Information for Families This is a public book with valuable information for families and students. Assessment Completing the Student Self-Assessment The ability to self-reflect is a life skill and student self-assessment is a central element of BC's curriculum. The K-12  self-assessment tool can be accessed in each student's homepage in Encom. To complete the survey, simply follow these steps: 1. Go to the student's Encom home page. 2. Click "See more items for the student 3.  Click the Student Self-Assessment button. 4. Read through this page in Encom: 5. In the Goal section, write a goal based on something to be accomplished during the current school year.  6. From the 4 Core Competency sections (Communication, Thinking, Personal & Social, Spiritual), choose a proficiency level from the four words listed at the end of each each row that identifies level of proficiency in relation to the preceding statement: To help with identifying what each of these levels mean, there is a short description on the top of the Student Self-Assessment:  7. Toward the end of the school year, click on the Student Self-Assessment again and complete a reflection on how well the  goal listed at the start of the year has been met.  Thank you for participating in helping complete the Student Self-Assessment for each of your students.  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 Literacy and Numeracy. These are assessments for students in Grades 4 and 7.  The FSA is not optional unless students meet a very narrow set of requirements for exemption. HCOS will be administering the assessments and families receive a package in order to carry them out at home. Here is some information to help you and your child prepare for the tests. There are two categories of assessment; the assessments in total take about four hours. Here are the categories: Literacy Numeracy The FSA will take your child about 4 hours to complete over a few days during a four week writing period. The assessments include online and written questions and a reflection activity. The written parts of the assessment will be marked by teachers from HCOS and the results sent to your support teacher. The results will be based on the following proficiencies: Extending – Sophisticated understanding of the concepts and competencies in relation to expected learning. Proficient – Complete understanding of the concepts and competencies in relation to expected learning. Developing - Partial understanding of the concepts and competencies in relation to expected learning. Emerging –Initial understanding of the concepts and competencies in relation to expected learning.  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 Literacy and 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? About 2 hours for each of the two sections.   FSA - Confirming Student Mailing Address In order to ensure families receive the Foundation Skill Assessment (FSA) packages mailed out to grade 4 and 7 students, it helps tremendously to have mailing addresses in Encom up to date.  Please make sure to update the STUDENT MAILING ADDRESS (not the parent / guardian one). Thank you. Here is a quick set of directions on where to check this and how to make any changes needed: 1. login to Encom (please ask your support teacher if you are unable to) 2. Select My Contact Information in the top menu bar  3. Scroll down to 'Mailing Address' ( NOT Home address) and make sure it is correct for where your children will be receiving the FSA package. Some families have a different home (physical home) address than mailing (PO box, etc.) address. We need you to make sure the mailing address (where you receive mail, packages, etc.) is correct. If both your addresses are the same, that's ok. But the student mailing address will be the one used for the FSA. Make sure to include unit numbers (if you live in an apartment complex), etc. to guarantee that packages arrive at your house. It is important you state where you are currently living as we send FSA PDF packages via email (guardian email in Encom) to families living outside of British Columbia at the time of writing (see example below). If you are out of province / country, please change your mailing address to just your country (see example below). Please also check that the guardian email address is correct while you are checking this page, as you will be receiving all the FSA info (booklet, instructions, intro letter, title page) via email if you are out of the province. Thank you. 4. Pleas click 'Save Changes' at the bottom of the screen if you updated your Mailing or Email Address.  FSA Tech Support A few tips can help make the FSA process go smoother. Pre-Administration System test: This  Pre-Administration System Test ensures that you have the correct Java Scripting components enabled, that your browser is set to accept Cookies and that Pop-Up Blockers are disabled. A successful result will have a "pass" for every line:  Technical Information Sheet: Text-Reader Software Tip Sheet: Caching Preventing Tip Sheet: 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 during the year; 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 and all course specific subjects (e.g., online, CC+), each course teacher has the option of completing an IGR. IGRs do not replace early interventions, ongoing communication, or formative feedback provided by a teacher. Viewing the IGR The IGR will include the course name, date submitted, teacher’s name, current interim mark, the current course completion percentage (if applicable), and two comment fields where the teacher will identify their cause for concern, and provide information on ways to support learning. There are two ways that the IGR can be viewed.  Through email: Or in Encom with the student’s report card: Parents will receive an email with a PDF of the IGR when a teacher creates it and can view the IGR in Encom via the Interim Grade Report Button from the student’s report card.  Parent Sign-off for Student Learning Plans (SLPs) Directions for SLP Parent Sign off 1. Log into Encom . If you have forgotten your password, please choose the "Lost your password?" option. 2. Read through your child's Student Learning Plan (SLP) to ensure it reflects your child's learning plan for the year. The SLP is a fluid document and should be updated throughout the school year.  3. Once you've reviewed the SLP, please click the SLP Parent/Guardian Sign-Off. 4. You can view the SLP directly, by clicking the green Student Learning Plan button at the top of the page. 5. When you are ready to sign the SLP, please type your name into the Parent/Guardian Full Name, declaring that you collaboratively created the SLP in conjunction with your Support Teacher.  6. Then sign your name by typing your full name into the Legal Signature box.  7. Click Save SLP Sign off.  You will need to repeat this process for each child enrolled in HCOS's K-9 program. 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-9 will receive a report using proficiency scales. Grades 10-12 will receive percentage grades. Students in synchronous course offerings (online or face-to-face) will see a legend for Learning Habits. 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 BC’s 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, identifying 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. Areas of Strengths To celebrate successes, 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. 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. Students will receive a grade for every subject. Online Courses and Community Connections Plus courses will receive subject-specific comments twice a year. Grades 5-12 Students will receive subject-specific comments twice a year. Comments will focus on proficiency level or grade level with reflections on aspects of the student’s learning that can be celebrated and suggestions as to how the student should focus their time moving forward into the next term or year.   If students do not complete their course within a school year, the open course(s) will be brought forward to the next school year’s report card and teachers will continue to report twice yearly, or until a final grade is assigned.   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. Understanding Your Student Learning Plan (SLP) At HCOS, it is our goal to develop learning plans for our students that are specific to each student's needs and abilities. These plans are for all subjects for a full school year and are worked on collaboratively between the Support Teacher and parent. Each Student Learning Plan is adaptable as student needs, interests, lessons, activities, and resources can change as a student works through their courses. With an open and flexible approach to how we build a student's yearly plan, the SLP captures the individual nature of each student and a new SLP is written for each school year.  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 enroll 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. 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. Foundations Skills Assessment - FSA Q+A for parents Q: How can I support my child in the completion of the FSA? A: There are a variety of accommodations that are allowed during the writing of the FSA. If you typically use adaptations in Language Arts or Math on a daily basis (and we have correctly documented them), you are 100% free to use these with your children while they write the FSA tests (e.g. scribing where you write down what they say, giving instructions orally, voice-to-text, reframing questions, discussing assignments before/while working on them, etc.). These accommodations should be mentioned to your support teacher if you haven’t done so already so we can add them into our Educational Supports document for your student. A spell checker program is not provided for the online part of the FSA, however, this accommodation, along with supervised breaks or separate settings, may be used by all students without formal documentation. Also, talk to your support teacher as they can make suggestions and then document the Educational Supports used during the writing of the FSA in a student’s Student Learning Plan. Q: For families with multiple children, should all booklets be sent back in one envelope? A: No. Every single booklet has to go back in a separate envelope. The prepaid envelope stamp is for one booklet in the return envelope only. Otherwise, you might be charged more money by Canada Post. Q: Are writing times firm? A: No, you can take as much time as you need. The time on the instructions are suggestions, but if your child needs more time to complete the assessment (booklet or online), that is fine. Q: Does it matter which component (booklet or online) we complete first? A: No. Feel free to start with the one your child feels most comfortable with (2 components (literacy and numeracy) in the booklet and 2 components (literacy and numeracy) online). Q: Is online exactly the same as the booklets? A: No. They are different.  In the booklet, there are: 2 Literacy components (1 in booklet, 1 online)  2 Numeracy components (1 in booklet, 1 online) In the Literacy section in the booklet, there are 3 questions (remember to chose 1 theme only)  In the Numeracy section in the booklet there are 3 questions  In the Online part, For Literacy there are 30 questions (multiple choice, checkbox, and matching)  For Numeracy there are 30 questions (multiple choice, checkbox, and matching)  Q: Do we do both, booklet and online? A: Yes. A total of 4 components: 2 in the booklets (one for Literacy and one for Numeracy) 2 online (one for Literacy and one for Numeracy) Q: If they run out of space in the booklet, can they finish their work on paper? A: Yes. Please make sure to staple it to the page it belongs in the booklet (so it doesn’t get lost) and also adding your child’s name to the paper will help make sure their work stays associated with their booklet. Q: What if we haven’t received the booklet by mid-October? A: Please contact Christa ( christa.eichenberger@onlineschool.ca ) and she can send you the PDF version with all the  same instructions. Q: Will we get the booklets back? A: No. If you’d like a record of the work, please make a copy before sending it back. You can also share the work with your support teacher. Q: Can my child use the keyboard for the written part? A: Yes. Once you print the page, please make sure to staple it to the page it belongs in the booklet (so it doesn’t get lost) and it helps to have their name on their work too. Q: Where can I see where my child is at with his/her scores compared to his/her peers in BC? A: You can ask your support teacher about the HCOS results as they will receive an overview. Also, BC schools results will be posted on several websites: https://studentsuccess.gov.bc.ca/school-district/099/report/fsa https://catalogue.data.gov.bc.ca/dataset/bc-schools-foundation-skills-assessment-fsa- https://studentsuccess.gov.bc.ca/ http://www.fnesc.ca/how-are-we-doing-report/ As a school, we would caution looking at other school’s for comparison as each individual is a unique learner and the FSA is meant as a snapshot of where a student is at on a single assessment at a single point in a school year. It should be considered in light of them as a complete learning with all their interests and abilities reflected on along with the FSA results. The FSA is a good, general comment on a students general abilities in Numeracy and Literacy and should be treated as such.  Q: My child didn’t have to do the Grade 4 FSA because they were doing an assessment (designation), do they have to do it now? A: If your child has not received an exemption (due to an IEP designation), then yes, they will have to write the FSA. You can also talk this over with your support teacher. Q: Is my child’s info (name, etc.) public record? And will the results be made public? A: No, it would only be at HCOS and shared with the Ministry of Education and Child Care (MECC) as is done with all personal student records in B.C. This information is not shared with anyone else besides a child’s school.  Q: If I am using educational supports with my child to write the FSA, do I let my support teacher know? A: Yes please. It is important that we note these supports in the Educational Supports section of your child’s HCOS Student Learning Plan. Q: What is the point of the FSA? A: It generally helps HCOS see how are students are doing with applying Literacy and Numeracy skills and if there are ways we can help our Support Teachers work with our parents/guardians and students to help support skill development in the areas of Literacy and Numeracy. Specifically, FSA results help you and your support teacher see if there are Educational Supports that can support a student in their individual Student Learning Plan. Also, the FSA helps the MECC understand how students are progressing in their general understanding and application of Literacy and Numeracy skills. Q: If my child is more at an ‘Emerging’ level on the proficiency scale used to assess their FSA work, do we have to change up the resources we use? A: It would be best to talk this over with your support teacher. It might not be best to change everything because of a snapshot taken during the FSA. The FSA is a learning experience, not a failure if a low mark is received. Your support teacher could also help you put Educational Supports in place, rather than switching everything up. Q: Can parents proofread the student’s writing? If a student cant spell a word are we allowed to help with that ? A: No. This should be a snapshot of the student's learning and show what level they are at. Mistakes or misspelt words are not bad. If you are teaching the "process" of how to proofread, that is ok, but we do not recommend to proofread your student's work, as this would not give a proper assessment of the student's level. Keep in mind, the FSA are not a reflection on your parenting or your home schooling process or teaching. This is just a snapshot of the students level. Q: Any advice to English second language students? A: Take your time while doing the FSA. If you need to explain something to your child, due to them not knowing or understanding a word or instruction, you can. You could also write "ESL" on the booklet, to identify it to our markers, but you don't have to. Q: If my child has an IEP and the school knows, do I need to say that again somewhere? A: No. There is no need for that. If the school already knows, there is no need for further documentation. Learning Habits Students in synchronous, face-to-face and blended courses will receive assessment on Learning Habits at the end of each reporting period. The legend appears at the top of the report card page: Students will receive assessment in Learning Habits in one of the following categories: G - Good S - Satisfactory N - Needs Improvement The Learning Habits assessment will be displayed beside the proficiency level or percentage for each synchronous, face-to-face and blended course. A learning habit of G - Good or S - Satisfactory will not have an additional comment. A learning habit of N - Needs Improvement will have an additional comment. The comment will appear beside the term comment and will describe ways to improve learning habits in one or more of the following areas: Class attendance Behaviour during class and what actions specifically need improvement Attitude during class Class progress Learning Habits comments do not replace early interventions, ongoing communication, or formative feedback provided by a teacher. Brightspace Student and Parent Brightspace resources Brightspace Troubleshooting Logging into Brightspace It is best to do this while logged into a Flex Academy or HCOS Google account, either in a browser (laptop, MacBook) or from a dedicated school user profile (Chromebook) Students will receive an email from Encom requesting a password reset.  If a student hasn’t received a reset email, contact a school administrator.  In the reset email, students click the password reset link, and it will bring them to a place where they can choose a new Encom password. Then, take note of the user name (usually it’s in the format of FirstnameLastname) There will be a link after the password reset that they can click to get to Brightspace where they can log in with their Encom username and newly created password The Brightspace login website is https://hcos.onlinelearningbc.com/d2l/login   Students should bookmark the BS login page and save their login information so that they don’t need to remember it all. If a student gets an error on logging into Brightspace (e.g., invalid username or password error), they can shut their browser, re-open it and try logging in again carefully with their login info. Even one mistyped letter will result in a failed login. Brightspace Errors If a student discovers that they are missing a Flex Blended course or an HCOS online course, please let your teacher know as soon as possible so that we can you into the course or fix any issues. If a student discovers that something is broken in one of their Brightspace courses, email your teacher with the link to the page that is broken. If you are in class, clearly explain what is happening or show your teacher. It sometimes takes a little while to fix problems like that, so see if you can move on and circle back. Teachers might need to remove conditions they’ve set up that don’t allow students to skip the (broken) lesson. Make sure to ask your teacher about this for any broken lessons. One of the more common errors is not using a supported browser. Please only use Firefox or Chrome to access Brightspace. Other Browsers are not guaranteed to work. Troubleshooting Lesson Errors in Brightspace (StudyForge Content) Only use Brightspace with the most current version of Google Chrome or Firefox Do a HARD refresh on the page (Hold down Ctrl and click the Reload button) Log out, close your browser and log in again Clear your browser’s cache How to Clear your Browser’s Cache  Chrome instructions Firefox Instructions A great way to see if it is a caching issue is to open an “incognito window” or “private browsing window” which will always start from scratch with cache and browser sessions, and try logging in from there. If the problem persists, move on to the next step. If none of that works, email your instructor a picture or screenshot that shows the lesson or question ID If there is an error message, show that as well The link to the page When reporting a Brightspace error, please share the student’s first and last name, and any other information that can’t be found in the picture. Sending Files to your Teachers Some Brightspace assignments ask you to submit PDFs. There are a few ways you can do this. If you are working in Google Docs, here are instructions for saving your doc as a PDF (this also works for sheets and presentations). If you are sending in work that you have completed on paper, you can use a scanning app such as Adobe Scan app for iPhone & Android. If you use an Android phone or tablet, the Google Drive app will let you scan documents to PDF and upload them to your Google Drive. Here are the instructions. If you are using an iPhone or iPad, you can scan to PDF using the notes app . If you are using a Chromebook, you can use Google Drive and the Chromebook's camera app to scan documents. If students still run into trouble after working through the steps on this page, please submit a detailed ticket to tickets@onlineschool.ca Accessing Your Gradebook To access your gradebook for a specific course in Brightspace: Begin by logging into Brightspace with your username and password.  Navigate to the course through the 'My Courses' widget on the homepage and click on the course. At the top of the course homepage, in the tan navigation bar, click grades. You will be taken to your grade report for the course. Here you can see your overall grade, comments and individual assessment item results. You can also print this page for reference using the blue 'Print' button in the top right hand corner. Creating and Updating Your Brightspace Pacing & Progress Tool Follow these five steps to create a Pacing & Progress Tool Schedule for each of your courses. Step 1: Begin by logging into Brightspace. Step 2: Select the course that you wish to build a schedule for. If your teacher has not yet built a pacing guide for your course, you will be unable to create your schedule. Please contact your teacher for more information. Step 3: Click Pacing & Progress Tool in the Navigation Bar. It will appear differently, depending on if you are in a Middle School course or a Grad course: Middle School Grad Step 4: You will be taken to the Pacing & Progress Tool landing page. To begin, you need to select your start date and completion date. Here are some suggested dates; however, you can choose any start and end date: Pacing Start End First Semester September 3, 2025 January 16, 2026 Second Semester January 26, 2026 June 12, 2026 Linear September 3, 2025 June 12, 2026 Online Synchronous September 22, 2025 June 12, 2026 You may create your schedule with any start and finish date, as long as the duration does not exceed 365 days. Step 5: Once you’ve chosen your dates, click the blue Continue button . Your Course End Date can be edited after this initial selection; however, the Course Start Date cannot be changed. Please ensure that you choose a date that best reflects your starting goals. You will be asked to confirm you are ready to proceed. If your dates are correct, click Create Schedule. You will be taken to a page that outlines your course schedule! Updating Your Schedule There is flexibility built into the scheduler tool, as it is designed to assist you in your planning and support you in your course progress. There may be times throughout the year where you need to adjust a date on a specific assignment, or your final course end date. Course End Date To adjust your final course end date, click the pencil icon to the right of the Course End Date at the top of your schedule. Here you will be able to select a different course end date. Please remember that you will not be able to select a date that is more than 365 days from your start date. Once you have chosen your new date, click Save at the bottom of the window. The tool will now repopulate your Suggested Due Dates for assignments based on your new Course End Date.  Specific Assignment Dates You can adjust your assignment due dates to fit your schedule in two different ways: Option 1: Individually Click the pencil icon next to the Suggested Due Date of the assignment you wish to move. You will then be prompted to select a new date for when you plan to complete the assignment. Click Save at the bottom of the window. Your scheduler will adjust to the new dates, including your progress wheel. Due dates created by teachers in specific courses (e.g., CC+ courses, synchronous classes) should not be changed in the scheduler. In the case where a scheduler's due date and assignment due date disagree, the due date set by the instructor takes priority. Option 2: Bulk Edit Are you going away for Christmas holidays or maybe Spring Break? Consider bulk editing your due dates during that time frame. First, select the items you wish to change by clicking the checkbox to the left of the items. Next, click the Bulk Edit Dates located at the top left of the scheduler items. You will be taken to a window where you can edit all of the Suggested Due Dates for those items. Change the dates accordingly and click the blue Save button at the bottom of the window. If you have chosen a date outside your Course End Date, it will populate as an error and flagged for change. Once all new dates are saved, click Close to then be redirected to your schedule. Integrity Advocate - Student Experience Some courses will require students to be proctored for exams using Integrity Advocate. There are two modes that students will experience, Demo Mode and Proctored Mode.  Demo Mode Teachers may set up quizzes or tests using the demo mode of Integrity Advocate. This gives students the chance to experience and walk through the different steps of launching an exam within Integrity Advocate ahead of a high-stakes test. The process is the same as outlined below with the exception that the first screen shows demo mode.  Proctored Mode When your teacher has requested that a specific test be proctored, you will click on the link within your course and Integrity Advocate will appear: Please note, tests proctored by IA must be taken in either a Chrome or Edge browser. Other browsers will not work.  Click the green arrow, and accept the privacy policy.  You will then be requested to take a picture of yourself.  You will then be requested to take a picture of your Photo ID. Acceptable IDs are: Drivers License Government Issued ID School Issued ID card You are given the option to 'Mask Information on your ID Card'. Feel free to block out personal information such as address, and date of birth. Please do not block our your picture. Once the picture has been submitted, the rules for your exam are then displayed.  You are then able to take your exam. You will notice on your window a recording of yourself as you proceed through the test.  There are two ways to end the Integrity Advocate Session: 1) If you are taking a quiz that is in Brightspace, clicking the Submit Quiz will end the Integrity Advocate session. 2) If you are taking a quiz that is in StudyForge or on another content item in the course, the session will end when you navigate away from the window for longer than 10 minutes. If you close the browser (window or tab) when you have finished your assessment that is the simplest way to ensure the session is closed.  A few things to note: If you leave the view of your camera, you may hear a voice through your speakers directing you to come back into the frame. This can be startling if you are not aware it may happen.  Integrity Advocate is monitoring you through your webcam and microphone to ensure you are following the rules of the test.  Artificial Intelligence will flag any rule violations during your test.  If flags are made, a human review from Integrity Advocate reviews those flags to determine if they are appropriate. For example, if you sneezed and it temporarily took you out of the view of the webcam, this would be deemed appropriate and the flag would be removed.  Following the scans, your teacher receives a report about 5 minutes following the completion of your exam, that states either the session was clear or that there are flags that need to be addressed. If there are concerns that need to be addressed, your teacher will contact you to set up a meeting.  Additionally, Mr. Johnston has create a video that walks you through the process: Logging Into Brightspace and Accessing Course Pages To access your Brightspace account and your course shells, go to the Brightspace Login page at this link:  https://hcos.onlinelearningbc.com/d2l/login. You should see the following page:  Click on the green Login with Encom button, and when prompted, enter your Encom username and password to bring up your homepage. HCOS Students - Your parents will need to setup your Brightspace account using the instructions found at Setting up a Student Brightspace Account| SOPHIE BCOS Students - Your Encom login information is included in your acceptance letter. If you are unsure of your login information please email Tech Support and request a reset using the email you signed up with. The first time you log in to Brightspace, you will be prompted to complete the Brightspace Orientation module. This informational module provides you with the information, tips and knowledge you will need in order to navigate online courses in Brightspace. The orientation module can be accessed at any time by finding the orientation widget below the Student Success Centre widget if you need a refresher on any of the topics. For tackling any additional issues visit Brightspace Troubleshooting | SOPHIE . Message, Subscription and Update Alerts At the top of your Brightspace login you will see five different icons located next to your profile image and name.  There are two icons in addition to the alerts:  The ‘waffle’ is a shortcut to search your courses. It allows you to navigate to your courses from any page you might be on within Brightspace.  The ‘cog’ is a shortcut to any settings that you might be able to change. As a student, you don’t have access to more than your Media Library. This is where all media (videos, recordings etc.) you have created within Brightspace is stored.  The three icons that are related to alerts are listed below. Anytime that an alert is present it will be represented by an orange dot. Messages This will track any email alerts that have been sent to you through Brightspace. Subscription Alerts These would be alerts for anything you might have subscribed to in your courses; announcement feeds, discussion posts etc.  Update These are alerts based on settings you’ve created for what you’d like to be notified about. This can include new content, announcements etc.  To change your notification settings: Log in At the top right, click on your user name or profile picture. Select ‘Notifications’ from the pop up window. Once into the notifications tab, there are instructions on how to download the Pulse App which connects to your Brightspace account. Additionally, you can update contact methods, both email and mobile.  There are a few settings that you have the ability to choose from. 4. Under ‘Summary of Activity’ you have the ability to receive a summary of activity for each of your different courses. The options are never, daily or weekly. 5. There are different ‘Instant Notifications’ that you have the ability to select from. As a student, you might want to select notifications to do with the following either as a SMS (text message) or email: Activity Feed - new comments from others on a post Activity Feed - new posts created by others Announcements - announcement updated Announcements - new announcement available Assignments - assigned feedback released This will notify you when your teacher has given you feedback on any of your submitted work. Discussions - mentioned in a discussion post or thread Discussions - new port in a forum, topic, or thread that i subscribed to in instant notifications Grades - grade item released Grades - grade item updated We suggest leaving off the different Content items unless you want to know every time a typo or small addition is made to your courses :) 6. Under customize notifications, you have the ability to choose whether or not you’d like the grade value of your assignments sent when receiving feedback. The second option may be chosen if you’ve enrolled in courses that haven’t yet started, such as synchronous course options.  7. Lastly, the ‘Exclude some Courses’ section. If there are courses that you are enrolled in but don’t want to receive notifications for, this is where you would list those under the ‘Manage my course exclusions.’ 8. Remember to click ‘Save’ before leaving this page. Navigating the Course Homepage Once logged into Brightspace, to access your course(s) click on one of the tiles located in the My Courses Widget. If you cannot see all your courses, make sure you have selected All.  Once you have entered the course of your choice you will see a navigation bar and options to select on the course homepage.   At the top you will see the navigation bar. In grades 10 through 12, it will appear like: And in grades 5 through 9, it will appear like this: While it may look different, the buttons and links represent the same information. Course Home Clicking the course home link in the navigation bar will redirect you back to the course homepage, from any other page within the course.  Content The content link will take you to a list of all the content within the course. You can navigate to any specific aspect from this list or launch the different units. Class Progress This link will give you an overview of your progress in the current course you are viewing.  Grades An overview of your grades for the courses. You can print this page for future reference as well.  Discussions This is a shortcut to all of the forums in the course. If you are following threads and having an in depth discussion with another student this is a great way to navigate directly to those instead of through the content.  Here you can also adjust your subscriptions and notifications to forums.  On the course homepage you have: Announcement Feed Teachers will use this widget to make class wide announcements, post important information and maybe some fun things, like jokes or current events.  Your Teacher and TAs Here you will find the contact information for your teacher. They will have their email address, zoom contact, office hours and any other important information you need in order to be able to connect with them. Calendar This will be an important tool in synchronous courses. Teachers may add due dates and class times so you can follow along with the group. Course Content Here is where you will access the different components of your course. Clicking the tiles will take you to the units or lessons to begin or continue working.  Course Content Navigation Once you have clicked on a tile in Brightspace you will be taken to a view that displays only the content of your course. To navigate through, you may have to click a ‘hamburger menu’ in the top right corner to see the different components of the unit. Alternatively, you can use the arrows on the right hand side to navigate forwards and backwards. The ‘< Back” button will return you to the course homepage. Once you adjust the menu, you will see additional navigation options:   Navigating the Landing Page in Brightspace Brightspace is the Learning Management System (LMS) used by HCOS to offer a wide variety of courses including online (asynchronous and synchronous), hybrid, Community Connections + and even some individualized offerings.  While course experiences may be different depending on what offerings you are enrolled in, the general user experience is the same. To login, navigate to hcos.onlinelearningbc.com or click here . Click the Teacher & Student login button and enter your username and password. If you do not know your password, please click the forgot password link, and if you are unsure of your username please reach out to your Support Teacher or Grad Advisor.  If it is your first time logging in, you will be prompted to walk through the Online Orientation. A pop-up window will appear and you will be instructed to read through the material provided. Once you have logged in and completed the Online Orientation, you will be taken to the landing page. On the landing page you will see a few different categories of information: HCOS & BCOS Announcements This is where schoolwide announcements will be placed for students. Students can expand to see all previous announcements made. My Courses There is where students will find shortcuts to each of their enrolled classes. They can sort by all, or by grade level if they are enrolled in offerings associated at different grades.  Student Success Centre This widget gives students direct access to the Student Success Educational Assistants. Need some help in one of your courses? Feel free to book an appointment directly, using the links provided. My Courses in Other Orgs Are you cross enrolled with another school for an online offering? If so, you will have direct access through this widget to navigate to those courses.  Log Out Reminder It is best practice to log out of your session every time you are finished working. Brightspace will automatically log you out after three hours if there is no activity registered.  In addition to the modules you see upon logging in, there are additional resources available to you through the navigation bar. Progress Clicking this link will give you access to an overview of progress on all your enrolled courses. You can navigate to each course individually using the list on the left hand side.   Once in your course, if you've setup the Pacing & Progress Tool you can check there for progress as well. Learning Commons A direct link to our Learning Commons website. Learning Groups Ready to make a face-to-face connection. This link will direct you to our Learning Groups website where you can register for local events in your community.  Course Libraries Curious what HCOS has to offer. Click the course libraries tab to see what course offerings are available at different grade levels and in all subject areas.  The additional icons by your username are for Messages and Profile. To find more information about those please visit these pages: Message, Subscriptions and Update Alerts Setting Up Your Brightspace Profile Parent and Guardian Access to Brightspace We believe that at home learning requires engaged parents and guardians. Brightspace provides a Parent Portal to access announcements, grades, feedback and upcoming assignments for each of course their students are enrolled in.  See more about what is available to parents with Brightspace: To log into your parent account, please visit https://hcos.onlinelearningbc.com and use your Encom username and password. Parent Town Hall Q&A Student Brightspace Access If you log into Brightspace and cannot see your courses, please ensure you are logged in with the student Encom credentials,  not  the guardian Encom credentials. The username should be the student's FirstnameLastname. Brightspace is a required part of any online or hybrid course. In addition, some individualized teachers use Brightspace as a way to track submissions and documents. The instructions below will walk you through setting up your student's Brightspace account for the first time and how to login to Brightspace. You can also watch this short tutorial video: Setting Up A Student Account If this is the first time your student has taken a Brightspace course please follow the steps below to create a password for them. Login to your Parent account in Encom  and click on the Student's Account button. If you do not see Student's Account you can access your student's profile by clicking  Student Lists (1) in the upper menu and select Upcoming Students (2) on the left On the Student Account page you will find your student's Username and a text field to set the Brightspace login password for the account. Remember to click Save Changes at the bottom of the page if you make any changes. Updates can take up to  10 minutes . Please wait this period before contacting Tech Support for any assistance. You can also specify the email address that grading notification and emails from the teacher should be sent to. You can also check which courses you are enrolled in within Brightspace by clicking the blue LMS Diagnostics button. This page only shows the courses your student is enrolled/completed through Brightspace. All courses can be seen on the student's course list page. Accessing Brightspace Navigate to HCOS' Homepage . In the top right you will see an @HCOS section. Click there.  Scroll down to the Quick Access section. Click on Login under Brightspace. Once here, we suggest bookmarking the login page for future access. If it's your first time logging into Brightspace you will be required to complete the online orientation. This is a short module of information for all users about the software and procedures required to complete an online course. Once the orientation is completed, your courses will show on the Brightspace homepage. Setting Up your Brightspace Profile To set up your profile within Brightspace: Log In Once logged in, at the top right, click on your initials Click ‘Profile’ Here you can update: Profile picture Images must be less than 1MB in size Remember that this image will be seen by your teachers and other students, please choose a respectful one that represents you. Your teachers appreciate seeing your face. If you are uncomfortable providing a picture, that is ok. Any pictures with inappropriate images or content will be removed.  Contact Information This will make your email address public to other users within Brightspace. Teachers have access to your email address if you choose to not put it in this box.  Personal Information If you’d like for others to get to know you a bit, feel free to include some personal tidbits - favorite movies, favorite quotes etc. This is not required.  Once you have finished editing your profile. Remember to click ‘Save and Close’ Setting up a Student Brightspace Account If you log into Brightspace and cannot see your courses, please ensure you are logged in with the student Encom credentials,  not  the guardian Encom credentials. The username should be the student's FirstnameLastname. Brightspace is a required part of any online or hybrid course. In addition, some individualized teachers use Brightspace as a way to track submissions and documents. The instructions below will walk you through setting up your student's Brightspace account for the first time and how to login to Brightspace. You can also watch this short tutorial video: Setting Up A Student Account If this is the first time your student has taken a Brightspace course please follow the steps below to create a password for them. Login to your Parent account in Encom  and click on the Student's Account button. If you do not see Student's Account you can access your student's profile by clicking  Student Lists (1) in the upper menu and select Upcoming Students (2) on the left On the Student Account page you will find your student's Username and a text field to set the Brightspace login password for the account. Remember to click Save Changes at the bottom of the page if you make any changes. Updates can take up to  10 minutes . Please wait this period before contacting Tech Support for any assistance. You can also specify the email address that grading notification and emails from the teacher should be sent to. You can also check which courses you are enrolled in within Brightspace by clicking the blue LMS Diagnostics button. This page only shows the courses your student is enrolled/completed through Brightspace. All courses can be seen on the student's course list page. Accessing Brightspace Navigate to HCOS' Homepage . In the top right you will see an @HCOS section. Click there.  Scroll down to the Quick Access section. Click on Login under Brightspace. Once here, we suggest bookmarking the login page for future access. If it's your first time logging into Brightspace you will be required to complete the online orientation. This is a short module of information for all users about the software and procedures required to complete an online course. Once the orientation is completed, your courses will show on the Brightspace homepage. Viewing Student Feedback in Brightspace and StudyForge There are different avenues for students to view their feedback on work submitted to their courses within Brightspace. Below we discuss the different ways to access feedback on different assignment types within Brightspace and StudyForge. Before we get to those particulars, students receive email notifications when their submissions have been assessed by their teacher:  For Brightspace related assessments, student receive the following email notification: For StudyForge related assessments, students receive the following email notification: The email notifications are the simplest way for students to directly access their feedback whether in Brightspace or in StudyForge. Additionally, students can access feedback through different methods in both platforms. Brightspace Assignment Submissions If work is submitted through a Brightspace hand-in box, denoted by the icon of of a piece of paper in a tray: Students can access their feedback in three different ways. Through the direct hand in box: By clicking on the hand-in box, students will be taken to a page that shows their submission, as well as the teacher feedback and the proficiency mark or grade given.  Through the grades summary:  Start by clicking Grades in the navigation bar of the course: Students will be taken to a page that outlines all the activities of the course as well as the feedback teachers have given on those activities: To see teacher feedback on rubrics, navigate to assignments via the Assignments tab on the course navigation bar.  Click the specific assignment for which you wish to see feedback on.  Here you will see all feedback on the assignment hand in, including rubrics that are built into Brightspace. Brightspace Quizzes Brightspace Quizzes are denoted by the blue box with a question mark icon: Like assignments, there are two different ways to see the feedback provided to students on Brightspace quizzes.  Students will only see feedback on auto-graded quizzes if teachers have set up the quiz to provide automated feedback. Through the quizzes summary: Click the Quizzes tab in the course navigation bar.  You will be taken to a page that summarizes all the quizzes in the course. Click the Feedback: (Un)Read associated with the quiz you wish to review.  Through the grades summary:  Click the Grades tab in the course navigation bar.  You will be taken to your grades overview which includes all the assessment activities within the course. Feedback for quizzes is shown within this list. Brightspace Discussions Also known as Forums, Brightspace denotes a discussion as a chat bubble icon: There are two ways students can view the feedback on their discussion posts: Note that depending on the purpose of the discussion, teachers may only provide a grade based on the rubric and leave the discussion aspect for the students. You may or may not see anecdotal feedback here. Please feel free to follow up with your teacher if you have questions.  Through the discussion post itself: Navigate to the discussion in the course. Scroll below the discussion instructions to the section of feedback. Through the grades summary: Navigate to the summary by clicking Grades in the course navigation bar: Scroll to the discussion line within your grade summary for feedback: StudyForge Assessments (Quizzes or Assignments) StudyForge assessment items are denoted by the puzzle block icon in course content (along with StudyForge lessons): There are multiple ways to view the feedback to StudyForge assessment items: Through the item itself. Navigate to the assessment item by locating it within the course content. Click the link to be directed to StudyForge.  You will immediately see your teacher’s overall feedback: In the above image, click the Review link beside the attempt that you wish to review further. You will be taken to a more detailed breakdown of feedback. Some assessments give teachers the opportunity to respond in different ways to student work. Please note, teachers will always use the overall feedback box and may choose to not add additional feedback details within the assessments. If you have any questions about the feedback given, please feel free to connect with your course teacher. 2. Through the grades summary: Click the Grades link in the course navigation bar: Feedback that is on the overall feedback page in StudyForge is connected with the Brightspace gradebook. This feedback is viewable on the Grades page: Parent Guide: Supporting your child in Online Classes As parents, you are the bridge between home and school. Your role is vital in helping your child navigate the digital landscape of HCOS and ensure they stay on track. This guide is designed to equip you with the "how-to" for Brightspace so you can confidently check-in on your child's progress in Brightspace. Getting Started Firstly, when wanting to check your child's progress ensure you are logged into the correct account. Student progress must be viewed through Student credentials. Instructions on how to access Brightspace can be found here: Student Brightspace Access Password Setup: If a parent doesn't have the password, they can set/reset it via their Parent Encom Account -> Student’s Account button. Note: Updates in Encom can take up to 10 minutes to sync with Brightspace. Navigating the Landing Page Once logged in, here are the key widgets on their homepage: My Courses: Shortcuts to every active class. HCOS Announcements: Crucial school-wide updates. Student Success Centre: Where they can book an EA for extra help. Progress (Top Nav Bar): The "birds-eye view" of all enrolled courses. Tracking Progress: What to Look For 1. The Pacing & Progress Tool This is the best way to see if your child is "on schedule." Where to find it: Inside a specific course, click Pacing & Progress Tool in the navigation bar. What to check:  Look at the Progress Wheel. Is it green (ahead/on time) or red (behind)? Suggested Due Dates: Compare these to the current date. Tip: If the student is falling behind, help the parent use the "Bulk Edit" or "Course End Date" (pencil icon) to recalibrate the schedule to something more manageable. 2. Accessing the Gradebook For a detailed look at achievement and teacher feedback: Enter the specific course from the My Courses widget. Click Grades in the tan navigation bar at the top. Review: Look for the Overall Grade and individual Comments. Encouragement: Point out specific positive feedback from the teacher to build the student's confidence! Quick Troubleshooting for Families "I can't see my courses!" Check that they aren't logged into the Guardian Encom account. You must use the Student credentials. "My child hasn’t set up their Pacing and Progress Tool, how do I do this?" They can follow instructions found here: Pacing & Progress Tool Calendars & Schedules School Calendar for Families 2025/2026 This calendar provides families key dates for various deadlines, breaks and important information during this school year.  We are testing a calendar subscription option for the School Calendar for Families. To learn more and subscribe, please visit the Family Calendar Subscription  SOPHIE page. August 2025 August 15 (4:00pm) - September 2 (8:00am) Brightspace shutdown September 2025 September 1 Labour Day September 2 - 19 Week of Welcome (WoW) events (province wide)  September 19 Tuition pre-authorized payment due (on or prior to this date) September 29 Bursary application due (on or prior to this date) September 29 Tuition due September 30 National Day for Truth and Reconciliation October 2025 October 1 HCOS Finance Office begins accepting invoices for Lessons and Activities October 1 - 31 Foundation Skills Assessments (FSAs) - Grades 4 & 7 October 13 Thanksgiving Day October 29 Student Learning Plan - Parent Sign Off November 2025 November 3-7 Numeracy and Literacy Assessments - Grades 10-12 November 11 Remembrance Day December 2025 December 2 Giving Tuesday December 19 (4:00pm) - December 29 (8:00am) Brightspace shutdown December 24 - January 2 Christmas Break (HCOS offices closed) December 22 - January 2 Suggested Christmas Break for Home Learners January 2026 January 12-30 Numeracy and Literacy Assessments - Grades 10-12 January 12 - January 30 Re-enrollment window (guaranteed) January 12 New applications open January 14 - February 11 Read for Change January 30 (4:00pm) Report cards published February 2026 February 2 New student applications begin processing February 16 Family Day  March 2026 March 2-6 Grad Program Orientation Week March 10 - 13 & 14 Heritage Theatre Show Week (Kelowna) March 13 (4:00pm) - March 20 (4:00pm) Brightspace shutdown March 16 - March 27 Spring Break April 2026 April 1 Learning Groups PO use deadline April 3 Good Friday April 6 Easter Monday April 15 Current school year PO numbers expire (last day for curriculum and lesson purchases) April 20-24 Numeracy and Literacy Assessments - Grades 10 - 12 April 20 (9:00am - 3:00pm) Abbotsford Track & Field Day April 24 (9:00am - 3:00pm) Langley Track & Field Day April 24 (9:00am - 3:00pm) Vernon Track & Field Day April 27 Next school year PO numbers issued in Encom April 27 HCOS Connect - Interior (Kelowna) April 28 HCOS Connect - North (Prince George) April 29 HCOS Connect - Lower Mainland (Abbotsford) April 30 HCOS Connect - Island (Nanaimo) May 2026 TBD Grade 10 to 12 courses without an active date, and any funding associated with those courses, are withdrawn automatically May 8 (9:00am - 3:00pm) Victoria Track & Field Day May 11 (9:00am - 3:00pm) Trail Track & Field Day May 15 Student Service Award Nominations Due May 18  Victoria Day May 28 (9:00am - 3:00pm) Courtenay Track & Field Day June 2026 June 15-19 Numeracy and Literacy Assessments - Grades 10-12 June 5 Graduation Ceremony and Banquet (Langley) June 5 (9:00am - 3:00pm) Cranbrook Track & Field Day June 8 (9:00am - 3:00pm) Fort St. John Track & Field Day June 10 (9:00am - 3:00pm) Kamloops Track & Field Day June 12 Graduation Ceremony and Banquet (Kelowna) June 12 (9:00am) Final submission deadline for all Middle School online courses as well as Grade 10 to 12 synchronous online courses June 26 (4:00pm) Report cards published August 2026 August 21 (4:00pm) - September 8 (8:00am) Brightspace shutdown Family Calendar Subscription The default view is by  Month . Click the button on the top right corner of the calendar to toggle between Schedule and  Week views. Tutorial for Adding a Calendar to Outlook URL for Calendar Subscription The calendar subscription only shows events from the last 30 days to one year into the future . To see events outside this range, please view the embedded calendar on this SOPHIE page (above). Events will automatically appear and update as the calendar progresses. https://calendar.google.com/calendar/ical/c_3e787aec928fc68e378ac682552f3f61eea5cd5cb78daa5ebc1609084d3a8d1c%40group.calendar.google.com/private-7d880775d7cfd98d0c7193e7d01a5f5d/basic.ics We would love to hear your feedback to understand what’s working well and what could be improved. Please complete  this quick form to share your thoughts. Synchronous Cohorts - 2025/2026 Individual class schedules will be posted as they are created. Please check your Brightspace course shell for more information.  Synchronous classes begin the week of Sept 22-26 and end the week of June 8-12. There are no classes scheduled during the following weeks:  Nov 3-7: HCOS staff meetings Dec 24-Jan 2: Christmas break Jan 19-23: Report card writing for teachers Mar 16-27: Spring break April 27-May 1: HCOS Connect Please note that the final submission deadline for June report cards is Friday, June 12th, 2026 at 9:00am.  Please see the Grade 5-9 Synchronous Courses and Synchronous Courses 10-12 pages for more information on synchronous course expectations and completion dates.  Some courses have two cohort options on the schedule based on last year's enrollment numbers (e.g., English 9A and English 9B). Please enroll in the course in Encom, then your synchronous teacher will reach out at the beginning of September to determine which section you would like to attend. Cohorts may be combined closer to the start of September if student enrollment is lower than expected.  Grade 5 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am   Spanish 5A Spanish 5B French 5B 9:45-10:15am   Science 5 Math 5 10:30-11:00am     Spanish 5C   11:15-11:45am   English 5 French 5A Lunch 1:00-1:30pm 1:45-2:15pm 2:30-3:00pm Grade 6 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am         9:45-10:15am   French 6A   French 6B 10:30-11:00am   Science 6 Math 6   11:15-11:45am   Spanish 6A Spanish 6B English 6 Lunch 1:00-1:30pm Socials 6 1:45-2:15pm 2:30-3:00pm Due to popular interest, TechLAB courses are divide into two cohorts. Mr. Lamden will host two synchronous meetings per week for each grade of TechLAB. Students will be assigned to a cohort with one required 40 minute meeting time, and will be encouraged to join the other weekly meeting for the final 20 minutes. Students can request to be in either Cohort A or Cohort B to fit around other commitments like CC+. Example: You are in Grade 7 TechLAB and are assigned to Cohort A, which meets on Monday mornings at 10:30 am. Every week, you will attend that class for 40 minutes. For the first 20 minutes of class, Mr. Lamden will open with prayer, talk about the week’s assignments, and you might have a small group discussion. At 10:50 am, students from the other TechLAB 7 cohort will join for games, activities, discussions, and to ask questions. Cohort B meets on Tuesdays at 10:30am. You are welcome to join that cohort at 10:50 for 20 minutes of games, activities, discussions, and to ask questions, which is different from what you experienced in Cohort A. You are not required to attend this second weekly meeting; however, you probably won’t want to miss it! Grade 7 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am Socials 7       9:45-10:15am   Spanish 7A Spanish 7B   10:30-11:00am TechLAB 7A 10:30-11:10am TechLAB 7B 10:30-11:10am French 7A French 7B 11:15-11:45am Science 7   English 7A English 7B Lunch 1:00-1:30pm Math 7 1:45-2:15pm 2:30-3:00pm Due to popular interest, TechLAB courses are divide into two cohorts. Mr. Lamden will host two synchronous meetings per week for each grade of TechLAB. Students will be assigned to a cohort with one required 40 minute meeting time, and will be encouraged to join the other weekly meeting for the final 20 minutes. Students can request to be in either Cohort A or Cohort B to fit around other commitments like CC+. Example: You are in Grade 8 TechLAB and are assigned to Cohort A, which meets on Tuesday mornings at 11:20 am. Every week, you will attend that class for 40 minutes. For the first 20 minutes of class, Mr. Lamden will open with prayer, talk about the week’s assignments, and you might have a small group discussion. At 11:40 am, students from the other TechLAB 8 cohort will join for games, activities, discussions, and to ask questions. Cohort B meets on Wednesdays at 10:30am. You are welcome to join that cohort at 10:50 for 20 minutes of games, activities, discussions, and to ask questions, which is different from what you experienced in Cohort A. You are not required to attend this second weekly meeting; however, you probably won’t want to miss it! Grade 8 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am   French 8A   Science 8B   9:45-10:15am Socials 8   French 8B   10:30-11:00am   Spanish 8A TechLAB 8B 10:30-11:10am   11:15-11:45am   TechLAB 8A 11:20-12:00pm Math 8B   Lunch 1:00-1:30pm Science 8A English 8A English 8B 1:45-2:15pm Math 8A Spanish 8B 2:30-3:00pm Due to popular interest, TechLAB courses are divide into two cohorts. Mr. Lamden will host two synchronous meetings per week for each grade of TechLAB. Students will be assigned to a cohort with one required 40 minute meeting time, and will be encouraged to join the other weekly meeting for the final 20 minutes. Students can request to be in either Cohort A or Cohort B to fit around other commitments like CC+. Example: You are in Grade 9 TechLAB and are assigned to Cohort A, which meets on Monday mornings at 11:20 am. Every week, you will attend that class for 40 minutes. For the first 20 minutes of class, Mr. Lamden will open with prayer, talk about the week’s assignments, and you might have a small group discussion. At 11:40 am, students from the other TechLAB 9 cohort will join for games, activities, discussions, and to ask questions. Cohort B meets on Wednesdays at 11:20am. You are welcome to join that cohort at 11:40 for 20 minutes of games, activities, discussions, and to ask questions, which is different from what you experienced in Cohort A. You are not required to attend this second weekly meeting; however, you probably won’t want to miss it! Grade 9 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am       9:45-10:15am   Math 9A Math 9B   10:30-11:00am Socials 9 French 9A Spanish 9   11:15-11:45am TechLAB 9A 11:20-12:00pm Science 9A   Science 9B   TechLAB 9B   11:20-12:00pm   Lunch 1:00-1:30pm English 9A French 9B English 9B 1:45-2:15pm     2:30-3:00pm Grade 10 Some courses have two cohort options on the schedule based on last year's enrollment numbers (e.g., Science 10A and Science 10B). Please enroll in the course in Encom, then your synchronous teacher will reach out at the beginning of September to determine which section you would like to attend. Cohorts may be combined closer to the start of September if student enrollment is lower than expected.  