10:00 - 10:30 am          
10:30 - 11:00 am  

Science

Mrs. Wendy Edwards

Math

Mrs. Wendy Edwards

   
11:00 - 11:30 am          
11:30 - 12:00 pm

English

Mrs. Pat Mackesy

       
Lunch Hour
1:00 - 1:30 pm  

Socials

Mrs. Pat Mackesy

     
1:30 - 2:00 pm          
2:00 - 2:30 pm          
2:30 - 3:00 pm          
3:30 - 4:00 pm          

 


Grade 6
  Monday Tuesday Wednesday Thursday Friday
9:00 - 9:30 am  

Socials

Mrs. Pat Mackesy

     
9:30 - 10:00 am          
10:00 - 10:30 am  

Science 

Mrs. Wendy Edwards

     
10:30 - 11:00 am          
11:00 - 11:30 am  

Math

Mrs. Wendy Edwards

     
11:30 - 12:00 pm

 

       
Lunch Hour
1:00 - 1:30 pm

English

Mrs. Pat Mackesy

       
1:30 - 2:00 pm          
2:00 - 2:30 pm   English 6B
Mrs. Pat Mackesy
     
2:30 - 3:00 pm          
3:30 - 4:00 pm          

 


Grade 7
  Monday Tuesday Wednesday Thursday Friday
9:00 - 9:30 am          
9:30 - 10:00 am  

Science

Mrs. Shannon Beglaw

     
10:00 - 10:30 am  

 

Math

Mrs. Wendy Edwards

   
10:30 - 11:00 am          
11:00 - 11:30 am          
11:30 - 12:00 pm

 

       
Lunch Hour
1:00 - 1:30 pm          
1:30 - 2:00 pm

English

Mrs. Pat Mackesy

       
2:00 - 2:30 pm

Socials 

Mrs. Pat Mackesy

 

     
2:30 - 3:00 pm          
3:30 - 4:00 pm          

 


Grade 8
  Monday Tuesday Wednesday Thursday Friday
9:00 - 9:30 am

 

Socials

Mr. Cam Brown

     
9:30 - 10:00 am

English

Mr. Mark Lamden

 

Math

Mrs. Wendy Edwards

   
10:00 - 10:30 am          
10:30 - 11:00 am          
11:00 - 11:30 am          
11:30 - 12:00 pm

 

 

 

   
Lunch Hour
1:00 - 1:30 pm

 

Science

Mr. Grant Wardle

     
1:30 - 2:00 pm          
2:00 - 2:30 pm          
2:30 - 3:00 pm          
3:30 - 4:00 pm          

 


Grade 9
  Monday Tuesday Wednesday Thursday Friday
9:00 - 9:30 am          
9:30 - 10:00 am  

Math

Mr. Titus Heckel

     
10:00 - 10:30 am

 

English

Mr. Cam Brown

Science

Mr. Grant Wardle

   
10:30 - 11:00 am  

Socials

Mr. Cam Brown

     
11:00 - 11:30 am          
11:30 - 12:00 pm

 

       
Lunch Hour
1:00 - 1:30 pm          
1:30 - 2:00 pm          
2:00 - 2:30 pm          
2:30 - 3:00 pm          
3:30 - 4:00 pm          

 


Grade 10
  Monday Tuesday Wednesday Thursday Friday
9:00 - 9:30 am

Science

Mrs. Heather Loenen

Workplace Math* 

Mr. Grant Wardle

     
9:30 - 10:00 am      
10:00 - 10:30 am    

Foundations and PreCalculus*

Mr. Ryan Johnston

English 
Composition and Literary Studies

Mrs. Sarah Laurie

 
10:30 - 11:00 am

Christian Studies

Mr. James Nelson

   
11:00 - 11:30 am

Social Studies

Mr. Cam Brown

     
11:30 - 12:00 pm

 

     
Lunch Hour
1:00 - 1:30 pm Introductory French 11
Mrs. Catherine Lisimaque
       
1:30 - 2:00 pm        
2:00 - 2:30 pm          
2:30 - 3:00 pm          
3:30 - 4:00 pm          

* Students should enroll in either Workplace Math or Foundations and PreCalculus Math, not both. 

Calendars & Schedules

Important Funding Dates 2019/2020

For this 2019/2020 school year, here is a list of important dates that we want you to know about. 

Oct 1 Second half of funding released to families
Oct 1 HCOS Finance Office now accepting invoices for Lessons and Activities
Nov 1 HCOS Finance Office now accepting Homeschool Registered reimbursements 
April 15 Deadline for US purchases, using the outgoing school years funding
April 15 Deadline for Canadian purchases, using the outgoing school years funding 
April 15 Deadline for submitting a Homeschool Registered reimbursement 
Last weekend in April  Incoming school year purchase orders are available. The first half of a families funding is released for parents to purchase curriculum for the incoming school year
April 30 Grad courses without an active date, and the advanced funding associated with the courses, are withdrawn automatically by HCOS
May 15-June 30 Curriculum and Lesson order forms are not available.  Purchases can still be made via our approved vendors
Calendars & Schedules

Virtual Worlds and TechLab - 2019/2020 Schedule

The following page outlines the course schedule for Virtual World Languages, Virtual World Core Courses, Minecraft, and TechLab. For Synchronous Cohorts please visit the Synchronous Cohorts Schedule

Languages Level 1
Start Time
Monday Tuesday Wednesday Thursday Friday

9:30am -

10:30am

   

VW French -

Gord Holden

        

VW French-

Gord Holden

 

 
11:00am -    12pm  

Minecraft French - Sinead Roy

 

     
Lunch Hour
1:00pm -        2pm  

 

   

Minecraft French - Sinead Roy

 

1:30pm -          2:30pm

VW French -

Gord Holden

VW Spanish - Elyssa Donovan

 

VW French -

Gord Holden

 

VW Spanish -
Elyssa Donovan

 

VW Spanish - Elyssa Donovan

 

 

 

 

 


Languages Level 2
  Monday Tuesday Wednesday Thursday Friday

10:45am -

11:45am

VW French - Sinead Roy

       

11:00am -

12:00pm

   

Minecraft French -

Sinead Roy

   
Lunch Hour

1:00pm -

2:00pm

  VW French - Sinead Roy      

1:30pm -

2:30pm

VW Spanish - Elyssa Donovan

     

VW Spanish - Jacquie Chelini

2:00pm -

3:00pm

        Minecraft French - Sinead Roy

3:10pm -

4:10pm

   

VW Spanish - Jacquie Chelini

   

 


Languages Level 3
  Monday Tuesday Wednesday Thursday Friday
Lunch Hour

1:00pm -

2:00pm

VW French -

Sinead Roy

 

VW French -

Sinead Roy

   

3:10pm -

4:10pm

VW Spanish -

Jacquie Chelini

VW Spanish -

Jacquie Chelini

     

 


Languages Level 4
  Monday Tuesday Wednesday Thursday Friday
Lunch Hour

1:00pm -

2:00pm

     

VW French -

Sinead Roy

 

2:00pm - 

4:00pm

VW French -

Sinead Roy

       

 


Core Courses
  Monday Tuesday

Wednesday Thursday


Friday
9:00 - 9:30 am VW Grade 6 Core   VW Grade 7 Core    
9:30 - 10:00 am VW Grade 6 Core    
10:00 - 10:30 am    

VW Grade 7 Core

 

 

 

VW Special Education 8 and 9
10:30 - 11:00 am     VW Grade 8 Core
(10:30-11:45)

VW Grade 8 Core (10:30-11:45)

 

11:00 - 11:30 am       VW Grade 5 Core VW Special Education, 5, 6 and 7
11:30 - 12:00 pm

 

 

 

   
Lunch Hour
1:00 - 1:30 pm          
1:30 - 2:00 pm       VW Art 8  
2:00 - 2:30 pm        
2:30 - 3:00 pm          
3:00 - 3:30 pm          
3:30 - 4:00 pm          

TechLab
  Monday Tuesday Wednesday Thursday Friday
9:00 - 9:30 am          
9:30 - 10:00 am          
10:00 - 10:30 am          
10:30 - 11:00 am Techlab 7, 8, 9        
11:00 - 11:30 am        
11:30 - 12:00 pm

 

 

 

   
Lunch Hour
1:00 - 1:30 pm          
1:30 - 2:00 pm          
2:00 - 2:30 pm          
2:30 - 3:00 pm          
3:00 - 3:30 pm          
3:30 - 4:00 pm          

Core Competencies

Core Competencies

Core Competencies: Communication

 

The Communication competency encompasses the knowledge, skills, processes and dispositions we associate with interactions with others. Through their communication, students acquire, develop and transform ideas and information, and make connections with others to share their ideas, express their individuality, further their learning, and get things done. The communication competency is fundamental to finding satisfaction, purpose and joy.