Monday Tuesday Wednesday Thursday Friday 8:00-9:00am Student Council 10 9:00-10:00am     Science 10A Foundations & PreCalculus Math 10 B ELA 10: Literary Studies and Composition 10:00-11:00am       Workplace Mathematics 10   Social Studies 10 11:00-12:00pm Hum10 Async Bimonthly ends at 12:15pm Core French 10 Career Life Education   Science 10C   Lunch 1:00-2:00pm SEAL Program Spanish 10     Science 10B HP: PHE10 Async Monthly    2:00-3:00pm Foundations & PreCalculus Math 10 A     3:00-4:00pm   Grade 11 Monday Tuesday Wednesday Thursday Friday 8:00-9:00am Student Council 11 9:00-10:00am     Core French 11 Literary Studies 11 9:30-10:30am   Life Science 11 9:30-10:30am 10:00-11:00am           11:00-12:00pm Hum11 Async Bimonthly ends at 12:15pm Pre-Calculus 11A Foundations of Math 11   Lunch 1:00-2:00pm SEAL Program Pre-Calculus 11B _________ Spanish 11 1:30-2:30pm HP: Active Living Async Monthly   2:00-3:00pm     Workplace Math 11 2:30-3:30pm 3:00-4:00pm   Grade 12 Monday Tuesday Wednesday Thursday Friday 8:00-9:00am Student Council 12 9:00-10:00am     English First Peoples 12 Career Life Connections   10:00-11:00am     BC First Peoples 12     11:00-12:00pm Hum12 Async Bimonthly ends at 12:15pm       Anatomy & Physiology 12   Lunch 1:00-2:00pm SEAL Program PreCalculus Math 12 12:45-1:45pm     2:00-3:00pm       3:00-4:00pm   Synchronous Cohorts - 2026/2027 Individual class schedules will be posted as they are created. Please check your Brightspace course shell for more information.  Synchronous classes begin the week of Sept 22-26 and end the week of June 8-12. There are no classes scheduled during the following weeks:  Nov 2-6: HCOS staff meetings Dec 21-Jan 1: Christmas break Jan 18-22: Report card writing for teachers Mar 15-26: Spring break April 26-30: HCOS Connect Please note that the final submission deadline for June report cards is Friday, June 11th, 2027 at 9:00am.  Please see the  Grade 5-9 Synchronous Courses  and  Synchronous Courses 10-12 pages for more information on synchronous course expectations and completion dates.  Some courses have two cohort options on the schedule based on last year's enrollment numbers (e.g., English 9A and English 9B). Please enroll in the course in Encom, then your synchronous teacher will reach out at the beginning of September to determine which section you would like to attend. Cohorts may be combined closer to the start of September if student enrollment is lower than expected. Grade 5 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am   Spanish 5A Spanish 5B English 5 9:45-10:15am French 5A   Math 5 10:30-11:00am French 5B       11:15-11:45am       Lunch 1:00-1:30pm Science 5 1:45-2:15pm 2:30-3:00pm Grade 6 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am         9:45-10:15am   French 6A   French 6B 10:30-11:00am   English 6A Math 6   11:15-11:45am   Spanish 6A Spanish 6B English 6B Lunch 1:00-1:30pm Science 6 Socials 6 1:45-2:15pm 2:30-3:00pm Grade 7 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am   Science 7 French 7A Math 7 9:45-10:15am   Spanish 7A Spanish 7B   10:30-11:00am       French 7B 11:15-11:45am     English 7A English 7B Lunch 1:00-1:30pm   TechLAB 7B 1:45-2:15pm TechLAB 7A 2:45-3:15pm Socials 7   Grade 8 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am   French 8A   Science 8B   9:45-10:15am     French 8B   10:30-11:00am   Spanish 8A     11:15-11:45am   Math 8A Math 8B   Lunch 1:00-1:30pm Science 8A English 8A English 8B 1:45-2:15pm TechLAB 8A Spanish 8B TechLAB 8B 2:45-3:15pm Socials 8   Grade 9 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am   Math 9A   9:45-10:15am   English 9A Math 9B English 9B 10:30-11:00am   Science 9A Spanish 9 French 9B   11:15-11:45am   French 9A   Science 9B   Lunch 1:00-1:30pm TechLAB 9A TechLAB 9B   1:45-2:15pm     2:45-3:15pm   Socials 9 Grade 10 Monday Tuesday Wednesday Thursday Friday 8:00-9:00am HP: PHE 10 optional monthly meeting the 3rd week Student Council 10 9:00-10:00am     Foundations & PreCalculus Math 10 A  _________ Science 10A Career Life Education English First Peoples 10 10:00-11:00am SEAL Program 10:30-11:30am     Foundations & PreCalculus Math 10 B 10:15-11:15am   Social Studies 10 11:00-12:00pm   Core French 10 _________ Hum10  select Tuesdays, ends at 12:15pm     Science 10C   Lunch 1:00-2:00pm   Spanish 10   Science 10B   2:00-3:00pm     Workplace Mathematics 10 3:00-4:00pm   ELA 10: Literary Studies and Composition Grade 11 Monday Tuesday Wednesday Thursday Friday 8:00-9:00am HP: AL 11 optional monthly meeting the 3rd week Student Council 11 9:00-10:00am   Core French 11   Pre-Calculus 11B   10:00-11:00am   SEAL Program  10:30-11:30am Pre-Calculus 11A Literary Studies 11   11:00-12:00pm Hum11  select Mondays, ends at 12:15pm   Foundations of Math 11 Life Sciences 11   Lunch 1:00-2:00pm   Spanish 11 1:30-2:30pm     2:00-3:00pm       Workplace Math 11 2:30-3:30pm 3:00-4:00pm   Grade 12 Monday Tuesday Wednesday Thursday Friday 8:00-9:00am HP: AL 12 optional monthly meeting the 3rd week Student Council 12 9:00-10:00am       PreCalculus Math 12 Anatomy & Physiology 12 9:30-10:30am 10:00-11:00am SEAL Program  10:30-11:30am       11:00-12:00pm Hum12  select Mondays, ends at 12:15pm   Career Life Connections BC First Peoples 12   Lunch 1:00-2:00pm       English First Peoples 12 2:00-3:00pm       3:00-4:00pm   Core Competencies The core competencies are a set of intellectual, personal, and social and emotional proficiencies that students will develop through the course of their schooling. These core competencies encompass a set of skills and abilities that are embedded in each discipline and area of learning. 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 goal s .   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, integrat e 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: 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 environment; empathizes with others and appreciates their perspectives; resolves problems peacefully; and develops and sustains healthy relationships. Personal Awareness and Responsibility 1. Self-advocating Students who are personally aware and responsible have a sense of self-worth and a growing confidence in a variety of situations. They value themselves, their ideas, and their accomplishments. They are able to express their needs and seek help when needed, find purpose and motivation, act on decisions, and advocate for themselves. 2. Self-regulation Students who are personally aware and responsible take ownership of their choices and actions. They set goals, monitor progress, and understand their emotions, using that understanding to regulate actions and reactions. They are aware that learning involves patience and time. They can persevere in difficult situations, and to understand how their actions affect themselves and others. 3. Well-being Students who are personally aware and responsible recognize the factors that affect their holistic wellness and take increasing responsibility for caring for themselves. They keep themselves healthy and stay active, manage stress, and express a sense of personal well-being. They make choices that contribute to their safety in their communities, including their online communities and use of social media. They recognize their personal responsibility for their happiness and have strategies that help them find peace in challenging situations. Six Profiles PROFILE DESCRIPTION Profile One I can show a sense of accomplishment and joy, and express some wants, needs, and preferences. I can sometimes recognize my emotions. Profile Two I can initiate actions that bring me joy and satisfaction and recognize that I play a role in my well-being.   I can seek out experiences that make me feel happy and proud. I can express my wants and needs and celebrate my efforts and accomplishments. I have some strategies that help me recognize and manage my feelings and emotions. I recognize and can explain my role in learning activities and explorations, and I can give some evidence of my learning. I can describe how some specific choices can affect my well-being and participate in activities that support my well-being. Profile Three I can make choices that help me meet my wants and needs and increase my feelings of well-being. I take responsibility for my actions.   I can take action toward meeting my own wants and needs and finding joy and satisfaction, and work toward a goal or solving a problem. I can use strategies that increase my feeling of well-being and help me manage my feelings and emotions. I can connect my actions with both positive and negative consequences and try to make adjustments; I accept feedback. I make decisions about my activities and take some responsibility for my physical and emotional well-being. Profile Four I can recognize my strengths and take responsibility for using strategies to focus, manage stress, and accomplish my goals.    I advocate for myself and my ideas; I accept myself. I am willing to engage with ideas or information that is challenging for me. I can be focused and determined. I can set realistic goals, use strategies to accomplish them, and persevere with challenging tasks. I can tell when I am becoming angry, upset, or frustrated, and I have strategies to calm myself. I can make choices that benefit my well-being and keep me safe in the communities I belong to. Profile Five I recognize my value and advocate for my rights. I take responsibility for my choices, my actions, and my achievements.   I have valuable ideas to share. I am willing to explore controversial issues, and I can imagine and work toward change in myself and in the world. I can set priorities; implement, monitor, and adjust a plan; and assess the results. I take responsibility for my learning, seeking help as I need it. I use strategies for working toward a healthy and balanced lifestyle, for dealing with emotional challenges, and for finding peace in stressful times. I know how to find the social support I need. Profile Six I recognize my value and advocate for my rights. I take responsibility for my choices, my actions, and my achievements.   I have valuable ideas to share. I am willing to explore controversial issues, and I can imagine and work toward change in myself and in the world. I can set priorities; implement, monitor, and adjust a plan; and assess the results. I take responsibility for my learning, seeking help as I need it. I use strategies for working toward a healthy and balanced lifestyle, for dealing with emotional challenges, and for finding peace in stressful times. I know how to find the social support I need. Positive Personal and Cultural Identity 1. Understanding relationships and cultural context Students understand that their relationships and cultural contexts help to shape who they are.  This includes culture in its broadest sense, including how one identifies in terms of ethnicity, nationality, language(s), abilities, sexual orientation, gender identity, age, geographic region, and religious or spiritual beliefs. Students explore who they are in terms of their relationship to others and their relationship to the world (people and place) around them. 2. Recognizing personal values and choices Students define who they are by what they value. They understand how what they value has been influenced by their life experiences. They identify how their values help to shape their choices, in all contexts of their lives. 3. Identifying personal strengths and abilities Students acknowledge their strengths and abilities, and they intentionally consider these as assets, helping them in all aspects of their lives. Students understand that they are unique and are a part of larger, and often multiple, communities. They explain how they are using their strengths and abilities in their families, their relationships, and their communities. Six Profiles PROFILE DESCRIPTION Profile One I am aware of myself as different from others.   I know my name. I am aware of some of my family and/or caregiver relationships. Profile Two I am aware of different aspects of myself. I can identity people, places, and things that are important to me.   With some help, I can identify some of my attributes. I can identify objects or images that represent things that are important to me and explain what I like and dislike. I can describe my family, home, and/or community (people and/or place). Profile Three I can describe different aspects of my identity.   I can identify my individual characteristics and explain what interests me. I can describe different groups that I belong to. Profile Four I have pride in who I am. I understand that I am a part of larger communities.   I can describe and demonstrate pride in my positive qualities, characteristics, and/or skills. I can explain why I make specific choices. I am able to represent aspects of my cultural contexts (such as family, communities, school, peer groups) through words and/or images, and describe some ways that I participate in, or am connected to, a community. Profile Five I understand that my identity is influenced by many aspects of my life. I am aware that my values shape my choices and contribute to making me a unique individual.   I understand that my characteristics, qualities, strengths, and challenges make me unique and are an important part of the communities I belong to (including people and places). I understand that what I value influences the choices I make and how I present myself in various contexts (including online). I can explain how I am able to use my strengths to contribute in my home and/or communities. Profile Six I can identify how my life experiences have contributed to who I am; I recognize the continuous and evolving nature of my identity.   I can identify ways in which my strengths can help me meet challenges, and how my challenges can be opportunities for growth. I understand that I will continue to develop new skills, abilities, and strengths. I can describe how aspects of my life experiences, family history, background, and where I live (or have lived) have influenced my values and choices. I understand that my learning is continuous, my concept of self and identity will continue to evolve, and my life experiences may lead me to identify with new communities of people and/or place. Social Awareness and Responsibility 1. Building relationships Students build and maintain diverse, positive peer and intergenerational relationships. They are aware and respectful of others’ needs and feelings and share their own in appropriate ways. They adjust their words and actions to care for their relationships. 2. Contributing to community and caring for the environment Students develop awareness of and take responsibility for their social, physical, and natural environments by working independently and collaboratively for the benefit of others, communities, and the environment. They are aware of the impact of their decisions, actions, and footprint. They advocate for and act to bring about positive change. 3. Resolving problems Students identify and develop an appreciation for different perspectives on issues. They show empathy, disagree respectfully, and create space for others to use their voices. They generate, use, and evaluate strategies to resolve problems. 4. Valuing diversity Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities. Six Profiles PROFILE   DESCRIPTION Profile One I can be aware of others and my surroundings.   I like to be with my family and friends. I can help and be kind. I can tell when someone is sad or angry and try to make them feel better. I am aware that other people can be different from me. Profile Two In familiar settings, I can interact with others and my surroundings respectfully.   I can build relationships and work and play cooperatively. I can participate in activities to care for and improve my social and physical surroundings. I use materials respectfully. I can solve some problems myself and ask for help when I need it. I listen to others’ ideas and concerns. I can be part of a group and invite others to join. I can identify when something is unfair to me or to others. Profile Three I can interact with others and the environment respectfully and thoughtfully.   I can build and sustain relationships and share my feelings. I contribute to group activities that make my classroom, school, community, or natural world a better place. I can identify different perspectives on an issue, clarify problems, consider alternatives, and evaluate strategies. I can demonstrate respectful and inclusive behaviour with people I know. I can explain why something is fair or unfair. Profile Four I can take purposeful action to support others and the environment.   I can build relationships and be a thoughtful and supportive friend. I can identify ways my actions and the actions of others affect my community and the natural environment. I look for ways to make my classroom, school, community, or natural world a better place and identify small things I can do that could make a difference. I demonstrate respectful and inclusive behaviour in a variety of settings, and I recognize that everyone has something to offer. Profile Five I can take purposeful action to support others and the environment.   I can build relationships and be a thoughtful and supportive friend. I can identify ways my actions and the actions of others affect my community and the natural environment. I look for ways to make my classroom, school, community, or natural world a better place and identify small things I can do that could make a difference. I demonstrate respectful and inclusive behaviour in a variety of settings, and I recognize that everyone has something to offer. Profile Six I can initiate positive, sustainable change for others and the environment.   I build and sustain positive relationships with diverse people, including people from different generations. I show empathy for others and adjust my behaviour to accommodate their needs. I advocate and take thoughtful actions to influence positive, sustainable change in my communities and in the natural world. I can analyze complex social or environmental issues from multiple perspectives and understand how I am situated in types of privilege. I act to support diversity and defend human rights and can identify how diversity is beneficial for the communities I belong to. To view the Connections and Illustrations for the Core Competencies please visit the BC's New Curriculum website.   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.   Curriculum Budget Encom Budget - Overages When a student enrolls with HCOS, they get a specified amount of funding, as shown in the family's Budget Summary on their additional resource page. This amount will depend on the tuition option they have chosen. With that funding, families are able to purchase curriculum resources and lessons , but they must stay within their allotted budget. If a family spends more than their budget, an overage will occur. All overages are the financial responsibility of the parents and must be repaid to HCOS. Teachers & parents work together to prevent overages by keeping track of the family's purchases and working within the budget. The HCOS Finance office also has several processes to help families manage their budgets. HCOS has two ways families can make purchases: Purchasing Department - for purchases you would like to make from a vendor who requires payment at point of sale (for example amazon). Purchase Order system - families make orders directly from approved vendors or Lesson Providers using their PO#. Purchasing Department: The additional resource  page in Encom is checked to make sure families have funds available before purchases are approved.  If funds are available the purchase will be made and the amount entered into ENCOM once the receipt is received and payment is processed, usually within 3-5 days. If funds are not available, an email is sent to parents and teachers explaining the lack of funding, and the order form is deleted. Purchase Order system: Once invoices from a vendor are received by our office, they are posted onto the families additional resource  page in Encom, usually within 7 days. The HCOS Finance Department will only pay an invoice providing the family has available funding. If an invoice cannot be paid in full, an email is sent to the parent and vendor explaining the remaining amount is the financial responsibility of the parent, as stated in the Vendor Agreement. If families are over budget and do not wish to pay out of pocket they can contact the vendor and ask about deleting items from their order, returning items (if they have received them already) or cancel the order entirely (Some vendors may charge a restocking fee, such fee would be the financial responsibility of the parent). It is important to note that the HCOS Finance Department is not aware of any purchases families make, using the PO system, until invoices are received by our office. Vendors have their own timeline on when they send invoices to HCOS; sometimes, it can take a few months before our department receives invoices from particular vendors. It is important families keep track of their purchases and look for the posting to be entered in ENCOM. What do I do if I see I have an overage? Overages due to course additions, computer leases, and purchases: HCOS will begin invoicing for overages in November. Until then, a lot of movement can happen in a family's funding with courses being added, CC+ registrations being processed, and computer leases being entered, so it is best to wait until after November for the invoice. If you see the overage appear during the school year (after November) and want to pay it right away (not wait for HCOS to send the invoice), please email areid@onlineschool.ca, and Aubri can have the invoice sent to you.  If your overage is due to a CC+: HCOS will take the full amount of funding available when we receive the registration in September/October, with any remaining amount being automatically charged to the credit card provided during registration. If parents, teachers and HCOS Finance are all working together to prevent overages, how do they still occur? Computer Leases - Computer Lease amounts are over the course of three school years. These entries are put in each year after a family re-enrolls, typically in September or October. If a family has entered into a computer lease agreement, please make sure they are accounting for this charge when they are making purchases. Families will have access to their funding in April, which means there may be 5 or 6 months where the computer lease is not deducted from their funding in ENCOM, giving them a false funding amount. Online Courses - When a family adds a K-9 online course to their course load, a $75 fee (per course) is automatically taken from their funding. CC+ courses are also automatically taken from their funding. Before adding a course, please be sure you have the funding to cover the course(s).  There can be a significant delay when using the PO system. HCOS Finance only knows about the purchase when the vendor sends us the invoice. Some vendors invoice quarterly, meaning more than a month can go by before we received the invoice. When making an order via the purchasing department, please know that the entry will be made in ENCOM within 5 business days from the time we receive the receipt. However, during the months of March, April, August, September, and October (when the purchasing department gets hundreds of orders each day) there can be a much longer delay, even up to two or three weeks.  Given the above, what are some ways families can prevent overages? Keep a record of purchases (include date of purchase, vendor, and amount). Check the additional resource  page in your Encom account on a regular basis. Compare your records with the entries in Encom to see if all your purchases are posted or if any are expenses yet to be entered. Remember exchange rates apply if ordering from outside of Canada. Take advantage of the Learning Commons instead of purchasing new items. If a student has a computer lease, remember the amount will be deducted from funding. If online courses are added, make sure you take a look at your additional resource  page in Encom and ensure you have either funding to cover the cost or are okay to pay for the course out of pocket. Encom Budget - Additional Resource Page The 'Additional Resource' page in Encom provides a variety of information that will help you track your budget during the school year. Please log in and review this page regularly, to ensure you are aware of your budget and can work within it to avoid going into an overage.  Additional Resource Log into Encom Click on the "Additional Resource" button located on the menu bar. This page gives you information on funding and expenses for a family as well as per student.  Student Summary This box will include the following information per student and is located to the left of each student's name. Budgeted Amount: the amount of funding the student received Courses: the amount of funding used that went towards courses Course Resources: Resources that were ordered by the parent when adding an online course Additional Expenses: the amount of funding used that went towards resources (typically these are purchases parents have made by vendors either using the purchasing department or Purchase Order system) Amount: this is the amount of funding remaining or owing Beside the summary box you will see the "Additional Resource" box. This box will include a list of expenses or items purchased using this students purchase order number. Vendor: name of the vendor  Invoice number Description of item(s) purchases Curriculum purchases Non-Consumable: Need to be returned or bought out when a student leaves, as per the curriculum agreement Consumable: Do not need to be returned or bought out when a student leaves Lessons Will have the Start/End date, type of lesson, Vendor's CRC Expiry date Posted: Date the expense was posted by HCOS Finance staff Purchased: Date on the invoice Amount: Amount HCOS Paid  Group Summary This box will include the following information per family and is located at the top left hand side of the additional resource page Budgeted Amount: the combined amount of funding the family received Courses: the combined amount of funding the family used that went towards courses Course Resources: Resources that were ordered by the parent when adding an online course Additional Expenses: the combined amount of funding used that went towards resources (typically these are purchases parents have made by vendors either using the purchasing department or Purchase Order system) Amount: this is the combined family amount of funding remaining or owing How does funding work for students in Grade 10, 11 & 12?   Information on Grad funding can be found here: Grad Program Funding Purchasing Forms HCOS forms used by families to purchase curriculum and/or lessons using their Encom funding.  This is for Encom funding ONLY , please contact the Special Education department if you are needing to make a purchase using Special Education funding or set up a lesson provider.  1. Curriculum Order Form - use this form to purchase items from a vendor who is not an HCOS approved vendor.  Go to the  Vendors page on the HCOS website to see if the vendor is on the approved vendor list. If the vendor is listed and does accept POs, follow the instructions given to make the purchase. If the vendor is not on the list, you will need to use the Curriculum Order Form. Links for this processes: Information on how to make the order: Where to find the Curriculum and Recreational Program Order Forms and how to fill them out?   Link to the form: Curriculum Order Form   2. Recreational Program Form If the lesson or a ctivity provider will not send HCOS an invoice and requires payment via credit card or if the lesson is through a City, District or Municipality recreation center you will need to use the Recreational Program Order Form Links for this processes: Information on how to make the order: Where to find the Curriculum and Recreational Program Order Forms and how to fill them out?   Information on Lessons: Where to start when making a lesson or activity purchase?   Link to the form: Recreational Program Order Form Please read the above links as with lesson and activity purchases, there are a few more steps that need to occur prior to arranging lessons. 3. HCOS Lesson Invoice Submission Form If the lesson or activity provider will accept HCOS POs and will invoice HCOS, they will need to use this form to submit their invoices. They should already have access to this form as before offering lessons to HCOS students they will need to go through the Criminal Record Check process as well as sign the Lesson Provider Agreement .  Information on Lessons: Where to start when making a lesson or activity purchase?   Link to the form: HCOS - Lesson Invoice Submission Form   Please read the above links as with lesson and activity purchases, there are a few more steps that need to occur prior to arranging lessons. 4. Computer/iPad Lease Form If you are interested in purchasing a computer or iPad and using your curriculum funding over the course of three years, please fill out this form: Computer/iPad Lease Form   Resource Vendor Directory Please see the Resource Vendor Directory page for a list of vendors: Resource Vendor Directory   What can I spend my funding on? Currently, we are unable to offer AI subscriptions due to the nature of the accounts provided by the companies and ongoing discussions about the use of AI by students at HCOS. We are actively exploring potential options to manage AI subscriptions. Resources and Programs provided by HCOS (Internal) HCOS Learning Camps   HCOS Community Connections HCOS Learning Group Co-ops HCOS Computer/iPad lease HCOS K-9 Online Courses HCOS Grad Courses HCOS Travel & Outreach Programs Resources and Programs by 3rd Party providers (External to HCOS)  Classes, activities & lessons that are not part of HCOS Lesson provider must Criminal Record Check on file prior to the first lesson Educational subscriptions; providing HCOS can Make a one-time payment (no auto renewals) Be sure the credit card does not get saved to the account Activity books, workbooks, flash cards, educational games, lego, building blocks, etc... Kits  Curriculum bundles PDF's & digital items Educational Memberships, such as Science World, Aquarium, Art Museums, etc...  Recreational memberships, such as passes to a recreational center Art Supplies Printer ink and printer paper Textbooks DVDs Physical books and novels  Headphones (max $100.00) Apps, providing They offer a gift option They do not automatically install on the device used to make the purchase Allowable Equipment: Eligible “equipment” over $100 needs to have an  Equipment Agreement signed by the parent (if under $100 it does NOT need an agreement). Please follow the appropriate submission process based on your purchase method: Purchase Order (PO): Email the completed form to accounts@onlineschool.ca . Curriculum Order Form: Email to Teacher, who will upload the completed form directly within the curriculum order form when approving the purchase. Examples of Eligible Equipment: Printer  (max amt. $300 before taxes and warranty), Laminator, Binding machine (max amt. $100 after taxes), Tablet/Kindle (max amt. $150.00 before taxes; no warranty) Example of Non-Eligible Equipment: We are not able to purchase 3D printers or any printer over $300 (before taxes and warranty) and Binding Machines exceeding $100.00 (after taxes). Example of Eligible Equipment that does not need an Equipment Agreement signed: Printer under $100.00 Must be approved by HCOS Teacher AND be included in student SLP – IMPORTANT Teacher must check and see if the family has sufficient funds in their budget Teacher must check and see if the family has all needed curriculum (The purchase should NOT put curriculum needs in jeopardy) The item must be a reasonable cost. If unsure, please ask Aubri Reid The item must be directly linked to a course they are enrolled in…as per student SLP Curriculum & Computer Agreement and Deposit:  Agreement between HCOS and parent/guardian - Signed by all parents/guardians during enrollment Please see Curriculum and Computer Agreement/Deposit Process What types of purchases are considered family expenses? Parent Expense: HCOS is not able to pay for the following items as per Ministry Funding Guidelines and HCOS policy. Currently, we are unable to offer AI subscriptions due to the nature of the accounts provided by the companies and ongoing discussions about the use of AI by students at HCOS. We are actively exploring potential options to manage AI subscriptions. Musical Instruments Ministry considers this a family expense; HCOS can pay for lessons, but not instruments General school supplies Ministry considers this a family expense. Examples: notebooks, lined paper, pencils, pens, erasers, rulers, scissors, calculators, pencil sharpeners (including electric pencil sharpeners), daily planners, blackboards & whiteboards, etc... Computer Accessories  Ministry considers this a family expense. Examples: adapters, USB, external storage, DVD drives, speakers, microphones, keyboards, mouse, etc... Video games HCOS considers this a family expense. Examples: Nintendo switch games, PS4 games, Xbox games etc... Equipment & Costumes needed for activities and lessons Ministry considers this a family expense; HCOS can pay for lessons, but not equipment or costumes. Examples: household appliances, workshop tools/equipment, sports equipment, greenhouse equipment, incubators, etc... Cameras, microscopes & telescopes Available on loan from  HCOS Learning Commons Rentals & Deposits Ministry considers this a family expense Furniture Ministry considers this a family expense. Examples: desks, chairs, carpets, lamps, shelves, blackboards & whiteboards, etc... Duty HCOS considers this a family expense Tuition Ministry considers this a family expense; Funding cannot be used to pay tuition Summer Activities HCOS does not pay for summer programming, day camps, trips, lessons or activities.  All purchases require approval from the teacher. If unclear about an item, please contact your teacher or the office for clarity before making the purchase. Where to find the Curriculum and Recreational Program Order Forms and how to fill them out? The first step is to go to the Vendors page on the HCOS website to see if the vendor is on the Vendors Accepting HCOS PO Numbers list. Vendors on this list  do   not  require a curriculum order form as you can contact them directly to make your curriculum purchase.  If the vendor is not on that list, the next step is to sign into Encom where an option on the tool bar called Curriculum Resources is available. Click this link to fill out an order form for Curriculum purchases whose vendor will  not  accept an HCOS PO number. Click on the     to start a curriculum order on the order form. Each form submission allows a family to order up to 10 items from a single vendor. The template will not allow more, but there is a note section on the order form to indicate if the order will be continued on another form. If purchases will be made from a variety of vendors,  each vendor will require a different order form.  When the “I’m Done!” box is clicked, a prompt will appear asking for the Support Teacher’s email address. ( For those who may not have a teacher as yet, please use the email address of the Regional Administrator who accepted your application to HCOS. ) Please do not try to enter a password .. that is for teacher use only.   A link to the order form will then go to the Support Teacher indicated who will verify the order before purchases can be made. Verification includes making sure that that item/lesson is in the Student Learning Plan (SLP), that there is sufficient funding for the purchase and that there is an equipment agreement or CRC, if necessary. Once the Support Teacher has verified the order form, an email similar to the one below will be generated and sent to the family, which indicates the order has been approved and gone through to the purchasing department: OR .. an email like the one following which indicates that the Support Teacher cannot approve the items requested. If the following email is received, the family should get in touch with the Support Teacher to discover the reason. Upon receipt of the verified order form, the purchasing department will either make the purchase within 3 – 5 days of receiving it or will be in touch with the family to work out any complications with the order. As per HCOS policy, lessons will not be available for purchase until October. Close to the time that funding is released for lesson purchases, a link to the lessons order form will be made available alongside the Curriculum order form in Encom.  For further information about purchasing, please contact the purchasing office. Purchasing Office Phone: (250) 862-2376 Toll Free 1 (877) 862-2375 Email Albana Nicka, Lead Purchaser: albana.nicka@onlineschool.ca   Video Instructions Video-  a short video showing how to use the curriculum special order form. Lesson Purchasing Procedures As per HCOS policy, lessons and activities will not be available for purchase until October. Close to the time that funding is released for lesson and activity purchases, a link to the Recreational Program order form will be made available alongside the Curriculum order form in Encom. New * Lessons through a City, District or Municipality recreation center MUST be purchased using the online recreational program order form . Most of the other lesson/service providers WILL “invoice” (3rd party bill) HCOS for payment by cheque. Some guidelines that may be helpful: Many sports clubs (hockey, soccer, gymnastics, dance, etc.) are also willing to 3rd party bill as long as they are informed that there is a 3rd party (HCOS) potentially paying even a portion of the fees. Finally…regardless of whether paid by cheque or credit card the government requires that HCOS have criminal record check (CRC) confirmation/clearance before paying for any 3rd party lessons. Therefore, it is recommended that parents call the HCOS Head Office to make a quick check in our extensive database to make sure the lesson provider is “approved” or whether that process still needs to be completed. All lesson providers must supply copies of their Criminal Record Check (CRC) policy before payment can be made. CRC policies need to be in compliance with Ministry guidelines. The recreational program order form will only be for those vendors who will not third party invoice HCOS and require credit card payment  (exception: City and Municipality Recreational Centers which must use the recreational program order form). For further information, contact the purchasing office: Email Albana Nicka, Lead Purchaser: albana.nicka@onlineschool.ca   Where to start when making a curriculum purchase? There are two ways to make a curriculum purchase with HCOS Option 1. Purchase Order Number: Purchase curriculum directly from an approved vendor using your student Purchase Order number A list of approved vendors, who accept HCOS Purchase Orders (POs) along with instructions on how to make each order, can be found on our website under Resources Vendors Option 2. Purchasing Department: Purchase curriculum from vendors, who do not accept our Purchase Order numbers, using the Purchasing Department (example: Amazon) and the Curriculum Order Form . Instructions on how to make a purchase using the curriculum order form can be found on our web site on the New Curriculum Purchasing Procedure page as well as in SOPHIE under the title Purchasing Process for Families Parents who order from US vendors to Canada are personally responsible for any customs or brokerages fees. Parents  CANNOT  ship to a US address, even with cheaper postage, as HCOS, as the legal owner of the curriculum, would be liable for brokerage and customs fees. Please note the following curriculum vendors who have specific and unique instructions listed below Please note: As per the Ministry of Education, HCOS cannot reimburse families for any reason. Please do not make purchases using your personal funds with the intent of HCOS reimbursing you.  Name of Vendor Unique Instructions Teachers Pay Teachers List the items you want on the curriculum order form . The purchasing department will then purchase a gift card to cover those items and send you the gift card. Once you have used the gift card, the receipt from the purchase needs to be forwarded to albana.nicka@onlineschool.ca .  Abeka Curriculum * Please Note: Due to difficulties connecting with customer service and the inability to ship directly to a families (when we use our HCOS account), HCOS can no longer purchase Abeka Curriculum directly from Abeka.    If a family requires Abeka curriculum, they can fill out a curriculum order form and purchase the items from Christianbook.com .   The purchasing department will place the order and make payment for that. Abeka Academy * Please Note:   The purchase must be set up in the parent’s Abeka account, with parents choosing the 10-month payment plan.  Once the order is placed, the parent will need to add ALBANA NICKA as a contact person to their account (teacher), then email their Abeka account login information along with their Abeka sales order number to the purchasing department.  The purchasing department will then go into the parent account and pay the amount available for the year.  The parent will then pay the remaining portion of the payment.   A specific amount is set up each year as the max that will go toward Abeka Academy depending upon the exchange rate at the beginning of the school year.  Homeschool Buyer's Co-op There are a number of vendors whose curriculum is at a lower price through the HSBC.  Orders for those vendors are placed on the curriculum order form. Here is the link to the various vendors who give discounts:   Homeschool Buyers Club   In order for us to make these purchases, the parent must have a Homeschool Buyer’s Co-op account and include the email they use to set up that account in the note section of the curriculum order form. Where to start when making a lesson or activity purchase? Please Note: HCOS does not begin accepting and/or paying invoices for lessons and activities until October 1st of the school year. HCOS is not able to pay for any item (curriculum) or lesson that has been previously paid for by the family. HCOS does not reimburse providers, who in turn reimburse families. We can only pay an unpaid invoice.  Step One: Determine if the Lesson or Activity Provider has a Criminal Record Check (CRC) on file with HCOS Making a purchase for a lesson or activity begins by contacting the HCOS office to determine whether or not a lesson provider has a CRC on file with HCOS HCOS Office: Contact Information Local: 250-862-2376               Toll Free: 1-877-862-2375 office@onlineschool.ca If the Lesson or Activity provider does not have a CRC on file with HCOS, the office will help guide the provider in the process of obtaining one.  This CRC will then be held on file for 5 years. To start this process, the office will need the following information: a contact name of the lesson provider a contact email Once you have determined a CRC is place with HCOS, you are ready for the next step All lesson and activity providers , must have a CRC on file with HCOS prior to lessons begin, in order for HCOS to process payment Step Two: Determine how the Lesson or Activity provider needs to be paid  There are two payment options: Payment Option One -  Purchase Order/ Invoice: Most Lesson and Activity providers (music lessons, sports associations, choir, gymnastics, dance, etc...) will invoice HCOS and get paid via cheque. This is the preferred process for the lesson providers as well as HCOS. All lesson and activity invoices must be submitted via the new HCOS Lesson Invoice Submission form. HCOS will no longer be accepting lesson invoices via email. *New Lesson Providers will now send their invoices directly to the HCOS Payable department via the HCOS - Lesson Invoice Submission form Their submission will never be blocked by our servers (thinking it is spam) Their submission will be processed quicker Reduced back and form between the HCOS finance office and Lesson Providers - All information needed to successfully process will be available to the finance office  Will go directly to the person processing Lesson and Activity invoices Important things to know regarding Lesson and Activity purchases and invoicing: HCOS will accept invoices in October for lessons occurring until the end of January (Term One) HCOS will accept invoices at the end of January for lessons occurring Feb - the end of June (Term Two) If a Lesson or Activity Provider does not have an invoice, a template has been provided that they can use on the  HCOS - Lesson Invoice Submission form Lesson and Activity providers are given a Lesson Provider Agreement to sign during the CRC process. This document outlines how to invoice HCOS successfully. Payment Option Two -  Recreational Program Online Form: This form is for all City and Municipality Recreational Center purchases (all City Rec center purchases MUST go through this form; do not ask them to invoice HCOS). City and Municipality Recreational Centers Families will need to set up an online registration account with the recreational center they are wanting to purchase from Families will then need to complete the  Recreational Program Online Form  found in ENCOM If unsure of how to fill out the Recreational Program Order form, please click here for instruction For HCOS to register the student for lessons, families must  include the following information on the Recreational Program form Their username as well as a temporary password to their recreational center online account HCOS will email you once the payment is processed, letting you know you can go in and change the password to your account A link to the specific course they are hoping to register in or the program number the course must be accepting registrations and active for HCOS to make the purchase if the lesson is a Homeschool program, not available online, please enter that information in the note section of the lesson order form The Recreational Program Online form will be available October 1st - April 15th of each school year Curriculum Picks For families who do not know where to start when it comes to selecting print curriculum, we have put together a collection of kindergarten through grade 9 print curriculum resources with just one or two options for each grade and subject. Please also refer to this page on the Learning Commons website, https://hcslearningcommons.org/curriculum-options/. Curriculum Picks Introduction What are Curriculum Picks? The purpose of the Curriculum Picks is to provide a vetted selection of easy-to-use resources that address the Big Ideas and content/curricular standards of BC’s curriculum.  It is not a list of the best materials available because (in addition to the other points on this page) what is best for one student may not be best for another.  Curriculum selection is best completed in consultation with the support teacher, and some of these Picks may need additional supplementation to adequately address BC's Curriculum standards. The suggestions listed may not be suitable for every student and should be considered as an option among other options. Benefits of Curriculum Picks We get it. Selecting curricular resources can be an overwhelming and daunting task. There are so many options to select from, and how does one know if they are going to cover everything? Curriculum Picks give you a place to start if you are unsure what resources you would like to use. They are vetted resources that have been chosen to meet BC standards and be appropriate for the typical home-educating student. How to Use Curriculum Picks Review the picks in collaboration with your support teacher and select a few resources that appeal to you. If there are some resources you don't like or you think won't work for you, that is OK. There are plenty of other options out there in most cases. Use this as your place to start, and feel free to pick and choose. Criteria: "Why THAT Resource?" In most cases, a print resource has been suggested; however, finding a home education curriculum that aligns with BC standards from a Christian worldview at the proper grade level is rare. This is the ideal but is the exception rather than the rule. In some cases, where suitable print resources are unavailable, a digital option has been suggested.  Some families may prefer to use more digital resources than what has been suggested here, in which case, we recommend our Science and Social Studies Unit Study Kits (although other subjects may be partially addressed as well). In general, stand-alone resources have been selected. This means that these Picks can be used regardless of whether or not the resources in the grade or level prior have been completed. Picks, for the most part, are subject-specific; exceptions to this have been noted. T hese Picks also do not include many of the available digital or borrowed resources. For more information about these, please visit our website . Many typical and popular home education resources do not find themselves on the list of Picks for the reasons stated on this page. This does not mean that they are not excellent; it just means that they have not met the criteria and purpose for creating a list of Picks. Priorities for Selecting Resources A print resource Address the big ideas of BC’s curriculum at the appropriate grade level Is user-friendly Is designed for home education  Is written from a Christian worldview  Includes lessons and/or activities so that the parent/student knows what to do with the resource. In cases where this is not possible and an information resource such as a nonfiction book has been recommended, a book of graphic organizers has been suggested to supplement that resource. For more information or to request a curriculum consult, please contact your support teacher or email our Curriculum & Resources Consultant, Rachael Rennie, rachael.rennie@onlineschool.ca . Alternately, you can make an appointment with Rachael via her online calendar .  Kindergarten Curriculum Picks Many of these picks can be borrowed from the Learning Commons Search Portal or our Sora virtual library at no cost. Alternatively, they can be purchased from our  Used Bookstore , from Anchor Academic   (using your PO#)  or from one of our comprehensive vendors . Vendor websites are pick-and-choose, and some optional or alternate suggestions may be listed, so carefully select your items. Overview Of Kindergarten Curriculum Picks Here is an overview of the curriculum picks that we suggest for Kindergarten. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Kindergarten Curriculum Picks (further down the page). Phonics/Reading/Printing Skills All About Reading Pre-reading Basic Package OR Level 1 with Interactive Kit; Handwriting Without Tears Letters and Numbers for Me Workbook; Stamp and See Screen OR The Ordinary Parent's Guide to Teaching Reading; Fun With Letters Magnetic Activity Set; Explode the Code A, B, and C Mathematics Singapore Math 2022 Edition KA and KB Student Books and Home Instructor's Guides OR Jump Math New Canadian Edition Kindergarten Multi-Subject Come Sit By Me Volume One (unit study based on 36 Canadian picture books - addresses standards in ADST, Art, Bible, English, Health, Science, and Social Studies) Science Physics is not covered in Come Sit by Me. Completing The Motion of Objects Unit Study Kit is recommended. Optional Resources (not listed below) Healthy Habits for Healthy Kids K by Teacher-Created Resources (addresses Health standards) A Day with Yayah by Nicola I. Campbell (addresses the "First Peoples Communities" content standard) Detailed Information for Kindergarten Curriculum Picks  Phonics/Reading/Printing Skills Option 1: All About Reading Pre-Reading Basic Package OR Level 1 with Interactive Kit; Handwriting Without Tears Letters and Numbers for Me Workbook; Stamp and See Screen (optional) Option 1a: All About Reading Pre-reading Basic Package OR Level 1 with Interactive Kit Important Note: Level numbers on these books don’t refer to grade levels. Lessons are mastery-based, not grade-level-based. This means that students are placed where they are ability-wise, not according to age or grade level. Please refer to the Pre-reading Readiness Checklist and Level 1 Placement Test below. If you select Level 1 with Interactive Kit, please note that the Interactive Kit can be reused for subsequent levels. Description of Pre-Reading:  The All About Reading Pre-reading program is designed for preschoolers and kindergarteners. Your student will enjoy the special games, crafts, and storytime read-alouds, and you will love the way your student effortlessly learns essential pre-reading skills. Your student will learn five very important pre-reading skills: Print Awareness, Phonological Awareness, Letter Knowledge, Listening Comprehension, and Motivation to Read. Description of Level 1: Students will be actively involved in the learning process. This is a multisensory program; your student will learn through sight, sound, and touch. Everything is taught in context, and your student will apply what he has learned right away. Your student will be engaged in thinking, processing, comparing, and learning. There are five key components of reading—and this program teaches all of them thoroughly: Phonological Awareness Phonics and Decoding Fluency Vocabulary Comprehension Website: Website: All About Reading Pre-Reading Website: All About Reading Level - 1 Pre-reading Readiness Checklist (download) Level 1 Placement Test (download) Review Supplementary Resources: Program Resources Table of Contents : Pre-Reading ; Level 1 Scope and Sequence : Pre-Reading ; Level 1 PDF Samples: Reading Samples Additional Free Resources Option 1b: HWT Letters and Numbers for Me Workbook and Stamp and See Screen Description of Workbook: This workbook is for kindergarten students or those working at that level. Lessons teach capitals, lowercase letters, and numbers. Activities help form good handwriting habits and develop strong writers. Description of Stamp and See Screen (optional) : Build capitals and numbers using "Wood Piece" stamps. Magnetic, chalk-like writing tool helps develop grip. Set includes 4" x 6" magnetic screen, 4 magnetic stamps (Big Line, Little Line, Big Curve, Little Curve), and a magnetic writing tool. Website Letters and Numbers for Me Workbook Stamp and See Screen Other Optional Supplementary Resources Letters and Numbers for Me Teacher's Guide   Roll-A-Dough Letters Slate Chalkboard  Free Letter & Number Formation Charts PDF Samples Letters and Numbers for Me Workbook  Stamp and See Screen Option 2: The Ordinary Parent's Guide to Teaching Reading; Fun With Letters Magnetic Activity Set; Explore the Code A, B, and C Option 2a: The Ordinary Parent's Guide to Teaching Reading Description: A plain English guide to teaching phonics. Every parent can teach reading; no experts need to apply! 231 lessons; 369 pages. The Ordinary Parent’s Guide to Teaching Reading cuts through the confusion, giving parents a simple, direct, scripted guide to teaching reading and is user-friendly, affordable, and easy to follow — supplying you with everything you need to teach reading in one book. Website Review Table of Contents & Sample Pages Option 2b: Fun With Letters Magnet Activity Set (used with Parent's Guide book above) Description:  Great for hands-on phonics and word-building centers! Includes 144 flexible magnet tiles with an improved font (blue consonants and red vowels), magnetic dry-erase board (9" x 12"), and activity booklet. Letters (113 lowercase, 28 uppercase, and 3 blanks) measure 1". Website   Option 2c: Explode the Code A, B, C with Optional Teacher's Guide Description:  This fun pre-literacy workbook series teaches the 21 consonants, and their sounds as well as letter formation through visual, auditory, and kinesthetic activities. Students also learn print concepts. Students will: practice fine-motor skills and letter formation through tracing and writing consonants. learn through visual activities. use matching exercises to develop visual discrimination and letter recognition. reinforce letter recognition through the use of capital and lowercase letters. Website Scope and Sequence PDF Samples  Supplementary Resources (Optional): Wall Chart ,  Code Cards , and  Picture Letter Cards ; Explode the Code Online Mathematics Math U See is not mentioned here simply because it is not available from our Curriculum Pick provider(s), although it is a strong option, especially in the primary grades. Math-U-See can be ordered directly from the Canadian Distributor, Math Canada . Place an order by Phone: 250-590-6761 or Toll-Free: 1-888-854-6284. Option 1: Singapore Math 2022 Edition KA and KB Student Books and Home Instructor Guides   Description: epitomizes what educators love about the Singapore math approach, including the CPA progression, number bonds, bar modeling, and a strong focus on mental math. It's a no-fuss, straightforward program that balances supervised learning and independent practice. The recently released Primary Mathematics 2022 Edition uses the same approach as previous Primary Mathematics editions, but features entirely new content and lesson structures. Website Placement Tests Review Scope and Sequence PDF Samples   Additional Support: Singapore Math Live offers instruction, encouragement, and support for parents and students Option 2 : Jump Math New Canadian Edition Kindergarten Description:  This program accommodates diverse student needs and abilities with an embedded review, the scaffolding of concepts, careful use of language, and opportunities for continuous assessment and practice. The New Canadian edition of AP Book 1 is printed in two parts, Book K.1 and Book K.2. In order to cover the full curriculum, students will need both parts. In conjunction with the Teacher Resources, Book K is designed to cover the curriculum for Kindergarten mathematics, with units on: Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this reso urce can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems. Website   Teacher Resource and Lesson Plans (free when you register for an educator account online)  Other Supplementary Resources (must register for educator account for access):  Assessment Checklists for Kindergarten Curriculum Correlation for Kindergarten Digital Lesson Slides for Kindergarten Sample Pages Multi-Subject Come Sit by Me Volume One Description:  This resource is a Canadian picture book unit study that uses literature as a launch point for learning activities. You and your student spend one week on each book, reading the book each day, followed by your choice of the dozen or more activities. The suggested activities are listed for all subject areas, from math to music, science to social studies and many in-between. Each book study has one or more connected Bible stories as well as a related memory verse. Suits multi-level teaching.   Note from Curriculum Consultant: This resource addresses standards in ADST, Art, Bible, English, Health, Science, and Social Studies; additional math and phonics instruction required. It is suitable for multi-grade teaching of students in Kindergarten through Grade 2. Come Sit by Me book packs, each including one-quarter of the required literature books, are available to borrow via the HCOS Learning Commons Search Portal.  Here are a few books that align with the content areas of BC's curriculum which you may choose to purchase and have on hand in case you experience a delay in borrowing some of the 36 books used in this unit study: A Team Like No Other (G. Graham) Baseball Bats for Christmas (M. Kusugak) Bone Button Borscht (A. Davis) Franklin Rides a Bike ( P. Bourgeois) Hannah’s Collections (M. Jocelyn) Jessie’s Island (S. McFarlane) My Arctic 1,2,3 (M. Kusugak) Sandwiches for Duke (J. Sadler) Stella, Queen of the Snow (M. Gay) The Auction (J. Andrews) The Moccasin Goalie (W. Brownridge) The Sugaring Off Party (J. London) Website Science The Motion of Objects Unit Study Kit Type of Resource: HCOS Unit Study Kit   Description: Much like kindergarteners, objects in our world tend to move! In this kit, you will be exploring motion alongside your child! The focus of this kit is on making objects move! Build a hovercraft, design and race a car, splatter paint on a canvas, drop an egg from a second-story window, and much more! You will be able to read engaging books, watch fun and fantastic videos, play games, make crafts, and choose from dozens of projects to create the ultimate self-directed learning experience for your kindergartener! This kit is divided into sections based around driving questions. You will have the opportunity to choose your materials and projects in each section of the kit. The materials, projects, and activities contained in the kit have been carefully selected to address the big ideas, competencies, and content of BC's Modernized Curriculum. Download the Unit Study Kit Guide Borrow Physical Kit Grade One Curriculum Picks Many of these picks can be borrowed from the Learning Commons Search Portal or our Sora virtual library at no cost. Alternatively, they can be purchased from our  Used Bookstore , from Anchor Academic   (using your PO#)  or from one of our comprehensive vendors . Vendor websites are pick-and-choose, and some optional or alternate suggestions may be listed, so carefully select your items. Overview of Grade 1 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 1. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 1 Curriculum Picks (further down this page). Phonics/Reading/Printing Skills All About Reading Level 1 with Interactive Kit (teacher manual, student packet, 3 readers, and reading interactive kit - if not already purchased); Handwriting Without Tears My Printing book OR The Ordinary Parent's Guide to Teaching Reading; Fun With Letters Magnetic Activity Set; Explode the Code 1 and 2 The Ordinary Parent's Guide to Teaching Reading is also recommended as a Kindergarten Pick. If you started using this resource in Kindergarten, you may wish to continue using it for grade one. Note from Curriculum Consultant:  Write About Me & Write About My World with Teacher's Guide is noted as an optional resoure below. There are writing activities in Come Sit By Me, but some students may benefit from extra writing prompts and practice. Mathematics Singapore Math 2022 Edition 1A and 1B Student Books and Home Instructor Guides OR Jump Math New Canadian Edition Grade 1 (Parts 1 and 2)  Multi-Subject Come Sit By Me Volume Two (unit study based on 36 Canadian picture books) addresses ADST, Art, Bible, English, Health, Science, and Social Studies standards.  Science (for standards not well covered In Come Sit By Me)  Physics and earth/space science standards are only partially covered in Come Sit by Me. Sky, Weather, Sun, Moon, and Stars AND Light and Sound Unit Study Kits are recommended. My Pals are Here Science International 2nd Edition Level 1 Textbook, Workbook and Teacher's Guide addresses many of the Grade 1 standards and is an option for families wanting a more traditional and structured science curriculum. See correlations to BC's curriculum standards . Optional Resources (not detailed below) Write About Me & Write About My World with Teacher's Guide by Educator's Publishing Service (English Language Arts) Healthy Habits for Healthy Kids Gr. 1-2 by Teacher Created Resources (Health Education) Me in My Community by Apple Press (Social Studies) A Walk on the Tundra by Rebecca Hainnu (addresses First Peoples content standards) Detailed Information for Grade 1 Curriculum Picks  Phonics/Reading/Printing Skills Option 1: All About Reading Level 1 with Interactive Kit; Handwriting Without Tears My Printing Book (or Canadian Handwriting Book A) Option 1a: All About Reading Level 1 with Interactive Kit Important Note:  Level numbers on these books don’t refer to grade levels. Lessons are mastery-based, not grade-level-based. This means that students are placed where they are at ability-wise, not according to age or grade level. The Interactive Kit only needs to be purchased once and then can be used for all subsequent levels of All About Reading. Description of Level 1:  Students will be actively involved in the learning process. This is a multisensory program; your student will learn through sight, sound, and touch. Everything is taught in context, and your student will apply what he has learned right away. Your student will be engaged in thinking, processing, comparing, and learning. There are five key components of reading—and this program teaches all of them thoroughly: Phonological Awareness Phonics and Decoding Fluency Vocabulary Comprehension Website Level 1 Placement Test (download) Review Supplementary Resources Table of Contents(download ) Scope and Sequence (download)  PDF Samples Option 1b: Handwriting Without Tears My Printing Book Description: offers developmentally appropriate, multisensory strategies for early writing. The program follows research on how children learn best and includes materials that address all styles of learning . Innovative letter order and style are developmentally appropriate and promote easy learning for every letter. This student edition is for first-grade students or those working at that level.  New! Expanded room for writing New! Now offers digital instruction opportunities Lessons emphasize the correct use of lowercase letters in words and sentences Activity pages combine handwriting instruction with other language arts lessons Practice pages teach writing on different styles of lines Website Review Other Optional or Supplementary Resources:  My Printing Book Teacher's Guide PDF Samples  Option 2: The Ordinary Parent's Guide to Teaching Reading; Fun With Letters Magnetic  Activity Set; Explode the Code 1 and 2 (teacher's guide is only required for a few activities and is considered optional) Option 2a: The Ordinary Parent's Guide to Teaching Reading Description:  A plain-English guide to teaching phonics. Every parent can teach reading; no experts need to apply! 231 lessons; 369 pages. The Ordinary Parent’s Guide to Teaching Reading cuts through the confusion, giving parents a simple, direct, scripted guide to teaching reading and is user-friendly, affordable, and easy to follow — supplying you with everything you need to teach reading in one book. Website Review Supplementary Resource (highly recommended) : Fun With Letters Magnet Activity Set Table of Contents and Sample Pages Option 2b: Explode the Code 1 and 2 Note:  These books are not required, but they are a good companion resource to use with Ordinary Parents Guide to Teaching Reading because they enable students the opportunity to practice what they are learning and practice printing letters. Some families may choose to use My Printing Book (Handwriting Without Tears) for more direct printing instructions instead, or in addition to this resource. Description: based on the Orton-Gillingham approach to reading, which supports multisensory, structured, sequential, cumulative, and flexible instruction. Explode The Code® is a research-based, multisensory program geared to improving literacy with direct, systematic, phonics instruction. Build the essential literacy skills needed for reading success: phonological awareness, decoding, vocabulary, comprehension, fluency, and spelling with the Explode The Code series. Website Placement Tests   Review Other Optional or Supplementary Resources: Teacher's Guide ; the program is also available online Table of Contents for Book 1 Scope and Sequence Program Overview Mathematics Math U See is not mentioned here simply because it is not available from our Curriculum Pick provider(s), although it is a strong option, especially in the primary grades. Math-U-See can be ordered directly from the Canadian Distributor,  Math Canada . Place an order by phone at 250-590-6761 or toll-free at 1-888-854-6284. Option 1: Singapore Math 2022 Edition 1A and 1B Student Books and Home Instructor Guides Singapore Math 2022 Edition Note:  T his program is advanced compared to our BC curriculum standards,, making placement tests more important than perhaps other programs. The long term goal would be to complete book 6B by the end of Grade 7. Books should be completed at the student's pace, which means the grade level on the cover may not correspond with the student's actual grade level. Description: epitomizes what educators love about the Singapore math approach, including the CPA progression, number bonds, bar modeling, and a strong focus on mental math. It's a no-fuss, straightforward program that balances supervised learning and independent practice. The recently released Primary Mathematics 2022 Edition uses the same approach as previous Primary Mathematics editions, but features entirely new content and lesson structures. Website Placement Tests Review Scope and Sequence PDF Samples   Additional Support: Singapore Math Live offers instruction, encouragement, and support for parents and students Option 2: Jump Math New Canadian Edition Grade1 (Parts 1 and 2)  Jump Math New Canadian Edition Student Assessment & Practice (AP) Book 1 (Parts 1 and 2)  Description: This program accommodates diverse student needs and abilities with embedded review, scaffolding of concepts, careful use of language, and opportunities for continuous assessment and practice. The New Canadian edition of AP Book 1 is printed in two parts, Book 1.1 and Book 1.2. In order to cover the full curriculum, students will need both parts. In conjunction with Teacher Resources, Book 1 is designed to cover the curriculum for Grade 1 mathematics, with units on:   Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this r esource can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems. Website On pages where there are multiple grade options, choose the correct grade from the dropdown menu. . Teacher Resource  (free when you register for an educator account online).  Other Supplementary Resources (must register for an educator account for access):  Assessment Checklists and Tests for Grade 1   Curriculum Correlations Digital Lesson Slides for Grade 1 Sample Pages Multisubject Come Sit By Me Volume 2 Note: addresses standards in ADST, Art, Bible, English, Health, Science, and Social Studies; additional math and phonics instruction is required. Come Sit by Me literature packs are available via the HCOS Learning Commons Search Portal.  Description:  A Canadian picture book unit study. You and your student spend one week on each book, reading the book each day, followed by your choice of the dozen or more activities. Units cover themes such as snow, poetry, grandparents, bugs and more. The suggested activities are listed for all subject areas, from math to music, science to social studies and many in between! Each book study has one or more connected Bible stories and a related memory verse. Also suits multi-level teaching.  The following books are recommended to use with this volume (not included) to address BC’s Big Ideas in Science and Social Studies. As this would only provide 9 weeks of study, it is recommended that the other books be borrowed from the library or purchased separately. Here are a few books that align with the content areas of BC's curriculum, which you may choose to purchase and have on hand in case you experience a delay in borrowing some of the 36 books used in this unit study : A Northern Alphabet A Prairie Alphabet A Seaside Alphabet Emma's Eggs Franklin is Lost Have You Seen Birds? Mr Belinksy's Bagels No Dragons for Tea Something to Remember Me By Website Review Other Children's Picture Books Used: the other books used in this book are Big Sarah’s Little Boots (Bourgeois), Franklin and the Tooth Fairy (Bourgeois), Katie’s Hand-Me-Down Day (Wark), Prairie Fire (Reynolds), To the Post Office with Mama (Farrell), Pettranella (Blades), Emma and the Silk Train (Lawson), Just Like New (Manson), Bear on the Train (Lawson), Alfie’s Long Winter (McEvoy), Pedrito’s Day (Garay), Don’t Dig So Deep, Nicholas (Harrison), Weighing the Elephant (Ye), The Name of the Tree (Barker), Sing a Song of Mother Goose (Reid), Hiding (Collins), I Went to the Bay (Miller), Eenie Meenie Manitoba (Heidbreder), Emma’s Eggs (Ruurs), Simon Finds a Feather (Tibo), Where Does a Tiger-Heron Spend the Night (Carney), A Mountain Alphabet (Ruurs), A Prairie Alphabet (Bannatyne-Cugnet), The City ABC Book (Milich), Have You Seen Bugs (Oppenheim), Effie (Alinson), and The Night the Stars Flew (Bogart) Science Sky, Weather, Sun, Moon, and Stars Unit Study Kit   Type of Resource: HCOS Unit Study Kit   Description: Explore the wonders of creation in this exciting kit! Investigate patterns, journey to the stars, walk on the moon, and play with weather! You will be able to make art projects, create your own planetarium, observe the moon, listen to traditional stories, make a model of the solar system, graph the weather, make rain, and much more! You will be able to read engaging books, watch fun and fantastic videos, play games, make crafts, and choose from dozens of projects to create the ultimate self-directed learning experience for your first grader. This kit is divided into sections based around driving questions. You will have the opportunity to choose your materials and projects in each section of the kit. The materials, projects, and activities contained in the kit have been carefully selected to address the big ideas, competencies, and content of BC's Modernized Curriculum.   Download the Unit Study Kit Guide Borrow the Physical Kit Light and Sound Unit Study Kit Type of Resource: HCOS Unit Study Kit   Description: Turn on all the lights and make some noise! Investigate light and sound through experiments and activities. Create a xylophone, send sound waves through water, make salt dance, tell stories with shadow puppets, craft a suncatcher, and much more! You will be able to read engaging books, watch fun and fantastic videos, play games, make crafts, and choose from dozens of projects to create the ultimate self-directed learning experience for your first grader. This kit is divided into sections based around driving questions. You will have the opportunity to choose your materials and projects in each section of the kit. The materials, projects, and activities contained in the kit have been carefully selected to address the big ideas, competencies, and content of BC's Modernized Curriculum.   Download the Unit Study Kit Guide Borrow the Physical Kit Grade Two Curriculum Picks Many of these picks can be borrowed from the Learning Commons Search Portal or our Sora virtual library at no cost. Alternatively, they can be purchased from our  Used Bookstore , from Anchor Academic   (using your PO#)  or from one of our comprehensive vendors . Vendor websites are pick-and-choose, and some optional or alternate suggestions may be listed, so carefully select your items. Overview Of Grade 2 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 2. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 2 Curriculum Picks (further down this page) . English Language Arts Language Lessons for a Living Education 2  Stone Soup with Literature Kit (or another grade-appropriate book) Printing Power student workbook (OR Canadian Handwriting B) Mathematics Singapore Math 2022 Edition 2A and 2B Student Books and Home Instructor Guides OR Jump Math New Canadian Edition Grade 2 (Parts 1 and 2) Science Matter & Materials by On the Mark Press (Chemistry) AND three Unit Study Kits as below In the absence of print resource options that comprehensively address BC's Curriculum standards for Gr 2 for biology, physics and earth/space science, we recommend using these  Unit Study Kits : 1. Life Cycles of Plants and Animals, 2. Force, 3. Water. Social Studies Canada, My Country (Northwoods Press), AND World Cultures and Global Citizenship  Unit Study Kit Families who prefer a Unit Study Kit over a print resource can use the Canada Has Diverse Communities Unit Study Kit instead of Canada, My Country. Bible/Christian Studies The Word in Motion Old Testament Advantage Set Optional Resources (not detailed below) Printing Power by Handwriting Without Tears (English Language Arts) Healthy Habits for Healthy Kids by Teacher Created Resources (Health Education) Water Walker by Joanne Robertson (Science; addresses First People's knowledge of water)  Life in a Fishing Community by Helene Bourdeau (Social Studies; use with Canada, My Country) A Sled Dog for Moshi by Jeanne Bushey (Social Studies; use with Canada, My Country) Canada Map Book 1 by Apple Press (Social Studies) Detailed Information for Grade 2 Curriculum Picks  English Language Arts Language Lessons for a Living Education 2  Type of Resource: workbook Description: students will move beyond pages of text to make real-world connections as this exciting new series guides your young learner toward mastery of reading, grammar, and vocabulary, as well as the mechanics of communication and writing. Utilizing phonics, observation, and reading comprehension through poems, stories, and real books as the foundation, your student will start forming basic sentences.   This story-based approach, focused on young students Claire and Micah, uses Charlotte Mason's ideas for the modern homeschool student with character-building themes. Each quarter has five stories, two picture studies (one of which is Bible-based), and two poems (one of which is a Psalm). Using the spelling words and the Dictionary Worksheets, students will create their own dictionary as they move through the material weekly. This curriculum incorporates picture study, memorization, punctuation, spelling, vocabulary, observation, poems, psalms, letters, and practical application through creative writing – all working towards the mastery of reading and grammar, as well as the mechanics of communication and writing. Equivalent to a second-grade level. Developing early reading and narration skills, by the end of the course, students should be able to comfortably write up to three sentences at a time.    Website Series Overview Placement Guide Review Other Optional or Supplementary Resources Language Lessons 2 - Dictionary Language Lessons 2 - Resources Language Lessons 2 - Word Shapes Table of Contents and PDF Sample Pages   PDF Sample   Stone Soup Picture Book with Literature Kit (or another grade-appropriate book) Type of Resource: a fiction picture book and workbook Description:  Students use their brainstorming skills as they think of reasons why the villagers would hide their food from the soldiers. Find the vocabulary words from the story that have short i and long i sound. Match words to their synonyms from the novel. Put events from the story in the order in which they happened when the soup was being made. Students draw a picture of their favourite soup. Then, make a list of ingredients and directions on how to make this soup. Explore the story with the sense of sight, hearing, taste, smell and touch in a graphic organizer. Written to Bloom's Taxonomy, additional crosswords, word searches, comprehension quizzes, and answer keys are also included. Other options for picture book literature kits can be found here . Website Free Bonus Worksheets PDF Samples (are available on their website) Printing Power Student Workbook Type of Resource:  workbook Description:  second-grade students, or those working at that level, master printing with advanced paragraphs, poems, and language arts activities. Features practice pages for advanced printing on a single line. Expanded room for writing Digital instruction opportunities Learn & Check helps teachers and students check letter, word, and sentence skills Activity pages combine handwriting instruction with punctuation, paragraph, poem, and language arts activities for practice Website Review Additional Support ( free demos, research, how-to videos, and all of our free online resources available) Mathematics Math U See is not mentioned here simply because it is not available from our Curriculum Pick provider(s), although it is a strong option, especially in the primary grades. Math-U-See can be ordered directly from the Canadian Distributor,  Math Canada . Place an order by Phone: 250-590-6761 or Toll-Free: 1-888-854-6284. Option 1: Singapore Math 2022 Edition 2A and 2B Student Books and Home Instructor Guides Note: This program is advanced compared to our BC curriculum standards, making placement tests more important than perhaps other programs. The long-term goal would be to complete book 6B by the end of Grade 7. Books should be completed at the student's pace, which means the grade level on the cover may not correspond with the student's actual grade level. Description: epitomizes what educators love about the Singapore math approach, including the CPA progression, number bonds, bar modelling, and a strong focus on mental math. It's a no-fuss, straightforward program that balances supervised learning and independent practice. The recently released Primary Mathematics 2022 Edition uses the same approach as previous Primary Mathematics editions but features entirely new content and lesson structures. Website Placement Tests Review Scope and Sequence PDF Samples   Additional Support: Singapore Math Live offers instruction, encouragement, and support for parents and students Option 2: Jump Math New Canadian Edition 2.1 and 2.2 Student Assessment & Practice (AP) Book 2 (Parts 1 and 2)  Type of Resource:  workbooks Description: in conjunction with JUMP Math's teacher resources, Student Assessment & Practice (AP) Book 2 is designed to cover the curriculum for Grade 2 mathematics, with units on: Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management The New Canadian edition of AP Book 2 is printed in two parts, Book 2.1 and Book 2.2. In order to cover the full curriculum, students will need both parts.    Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this resource can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems. Website Choose the correct grade from the dropdown menu on pages with multiple grade options. Teacher Resource/Lesson Plans ( free when you register for an educator account ) Other Optional or Supplementary Resources  (register for an educator account for access) Assessment Checklists, Quizzes, and Tests for Grade 2 Curriculum Correlations  Digital Lesson Slides for Grade 2 Sample Pages   Science  Biology Life Cycles of Plants and Animals Unit Study Kit Type of Resource:  HCOS Unit Study Kit   Description:  Our world is filled with incredible creatures! Explore the fascinating world of plants and animals alongside your child. You will be able to investigate life cycles, build models, create a lapbook, make animal art, raise butterflies, film a stop-motion video, tell stories, play with clay, and much more! You will be able to read engaging books, watch fun and fantastic videos, play games, make crafts, and choose from dozens of projects to create the ultimate self-directed learning experience for your second grader.  This kit is divided into sections based around driving questions. You will have the opportunity to choose your materials and projects in each section of the kit. The materials, projects, and activities contained in the kit have been carefully selected to address the big ideas, competencies, and content of BC's Modernized Curriculum. . Download the Unit Study Kit Guide Borrow the Physical Kit Chemistry Matter & Materials by On the Mark Press (Grades 1-3) Type of Resource:  A workbook designed for classroom instruction, so some activities may need to be adapted slightly for a home setting. Description: What is the world made of? Through hands-on activities and experiments, students will enjoy exploring the world around them as they practise science skills like observing and concluding. Games like "Simon Says" bring the realm of atoms and particles to life and demonstrate solids, liquids, and gases. Students will learn to explain the magic of ice sculptures, gas-powered rockets, and inventions.  Note from Curriculum Consultant: Some of this resource may be review for families who have already addressed properties of matter in Grade 1. If this is the case, please begin on page 38 with the chapter, "Solids, Liquids, and Gases". Website and Sample pages Physics Force Unit Study Kit Type of Resource:  HCOS Unit Study Kit   Description:  Explore the exciting world of force alongside your learner! Push and pull with clay, paint with a pendulum, race Lego balloon cars, build a Newton’s Cradle, play with magnets, build a gyrocopter, and much more! You will be able to read engaging books, watch fun and fantastic videos, play games, make crafts, and choose from dozens of projects to create the ultimate self-directed learning experience for your second grader.  This kit is divided into sections based around driving questions. You will have the opportunity to choose your materials and projects in each section of the kit. The materials, projects, and activities contained in the kit have been carefully selected to address the big ideas, competencies, and content of BC's Modernized Curriculum.   Download the Unit Study Kit Guide Borrow the Physical Kit Earth/Space Water Unit Study Kit Type of Resource:  HCOS Unit Study Kit   Description: Roughly 71% of the earth’s surface is water, and in this engaging unit, you will be able to investigate water in-depth through hands-on activities! Investigate local water sources, make a working ecosystem model, build a rain gauge, learn about water conservation, explore water around the world, create your own water cycle, experiment with evaporation, melt snow, and much more! You will be able to read engaging books, watch fun and fantastic videos, play games, make crafts, and choose from dozens of projects to create the ultimate self-directed learning experience for your second grader.  This kit is divided into sections based around driving questions. You will have the opportunity to choose your materials and projects in each section of the kit. The materials, projects, and activities contained in the kit have been carefully selected to address the big ideas, competencies, and content of BC's Modernized Curriculum.   Download the Unit Study Kit Guide Borrow the Physical Kit Social Studies Canada, My Country Type of Resource: softcover text/workbook Video Description Description: This easy to use, read-aloud text is a delight for both students and teacher. Lessons require minimal preparation but are packed with content, games and activities. Students will grasp the basics of Canadian geography, both physical and political. Chapters on national symbols, government and Canadian freedoms provide the groundwork for future study. Each lesson includes a reproducible activity worksheet. Topics include: Understanding maps; Canada’s physical regions; Symbols; Government; Freedoms; Outstanding Canadians Lessons are clearly outlined Resource lists with lessons  Reproducible worksheets now available digitally for original purchasers  Index This study requires photos of Canadian landscapes and a physical map.  Website   Other Optional or Supplementary Resources World Cultures and Global Citizenship Unit Study Kit Type of Resource:  HCOS Unit Study Kit   Description:  Travel around the world in this exciting new kit! Learners will begin by discovering fascinating countries and cultures from around the globe. They will gain a deeper understanding of what it means to live and work in God’s world. Then, in the second portion of the unit, learners will spend time exploring the ways that they can be caretakers of our beautiful planet. This kit is divided into sections based around driving questions. You will have the opportunity to choose your materials and projects in each section of the kit. The materials, projects, and activities contained in the kit have been carefully selected to address the big ideas, competencies, and content of BC's Modernized Curriculum.   Download the Unit Study Kit Guide Borrow the Physical Kit Bible/Christian Studies The Word in Motion Old Testament Advantage Set Type of Resource: Homeschool Curriculum Includes Student Textbook, Notebooking Journal, Audio Download, Streaming Video Lessons   Description:  Apologia’s The Word in Motion Old Testament is the first volume in an illustrated, two-part Bible curriculum that equips students to know, live, and share the Word of God. As kids understand how the books of the Bible work together to tell the larger story of God’s love for people, they begin to understand God better and read the Word with purpose, passion, and real understanding. Unlock free bonus content with resources, videos, activities, and more when you buy this product! Book Extras provide rich content for students, parents, and teachers to enhance the learning experience.   This course is designed to be done 4 days a week in 30-45 minute segments over the course of 30 weeks. A suggested daily schedule is included in the student notebook so your student easily understands what is expected of them each day, while also providing flexibility to meet the needs of your student and family.   Features: Free Streaming Video Lessons Included Great for Visual and Auditory Learners Vibrantly Illustrated Website Table of Contents and Sample Pages Grade Three Curriculum Picks Many of these picks can be borrowed from the Learning Commons Search Portal or our Sora virtual library at no cost. Alternatively, they can be purchased from our  Used Bookstore , from Anchor Academic   (using your PO#)  or from one of our comprehensive vendors . Vendor websites are pick-and-choose.  Some optional or alternate suggestions may be listed, so select your items with care. Overview Of Grade 3 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 3. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 3 Curriculum Picks (further down this page) . English Language Arts Rigorous Approach (Option A): Lightning Literature Gr 3 Student Workbook and Teacher's Guide with poetry book and readers OR Lighter Approach (Option B): Language Lessons for a Living Education 3 with 101 Favorite Stories from the Bible AND The Tale of Despereaux novel with Literature Kit by Classroom Complete Press (or alternate) Mathematics   Singapore Math 2022 Edition 3A and 3B Student Books and Home Instructor Guides OR Jump Math New Canadian Edition 3.1 and 3.2 Science   Biology Adventures on Planet Earth: Level 3 by MasterBooks Chemistry Exploring Creation with Chemistry and Physics Textbook by Jeannie Fulbright and Junior Notebooking Journal - Chapters 1 and 3  Physics Exploring Creation with Chemistry and Physics Textbook by Jeannie Fulbright and Junior Notebooking Journal - Chapter 11 Earth/Space Landforms and Erosion Unit Study Kit Social Studies From Time Immemorial by Pacific Edge Publishing Bible/Christian Studies The Word in Motion New Testament Advantage Set by Apologia Optional Resources (not detailed below)   Canadian Handwriting Book C (English Language Arts) Healthy Habits for Healthy Kids Grades 3-4  by Teacher Created Resources (Health Education) Detailed Information for Grade 3 Curriculum Picks  English Language Arts OPTION A: Lightning Literature Gr 3 Student Workbook and Teacher's Guide with poetry books and readers Type of Resource: Home Education Curriculum Description: Lightning Literature is a language arts curriculum designed to instill a love of literature in students, expand their ability to read intelligently and deeply, and prepare them for more advanced language arts concepts. The key components of this series are literature, grammar and mechanics, and composition. The Teacher Guide provides scripted questions for comprehension with answers, teaching tips, and daily schedules. The Workbook and Guide can be purchased separately, in a set together, or in two different packs, one with and one without Random House Book of Poetry for Children. The author’s goal in writing this series is to “instill a love of great literature in children, expand their ability to read intelligently and deeply, improve their communication abilities, and prepare them for more advanced language arts concepts.” The three key components to this series are literature, grammar and mechanics, and composition. The Student Workbook explains the lesson’s concept for the child and includes Reading Journal Pages, Dictionary Pages, and Sentence Puzzle Pages. Workbook answers are in the Teacher’s Guide. The Workbook and Guide can be purchased separately, in a set together, or in two different packs, one with and one without Random House Book of Poetry for Children. You’ll need something else for teaching spelling, learning to read, and penmanship.   Website Review   Samples : Teacher Intro , Teacher's Sample , Student Workbook Sample Other Optional or Supplementary Resources: Worksheets OPTION B: Language Lessons for a Living Education 3 with 101 Favorite Stories from the Bible AND The Tale of Despereaux novel with Literature Kit by Classroom Complete Press (or alternate)  Type of Resource:  workbook Description:  incorporates picture study, memorization, punctuation, spelling, vocabulary, observation, poems, psalms, letters, and practical application through creative writing – all working towards the mastery of reading and grammar, as well as the mechanics of communication and writing. Enjoy this story-based course featuring Claire and Micah, designed to engage your young learner and strengthen their reading and writing skills. Real-world examples and applications are the focus as they practice reading, apply grammatical skills, and increase their vocabulary. Complete with helpful illustrations and guides, this book will teach your student paragraph structure, compound words, contractions, sentence combining, helping verbs, prepositions, and more! This language arts series adapts Charlotte Mason's ideas for the modern homeschool student, complete with character-building themes. Each quarter has five stories, two picture studies (one of which is Bible-based), and two poems (one of which is a Psalm). Using the spelling words and the Dictionary Worksheets, students will create their very own dictionary as they move week by week through the material. Develops reading and narration skills as well as writing mastery of multi sentence paragraphs. Continuing with what the student has learned in Level 2, Book 3 will add to their reading, communication and observation skills. They will begin to write paragraphs. They will review and refine lessons from Level 2 in addition to learning new skills.  101 Favorite Stories from the Bible  is a required resource for this program.   Website Series Overview Placement Guide Review   Other Optional or Supplementary Resources Language Lessons 3 - Dictionary Language Lessons 3 - Word Shapes Scope & Sequence and PDF Samples PDF Sample The Tale of Despereaux novel with Classroom Complete Press Literature Kit (or another grade-appropriate book) Type of Resource: fiction novel and workbook Description: Learn the value of courage and fortitude with this twist on the classic fairy tale. Our comprehensive resource has response questions and activities that are great for guided reading and independent work. Use clues to match vocabulary words from the novel to a crossword puzzle. Show an understanding of details from the book by answering short questions. Imagine the inner qualities Roscuro has by describing why he decides never to torture another prisoner again. Compare the expression, "not the sharpest knife in the drawer," with the character Mig. Organize a character's actions and thoughts as they happened in the story with a graphic organizer. Written to Bloom's Taxonomy; additional crossword, word search, comprehension quiz and answer key are also included. About the novel:  a story of a special mouse who is on a dangerous quest to rescue the princess. Despereaux falls in love with a princess, even though mice and humans are not supposed to! Caught, Despereaux is sentenced to the dungeon; however, he escapes and goes looking for his beloved princess. Unfortunately, the Princess has already been tricked and has been taken to the dungeon. Despereaux must save his love, and together with the help of his friends, eventually rescues her. As his quest comes to a close, Despereaux realizes that he still cannot marry the Princess, but they become friends. The story ends with the King, the Princess and Despereaux eating a feast and living happily together forever.  Other options for picture book literature kits can be found  here . Website Free Bonus Worksheets PDF Samples (to the left of the cover image) Mathematics Math U See is not mentioned here simply because it is not available from our Curriculum Pick provider(s), although it is a strong option, especially in the primary grades. Math-U-See can be ordered directly from the Canadian Distributor,  Math Canada . Place an order by Phone: 250-590-6761 or Toll-Free: 1-888-854-6284. Option 1: Singapore Math 2022 Edition 3A and 3B Student Books and Home Instructor Guide Note: This program is advanced compared to our BC curriculum standards,, making placement tests more important than perhaps other programs. The long term goal would be to complete book 6B by the end of Grade 7. Books should be completed at the student's pace, which means the grade level on the cover may not correspond with the student's actual grade level. Description: epitomizes what educators love about the Singapore math approach, including the CPA progression, number bonds, bar modeling, and a strong focus on mental math. It's a no-fuss, straightforward program that balances supervised learning and independent practice. The recently released Primary Mathematics 2022 Edition uses the same approach as previous Primary Mathematics editions, but features entirely new content and lesson structures. Website Placement Tests Review Scope and Sequence PDF Samples   Additional Support: Singapore Math Live offers instruction, encouragement, and support for parents and students Option 2: Jump Math New Canadian Edition 3.1 and 3.2 - Student Assessment & Practice (AP) Book 3 (Parts 1 and 2)  Type of Resource: workbooks Description:  in conjunction with the J UMP Math's teacher resources, Student Assessment & Practice (AP) Book 4 is designed to cover the curriculum for Grade 4 mathematics, with units on: Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management The New Canadian edition of AP Book 4 is printed in two parts, Book 4.1 and Book 4.2. In order to cover the full curriculum, students will need both parts.    Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this resource can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems. Website On pages where there are multiple grade options, choose the correct grade from the dropdown menu. Teacher Resource/Lesson Plans    (free when you register for an educator account ) Other Optional or Supplementary Resources (register for an educator account for access): Answer Keys for AP Book 3 (may need to create a parent account for access) Quizzes and Tests for Grade 3   Correlations Digital Lesson Slides for Grade 3   Sample Pages     Science Biology Adventures on Planet Earth: Level 3 by MasterBooks Type of Resource: softcover student home education resource book Description: Earth science is the perfect study for budding young scientists. This curriculum is packed with fun activities and adventures to help your student learn about God’s creation of biomes, the food chain, climate, trees, and so much more. Each lesson offers Hidden Treasures to help the student see the biblical connection of the scientific facts and build a deeper relationship with God. Website Sample Pages Chemistry and Physics  Exploring Creation with Chemistry and Physics Textbook by  Jeannie Fulbright and Junior Notebooking Journal  Chapters 1 and 3 address grade three chemistry standards; chapter 11 addresses grade three physics standards. The Junior Notebooking Journal is recommended, but students who have mastered handwriting, can take notes, and enjoy upper elementary-level activities may prefer the Regular Notebooking Journal. This resource is recommended to address chemistry and physics standards for grades 3, 5, and 6. A full correlation between Exploring Creation with Chemistry and Physics and BC's Gr 1 - 6 science standards can be found here . Type of Resource:  home education curriculum   Description:  Exploring Creation with Chemistry and Physics is part of Apologia’s award-winning Young Explorer Series and a curriculum specifically designed for elementary students. From the laws of motion to electricity and magnetism to the very building blocks of creation, this course is a God-honoring study about some of the most impactful scientific principles that are at work all around us. As your student works through this course, their scientific curiosity and confidence will explode as they engage with the vivid graphics, thought-provoking lessons, and hands-on experiments that will bring theory to life.   Curriculum Overview We believe that your child’s education is at their best when their learning begins with curiosity. That’s why this course was designed for elementary students with no prerequisite. We use the practical concepts and things in their world to help them to learn and experience that science isn’t just a class–it’s a means for them to discover their world!    Apologia’s Exploring Creation with Chemistry and Physics course is written in a conversational tone, and takes complex and abstract concepts and makes them approachable for curious young minds. As your student engages with the lessons, projects, and experiments, they will better understand the fascinating world of chemistry and physics, and the Master Designer who created it all.  Throughout this course, they’ll study and explore the basic building blocks of creation, atoms and molecules, simple chemicals, the laws of motion, energy in its many forms, as well as concepts of electricity and magnetism. Your student will get to put their learning to work as they have fun making a bouncy ball, developing a smoke bomb, building a solar oven, constructing a working periscope, fashioning a miniature motor, and creating a lava lamp!  Lesson Plans and Materials There are 14 lessons in this one-year chemistry and physics course.  Detailed lesson plans as well as a suggested daily schedule are included in the student notebooking journal (sold separately). This will set you and your student up for success as they work through the course, while also providing flexibility to meet the needs of your student and your family. Packed with vivid photos and a variety of hands-on activities and experiments that bring chemistry and physics to life, the student textbook and provides engaging hands-on activities to help solidify the concepts learned. The hard-cover textbook and notebooking journals (sold separately) are recommended for your student to make the most of this course.  All of the activities and experiments use easy-to-obtain household items and truly make the lessons come alive! Website Preview and Table of Contents Resource Extras Earth/Space Landforms and Erosion Unit Study Kit Type of Resource: HCOS Unit Study Kit Description: How does land change? Why does land change? You and your learner will be able to investigate these and many other questions in this exciting unit! Experiment with erosion on a small scale, become an erosion detective, become a landform explorer, create posters, conduct research, make salt dough landforms, create an island, paint outside, erupt a volcano, and much more! You will be able to read engaging books, watch fun and fantastic videos, play games, make crafts, and choose from dozens of projects to create the ultimate self-directed learning experience for your third grader. This kit is divided into sections based around driving questions. You will have the opportunity to choose your materials and projects in each section of the kit. The materials, projects, and activities contained in the kit have been carefully selected to address the big ideas, competencies, and content of BC's Modernized Curriculum.   Download the Unit Study Kit Guide Borrow the Physical Kit Social Studies From Time Immemorial by Pacific Edge Publishing  Type of Resource: full-colour student book Description:  provides an honest survey of the history of the coastal First Nations from pre-contact to the present. From Time Immemorial  has been recommended by the First Nations Education Steering Committee of BC as an “ authentic First Peoples text that meets provincial standards and reflects First Peoples knowledge and perspectives in a respective way. ” This book provides a broad  overview  of traditional ways common to a large number of diverse groups. It encourages readers to learn more about particular groups who, long ago, walked the shorelines and forest trails of the Pacific Northwest. While meeting the Learning Standards for the new BC Grade 3 Social Studies curriculum, it also addresses First Nations content for grades 4-8 (See Learning Standards Chart ). Special features include: Before You Read: suggests pre-reading activities Looking Ahead: provides an overview of the content of the chapter First Nations Today: raises awareness of the issues facing First Nations in the present Ask the Elders: encourages students to learn about the unique characteristics of local First Nations Stories: First Nation’s stories based on traditional values What Do You Think: invites students to express their opinions about relevant issues Looking Back: summarizes the content of the chapter After You Read: suggest activities that review or extend the content of the chapter 121 Illustrations and Photos: illustrate the culture and lifestyle of the West Coast First Nations. Website Other Optional or Supplementary Resources: Teacher's Guide (Print) & ( PDF ) Scope and Sequence PDF Samples Bible/Christian Studies The Word in Motion New Testament Advantage Set T ype of Resource: Homeschool Curriculum Includes Student Textbook, Notebooking Journal, Audio Download, Streaming Video Lessons   Description:  Apologia’s The Word in Motion New Testament is the first volume in an illustrated, two-part Bible curriculum that equips students to know, live, and share the Word of God. As kids understand how the books of the Bible work together to tell the larger story of God’s love for people, they begin to understand God better and read the Word with purpose, passion, and real understanding. Unlock free bonus content with resources, videos, activities, and more when you buy this product! Book Extras provide rich content for students, parents, and teachers to enhance the learning experience.   This course is designed to be done 4 days a week in 30-45 minute segments over the course of 30 weeks. A suggested daily schedule is included in the student notebook so your student easily understands what is expected of them each day, while also providing flexibility to meet the needs of your student and family.   Features: Free Streaming Video Lessons Included Great for Visual and Auditory Learners Vibrantly Illustrated Website Table of Contents and Sample Pages Grade Four Curriculum Picks Many of these picks can be borrowed from the Learning Commons Search Portal or our Sora virtual library at no cost. Alternatively, they can be purchased from our  Used Bookstore , from Anchor Academic   (using your PO#)  or from one of our comprehensive vendors . Vendor websites are pick-and-choose and some optional or alternate suggestions may be listed, so select your items with care. Overview Of Grade 4 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 4. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 4 Curriculum Picks. English Language Arts Rigorous Approach (Option A): Lightning Literature Gr 4 Student Workbook and Teacher's Guide with poetry book and readers OR Lighter Approach (Option B): Language Lessons for a Living Education 4 with 101 Favorite Stories from the Bible; Sarah, Plain and Tall novel with Literature Kit (or alternate); Growing up in Wild Horse Canyon by Karen Autio with  teacher's guide (or alternate) Mathematics Dynamic Classroom Math 4 OR Jump Math New Canadian Edition 4.1 and 4.2 Science (all of these)   Biology, Chemistry, Physics: My Pals are Here Science International 2nd Edition (Marshall Cavendish) Level 4 Textbook, Workbook and Teacher's Guide   Students using My Pals are Here Level 4 should focus on units 1, 2, 5, and 8. Teachers may request students supplement in areas where this resource does not completely address standards. See correlations .   Biology Exploring Creation with Human Anatomy and Physiology (Apologia, Ch. 11) Lesson 11 of Exploring Creation with Human Anatomy and Physiology addresses the Grade 4 standard of humans sensing and responding to their environment. This resource is also recommended for the Grade 5 and 6 picks (a full description can be found  here) . If students do not have easy access to this textbook in Grade 4, they can complete Chapter 11 in Grade 5.  Earth/Space Earth, Sun, and Moon Unit Study Kit Social Studies Courage & Conquest by Northwoods Press Bible/Christian Studies Who Is God? And Can I Really Know Him? by David Webb and John Hay (Apologia) Optional Resources (not detailed below)   STEM Starters: Zip-Line Racers (ADST) I Am Canada: Blood and Iron (English Language Arts, Social Studies) Hudson's Bay Company Adventures (English Language Arts, Social Studies) Canadian Handwriting D (English Language Arts) Healthy Habits for Healthy Kids Gr. 3-4 (Health Education) ScienceWiz Energy Kit (Science) Discovering New France (Social Studies; use with Courage and Conquest) Canada Map Book 3 (Social Studies) Detailed Information for Grade 4 Curriculum Picks  English Language Arts OPTION A: Lightning Literature Gr 4 Student Workbook and Teacher's Guide with poetry book and readers Type of Resource: Home Education Curriculum Description: Lightning Literature is a language arts curriculum designed to instill a love of literature in students, expand their ability to read intelligently and deeply, and prepare them for more advanced language arts concepts. The key components of this series are literature, grammar and mechanics, and composition. The Teacher’s Guide contains the answers to the comprehension questions and the grammar pages, instructions for daily composition, a discussion guide for each book, and suggestions for additional activities. The Workbook and Guide can be purchased separately, in a set together, or in a pack with the readers. The author’s goal in writing this series is to “instill a love of great literature in children, expand their ability to read intelligently and deeply, improve their communication abilities, and prepare them for more advanced language arts concepts.” The three key components to this series are literature, grammar and mechanics, and composition. This year, students read a variety of great children’s literature, classic and modern. Two books written in verse encourage students to explore poetry in different ways than they may have previously. An inspiring nonfiction story of a boy’s quest in Africa to bring electric power to his home provides lessons on expository, descriptive, persuasive, and narrative writing. The consumable four-color Student Worktext contains comprehension questions, discussion questions, instruction on grammar (including sentence diagramming), workbook pages, and a reading journal. Workbook answers are in the Teacher’s Guide. The Workbook and Guide can be purchased separately, in a set together, or in a pack with the readers. You’ll need something else for teaching spelling, learning to read, and penmanship.   Website Review Samples: Teacher Intro , Teacher's Sample , Student Workbook Sample Other Optional or Supplementary Resources: Worksheets OPTION B: Language Lessons for a Living Education 4 with 101 Favorite Stories from the Bible; Sarah, Plain and Tall novel with Literature Kit (or alternate); Growing up in Wild Horse Canyon by Karen Autio with teacher's guide Type of Resource:  Workbook  Description:  This course utilizes a story-based approach, using Charlotte Mason's ideas for the modern homeschool student with character-building themes. Each quarter has five stories, two picture studies (one of which is biblically-based), and two poems (one of which is a psalm). Using the spelling words and the Dictionary Worksheets, the student will create their very own dictionary as they move week by week through the material. This course incorporates picture study, memorization, grammar and punctuation, spelling and vocabulary, observation, and application through creating their own stories through pictures, sentences, paragraphs, poems, psalms, and letters. This course also develops reading skills and gently develops narration skills.   Students will build on and reinforce essential communication skills as they achieve proficiency in grammar, vocabulary, spelling, and reading comprehension. Independent reading and mastery of effective sentences and paragraphs are at the heart of this course. Students will enjoy poem, hymn, and picture studies and faith-growing stories to inspire detailed and descriptive paragraphs. Activities include memorizing poems, Scripture, and the books of the Bible, creating a dictionary, gentle narration and copy work, and critical thinking games to hone and apply their writing and reading skills creatively. Additional copy work, fun games, and activities are in the back for extra practice of key grammar concepts and spelling, making the course easily adaptable to meet the needs of each student. Writing stamina is built up gradually. By the end of the course, students should be able to comfortably write a four to five-sentence paragraph.  101 Favorite Stories from the Bible  is a required resource for this program.   Website Series Overview Placement Guide Review Other Optional or Supplementary Resources Language Lessons 4 - Dictionary Language Lessons 4 - Word Shapes Table of Contents  (under "Scope & Sequence") PDF Samples   Sarah, Plain and Tall Novel with Literature Ki t Type of Resource: fiction novel and workbook Description: Students begin by imagining the hardships of living as a pioneer on the American prairies. Answer true or false questions about Sarah's letter to Anna and Caleb. Complete sentences from the story with their missing vocabulary words. Do some investigation to learn about mica, something that Sarah says her dune sparkled with. Use events from the story to inspire a tercet poem. Students imagine interviewing Sarah about her experiences. The comprehension quiz works great as a study guide for a final exam. Written to Bloom's Taxonomy; additional crossword, word search, comprehension quiz and answer key are also included. About the Novel: a story filled with wisdom, gentle humour and the practical concerns necessary for a satisfying life. This Newbery Medal-winning story is based on the true adventures of a family living on the vast prairie in the early years of the 20th century. The story begins when Anna and Caleb missing their mother who died, wish for another woman to make their father laugh again. Sarah responds to an ad, stating she will come by train, wearing a yellow bonnet and that she is plain and tall. And into their lives comes Sarah, with her own needful loneliness and searching to help them create a whole family. But life on the endless prairie can be hard and unforgiving, taking all a person's strength and courage just to survive. Website Free Bonus Worksheets P DF Samples   Growing Up in Wild Horse Canyon by Karen Autio with Free Teacher's Guide Type of Resource: nonfiction picture book Description: explores Okanagan history by focusing on Wild Horse Canyon in Okanagan Mountain Provincial Park (south of Kelowna, BC) and its vicinity. This narrative nonfiction picture book, with illustrations by Loraine Kemp, includes natural and social history.   A hidden canyon in British Columbia's southern interior, a ponderosa pine tree sprouts. Seasons pass as the tree grows, witness to generations of human history in the Okanagan Valley, from First Nations quests to fur brigades, horse wrangling, secret wartime commando training, to the firestorm of 2003. Richly illuminated by maps, illustrations and historical images and informed by a timeline and historical notes, this fascinating book weaves First Nations history with European settlement and natural history. By following the thread of one tree growing in one sheltered and sacred space, award-winning author Karen Autio gently explores patterns of colonization that will resonate with readers all over North America.  Note from Curriculum Consultant: This resource also addresses many standards in Grade 3 Social Studies, especially when the activities in the teacher guide are explored. Website Reviews Teacher's Guide Sample Pages (Amazon) Growing Up In Wild Horse Canyon Sample on Sora Mathematics Option 1: Dynamic Classroom Math Grade 4 Workbook Description: curriculum aligned for each Province.  Easy for students to get started due to the clear explanations with guided examples and step-by-step solutions. Students gain confidence by working through exercises that are structured for all ability levels.  Unit tests provide students and parents with feedback on topic mastery. Students and parents have access to video lessons that are directly connected to the book and provide that extra level of support to gain confidence and excel in math (video lessons are optional and cost extra). Website   Samples Pricing Video Bundle Supplementary Resources: video lessons , free resources Option 2: Jump Math New Canadian Edition Student 4.1 and 4.2 - Assessment & Practice (AP) Book 4 (Parts 1 and 2)  Type of Resource: workbooks Description:  in conjunction with the New Canadian Edition of JUMP Math's teacher resources, Student Assessment & Practice (AP) Book 4 is designed to cover the curriculum for Grade 4 mathematics, with units on: Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management The New Canadian edition of AP Book 4 is printed in two parts, Book 4.1 and Book 4.2. In order to cover the full curriculum, students will need both parts.    Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this resource can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems Website On pages where there are multiple grade options, choose the correct grade from the dropdown menu. Teacher Resource/Lesson Plans ( free when you register online as a Teacher) Other Optional or Supplementary Resources Answer Keys for AP Book 4 ( free when you register online as a Teacher) Quizzes and Tests for Grade 4 ( free when you register online as a Teacher) Curriculum Guides for Grade 4 ( free when you register online as a Teacher) Digital Lesson Slides for Grade 4 ( free when you register online as a Teacher) Table of Contents ( free when you register online as a Teacher) Sample Pages ( free when you register online as a  Parent) Student AP Book 4.1 Student AP Book 4.2 Grade 4 Problem-Solving Lessons Science Biology, Chemistry, and Physics My Pals are Here Science International 2nd Edition (Marshall Cavendish) Level 4 Textbook, Workbook and Teacher's Guide Type of Resource: classroom curriculum Description: My Pals are Here Science focuses on awareness, collaboration, and critical and inventive thinking using an inquiry-based approach. The program is for Grades 1-6 and is based on the principles of engagement, exploration, explanation, elaboration, and evaluation. Includes many engaging hands-on activities and caters to various learning styles. Although this series was written for a classroom environment, it can be easily adapted for a home learning setting.   Video Overview Samples Textbook 4 Activity Book 4 Teacher's Guide 4 My Pals Are Here! 2nd Edition Gr K-6 Science Correlations to BC's Curriculum Standards Biology Exploring Creation with Human Anatomy and Physiology (Apologia) Lesson 11 addresses the Grade 4 standard of humans sensing and responding to their environment. This resource is also recommended for the Grade 5 and 6 picks (a full description can be found  here) .  Earth/Space Earth, Sun, and Moon Unit Study Kit Type of Resource:  HCOS Unit Study Kit   Description: Expand your knowledge of the earth, sun, moon, and beyond! This unit will take your child’s knowledge of the earth and our solar system to a deeper level, while providing them with opportunities to conduct research and design their own experiments! You will investigate seasonal changes, view the moon, experience myths and legends, take a virtual field trip to the surface of the moon, discover nocturnal animals, write a psalm of praise, build your own solar oven, make a sundial, and much more! You will be able to read engaging books, watch fun and fantastic videos, play games, make crafts, and choose from dozens of projects to create the ultimate self-directed learning experience for your fourth grader.  