 

The Communication Core Competency has two interrelated sub-competencies:

 

Communicating encompasses the set of abilities that people use to impart and exchange information, experiences, and ideas; to explore the world around them; and to understand and effectively use communication forms, strategies, and technologies. Communicating provides a bridge between peoples’ learning, their personal and social identity, and the world in which they interact.

 

People who communicate effectively use their skills and strategies intentionally to ensure understanding their audience. They communicate in an increasing variety of contexts, for a variety of purposes, and often with multiple audiences.

 

Collaborating involves the skills, strategies, and dispositions that people use to work together to pursue common purposes and accomplish common goals.

 

People who collaborate effectively recognize how combining others’ perspectives, strategies, and efforts with their own enhances collective understanding, use, and impact. They value the contributions of group members, interact supportively and effectively using inclusive practices, and strive for shared commitment and mutual benefit.

Communicating

1. Connecting and engaging with others 

Students engage in informal and structured conversations in which they listen, contribute, develop understanding and relationships, and learn to consider diverse perspectives. This facet of communication is closely linked to the building and sustaining of relationships at home, at school, in the community, and through social media.

2. Focusing on intent and purpose

Students communicate with intention and purpose. They understand that communication can influence, entertain, teach, inspire, and help us make sense of the world and our experiences. They recognize the role the audience plays in constructing meaning, and they make strategic choices to help convey their messages and create their intended impact. They draw from a range of forms, media, and techniques, monitoring and adjusting their approaches and assessing their effects.

3. Acquiring and presenting information

Students communicate by receiving and presenting information. They inquire into topics of interest and topics related to their studies. They acquire information from a variety of sources, including people, print materials, and media; this may involve listening, viewing, or reading, and requires understanding of how to interpret information. They present information for many purposes and audiences, and their presentations often feature media and technology.

Six Profiles
PROFILE DESCRIPTION
Profile One

In a safe and supported environment, I respond meaningfully to communication from peers and adults.

Profile Two

In familiar settings, I communicate with peers and adults.

 

I talk and listen to people I know.

I can communicate for a purpose.

I can understand and share basic information about topics that are important to me, and answer simple, direct questions about my activities and experiences.

Profile Three

I communicate purposefully, using forms and strategies I have practiced.

 

I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn and share).

I listen and respond to others.

I can consider my purpose when I am choosing a form and content.

I can communicate clearly about topics I know and understand well, using forms and strategies I have practiced.

I gather the basic information I need and present it.

Profile Four

I communicate clearly and purposefully, using a variety of forms appropriately.

 

I share my ideas and try to connect them with others’ ideas.

I am an active listener – I make connections and ask clarifying and extending questions when appropriate.

I can plan ways to make my message clear and engaging for my audience and create communications that focus on a variety of purposes and audiences.

I acquire the information I need for specific tasks and for my own interests and present it clearly.

Profile Five

I communicate confidently, using forms and strategies that show attention to my audience and purpose.             

 

In discussions and conversations, I am focused and help to build and extend understanding.

I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information.

I can create a wide range of effective communications that feature powerful images and words, and I identify ways to change my communications to make them effective for different audiences.

I use my understanding of the role and impact of story to engage my audiences in making meaning.

I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

Profile Six

I communicate with intentional impact, in well-constructed forms that are effective in terms of my audience and in relation to my purpose.

 

I contribute purposefully to discussions and conversations.

I synthesize, deepen, and transform my own and others’ thinking.

I can weave multiple messages into my communications; I understand that my audience will use their own knowledge and experiences in making meaning.

I show understanding and control of the forms and technologies I use; I can assess audience response and draw on a repertoire of strategies to increase my intended impact.

I can acquire, critically analyze, and integrate well-chosen information from a range of sources.

Collaborating

1. Working collectively 

Students combine their efforts with those of others to effectively accomplish learning and tasks. As members of a group, they appreciate interdependence and cooperation, commit to needed roles and responsibilities, and are conscientious about contributing. They also negotiate respectfully and follow through on plans, strategies, and actions as they share resources, time, and spaces for collaborative projects.

2. Supporting group interactions

Students engage with others in ways that build and sustain trusting relationships and contribute to collective approaches. They value diverse perspectives and integrate the ideas of others with their own to tackle tasks, issues, and problems. Students seek to distribute leadership, listen actively, take turns in discussions, acknowledge contributions, and identify missing voices. They regulate the group’s interactions together, mutually encouraging one another, creating space for marginalized voices, and applying constructive strategies to navigate through misunderstandings, struggles, and conflict.