This kit is divided into sections based around driving questions. You will have the opportunity to choose your materials and projects in each section of the kit. The materials, projects, and activities contained in the kit have been carefully selected to address the big ideas, competencies, and content of BC's Modernized Curriculum.   Download the Unit Study Kit Guide Borrow the Physical Kit Social Studies Courage and Conquest: Discovering Canadian History 7th Edition by Northwoods Press Type of Resource: softcover student home education resource book Description: a chronological study of Canadian History including all major events in the settlement of Canada to Confederation. Each lesson includes references to literature sure to captivate the student's interests. Text, reproducible work pages and timeline picture with each lesson. Includes exciting living text geared for upper elementary. Assignments with each lesson introduce the Six Historical Thinking Concepts for critical thinking. Colour timeline pictures complement each lesson. Historical fiction titles are listed for each topic, both in print and out of print for library users.  While this resource is most suitable for upper elementary, all ages can benefit.  The following additional resources are recommended to deepen the quality of learning not essential to this independent guide. Stowing Away with the Vikings - fiction Gold Rush Fever: A Story of the Klondike, 1898 (fiction; out of print) The Kids Book of Canadian History - highly recommended The Kids Book of Canada's Railway - highly recommended The Kids Book of Canadian Exploration - highly recommended Discovering Canada Series by Robert Livesey and A. G. Smith (7 books in the series) Website Review Digital Content: To collect digital content on a product you have purchased Login (or create a user account) and enter the code inside the front cover on the Redeem Code Field (original purchaser only). A sample of this book can be seen in the photos on this page .  Bible/Christian Studies Who Is God? And Can I Really Know Him? Type of Resource:  Student Textbook   Description:  introduces the concept of worldview while laying the foundational truths upon which a biblical Christian worldview is built. Our children are bombarded on a daily basis with competing messages. Every song, movie, book, TV show, blog, and game is full of ideas about truth, morality, beauty, identity, faith, and more. Not all of these ideas are true. Some are wrong, some are deceptive, and some are outright destructive. Young children must be equipped to discern among competing ideas and stand firm in the truth. Concepts covered include: God is truth and He reveals His truth to people He is the one true and almighty God; He is the Father, the Son, and the Holy Spirit He created everything We are God’s children and are made to love and to praise Him God meets all of our needs Sin separates us from God Jesus is the only way to God Note from Curriculum Consultant:  this resource is most suitable for students in Grades 4-8 but could be used for children as young as 6 and as old as 14 in a multi-grade learning environment. This resource could be used for family devotions and discussions. Website Review Other Optional or Supplementary Resources Who Is God? Junior Notebooking Journal Who Is God? MP3 Download/Audiobook Table of Contents and PDF Samples Grade Five Curriculum Picks Many of these picks can be borrowed from the Learning Commons Search Portal or our Sora virtual library at no cost. Alternatively, they can be purchased from our  Used Bookstore , from Anchor Academic   (using your PO#)  or from one of our comprehensive vendors . Vendor websites are pick-and-choose, and some optional or alternate suggestions may be listed, so carefully select your items. Overview Of Grade 5 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 5. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 5 Curriculum Picks . English Language Arts Rigorous Approach (Option 1): Lightning Literature Gr 5 Student Workbook and Teacher's Guide with poetry book and readers OR Lighter Approach (Option 2): Language Lessons for a Living Education 5 by Master Books with 101 Favorite Stories from the Bible; From the Mixed-Up Files of Mrs. Basil E Frankweiller by E.L. Konigsburg with Classroom Complete Press Literature Kit (or alternate); Sabotage by Karen Autio with activity guide OR No Time to Say Goodbye: by Sylvia Olsen with activity guide (pg. 29; cross-curricular w/social studies). A selection of Progeny Press novel studies are available if preferred. Mathematics Dynamic Math 5 OR Jump Math New Canadian Edition 5.1 and 5.2 Science   It is unnecessary to purchase or borrow all of these books. Please talk with your support teacher about which of these resources is best for you and which areas can be supplemented with online resources.   Biology Ex ploring Creation with Human Anatomy and Physiology by Jeannie Fulbright and Brooke Ryan, MD, lessons 1 - 8 . (Lessons 9, 10, and 14 address grade six content standards; lesson 11 addresses grade four content standards) Chemistry Exploring Creation with Chemistry and Physics Textbook by Jeannie Fulbright and Notebooking Journal - Chapter 5  Physics Exploring Creation with Chemistry and Physics Textbook by Jeannie Fulbright and Notebooking Journal - Chapter 14 Earth/Space The Geology Book by John D Morris (Chapters 1 - 4) and  Rocks and Geology ScienceWiz Kit by Penny Norman, Ph.D. (optional) Social Studies Human Rights Unit Study Kit BC Land and People by Bill MacDonald (Apple Press) Canadian Government by Classroom Complete Press Bible/Christian Studies Who Am I? And What Am I Doing Here? by John Hay (Apologia) Optional Resources (not detailed below)   STEM Starters: Balloon Cars by Teacher Created Resources (ADST) Healthy Habits for Healthy Kids Gr. 5-6 by Tracie Heskett  (Health Education) Sockeye Mother by Hetxw’ms Gyetxw Brett D. Huson (Science; to address First Peoples concepts of interconnectedness in the environment) Above & Beyond with Communication by Robin Johnson  (Career Education) Detailed Information for Grade 5 Curriculum Picks  English Language Arts Lightning Literature Gr 5 Student Workbook and Teacher's Guide with poetry book and readers  Type of Resource: Home Education Curriculum Description: Lightning Literature is a language arts curriculum designed to instill a love of literature in students, expand their ability to read intelligently and deeply, and prepare them for more advanced language arts concepts. The key components of this series are literature, grammar and mechanics, and composition. The Teacher’s Guide contains the answers to the comprehension questions for all nine books, as well as four chapters on poetry and the grammar pages, instructions for daily composition, a discussion guide for each book, and suggestions for additional activities. The Workbook and Guide can be purchased separately, in a set together, or in a pack with the readers. The author’s goal in writing this series is to “instill a love of great literature in children, expand their ability to read intelligently and deeply, improve their communication abilities, and prepare them for more advanced language arts concepts.” The three key components of this series are literature, grammar and mechanics, and composition. This year, students read a variety of great children’s literature, classic and modern. Grade 5 Lighting Literature will continue the Lightning Literature method of teaching intelligent reading, composition, and grammar using great children’s literature. Students will be introduced to new authors, exciting stories, and different cultures and experiences. The consumable four-colour Student Worktext contains comprehension questions, discussion questions, instruction on grammar (including sentence diagramming), and workbook pages. Workbook answers are in the Teacher’s Guide. The workbook will ask questions on the reading, teach (and quiz on) grammar and mechanics, and introduce composition techniques. Each week, students will write something of their own to keep their composition muscles exercised and growing. The Workbook and Guide can be purchased separately, in a set together, or in a pack with the readers. You’ll need something else to teach spelling, learning to read, and penmanship.   Website Review Samples: Teacher Intro , Teacher's Sample , Student Workbook Sample Other Optional or Supplementary Resources: Worksheets   (Option 2): Language Lessons for a Living Education 5 by Master Books with 101 Favorite Stories from the Bible; From the Mixed-Up Files of Mrs. Basil E Frankweiller by E.L. Konigsburg with Classroom Complete Press Literature Kit (or alternate); Sabotage by Karen Autio OR No Time to Say Goodbye by Sylvia Olsen (cross-curricular w/social studies) Type of Resource:  Workbook   Description:  students will build on and reinforce essential communication skills as they achieve proficiency in grammar, vocabulary, reading comprehension, spelling, and written communication. Independent reading and mastery of effective sentences and paragraphs are at the heart of this course. Students will enjoy poem, hymn, and picture studies, as well as faith-growing stories to inspire detailed and descriptive paragraphs while making real-world connections that enhance this fun and engaging story-based approach. Written with a Charlotte Mason influence but designed for modern homeschoolers, activities include book reports, Scripture, creating a dictionary, narration, and critical thinking games to hone and apply their writing and reading skills creatively. This course is a story-based approach, using Charlotte Mason's ideas for the modern homeschool student with character-building themes. Each quarter has five stories, two picture studies (one of which is biblically based), and two poems (one of which is a proverb). Using the spelling words and the Dictionary Worksheets, the student will create their own dictionary as they move through the material weekly.  This course incorporates picture study, memorization, grammar and punctuation, spelling and vocabulary, observation, and application through creating their own stories through pictures, sentences, paragraphs, poems, proverbs, and letters. This course also develops reading and narration skills. Writing stamina is built up gradually. By the end of the course, students should be able to comfortably write various types of paragraphs. Scope and sequence, daily course calendar, assessment charts, recommended reading list, spelling practice ideas, and grammar sheets are also included.   Website Series Overview   Placement Guide Review Other Optional or Supplementary Resources Language Lessons 5 - Dictionary Language Lessons 5 - Word Shapes Table of Contents  (under "Scope & Sequence") PDF Samples From the Mixed-Up Files of Mrs. Basil E Frankweiler with Literature Kit by Classroom Complete Press (or alternate) Type of Resource: fiction novel and workbook Description:  enhance instruction and allow for much deeper conversations to keep students engaged. Imagine who the character of Mrs. Basil E. Frankweiler will be and what role she will play in the story. Put the Kincaid children's actions in the correct order they occurred as they ran away. Find a simile in the book to describe how hungry the children are. Invent a character and write a letter similar to what Mrs. Frankweiler does at the beginning of the novel. Draw a map of the children's journey in the style of a plot pyramid.  About the Novel: From the Mixed-Up Files of Mrs. Basil E. Frankweiler is a Newbery Medal-winning story about two young children who run away from home. Twelve-year-old Claudia and nine-year-old Jamie run away to New York using an old unused adult ticket for the train. The pair find themselves living in the famous Metropolitan Museum of Art by hiding in the bathrooms when the Museum closes. While there, they become interested in Mrs. Basil E. Frankweiler and her recent purchase of the marble statue of an angel on display at the Museum. They use the rest of their money to visit the woman in Connecticut. Their trip leads to them discovering the secret behind the angel statue. Note from Curriculum Consultant : Any novel can be chosen in place of this one. Other options for novels/novel studies can be found here . Sabotage by Karen Autio   Type of Resource: novel, suitable for cross-curricular learning in Social Studies (internment camps) and Language Arts Description: It's 1915, and the Great War is raging in Europe. What does that have to do with Port Arthur, Ontario? Heaps, thinks John Maki. Sure, he's a prankster, but he's also a hard-working newsboy with a secret dream to be a reporter. So he keeps his eyes peeled, waiting for the big story. Sabotage is the final book of Karen Autio's trilogy about a Finnish family in early Thunder Bay. This story, told by both Saara and John, takes us into a real-life world of espionage, sabotage, and paranoia - right here in Canada!   Student Activity Guide Website Sample Chapters 1 and 2 Other Supplementary Resources: Clippings from the Port Arthur Daily News , The Note Book , Spies and Sabotage , Internment and Enemy Aliens , Vernon Internment Camp   No Time to Say Goodbye: Children's Stories of Kupe Island Residential School Type of Resource:  Historical Fiction Description:  a fictional account of five children sent to an Indigenous boarding school, based on the recollections of a number of Tsartlip First Nations people. These unforgettable children are taken by government agents from Tsartlip Day School to live at Kuper Island Residential School. The five are isolated on the small island, and life is regimented by the strict school routine. They experience the pain of homesickness and confusion while trying to adjust to a world completely different from their own. Their lives are no longer organized by fishing, hunting and family but by bells, line-ups and chores. In spite of the harsh realities of the residential school, the children find adventure in escape, challenge in competition, and camaraderie with their fellow students. Sometimes sad, sometimes funny, always engrossing, No Time to Say Goodbye is a story that readers of all ages won’t soon forget. Note from Curriculum Consultant: this book addresses standards in Social Studies as well as English Language Arts. No Time to Say Goodbye is made up of a number of different stories. Not all of them are appropriate for Grade 5, and some refer to sensitive material. Parents should exercise their discretion in assigning stories. Website Other Optional or Supplementary Resources: FNESC Indian Residential Schools & Reconciliation Teacher Resource Guide, Gr. 5 , pages 29 - 62 Mathematics Option 1: Dynamic Classroom Math Grade 5 Workbook Description: curriculum aligned for each Province.  Easy for students to get started due to the clear explanations with guided examples and step-by-step solutions. Students gain confidence by working through exercises that are structured for all ability levels.  Unit tests provide students and parents with feedback on topic mastery. Students and parents have access to video lessons that are directly connected to the book and provide that extra level of support to gain confidence and excel in math (video lessons are optional and cost extra). Website   Samples Pricing Video Bundle Supplementary Resources: video lessons , free resources Option 2: Jump Math New Canadian Edition Student Assessment & Practice (AP) Book 5 (Parts 1 and 2)  Type of Resource: workbooks Description: in conjunction with the New Canadian Edition of JUMP Math's teacher resources, Student Assessment & Practice (AP) Book 5 is designed to cover the curriculum for Grade 5 mathematics, with units on: Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management NOTE: The New Canadian edition of AP Book 5 is printed in two parts, Book 5.1 and Book 5.2. In order to cover the full curriculum, students will need both parts.    Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this resource can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems.   Website Choose the correct grade from the dropdown menu on pages with multiple grade options. Teacher Resource/Lesson Plans ( free when you register online as a Teacher) Other Optional or Supplementary Resources Answer Keys for AP Book 5 ( free when you register online as a Teacher) Quizzes and Tests for Grade 5 ( free when you register online as a Teacher) Curriculum Guides for Grade 5 ( free when you register online as a Teacher) Digital Lesson Slides for Grade 5 ( free when you register online as a Teacher) Table of Contents ( free when you register online as a Teacher) Sample Pages ( free when you register online as a  Parent) Student AP Book 5.1 Student AP Book 5.2 Grade 5 Problem-Solving Lessons Teacher Resource 5.1 Teacher Resource 5.2 Science Biology Exploring Creation with Human Anatomy and Physiology Textbook and Student Notebooking Journal Lessons 1 - 8 Type of Resource:  home education student textbook and student notebooking journal (like a workbook) Description: From the brain in your head to the nails on your toes, you and your students will encounter fascinating facts, engaging activities, intriguing experiments, and loads of fun as you learn about the human body and how to keep it working well. Beginning with a brief history of medicine and a peek into cells and DNA, your students will voyage through fourteen lessons covering many subjects, such as the body systems: skeletal, muscular, respiratory, digestive, cardiovascular, nervous and more! They’ll study nutrition and health, how God designed their immune system to protect them, embryology, and what makes them unique creations of God. As they work their way through the course, your students will enjoy adding the organs about which they learn to their own personalized human figure to be placed in their course notebook. In addition to all this exploration, your students will enjoy scientific experiments and projects, such as testing the bacteria content around the house, finding their blood type, creating a cell model from Jello and candy, and even building a stethoscope! In keeping with the other books in the Apologia elementary science Young Explorer Series, the Charlotte Mason methodology is employed with engaging narratives, narration prompts and notebooking projects, all of which reinforce their learning using proven techniques that strengthen retention.   Website Review Other Optional or Supplementary Resources Anatomy & Physiology MP3 Audio CD Anatomy & Physiology MP3 Download/Audiobook Anatomy & Physiology Audiobook on Audible™  Anatomy & Physiology Audiobook on iTunes™ Table of Contents and PDF Samples: Student Textbook Notebooking Journal Additional Support: How to Use Notebooking with Elementary Science in Your Homeschool A Step-by-Step Guide to Using Apologia’s Elementary Science Homeschool Curriculum Chemistry and Physics  Exploring Creation with Chemistry and Physics Textbook by  Jeannie Fulbright and Notebooking Journal  Chapter 5 addresses grade five chemistry standards; chapter 14 addresses grade five physics standards. This resource is recommended to address chemistry and physics standards for grades 3, 5, and 6. A full correlation between Exploring Creation with Chemistry and Physics and BC's Gr 1 - 6 science standards can be found here . Type of Resource:  home education curriculum   Description: Exploring Creation with Chemistry and Physics is part of Apologia’s award-winning Young Explorer Series and a curriculum specifically designed for elementary students. From the laws of motion to electricity and magnetism to the very building blocks of creation, this course is a God-honoring study about some of the most impactful scientific principles that are at work all around us. As your student works through this course, their scientific curiosity and confidence will explode as they engage with the vivid graphics, thought-provoking lessons, and hands-on experiments that will bring theory to life.   Curriculum Overview We believe that your child’s education is at its best when their learning begins with curiosity. That’s why this course was designed for elementary students with no prerequisite. We use the practical concepts and things in their world to help them to learn and experience that science isn’t just a class–it’s a means for them to discover their world!  Apologia’s Exploring Creation with Chemistry and Physics course is written in a conversational tone, takes complex and abstract concepts, and makes them approachable for curious young minds. As your student engages with the lessons, projects, and experiments, they will better understand the fascinating world of chemistry and physics and the Master Designer who created it all.  Throughout this course, they’ll study and explore the basic building blocks of creation, atoms and molecules, simple chemicals, the laws of motion, energy in its many forms, as well as concepts of electricity and magnetism. Your student will get to put their learning to work as they have fun making a bouncy ball, developing a smoke bomb, building a solar oven, constructing a working periscope, fashioning a miniature motor, and creating a lava lamp!  Lesson Plans and Materials There are 14 lessons in this one-year chemistry and physics course.  Detailed lesson plans and a suggested daily schedule are included in the student notebooking journal (sold separately). This will set you and your student up for success as they work through the course while also providing flexibility to meet the needs of your student and your family. Packed with vivid photos and a variety of hands-on activities and experiments that bring chemistry and physics to life, the student textbook and provides engaging hands-on activities to help solidify the concepts learned. The hard-cover textbook and notebooking journals (sold separately) are recommended for your student to make the most of this course.  All of the activities and experiments use easy-to-obtain household items and truly make the lessons come alive! Website Preview and Table of Contents Resource Extras Earth/Space The Geology Book (Wonders of Creation) Note: only the first 4 of 8 chapters need to be completed to address content standards. This is not a very costly book. Type of Resource: Nonfiction  Description: rocks firmly anchored to the ground and rocks floating through space fascinate us. Jewellery, houses and roads are just some of the ways we use what has been made from geologic processes to advance civilization. Whether scrambling over a rocky beach or gazing at spectacular meteor showers, we can’t get enough of geology! The Geology Book will teach you: what really carved the Grand Canyon; how thick the earth’s crust is; why the earth is unique for life; the varied features of the earth’s surface—from plains to peaks; how sedimentary deposition occurs through water, wind and ice; effects of erosion; ways in which sediments become sedimentary rock; fossilization and the age of the dinosaurs; the powerful effects of volcanic activity; continental drift theory; radioisotopes and carbon dating; and geological processes of the past.   Website Other Optional or Supplementary Resources The Geology Book Study Guide ScienceWiz Rocks and Geology Book & Kit (Optional) Type of Resource : Science Kit with Book Description : This is the WEIGHTIEST ScienceWiz book sold, as it has lots of good-sized rock samples! Eruptive experiments are used to explore the active geology of planet Earth. Relate rocks to the history of the planet and connect the earth’s crust to real rocks through exciting eruptive experiments to foster comprehension. 20 activities, which include: Mold and slice open a model of the earth Create a lava fountain to explore density Spew your own volcano Make your own pyroclastic eruptions Discover which rocks will float and which will burn Identify, break & display volcanic rocks Sediment your own sedimentary rocks Acid test rocks Explore metamorphic rocks Form fossils Website Other Optional or Supplementary Resources Social Studies Human Rights Unit Study Kit Type of Resource:  HCOS Unit Study Kit   Description: What are human rights, and why are they important? How can we protect human rights in Canada? How can we protect human rights around the world? What does the Bible have to say about human rights? You and your student will be investigating these and many other fascinating questions about human rights in this exciting unit! You will be able to investigate historical injustices, create your own treatise on human rights, design a brochure about children’s rights, play the Time Shuffle historical game, create a project on the history of Chinese Canadians, analyze the Japanese internment during World War II, engage with technology, tell stories with stop-motion animation, research and create a dynamic presentation, take a virtual tour of Ellis Island, make your own heritage fair project, learn about the sad history of Canadian Residential schools, and much more! You will be able to read engaging books, watch fun and fantastic videos, play games, make crafts, and choose from dozens of projects to create the ultimate self-directed learning experience for your fifth grader. This kit is divided into sections based around driving questions. You will have the opportunity to choose your materials and projects in each section of the kit. The materials, projects, and activities contained in the kit have been carefully selected to address the big ideas, competencies, and content of BC's Modernized Curriculum.   Download the Unit Study Guide Borrow Physical Kit BC Land and People by Apple Press Type of Resource: Consumable Workbook Description:  This reproducible activity book is about Canada's Pacific province. Topics include a cross-section of British Columbia, the Cordillera, climate, the Fraser River system, preserving a temperate rainforest and natural resources, Indigenous place names, a traditional winter lodge, the gold rush, fruit growing, copper mining, Pacific Rim National Park, the capital, Victoria and emblems of British Columbia. The self-directing activities are designed to help students acquire a knowledge of Canada's basic geography and social history. Numerous map activities are a part of the book, and map skills are developed, such as plotting a route, interpreting symbols, and using a scale to calculate distance. Pictures and charts are used to clarify and enhance the content. Activities such as crossword puzzles and quizzes are used for review. The answers to the activities and outline maps for the teacher or student use are included at the end of the book. Coming to Canada by Robert Livesy Type of Resource: student textbook Description:  This textbook of 160 pages contains personal stories of 42 young people aged 8 to 25 who left their native countries to come to Canada. It describes their reasons for leaving, why they (or their parents) chose Canada, the problems that they encountered on the way here, the immediate culture shock when they arrived, their adjustment to their new environment, the problems and advantages that they discovered and their opinions of Canada today. Note from Curriculum Consultant: This resource could cross over into some English language arts standards as it includes hundreds of Topics for Discussion and Creative Challenges that will inform students about their new multicultural citizens and the advantages of living in Canada as seen by new Canadians. Website Canadian Government by Classroom Complete Press  T ype of Resource: Workbook Description: travel back to Confederation to see how Canada became a new nation.  This resource breaks down the responsibilities and parts of the federal government. Recognize that Canada is a democracy and a constitutional monarchy, with the head of state being the King or Queen. Read the Canadian Charter of Rights and Freedoms before writing your own Constitution for a new country. Create a presentation on one of the departments the federal government is responsible for, such as national defence or the post office. Understand that Canada is comprised of provinces and territories, and each has its own government under the federal system. Jump into the political process to elect the next Prime Minister and see how a majority of minority government affects his or her leadership. Written to Bloom's Taxonomy. Additional writing tasks, crosswords, word searches, comprehension quizzes, and answer keys are also included. Gr. 5-8; reading level Gr. 3-4.   Video Overview Website PDF Samples (shown as photos on this site) Bible/Christian Studies Who Am I? And What Am I Doing Here? by David Webb and John Hay  Type of Resource:  textbook   Description:  helps children understand what it means to be fearfully and wonderfully made in the image of the Most High God. Students will develop a healthy, biblical self-image based on the truths taught in this second book in the What We Believe Series. Students will develop a healthy, biblical self-image based on these truths: God made me in His image and crowned me with glory He has given me special gifts and a unique purpose in life I can creatively express God’s love I am meant to think about beautiful and praiseworthy things, especially God and His Word I must make decisions based on God’s truth I can always know the wise thing to do I must cultivate the fruit of the Spirit in my life I am a beloved child of God whose true identity is found in Christ. Website Review Table of Contents and  Sample Pages   Note from Curriculum Consultant: this resource is most suitable for Grades 4-8 students but could be used for children as young as 6 and as old as 14 in a multi-grade learning environment. This resource could be used for family devotions and discussions.   Grade Six Curriculum Picks Many of these picks can be borrowed from the Learning Commons Search Portal or our Sora virtual library at no cost. Alternatively, they can be purchased from our  Used Bookstore , from Anchor Academic   (using your PO#)  or from one of our comprehensive vendors . Vendor websites are pick-and-choose, and some optional or alternate suggestions may be listed, so carefully select your items. Overview Of Grade 6 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 6. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 6 Curriculum Picks. English Language Arts   Rigorous Approach (Option A): Lightning Literature Gr 6 Student Workbook and Teacher's Guide with poetry book and readers OR Moderate Approach (Option B): Essentials in Writing 6 with Novel Studies OR Lighter Approach (Option B): Language Lessons for a Living Education 6 by Master Books and The 10-Minute Bible Journey by Dale Mason with Novel Studies Mathematics     Dynamic Classroom Math 6 OR Jump Math New Canadian Edition 6.1 and 6.2 Science     It is unnecessary to purchase or borrow all of these books. Please talk with your support teacher about which of these resources is best for you and which areas can be supplemented with online resources.   Biology Exploring Creation with Human Anatomy and Physiology Textbook and Notebooking Journal by Jeannie Fulbright and Brooke Ryan, MD (Apologia) Lessons 9 - 14   Chemistry Exploring Creation with Chemistry and Physics Textbook by Jeannie Fulbright and Notebooking Journal - Chapter 5  Physics Exploring Creation with Chemistry and Physics Textbook by Jeannie Fulbright and Notebooking Journal - Chapter 6 Earth/Space Space and Extreme Environments Unit Study Kit  Social Studies     Digital Literacy Mini Unit Study Kit Economics and Globalization Unit Study Kit Global Issues Unit Study Kit Shifting Horizons: War and Its Impact Unit Study Kit World Governments Unit Study Kit Bible/Christian Studies Who Is My Neighbour? Textbook by David Webb, John Hay (Apologia) Optional Resources (not detailed below)   Egg Drop STEM Starters by Teacher Created Resources (ADST) Above and Beyond with Critical Thinking and Problem Solving by Megan Kopp (Career Education) Healthy Habits for Healthy Kids Grades 5+ by Teacher Created Resources (PE/Health Education Detailed Information for Grade 6 Curriculum Picks  English Language Arts OPTION A: Lightning Literature Gr 6 Student Workbook and Teacher's Guide with poetry book and readers Type of Resource: Home Education Curriculum Description: Lightning Literature is a language arts curriculum designed to instill a love of literature in students, expand their ability to read intelligently and deeply, and prepare them for more advanced language arts concepts. The key components of this series are literature, grammar and mechanics, and composition. The Teacher’s Guide contains the answers to the comprehension questions for all books covered in the Student Workbook, as well as four chapters on poetry and the grammar pages, instructions for daily composition, a discussion guide for each book, and suggestions for additional activities. The Workbook and Guide can be purchased separately, in a set together, or in a pack with the readers. You’ll need something else for teaching spelling and penmanship. The books are listed in the order they are read for the course in the description of the Student Workbook. The author’s goal in writing this series is to instill a love of great literature in children, expand their ability to read intelligently and deeply, improve their communication abilities, and prepare them for more advanced language arts concepts. The three key components of this series are literature, grammar and mechanics, and composition. Students read a variety of great children’s literature, classic and modern. Grade 6 Lighting Literature continues the Lightning Literature method of teaching intelligent reading, composition, and grammar using great children’s literature. Students are introduced to new authors, exciting stories, and different cultures and experiences. The consumable four-colour Student Worktext contains comprehension questions, discussion questions, instruction on grammar (including sentence diagramming), and workbook pages. Workbook answers are in the Teacher’s Guide. The workbook asks questions on the reading, teaches (and quizzes on) grammar and mechanics, and introduces composition techniques. Each week, students write something of their own to keep their composition muscles exercised and growing. The Workbook and Guide can be purchased separately, in a set together, or in a pack with the readers. You’ll need something else for teaching spelling and penmanship.   Website Review Samples: Teacher Intro , Teacher's Sample , Student Workbook Sample OPTION B: Essentials in Writing 6; Novel Studies Type of Resource : homeschool curriculum  Description:  features a slow, systematic approach for students aged 11-12 who want to learn how to write well. The step-by-step approach allows students to focus on small, daily assignments so they don’t feel overwhelmed. Includes access to ONLINE Student Book and Teacher Handbook Includes lesson-by-lesson online video instruction for students  includes 12-month online video lesson access with FREE renewals Includes 100% free customer service and teacher support  includes Alternative Instructional Strategies for Struggling StudentsAssessment/Resource Book providing quizzes and comprehensive unit tests available for add-on Website Video Lesson Sample Free Trial OPTION C: Language Lessons for a Living Education 6 by Master Books and The 10-Minute Bible Journey by Dale Mason; Novel Studies Type of Resource:  workbook and supplementary book Description:  students will focus on the essentials of written communication as they master and apply their skills to grammar, spelling, reading comprehension, and vocabulary expansion. Independent reading and writing proficiency are developed by consistently writing clear, effective sentences within dynamic paragraphs. In practising these skills, students will start to incorporate more creative challenges, such as figures of speech and descriptive writing.   Students will also review and integrate the eight parts of speech, tricky words and verbs, parts of a story, poems, Bible genres, map studies, picture observation, and much more. With a large Teacher Aids section included, students are equipped to meet any writing challenge. Written with a Charlotte Mason influence but designed for modern homeschoolers, the course also includes a Scope and Sequence, daily course calendar, assessment charts, recommended reading list, spelling practice ideas, and grammar sheets.   Website Series Overview Placement Guide Review Other Optional or Supplementary Resources Language Lessons 6 - Dictionary Language Lessons 6 - Word Shapes Table of Contents  (under "Scope & Sequence") PDF Samples   Novel Studies Note from Curriculum Consultant:  These novels have been selected as a cross-curricular resource to address Gr. 6 social studies content standards; however, alternate novels can be chosen instead. Number the Stars (or similar) novel with Literature Kit by Classroom Complete Press Type of Resource:  novel with workbook Description:  Experience the fear and danger of World War II as one girl risks her life to save her Jewish friend. High-quality, detailed questions and support materials go beyond the typical drill questions. Find proof from the text that shows Mama is determined and quick-thinking. Put events at the end of World War II in order that they happened in the novel. Find examples of foreshadowing in the story and explain what it may be hinting at. Match vocabulary words to their underlined synonyms in the sentences. Create questions for the game Jeopardy using information from the story. Conduct an interview with one of the characters from the book with questions and the character's response. Additional crosswords, word searches, comprehension quizzes, and answer keys are also included. About the Novel: A story of a ten-year-old girl, her family and their courageous journey to save the lives of their Jewish friends. During the darkest days of World War II, living in Copenhagen, ten-year-old Annemarie Johansen is caught up in these unfolding historical events when she learns that the life of her best friend, Ellen Rosen, is in danger. The Rosens go into hiding, and Annemarie's parents volunteer to take Ellen into their home until the voyage to Sweden, a safe country, can be arranged. Annemarie is thrust into several perilous adventures as she does the utmost to save the lives of the Rosens. Annemarie's courage and ingenuity are severely tested as she is forced to confront German soldiers intent on killing her friend. Website Video Overview Reviews (click the link, then scroll down on the left side) Other Optional or Supplementary Resources (free Number the Stars Bonus Worksheets)  PDF Samples (select sample page images on the left side)   Underground to Canada by Barbara Smucker, novel with Literature Kit by Classroom Complete Press Type of Resource: novel with workbook Description: Understand the importance of freedom and what lengths people will go to achieve it. Our comprehensive resource saves time with useful and detailed activities in a range of styles, from vocabulary, multiple choice and short answer questions. Imagine what the story would be like if it was set today, and better understand the issues that would cause two girls to run away. Become familiar with Julilly and her family with true or false questions. Identify which character said the provided statements. Rewrite the story with a third child taken on the journey. Draw Julilly and Liza's journey on a map. About the Novel: A sensitive and dramatic story about a young girl's escape from slavery. Julilly is taken away from her mammy by a ruthless slave trader and is sold to the Riley Plantation. Sims oversees all the slaves and is very abusive toward them. If the slaves don't produce, obey rules or try to run away, he will whip them as punishment. She longs for the day when she and her friend Liza are free and can live in peace. Julilly meets a young Canadian ornithologist named Alexander Ross, who helps four slaves escape through the Underground Railroad north to Canada. Julilly, her friend Liza, Lester, and Adam travel following the North Star to freedom. Website (including samples, video overview and reviews) Bonus Materials   In the Year of the Boar and Jackie Robinson by Bette Bao Lord novel with Progeny Press Study Guide Type of Resource: novel with workbook Description:  Formatted with your Upper Elementary grade student in mind, Progeny Press language arts study guides divide the book into writing assignments and lessons that build and strengthen their reading comprehension and vocabulary and establish their critical analysis and writing skills. Each Progeny Press novel study accomplishes all of this without busy work that can drain the fun out of reading and literature!   Vocabulary: Understand words used throughout the novel, utilizing a variety of activities to stimulate retention and growth. Literary Techniques: Setting, context, point of view, similes, synonyms, drawing conclusions, conflict, resolution. Moral Lessons and Character Values: Respect for elders, ambassadors for Christ, God is the one true God, friendship, our words, helping others, God values us, family, immigrants. Activities and Writing Assignments: Mapwork, world religions, writing letters, Pledge of Allegiance, service project, education, crossword, heritage, art, journal, speech. Approximate Completion Time : 9-10 weeks About the Novel: In the year 1947, Shirley Temple Wong and her mother receive a letter from her father. He asks them to come and join him in New York City, where he has been working and preparing a home for them. New York is a long way from Chungking, China, but Shirley is excited that her family will be together again at last. Shirley has difficulty adjusting to life in a new country, with its new customs and languages. But then summer comes, bringing the miracle of baseball. Suddenly, Shirley is playing stickball and following superstar Jackie Robinson as he leads the Brooklyn Dodgers to victory after victory. Jackie Robinson proves that in America, the grandson of a slave can make a difference and be a hero! And for Shirley as well, the land of America becomes the land of opportunity. Poignant, touching, and often hilariously funny! Website Review Math Option 1: Dynamic Classroom Math Grade 6 Workbook Description:  curriculum aligned for each Province.  Easy for students to get started due to the clear explanations with guided examples and step-by-step solutions. Students gain confidence by working through exercises that are structured for all ability levels.  Unit tests provide students and parents with feedback on topic mastery. Students and parents have access to video lessons that are directly connected to the book and provide that extra level of support to gain confidence and excel in math (video lessons are optional and cost extra). Website   Samples Pricing Video Bundle Supplementary Resources:  video lessons Option 2: Jump Math New Canadian Edition 6.1 and 6.2 Student Assessment & Practice (AP) Book 6 (Parts 1 and 2)  Type of Resource:  workbooks Description: in conjunction with the New Canadian Edition of JUMP Math's teacher resources, Student Assessment & Practice (AP) Book 6 is designed to cover the curriculum for Grade 6 mathematics, with units on: Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management NOTE: The New Canadian edition of AP Book 6 is printed in two parts, Book 6.1 and Book 6.2. In order to cover the full curriculum, students will need both parts. The Teacher's Resource is highly recommended and is free when you create an account at https://jumpmath.org/ .   Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this resource can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems. Website On pages where there are multiple grade options, choose the correct grade from the dropdown menu. Teacher Resource/Lesson Plans (free when you register online as a Teacher) Other Optional or Supplementary Resources Answer Keys for AP Book 6 (free when you register online as a Teacher) Quizzes and Tests for Grade 6 (free when you register online as a Teacher) Curriculum Guides for Grade 6 (free when you register online as a Teacher) Digital Lesson Slides for Grade 6 (free when you register online as a Teacher) Table of Contents (free when you register online as a Teacher) Sample Pages (free when you register online as a teacher) Teacher Resource 6.1 Teacher Resource 6.2 Student AP Book 6.1 Student AP Book 6.2 Grade 6 Problem-Solving Lessons Science  Biology Exploring Creation with Human Anatomy and Physiology Textbook and Student Notebooking Journal Lessons 9 - 14 Students in grade 6 should complete l essons 9 - 14, plus pages 80 - 81, which briefly addresses the excretory system. (Lessons 1-8 address Grade 5 content standards).    Type of Resource: home education student textbook and student notebooking journal (like a workbook)   Description: From the brain in your head to the nails on your toes, you and your students will encounter fascinating facts, engaging activities, intriguing experiments, and loads of fun as you learn about the human body and how to keep it working well. Beginning with a brief history of medicine and a peek into cells and DNA, your students will voyage through fourteen lessons covering many subjects, such as the body systems: skeletal, muscular, respiratory, digestive, cardiovascular, nervous and more! They’ll study nutrition and health, how God designed their immune system to protect them, along with embryology and what makes them a unique creation of God. As they work their way through the course, your students will enjoy adding the organs about which they learn to their own personalized human figure to be placed in their course notebook. In addition to all this exploration, your students will enjoy scientific experiments and projects, such as testing the bacteria content around the house, finding their blood type, creating a cell model from Jello and candy, and even building a stethoscope! In keeping with the other books in the Apologia elementary science Young Explorer Series, the Charlotte Mason methodology is employed with engaging narratives, narration prompts and notebooking projects, all of which reinforce their learning using proven techniques that strengthen retention.   Website Review   Other Optional or Supplementary Resources Anatomy & Physiology MP3 Audio CD Anatomy & Physiology MP3 Download/Audiobook Anatomy & Physiology Audiobook on Audible  Anatomy & Physiology Audiobook on iTunes Table of Contents and PDF Samples: Student Textbook Notebooking Journal Additional Support: How to Use Notebooking with Elementary Science in Your Homeschool A Step-by-Step Guide to Using Apologia’s Elementary Science Homeschool Curriculum Chemistry and Physics  Exploring Creation with Chemistry and Physics Textbook by  Jeannie Fulbright  and Notebooking Journal  Chapter 5 addresses grade six chemistry standards; chapter 6 addresses grade six physics standards. This resource is recommended to address chemistry and physics standards for grades 3, 5, and 6. A full correlation of Exploring Creation with Chemistry and Physics to BC's Gr 1 - 6 science standards can be found  here . Type of Resource:  home education curriculum   Description:  Exploring Creation with Chemistry and Physics is part of Apologia’s award-winning Young Explorer Series and a curriculum specifically designed for elementary students. From the laws of motion to electricity and magnetism to the very building blocks of creation, this course is a God-honoring study about some of the most impactful scientific principles that are at work all around us. As your student works through this course, their scientific curiosity and confidence will explode as they engage with the vivid graphics, thought-provoking lessons, and hands-on experiments that will bring theory to life.   Curriculum Overview We believe that your child’s education is at their best when their learning begins with curiosity. That’s why this course was designed for elementary students with no prerequisite. We use the practical concepts and things in their world to help them to learn and experience that science isn’t just a class–it’s a means for them to discover their world!  Apologia’s Exploring Creation with Chemistry and Physics course is written in a conversational tone, and takes complex and abstract concepts and makes them approachable for curious young minds. As your student engages with the lessons, projects, and experiments, they will better understand the fascinating world of chemistry and physics, and the Master Designer who created it all.  Throughout this course, they’ll study and explore the basic building blocks of creation, atoms and molecules, simple chemicals, the laws of motion, energy in its many forms, as well as concepts of electricity and magnetism. Your student will get to put their learning to work as they have fun making a bouncy ball, developing a smoke bomb, building a solar oven, constructing a working periscope, fashioning a miniature motor, and creating a lava lamp!  Lesson Plans and Materials There are 14 lessons in this one-year chemistry and physics course.  Detailed lesson plans as well as a suggested daily schedule are included in the student notebooking journal (sold separately). This will set you and your student up for success as they work through the course, while also providing flexibility to meet the needs of your student and your family. Packed with vivid photos and a variety of hands-on activities and experiments that bring chemistry and physics to life, the student textbook and provides engaging hands-on activities to help solidify the concepts learned. The hard-cover textbook and notebooking journals (sold separately) are recommended for your student to make the most of this course.  All of the activities and experiments use easy-to-obtain household items and truly make the lessons come alive! Website Preview and Table of Contents Resource Extras Earth/Space Space and Extreme Environments Unit Study Kit Type of Resource: HCOS Unit Study Kit Description: Welcome to Space and Extreme Environments! This engaging unit study kit has been created to fully align with many of the Big Ideas, content strands, and competencies of the BC Sixth Grade Science Curriculum. It has been written directly for students, marking an exciting step forward in learning independence for many of our HCOS learners. Students will work through seven distinct sections: Engage, Explore, Explain, Apply, Share, Reflect, and Extend. Each section represents a "step" in the "stairs" of learning, guiding students through a comprehensive educational journey. Students will start by exploring important vocabulary and scientific terminology in their glossary. They will view images and begin thinking deeply about the themes of space and extreme environments, creating their own crash course introduction to each of the extreme environments they will explore. Throughout the kit, students will learn about: The features of different extreme environments The locations of extreme environments How people explore and survive in extreme environments Features of our solar system The relationship between Earth and the rest of the solar system Canadian exploration technologies Indigenous perspectives on space and the solar system Download the Unit Study Kit Guide Borrow the Physical Kit Social Studies Digital Literacy Mini Unit Study Kit Type of Resource: HCOS Mini Unit Study Kit   Description: In this mini-unit, students in grades 6-9 will learn about digital literacy, including media, social media, and research, while practicing new skills and discovering how to stay safe and think critically in a digital environment. Addresses Social Studies standards in Grade 6 and some Social Studies, Career, and ADST standards in grades 6-9.   Download the Unit Study Guide Borrow the Physical Kit Global Issues Unit Study Kit Type of Resource: HCOS Unit Study Kit   Description:  Sixth grade is filled with fascinating opportunities to learn about the modern world. This kit focuses specifically on global issues such as poverty, food and water shortages, human rights, international cooperation, child labour, and more.The phrase “global issues,” may sound somewhat confusing, and that is because it is incredibly broad! Global issues are anything that impacts people and the earth in a significant way. When we say “global issues,” we are usually referring to challenging issues such as poverty, climate change, pollution, racism, slavery, and other similar challenges. In this unit, you will spend time exploring a variety of global issues. You will also complete an exploration of human rights.   Download the Unit Study Guide Borrow the Physical Kit Economics and Globalization Unit Study Kit Type of Resource: HCOS Unit Study Kit   Description: Economics and all of the different concepts associated with economics can be both fascinating and confusing. You may not be familiar with what we mean by economics, but don’t worry, in this unit you will become an expert! Much like government, economics impacts every aspect of our lives. Every day, the choices we make, the choices our family members make, and the choices our friends make are influenced by the economic situation in which we find ourselves.    Download the Unit Study Guide   Borrow the Physical Kit Shifting Horizons: War and Its Impact Unit Study Kit Type of Resource: HCOS Unit Study Kit   Description: Coming soon   Download the Unit Study Guide - Coming September 2024 Borrow the Physical Kit - Coming September 2024 World Governments Unit Study KitEconomy and Globalization by Classroom Complete Press Type of Resource: HCOS Unit Study Kit   Description: This exciting deep dive into world governments is written to the student and designed to usher students into independent learning. Helpful features throughout the kit include a fully linked table of contents, a fully linked timetable, an interactive student presentation, and much more! The kit takes a humanities-based perspective to the study of world governments. Students will explore Social Studies/History, Bible, and Language Arts content. Engaging activities will help students build their understanding of world governments while applying their Communication, Critical Thinking, and Creative and Reflective Thinking skills. As students complete the kit, they will be able to create a crash course in government, play vocabulary matches, build mini-biographies for important historical figures, conduct research and argue for their perspective, dive deeply into books, analyze literature, create a presentation, learn how to craft a persuasive paragraph and become an Island Ruler as they design their own government.   Download the Unit Study Guide   Borrow the Physical Kit Bible/Christian Studies Who Is My Neighbour?  Type of Resource:  Home education curriculum    Description: Who Is My Neighbor? And Why Does He Need Me?  helps students understand what it means to be salt and light to the world (Matthew 5:13-14). This study will encourage students to develop a Christlike servant attitude based on biblical truths taught in this third book in the What We Believe series. This book covers the following concepts, God created me to be a blessing to the world God chooses to work through me I can make a difference at home, in my community, and at church The church is God’s family The church is one body with many gifts and I am an important member of Jesus’ body. Note From Curriculum Consultant:  This resource works really well as a family devotional where discussion and open conversation are encouraged and fostered. The content is suitable for elementary grades through middle school, however, most Grade 7 students could work through this resource independently. Website Review   Other Optional or Supplementary Resources Regular Notebooking Journal MP3 Audio CD MP3 Download/Audiobook Audiobook on Audible Audiobook on iTunes eBook version of the textbook Table of Contents and  PDF Samples Additional Support Grade Seven Curriculum Picks Many of these picks can be borrowed from the Learning Commons Search Portal or our Sora virtual library at no cost. Alternatively, they can be purchased from our  Used Bookstore , from Anchor Academic   (using your PO#)  or from one of our comprehensive vendors . Vendor websites are pick-and-choose, and some optional or alternate suggestions may be listed, so carefully select your items. Overview Of Grade 7 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 7. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 7 Curriculum Picks . English Language Arts Option A (integrated literature focus with composition): Lightning Literature Gr 7 Student Workbook, Student Guide and Teacher's Guide with novels and poetry reader (The Adventures of Tom Sawyer, Alice’s Adventures in Wonderland, All Creatures Great and Small, The Story of My Life (Helen Keller), and Stories and Poems for Extremely Intelligent Children). OR Option B: Essentials in Writing 7; Bronze Bow by Elizabeth George Speare with Progeny Press Study Guide; The Golden Goblet by Eloise Jarvis McGraw with Progeny Press Study Guide (or alternate); another  novel and novel study or stories as per interest/goals of the student. OR Option C (lighter option): Writing Strands by Master Books Intermediate 1 (or level as per placement test results); Bronze Bow by Elizabeth George Speare; The Golden Goblet by Eloise Jarvis McGraw; Mara, Daughter of the Nile by Eloise Jarvis McGraw; and/or other novels/stories as assigned by parent/teacher.  Mathematics Dynamic Classroom BC Grade 7 OR Singapore Dimensions Math 6A and 6B Textbooks and Teacher's Guides Science StudyForge Individualized Science Subscription Social Studies Ancient Civilizations and the Bible Essentials Pack by Diana Waring Bible/Christian Studies What on Earth Can I Do? by David Webb and John Hay Textbook (Apologia) Optional Resources (not detailed below)   The Bottom Line: Money Basics by Diane Dakers (Math/Financial Literacy) Paper Circuits STEM Starters by Teacher Created Resources (ADST) Above and Beyond with Creativity and Innovation by Robin Johnson (Career) ACSI's Total Health: Talking About Life's Changes - Student Textbook and Workbook (PE/Health) The Archaeology Book by David Down (to address Socials content area, "Geographic conditions shaped the emergence of civilizations".) Detailed Information for Grade 7 Curriculum Picks  Note from Curriculum Consultant:  In the middle school years (grades 7 - 9), academic standards begin to increase in preparation for high school. Teachers/parents/students may also notice that the resources begin to shift towards more independent student work and that the role of the parent may begin to shift to more of a coach/facilitator. This is a healthy and necessary shift that is not without its challenges. One way I have tried to mitigate the challenges is to recommend resources in the same series for these grades so that students can gain a level of confidence with them over time. It is reasonable to expect that grade seven could be a bit of a learning curve for families as they navigate increasing expectations. English Language Arts Option A: Lightning Literature Gr 7 Student Workbook, Student Guide and Teacher's Guide with poetry book and readers Type of Resource: Home Education Curriculum Description: Lightning Literature is a language arts curriculum designed to instill a love of literature in students, expand their ability to read intelligently and deeply, and prepare them for more advanced language arts concepts. The key components of this series are literature, grammar and mechanics, and composition. Novels: The Adventures of Tom Sawyer, Alice’s Adventures in Wonderland, All Creatures Great and Small, The Story of My Life (Helen Keller). Poetry Reader: Stories and Poems for Extremely Intelligent Children. The Workbook gives students a chance to practice the skills and concepts learned in the lessons, along with composition skills (writing from note cards, rewriting in your own words, etc.), thinking skills (e.g., differentiating fact from opinion, identifying bias), and grammar review (e.g., capitalization, pronouns and antecedents). There are also optional puzzles and extra “Challenge” workbook pages. The Student Guide consists of lessons on the plot line, increasing your creativity, autobiography, the character sketch, dialogue, basic terms and rhyme in poetry, sound in poetry, nonce words, brainstorming, outlining, choosing a topic, writing a good opening, and instruction on four poetic forms (limerick, haiku, cinquain, and list poem). Each lesson contains a brief biographical introduction, vocabulary, comprehension questions, the literary lesson and mini-lesson, and writing exercises. The workpages allow students to practice the skills and concepts learned in the lessons. Book-length works are sold separately and in a pack with the guides and workbook. The Teacher’s Guide (see Related items below) includes the answers to comprehension questions and the workbook pages, a teaching schedule, extra teaching help for the lessons, help choosing appropriate writing exercises, and discussion questions. The Teacher’s Guide includes an explanation of the course’s philosophy, a weekly lesson planner, answers to the comprehension questions and the workbook pages, additional teaching suggestions for the lessons, and additional information on the writing exercises. Website Lightning Literature Grade 7 Scope and Sequence Review Samples: Teacher Guide Sample , Student Guide Sample , Student Workbook Sample Option B: Essentials in Writing 7; Bronze Bow by Elizabeth George Speare with Progeny Press Study Guide; The Golden Goblet by Eloise Jarvis McGraw with Progeny Press Study Guide (or alternate); another  novel and novel study or stories as per interest/goals of the student. Type of Resource: Homes education curriculum Description: a homeschool writing curriculum that teaches middle school students proper grammar, how to properly write meaningful sentences, and implement mechanics. Students learn to use the writing process for narrative/descriptive/expository/ persuasive writing, how to use effective writing techniques, and much more. The step-by-step approach allows students to focus on small, daily assignments, so they don’t feel overwhelmed. Level 7 includes a textbook/workbook and contains a video component. Lesson-by-lesson video instruction is provided via streaming or DVD. These lessons are essential to the program and must be used in conjunction with the textbook/workbook combo book. Note that additional workbooks may be purchased if there are additional students in the family taking the course. Website Placement Test (Level Wizard) Review Other Optional or Supplementary Resources Sample Video Lesson Table of Contents and  PDF Sample Free Trial Option C: Writing Strands by Master Books Intermediate 1 (or level as per  placement test results), with reading assigned by the teacher/parent according to the goals/interests of the student. Type of Resource:  Workbook Description:  Writing Strands Intermediate 1 will help your junior high/high school student learn about effective paragraphs, descriptive writing, narrative voice, and tense usage, as well as how to analyze plots in literature. It explores the art of writing effectively—and creatively! In this comprehensive course, students will discover how to structure a story, utilize topic sentences, organize information, craft written descriptions, explore voice and character position, and more. This is a hybrid course that combines reading and writing into one course. Worksheets add structure to reading assignments chosen by the teacher/parent. Students will rotate writing and reading assignments each week—thus also learning to write through literature because good readers make good writers! Additionally, the Bible is used as the literature base for teaching how narrative voice can be used to form captivating pieces of literature. Note from Curriculum Consultant: This resource alternates weekly between writing assignments and reading assignments. The teacher/parent is asked to assign a different book for every other week's reading lesson.  Writing Strands Overview Video & Teaching Companion Novels Note from Curriculum Consultant: These novels are suggestions only and are cross-curricular historical fiction selections set in ancient history (the time period of study in Social Studies for grade 7 students). Alternate options are available at  Progeny Press ,  Total Language Plus , or  Classroom Complete Press . Novel #1: Bronze Bow and Progeny Press Study Guide Type of Resource: Novel and workbook Description:  Angry and vengeful at the death of his parents, Daniel bar Jamin joins an outlaw Zealot band pledging to all he can to rid the land of the hated Romans. Daniel meets Joel and Malthace, two young people with a similar desire to see their land free of the Romans. The three of them make a pact to fight together for God's victory.  Then Daniel learns his grandmother has died and finds he must leave the mountain to care for his sister, Leah. He is torn between the responsibility he feels toward his sister and his hatred against the Romans. To support himself and his sister, Daniel takes over a blacksmith shop belonging to his friend, Simon, who has left town to follow a travelling teacher named Jesus. Daniel begins to wonder if Jesus is the leader they have all been hoping for, the one who will lead them against the Romans. But Jesus is teaching a very different message from the one Daniel wants to hear. Website Review Table of Contents and  PDF Sample Pages   Novel #2: The Golden Goblet with Progeny Press Study Guide Type of Resource:  Novel and workbook Description:  Ranofer dreams of following in his father's footsteps as a goldsmith, but when he is suddenly orphaned, he struggles under the abusive control of a half-brother.  When he stumbles across tomb robbers, Ranofer is swept into danger, mystery, and intrigue, but he never loses sight of his dream. This exciting coming-of-age mystery brings Ancient Egypt to life. Website Review Table of Contents and  PDF Sample Pages   Novel #3: Mara, Daughter of the Nile by Eloise Jarvis McGraw Type of Resource:  Novel Description: This compelling story of adventure, romance, and intrigue, set in ancient Egypt, was written by the three-time Newbery Honor and Edgar Award winning author Eloise Jarvis McGraw. Mara is a proud and beautiful slave girl who yearns for freedom in ancient Egypt under the rule of Queen Hatshepsut. Mara is not like other slaves; she can read and write, as well as speak the language of Babylonian. So, to barter for her freedom, she finds herself playing the dangerous role of double spy for two arch enemies—each of whom supports a contender for the throne of Egypt. Against her will, Mara finds herself falling in love with one of her masters, the noble Sheftu, and she starts to believe in his plans of restoring Thutmose III to the throne. But just when Mara is ready to offer Sheftu her help and her heart, her duplicity is discovered, and a battle ensues in which both Mara’s life and the fate of Egypt are at stake.   Math Select one of the following math programs (A or B) below Jump Math has not been included as a "Pick" in the middle school grades because the workbooks themselves often do not provide sufficient instruction for most students to adequately learn new and increasingly more difficult concepts. Families who have had good success with this program may wish to continue, however. Option A: Dynamic Classroom BC Grade 7 Type of Resource: Workbook Description: aligned to BC's curriculum Detailed explanations of every topic with step-by-step guided examples with solutions.  A series of problems for the student to practice the concept they just learned. Questions start out easy and gradually increase in difficulty. Challenging questions are provided for those students that really want to push themselves. Practice tests for each chapter/unit in the book.  An answer key for all questions in the book.  Students can get extra support through the website that provides additional worksheets and a limited selection of video lessons when you create an online account . A complete set of video lessons (a paid service) where you can watch a math teacher while they explain a concept and then walk you through some examples.  Website Other Optional or Supplementary Resources Extra Worksheets and Resources Math Videos (monthly paid subscription, about $11/month) Table of Contents and  PDF Sample Pages Option B: Singapore Dimensions Math 6A and 6B Textbooks and Teacher's Guides Type of Resource:  Home education/classroom curriculum Description:  The program emphasizes problem-solving and empowers students to think mathematically, both inside and outside the classroom. Pre-algebra, algebra, geometry, data analysis, probability, and some advanced math topics are included in this rigorous series. The series follows the principles outlined in the Singapore mathematics framework, including the Concrete, Pictorial, Abstract (CPA) Approach, bar modelling, and more. In the Dimensions Math program, concepts are introduced and explained in a new format with vibrant imagery, all with the progression and scope that has defined Singapore math. Components Textbooks build on prior knowledge and develop familiar concepts in an accessible way. Workbooks offer independent practice while maintaining the careful progression of exercise variation. Teacher’s Guides provide teaching suggestions and important information for educators to help students achieve math mastery. Workbook Solutions contain fully worked solutions for problems in workbooks. Components Samples 6A Textbook (required) 6A Teacher's Guide (required) 6B Textbook (required) 6B Teacher's Guide (required) 6A Workbook ,  6B Workbook ,  6A and 6B Workbook Solutions Notes from Curriculum Consultant: This US-based resource is advanced for BC standards, and books 6 - 8A align reasonably well (although not entirely) with BC's curriculum for grades 7 - 9. There are sufficient exercises in the textbook for many students, and so the workbook may not be necessary (and may even be frustrating) for students who learn quickly. For students who require repetition and extra practice, the workbook (and workbook solutions) are recommended. Even though this resource does not completely align with BC's curriculum, it was chosen for its proven approach which has been a favourite with home educators for years. It is a rigorous program that generally works best for students who have developed an aptitude for math. Those looking towards using this program to prepare for the BC grad course, Foundations and Math and Pre-Calculus 10 should be aware that levels 6A, 6B, 7A, 7B and 8A should be sufficient preparation. That is 5 books over 3 years, and so in terms of pacing, one would be looking at completing approximately 1 and 2/3 books per year, allowing for a slightly less rigorous pace than 2 books per year. Website Review Scope and Sequence Brochure Science If you prefer to use print resources, see this spreadsheet for correlations. StudyForge Individualized Science Subscription See this page for the most up-to-date information. Social Studies Ancient Civilizations and the Bible Essentials Pack Type of Resource: Home education curriculum  Key Features: Presents many opportunities for students of all learning styles to thrive Develops critical thinking skills in a Charlotte Mason style Unit Study approach Different levels of projects and books allow multiple ages to learn together … Grades 5-12 with main curriculum and kindergarten to grade 4 with the Elementary Activity Book Learn history from a Bible-centered approach History Revealed integrates events and people of the Bible with the study of ancient civilizations from Creation to Jesus Give high school credit for history plus possible credit for geography, creative writing, research writing, music appreciation, art appreciation, world literature, and more! (Possible credit based on hours spent and work completed in the subject area.) The Essentials Pack includes:   Teacher Guide, Student Manual, What in the World Volume 1 CD Set, Test Kit, Rubric Set, Quick-Start Guide and Basic Lesson Plan Note from Curriculum Consultant:  Assignments could possibly be applied for credit in English Language Arts, and Arts Education as well, depending on which activities students choose. This resource may seem daunting at first, but many of the assignments are pick and choose, and students can select activities that are appealing to them. I recommend listening to a sample of the audio lessons online here , as this makes up a large portion of the teaching. Website Review Other Optional or Supplementary Resources Ancient Civilizations & the Bible Elementary Activity Book True Tales Vol 1 Audio Set: Ancient Civilizations & The Bible Digging Deeper Vol 1 Audio Set: Ancient Civilizations & The Bible PDF Samples Student Manual (Grades 5-12) Sample Teacher Guide Sample Teacher Guide Introduction Elementary Activity Book (Grades K-4) Sample Lesson Planner Sample Lesson Planner Introduction Additional Support: Video Introduction (highly recommended) Bible/Christian Studies What on Earth Can I Do?  Type of Resource:  Home education curriculum    Description: What On Earth Can I Do?,  the fourth book in the award-winning What We Believe series, helps students understand what it means to be a “good and faithful servant” of God (Matthew 25:23) and to be stewards of all the blessings we have from God. It will help them choose to put God first in every area of their lives based on biblical truths taught in this study of stewardship. This study will help them choose to put God first in every area of their lives based on these biblical truths: God owns all things because He created and sustains all things He has entrusted me with certain gifts and wants me to use these gifts for His glory I honour God by using my money and possessions wisely I glorify Him by investing my time and talents wisely My body is not my own but has been bought at a price God expects me to care for His creation God will reward me for my faithfulness Note From Curriculum Consultant:  This resource works really well as a family devotional where discussion and open conversation are encouraged and fostered. The content is suitable for elementary grades through middle school, however, most Grade 8 students could work through this resource independently. Website Review   Other Optional or Supplementary Resources Regular Notebooking Journal MP3 Audio CD MP3 Download/Audiobook Audiobook on Audible Audiobook on iTunes eBook Table of Contents and  PDF Samples Additional Support Grade Eight Curriculum Picks Many of these picks can be borrowed from the Learning Commons Search Portal or our Sora virtual library at no cost. Alternatively, they can be purchased from our  Used Bookstore , from Anchor Academic   (using your PO#)  or from one of our comprehensive vendors . Vendor websites are pick-and-choose and some optional or alternate suggestions may be listed, so select your items with care. Overview Of Grade 8 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 8. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 8 Curriculum Picks. English Language Arts Option A (integrated literature focus with composition): Lightning Literature Level Storm Student Workbooks and Teacher's Guide with The Rainy Day Reader, Elijah of  Buxton, Prairie Lotus, All Creatures Great and Small, The Hobbit, A Day of Pleasure, and Alice's Adventures in Wonderland. OR Option B: Essentials in Writing 8 with novels studies (as follows or alternate novels/stories): Crispin: The Cross of Lead with Classroom Complete Press Literature Kit, Progeny Press Study, or Total Language Plus Focus Guide; Trumpeter of Krakow with Total Language Plus Study Guide; The Door in the Wall with Progeny Press Study Guide or Total Language Plus Focus Guide. OR Option C (lighter option): Writing Strands by Master Books Intermediate 2 (or level as per placement test results); novels: Trumpeter of Krakow; Crispin: The Cross of Lead; Door in the Wall; Anna of Byzantium and/or other novels or stories as assigned by parent/teacher. Mathematics   Dynamic Classroom BC Grade 8 OR Theory and Problems for Mathematics 8 - Third Edition by Crescent Beach Publishing  OR Singapore Dimensions Math 7A and 7B Textbooks and Teacher's Guides Science   BC Science Connections 8 textbook and workbook (biology, chemistry, physics, and earth/space combined in one resource) OR ALL of the following:    Biology Apologia Exploring Creation with General Science (Modules 10, 11) The Genesis of Germs (Master Books) by Allen L Gillen Chemistry Apologia Exploring Creation with Physical Science (Module 3) Physics Apologia Exploring Creation with Physical Science (Module 10) Earth Science Apologia Exploring Creation with General Science (Module 6) OR Apologia Exploring Creation with Physical Science (Module 12) Both cover the same content in regard to Earth’s crust.  What Is the Theory of Plate Tectonics? by Craig Saunders Social Studies Romans, Reformers, Revolutionaries Essentials Pack by Diana Waring Bible/Christian Studies Foundations in Faith (Set by MasterBooks) Optional Resources (not detailed below)   Hydraulics STEM Starters by Teacher Created Resources (ADST) Find Your Fit Book, and Find Your Fit Discovery Workbook 2018 Edition by Kevin Johnson (Career Education) Making Smart Financial Choices by Diane Dakers (Mathematics) ACSI's Total Health: Talking About Life's Changes by Susan Boe Student Textbook and Workbook (Health) Detailed Information for Grade 8 Curriculum Picks  English Language Arts Option A: Lightning Literature Level Storm Student Workbooks and Teacher's Guide With Readers  Type of Resource: Home Education Curriculum Description: Rooted in our commitment to excellence, this revamped edition harmonizes with the design and approach of our elementary levels, ensuring a consistent and progressive learning experience for your young literary enthusiasts. Dive deep into a curriculum meticulously designed to span 36 weeks. Our comprehensive Teacher’s Guide covers the entire academic year, ensuring a seamless teaching experience. For students, we’ve made the learning journey more digestible by splitting the workbook into two separate books, each tailored for an 18-week semester. Readers: The Rainy Day Reader, Elijah of  Buxton, Prairie Lotus, All Creatures Great and Small, The Hobbit, A Day of Pleasure, and Alice's Adventures in Wonderland. Teacher’s Guide: Navigate Level Storm of Lightning Literature with ease using our comprehensive Teacher’s Guide. Expertly designed to cover a full 36-week academic year, this guide offers instructors clear, step-by-step instructions and insights to enrich the teaching experience. Seamlessly bridging classic literature with contemporary learning techniques, it’s the indispensable companion for educators seeking to provide students with a transformative literary journey. Equip yourself with the best to unlock your student’s potential. Student Guides: Each of these two guides is carefully tailored for an 18-week journey; this workbook dives into a diverse selection of literature and enhances students’ comprehension, critical thinking, and writing skills.    Website Samples:  Teacher' Guide , Student Workbook 1 Sample , Student Workbook 2 Sample   Option B: Essentials in Writing 8 with novels studies (as follows or alternates): Trumpeter of Krakow with Total Language Plus Study Guide; Crispin: The Cross of Lead with Progeny Press Study Guide or Total Language Plus Focus Guide; Door in the Wall with Progeny Press Study Guide or Total Language Plus Focus Guide; another novel and novel study as per interests/goals of the student Type of Resource: Homes education curriculum Description:  EIW Level 8 is a homeschool writing curriculum that teaches middle school students ages 13 to 14 how to write meaningful sentences, proper grammar, and sentence mechanics as well as the writing process for narrative/descriptive/expository/ persuasive writing. Instruction on effective writing techniques and much more are included as well. The step-by-step approach allows students to focus on small, daily assignments, so they don’t feel overwhelmed. Level 8 includes a textbook/workbook and contains a video lesson component. Lesson-by-lesson video instruction is provided via streaming or DVD. These lessons are essential to the program and must be used in conjunction with the textbook/workbook combo book. Note that additional workbooks may be purchased if there are additional students in the family taking the course. Website Placement Test (Level Wizard) Review Other Optional or Supplementary Resources 34-week plan Sample Video Lesson Table of Contents and  PDF Sample Free Trial Option C: Writing Strands by Master Books Intermediate 2 (or level as per  placement test results) Novels: Trumpeter of Krakow; Crispin: The Cross of Lead; Door in the Wall; Anna of Byzantium and/or other novels or stories assigned by parent/teacher. Type of Resource:  Home education workbook Description:  Writing Strands Intermediate 2  will help your junior high student study writing string arguments, dialogue, papers, and letters, as well as literary elements like theme, genre, point of view, and tone. This language arts curriculum is ideal for a 6-9 grade level. In this comprehensive course, students will discover how narrative voice and attitude influence the reader, the elements of an effective written argument, explore character voice and dialogue, and so much more! This resource takes a comprehensive approach to language arts, teaching students how to construct effective paragraphs, write persuasively and explore narrative voice while also developing the student's reading, writing, and speaking skills. Students will learn how to read and evaluate literature, practice spelling, analyze worldview, and write a story. Students will rotate writing and reading assignments each week—thus also learning to write through literature because good readers make good writers! Additionally, the Bible is used as the literature base for teaching how narrative voice and attitude can be used to form captivating pieces of literature. Note from Curriculum Consultant: This resource alternates weekly between writing assignments and reading assignments. The teacher/parent is asked to assign a different book for every other week's reading lesson.  Website Writing Strands Overview Video Placement Tests Review Other Optional or Supplementary Resources Writing Strands: Teaching Companion Table of Contents and PDF Sample Pages Scope and Sequence Novels Note from Curriculum Consultant: Alternate novels can be chosen. The ones below are cross-curricular historical fiction selections set in the Middle Ages (a period of study in Social Studies for grade 8 students). Alternate options can be found at Progeny Press , Total Language Plus , or Classroom Complete Press .  Novel #1: Crispin: The Cross of Lead by Avi and Novel Study Guide by Classroom Complete Press Note from Curriculum Consultant : Progeny Press and Total Language Plus also have guides for this novel as alternatives. Type of Resource: novel and workbook Description: This all-in-one resource provides everything needed for student comprehension, including vocabulary and writing prompts with each chapter. Determine whether Crispin would support the viewpoint, "cruelty is contagious in uncivilized communities". Brainstorm possible inscriptions on Crispin's cross that would cause Bear's reaction. Investigate the trade of a tinker as it would appear during the time of the novel. Consider the battle between Bear and John Aycliffe from a different perspective, then complete a chart. Aligned to your State Standards and written to Bloom's Taxonomy, additional crossword, word search, comprehension quiz and answer key are also included. About the Novel: Crispin: The Cross of Lead is the Newbery Medal-winning story of a young boy hiding from the law. Set in 14th Century England, a young boy—only known as Crispin—finds himself on the run from Lord Furnival and his evil steward, John Aycliffe. When Crispin overhears the private conversation of Aycliffe and another man in the forest, he becomes the object of a massive hunt. Crispin then flees from the area after his only allies—his mother and Father Quinel—are dead. Crispin soon meets up with Bear—a travelling entertainer—who trains him in the arts of the mummer. However, Bear is not what he seems, and Crispin is thrown into a life full of dangerous adventures that lead to a dramatic ending, where the secret of Crispin’s heritage is revealed. Website   Video Overview Reviews (scroll down on left side) Other Optional or Supplementary Resources PDF Samples (select sample page images on the left side)    Novel #2  Trumpeter of Krakow by Eric P. Kelly and Total Language Plus Study Guide Type of Resource: novel with optional Total Language Plus Study Guide About the Novel: Joseph and his family gave their word to protect the Great Tarnov Crystal, but can they survive the violent, superstitious inhabitants of the city of Krakow? Website Video Overview Teacher's Manual How Novel Studies Work   Novel #3 The Door in the Wall by Marguerite de Angeli and Total Language Plus Focus Guide About the Novel: Now that Robin’s legs are useless, he will never serve the king as a knight like his father planned. But Brother Luke says, “Thou hast only to follow the wall far enough, and there will be a door in it.” Will Robin be a disappointment to his father, or can he find his “door”? Type of Resource:  novel with optional Total Language Plus Focus Guide Description:  Focus Guides center on specific character traits and/or writing skills. Some use extensive scripture. All take approximately three weeks to complete. The lessons do not include vocabulary or spelling worksheets; neither do they list optional activities such as field trips or hands-on suggestions found in our regular study guides. The listed titles are not available as study guides; these are Focus Guides only. An * by the writing description indicates the guide includes detailed writing instruction. Website Instructional Video for Focus Guides Novel #4 Anna of Byzantium Novel (or alternate) Type of Resource:  Novel Description:  Anna Comnena has every reason to feel entitled. She's a princess, her father's firstborn and his chosen successor. Someday she expects to sit on the throne and rule the vast Byzantine Empire. So the birth of a baby brother doesn't perturb her. Nor do the "barbarians" from foreign lands, who think only a son should ascend to power. Anna is as dismissive of them as are her father and his most trusted adviser--his mother, a manipulative woman with whom Anna studies the art of diplomacy. Anna relishes her lessons, proving adept at checkmating opponents in swift moves of mental chess. But as she matures into a young woman, her arrogance and intelligence threaten her grandmother. Anna will be no one's puppet. Almost overnight, Anna sees her dreams of power wrenched from her and bestowed on her little brother. Bitter at the betrayal, Anna waits to avenge herself, and to seize what is rightfully hers. Math Select one of the following math programs (A or B or C) below Option  A: Dynamic Classroom BC Grade 8 Type of Resource:  Workbook Description:  aligned to BC's curriculum Detailed explanations of every topic with step-by-step guided examples with solutions.  A series of problems for the student to practice the concept they just learned. Questions start out easy and gradually increase in difficulty. Challenging questions are provided for those students that really want to push themselves. Practice tests for each chapter/unit in the book.  An answer key for all questions in the book.  Students can get extra support through the website that provides additional worksheets and a limited selection of video lessons when you create an  online account . A complete set of  video lessons  (a paid service) where you can watch a math teacher while they explain a concept and then walk you through some examples.  Website Other Optional or Supplementary Resources Extra Worksheets and Resources Math Videos (monthly paid subscription, about $11/month) Table of Contents and  PDF Sample Pages Option B: Crescent Beach Publishing Theory and Problems for Mathematics 8 - Third Edition Description:  aligned to BC's curriculum Written to be used as a primary teaching resource Contains a comprehensive explanation of the subject for each section 364 detailed example questions Hundreds of practice problems with answers and step by step solutions where necessary Space is given for each practice question to complete the problem, and keep the work organized all in one place Website Table of Contents PDF Sample Pages Note: this resource may not be available from vendors other than Crescent Beach Publishing; see our Resource Vendor Directory for ordering details. Option C: Singapore Dimensions Math 7A and 7B Textbooks and Teaching Notes/Solutions Type of Resource:  Home education/classroom curriculum Description:  The program emphasizes problem-solving and empowers students to think mathematically, both inside and outside the classroom. Pre-algebra, algebra, geometry, data analysis, probability, and some advanced math topics are included in this rigorous series. The series follows the principles outlined in the Singapore mathematics framework, including the Concrete, Pictorial, Abstract (CPA) Approach, bar modelling, and more. In the Dimensions Math program, concepts are introduced and explained in a new format with vibrant imagery, all with the progression and scope that has defined Singapore math. Components Textbooks build on prior knowledge and develop familiar concepts in an accessible way. Workbooks offer independent practise while maintaining the careful progression of exercise variation. Teaching Notes and Solutions provide teaching suggestions and important information for educators to help students achieve math mastery. Workbook Solutions contain fully worked solutions for problems in workbooks. Components Samples 7A Textbook 7A Workbook 7A Teaching Notes and Solutions 7B Textbook 7B Workbook Note from Curriculum Consultant: This US-based resource is advanced for BC standards, and books 6 - 8A align reasonably well (although not entirely) with BC's curriculum for grades 7 - 9. There are sufficient exercises in the textbook for many students, and so the workbook may not be necessary (and may even be frustrating) for students who learn quickly. For students who require repetition and extra practice, the workbook (and workbook solutions) are recommended. Even though this resource does not completely align with BC's curriculum, it was chosen for its proven approach which has been a favourite with home educators for many years. It is a rigorous program that generally works best for students who have demonstrated an aptitude for math. Those looking towards using this program to prepare for the BC grad course, Foundations and Math and Pre-Calculus 10 should be aware that levels 6A, 6B, 7A, 7B and 8A should be sufficient preparation. That is 5 books over 3 years, and so in terms of pacing, one would be looking at completing approximately 1 and 2/3 books per year, allowing for a slightly less rigorous pace than the standard 2 books per year. Website Review   Scope and Sequence Brochure Science Some science standards for Grades 7 - 9 are addressed when both Apologia’s Exploring Creation with General Science and Exploring Creation with Physical Science are used in Grades 7 - 9. See this spreadsheet for correlations. BC Science Connections 8 Textbook and Workbook Description: The BC Science Connections program is 100% Curriculum-aligned and supports inquiry-based learning. It leverages students' natural sense of curiosity and wonders so they learn by actively engaging in activities while having access to clear, concise, and highly visual curriculum-specific content to support knowing, doing and understanding. Inquire - new activities and labs offer a wide variety of problem-based and inquiry options from directed, guided and open to meet student needs. Connect - written by a trusted team of BC educators with years of classroom experience who have actively worked on implementing the new curriculum. Key Features: - Supports place-based learning and integrates First Peoples' ways of knowing into your science classroom. - Builds students' confidence with solid science content that is easy to understand and provides the background necessary to personalized inquiry. - Engages students with relevant science content, dynamic visuals and intriguing labs. - Develops and supports scientific literacy, engages students with dynamic content, lab experiences and a rich array of resources to ensure students understand the big idea.   Website   The textbook is available for extended loan through the Learning Commons Search Portal. If you would like to write in the workbook, it can be purchased from Anchor Academic.  Only HCOS teachers can access the Teacher Guide. The science resources below this callout must all be used together to address BC's Curriculum standards. Biology Apologia Exploring Creation with General Science Textbook, Solutions and Test Manual, and Student Notebook (Modules 10,11) * T ype of Resource: Home Education Curriculum Description : This resource was created to give middle school students an understanding of the basic world that surrounds them each day so that they can appreciate the real-world relevance of scientific inquiry and the beauty of creation. This course covers a wide range of branches of science while making the connections between each. A large component of Earth Science (modules include astronomy, meteorology, oceanography, earth study, geology, paleontology, and environmental science) gives students a great foundation for that broad field of study. Students will learn what science is and, in a detailed and engaging way, how to utilize the proper scientific method. This course has many hands-on science experiments that can be completed with household materials.   Website Review   Other Optional or Supplementary Resources Streaming Instructional Video OR Video Instruction Thumb Drive MP3 Download/Audiobook Table of Contents and PDF Sample Pages The Genesis of Germs Revised Edition by Allen L Gillen (Master Books)  Type of Resource:  Homeschool Curriculum Description: Learn how constantly mutating diseases are proof of devolution rather than evolution and how these germs fit into a biblical worldview. Dr. Gillen shows how germs are symptomatic of the fall and curse of creation due to man's sin and our hope in the coming of Jesus Christ.   Website Sample and Table of Contents   Note from Curriculum Consultant: This resource is aimed at a high school audience. Students may need support working through the content. Chemistry  Apologia Exploring Creation with Physical Science Textbook, Solutions and Test Manual, and Student Notebook  (Module 3)  Type of Resource: Home education curriculum Description: Middle school students are taught the methods they will need to succeed in high school science courses. Using a conversational tone, we present challenging science concepts and thought-provoking experiments in an easily navigated, personalized format to help students methodically learn, self-check, and master difficult concepts before moving on. We also keep science relevant. Additional online materials are available through a book extras portal so that students can see science in action. This course covers: The basics of science including the scientific process, scientific theories and laws, inferences and models, and measurement and units Chemistry including properties and states of matter, atomic structure and the periodic table, chemical bonds and reactions and energy Physics including motion, forces, energy, waves and sound, light and electricity and magnetism Earth Science including the Earth’s structure and processes and our atmosphere and beyond Chemistry and Physics in the life sciences Physical Science research Website Review   Other Optional or Supplementary Resource:  MP3 Audio CD Note from Curriculum Consultant: Although this resource is lengthy, it is conversational in its approach and makes science concepts interesting and accessible for students. Supplementation will be necessary to address all the standards of BC’s curriculum. Please converse with your teacher regarding the best course of action to ensure standards are appropriately addressed. Physics Apologia Exploring Creation with Physical Science Textbook, Solutions and Test Manual, and Student Notebook  (Module 10- see above for details) Earth Science Apologia Exploring Creation with General Science (Module 6) OR Apologia Exploring Creation with Physical Science  (Module 12)  See the descriptions in the Biology and Chemistry sections above. Both of these resources cover the same content about Earth’s crust.  What Is the Theory of Plate Tectonics? by Craig Saunders Type of Resource: Nonfiction book Available in the Learning Commons Physical Book eBook Description: In 1912, German meteorologist Alfred Wegener published his groundbreaking theory of continental displacement. His theory proposed that the continents were once a single land mass but had slowly moved apart over millions of years. This fascinating book examines the scientific process behind Wegener's theory and how it challenged prevailing views of the time. Readers will discover how, years after Wegener's death, his theory was embraced by scientists and is now the basis for modern earth science.   Website and Excerpt Social Studies Romans, Reformers, Revolutionaries Essentials Pack Type of Resource:  Home education curriculum  Key Features: Quick Start Guide to help you easily navigate through the 4-Phase structure Basic Lesson Plan to give you confidence for each week’s activities Teacher Guide to provide helpful background information suggested resources, motivating suggestions, and much more Student Manual to introduce each era, offer multiple topics for further exploration, encourage hands-on participation, and invite creative expression What in the World Vol 2 CD set to bring history to life through audio instruction and stories Rubrics Set to help the student know what is expected and to help parent/teacher evaluate the student’s creative work (qualitative assessment) Test Kit to allow students to demonstrate what they’ve learned (quantitative assessment). The Essentials Pack includes: Teacher Guide, Student Manual, What in the World Volume 2 CD Set, Test Kit, Rubric Set, Quick-Start Guide and Basic Lesson Plan Note from Curriculum Consultant:  Assignments could possibly be applied for credit in English Language Arts, and Arts Education as well, depending on which activities students choose. This resource may seem daunting at first, but many of the assignments are pick and choose, and students can select activities that are appealing to them. I recommend listening to a sample of the audio lessons online  here , as this makes up a large portion of the teaching. Website Review Other Optional or Supplementary Resources Quick Start Guide 3-Day and 5-Day Lesson Plan Lesson Planner Elementary Activity Book True Tales Vol 2 Audio Set Digging Deeper Vol 2 Audio Set  PDF Samples Student Manual (Grades 5-12) Sample Teacher Guide Sample Lesson Planner Sample (including Introduction) Additional Support: Video Introduction (highly recommended) Bible/Christian Studies Foundations in Faith Type of Resource:  Home education curriculum    Description:  Foundations in Faith  is a homeschool curriculum designed to teach Bible doctrine to teens and preteens. Your students will learn the basics of what Christians have held true as they study Scripture along with the creeds, confessions, and catechisms used over time to instill biblical truths. These helpful tools have been written to help Christ followers cling to the authority of God’s Word and avoid the pitfalls of believing heresies promoted within the culture and possibly even the church. This one-year course is conveniently scheduled so a student can complete 20-30 minute lessons five days a week.   Table of Contents and  PDF Sample Grade Nine Curriculum Picks Many of these picks can be borrowed from the Learning Commons Search Portal or our Sora virtual library at no cost. Alternatively, they can be purchased from our  Used Bookstore , from Anchor Academic   (using your PO#)  or from one of our comprehensive vendors . Vendor websites are pick-and-choose and some optional or alternate suggestions may be listed, so select your items with care. Overview Of Grade 9 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 9. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 9 Curriculum Picks. English Language Arts Option A (integrated literature focus with composition): Lightning Literature Level Tempest Teacher's Guide, Student Workbooks and Readers OR Option B: Essentials in Writing 9 with novels studies (as follows or alternates): Red Badge of Courage with Progeny Press Study Guide, Call of the Wild with Progeny Press Study Guide, Treasure Island with Progeny Press or Total Language Plus Study Guide, Scarlet Pimpernel with Progeny Press or Total Language Plus Study Guide; and/or alternate novel and novel study or stories as per interest/goals of the student. OR Option C (lighter option): Writing Strands by Master Books Advanced 1 (or level as per placement test results); Red Badge of Courage, Call of the Wild, Treasure Island, Scarlet Pimpernel; and/or novel and novel study or stories as per interest/goals of the student. Mathematics Dynamic Classroom BC Grade 9 OR Theory and Problems for Mathematics 9 - Third Edition by Crescent Beach Publishing  OR Singapore Dimensions Math 8A and 8B Textbooks and Teaching Notes and Solutions Science BC Science Connections 9 Textbook and Workbook Social Studies Nelson Socials 9 OR World Empires, World Missions, World Wars Essentials Pack by Diana Waring Bible/Christian Studies Quest – The Gospel of John OR Foundations in Worship (MasterBooks) Optional Resources (not detailed below)   What Color Is Your Parachute? for Teens, Third Edition by Carol Christen (Career Education) Getting Things Done for Teens: Take Control of Your Life in a Distracting World by David Allen (Career Education) Invest in your Financial Future by Diane Dakers (Mathematics/Career Education) Total Health: Choices for a Winning Lifestyle by Susan Boe (ACSI) - Student Textbook and Workbook (Heath Education; can also be used for Grade 10) Canada Map Book 6 by George Quinn, Apple Press (Social Studies; says Gr. 6-8 on the cover, but is still suitable ) Righting Canada's Wrongs - any of the 6 books in the series by Lorimer Publications (Social Studies) Resource Guide for Righting Canada’s Wrongs: Residential Schools Heritage Collection: The Immigrant Experience by Rose Fine-Myer (Social Studies) Detailed Information for Grade 9 Curriculum Picks  English Language Arts Select one of the following writing programs (A or B), in addition to two novel studies listed below these options. Option A: Lightning Literature Level Tempest With Readers Type of Resource: Home Education Curriculum Description: Discover the expansive literary world with Level Tempest of Lightning Literature. Dive deep into a curriculum meticulously designed to span 36 weeks. Our comprehensive Teacher’s Guide covers the entire academic year, ensuring a seamless teaching experience. For students, we’ve made the learning journey more digestible by splitting the workbook into two separate books, each tailored for an 18-week semester. This is the first of those two workbooks. Readers:   Echo by Pam Muñoz Ryan, MC Higgins the Great by Virginia Hamilton, Treasure Island by Robert Louis Stevenson, A Christmas Carol by Charles Dickens, My Family and Other Animals by Gerald Durrell, The Glory Field by Walter Dean Myer, The Story of My Life by Helen Keller, and Rainy Day Reader. Workbooks: designed to be paired seamlessly with the  Level Tempest Teacher’s Guide . Educators and parents will find the guide invaluable, as it not only provides the necessary answers but also offers in-depth instructions on writing assignments and invaluable tips on teaching the myriad of concepts introduced in the workbook. Together, they form a comprehensive toolkit to ensure students not only appreciate literature but also develop the essential skills to analyze and engage with it deeply. Teacher’s Guide: Expertly designed to cover a full 36-week academic year, this guide offers instructors clear, step-by-step instructions and insights to enrich the teaching experience. Seamlessly bridging classic literature with contemporary learning techniques, it’s the indispensable companion for educators seeking to provide students with a transformative literary journey. Equip yourself with the best to unlock your student’s potential. Website     Option B: Option B: Essentials in Writing 9 with stories and/or novel studies (as follows or alternates) Type of Resource:  Homes education curriculum Description: EIW Level 9 provides students with the writing skills needed for high school and university writing, the SAT, college application, and beyond. This curriculum contains step-by-step guidance throughout the program and is relatively self-contained between the workbook and online (or DVD) video lessons. Website Placement Test (Level Wizard) Review Other Optional or Supplementary Resources: LEVEL 9 34-WEEK PLAN Sample Video Lesson Table of Contents and  PDF Sample Free Trial Option C: Writing Strands by Master Books Advanced 1 (or level as per placement test results); novel and novel study or stories as per interest/goals of the student. Note from Curriculum Consultant: This resource alternates weekly between writing assignments and reading assignments. The teacher/parent is asked to assign a different book for every other week's reading lesson. ADD: Writing Strands Overview Video &  Teaching Companion Novels Note from Curriculum Consultant: Alternate novels can be chosen. The ones below are cross-curricular historical fiction selections set in the time period studied in Gr 9 social studies (1750 - 1919). Alternate options can be found at Progeny Press , Total Language Plus , or Classroom Complete Press . Novel #1: The Red Badge of Courage by Stephen Crane Type of Resource: novel with optional study guide by Progeny Press About the novel: Stephen Crane’s classic novel looks at the trauma and horror of war through a young man’s eyes. Henry Fleming joins the Union army as a green recruit dreaming of glory and heroic acts of bravery on the battlefield. He wants to earn his “badge of courage.” He imagines himself as "a blue determined figure standing before a crimson and steel assault, getting calmly killed on a high place before the eyes of all." Henry must learn, through much mental and spiritual agony, to stand in the face of physical danger with no thought to his own heroics nor to the opinions of others. He learns to despise his earlier dreams of war and glory. Instead, he finds quiet manhood, non-assertive but of sturdy and strong blood. He has faced death and become a man. Description: Author Biography: Learn about Stephen Crane. Vocabulary: Understand words used throughout the novel, utilizing a variety of activities to stimulate retention and growth. Literary Techniques: Words create setting, double meanings, parallels, synonyms, antonyms, foil, similes, characterization, in context, metaphors, self-justification, role models, natural law, Christ figure, coming-of-age. Moral Lessons and Character Values: The church and war, Jesus is our example, lessons from nature, small before God, coming-of-age, fear & cowardice, mortality, courage, maturity, anger, heroism, suffering and the refining it causes. Activities and Writing Assignments: Wordsearch, God looks at our inner character/not outer, Essays including a just war, Lincoln and the Civil War, nature as a counterpoint to humanity, coming-of-age, Civil War timeline, creative writing: letters from a soldier, biography of your choice of famous Civil War men and women, write a historical play/scene, field trip to a Civil War site, journalism interview of a war veteran. Suggestions for Further Reading: We include an in-depth reading list of more books by the same author(s) and other books that tie in with, or are similar to, The Red Badge of Courage by Stephen Crane. Movie suggestions included. Website Sample pages   Novel #2: The Call of the Wild by Jack London T ype of Resource: novel with optional Progeny Press Study Guide About the Novel: The dog Buck lives a privileged life in the family of a California judge. But when gold is discovered in the Yukon Valley and thousands of men rush north, Buck is stolen from his home and sent north to pull sleds for the Canadian mail service. Buck finds he must learn fast or die, and the new law of life is primitive—the law of club and fang. London reveals the lengths to which men will go to satisfy the gold lust, and he explores the animal instinct of kill or be killed as Buck rises to become leader of the pack. Description: Author Biography: Learn about Jack London. Before-You-Read Activities: History research, maps, timeline, biography, art, movies. Vocabulary: Understand words used throughout the novel, utilizing a variety of activities to stimulate retention and growth. Literary Techniques: In context, dictionary, anthropomorphism, personification, setting, hyperbole, repetition, dialect, irony, foil, paradox, allusion, simile, metaphor, legend, dichotomy, theme, dramatic structure. Moral Lessons and Character Values: Equal under God, do unto others, authority, determinism, moral relativism, pragmatism, success vs. doing right, pride, strong vs. weak, wise counsel, love our neighbor, conflict, mercy, power and wealth. Activities and Writing Assignments: Animals, morality, multiple essay ideas, absurdity used to justify, class discussions, animal euthanasia, leadership, trip/activity planning, haiku, dog training. Suggestions for Further Reading: We include an in-depth reading list of more books by the same author(s) and other books that tie in with, or are similar to, Call of the Wild by Jack London. Movie suggestions included. Website Sample Pages   Novel  #3: Treasure Island by Robert Louis Stevenson Type of Resource: novel with optional Progeny Press Study Guide About the Novel: Jim Hawkins is just a boy trying to do the best he can running an inn with his widowed mother when adventure and danger literally walk through the door in the form of a pirate! He is left with a treasure map and the warning, "Beware the one-legged man!" Jim goes sailing in search of treasure with Squire Trelawney, Dr. Livesey, and Captain Smollett. Put under the tutelage of the ship's cook, Long John Silver, Jim learns much of the sea-faring life and gains a great friend. But where treasure is concerned, honor and friendship can be held cheap. As they near the island, the ship's crew mutinies, and Jim has to decide where his loyalties are and what it means to be honorable. Set sail aboard the Hispaniola with the fearless Jim and the formidable Long John Silver! Description: About the Author: Learn about Robert Louis Stevenson. Vocabulary: Understand words used throughout the novel, utilizing a variety of activities to stimulate retention and growth. Literary Techniques: Mood, foreshadow, dialect, synonym, pace, transition, stereotype, idiom, simile, descriptive language, hubris, point of view, dictionary, poetic justice, irony, ambiguity, parallelism, anthropomorphism, cliffhanger, characterization, dynamic vs. static, symbolism, main character, conflict, complication, theme, dramatic structure. Moral Lessons and Character Values: Courage, peer pressure, discretion, advice, fear, discouragement, God is with us, doing good, eternal life, death, mercy. Activities and Writing Assignments: Coins, ships, writing, pirates, maps, art, sea shanties, biographies, essays. Suggestions for Further Reading: We include a wonderful reading list of more books by the same author(s) and other books that tie in with, or are similar to, Treasure Island by Robert Louis Stevenson. Website Sample Pages Novel #4: The Scarlet Pimpernel by with Optional Study Guide by Progeny Press Type of Resource:  novel with optional novel study About the novel: Funny, courageous, and filled with downright danger! The Scarlet Pimpernel was the blueprint for what became known as the masked-avenger genre. This captivating story combines humor, bravery, and an abundance of perilous situations. Step into the midst of the French Revolution, a time of immense fear and the ruthless persecution of the noble class. Amidst the chaos, a mysterious and elusive figure, often referred to as a phantom, emerges as the savior of doomed nobles, defying the executioner's grasp—the legendary Scarlet Pimpernel. Unyielding in his pursuit, French official Chauvelin will stop at nothing to unveil the true identity of the Scarlet Pimpernel. His relentless quest leads him to manipulate Marguerite Blakeney, the reluctant assistance of Sir Percy Blakeney's French wife. Sir Percy himself, England's wealthiest and most dandyish lord, becomes embroiled in a web of secrets and danger. In this world of deception, treachery, and mortal peril, nothing is as it appears. Brace yourself for an enthralling adventure that will keep you on the edge of your seat. Description: Historical Background: Explore the backdrop of the French Revolution, a defining era in history. Author Biography: Discover the life of Baroness Orczy, the brilliant mind behind The Scarlet Pimpernel. Before-You-Read Activities: Engage in interactive exercises such as mapping, diving into the intriguing stories of King Louis XVI and Marie Antoinette, and learning about the figure Robespierre. Vocabulary: Develop a deep understanding of the novel's vocabulary through a variety of stimulating activities designed to enhance retention and encourage vocabulary growth. Literary Techniques: Delve into the rich tapestry of literary techniques such as antonym, synonym, juxtaposition, stereotype, irony, paradox, foreshadowing, cliffhanger, in context, simile, metaphor, onomatopoeia, moral dilemma, hyperbole, romanticism, allusion, anthropomorphism, protagonist, antagonist, false climax, foil, theme, willing suspension of disbelief, and contrivance. Moral Lessons and Character Values: Explore profound themes of conflict, accountability, marriage, wise counsel, virtue vs. self-righteous, misunderstandings, fate vs. free will, altruism, self-interest, egoism, leadership, freedom, bigotry, prejudice, stereotypes, the Good Samaritan, and the golden rule of treating others as you would like to be treated. Activities and Writing Assignments: Engage in dynamic class discussions, create visually captivating bulletin boards, analyze and interpret meaningful quotations, select from a range of essay choices, bring the story to life through dramatic adaptations, and explore artistic expressions inspired by the novel. Suggestions for Further Reading: Expand your literary horizons with our carefully curated reading list, which includes more captivating works by Baroness Orczy and other books that complement or share similarities with The Scarlet Pimpernel. Additionally, discover recommended movies. Website Sample Pages Math Select one of the following math programs (A or B or C) below Option A: Dynamic Classroom BC Grade 9 Type of Resource : Workbook Description : Aligned to BC's curriculum Detailed explanations of every topic with step-by-step guided examples with solutions.  A series of problems for the student to practice the concept they just learned. Questions start out easy and gradually increase in difficulty. Challenging questions are provided for those students that really want to push themselves. Practice tests for each chapter/unit in the book.  An answer key for all questions in the book.  Students can get extra support through the website that provides additional worksheets and a limited selection of video lessons when you create an  online account . A complete set of  video lessons  (a paid service) where you can watch a math teacher while they explain a concept and then walk you through some examples.  Website Other Optional or Supplementary Resources Extra Worksheets and Resources Math Videos (monthly paid subscription, about $11/month) Table of Contents and PDF Sample Pages Option B: Crescent Beach Publishing Theory and Problems for Mathematics 9 - Third Edition Description: Aligned to BC's curriculum Written to be used as a primary teaching resource Contains a comprehensive explanation of the subject for each section Over 300 detailed example questions Hundreds of practise problems with answers and step by step solutions where necessary Space is given for each practice question to complete the problem, and keep the work organized all in one place  Website Table of Contents PDF Sample Pages Note: this resource may not be available from vendors other than Crescent Beach Publishing; see our Resource Vendor Directory for ordering details. Option C: Singapore Dimensions Math 8A and 8B (Optional) Textbooks and Teaching Notes/Solutions Type of Resource:  Home education/classroom curriculum Description:  The program emphasizes problem-solving and empowers students to think mathematically, both inside and outside the classroom. Pre-algebra, algebra, geometry, data analysis, probability, and some advanced math topics are included in this rigorous series. The series follows the principles outlined in the Singapore mathematics framework, including the Concrete, Pictorial, Abstract (CPA) Approach, bar modelling, and more. In the Dimensions Math program, concepts are introduced and explained in a new format with vibrant imagery, all with the progression and scope that has defined Singapore math. Components Textbooks build on prior knowledge and develop familiar concepts in an accessible way. Workbooks offer independent practice while maintaining the careful progression of exercise variation. Teaching Notes and Solutions provide teaching suggestions and important information for educators to help students achieve math mastery. Workbook Solutions contain fully worked solutions for problems in workbooks. Components Samples 8A Textbook 8A Teaching Notes and Solutions 8A Workbook 8A Workbook Solutions 8B Textbook (optional; may be too advanced for many students) 8B Workbook (optional; may be too advanced for many students) Note from Curriculum Consultant: This US-based resource is rather rigorous and is advanced for BC standards. Books 6 - 8A align reasonably well (although not entirely) with BC's curriculum for grades 7 - 9. If students are just beginning to use this series in grade 9, it is recommended that they begin with level 7B (sample pages here ), and students who have been using the series for a year are two could be starting 7B or be partway through 7B at the beginning of grade 9. There are sufficient exercises in the textbook for many students, and so the workbook may not be necessary (and may even be frustrating) for students who learn quickly. For students who require repetition and extra practice, the workbook (and workbook solutions) are recommended. Even though this resource does not completely align with BC's curriculum, it was chosen for its proven approach which has been a favourite with home educators for years. Website Review Scope and Sequence Brochure Science Students who used Exploring Creation with General Science and Exploring Creation with Physical Science in grades 7 and 8 may have already addressed some grade 9 standards. See this spreadsheet for correlations. BC Science Connections 9 Textbook and Workbook Type of Resource:  Secular classroom Student Edition textbook and workbook Description:  The BC Science Connections program is 100% Curriculum aligned and supported inquiry-based learning. It leverages students' natural sense of curiosity and wonder so they learn by actively engaging in activities while having access to clear, concise, and highly visual curriculum-specific content to support knowing, doing and understanding. Key Features: Support for place-based learning and integrates First Peoples' ways of knowing. Builds students confidence with solid science content that is easy to understand and provides the background necessary for personalized inquiry. Engages students with relevant science content, dynamic visuals and intriguing labs. Develops and supports scientific literacy, engages students with dynamic content, lab experiences and a rich array of resources to ensure students understand the big idea. Website Social Studies Option A: Nelson Socials 9 Student Resource and eBook Type of Resource : Student textbook and eBook Description : A comprehensive resource aligned to BC’s curriculum that helps students become active, engaged citizens with the ability to think and communicate critically, historically and geographically. Includes rich and engaging primary sources and inquiry-focused questions. The Student Resource includes a print textbook with built-in activity cards and lifetime access to an online student centre. Website Table of Contents and Sample Pages Option B: World Empires, World Missions, World Wars Essentials Pack It is recommended that students complete an inquiry/research project that addresses an area of Canadian content within the curriculum in addition to the resource below. Sample topics include the impact of treaties on First Peoples; the role imperialism and colonialism have on events in present-day Canada; and the influences of immigration on Canada’s identity. The Canadian Heritage Collection books available to borrow through our Learning Commons are excellent resources for these topics. There are many other topics as well; please consult with your support teacher. Type of Resource:  Home education curriculum  Description: Idea packed, multi-disciplinary, family-style study guide from the Napoleonic Wars to the Korean War Explore this era of history with an integrated inclusion of the Modern Missions movement, revivals, and other Church history events Discover kings, politicians, artists, musicians, scientists, inventors, and most importantly the fingerprints of God in history Key Features: Quick Start Guide to help you easily navigate through the 4-Phase structure Basic Lesson Plan to give you confidence for each week’s activities Teacher Guide to provide helpful background information suggested resources, motivating suggestions, and much more Student Manual to introduce each era, offer multiple topics for further exploration, encourage hands-on participation, and invite creative expression What in the World Vol 3 CD set to bring history to life through audio instruction and stories Rubrics Set to help the student know what is expected and to help parent/teacher evaluate the student’s creative work (qualitative assessment) Test Kit to allow students to demonstrate what they’ve learned (quantitative assessment). The Essentials Pack includes: Teacher Guide, Student Manual, What in the World Volume 3 CD Set, Test Kit, Rubric Set, Quick-Start Guide and Basic Lesson Plan Note from Curriculum Consultant:  Assignments could possibly be applied for credit in English Language Arts, and Arts Education as well, depending on which activities students choose. This resource may seem daunting at first, but many of the assignments are pick and choose, and students can select activities that are appealing to them. I recommend listening to a sample of the audio lessons online  here , as this makes up a large portion of the teaching. Website Review Other Optional or Supplementary Resources Online Resources Lesson Planner Elementary Activity Book True Tales Vol 3 Audio Set Digging Deeper Vol 3 Audio Set Darwin and Scopes CD or Mp3 PDF Samples Student Manual (Grades 5-12) Sample  Teacher Guide Sample Elementary Activity Book (grades K-4) Sample Lesson Planner Sample (with Introduction) Additional Support: Video Introduction (highly recommended) Bible/Christian Studies Quest - The Gospel of John Type of Resource: student workbook Description: John focuses on the spiritual significance of what Jesus did and said rather than just reporting the events of His life. He begins the gospel with a declaration of the deity of Jesus, His pre-existence, and His direct involvement in creation. To John, the miracles of Jesus are not just demonstrations of God’s mercy and compassion – they are glimpses into the very glory of God. When Lazarus is raised from the dead, it is “for the glory of God”– demonstrating that Jesus is the resurrection and the life. When Jesus feeds thousands of people with a boy’s lunch, is not just a miracle of multiplication – it demonstrates that Jesus is “the bread of life”. As you study, you will discover that John has a very penetrating gaze into eternal truth and into the very heart and mind of God. But John gives us more than just information; he reveals an invitation – to abundant life in Jesus, the True Vine. May this study help you find “life in His name” and bear much fruit from (and for) Him.   