3. Determining common purposes

Students develop shared understandings of information, issues, situations, and problems in pursuit of common purposes and goals. They honour various group processes and proactively support movement forward, including refocusing on intended goals as needed. They revise plans according to mutual deliberations and strive for consensus. As co-members of a group, students see one another as valuable resources, commit to impact and collective success, assess group results and processes, and share in the recognition of achievements.

Six Profiles
PROFILE DESCRIPTION
Profile One In familiar situations, I can participate with others.
Profile Two

In familiar situations, I cooperate with others for specific purposes.

 

I contribute during group activities, cooperate with others, and listen respectfully to their ideas.

I can work with others for a specific purpose.

Profile Three

I contribute during group activities with peers and share roles and responsibilities to achieve goals.

 

I take on different roles and tasks in the group and work respectfully and safely in our shared space.

I express my ideas and help others feel comfortable to share theirs so that all voices are included.

I work with others to achieve a common goal and can evaluate our group processes and results.

Profile Four

I can confidently interact and build relationships with other group members to further shared goals.

 

I can identify and apply roles and strategies to facilitate groupwork.

I draw on past experiences to negotiate and develop group processes.

I am an active listener and speaker.

I share my ideas and try to connect them with others’ ideas, I ask clarifying questions and check for understanding when appropriate, and I test my ideas with others and consider their input.

I help resolve conflicts and challenges as they arise.

I recognize how my contributions and those of others complement each other.

I can plan with others and adjust our plan according to the group’s purpose.

Profile Five

I can facilitate group processes and encourage collective responsibility for our progress.

 

I play a role in collectively monitoring the progress of the group and adjust my contributions as needed.

I recognize the interdependence of our roles and draw on these to move us forward.

I ask thought-provoking questions, integrate new information and various perspectives from others, and think critically about whose voices are missing.

I can disagree respectfully, and I anticipate potential conflicts and help manage them when they arise.

I give, receive, and act on constructive feedback in support of our goals, and I can evaluate and revise plans with other group members.

Profile Six

I can connect my group with other groups and broader networks for various purposes.

 

I can step outside of my comfort zone to develop working relationships with unfamiliar groups. I develop and coordinate networking partnerships beyond and in service of the group.

I demonstrate my commitment to the group’s purpose by taking on different roles as needed.

I acknowledge different perspectives and seek out and create space for missing or marginalized voices.

I summarize key themes to identify commonalities and focus on deepening or transforming our collective thinking and actions.

I recognize when wisdom and strategies from others are needed and access these to address complex goals.

I help create connections with other groups or networks to further our common goals and our impact.

To view the Connections and Illustrations for the Core Competencies please visit the BC's New Curriculum website. 

 

Core Competencies

Core Competencies: Thinking

The Thinking competency encompasses the knowledge, skills, and processes we associate with intellectual development. It is through their competency as thinkers that students take subject-specific concepts and content and transform them into new understanding. Thinking competence requires specific thinking skills as well as habits of mind and metacognitive awareness. These are used to process information from a variety of sources, including thoughts and feelings that arise from the subconscious and unconscious mind and from embodied cognition to create new understandings.

 

The Thinking Core Competency has two interrelated sub-competencies:

 

Creative thinking involves the generation of ideas and concepts that are novel and innovative in the context in which they are generated, reflection on their value to the individual or others, and the development of chosen ideas and concepts from thought to reality.

 

People who think creatively are curious and open-minded, have a sense of wonder and joy in learning, demonstrate a willingness to think divergently, and are comfortable with complexity. A creative thinker reflects on existing ideas and concepts; uses imagination, inventiveness, resourcefulness, and flexibility; and is willing to take risks to go beyond existing knowledge.

 

Critical and reflective thinking encompasses a set of abilities that students use to examine their own thinking and that of others. This involves making judgments based on reasoning, where students consider options, analyze options using specific criteria, and draw conclusions.

 

People who think critically and reflectively are analytical and investigative, willing to question and challenge their own thoughts, ideas, and assumptions and challenge those of others. They reflect on the information they receive through observation, experience, and other forms of communication to solve problems, design products, understand events, and address issues. A critical thinker uses their ideas, experiences, and reflections to set goals, make judgments, and refine their thinking.

Creative Thinking

1. Creating and innovating

Students get creative ideas that are novel and have value. An idea may be new to the student or their peers, and it may be novel for their age group or the larger community. It may be new to a particular context or absolutely new. The idea or product may have value in a variety of ways and contexts – it may be fun, provide a sense of accomplishment, solve a problem, be a form of self-expression, provoke reflection, or provide a new perspective that influences the way people think or act. It can have a positive impact on the individual, classmates, the community, or the world. 