Answer Key Website Sample Lesson   (or) Foundations in Worship Type of Resource:  Home Education Curriculum   Description: Foundations in Worship is a unique homeschool Bible curriculum created to expand your junior high and high school student’s understanding of God and the Gospel through the study of hymns. This engaging, full-colour Bible elective reveals scriptural truths expressed in these long-cherished anthems of the Christian faith. As they study the hymn writer and their faith, your student will learn to better articulate their own faith in God. Lessons can be completed in 20-40 minutes over five days a week in this one-year course.   Website Table of Contents and Sample Lesson Digital Learning Tools and Resources Axis Resources Axis (Grades 7-12) is geared toward building lifelong faith by helping parents and caring adults talk with teens about topics they might not otherwise discuss. Their vision is to see all caring adults equipped with the conversation, discipleship, and cultural translation skills needed to reach the next generation for Christ. You will notice that this site does not tell you (or your teens) how to think. Instead, it gives up-to-date information and asks questions, which you may use to open a discussion with your students or children. Logging In  Navigate to Axis and start exploring the resources. You do not need to set up an account to use this website. Navigation & Use Some of the information may be sensitive to students. Parents are encouraged to supervise their children while using this site and to engage in regular conversation to discuss topics. Explore resources by selecting the buttons in the top right menu on the home page. You can return to the home page by selecting the Axis logo in the top left corner. Click below to learn more about the specific features offered by Axis. The Culture Translator Each week, the Axis team researches culture to help you stay up to date on the music, movies, TV shows, and social media trends impacting your kid’s world. You can sign up for the weekly email or explore past editions here . Podcast Conversations A space where faith and culture meet through meaningful dialogue in a format that is easy to consume in your busy life. These podcasts bring together your favorite Axis content in one place with tools to build stronger conversations with the teens in your life. Parent Guides Parent Guides are free downloadable PDFs that help you lead confident, faith-centered conversations with your teen on big topics—like mental health, technology, social media, suicide and more. They offer clear answers and practical tools to go deeper with your teen. Videos Axis video resources deliver quick, practical, and faith-informed guidance for parents through 7-Minute Videos and Conversation Kits. For even more ways to spark meaningful, Christ-centered dialogue, explore their YouTube series The Conversation Starter . Canva for Education Canva is a great tool for creating rich and engaging communication using various media. HCOS is happy to offer it as a free tool to support students at HCOS in creating content as part of their educational programming. To sign in, go to  https://canva.com and use your HCOS Google Workspace account. HCOS students without a HCOS Google Workspace account can request one at  https://hcos.ca/us-signup . Flex students without a Google Workspace account should contact the office. Getting Started with Canva for Education Canva is loaded with templates you can use to create engaging slideshow presentations, worksheets, posters, videos, and more. Choose from the listed items or use the search toolbar to find a specific theme or style. Once you select the design type, use the design search bar to find a template to match your theme. Customize your design by adding or removing images, text boxes, and videos. For more engaging content, include hyperlinks, embed videos, or links to Google Drive apps. Use the “Brand” tab to use HCOS or Flex colours as your design colour scheme. Try some of the AI features to support your design work. Magic Media, DALL-E, or Sketch to Life are image creation tools, and Magic Write will give suggested writing prompts. Present your slides live or on Zoom directly from Canva. Use “Presenter View” to view your slide notes, preview upcoming slides, and track your presentation time. You may also wish to use the “Record Your Presentation” feature. Download your slides in a variety of formats (e.g., PDF, JPEG), or share a public view link for others to access. No sign-in is required to view a public Canva link. Consider organizing your designs in folders under the “Projects” tab for easy access.    Computer Lease Agreement FAQ 1. What computers are available? To simplify selection and ensure devices are received in a timely manner, we have made the following options available to families. (Stock is not guaranteed, in such cases your teacher will be contacted). Device Description Total Cost Year 1 Year 2 Year 3 14" Lenovo L14 Good for general school work and browsing. $ 1,500.00 $ 700.00 $ 420.00 $ 280.00 15" MacBook Air $ 2,100.00 $ 1,050.00 $ 630.00 $ 420.00 14" MacBook Pro For students who need access to more processing power for media creation. $ 3,200.00 $ 1,600.00 $ 960.00 $ 640.00 16" Lenovo P16 $ 2,000.00 $ 1,000.00 $ 600.00 $ 400.00 11" iPad (128GB) Meant for basic apps and browsing. $ 700.00 $ 350.00 $ 210.00 $ 140.00 13" iPad Air (256GB) Larger screen for those looking to work primarily on the iPad. $ 1,360.00 $ 680.00 $ 408.00 $ 272.00 If the student’s program and Student Learning Plan (SLP) indicate the need for a higher-end device, the teacher may consult with the IT Manager before the family submits the form to confirm device options and ensure the additional cost is clearly understood. 2. What is the cost of leasing a computer? The cost to lease the computer is the total cost of the device at the time of purchase, broken down over three years as follows and shown in the table above: Year 1: 50% Year 2: 30% Year 3: 20% In addition, a deposit must be paid based on the device selected: $50 for iPads under 13” $100 for laptops and special orders Deposits cannot be paid using curriculum funds. The family will be invoiced at the time of application, and the order will be shipped once the deposit has been paid. All equipment includes an extended warranty. 3. Why do I need to sign an equipment agreement? BC Ministry of Education and Child Care regulations require that all equipment be owned by the school. The agreement acknowledges that the parent understands the ownership of the computer and that the cost of the computer will be taken out of the student's curriculum budget. 4. Can I keep the computer? The equipment agreement lasts for three years. At the end of that time, you can return the computer or keep it, as long as there are no further amounts owing. 5. What if I leave the school before the lease expires? You have the option of either returning the computer or buying out the lease. 6. Is it mandatory to have an extended warranty? An extended warranty is required to ensure that any technical issues can be resolved quickly, minimizing disruption to the student’s learning. Each device will include setup instructions and clear steps for accessing support if needed. 7. What are the next steps? Consult your teacher to assess your student’s program and device requirements. Ensure you have the necessary curriculum funding available.  Submit the Computer Lease Agreement form to your teacher. Your teacher will submit a Computer Lease Request form to the office. Once the deposit is received, your device will be shipped to the address provided on the request form. Encom: Claiming a Google Account Log in to your parent account and select the Student you are trying to add to the account: Select “Claim Google Account” Enter the student's Google account email address, then select “begin verification”: A verification email will be sent to the student's Google email: Once you find the email, select “Claim this address”. Complete If you are having difficulty completing the process, please contact tickets@onlineschool.ca  for assistance. Google Workspace for Education Google Workspace for Education gives students access to many Google apps. Some of the popular apps are Gmail, Google Docs, Google Slides, and Google Drawings. Parents are encouraged to have conversations with their students to ensure platform access aligns with family values and learning goals. Google Workspace for Education accounts are available for HCOS students. Google Workspace for Education is a set of Google tools aimed at helping students build skills in collaboration, critical thinking, and creativity while keeping learning engaging and safe. Students will have access to tools such as Gmail, Google Docs, Google Slides, and Google Drawings to help them develop digital literacy and executive functioning skills while sharing their work with their teachers (support, CC+, online) and classmates. Students will be able to create a portfolio of their work over time and see the progression of their learning and growth, while building essential digital skills that will equip them for their high school years and beyond. Google requires parents consent to the creation of accounts. Before we can create an account, we need parents to fill out this form: https://hcos.ca/us-signup . This form includes the Google Workspace for Education Notice to Parents and Guardians, explaining how Google Workspace for Education accounts are treated differently than regular Google accounts. Specifically, Google exempts these accounts from the typical advertisement and scanning that occurs with regular accounts. For additional training, we encourage students to enroll in the Orientation to Online Courses  ADST module to participate in lessons on how to navigate and use Google Workspace tools. Click here to read the full Google Workspace for Education Notice to Parents and Guardians. HCOS Google Workspace for Education student accounts will be firstname.lastname@student.onlineschool.ca For example, Suzy Smith would be suzy.smith@student.onlineschool.ca After completing the sign-up form , you will receive an email with your username and password to access your Google Workspace account. Families can update student email addresses to the Google Workspace email in Encom by following the steps listed under "Setting Up A Student Account" on this page . We look forward to partnering with you through upholding our core value of flexibility and ensuring these tools align with your family’s digital literacy goals. Grammarly for Students Grammarly for Education is a tool to support students with real-time feedback on their writing. Grammarly can be downloaded or added as a browser extension, plus students can interact with the Grammarly Editor online. Here are some helpful tutorials for getting started: Grammarly Browser Extension shows you how to add Grammarly as a browser extension in Chrome, Safari, Firefox, and Microsoft Edge. Guide for Google Docs gives ideas for to use the Grammarly extension in Google Docs. Grammarly Editor User Guide is an article on using Grammarly's web-based editor to create, upload, and edit your documents. For further support, please visit the Grammarly for Faculty and Grammarly for Students resource hubs. Sign-Up and Questions Parents of HCOS students can sign up for Grammarly using the Universal Supports form. Please consult with your teacher if you wonder if this might be a good tool for your student. Any technical questions related to Grammarly can be directed to tickets@onlineschool.ca . Please note that a school-provided Google Workspace account is required to access the features provided by Grammarly for Education. Flex Academy students should contact Flex Academy Director Bri Dyck ( bri.dyck@flex.academy ) to gain access to Grammarly for Education. Getting Started With Read&Write Watch this short video to learn how to install the Read&Write extension on your Google Chrome browser. If you prefer, there are step-by-step written instructions with screenshots below the video. Step-By-Step Instructions There are four steps to get started with Read&Write. Step 1:  Log into the Google Chrome browser by clicking the circle in the top right corner, then entering your HCOS or Flex Academy username and password. If you do not have the Google Chrome browser, download it  here . Step 2: Navigate to the Chrome Web Store and search for the Read&Write extension.   Step 3: Click the blue "Add to Chrome" button.    Step 4: Click the Read&Write extension to activate the Read&Write toolbar when working in Google Workspace apps or browsing websites in the Chrome browser.    To learn more about how to use each feature of the Read&Write toolbar, visit the Using Read&Write SOPHIE page . HCOS & Flex AI Literacy Model At HCOS and Flex, we know that artificial intelligence (AI) is increasingly becoming a part of life. We want to help our students learn how to use AI wisely without losing the skills that make them thoughtful and creative. Our goal is for students to become wise, discerning, and creative learners, rooted in God’s love, who can use AI for good in school and in life. Why We Teach AI We want students to be  AI-equipped, not AI-dependent . AI can help with learning, but it should never replace critical thinking or personal responsibility. We aim to teach students to see the line between when AI is helpful and when it gets in the way of authentic learning and growth. What Students Learn We teach about AI in ways that match appropriate student development: Middle School: Students learn what AI is, how it shows up in daily life (e.g., ads, images, online searches), and why safety and honesty matter. High School: Students go deeper with AI by using it for projects, problem-solving, and research. They practice checking facts, thinking critically, and exploring how AI affects society, all while keeping a Christian perspective. Core Focus Areas Students practice: Privacy & Fairness:  Keeping information safe and watching for bias in AI. Critical Thinking: Asking questions and checking if AI answers are accurate. Creativity: Using AI to support ideas, while still using their own imagination. Human Connection: Remembering that AI is a tool, not a replacement for people. Integrity: Using AI responsibly, within clear boundaries. How AI is Used in Courses Teachers set clear rules for using AI in Grades 7–12. There are three levels: Limited Use:  Students should not use generative AI without the teacher’s permission, except in special cases. Partial Use: Permits some use with guidance and/or with citations and supplemental material. Full Use : Focuses on allowing and encouraging generative AI use to demonstrate to students both limitations and possibilities. No matter the level, students must always do their own work and cite AI correctly when used. Signal Hill Career and Health Education Resources Signal Hill Curriculum Resources The Signal Hill Curriculum is a collection of free, developmentally appropriate, values-based lesson bundles designed to help children and teens grow in emotional intelligence, self-awareness, and interpersonal skills. Units support children in discovering their intrinsic value and equip them with tools to navigate relationships, life choices, and personal growth. While the resources are not specifically faith-based, lessons can be infused with a Christian worldview perspective throughout.  Signal Hill lessons are created by educators and made available through the Signal Hill Life Education Society, a nonprofit organization which focuses on promoting human dignity, mental wellness, and character development in young people. Curriculum Features Units and lessons are available for K-12 students Units and lessons provide coverage in Career Education, Health Education, and core competency development Lessons are grouped into units with specific themes, such as: Emotional regulation and resilience Self-esteem and personal identity Friendship and communication skills Healthy decision-making and goal-setting Leadership and self-reflection All materials are offered as downloadable PDFs with no cost or required login These resources are designed to be flexible and can be readily adapted to the hybrid or home learning environment.  How Does It Help Me? This curriculum offers practical, ready-to-use support for families looking to strengthen their child’s social-emotional learning and overall well-being. The materials align well with many required areas of learning in the BC Career and Health Education curriculum. Signal Hill materials are a lovely way to guide your children through conversations about emotions, relationships, and values. How does it support your child? Supports children in developing language to name and process their emotions Builds foundational skills in empathy, self-reflection, and communication Supports personal growth and healthy self-image Encourages confidence, goal-setting, and responsible decision-making Provides a framework to discuss challenges like anxiety, comparison, or social stress How does it support you as a parent? Provides clear, professionally designed lesson plans that are open-and-go Offers conversation prompts and reflection questions to strengthen the parent-child connection Equips parents to proactively address mental wellness and character development at home Materials are written with different grade ranges in mind: K-2, 3-5, 6-8, and 9-12. As such, the resources can be easily adapted to suit the needs of your family.  How Do I Access and Use It? Accessing and using the curriculum is simple and flexible. You can begin immediately without creating an account or making a purchase. Step-by-Step Instructions Step 1: Visit the curriculum store Go to https://store.thesignalhill.com Step 2: Choose your child’s grade level Select from the following categories: Kindergarten – Grade 2 Grades 3 – 5 Grades 6 – 8 Grades 9 – 12 Step 3: Browse available lesson bundles Each bundle focuses on a specific theme, such as: “Big & Small Feelings” (K–2): emotional awareness and empathy “Being a Good Friend” (3–5): healthy communication and friendship “My Identity” (6–8): understanding values and personal strengths “Just Breathe” (9–12): mental health, anxiety, and self-care Step 4: Download the resources Click on the lesson bundle you are interested in. Materials are typically provided as a PDF document. All content is free of charge. Step 5: Review and implement the lessons Each bundle contains several full-length lessons (typically 4–12), including: A clearly stated objective and theme Step-by-step teaching instructions Reflection and discussion questions Activities such as journaling, role-playing, drawing, or small group dialogue Step 6: Adapt and use at your own pace You can complete one lesson per week or work through the material at your family’s own rhythm. The lessons are not time-sensitive and can be revisited as needed. All lesson plans can be adapted to a variety of ages, so if your children are younger or older than the lesson target, you can likely still use the plan successfully with some tweaking.        Using Adobe Creative Cloud Once your teacher has requested an account and provided you with the login information you can follow the steps below to get started. Download the Adobe Creative Cloud App from https://creativecloud.adobe.com/apps/download/creative-cloud Once installed, students select Google as the login method and use the account provided  After successfully logging in they will see a listing of programs that may have a Request Access button. Please click on the button for the program you want to install to activate and install the app. If you run into issues or would like a hand, please email tickets@onlineschool.ca and one of our support team will be happy to help walk you through the process. Using Read&Write The Read&Write toolbar has many helpful features to support student learning. This page outlines each tool with a quick summary and video tutorial. For additional support, visit the TextHelp Support Centre or browse the  TextHelp YouTube playlist . Toolbar Overview The Read&Write toolbar will appear when using Google Workspace apps or websites in the Chrome browser.  To learn more about each tool, explore the Tool Usage Guide . Check It  Check It helps users identify and correct spelling, grammar, and punctuation errors in their writing, enhancing overall accuracy and quality. Prediction  Prediction suggests words as you type, improving writing speed and helping with word choice, especially for those with learning difficulties. Dictionary Dictionary provides written and spoken definitions for words to help users understand and learn new vocabulary, supporting reading comprehension and writing accuracy. Picture Dictionary Picture Dictionary offers visual representations of words to aid in understanding and memorization, particularly useful for visual learners and younger users. Text-to-Speech Tools Text-to-Speech Tools convert written text into spoken words, allowing users to hear the content, which supports comprehension and editing by providing auditory feedback. Screenshot Reader Screenshot Reader reads text aloud from screenshots, making inaccessible text (e.g., in images or PDFs) available to users, enhancing accessibility. Audio Maker Audio Maker converts text into audio files, enabling users to listen to their content on the go, which is useful for auditory learners and those who prefer listening over reading. Web Search Web Search allows users to search the web directly from the tool, providing quick access to additional information and resources without leaving the document. Screen Mask Screen Mask highlights the area around the cursor or reading area, helping users focus on specific parts of the text, reducing distractions and aiding concentration. This tool is especially useful for students with visual tracking issues or Irlen syndrome. Talk&Type Talk&Type converts spoken words into written text, making it easier for users who struggle with typing or have physical disabilities to input text. Translator Translator converts selected text into different languages, supporting multilingual users and those learning new languages by providing instant translations. Highlighters, Clear Highlights, and Collect Highlights Highlighters give four colour options for users to highlight text in different colours to organize information, make notes, and emphasize important points, aiding in study and review. Clear Highlights removes all highlights from the text, allowing users to reset their highlighting and reorganize information as needed. Collect Highlights gathers all highlighted text into a separate document, making it easy to compile and review key points and notes. Vocabulary Vocabulary creates a list from highlighted words, including definitions and images, helping users learn and review new terms systematically. Voice Note Voice Note allows users to record and insert audio notes into their documents, providing an alternative way to add comments or explanations. Practice Reading Aloud Practice Reading Aloud enables users to practice and improve their reading fluency by recording and listening to themselves read, sharing their work with a teacher, and receiving feedback on their pronunciation and intonation. Using Read&Write with Provincial Assessments For students who are wanting to use Read&Write for their Provincial Assessments. Please contact Allison Miles ( amiles@onlineschool.ca ) to notify her that you plan on using Read&Write so we can ensure we are prepared for your assessment date. Ensure Read&Write is installed as an extension of your HCOS Chrome Account (must be a HCOS account) Here are video instructions for use of Read&Write . The provincial assessments, HCOS Chromebooks are provided. You will need your HCOS Google Login for the exam. eg. firstname.lastname@student.onlineschool.ca Password for your @student.onlineschool.ca account Turn on the Chromebook marked Read&Write (please ask the invigilator for one of these Chromebooks) Use your firstname.lastname@student.onlineschool.ca account/email address 6. Use your password from your firstname.lastname@student.onlineschool.ca 7. Your Chrome browser will open. It may take several minutes for your existing extensions to install. Read&Write will install if you had it installed on your home computer with your HCOS account. You can also click here to install the extension .    8. Once logged in and your HCOS Chrome Browser has updated the Extensions, please go to this page for the Assessment and click on the " Secure Accomodations ".  For practicing click on " Accomodations Samples ".   What is Read&Write? Read&Write is a support tool HCOS is providing for students who can use this as universal support. What is Read&Write? Read&Write is a Google Chrome browser extension that allows students to use many different tools such as Text to Speech, Vocabulary, Picture Dictionary, Note Taking, Text Prediction, Screen Masking, Hover Speech, Talk and Type, Practice Read Aloud, and more. How do I get Read&Write for my enrolled students? To get Read&Write, students need an HCOS Google Workspace account and adding the Read&Write extension in Google Chrome. To request an HCOS Google Workspace account and access to Read&Write, please complete the Universal Supports Signup Form . For instructions on installing and using Read&Write, please follow this link. Zoom ‘How To’ Basics for Families - Get the Most out of Zoom! Introduction It is helpful and even necessary for some of our programs within HCOS to meet and chat virtually. Your child may meet with their teacher online or want to send a quick text message. Traditionally, many of us have used Skype to do this, but in recent years we have transitioned to a new resource called Zoom. One advantage of Zoom is that you can join a meeting through a link that the host will provide, even without installing the app, although installing the app does allow you to use many more helpful features, particularly the instant text messaging. See the section below on installing the app for more information. There are excellent  tutorials on the Zoom website , but we have outlined a few key features here as well. Joining a Meeting Your teacher may provide you with a link to join a meeting, or perhaps your program has weekly class meetings. The link will look something like this: https://onlineschool.zoom.us/j/432###998 but with a different number combination. If this is the case, you can simply click on the link and your computer should open a new window and automatically connect you to the meeting "room." You may receive a message that you are waiting for the host to open the room, but as soon as the host has done so, you will see a window open like this:  Keep in mind that Zoom will automatically search for your speakers and microphone and if these connect, you may hear conversation and that others in the meeting may hear yours. If you are having a serious conversation with your cat, everyone in the meeting room may be hearing it as well! If your speakers and microphone or video do not automatically connect, you may need to click Join Audio at center left: You may even need to move your mouse over the Zoom window to bring up the task bar along the bottom then click the up arrow beside the microphone or video icons and select the correct speaker, microphone, or camera. You can also mute or switch off your camera here. To view the meeting participants (it reads "Manage Participants for the host, so just look for "Participants") by clicking on the buttons on the task bar along the bottom of the meeting window.  This task bar may be hidden . If so, just move your mouse over the Zoom Meeting Window and the task bar will appear. You will see controls to mute or select microphone and speaker at bottom left, as well as control your video camera. You can also share your screen using the green rectangle button here, or the Share button in the middle of the window. One you have clicked on Participants and Chat you will see a panel on the right side of the meeting screen. We recommend keeping these panels open throughout the meeting. Meeting Text Chat Zoom Group Chat in meetings allows participants to text chat during the meeting, either to the whole group, or by private message to just one person.  Important note: If you private message someone or receive a private message, your text chat will remain on private until you click Everyone again.  Participants Panel If you hover over your own name in the list of participants, you can switch your microphone or camera on or off. Click on more, and you will see additional options including Rename. Your host also has these options for participants. Sharing Screen Sharing screen offers a variety of functions, but please don't share without asking first. When someone shares screen, it sort of takes over what all participants see, and goes to full-screen size by default. To minimize this, double-click anywhere on the screen. End or Leave Meeting Leave Meeting is on the lower task bar in red or can be accomplished using the black arrow top right, and when clicked on, you can leave the meeting. Your host may also end meeting for all. If you choose to install the app One major advantage to installing the free Zoom app is that it allows you to add contacts then use instant text chat messaging. This is a convenient way to contact your teacher for quick questions if they use Zoom as their primary messaging service. Some still prefer Skype but they will let you know, either way. If you wish to install the app, go to Zoom.us  then click on the blue button at top right, "SIGN UP, IT'S FREE" and follow the steps. Once you have completed the installation and opened the app, you will see your main control panel that looks like this:  You can add contacts by sending requests by email from the Contacts tab button on the bottom task bar. Encom Adding a Course in Encom For Parents - Please consult your Support Teacher or Grad Advisor before selecting courses. Parents, you can add courses in Encom only once per year by following these steps. If you have already selected online courses this year, your Support Teacher can add additional ones for you. 1. Sign into Encom If you need a refresher on how to sign into Encom, please visit here . You can access Encom here , or from our HCOS homepage by clicking on the Log In button at the top right. 2. Add a Course: When you have successfully signed into Encom, look for the Course Selection button that looks like this: When you click on this button, it will take you to a list of courses that your child is eligible to enroll in. Click on a course to add it. As a parent or guardian, you can select courses only once per year, and we recommend that you do so in consultation with your Support Teacher (Gr. 5-9 students) or Grad Advisor (Gr. 10-12 students).  If you are adding courses for the following school year between May and August 1st, you will need to ensure you have selected "Future Term Students" to ensure the course is being added to the correct school year. If you want to add a course after your initial selections, or do not see a specific course that you are interested in, please contact your Support Teacher or Grad Advisor. Encom Access & Icon Explanation Encom is a database in which student records and reports are stored. This can be considered to be the ‘office’ area of the school and it is separate from the site in which the online courses are posted, which is called Brightspace, and you can login to it here Brightspace .  In Encom, the following is visible fore each student: basic information (address, phone numbers etc.), course list, student learning plans (SLP) for Individualized subjects, resource budget information, and report cards. Any errors in information can be shared with your support teacher or directed to the main HCOS Office at info@onlineschool.ca . When a student is enrolled, parents/guardians are emailed a User Name and Password for Encom. Please save this information and be sure to record it exactly as it is sent so it can be found easily when needed to access Encom. To access Encom, go to  www.onlineschool.ca If you forget your username and/or password please contact Tech Support When you access Encom, this is approximately what you will see. Please take the time to become familiar with the various components of Encom . The Main Icons Used by Parents/Guardians The Student Learning Plan (SLP) is an oultine of the courses, activities, goals, and resources used by each student throughout the course of the year.  Teachers collaborate closely with parents/guardians before it is written. When it is complete, it is important to review the SLP to see if there are any other pieces of info to add or adjust. When the SLP is complete, parents/guardians sign off on it using the SLP Parent/Guaridan Sign-Off icon link.   Additional Resources – This icon is where information related to the curriculum budget is tracked. Please check the curriculum budget before making purchases with the Purchase Order number to ensure there are enough funds for the purchase. The Report Card links directly to each student's report card. If there are any difficulties viewing it, please contact the Support Teacher and they can help.  The Self-Assessment Survey is completed annually for each student and can be done in combination with the support teacher, student, and parent/guardian. Typically, Support Teachers share information related to this and guide parents through the process.     Select See more items for the student to access where the Learning Standards for each subject can be searched and viewed. This section of Encom can be useful to what the specific Learning Standards are for each subject. Note:  It is the teacher’s job to track the Learning Standards for students and are open to fielding questions on these for each student. Select See more items for the student to access the student Contact Information to make sure it's up to date or when it needs to be changed. To see parent/guardian email and other contact information, click on the name above Guardian on the main page in Encom. The HCOS Office should be notified of any changes as well at info@onlineschool.ca . Encom: Updating Phone Number Log into Encom Go to My Contact information Update Phone Number to be able to receive text messages Logging Into Encom Sign into Encom You can access Encom here, or from our HCOS homepage by clicking on the Log In button at the top right: From the drop-down menu you will select Encom: You might want to pause and bookmark Encom before you move on. Now sign-in with the username and password that you received by email when you first registered with HCOS. If you have lost this information, please click on the Lost Your Password? link on Encom . You will receive an email with a link to reset your account information. Viewing a Student Report Card To view your student’s report card in Encom, please begin by  logging in . Click the  Report Card  button below the name of the student whose report card you wish to view. This will take you to the report card page within Encom where you can view a summary of your student’s marks in the given subject areas and access the Student Learning Plan (SLP) and Learning Standards (LS) available for each course, if applicable.  Below the report card summary, you will see the Term Comments for your student. Select the term you are looking to view. Term Comments are only used for K-9 Foundations Students, not Innovations 5-12 students.  Below the Term Comments, you will find Internal courses and course specific comments.  Internal courses appear for K-9 students who are enrolled in courses with their support teacher. Comments for these courses are included in the Term Comments section. Course Specific Comments  apply to the following course types: Online Online Synchronous Synchronous Hybrid 10-12 Individualized IEP (Replacement) Courses If your student is taking a course in one of these course types, you can view marks, comments, and learning habits (if applicable) under each subject area. Reports indicate marks and comments for each term of the school year. Sometimes, students need more time to complete a course, meaning they receive marks in multiple terms. If your student is currently working on a course that was activated in the previous school year or recently completed a course from the previous school year, the open course will be pulled forward to the current year’s report card and teachers will continue reporting twice a year until the course is complete. Next, you will find the Student Self-Assessment Survey (SSA). Students are encouraged to set goals and reflect on statements at the beginning of the year with their support teachers or through their Career Education courses. SSA statements are based on the BC Core Competencies and HCOS Biblical Attributes and will rotate from year to year based on grade level.  If your student is in K-9, you will see a section called “Promotion Sign-Off” at the bottom of the report card page. Once your student has completed their courses for the year, your support teacher will use the Promotion Sign-Off box to acknowledge your student has completed their current grade! The Promotion Sign-Off box is not included for grades 10-12 students, as these students often take courses that are not necessarily associated with their current grade level.  In addition to viewing the report card in Encom, you have a few additional options at the top of the page.  Print Report Card  generates a web-based document that can be printed. Download PDF  generates a PDF file of the report card that you can save to your computer. Print Report Card and Download PDF files will show your students' most recent comments only. Previous comments must be viewed through Encom.  Course Selection  will take you to the course selection page within Encom. If courses have already been selected for the current school year this button will be locked in Encom. Please contact your support teacher (Grades K-9) or Grad Advisor (Grades 10-12) for assistance. Learning Standards  will take you to the overview page for course learning standards. From there, select a course to view your student’s progress on the curricular competencies within that course. Student Learning Plan  will take you to view any student learning plans that you have created with your student’s teacher. Interim Grade Reports is a place to see any IGRs that have been sent for your student during the school year.  Viewing Your Student's SLP Report To view your student’s report card in Encom, please begin by  logging in . Click the Student Learning Plan button below the student for who you wish to view the report: You will be taken to a page that shows your child's Student Learning Plan report. From there you can read teacher assessment on your child's current abilities towards the outlined plan under the Assessment column. Additional you may print the report to keep a digital copy. Enrollment Enrolled Program Overview HCOS will discuss the variety of support services, the responsibilities for families and also miscellaneous information during the initial interview. HCOS Support Your Support Teacher will: Be your child’s Home Room teacher at HCOS and is responsible for your child’s educational program. They also support families through prayer, encouragement, and educational program guidance Have regular contact (emails, phone calls, home visits when possible and desired) Collaborate on a Student Learning Plan (SLP) starting in September and it may be adjusted throughout the year Provide assessment through regular feedback on work sample submitted weekly, Interim Grade Reports as needed, and Report Cards at the end of our two terms (end of January and end of June) You will be contacted by your Support Teacher in August or early September Resource Budget PO numbers will be given which may be used through a variety of vendors. Please see our list of participating vendors Once curriculum for core subjects (Science, Socials, Language Arts, Math & Languages when applicable) is established, curriculum budget may be used for lessons and other resources PO numbers can be found in Encom Learning Commons Learning resources and kits Online Library Subscriptions Learning Groups Co-ops Community Connections Community Connections Plus Learning Camps Curriculum Consultant Can meet with to go over resources and what can work for each grade Curriculum Packages Have been built based on common resources for each grade to help get started as needed Foundation Skills Assessment (FSA) Testing Students enrolling in grades 4 and 7 are required to write the FSA tests in October and these are written at each family's home Online courses  Online courses are available for grades 5 to 9 Parent Responsibilities: Documentation to be sent to HCOS office Copy of birth certificate Care Card Number Curriculum Agreement Weekly contact with support teacher Emails, phone calls, SeeSaw/Freshgrade, Zoom calls, texts, or other agreed upon methods Face-to-face visits when possible or desired Sharing of work samples and activities as guided by your support teacher Enrolled vs. Registered This page provides more information on the differences between enrolling and registering a student(s).  Enrolled Provided with a Support Teacher Accountable to be in regular weekly contact with the Support Teacher Accountable to Provincial Learning Standards Curriculum budget per child for Grades K – 9 Curriculum budget per course for Grades 10 – 12 Option to take courses by an individualized approach, by an online approach, or an integrated approach, which is a blend of the first two Ongoing portfolios showing work accomplished in individualized courses are sent to students’ Support Teacher   Receive Report Cards twice a year Receive a Provincial Graduation Certificate (Dogwood or Completion) Registered No Support Teacher provided Not accountable to follow Provincial Learning Standards May take online courses from Grades 10 to 12 through HCOS Are not required to send in Portfolios Do not receive a Provincial Graduation Certificate Can receive the Equivalency Graduation Certificate Resources For an overview of what Learning Commons resources are available for Registered vs. Enrolled students, please visit our  At-a-Glance Resources - What's Available to Me? page. For more information on the differences between enrolling and registering your student(s), please refer to this page . How to Re-Enroll or Re-Register at HCOS & Flex Academy This page highlights the process to follow when re-enrolling or re-registering at HCOS. Sign in to your Encom account If you do not recall your password, please go here . If you are unsure of your Username, don't hesitate to contact tickets@onlineschool.ca Click the appropriate button based on your child's program: Read through the instructions, select Yes or No , and press the Save and Continue button to complete. Follow the instructions on the screen to complete the process. PO Numbers will be issued and can be used near the end of April during the week of HCOS Connect . If you have any questions or need assistance, don't hesitate to contact the HCOS Office (office@onlineschool.ca) or 1-877-862-2375 . If your student is in the Home School Registered program, we have made it possible for you to follow the steps above to re-register. How to enroll a new sibling (any grade): Purchase Order Numbers or PO#s When you receive a Purchase Order Number (PO#): Once a child is enrolled at HCOS, they will be issued a PO# once all of the required documents been received by the office. The office requires : Copy of the child’s birth certificate Proof of Residency document (if applicable) Signed Curriculum agreement There may be additional documents required for specific students (ie. out-of-province, or IE students) Before funding becomes available through a Purchase Order number, families must log in to Encom and complete the  Tuition Module . (HCOS student management program) this module is visible when you first login to Encom after students are accepted into the school The PO# - used to order resources :  Families will receive a PO# from the HCOS office and it is accessible in a student's Encom account. The PO# is used with HCOS Vendors on their websites ( HCOS Vendors ) or through our Curriculum and Lesson Order Forms (found under the 'Curriculum Resources' tab at the top of a student's home page in Encom. The Curriculum and Lesson Order Forms are used to order resources from non-HCOS Vendor websites and are subject to date restrictions (Lessons only after October 1st of the current school year and Curriculum orders are suspended for the month of July each year) Budget deadlines and amounts: The budget for K-9 Students enrolling before September 30th of the current school year (and haven't attended any campus school during the week prior to September 30th) is as follows: Parents choose to either pay an annual $200 tuition (monthly or all at once) and receive a $600 resource budget or they can pay $0 tuition and get a $350 resource budget. The cost for HCOS online courses automatically comes out of a students annual budget. K-9 students enrolling after the end of September pay $0 tuition and receive a $200 resource budget. K-9 students enrolling after the second enrollment deadline in February pay $0 tuition and don't receive a resource budget. For K-9 families, the PO# can be used as soon as it is in Encom and it is recommended purchases be made in consultation with: Regional Administrator - initial contact HCOS Curriculum & Resources Consultant - Rachael Rennie - sign up at  Rachael's Calendar - new families to HCOS prior to the assigning of an HCOS support teacher Current support teacher - returning families Students in grades 10-12 pay the following for courses (a resource budget of $50 is available for Individualized Elective Courses only): Courses 1-4 : $50 per course Courses 5-9 : $0 per course Courses 10+ : $35 per course Teacher’s Role in the PO# process: Share advice on resources  Check to see if the child has adequate resources to cover the core subjects Note required program related resources and materials in the SLP Approve resource order forms for non-HCOS Vendor purchases from websites Reimbursement for own dollars spent: A parent can not be reimbursed for any resource/lesson purchases made out of their own pocket. General Information 10 FAQs for Back to School 1. How do you lease a computer/tablet/iPad?  Our computer lease program is available. For more information and forms please  visit here . Please note: You must obtain your Teacher's approval in order for the lease request to be processed. 2. How do you purchase new curriculum? New guidelines have changed how HCOS can process the purchasing of resources from companies that do not accept HCOS PO#s. For more information  see here . For a list of vendors which do accept HCOS PO#s please  go here .  For more information visit Purchasing Process for Parents . 3. Do Lesson Providers need a Criminal Record Checks (CRCs)? A reminder to HCOS Parents and all lesson providers: Provincial Regulations now mandate a Criminal Record Check (CRC) for anyone providing lessons to our students. Organizations need only provide a letter, on official stationery, that a CRC Policy for all staff and volunteers is in place. Individual Lesson Providers MUST have a CRC done through the Ministry of Justice (RCMP CRCs are not acceptable). HCOS cannot process and pay invoices unless a valid CRC or CRC policy has been confirmed. For more information and to apply for a Criminal Record Check, please contact the HCOS office at  office@onlineschool.ca . 4. What are FSAs? 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 in October for students in Grades 4 and 7.  These tests are not optional unless students meet a very narrow set of requirements for exemption. 5.  How do I access Brightspace?  Brightspace is your student's online classroom and is a required part of any online or hybrid course. For more information, please explore our Brightspace SOPHIE resources . 6.  How do I use the Learning Commons search portal? The mission of the HCOS Learning Commons is to provide Christian community, discipleship, innovation and literacy to all our patrons and staff. As we purchase our collection of digital and non-digital resources, we try to discern what meets the needs of all our schools from a Christian perspective.  7.  Why should a family value learning a second language? To find out more information on learning a second language please visit our second language page. 8.  What subscriptions does the Learning Commons offer? Online subscriptions are available to teachers and families through Learning Commons. Check out our Subscriptions SOPHIE chapter to find out more information. 9.  How do Student Learning Plans (SLP) work? The Student Learning Plans (SLPs) are very important documents. It is the first document the Ministry looks at when they check to see if we are following the government guidelines ( SLP page ). 10. A re there are important dates that we should know? For specific information about deadlines and due dates please reference the School Calendar for Families . Acronyms At Heritage Christian Online School we tend to use a lot of acronyms. Here is a chart to let help you understand the common acronyms that we use often. Acronym Definition BCOS BC Online School DL Distributed Learning Encom  The data base used for tracking all students FSA Foundation Skill Assessment HS Home School HCOS Heritage Christian Online School IEP Individual Education Plan (written for children with IE funding and/or learning exceptionalities) KCCS Kelowna Christian Centre Society LS Learning Services IE Inclusive Education SLP Student Learning Plans Administration and Staff Contacts This page provides contact information for our school administration and office staff. Administration Name Title Email Contact For Information Regarding Sara Kraushar Head of Schools skraushar@onlineschool.ca   Craig Kwiatkowski Chief Operating Officer ckwiatkowski@onlineschool.ca   Jeff Laird  Director of Foundations: K-9 jlaird@onlineschool.ca   K- 9 individualized program, i.e. enrollment, support teacher, etc. Chelsea Bitgood Director of Innovations: 5-12 chelsea.bitgood@onlineschool.ca   Course selection and enrollment, graduation requirements, provincial exams and assessments, BCOS and cross-enrollment for grades 10-12 or adult students Grade 5-9 online programs Calvin Johnston Director of Inclusive Education cjohnston@onlineschool.ca   Overall IE program Alison Ellis Assistant Director of Inclusive Education aellis@onlineschool.ca IE academic program Bill Marsh Assistant Director of Inclusive Education bmarsh@onlineschool.ca   IE finances Karen Roeck Director of Learning karen.roeck@onlineschool.ca   Professional learning and practice Christine Loewen Director of Learning Groups: Operations cloewen@onlineschool.ca   Face to face programs: Operations Learning Camps Jonathan Zuidhof Director of Learning Groups: Community Connections jonathan.zuidhof@onlineschool.ca Face to face programs: Community Connections Cynthia Duncalfe Learning Commons Manager cynthia.duncalfe@onlineschool.ca   Learning Commons Resources Office Contacts Name Title Email Contact For Information Regarding Sarah Roberts Registrar sarah.roberts@onlineschool.ca   Enrollment Admissions Erin Duncan Family & Student Records Liaison  office@onlineschool.ca   General inquiries Aubri Reid Accounts & Purchasing Manager areid@onlineschool.ca   Student resource accounts Tuition Bursaries Albana Nicka Purchasing Lead albana.nicka@onlineschool.ca   Rachael Rennie Curriculum & Resources Consultant rachael.rennie@onlineschool.ca Curriculum questions Claire Pollok Homeschool Registered Liaison cpollock@onlineschool.ca   Registered home learners Learning Groups Support Team Learning Groups lg@onlineschool.ca   Face-to-face programs: Community Connections Learning Camps IT Support Team Technical Support tickets@onlineschool.ca   Help desk Computer support Username and password for Encom  Phone: 1-877-862-2375 Margaret Basaraba Subscriptions Facilitator  margaret.basaraba@onlineschool.ca   Subscription Inquiries Curriculum & Computer Deposit Process This process does not include grade 10 - 12 students or any resources purchased using IE funding. As a quick refresher, HCOS families must sign a curriculum loan agreement every year because, by law, all curriculum paid for by the school is owned by the school. The current agreement requires families to either return any curriculum received with Encom funds or purchase it from the school. What does the curriculum deposit process look like? Families will sign the Curriculum Agreement one time for all students. Families will pay a curriculum deposit of $20 per K-9 student each year through Encom after signing the Curriculum Agreement. The deposit cannot be paid using curriculum funds in Encom. Families can request a refund or carryover of the deposit by submitting the form if: All curricula have been returned. (The school does not pay for shipping.) This must be done before a refund/carryover is requested (the deadline to submit a refund/carryover request is June 30th of the outgoing school year). Curriculum can be returned to: HCOS C/O Shandra Wiebe 905 Badke Rd.  Kelowna, BC V1X 5Z5 Please include a note indicating this is a curriculum return. All funding has been used on Lessons & Activities (including Community Connections and online courses). The family is not in an overage, all arrears have been reconciled. The student has been withdrawn from HCOS; all curriculum returned (if applicable). The deadline to make a refund request is June 30th . On July 1st, all curriculum deposits will automatically be transferred to a buyout and cover the items purchased that school year.                                                                                                          What does the computer deposit process look like? Families will be required to pay a deposit before receiving the computer, depending on the overall value of the computer at the time of purchase. Devices over $1000 require a $100 deposit. Devices under $1000 require a $50 deposit. At the end of the lease, families can return the computer to receive their deposit back or keep the computer, and the deposit will cover the buyout fee required by the Ministry of Education and Child Care. Refund Request Process Families seeking to return the items and receive a refund can complete the Curriculum Deposit Refund Request form. The deadline to request a refund or carryover is June 30th of the outgoing school year Curriculum Picks Home education can be overwhelming when trying to figure out what curriculum to use.  To help with this, here are a few suggestions: Familiarize yourself with the resources available to you through our  Learning Commons . Review our  Curriculum Picks options by grade and subject to assist you in addressing the BC Ministry of Education learning standards. Remember, these options are pick-and-choose; you do not need to purchase the whole package. Visit our HCOS Christian Studies Curriculum website . This is an internal resource purposefully created to equip families with curriculum intentionally designed to meet our students where they are at in their faith and equip them to grow as they actively learn about God.  Select and purchase curriculum. Orders can be placed through the HCOS Purchasing Department via the  Curriculum Order Form . Please note that although these options are correlated to the content competencies, your support teacher may request additional evidence that the curricular competencies have also been met. This may require the use of digital technologies. For further information about the resources, contact: Rachael Rennie, HCOS Curriculum & Resources Consultant Email :  rachael.rennie@onlineschool.ca   By appointment : https://calendly.com/rachael-rennie-onlineschool   Foundational Beliefs Statement of Faith We believe in the Bible to be the only infallible Word of God inspired by the Holy Spirit. We believe that there is one God, eternally existent in three persons: God the Father, God the Son and God the Holy Spirit. We believe that God is the creator of all things. We believe in the deity of our Lord Jesus Christ, in His virgin birth, in His bodily resurrection, in His ascension to the right hand of the Father, and in the blessed hope of His personal & visible return to this earth. We believe that salvation is available to all who call on the name of the Lord Jesus. We believe that His shed blood on the cross is sufficient to cleanse every person of his/her sins should he/she choose to repent. We believe in the present day ministry of the Holy Spirit, in the indwelling of the Holy Spirit within each believer, in the baptism of the Holy Spirit, and in the gifts of the Holy Spirit. We believe in the unity of all believers in Christ. Therefore, we believe that man is to live in obedience to God's Word as a response to salvation in Jesus: to enjoy Him; to be directed by Him; and to please Him by doing justly, loving mercy, and walking humbly with Him. Code of Conduct Employees and contractors will agree with the Statement of Faith. Employees and contractors will conduct themselves according to high professional standards. Employees and contractors will avoid contentious and divisive behaviour, working to maintain a spirit of unity. Philosophy of Education Courses, curriculum, and teaching will be delivered from a Christian worldview and perspective. Biblical truth and discipleship are central to our delivery of education. Parents and teachers will encourage children to discover their gifts and calling in God. Parents are ultimately responsible for the education and discipleship of their children, supported by the church and school. Frequently Asked Questions This is a landing page that has been designed to direct you to specific FAQs in the varying departments here at HCOS.  General Tuition and Bursary K-9 Program Grad Program Learning Services Learning Commons Learning Groups General FAQs How do I obtain resources for the start of the school year? Families should contact their support teacher or Grad Program course teacher to discuss resources. Once resources have been agreed upon, you can make a curriculum purchase using your HCOS Purchase Order (PO) Number or through our Purchasing Department. For more information please see the following: Where to start when making a curriculum purchase? Where to start when making a lesson or activity purchase? Purchasing Forms Can I join HCOS during the school year?  Yes, if departments are not at capacity, we accept students year round. Once at capacity we will waitlist new applicants for priority acceptance. When does my K-9 support teacher contact me? Generally, support teachers will reach out to families toward the end of August. They will start by making sure they have your correct email address and then move to ensuring you have resources in place for the upcoming school year as they work with you to build the Student Learning Plan (SLP). Support teachers may reach out prior to the end of the previous school year, but the majority of communication starts at the end of August.  What does a school year look like at HCOS? HCOS follows a typical calendar school year, starting in September and goes until June. Our K-9 program encourages students to complete Individualized and Online Courses within this ten month time period, although there are times when short extensions are a viable option for both types of courses.  Students in our Grad Program have up to 1 year to finish their courses. Typically students will complete their courses from September to mid-June. Anything submitted by mid June will be reported during June report cards, however if students have yet to complete their courses they are welcome to continue working during the summer term.  To see important dates for our current school year, please visit SOPHIE and search for " School Calendar for Families". How many hours per weekday should we be doing school at home? This answer will largely depend upon the grade your student is in, as well as the individualized learning plan developed to specifically meet your child’s needs.  As a general guideline, students in grades K-9 can allocate their time for core academic subjects as follows: 30 minutes multiplied by the grade of a student. For example, a grade 5 student should spend 3 hours a day working on Math, Language Arts, Social Studies, Science and a Second Language. In addition to the core academic subjects, students should also spend time working on the remaining four subjects, Christian Studies, PE and Health, Career Education and ADST. These subjects should be completed largely through activity based learning.  For students in our Grad Program, the amount of time will be based upon the student's course load. Each student course load varies in number and often varies depending on the courses chosen in any given year. As a general guideline, a student in our grad program can expect to work approximately 4-6 hours a week per course if they spread their course work over 10 months . If the need arises, can my child integrate back into a campus school? Yes, students that attend HCOS can integrate back into a campus school.  For students in grades K-9, it is recommended that this transition takes place between school years whenever possible.  Students in the grad program can also make this transition back into a campus school. The credits earned for completing courses through HCOS are reported to the Ministry of Education, their transcript will reflect these credits and will follow the student to another educational institution of their choosing.  Please feel free to connect with your support teacher, regional admin, or grad advisor as they can provide insight regarding this decision and can help with this transition.  Do you have face to face opportunities for students?  Yes, face to face opportunities are available to our families through Learning Groups. Learning Groups (LG) is a program that is committed to offering innovative, Christ-centered educational opportunities for home learners virtually and face to face, through a variety of activities offered in communities around the province.  For more information about these programs, please visit our LG Website How are curriculum, lessons and other school-related costs provided for? Please view our admissions page on our school website to find out more information regarding tuition and resources.  What is the difference between homeschool registration and distributed learning enrollment? For more information regarding the difference between Enrolled and Registered, please visit our Admissions page . Learning Commons resources available for Registered and Enrolled students vary, please visit our Overview of Access to Resources to find out more information. What is my role as a parent? We recognize parents as integral to the education of their children. In the Individualized approach your role is to collaborate with your child and teacher to design a unique Student Learning Plan (SLP). A SLP is designed according to the interests and learning needs of the student. Each SLP will be unique and will reflect your family's preferred method of learning. As a parent, you are in charge of supporting your child's learning by providing a suitable environment, offering educational resources to support the SLP, and communicating regularly with your teacher to provide information for assessment. Collaboratively the parent and teacher will work together as a team to ensure that each student experiences success throughout the year by achieving the goals set in the SLP.  If your child is enrolled in online courses it is your role to ensure that they are actively engaged in their studies, that they have access to the course via a computer and internet, and that they are communicating regularly with their teacher. You may also review all communication, via email, between your child and their teacher. View Understanding Your Students SLP for more information. What is the role of our teacher? Our teachers are in charge of overseeing your child's education, supporting your child as they work towards the goals in the SLP and assessing your child's progress.  In the Individualized approach the teacher's primary role is to guide, support and account for learning. Our teachers work with each family to help students achieve their goals as set out in the Student Learning Plan (SLP). They work hard to establish relationships with each home learning family. Our teachers oversee the assessment process and work together with the parent to ensure that the BC curriculum competencies are covered. In online courses our teachers communicate regularly with the student, offer synchronous instruction at scheduled times and will assess the assignments and work submitted to their online teacher. The teacher will administer tests, often with your supervision. You will receive abundant communication via email regarding your child's progress in each course. View our Assessment Chapter for more information.  Can I choose my own curriculum? Yes! You are free to choose from all curriculum in consultation with your support teacher. Our Learning Commons has been designed to provide families with great selection when it comes to curriculum resources, textbooks, subscriptions and even unit study kits. We also have a curriculum consultant who is available and would be happy to assist and advise you in choosing resources that best suit your needs.  Are you an accredited K-12 school in BC? Yes! We offer support from kindergarten right through to graduation. Our students who fulfill graduation requirements receive the BC Dogwood High School Diploma. Can you enroll students from anywhere in BC? Yes! We accept students from all regions in BC and aim to pair them with local teachers. What kind of computer do I need for online programs? Our online courses are designed to work on most popular operating systems and in most browsers.  Operating Systems: Windows macOS Chrome OS Linux Web Browsers: Mozilla Firefox Google Chrome Apple Safari Microsoft Edge Office Suites: Microsoft Office LibreOffice Google Docs Apple iWork Apps Notes Due to the nature of most courses, an iPad or other tablet will not be sufficient. Some courses may require a printer, and a digital camera or scanner. Our tech support is experienced with all technologies mentioned above, and can offer support via tickets@onlineschool.ca . Due to compatibility issues with iWorks (Pages, Keynote, and Numbers) students are advised to export as a Microsoft file prior to submitting. Do I need an email address? Yes, an email address is required for the guardian of the student and this email will be used during the enrollment process and to correspond with your teacher(s).  Students taking online courses will need an email address to receive notifications of marking and important dates. Students are encouraged to sign up for an HCOS Google Workspace for Education account, which includes a school email address . Visit this SOPHIE page to learn more about signing up for HCOS Google Workspace for Education. Is internet access required, and if so, what type of Internet connection do I need? Yes, if you participate in our online school program then you will be required to have internet access. We recommend a minimum of 25Mbps per second to ensure smooth delivery of online content. What type of information is recorded when viewing this website?  Like most online services, we gather information that web browsers and servers typically make available, such as the browser type, language preference, referring page, and the date and time of each visitor request. We collect this information to better understand how visitors interact with our sites and services so we can further improve them. The information resides solely on our servers (in Kelowna, British Columbia) and will not be made available to external parties. Getting Ready for the Grad Program There are many skills that make the Graduation Program more manageable for our students. These are competencies that need to be built over time. Whether high school is just around the corner or a few years away, it is important to start building these skills now. Key Skills Independence During the grad program years, teachers want your student(s) to be able to show their own learning. They want direct communication with the student(s) they are teaching, assessing and evaluating. Students are expected to be independently motivated to move through the grad program with goals for their adult life driving the building of their transcript. Are your students able to communicate what they have been learning with their teacher by doing their own weekly reporting? This can change gradually, but by grades 7-9, students should be doing their own reporting. Do your children pursue their interests and passions on their own? Can your children follow a schedule for school? Do they take responsibility for getting things done on time, and moving forward in their courses? Ownership Your student(s) will be expected to drive their own educational plan, and complete goals on time schedules during the grad program years. Are your children involved in planning their program? Do they let their preferences be known? When they are struggling to learn a concept do they seek help? Do they understand the how/why of what they are learning? When things are difficult do they keep trying? Communication During the grad program years, your students will have up to six teachers they will need to communicate regularly with. They will need to be able to manage communication with different personalities and with different styles. Do your students communicate regularly with their teachers? Is their communication in the proper form? Do they answer questions in depth, or do they just touch the surface? Organization Students are expected to complete the assigned work on schedule. That schedule may vary from course to course, semester to semester.  Are your children able to manage their time? (What do I need to do? What is my step-by-step game plan for getting it done?) Do they plan their learning and follow their plan? (How am I going to get this done?) When they have outside activities (piano, soccer, etc.) do they have their supplies ready? Do they know strategies for help in this area (calendars, due dates, task lists, electronic reminders) Prolonged Time Individualized and online courses take time. They are created to take between 100-120 hours to complete, but for some students it takes even longer and some a quite a bit faster. Students are expected to spend a minimum of 4 to 5 hours on course related work five days-a-week in the Grad Program. This does not include things like outside lessons or activities. Are your children starting to spend more and more time “doing school”? Academic Preparedness As students progress through the grades learning and output expectations become more robust. During the grad program years even individualized courses have specific assignments from time to time that must be completed, mostly by writing. These are usually in-depth and require higher order thinking skills such as inference, synthesis and analysis as opposed to comprehension. Are your students digging deeply into topics or simply filling in blanks? Do your students understand how to express their opinions? Do your students understand the difference between input (reading a book, research, textbook reading, watching a video, doing a science experiment) and output, which a teacher can mark for evaluation and assessment purposes (essays, forum posts, slide shows, monologues, collages, political cartoons, science lab write-ups) Do your students write to show their learning in subjects like science, social studies, math and art? Building These Skills To help students develop these skills you can begin with some of the following activities: Online Courses - Through online courses students learn to communicate with their teacher, take responsibility for their learning and learn time management. Technology Skills – Move beyond social media and let your students use technology rather than having technology use them. Introduce them to Google Calendar, start a blog, learn to compress files, make a pdf, and learn about reliable websites, learn to use G-Drive, manipulate pictures, send email with attachments, use a wide variety of software that dovetails with interest. Group Activities – Educational group activities help students develop many of the above skills. Involve your children in Community Connections, Learning Camps, Youth Group, etc. Writing Skills – Writing is an extremely important skill for students in the graduation program. They need to be able to write emails using proper voice, they need to express what they’ve learned through reports and oral presentations. Even in subjects such as music, students are expected to write to communicate their learning so they can receive credit. Math Skills – Students need a robust math program to develop the skills for higher level math learning. Remember that not all programs cover all areas of learning.  Often topics such as geometry, measurement, financial literacy and probability are missed. Build time into your middle school program to cover these topics. Critical Thinking – Try to ensure that as your children progress through the grades they have opportunity to develop critical thinking skills. Simply filling in blanks in a workbook won’t build the skills necessary for life. They need to engage in discussions, projects, have time for analysis, express opinions and delve into deeper learning. Time Spent on School Pursuits—Train children to spend more time on school to the point where they are spending 5+ hours a day and feeling comfortable with that by the end of grade 9. HCOS Student Awards HCOS students have the opportunity to be recognized each year, based upon three distinct awards. These awards derive from our Learner Profile and connect to our Head, Heart and Hands model.  This page provides information about and outlines the requirements for each award. Honour Roll & Principal's List (Grades 10-12) Honour Roll To receive Honour Roll recognition at HCOS, a student must attain an average percentage of at least 80% in all subjects. A percentage of less than 60% or a grade of C-, I or F in any subject means the student is not eligible for the Honour Roll. Students in Grades 10 and 11 must have completed a minimum of seven courses with HCOS toward their Dogwood Diploma, one of which must be a Christian Studies course, by the June reporting period in order to be eligible.  Students in Grade 12 must have completed a minimum of six courses with HCOS toward their Dogwood Diploma, one of which must be a Christian Studies course, by the June reporting period in order to be eligible.  Courses must be completed within the school year, which includes the previous summer. For example, if a student is in Grade 12 during the 2021/2022 school year, courses completed from July 2021 until June 2022 count. Principal's List Based on the same Honour Roll Criteria above, the top 10% of Honour Roll students in each grade will receive the distinction of Principal's List. Calculating Honour Roll Standing Final course marks will be used to calculate Honour Roll standing. To calculate standing, total the percentages and divide by the number of subjects. For example: Calculate total percentage points by adding up the percentage earned in each course. Divide the total by the number of eligible subjects studied. This is the average. If the average is between 80%-100% and if all the criteria have been met, the student has achieved Honour Roll status. Principal's List status will be awarded to students identified as earning percentages in the top 10% of each grade. Character Award (K-12) The Character Award recognizes and promotes character development in our students. Each year teachers will have the opportunity to nominate students who demonstrate on a consistent basis, the qualities within our Learner Profile or Biblical Attributes Profile.  Teachers can find more information here . Service Award (K-12) The Service Award recognizes students who actively serve within their community. Students can receive this award by meeting the requirements below and completing the Service Award Form. Requirements: Students must show evidence of a commitment to serving their community outside of school-related activities. Volunteering, acts of service, or fundraising to support organizations must be practical and require an investment of time without pay. Complete the Service Award Form Volunteering with an organization: provide a letter or email of confirmation from the organization certifying the involvement and time volunteered. Volunteering outside of an organization: provide a letter or email from a parent confirming involvement and time volunteered. Fundraising to support an organization: provide a letter or email from a parent confirming involvement and time invested. Keep and submit a Service log Minimum Required Hours:  10 hours for students in Kindergarten to Grade 6. 20 hours for students in Grades 7 to 12.  Submissions must be received by May 15th of each year.  Some suggested areas of service are (but not limited to): Conservation/environment projects Volunteer work for a non-profit organization Serving at church  Helping your neighbours Fundraising to support a non-profit organization New Curriculum Purchasing Procedure New guidelines have changed how HCOS can process the purchasing of resources from companies that do not accept HCOS PO#s. Before filling out the order form, to check if a vendor accepts HCOS PO#s please go here . Instructions When you sign into Encom, you will see an option on the tool bar called Curriculum Resources. You will need to click this link to fill out an order form for curriculum purchases from vendors that do not accept your PO#. Click on the Curriculum Order Form to start the curriculum purchase. You will be able to order up to 10 items from a single vendor on the form. The template will not allow more. There is a note section on the order form where you can indicate if you are continuing the order on another form. If you want to make purchases from a variety of vendors, each vendor will require a different order form. When the I’m Done! box is clicked, you will be asked to fill in your teacher’s email address. If you have not been assigned a teacher, please use the email address of the Regional Administrator who accepted your student’s application to HCOS. A link to your order form will be sent to your teacher who will verify the order before purchases can be made. Please do not enter a password. That field is for teacher use only. Verification is required to ensure that the requested item/lesson are part of an active SLP, that there is sufficient funding for the purchase and that there is an equipment agreement, if necessary. Once the order form has been verified by your teacher, your curriculum order will be submitted to the purchasing office for processing. You will receive an email letting you know that the purchasing department will make the purchase within 3 – 5 days. If there is a problem placing the order, we will contact you. Your teacher may ask that a form be deleted when requested items cannot be approved. An auto-generated email will inform you of the deletion. The final piece in purchasing curriculum through the purchasing department is to check your funding in Encom to confirm that the order has gone through. Important Dates April 15th of each year: Current school year purchase order numbers are closed, no purchases (US or Canadian) can be made using these purchase order numbers. Last week of April: Incoming school year’s purchase order numbers are released. October 1st – April 15th: Lesson order forms are available. Lesson Purchasing Procedures As per HCOS policy, lessons and activities will not be available for purchase until October. Close to the time that funding is released for lesson and activity purchases, a link to the Recreational Program order form will be made available alongside the Curriculum order form in Encom. New: Lessons through a City, District or Municipality recreation center MUST be purchased using the online recreational program order form. Most of the other lesson/service providers WILL “invoice” (3rd party bill) HCOS for payment by cheque. Some guidelines that may be helpful: Many sports clubs (hockey, soccer, gymnastics, dance, etc.) are also willing to 3rd party bill as long as they are informed that there is a 3rd party (HCOS) potentially paying even a portion of the fees. Regardless of whether paid by cheque or credit card the government requires that HCOS have criminal record check (CRC) confirmation/clearance before paying for any 3rd party lessons. It is recommended that parents call the HCOS Head Office to make a quick check in our database to make sure the lesson provider is approved or whether that process still needs to be completed. All lesson providers must supply copies of their Criminal Record Check (CRC) policy before payment can be made. CRC policies need to be in compliance with Ministry guidelines. The recreational program order form will only be for those vendors who will not third party invoice HCOS and require credit card payment (exception: City and Municipality Recreational Centers which must use the recreational program order form). For further information, contact the purchasing office: Albana Nicka, Lead Purchaser: albana.nicka@onlineschool.ca   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. Online Session Recordings A key component of synchronous courses is the ability for students and teachers to build relationships and community through online sessions.  To accomplish this, Heritage Christian Online School has been using Zoom for over 4 years and we believe it is an excellent platform to provide social interaction while educating remotely. We also recognize that there has been a great deal of media coverage around Zoom and privacy issues, which may cause you concern.  Zoom has moved to quickly address a significant majority of these and is committed to addressing the rest. In addition, BC's Ministry of Education has done their due diligence and determined Zoom provides a secure platform with proper protocols in place to address student privacy and security. In order to facilitate teaching and create a sense of community, especially in a time when we are being asked to practice physical distancing, some teachers choose to make recorded sessions available to students who are unable to attend every session. Recordings will help to ensure they do not feel left out or behind. Videos are recorded locally. Our teachers do not use the Zoom cloud recording service, which ensures the footage is not stored with Zoom. Teachers who record synchronous sessions will share links through the following approved method: Google Drive : Teachers will grant  Viewer access and share it with parent addresses only. Teachers may also opt to share directly with their students if they are using Google Classroom. We believe that these options provide a secure means of ensuring a student can “be present” while not able to attend.  If you are not comfortable with your child being recorded, please feel free to turn off the video and audio during the class. If that is insufficient please contact your teacher to determine if there are alternatives to ensure your student is still able to participate. For more information please review our Online Session Recording policy. If you have questions or concerns please email zoom@onlineschool.ca . Parent Acknowledgement and Consent Prior to attending a Zoom session that will be recorded please ensure you have filled out the Online Recording Consent form. Your teacher will receive a notification of your consent. If the form has not been filled out students will not be allowed to attend. Please speak with your teacher before filling out the form above. Not all courses will be recorded or use Zoom in this manner, so the form is not required of all families. Your teacher will notify you if it is required. Plagiarism Information for Parents What is plagiarism? As a school, one of our core values is integrity. We expect that all HCOS students act with integrity and make every effort to present original work when submitting assignments, citing outside research to give credit to other authors when appropriate. Academic dishonesty (e.g., cheating, plagiarism) occurs when a student takes credit for work that is not their own.  The Merriam-Webster Dictionary (2022) defines plagiarism as: to steal and pass off the ideas or words of another as one's own; to use another's production without crediting the source. Credit, in the form of a citation, must be given for any content in an assignment that is not original. It is important for students to develop healthy habits of academic integrity when researching, creating, and sharing their work. As we study and learn in an increasingly digital world, it is important to give credit for both written and visual sources.  What does the Bible say about plagiarism? The following excerpt from Got Questions Ministries (2022) outlines plagiarism from a Biblical perspective: Plagiarism is the act of taking someone else’s work or ideas and presenting them as your own. Plagiarism is most commonly associated with written work, such as research papers or books, but it can also occur with artistic expressions or in spoken work, such as a speech. While it is true that imitation is the highest form of flattery, such imitation is only flattering when proper credit is given to the original. When proper credit or permission is not given, imitation becomes plagiarism. Plagiarism is dishonest because it advances a falsehood, passing off as one’s own the work of another, and the Bible has much to say about lying (e.g., Exodus 20:16 ; Proverbs 6:17 ). Plagiarism is also self-seeking, since the plagiarizer attempts to promote himself through the stolen work, and the Bible condemns self-seeking (see Romans 2:8 ; Philippians 2:3 ; 2 Timothy 3:2 ). Plagiarism is also stealing, and the Bible has much to say about the evils of stealing (e.g., Exodus 20:15 ). To steal is to take something that belongs to another, without permission, and make it one’s own. It’s easy to see how taking someone’s physical property is wrong. But taking someone’s intellectual property is just as wrong. Ideas, creative work, and written expressions belong to the person who created them. Plagiarism takes from the creator what was produced from his or her own mind and heart. Plagiarism robs authors, artists, musicians, and other creators of their right to profit from their own original work. It also robs them of the right to build a reputation based upon their work. Stealing is a sin that was part of our old lives, not to be continued after we meet Jesus ( 2 Corinthians 5:17 ). Ephesians 4:28 says that stealing must be replaced with something good: “Anyone who has been stealing must steal no longer, but must work, doing something useful with their own hands, that they may have something to share with those in need.” This principle applies to the theft of intellectual property as well. If plagiarism has been a part of someone’s old life, it must be renounced and confessed to the Lord as sin (see 1 John 1:9 ). In order to live in honesty and integrity, we must give proper credit to people whose work we admire, and we should request permission before using the work of others as part of our own creations. Plagiarism has no part in the life of a follower of Christ ( 1 Peter 4:15 ). How can I equip my child with tools to avoid plagiarism? Plagiarism can be discussed with children as young as preschool using age appropriate language and examples. Review Learning Commons resources for Grades K-5 Research Skills and Grades 6-9 Research Skills to integrate research skill building with other curricular areas.  If you come across plagiarism in your child’s work, please reach out to your support teacher or subject-specific teacher (e.g., online, CC+) to inform them and utilize their support in helping your child to not plagiarize.  As your child enters the middle school grades, review the HCOS Academic Integrity Policy with them so they clearly understand what plagiarism is, how to avoid it, and consequences for submitting plagiarized work at the middle school and grad levels. You can also sign up for Grammarly for Students by following the instructions on this SOPHIE page . Additional resources are available at the following links: Subscriptions Tools for Teaching Students How to Do Research Citing Digital Images Did I Plagiarize? The Types and Severity of Plagiarism Violations (Newbold, 2014) Can I Use That Picture? (Newbold, 2014) References Got Questions Ministries. (28 October, 2022). What does the Bible say about plagiarism? https://www.gotquestions.org/Bible-plagiarism.html Merriam-Webster, Incorporated. (2022). Plagiarize. https://www.merriam-webster.com/dictionary/plagiarize Newbold, C. (14 July, 2014). Can I use that picture? The terms, laws, and ethics for using copyrighted images. The Visual Communication Guy. https://thevisualcommunicationguy.com/2014/07/14/can-i-use-that-picture/ Newbold, C. (16 September 2014). Did I plagiarize? The types and severity of plagiarism violations. The Visual Communication Guy. https://thevisualcommunicationguy.com/2014/09/16/did-i-plagiarize-the-types-and-severity-of-plagiarism-violations/ Resource Vendor Directory After consultation with their support teacher, parents may purchase curriculum from vendors of their choice. Vendors on the list below have provided instructions on the best way to make a purchase from them. Please read the instructions carefully and make your order as indicated in the instructions. A vendor's inclusion on this list does not imply HCOS endorses their product.  Families are encouraged to research each curriculum carefully prior to purchasing to ensure it is a good pedagogical and philosophical fit. Families may also wish to take a look at these Curriculum Picks , which are "all-in-one kits" perfect for assisting the beginner homeschooler. Additionally, our Curriculum Consultant has pulled together a list of Curriculum choices to help parents learn more.  All purchasing MUST be completed by 11:59 pm on April 15th for the current school year.  Please Note: Parents who order from International vendors to Canada are responsible for any customs or brokerage fees. Unfortunately, parents CANNOT ship to a US address, as HCOS, as the owner of the curriculum, would be liable for brokerage and customs fees.  Information about HCOS Purchase Order (PO) Numbers HCOS (PO) numbers are issued after successful enrollment and receipt of all required documentation. You will need a PO number to order or buy directly from these vendors as schools are not able to reimburse parents for curriculum purchases. Curriculum on Loan Agreement: Please refer to this page for details. Lessons: Can be billed in two installments (September to January and February to June). Separate invoices are required for each installment. Returns: All refunds and credits are made to HCOS, not to parents. Credits must be used to purchase further materials from the vendor. Vendor Refund and Purchasing Policies: Please carefully read over each vendors refund and purchasing policies prior to making a purchase.  Resource Vendor Directory Vendors Subject Related How to Place an Order ABB Creations Ltd Language Arts Phone : 1-877-368-7890 Email : learn@itchysalphabet.com ABC Academic Books Inc. General In Store : give PO# at time of purchase Phone : 604-222-2772 ABC Christian Store (Seventh Day Adventist Book Store) Bible Phone : 604-859-2566 or 1-800-765-6955 Abeka Book General Please visit SOPHIE for information on how to make a purchase from Abeka Books and Abeka Academy Amazon.ca General Use the Curriculum Order form to place your order. Anchor Academic Services Comprehensive Phone : 604-372-0240 Toll Free : 1-800-276-0078 Online : at checkout there is an option to bill the school using your PO# information  Answers in Genesis Bible & Science Phone : 1-855-513-0225 BJU Press General Phone : 250-338-8454 Email : paulcindyjohnson@mac.com Contact is Cindy Johnson. Blue Mantle Educational Supplies General Online : there is a place to enter PO#. Be sure to write the school name in the comment space. Brave Writer Language Arts Email: help@bravewriter.com . Include PO#. Bridge the Gap Math (Laurie Beesting) Math Email: info@bridgethegapmath.ca . Please Include: school name, PO#, quantity required, student name, delivery address, contact telephone # Contact is Laurie  Camp Homewood Bible Register Online: Place $100 deposit. Upon receipt of registration, Camp Homewood will invoice HCOS. When they receive payment the deposit will be returned to the parent. Canadian Home Education Resources (CHER) Comprehensive Online : there is a place to enter the PO# and include the school name. The HCOS office phone number is 250-862-2376; you may be required to provide it when placing an order. Castle Rock Research BC General Email : orders@castlerockresearch.com . Include PO# & school name with order. Center for Literary Education Language Arts Email : adam@centerforlit.com Mail : CenterForLit, 3350 Beck Rd, Rice, WA 99167 USA. Include PO# & school name with order. Christian Book & Music Bible, Language Arts & General Phone: 1-800-663-6259 Email: victoria@christianbookandmusic.com . In store: Give PO# at time of purchase. Christian Light Publications General Use the  Curriculum Order form to place your order. ChristianBook.com General Use the Curriculum Order form to place your order. Classical Conversations General Use the Curriculum Order form to place your order. Classical Education Books General Place your order online as a personal order and choose PO# as the  payment option. Enter your PO# and HCOS as the school name when checking out. Classical Education Books will invoice HCOS. *If you have any questions, email info@classicaleducationbooks.ca . As per Classical Education Books refund policy, they will not accept returns for any orders purchased through PO’s. Classroom Complete Press General Use the  Curriculum Order form to place your order. CMCO Publications General Phone: 807-487-1071 Email: orders@cmcopublications.org Please tell us which organization to bill the order to, the PO#, and the ship-to address. Online: If you order from the website, please add this info in the comments. Coho Books Language Arts Online: Include PO# information Email: info@cohobooks.com . Include PO# and School name with order. Creation Ministries General Phone: 1-888-251-5360 Creation Science of B.C. Bible & Science  Phone: 778-887-3971 or 604-535-0019 Email: info@creationbc.org Crescent Beach Publishing Math Email: rjmickelson@telus.net . Include school name, PO# and HCOS fax number: (250) 762-9277 with order. Fax: 604-538-5454 Diana Waring Presents General Email: orders@dianawaring.com Phone: 1(765) 617-4739 Include PO#, School name as well as the families mailing address, email address and phone number. Donna Ward Social Studies Online: www.donnaward.net . Enter your P.O.# and School contact information in the appropriate fields on the address page. You can enter different Bill To and Ship To addresses. Then choose the Pay by Cheque option. Dynamic Classroom Inc. (Math Help) Math Phone: (604-592-9309) Email: orders@dynamic-classroom.ca Gather ‘Round Homeschool General Gather 'Round Homeschool is moving to all parent-initiated orders. What this will mean is that parents will be able to shop for themselves and their cart can now be saved. After their cart is saved they will receive their cart ID. They will need to be logged in to their Gather 'Round account to save the cart and receive the ID.   We will need the families to enter their cart ID into the note section when they fill out the Curriculum Order form. This will help us with receiving an invoice and making the payment for the vendor.   I know this might be a bit more work for our families but this is the only option we have at this point in continuing paying for this vendor and for families to have access to Gather 'Round curriculum. Great Commission Languages - French Second Language Email: Peter Sherwood at peter@theeasyfrench.com . Great Commission Languages - Spanish Second Language Email: Peter Sherwood at peter@theeasyfrench.com . Heritage Resources Comprehensive Online:  Please enter your name & mailing address. Once your order is ready to be placed, select purchase order for payment. You can select the school & enter your PO number.  Hewitt Homeschooling Resources Language Arts Email :  To place an order with Hewitt, first create an account at  https://hewittlearning.org/ . Once your account is set up, email your login information to Jenna at jenna.maclennan@onlineschool.ca . In the same email, please include the items you wish to order (with their corresponding SKU numbers), your phone number, shipping address, and PO number(s). Hewitt requires an account because downloadable curriculum is delivered directly to your account. Once the order has been placed, Jenna will log out and delete your login information. Please remember that Hewitt curriculum is in USD." Homeschool Buyers Club     Use the Curriculum Order form to place your order. Homeschool Potpourri General Email: books@hspbooks.com In store: Give PO# at time of purchase. House of Ja mes Bible, Language Arts & General Phone: 1.800.665.8828 Email: info@houseofjames.com   Online: Enter PO# & School for billing in the Notes Section. Indigo General Use the Curriculum Order form to place your order. Inheritance Publications General We always accept P.O.s and prefer it that customers forward the invoice to the school. Institute for Excellence in Writing Language Arts Phone: 1-800-856-5815 for our customer service team.  *Must be placed over the phone Iron Oxide Art Supplies Art We currently do not have an ordering system on our website. Orders can be placed by email at willow@ironoxide.art , by phone at 250-591-4766 or in person in the store. Joy Center of Learning General Phone: Toll Free 1(800) 653-4231 Junior Genius Kits Science   Kennedy’s Parable Bible Online orders are completed within the store and require the PO# along with the student's and parent's full name to complete the transaction. If it is something we do not carry on a regular basis then we require payment up front for the products/books. Normally ordering something that is not regularly carried takes about 2 weeks to come to the store. If it is a purchase in store, then we would require the same information as an online order. There is a possibility that in future we will require the phone number of the customer. Kingdom Quilts Art Email: m.platt@kingdomquilts.com to place your order. All HCOS students receive 10% off. Kiwi Co   Use the Curriculum Order form to place your order. Living Books Curriculum (Charlotte Mason) General Email: charlottemason@gmail.com Include PO# and School name Loadza Toyz General In store: Give PO# at time of purchase. Malachi Man General Email: Richard Snyder richard@malachiman.com . Marshall Cavendish Education General Online: There is a place to include PO# and School name with order. Contact person Norma Palazzo, 800-821-9881 Ext. 337 MathCanada (Math-U-See) Math Phone: 250-590-6761, Toll Free: 1-888-854-6284 Online: entering your HCOS PO # at checkout Milestone Books - Rod & Staff General Phone: 1-800-761-0234 Email: office@milestonebooks.com Online: Enter your shipping info & school billing info. At check out, choose payment by mail then in the note section, enter PO# and School name. MSDrydock Math Email: inquiries@msdrydock.com Online: Fill out the form on the HCOS family landing page on the website Mulberry Bush Store General Email: mulberrypv@shawbiz.ca Include PO# and School name. In store: Give PO# at time of purchase. My Father's World General Phone:  573-202-2000 Give PO# and school name at time of purchase. My Homegrown Symphony Music Online: www.myhomegrownsymphony.com   Please put the schools billing information and the families information under “shipping”. If it is a digital resource, please enter the families email address, instead of the schools, as all the digital material goes to the email address provided. Nicole the Math Lady Math Email: info@nicolethemathlady.com . Please include: School name and Desired membership. Northern Lights Academy General Complete the purchase request form by clicking third Party Funding on the classes tab. Northwest Treasures Science Online: Northwest Treasures Phone: (425) 488-6848 Odin Books General Use the  Curriculum Order form to place your order. Ogopogo's Treasure Chest General In Store: G ive PO# at time of purchase. One Year Adventure Novel / Clear Water Press Language Arts Phone: 1-888-481-4550 Outschool   Use the Curriculum Order form to place your order. Precept Ministries Canada Bible Online: Enter the appropriate PO# in the Notes section at checkout Regent College Bookstore General Email: regentaudiohelp@regent-college.edu . *Purchases must be completed through email, as website doesn't handle orders. Right Start math (Activities for Learning) Math Email: info@rightstartmath.com Rod & Staff General Please see Milestone Books for more information Scholar's Choice General Online: At check out there is a place to enter PO#. Make to enter Shipping address & HCOS Billing address. Scholastic General Email: custserve@scholastic.ca Include Billing Address, Parent Name, Shipping Address, Student Name, PO# along with a verification letter from HCOS (contact HCOS main office for letter) on letterhead which lists the parent’s address for shipping and states that the student is enrolled with Heritage Christian Online School. School House Teaching Supplies General Phone: 250-385-9030 Email: schoolhouseteachingsupplies@shaw.ca . Orders must be accompanied by a letter from the teacher stating that the family has enough funding for the order to go through. Schoolio Learning Corp General Families can enter their PO number in the coupon field, once ready to complete the order.  Science Shepherd Science Email: contact@scienceshepherd.com Smarts General Online: Enter PO# & school name in note section. Phone: 250-515-0775 Sonlight Curriculum General Email: main@sonlight.com In subject line enter: PO# Order Spectrum Educational Supplies General Email: customerservice@spectrumed.com with the following information: Billing address: Heritage Christian Online School 905 Badke Road, Kelowna, BC V1X 5Z5 Shipping address: Your Address PO# Your PO Number Itemized list of items to be purchased. Spelling You See & Analytical Grammar Language Arts Phone: 250-590-6761 Toll Free: 1-888-854-6284 Online: enter your HCOS PO # during the checkout process StyleWriter Canada Language Arts Online: PO Information boxes are included on the Check Out Page.  Teaching Textbooks Math Email: purchaseorders@teachingtextbooks.com with the following information: Purchase Order Number, Parent's Name, Physical Address & Products needed. Please note Teaching Textbooks no longer accepts orders via phone. The Good and the Beautiful General Email: support@goodandbeautiful.com Please include the subject line: Heritage Christian Purchase Order. The Learning House Comprehensive Use the Curriculum Order form to place your order. The Teachers' Learning Store General In Store: the vendor has a form to be filled out with PO# information. Online: There is a space to enter PO#. Tree of Life School & Book Service General Email: dflewelling@treeoflifeathome.com Online: Include PO# and School name in comment section. The Tuttle Twins Social Studies Use the  Curriculum Order form to place your order. Usborne Books Canada Language Arts Families will order through their local, school certified rep. Vernon Teach and Learn General In Store: Give PO# at time of purchase. Online: Customers can now use PO at time of purchase. Voice of the Martyrs Canada Bible Use the  Curriculum Order  form to place your order. Volume One Bookstore General Use the  Curriculum Order form to place your order. Winter Promise Publishing General Phone: 231-303-1028 Wintergreen Learning Resources General Phone: 1-800-268-1268. Ask for Customer Service. If you have a particular vendor you would like to see included have them contact us: Interested vendors should contact our school office via email at: info@onlineschool.ca Resources and Curriculum All purchasing  MUST be completed by 11:59 pm on April 15th  for the current school year. Remember, even if your favourite is not on this list, the chances are that we can get it for you! Let us help you! Email  areid@onlineschool.ca to start the process. Please Note: Parents who order from US vendors to Canada are responsible for any customs or brokerages fees. Parents CANNOT ship to a US address, even with cheaper postage, as HCOS, as the owner of the curriculum, would be liable for brokerage and customs fees. We offer a variety of resources to help families get curriculum and other school supplies such as pre-made resources packages, and science kits. Be sure to look through our extensive list of Resource Vendors which accept HCOS PO numbers! Resource Vendor Directory View an extensive list of approved vendors, curriculum suppliers, and educational service providers which accept HCOS Purchase Order numbers. New Curriculum Purchasing Procedure New guidelines have changed how HCOS can process the purchasing of resources from companies that do not accept HCOS PO#s. Computer/Tablet/iPad Lease Form HCOS families with curriculum funding are sometimes able to take advantage of our computer/tablet lease program. Lesson Invoice Submission Form Lesson providers are able to use our online form for submitting lesson invoices. Learning Commons Resources Our Learning Commons provides a vast spectrum of resources for every grade and subject.  Unit Study Kits  are an excellent way to address standards in a variety of subjects.  Additionally, please refer to this detailed  Curriculum Options  page for print curriculum recommendations. Curriculum Picks We have collaborated with resource vendors to develop curriculum packages that will help you meet the requirements of BC’s new curriculum standards. HCOS Christian Studies Curriculum  We have intentionally designed an internal Christian Studies Curriculum for students K-12. This website provides a variety of engaging activities, projects and modules that will equip families with resources to support and inspire spiritual growth in the lives of our students. Safety for at Home Learners Fire, Earthquake, Lockdown and other emergencies can happen at any time or place. Just because a student is learning from a home environment doesn't mean they are free from danger. Emergency preparedness helps students and families be ready and act in ways which will give the best chances of survival during and emergency.  Emergency Preparedness  Students and families need to be prepared and know how to handle and respond to emergency situations.  Families should prepare and practice for the following: Fire Drills - 6 times per year Earthquake Drills - 3 times per year Lockdown Drills - 2 times per year ​ Other emergency situations (determined by location e.g. forest fire, flooding etc.)  This information is taken from  http://safetydrills.weebly.com/  Student School ID HCOS can provide School ID for any of our students. To request a School ID card please fill out the following form. Strategic Plan SOPHIE Heritage Christian Online School designed SOPHIE to be a central resource that houses procedures and helpful information for staff members and families.  SOPHIE  is actually an acronym which stands for  S tandard  O perating  P rocedures &  H elpful  I nformation  E ncyclopedia. SOPHIE works best if you view it like a library. There are Books available and within each of the books are chapters and pages. The chapters titles provide a general overview of what type of information will be found on the pages within. For Example: Please note that chapters are orange and individual pages are blue. However, the one down fall of this library analogy is that SOPHIE was not necessarily intended to be read like a book (from cover to cover and page to page). And that is where the word "Encyclopedia" is important. SOPHIE has a variety of information and so we encourage families to use SOPHIE like an Encyclopedia, to pop in and find the specific information they are looking for and to pop back out. To help locate a specific topic, use the search function located on the top right-hand side. Our hope is that SOPHIE can answer and provide some information to general questions that you may have.  Tips and Tricks to Search in SOPHIE: Use 1-2 key words  Use "quotation marks" to narrow the search  Example: "Course Preview"     StudyForge Lite StudyForge is an amazing digital curriculum used by thousands of students across Canada and the US.  As an HCOS student, you have access to StudyForge math and science courses that meet British Columbia's learning outcomes. In these courses, there are thousands of helpful and meticulously crafted videos along with practice questions. It can be used as a primary curriculum for individualized courses or as a supplement to other math and science programs. Available Courses Math Science English Social Studies Math 5 Math 6 Math 7 Math 8 Math 9 Literacy Foundations 5 Literacy Foundations 6 Science 5 Science 6 Science 7 Science 8 Science 9 English 5 English 6 English 7 English 8 English 9 Social Studies 6 Social Studies 8 Social Studies 9 Cost $30 per year per subject.  HCOS will automatically deduct this from a student's additional resources in Encom once they have accessed StudyForge. Getting Started Step 1 - Create an Account Go ahead and create an account here . Step 2 - Join Your Teacher's Group Once you have created an account you will have access to sample material in StudyForge. In order to access the full courses, you will need to receive a join code from your teacher. Here are the instructions on how to join your teacher's group once you have received a join code. Helpful Articles Here are some helpful Knowledge Base articles to help you use StudyForge: How do I do a lesson? What can I do in a practice question?   Vaccination Reporting Regulation BC's new Vaccination Status Reporting Regulation has been updated and HCOS will continue to provide student lists to the Ministry of Health as requested. HCOS will not be requesting or tracking the vaccination status of students. To view the latest information of what is required of Heritage Christian Online School by the BC Government, please see here . If you have any further concerns regarding this please contact Ted Gerk , our Privacy Officer.   Violent Video Games and Gaming Addictions Video games have become a dominant form of entertainment in today's digital age. While games can provide cognitive benefits such as problem-solving skills, hand-eye coordination, and social interaction, they also raise significant concerns, particularly when they involve violent content or lead to addictive behaviours. Understanding the potential impact of violent video games and gaming addiction on children and teens is essential to developing healthier gaming habits and mitigating negative consequences. The Appeal of Violent Video Games Many video games, especially those popular among youth, contain violent themes. From first-person shooters to action-packed adventure games, children are often immersed in virtual worlds where conflict, destruction, and combat are the primary modes of interaction. These games are often highly stimulating, offering fast-paced action, exciting graphics, and a sense of accomplishment after completing challenges. The appeal of violent video games lies in their ability to engage players by providing immediate rewards, progression systems, and, in multiplayer formats, social validation from peers. The Bible teaches us that we are called to pursue peace and love others as Christ loved us. In Matthew 5:9, Jesus says, “Blessed are the peacemakers, for they will be called children of God.” Violent video games, which often glorify aggression and conflict resolution through force, stand in contrast to this biblical calling to be peacemakers in our actions and thoughts. Regular exposure to virtual violence can desensitize children to real-world suffering, making it more difficult for them to cultivate empathy and kindness. The Psychological Impact of Violent Video Games From a biblical standpoint, what children watch, listen to, and play matters because it influences their hearts and minds. Proverbs 4:23 instructs us to “guard your heart, for everything you do flows from it.” When children immerse themselves in violent games, they are allowing potentially harmful content to shape their attitudes and perceptions. Critics argue that exposing children to violent video gaming content can desensitize them to real-world violence, potentially lowering their empathy for others and increasing aggressive behaviours. Some studies suggest that prolonged exposure to violent imagery and aggressive narratives can normalize violence, making it seem like a more acceptable response to conflict. Social and Developmental Implications The social consequences of violent games and gaming addiction are far-reaching. Children who excessively play violent games may struggle to develop empathy and cooperation skills, which are crucial for real-world relationships. Furthermore, video game addiction can hinder a child's emotional development by limiting their ability to experience boredom and find creative ways to engage their time outside the virtual world. Violent video games often emphasize aggression, competition, and self-promotion, whereas the Bible calls us to humility, gentleness, and selflessness. If their primary source of engagement comes from violent games that prioritize aggression, competition, and individual success over collaboration, children may be at risk of developing skewed perceptions of how relationships should function. Helping children balance gaming with activities that promote these virtues—such as service, prayer, and face-to-face relationships—will foster their spiritual and emotional growth. Behavioural Changes: Aggression and Impulsivity Children who regularly play violent video games may show signs of increased impulsivity, irritability, and reduced self-control. These behavioural changes can manifest in school environments or at home, leading to conflicts with peers, teachers, and family members. Kids who are highly engaged in violent gaming are sometimes more likely to interpret ambiguous social situations as hostile, which can fuel aggression in their real-life interactions. Yet, it's essential to understand that not every child reacts the same way. Factors such as personality, emotional regulation, and family dynamics can all influence how a child internalizes and reacts to violent game content. A child with strong emotional support and healthy coping mechanisms may be less likely to experience negative behavioural changes than one who feels isolated or stressed. Gaming Addiction: A Growing Concern Gaming addiction is characterized by excessive time spent playing games to the point where it interferes with a child's academic performance, social interactions, and even physical health. The World Health Organization (WHO) has officially recognized "Gaming Disorder" as a mental health condition, defined by an inability to control gaming habits, a prioritization of gaming over other interests and daily activities, and continuation of gaming despite negative consequences. Beyond violence, gaming addiction is an issue of increasing concern for parents and educators. Addiction, in any form, leads to a loss of self-control and enslavement to the desires of the flesh. The Bible is clear about the dangers of anything that controls us. In 1 Corinthians 6:12, Paul writes, “I have the right to do anything, but I will not be mastered by anything.” Gaming addiction, which can consume a child’s time, energy, and attention, risks becoming a master over them, drawing them away from their responsibilities, relationships, and their walk with God. The Effects of Gaming Addiction on Kids Children who become addicted to video games often suffer from a range of negative consequences, including: Poor Academic Performance: Time spent gaming can detract from studying, completing homework, and engaging in extracurricular activities. As gaming becomes a priority, children's academic performance may suffer. Social Isolation: Addicted gamers may withdraw from social interactions, spending most of their time in virtual worlds rather than engaging in face-to-face relationships. Over time, this can lead to loneliness, social anxiety, and a loss of real-world social skills. Physical Health Issues: Gaming addiction can contribute to a sedentary lifestyle, which may lead to obesity, poor posture, eye strain, and sleep disturbances. Children who game excessively often sacrifice physical activities, which are vital for healthy growth and development. Emotional Disturbance: Some kids may develop anxiety, depression, or irritability as a result of excessive gaming, particularly if their addiction leads to conflicts with parents or poor performance at school. The highs of gaming (success, rewards, and achievements) can create a contrast with real-world challenges, leaving children frustrated when their actual lives don’t mirror the instant gratification they get from games. Addressing the Issue: What Can Be Done? Parents, educators, and policymakers play a critical role in mitigating the potential harm of violent video games and gaming addiction. Here are several strategies to consider: Monitor and Limit Screen Time: Ensure all screens are used in common areas of your home. Children and youth do not need to have screens, devices, or phones in their bedrooms. Parents can set daily or weekly gaming limits to ensure that children have a balanced lifestyle that includes physical activity, social interaction, and academic engagement. Encourage Age-Appropriate Games: Many games come with age ratings and content descriptors. By selecting age-appropriate games, parents can help reduce their children’s exposure to violent content and ensure they are playing games that promote creativity, teamwork, and problem-solving. Promote Appropriate Gaming Habits: Teaching children the importance of moderation and setting clear boundaries around gaming can prevent addiction. Encouraging them to take breaks, engage in other activities, and maintain a routine is crucial for balanced habits. Find Healthy Alternatives: If children are asked to limit time spent gaming, be sure there are healthy alternative activities for them to enjoy. Ask your child what they enjoy for both indoor activities (e.g., board games, puzzles, Lego, art projects) and outdoor adventures (e.g., sports, hiking, geocaching). Have Open Conversations About Violence and Reality: Parents should have open discussions with their children about the difference between the virtual world and reality. Helping kids process the violence they see in games and reinforcing non-violent conflict resolution skills can reduce the potential negative effects. Model Healthy Media Consumption: Children often learn by observing the behaviours of adults around them. By modelling responsible and godly media consumption, parents can show their children the importance of prioritizing what aligns with biblical values. Philippians 4:9 encourages us to “put into practice” what is true, noble, and praiseworthy, setting an example for the next generation. Seek Professional Help if Needed: If a child exhibits signs of gaming addiction or increased aggression due to violent games, professional intervention may be necessary. Therapists and counsellors can help address underlying issues and provide strategies to manage gaming habits. Additional Resources Axis: Connecting Parents and Teens to Jesus in a Disconnected World A Parent’s Guide to Discipling Teens A Parent’s Guide to Video Games How to Talk About Video Games with Your Teen Articles Confessions of a Video Game Addict Do Video Games Influence Violent Behaviour? How Video Games Affect the Brain Shoot to Kill: The Real Impact of Violent Video Games When Should Kids Play Video Games? Videos Experiment Looks at Effects of Fortnight on 10-Year-Old’s Brain (4:01) How to Save a Loved One from Game Addiction (14:33) This is Your Child’s Brain on Video Games (4:39) Three Tips on What To Do If Your Child is Addicted to Gaming (1:00) Victory Over Video Game Addiction: Emmanuel Higgins’ Testimony (13:54) Week of Welcome 2026 Click the link for your region or scroll down. Interior Lower Mainland North Island Interior Kelowna Date: Friday, September 11th 2026 Time:  Address: Parking: Event:  Bring: Trail Date: Wednesday, September 16th 2026 Time:  Address:  Parking: Event:  Bring:  Sparwood Date: Thursday, September 17th 2026 Time:  Address:  Parking: Event:  Bring: Cranbrook Date: Friday, September 18th 2026 Time:  Address: Parking: Event:  Bring: Vernon Date:  Time:  Address: Parking: Event:  Bring: Lower Mainland City Date:  Time:  Address: Parking: Event:  Bring: North City Date:  Time:  Address: Parking: Event:  Bring:   Island City Date:  Time:  Address: Parking: Event:  Bring: Photo Submission Guidelines HCOS invites students and families to submit high-quality photos that foster a sense of community among HCOS students by encouraging them to share their experiences through a photo contest. Please use the guidelines below to ensure your submitted photos are technically high quality. Who we are  As a school, we want to feature our students and their talents by visually displaying them and their work through high-quality photos on our website and other touchpoints. Through this contest, we can generate photography that brings the people who matter to us into our online presence, showcasing our appreciation for our community and their many talents. To learn more about us and what we believe in, visit  onlineschool.ca/who-we-are . Technical Specifications: Submit: HCOS Google Form File Format: JPEG, PNG & TIFF Resolution: Aim for high resolution (300 dpi or higher).  