2. Generating and incubating

Students may generate creative ideas through free play, engagement with other’s ideas, or consideration of a problem or constraint, and/or because of their interests and passions. New ideas and inspirations can spontaneously arise from the unconscious mind, but students can also develop strategies to facilitate the generation of ideas – learning a lot about something, engaging in a period of reflection, providing time for incubation, and doing relaxing or automatic activities to quiet their conscious mind. The capacity for creative thinking expands as individuals increase their range of ideas and concepts to recombine them into new ideas. The ideas available as raw material for creative thinking depend on previous experiences and learning, as well as students’ cultural legacies.

3. Evaluating and developing

Students reflect on their creative ideas in order to decide which ones to develop. They consider whether their idea would ultimately support the well-being of self, community, and the land. They do this with a sense of place and taking into consideration unintended consequences for other living things and our planet. If they decide to develop an idea, they work individually and/or collaboratively to refine it and work to realize it. This may require accessing the knowledge of those who have gone before, building the necessary skills, sustaining perseverance, using failure productively over time, and reflecting on process and results. It may also require the generation of additional creative ideas to come up with solutions to problems along the way.

Six Profiles
PROFILE DESCRIPTION
Profile One

I get ideas when I play.

 

I get ideas when I use my senses to explore.

My play ideas are fun for me and make me happy.

I make my ideas work or I change what I am doing.

Profile Two

I can get new ideas or build on or combine other people’s ideas to create new things within the constraints of a form, a problem, or materials.

 

I can get new ideas to create new things or solve straightforward problems.

My ideas are fun, entertaining, or useful to me and my peers, and I have a sense of accomplishment.

I can use my imagination to get new ideas of my own, or build on other’s ideas, or combine other people’s ideas in new ways.

I can usually make my ideas work within the constraints of a given form, problem, or materials if I keep playing with them.

Profile Three

I can get new ideas in areas in which I have an interest and build my skills to make them work.

 

I generate new ideas as I pursue my interests.

I deliberately learn a lot about something by doing research, talking to others, or practicing, so that I can generate new ideas about it; the ideas often seem to just pop into my head.

I build the skills I need to make my ideas work, and I usually succeed, even if it takes a few tries.

Profile Four

I can get new ideas or reinterpret others’ ideas in novel ways.

 

I get ideas that are new to my peers.

My creative ideas are often a form of self-expression for me.

I have deliberate strategies for quieting my conscious mind (e.g., walking away for a while, doing something relaxing, being deliberately playful), so that I can be more creative.

I use my experiences with various steps and attempts to direct my future work.

Profile Five

I can think “outside the box” to get innovative ideas and persevere to develop them.

 

I can get new ideas that are innovative, may not have been seen before, and have an impact on my peers or in my community.

I have interests and passions that I pursue over time.

I look for new perspectives, new problems, or new approaches.

I am willing to take significant risks in my thinking in order to generate lots of ideas.

I am willing to accept ambiguity, setbacks, and failure, and I use them to advance the development of my ideas.

Profile Six

I can develop a body of creative work over time in an area of interest or passion.

 

I can get ideas that are groundbreaking or disruptive and can develop them to form a body of work over time that has an impact in my community or beyond.

I challenge assumptions as a matter of course and have deliberate strategies (e.g., free writing or sketching, meditation, thinking in metaphors and analogies) for getting new ideas intuitively.

I have a strong commitment to a personal aesthetic and values, and the inner motivation to persevere over years if necessary to develop my ideas.

Critical and Reflective Thinking

1. Analyzing and critiquing

Students learn to analyze and make judgments about a work, a position, a process, a performance, or another product or act. They reflect to consider purpose and perspectives, pinpoint evidence, use explicit or implicit criteria, make defensible judgments or assessments, and draw conclusions. Students have opportunities for analysis and critique through engagement in formal tasks, informal tasks, and ongoing activities.

2. Questioning and investigating

Students learn to engage in inquiry when they identify and investigate questions, challenges, key issues, or problematic situations in their studies, lives, and communities and in the media. They develop and refine questions; create and carry out plans; gather, interpret, and synthesize information and evidence; and reflect to draw reasoned conclusions. Critical thinking activities may focus on one part of the process, such as questioning, and reach a simple conclusion, while others may involve more complex inquiry requiring extensive thought and reflection.

3. Designing and developing

Students think critically to develop ideas. Their ideas may lead to the designing of products or methods or the development of performances and representations in response to problems, events, issues, and needs. They work with clear purpose and consider the potential uses or audiences of their work. They explore possibilities, develop and reflect on processes, monitor progress, and adjust procedures in light of criteria and feedback.

4. Reflecting and assessing

Students apply critical, metacognitive, and reflective thinking in given situations, and relate this thinking to other experiences, using this process to identify ways to improve or adapt their approach to learning. They reflect on and assess their experiences, thinking, learning processes, work, and progress in relation to their purposes. Students give, receive, and act on feedback and set goals individually and collaboratively. They determine the extent to which they have met their goals and can set new ones.

Six Profiles
PROFILE DESCRIPTION
Profile One

I can explore.

 

I can explore materials and actions. I can show whether I like something or not.

Profile Two

I can use evidence to make simple judgments.

 

I can ask questions, make predictions, and use my senses to gather information.

I can explore with a purpose in mind and use what I learn.

I can tell or show others something about my thinking.

I can contribute to and use simple criteria. I can find some evidence and make judgments.

I can reflect on my work and experiences and tell others about something I learned.

Profile Three

I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.

 

I can ask open-ended questions, explore, and gather information.

I experiment purposefully to develop options.

I can contribute to and use criteria.

I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions.

I can describe my thinking and how it is changing.

I can establish goals individually and with others.

I can connect my learning with my experiences, efforts, and goals.

I give and receive constructive feedback. 

Profile Four

I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.

 

I can use what I know and observe to identify problems and ask questions.

I explore and engage with materials and sources.

I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans.

I consider more than one way to proceed and make choices based on my reasoning and what I am trying to do.

I can assess my own efforts and experiences and identify new goals.

I give, receive, and act on constructive feedback. 

Profile Five

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

 

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered.

I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information.

I consider alternative approaches and make strategic choices.

I take risks and recognize that I may not be immediately successful.

I examine my thinking, seek feedback, reassess my work, and adjust.

I represent my learning and my goals and connect these with my previous experiences.

I accept constructive feedback and use it to move forward.

Profile Six

I can examine evidence from various perspectives to analyze and make well-supported judgments about and interpretations of complex issues.

 

I can determine my own framework and criteria for tasks that involve critical thinking.

I can compile evidence and draw reasoned conclusions.

I consider perspectives that do not fit with my understandings.

I am open-minded and patient, taking the time to explore, discover, and understand.

I make choices that will help me create my intended impact on an audience or situation.

I can place my work and that of others in a broader context.

I can connect the results of my inquiries and analyses with action.

I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria.

I can offer detailed analysis, using specific terminology, of my progress, work, and goals. 

To view the Connections and Illustrations for the Core Competencies please visit the BC's New Curriculum website. 

Core Competencies

Core Competencies: Personal and Social

The Personal and Social competency is the set of abilities that relate to students' identity in the world, both as individuals and as members of their community and society. Personal and social competency encompasses what students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world.

 

The Personal and Social Core Competency has three interrelated sub-competencies:

 

Personal awareness and responsibility involves understanding the connections between personal and social behaviour and well-being; it encourages people to make constructive and ethical decisions and act on them.

 

People who are personally aware and responsible demonstrate self-respect, persevere in difficult situations, and exercise responsibility. They understand that there are consequences for their decisions and actions. A personally aware and responsible individual takes steps to ensure their well-being, sets goals and monitors progress, regulates emotions and manages stress, and recognizes and advocates for their own rights.

 

Positive personal and cultural identity involves the awareness, understanding, and appreciation of the factors that contribute to a healthy sense of oneself; it includes knowledge of one’s family background, heritage(s), language(s), beliefs, and perspectives in a pluralistic society.

 

People who have a positive personal and cultural identity value their personal and cultural narratives and understand how these shape their identity. They exhibit a sense of self-worth, self-awareness, and positive identity to become confident individuals who take satisfaction in who they are and what they can do. They contribute to their own well-being and to the well-being of their family, community, and society.

 

Social awareness and responsibility involves the awareness, understanding, and appreciation of connections among people, including between people and the natural environment. Social Awareness and Responsibility focuses on interacting with others and the natural world in respectful and caring ways.

 

People who are socially aware and responsible contribute to the well-being of their social and physical environments. They support the development of welcoming and inclusive communities, where people feel safe and have a sense of belonging.

 

A socially aware and responsible individual contributes positively to their family, community, and