File Size: Keep file sizes within reasonable limits (e.g., under 4MB). Image size: Aim for at least 1200 pixels on the longest side. Aspect ratio: Preferably 3:2 or 4:3. General Guidelines: Clarity and Focus: Photos should be sharp, clear, and in focus, with no unintentional blurriness or graininess.  Lighting: A focus on warm and natural light. Background: Try to separate the subject and the background.  Subject: Ensure your subject matter is apparent within your photo composition. No Filters or Enhancements: Avoid filters or other enhancements that alter the image.  No Red-Eye: Please avoid photos with red-eye or red-eye alterations No Glare: Please avoid glare in eyeglasses or within the image that distorts the visuals. Shadows: Please avoid dark shadows across faces or subjects that can cause unclarity in images. No Watermarks or Logos Composition: Want some more pointers on creating excellent photo compositions? Learn from some of the best, like Adobe . Musical Theatre - Grade 12+ Student Policy The Musical Theatre programs that run at HCOS and Flex are intended to provide an opportunity for enrolled students to learn performing arts concepts through weekly rehearsals. Students develop and hone their skills in acting, singing, and choreography to produce engaging musical theatre productions.  On occasion, students request to participate in a Musical Theatre program after completing three years in the dogwood graduation program. This policy is intended to outline the circumstances and roles that students who may be graduated or entering a grade 12+ year may be permitted to fill for one additional year.  Students who wish to be considered for an additional year should apply to the appropriate theatre program and a decision will be made on a case-by-case basis to accept or decline the application.  All Grade 12+ students accepted into theatre will be granted one or more of the following:: A leadership role in one or more of these positions Dance Captains: to learn all the dances, lead small groups of students to reinforce dance steps learned, break down steps for those who are new and struggling. Voice Captains: to learn harmonies early, be a leader in your singing group, work with small groups of students to learn their vocal harmonies, and encourage students to practice their singing by accessing the vocal tracks. Acting Captains: to learn all your lines and be off-book early, to receive and apply your blocking notes to your movements right away, and help other students by running their lines with them during rehearsal downtime. As the set pieces are created and added to our rehearsal, to act as stagehands to move pieces as directed by the acting directors An ensemble role and/or a small featured role A role on one of the Production Teams Sets: attend some build days, learning to help support the construction of our sets, helping with painting/staining of our set pieces props: attend prop meetings and take on a small list of props to create, source, rent or purchase Costumes: attend costume meetings, helping to support the duties of our costume team [measurements, organizing pieces, steaming costumes, sewing buttons on pieces, etc] Marketing + Hospitality: attend M+H meetings and help support in fundraising, help with organizing/preparing for and set up + take down of hospitality events, help with social media and advertising Returning, graduated students or 12+ students may not:  Play a lead, featured or main stage role Ideally participation in an ensemble role Take a spot that would prevent another enrolled, non-graduated student from participating Return for more than one year or course post graduation. Our desire as a school is to provide the opportunity for as many enrolled students to participate in the variety of rich learning activities we have to offer. It is our hope that older students would mentor younger students so our Musical Theatre programs will continue to flourish from year to year.  Homeschool Registered Acceleration and Retention Information for Registered Families Acceleration Acceleration is the practice of placing students at a higher than normal level of instruction to meet their learning needs. It occurs when a teacher provides the student with an advanced curriculum, when a student skips a grade, or when a student takes a specific course at a higher level. Students can be accelerated by grade, when they are advanced in all areas, or by subject. For example, in the latter case, a student in Grade 6 may be doing math at an advanced level and language arts at his age level. HCOS supports acceleration as a strategy in the support of gifted students. Retention HCOS prefers grade promotion (students staying with their age levelled peers, with learning supports) over retaining students for the following reasons: The achievement and adjustment of students who are retained tends to be no better than those of comparable children who are promoted. Repeating a grade does not ensure that children will overcome the areas of deficiency.  Students who repeat the same material without new instructional strategies tend not to attain the same levels of competence as students who are promoted. Retention affects students socially, emotionally and educationally. Impact on Enrolling  HCOS recommends that if a family is considering either acceleration or retention, or has done so while registered, upon entering the enrolled program that they connect with the administrator for their region. If you are unsure who your local administrator is please reach out to office@onlineschool.ca   U pon enrollment in an online program, previously registered students may be offered an assessment to help determine the appropriate level in which the student should study at.   HCOS Registered Students in Online Courses Can my HCOS registered student take an online course? Yes! Grades 5-9: HCOS Registered students in grades 5 through 9 can take synchronous or asynchronous online courses as a part of their educational plans, however, they are ineligible for integrated program offerings such as TechLab and Seed. There is a tuition fee of $250 per online course as registered students do not receive funding from the government. Grades 10-12: HCOS Registered students in the grad program (grades 10-12) can take synchronous or asynchronous online courses at no cost, as courses in the grad program are funded on a course by course basis.  Please note that in grades 10-12 taking an online course starts the creation of a BC Transcript for your student.  What courses can I take? Grades 5-9: Please see our course directory here . Grades 10-12: Please see our course directory here .  Use the menu on the right side to select "HCOS," then the appropriate grade level and "online" and/or "synchronous"). How do I apply? Please fill out our application through our cross enrollment division, BC Online School.  Select the appropriate grade level and course you wish to apply for.  In the ‘How did you hear about us?’ box, please include under Other: Registered Student. This will help us expedite the application. Registered Homeschooling with HCOS Parent Responsibilities Through the registered homeschool option, families have the freedom and responsibility to design their child’s homeschooling educational program (planning, delivery, and assessment) as students have opted out of the BC education system   Parents develop the learning plan, choose the curriculum and facilitate learning activities separate from the supervision of a teacher.  Getting Started as a Registered Homeschool Family with HCOS In many ways, homeschooling starts in a child’s first years. For instance, before children turn five, parents share their faith, read to their children, introduce number sense, explore nature and community, and encourage physical development. Homeschooling in the “school years” extends this foundation.  The homeschooling environment and approach may be different in each home. When developing an education plan, parents may consider their family’s faith, the child’s learning needs, gifts, and even their parenting approach. For instance, if one's parenting approach leans to the structured and scheduled side, one’s homeschooling approach may be similar.  Many families consider this when choosing a curriculum. Some families first borrow curriculum from the  HCOS Learning Commons to assess whether it will support their family's faith, child’s needs, and “homeschool method/style” (e.g., classical, Charlotte Mason, unit study, unschooling, Montessori, school-at-home, etc). Parents may also choose which sections or pages of the curriculum to use with their children based on their learning needs and interests. Consider curriculum as tools; choose which tools will help you in different situations and times. Learning Common Resources While BC Ministry of Education funding is unavailable to registered homeschool students, Heritage Christian Online School (HCOS) provides various learning resources to registered homeschool families through the HCOS Learning Commons. To view the resources available to registered homeschool students, visit the  Learning Commons. For more details, refer to the Learning Commons for Families book in SOPHIE.  To help families choose resources, the HCOS Learning Commons has compiled a list of recommended  Curriculum Options . Also, review this page to see what Learning Commons Resources are available to Registered students. HCOS Learning Groups Registered homeschool students are invited to attend HCOS Learning Camps opportunities throughout the province. For more information on HCOS Learning Groups and Offerings, go here , and for more details, visit the HCOS Sophie Information for Families Learning Groups Book . Community Connections/+ are not available to registered homeschool students. To receive an email notification for upcoming Learning Group opportunities in your chosen region, sign up for the HCOS Learning Groups “ Get E-Alerts ” for their BC region.  Registered Homeschooling in the Grad Years Registered homeschool students cannot obtain a BC Certificate of Graduation (Dogwood Diploma) by homeschooling alone.  However, registered homeschool students may transfer to enrolled status in their Grades 10-12 to work towards a BC Dogwood Diploma.  Grades 10-12 may take online courses through the  BC Online School (a Department of Heritage Christian Online School) and retain their registered homeschool status. BCOS courses are BC accredited courses written by HCOS. Many post-secondary institutions provide alternative admissions pathways. Registered homeschoolers interested in post-secondary institutions should approach the institution to research admission requirements and confirm eligibility. Once known, registered homeschool students can work towards pre-requisite requirements in their Grad years. In some cases, these may include accredited online courses.  BC Educational Learning Standards (optional) While registered homeschoolers are not required to cover the provincial learning standards, some families use the learning standards as a general guideline in designing their educational plans. BC’s Course  Curriculum /Learning Standards.  Using the  Continuous Views documents provides the incremental progression of the Learning Standards (Big Ideas, Competencies, and Content) over school years. HCOS Registered Homeschool Liaison Contact the HCOS Registered Homeschool Liaison, Claire Pollok , with further registered homeschool inquiries.  What to expect when moving from Registered to Enrolled? Registered to Enrolled Registered homeschool students cannot obtain a BC Certificate of Graduation (Dogwood Diploma) by homeschooling alone.  However, registered homeschool students may transfer to enrolled status for their Grades 10-12 years to work towards a BC Dogwood Diploma.  This process requires conversations around what concepts/courses have been covered and therefore which courses are a good starting place for your child. This may also involve an official challenge process in order for your child to receive course credit in an area of proficiency. See below for information on course challenges. Students may also be asked to complete numeracy or literacy assessments to help ensure their success in the courses they plan on taking.  For more on the BC Dogwood and requirements, please see here .  Course Challenge Information What is challenge? A course challenge is a means of awarding graduation credit for undocumented demonstrated prior learning. Students are entitled to use challenges to receive credit for Ministry-Development or Board/Authority Authorized Grade 10, 11, or 12 courses.  Challenge Process A student can challenge a course if he or she: is currently enrolled in the school district, registered as a home schooler, or enrolled in the Distributed Learning school where the challenge is being requested; and has not already challenged the course and received a passing grade, or completed the course through previous enrollment, or has been granted equivalency for the course; and can give compelling evidence that he or she will succeed in the challenge assessment Prior to engaging in a challenge process, schools must review any documentation of prior learning that a student presents in order to determine if credit can be awarded through equivalency.  The challenge process must assess students on all course learning outcomes (Gr. 11/12) OR curricular competencies and content (Gr. 10). Examples of challenge assessment strategies include hands-on demonstrations, oral performances, interviews, written examinations, or presentations of a collection of work. Provincial or sample exams must not be used for Challenge purposes.  The cost to challenge a course is $50 per course challenged. This course fee is over and above the tuition costs a student would normally pay during the course of a school year. A challenged course is not included in the course count for tuition in a school year.  Adult Dogwood Programing In some cases, students struggle to make the transition or complete the required number of courses necessary to receive their Dogwood. In those situations, once they reach 18 an Adult Dogwood can be explored. This is not something we want to work towards or limit students with at an early age. It is important this is only considered an option once the student is 18 years of age.  Adult Grad Pres.pptx - Google Drive - great for parents Inclusive Education Program EA Support COVID-19 Safety Protocols Due to COVID-19 being with us for the foreseeable future, we will be working in a unique environment for the 2020-21 school year. Public health officials are encouraging each of us to do our part to mitigate the impact of COVID-19 where we work, live and play by following these health and safety guidelines:  If you’re sick, stay home.  Practise physical distancing (minimum 6 feet).  If physical distancing can’t be maintained, wear a mask.  Wash your hand frequently - minimum of 20 seconds with hot water and soap.  Avoid touching your face/eyes. During COVID-19, online learning is the preferred method and should be considered. If online learning is not feasible, HCOS is preparing to provide in-person EA support to students/families in September with the following safety protocols in place. You will be notified of any modifications to the protocols below, should directives via Public Health and the Ministry of Education change. Safety Measures for In-Person EA Support: EA daily self-health check - fever, dry cough, tightness in chest, extreme fatigue, etc. Check-in with the family the morning of a scheduled session to ensure that there is no illness in the home - fever, dry cough, tightness in chest/shortness of breath, extreme fatigue, etc. EAs are required to wear PPE in the form of a mask if physical distancing can’t be maintained. EAs are responsible for providing their own masks. Handwashing upon arrival and prior to leaving the student’s home. Sanitization of workspace prior to and after a session.  Other Recommendations:   Consider hybrid learning - a mix of online and in-person learning. Engage in outdoor activities whenever possible. Use open space inside the home rather than small more enclosed space. Avoid sharing writing utensils or other learning materials. EAs Working at Community Connections: The Learning Groups team is working to be creative, flexible and innovative to make learning happen as closely to what has been traditionally offered. Learning Groups come in a variety of shapes and sizes and the LG staff is working together with venues, facilities and coordinators to help ensure health and safety measures are met. The goal is to make any precautionary measures as routine and natural as possible. Please send any questions and concerns regarding a Learning Group activity to lg@onlineschool.ca and one of the LG team members will be happy to assist you. Please note which LG opportunity you are inquiring about. Teachers will encourage their IE families to have disinfecting wipes/sprays available for use for high touch areas and workspaces. EAs are also encouraged to carry their own supply. If you have concerns about possible exposure to COVID-19, call 811and monitor for symptoms. Please contact your IE teacher immediately.  Thank you in advance for your part in helping to ensure that HCOS provides a healthy learning environment for students and Education Assistants. Education Assistants (EAs) The Ministry of Education has provided funds to the Inclusive Education program of HCOS for your child. It is a privilege to have an Education Assistant (EA) working in your home. HCOS values the commitment that EAs make to students/families. Expectations of Parent/Guardian A parent/guardian or adult over the age of 18 is required to be present in the family home during EA sessions. EAs are not permitted to work in their own home with a student. EAs may work in a public setting, like a library, if sessions are not feasible in the family home. Ensure that siblings are supervised during EA sessions to avoid distraction and disruption.  EAs are not responsible for the care/supervision of siblings who are not under contract with HCOS for EA support. Ensure the student is ready for services upon arrival of the EA, including having the necessary materials ready.  If the EA is also working with the IE student in the family Home, supporting Community Connections (CC) homework, the EA may receive paper copies in class or forwarded emails from parents, unless special arrangements have been made to be included on the teacher’s email list. When an IE student is supported by an EA at Community Connections or a Learning Group, notify the EA and the CC Coordinator if the student will not be in attendance. The CC coordinator will have EA contact information and inform EAs in the case of unexpected CC closure due to weather or other unforeseen circumstances.  Inform the EA of sickness in the home. A mutually agreeable standard should be in place around cancelling sessions when an EA, student or other family members are sick. Parents/guardians cannot dismiss an EA. They are a contractor of HCOS. If there are personnel related problems, contact your IE teacher immediately. Education Assistants - Scope of Work The Education Assistant is contracted to provide the following services, as requested by HCOS: Participate in the creation of the IEP, and if necessary, be available for collaboration on term reviews with the IE Case Manager.. Perform and comply with the duties listed in the IEP and with any other reasonable requests from HCOS administration considered to be normal relational responsibilities between the IE Case Manager, the EA, the child(ren), and the parents/guardians of the child(ren). Collaborate with the IE Case Manager/parent on the acquisition, organization and modification of instructional material. Be in weekly contact with the IE Case Manager around student progress. Attend EA meetings as required Give advance notice to the family and the IE Case Manager if unable to complete their duties for a specific period of time (i.e., vacation, illness etc.). Create guidelines around provision of service pertaining to sickness of the EA, student or other family members. Follow the time-sensitive behaviour/incident reporting protocols. Collaborate with parents/guardians of the student in a respectful manner and as a team member. Prioritize the needs of the student. Cancelled Sessions It is vital that we are good stewards of the resources and people that are in place to assist in the education and support of students. The following policies are in place around cancelled sessions.  Cancelled sessions are billable - hours per week as outlined in an EA’s addendum are billable if the session is cancelled or if session time is shortened by the parent/guardian.  The EA is not obligated to reschedule a cancelled session.  EAs will use cancelled sessions for lesson preparation, completing student reporting in Encom, teacher communication, professional development and administrative-type tasks. An EA cannot invoice for scheduled sessions that fall on a statutory holiday unless those hours are worked. The EA must report all cancelled/shortened sessions on their invoice.  In the event of inclement weather where school is cancelled in the local school division and/or buses are not running, HCOS will deem it unsafe for an EA to drive. The scheduled session can be cancelled, and hours invoiced. It is the responsibility of the Education Assistant to give a minimum of 24 hours’ notice for any sessions that must be cancelled with a student (outside of sudden illness or other unforeseen circumstances). Unless session time is rescheduled, these hours are not billable. If there is a consistent pattern of cancelled EA sessions by the parent/guardian, this may result in the reduction or cancellation of EA services. Invoicing The final day of EA services for any given school year is June 15. EAs do not provide services during the summer months. EA invoices are sent via email to parents/guardians mid-month. Parents are asked to review the invoice and respond to the EA office if there aret discrepancies.   Inclusive Education Inclusive Education (IE) Program Our IE Program works with students who receive additional funding to help build specialized programs that aid in their success as learners. Our diverse and robust program is made up of British Columbia certified teachers who specialize in IE education, Education Assistants (EAs) who work directly with students in home, an experienced office support team, and a wide variety of community-based support services throughout the province. If you would like more information on our IE Program, please visit this page: Inclusive Education . Learning Support (LS) Program We also offer an LS Program for students who are not designated IE students but would benefit from specialized planning and, where possible, some additional support. Some students may have learning challenges that are outside of IE designations; these include but are not limited to Attention Deficit Hyperactivity Disorder (ADHD), dyslexia, speech difficulties, giftedness, and written output delays. If you suspect your child would benefit from extra help and are seeking advice with regard to their learning, please contact your support teacher with your concerns. The support teacher will then contact our LS Team to discuss how best to offer support. For more information on our LS Program, please see this page:  LS Program . Individual Education Plan In addition to a Student Learning Plan (SLP), which all students receive, students in our IE Division and some LS supported students also have an Individual Education Plan (IEP) that outlines specifically how their education program will be adapted to help them succeed. Teachers work closely with parents and other support team members to write the IEP. Seed Grades 5-9 Program Overview Seed facilitates a group experience in a creative environment under the guidance and direction of a HCOS Seed teacher. The Seed program brings students together with Google Workspace, including Google Classroom and many other digital resources, allowing EA or parent support to be given easily. The exciting and innovative virtual tools create expectations that encourage students to strive to reach their potential. Seed successfully captivates students, allowing them to learn at their own pace and through their personal interests. The virtual aspect allows pacing, technology in the place of handwriting, and robust support through EA and/or parents in the home. Success A high percentage of students move on from Seed to a Dogwood or Adult Dogwood, when it wasn't part of the original planning earlier in their academic schooling. Seed focus on building the core competencies, building on a student's strengths and teaching students how to self-advocate for support. Seed also helps students who want academic programs when Dogwood isn't the focus. Most students end up doing 2-3 years of the Seed program due to their huge growth, an increase of self-confidence, social skills, and even taking on leadership within the small group synchronous classes. Vision Statement In Seed, the goal is that all learning is planted deeply and given the opportunity to be rooted and grounded with solid comprehension. By fully experiencing learning practically and personally with authentic and meaningful projects wherein choice, collaboration, critical thinking, communication, and creativity are a part of the teaching pedagogy, students’ educational experiences will far surpass mere knowledge without experience. Learners will be filled up with the richest of opportunities to grow and blossom into who God has created them to be, and also be provided with meaningful interactions and experiences with the world around them as followers of our amazing, loving God. Ephesians 3: 16-19 Amp. May He grant you out of the riches of His glory, to be strengthened and spiritually energized with power through His Spirit in your inner self, [indwelling your innermost being and personality],  17  so that Christ may dwell in your hearts through your faith. And may you, having been  [deeply] rooted and [securely] grounded  in love,  18  be fully capable of  comprehending  with all the saints (God’s people) the width and length and height and depth of His love  [fully experiencing  that amazing, endless love];  19  and [that you may come] to know [ practically, through personal experience ] the love of Christ which far  surpasses [mere] knowledge [without experience ], that you may be  filled up  [throughout your being] to all the fullness of God [so that you may have the  richest experience  of God’s presence in your lives, completely filled and flooded with God Himself]. 2025/2026 Seed Course Offerings ALL Seed classes follow Ministry Requirements and build towards Graduation Grades Five to Nine program covers five grade-level courses as a 5 course program. Adapted courses available for Grades 5 - 9 Applied Design, Skills and Technologies Christian Studies Language Arts Science Social Studies Brad Gibson ~ Grades 5-7 Shannon Beglaw ~ Grades 8 and 9  Chantal Stewart ~ Grades 8and 9 Replacement (IEP) courses can be offered to grades 10-12 (contact Steve Bastian for details) All courses are adapted unless previous arrangements are made with Seed Teacher, IE Teacher, RA and Seed Admin Seed Grad for Credit - please click here for more information . Seed Math grades 7-9 ALL Seed classes follow Ministry Requirements and build towards Graduation Synchronous Math Classes 2 times a week (see schedule) One-on-One support Adaptations made for each student Grade 7, 8 & 9 with Matt Bacon Benefits The heart and soul of the Seed Program and the Seed Teachers is to love, care, and guide each individual student along their own path, fulfilling the academic and social goals of BC’s Modernized Curriculum. Through the guidance, inspiration, and support of the Holy Spirit, we, the Seed teachers, hope that the students will experience the knowledge of God’s love for themselves. Benefits of the program include: 1:1 support as needed on a weekly basis through regular meetings with Seed teachers on Zoom. Seed teachers work to build significant relationships with each of their students and caregivers. Social skills development within a safe group environment. Lessons are differentiated to support all learning styles, with multiple ways to present learning.  Students are prepared to be ready for the transition from Grade 9 to Grad through grade-level content and the development of the competency skills needed to be successful. Strong emphasis on growing and developing a student’s personal faith and service-oriented lifestyle. Interaction in Group Meeting Weekly in order to build relationships with others and gain confidence in oral skills. Literature Circles are great opportunities for students to practice sharing. Each student comes to meetings prepared to elaborate about their assigned role from a novel that is being read by the whole group. Safe Digital Citizenship and gaining increased technology skills. Efforts are significantly praised and struggles are supported with love and care. Formative Assessment to help students progress steadily. Goals and expectations are set to stretch according to where a student is in their personal journey in collaboration with parents, IE teacher, and other support. Student Tasks All courses supported with direct teaching and use of Universal Supports; Read&Write, Grammarly, Google Workplace and more. ADST - Possible tools: Tynker, Scratch, Minecraft and Roblox Building Projects, Digital Citizenship Course, Google Suite Tools for Education, Modules completed based on grade level Competencies, Content, and Big Ideas. LANGUAGE ARTS - Novel Studies complete with Literature Circle meetings (3 Novels completed each year and the list will be supplied in advance so purchases can be made early in the year. The parent can utilize Encom funds for the novels. Best to get ordered using Amazon via order in Encom as the school has Amazon Prime and it  really reduces the costs of shipping.), Grammar developed through Grammaropolis for grades 5-7, Weekly Editing assignments, Shakespeare, writing development throughout the year using a variety of tasks including blogging, forums, collaboration with Google Docs, reports, essays, passion projects, comics with Pixton, hands-on projects and much much more.  SCIENCE - Virtual Interactive experiments, hands-on activities, exploring the scientific method through completing experiments, inquiry projects, research, using Google Apps to chart data, BrainPOP, Discovery Education videos, Gizmos from Explore Learning, and more. SOCIAL STUDIES - Inquiry-based research projects for topics such as Turning Points in History, discrimination in history, Google Earth Voyages, virtual field trips.  What in the World and The Canadian Reader are used extensively. CHRISTIAN STUDIES - Integrated within all the subjects. Right Now Media Bible studies, discussion and other resources. Class Connections Each new student will be connecting 1:1 for approx 45 minutes with the Seed Teacher for the first two weeks for onboarding. After the first two weeks, the 1:1 schedule will be at least every other week. These time slots are chosen individually in consultation with the Seed teacher. As time is particularly booked to fit the student and teacher schedule at the beginning of the year, changes cannot be made during the year. If a meeting is missed, a make-up time may not be available. However, each teacher has Drop In office hours so that a particular need can be addressed. 1:1 schedule can be discussed and planned with your assigned Seed Teacher Dates 2026/2027 Onboarding starts September 8-11th Synchronous classes begin the week of Sept 14-18 Nov 2-6: HCOS staff meetings Dec 18-Jan 4: Christmas break Jan 18-22: Report card writing for teachers Mar 15-26: Spring break April 26-April 30: HCOS Connect Classes end the week of May 31 - June 4 Class Schedule  Time Monday Tuesday Wednesday Thursday Friday 9-10 Seed Lite ADST Module (Starting Feb 2026) Seed (Christian Studies, English, Science, Socials and ADST) 5-7 10-11 Seed Math 8 Seed Math 8 Seed (Christian Studies, English, Science, Socials and ADST) 8 11-12 Seed Math 9 Seed Math 9 Seed (Christian Studies, English, Science, Socials and ADST) 9 12-1 pm 1-2 pm Seed Math 7 Seed Math 7   Technology & Resources Needed and Utilized Either a PC or Mac will work with all software and platforms within Seed Items Needed for all grades: Every computer being used for meetings needs to have either a built-in webcam and microphone or an external one. Video is an essential part of the program. (In order to be excused from using video in group meetings, it needs to be documented in the IEP and talked about with the Seed teacher to give an understanding of the reasons. Video in face-to-face meetings with the teacher is essential to build the relationship.) A Noise Cancelling or Sound Isolating Headset with microphone is a requirement unless a student is working in a completely quiet area. Distractions from background noises cause many students sensory and focus challenges. A directional microphone or headphones with mic.  Since many students are sensitive to distracting noises, having a quality microphone that won't pick up background noise is very helpful. Multiple Programs will be utilized  at no cost or minimal within the lessons: Google Workspace Apps including Google Classroom, Read&Write, Grammarly, Important to use Chrome as the student’s browser for doing schoolwork, Fanschool, Flip, PixtonEDU, Infographics, Screencastomatic, Zoom, etc. All instructions with significant 1:1 support will be provided as we use the programs through the year. Experiential Items are used in many lessons and practice. Your teacher will provide a list two weeks in advance of items needed and guardians are expected to purchase these items as part of their school supplies.  Eg. popsicle sticks, elastic bands, plastic bottles, play doh, cardboard, glue, outdoor supplies such as twigs, stones, leaves, pipe cleaners, beads, paper clips, pasta, water colour paints or markers, poster board, fabric, seeds, food colouring, salt, sand, model supplies, baking soda, vinegar, steel wool, salt, cabbage (purple), thermometer, magnifying glass... Student Admittance Process Only available to Inclusive Education or Learning Services  designated students or recommended by Learning Services/Learning Coach. If you are unsure, please contact your case manager teacher to ask more about admittance. The application form is completed by IE Case Manager or Learning Support. HCOS considers the privacy and protection of student information of utmost importance. We also hold the value of community and the relationship between students and teachers to be paramount. In an online learning environment, this is achieved primarily through the use of technology including, but not limited to: Zoom, Google Workplace, Google Classroom, and FlipGrid. These services, and others, allow our teachers and students to share information, share recorded class sessions and interact with each other at a distance. As such student names and faces may be visible in recordings shared with students and parents. Prior to participating in a class that may involve some form of recorded student presence, we ask that you review our online session recordings policy and complete the question below. Online Recording Policy Please let you IE Casemanager or LSC know that you agree with this policy for acceptance into Seed. Please note that the coursework is managed through Google Classroom.  Family and students must be comfortable with having a student account with Google. Legal Guardians must sign the school forms on the Google Student Policy as part of the admittance process. Students and Family/Guardian will be emailed a "Get to know you form" in September to gather further information and best ensure success/support within Seed. Seed is a 10-month synchronous program (September to June). We require a commitment for the 10 months from a family, student, IE Teacher and EAs to ensure success. Students sometimes hit the "proverbial wall" and may require extra effort from the entire team to climb over and proceed to success in the program. We have seen students who remain committed to a whole school year are successful and return for 2-3 more years in the Seed program. These are celebrated moments of growth. Seed Information Session Recording 2024 SlideDeck Seed Lite Seed Lite is a small taste of the Seed program. It is an ADST module available for Grades 4-8 students in LS and IE and is a great way for a student, family, and teacher to experience the additional support for student success that is at the heart of Seed. Click here  to learn more about the vision and overview of the Seed program. Seed Lite students use tools such as Google Workspace, Read&Write, and Grammarly that allow for natural integration of differentiation in student work. Sample topics include: Digital Citizenship Maximizing Your Learning Style Pixton Hour of Code Google Earth Brush Ninja and Google Slides 2026 Schedule Classes are held on Zoom on Wednesdays at 9:00-9:45am on the following dates: January 28 February 4, 11, 18, 25 March 4, 11 April 1, 8, 15 Required Technology Laptop (PC or Mac recommended; Chromebooks may have limited functions) Webcam and microphone  High-speed internet Application Process The Seed Lite Application must be filled out by an IE RA, LSC or IE Case Manager.  Please communicate with them. If you desire to communicate with Mr. Gibson (Seed Lite teacher) to learn more details and see if this is a good fit for your student, please email to set up an appointment at  bgibson@onlineschool.ca The application deadline is  Thursday, January 22, 2026  at  4:00pm . Seed Lite students are required to have Google Workspace, Grammarly, and Read&Write. Parents can fill out the Universal Supports Form.   Universal Supports Form Once approved for the program, students will have the course added in Encom, and your teacher will email further information, including links to the synchronous classes.  If you have any questions, please reach out to Seed Program Administrator Steve Bastian . Seed Grad (Grade 10) Seed Grad offers two streams where students can build their skills and gain credits towards their Dogwood while working towards success in their Grad program years. To sign up for Seed Grad, please contact your IE Case Manager, Grad Advisor or Learning Services support. Seed Information Session Recording 2024 SlideDeck Overview Seed facilitates a group experience in a creative environment under the guidance and direction of a HCOS Seed teacher. The HCOS Seed program brings students together with Brightspace and universal supports such as Google Workplace, Read&Write, Grammarly other resources, allowing EA or parent support to be given easily. The exciting and innovative virtual tools create expectations that encourage students to strive to reach their potential. Seed successfully captivates students, allowing flexibility and adaptations while working towards completing classes towards their Dogwood. Success Seed focuses on building the BC core competencies, building students' strengths and teaching students how to self-advocate for support. The Seed program sees growth academically, improved executive functioning skills, and an increase of self-confidence, social skills and students taking on leadership within the small group synchronous classes.  Vision Statement Within the Seed model, the goal is that all learning is planted deeply and given the opportunity to be rooted and grounded with solid comprehension. By fully experiencing learning practically and personally with authentic and meaningful projects wherein choice, collaboration, critical thinking, communication, and creativity are a part of the teaching pedagogy, students’ educational experiences will far surpass mere knowledge without experience. Learners will be filled up with the richest of opportunities to grow and blossom into who God has created them to be, and also be provided with meaningful interactions and experiences with the world around them as followers of our amazing, loving God. Ephesians 3: 16-19 Amp. May He grant you out of the riches of His glory, to be strengthened and spiritually energized with power through His Spirit in your inner self, [indwelling your innermost being and personality],  17  so that Christ may dwell in your hearts through your faith. And may you, having been  [deeply] rooted and [securely] grounded  in love,  18  be fully capable of  comprehending  with all the saints (God’s people) the width and length and height and depth of His love  [fully experiencing  that amazing, endless love];  19  and [that you may come] to know [ practically, through personal experience ] the love of Christ which far  surpasses [mere] knowledge [without experience ], that you may be  filled up  [throughout your being] to all the fullness of God [so that you may have the  richest experience  of God’s presence in your lives, completely filled and flooded with God Himself]. 2025/2026 Seed Course Offerings Humanities - total of 12 credits (Taught by Mrs. Chantal Stewart) Christian Studies 10 (details to be announced) English 10 (Literary Studies 10 and Composition 10) Social Studies 10 Math/Science/ADST - total of 12 credits (Taught by Mr. Matt Bacon) Workplace Math 10 OR Foundations of Math & Pre-Calculus 10  Science 10  ADST 10 (Technology Explorations 10, Foods 10, Media 10), Modified program students in grades 10-12 may be successful in joining grades 8 or 9 Seed programming.  This option can be discussed with Seed teachers in consultation Seed Administration and IE RAs. Benefits The heart and soul of the Seed Program and the Seed Teachers is to love, care, and guide each individual student along their own path, fulfilling the academic and social goals of BC’s Modernized Curriculum and Competencies. Through the guidance, inspiration, and support of the Holy Spirit, we, the Seed teachers, hope that the students will experience the knowledge of God’s love for themselves. Benefits of the program include: 1:1 support as needed on a weekly basis through regular meetings with Seed teacher(s) on Zoom. The building of significant relationships between students and teachers Social skill development within a safe group environment. Differentiated lessons to support all learning styles, with multiple ways to present learning.  Preparation for the transition from Grade 10 Seed to other Grad classes through grade-level content and the development of the competency skills needed to be successful. A strong emphasis on growing and developing a student’s personal faith and service-oriented lifestyle. Interact weekly in synchronous classes in order to build relationships with others and gain confidence in oral and presentation skills. Safe Digital Citizenship and gaining increased technology skills. Setting goals and expectations personalized to where a student is in their journey in collaboration with parents, IE teacher, and other supports. Class Connections Individual Meetings Each new student will connect 1:1 for 45 minutes with the Seed Teacher for the first two weeks. After the first two weeks, the 1:1 schedule will be every other week. These time slots are chosen individually in consultation with the Seed teacher. As time is particularly booked to fit the student and teacher schedule at the beginning of the year, changes cannot be made during the year. If a meeting is missed, a make-up time is unavailable; however, each teacher has drop-In office hours that students can attend. Group Meetings Group meetings are on Thursdays. Details will be announced. All meetings are held via Zoom and the links for the meetings will be shared in September. If meeting links are changed throughout the year, they will be communicated to students via Brightspace and/or email. If a connection time is to be missed, please inform the Seed teacher; work due is still expected to be turned in on time. Dates 2026/2027 Onboarding starts September 8-11th Synchronous classes begin the week of Sept 14-18 Nov 2-6: HCOS staff meetings Dec 18-Jan 4: Christmas break Jan 18-22: Report card writing for teachers Mar 15-26: Spring break April 26-April 30: HCOS Connect Classes end the week of May 31 - June 4 Synchronous Class Schedule Times Monday Tuesday Wednesday Thursday  Friday 9-10 Workplace Math 10 Science 10 ADST 10 Foundations & Pre-Cal Math 10  Science 10 ADST 10   10-11 Humanities 10 Technology & Resources Needed and Utilized Either a PC or Mac will work with all software and platforms within Seed Items Needed: Every computer being used for meetings needs to have either a built-in or external webcam. Video is an essential part of the program. In order to be excused from using video in group meetings, it needs to be documented in the IEP and talked about with the Seed teacher to give an understanding of the reasons. Video in face-to-face meetings with the teacher is essential to build the relationship. A noise canceling or sound isolating headset with microphone is a requirement unless a student is working in a completely quiet area. Distractions from background noises cause many students sensory and focus challenges.  A directional microphone or headset with a microphone.  Since many students are sensitive to distracting noises, having a quality microphone that won't pick up background noise is very helpful. Multiple software programs will be utilized at no cost or minimum within the lessons: Google Workspace Apps, including Grammarly and Read & Write. It is important to use Chrome as the student’s browser for doing schoolwork.  Zoom, etc. All instructions with significant 1:1 support will be provided as we use the programs throughout the year. Student Admittance Process The Seed program is only available to Inclusive Education or Learning Services designated students or students who are recommended by Learning Services. If you are unsure, please contact your teacher/case manager to ask more about admittance. To be admitted to Seed: Your IE Case Manager or LSC will complete the Seed application form. (Talk to your IE Case Manager, LSC or IE Grad Advisor).  The student and family will be emailed a "Get to know you form" in order to gather further information and best ensure success/supports within Seed. Complete the Universal Supports Form as it is needed for all Seed students (Please choose Google Workplace, Grammarly, and Read&Write) Students must accept and abide by the privacy policy. HCOS considers the privacy and protection of student information of utmost importance. We also hold the value of community and the relationship between students and teachers to be paramount. In an online learning environment, this is achieved primarily through the use of technology including, but not limited to: Zoom, Google Workplace, Brightspace, and Flip. These services, and others, allow our teachers and students to share information, share recorded class sessions and interact with each other at a distance as such student names and faces may be visible in recordings shared with students and parents. Before participating in a class that may involve some form of recorded student presence, we ask that you review our online session recordings policy and complete the Online Recordings Consent Form . When asked for teacher email, please use the Seed Admin’s email: sbastian@onlineschool.ca Seed is a 10-month synchronous program (September to June). We require commitment for the 10 months, from a family, student, IE Case Manager and EAs to ensure success. Students sometimes hit the "proverbial wall" and may require extra effort from the entire team to climb over and proceed to success in the program. We have seen students who remain committed to a whole school year are successful. These are celebrated moments of growth.  Please contact  Steve Bastian , the Seed Administrator, if you have any questions. IE HCOS Loaned Computers IE Loaned Computers Inclusive Education loaned computers are the property of HCOS, and can be loaned to students for use for their education. Please communicate with your Case manager around details on ordering a computer for loan.  Repairs If your loaned HCOS computer is requiring repairs, please get in touch with your case manager and provide them with this information so they can request repairs for you. Make and Model Details (if possible, pictures/screenshots) of the problems you are experiencing Have all updates been performed Does the computer boot up, or fails in bootup Has the unit been damaged (spills, drops and etc) Have you completed backups of the computer to save student work Student Username and Password for logging into the computer Time Machine Backups For your HCOS Apple Computers, please use the supplied USB flash drive to create a backup (Time Machine) of your computer at least once a month. Here is a video on how to set that up.  PC Backups For your HCOS PC Laptops, please use the supplied USB flash drive to create a backup of your computer at least once a month. Here is a video on how to set that up.  Windows 11 Windows 10 IE HCOS Loaned Computers First Login - PC All new PC laptops from the IE Program are Lenovo's L14s with Windows 11. All Gen 4 versions have been sent out with Windows 11 with a modified login to help simplify the process and have the necessary software pre-installed. Below are screenshots and instructions for the login process. The most important aspect is NOT to connect to the internet until the set-up is fully complete. Turn on your Lenovo L14 computer - please have it plugged in and charging for the setup process. DO NOT connect to the internet when prompted in the set-up. Click "I don't have internet". If you do connect, Microsoft will require you to create or log in to a Microsoft account with your email and cell phone number. Please click the "Continue with limited setup". You can always change the settings later if needed. Type in the Student's Name. Create a memorable password for the student's account. Confirm the Password. Add Security Questions (It will require three different questions with answers). The L14 laptop has a fingerprint sensor; you may add that to the computer for a simpler login instead of needing a password each time. You may also choose "Skip for Now". The Sensor is the power button on the right side above the keyboard. You will need to create a memorable PIN for your login. Please keep this number saved and safe. The computer should now bring you into the normal Windows start-up. Once the computer has opened, you may now connect to the internet. We recommend the first thing you do is go into Windows Security and ensure Virus Threat and Protection is turned on and updated.  If you have questions or need help, please contact tickets@onlineschool.ca for help. Innovations High School Additional Resources & Learning Supports Subscriptions We have plenty of online subscriptions you can access for inquiry, research, and to supplement learning. Find subscription details in SOPHIE  here , and passwords on the  Learning Commons website . Learning Camps/Community Connections You may sign up for our learning camp e-alerts here . By visiting the former website you may also find more info on our Learning Camps and Community Connections programs for the Grad Program. Learning Commons Be sure to visit our Learning Commons (library) and check out all the fabulous resources there. If you need help, you can access Live Chat during weekday business hours in the bottom right hand corner. Adventure Discipleship Program Grades: 10–12 Format: Online + Multi-Day Field Expedition Credits: 12 Credits per Program Year Program Overview The Adventure Discipleship Program (ADP) is a unique educational pathway designed for the adventurer at heart. We believe that stepping out of the classroom and into the beauty of God’s creation offers a distinct opportunity to hear His voice, build resilience, and develop authentic community. In this program, students do not just earn credits; they engage in deep discipleship, build practical leadership skills, and practice outdoor recreational techniques. The semester culminates in a multi-day group expedition, where students apply what they have learned in a real-world setting. The Two Tracks Year 1: Open to accepted applicants in Grades 10–12. The first year of ADP is about laying the foundation. Students are challenged to grow their passion for Christ while exploring the outdoors. The Experience: Students engage in online modules and physical training logs that build toward a Multi-Day Field Expedition. Skill Building: Focus on backpacking skills, navigation, teamwork, and personal spiritual discipline. Certification: Encouragement to gain industry-level certification in outdoor skill areas of choice. Year 2: The Leader Open to students who have completed Year 1 and received a teacher recommendation. For those who have proven their resilience and character in Year 1, the Second Year program offers a chance to step up. The Experience: Students are encouraged to take on leadership roles, under the supervision of professional guides and program teachers. Skill Building: Continued development of leadership dynamics, conflict resolution, risk management, and spiritual mentorship. Curriculum & Credits Successful completion of the program grants students 12 Credits toward graduation. The workload is a hybrid of online readings, assignments, physical activity logs, and the expedition itself. Subject Area Credits Focus Physical & Health Education 4 PHE or Outdoor Education 11/12. Mostly practical application, training routines, and trip performance. Christian Studies 4 Discipleship, Biblical worldview, and faith formation in the context of creation. Leadership 4 Leadership 10/11/12. Specific focus on outdoor leadership, team dynamics, and service. Assessment Approach We view assessment as a holistic process. Students are evaluated through: Online Coursework: Readings, reflections, and assignments. Activity Logs: Verified PE logs and training routines to ensure physical readiness. Field Assessment: Practical skills and leadership demonstrated during the week-long backpacking trip. Application & Requirements Space in the Adventure Discipleship Program is limited. To foster a safe and spiritually focused group dynamic, all students must submit an application and be accepted into the program before being registered for courses. Prerequisites: Year 1: Application packet. Year 2: Completion of Year 1 + Recommendation from ADP teachers. How to Join Please complete the form linked below to let our coordinators know if you are interested in joining a special program at HCOS next year! Innovations Program Interest Form. Advanced Placement Courses What are they? The Advanced Placement (AP) program makes college and university level courses available for students to take while they’re still in secondary school. For students who are interested in extending their learning beyond the grade 12 level, while still in high school, these courses can be a great option. Students can earn additional credits at the high school level by completing these courses and may also be granted first year college or university credits, depending on the post-secondary institution, when the AP exam is taken.  AP courses are overseen by the College Board which is recognized for advanced credit or placement in many Canadian and American universities and colleges. Schools are permitted to offer AP courses from a set list, and are responsible for ensuring that any courses they offer meet College Board standards.  HCOS offers a select number of AP courses, based on the in-house expertise of our instructors and course developers. The list of AP courses offered each year can be found on the HCOS course description webpage and AP exams are written in May of each school year.  How do they work?  In general, if a student enrolls in an AP course and completes all the required components, they will earn 4 external credits for the high school level course. Generally, the additional AP material extends or expands on the concepts and content addressed in the grade 12 level course. In addition, if a student successfully completes the AP exam, university credit may also be granted (see section below) What about the AP Exam? AP Exams are administered at authorized schools and test centers each school year in the month of May. AP course work is arranged so students have ample time to complete the necessary AP work prior to writing the exam in May. This may mean students have some coursework remaining to complete after the AP exam is written, depending on how the course is laid out.  HCOS staff will communicate information relating to the exams offered in Kelowna at our testing centre to students enrolled in AP courses. The exams are marked and scored on a scale of 1 to 5 by college and university professors and experienced AP teachers (not the HCOS AP course teacher). Many post secondary institutions offer credit for AP Exam scores of 3 or higher. Advanced Placement FAQs 1. Do I have to take 2 final exams (the school’s final exam and the Collegeboard’s AP exam in May)?  Most AP courses require an online proctored final exam for you to receive your high school course credit. This exam must be written to receive this credit.  If you want to attempt to receive university credit through the College Board that exam takes place in May. Please note that the AP and school exams are separate from each other. Some course teachers will accept the AP Exam in lieu of the final exam for the course. This is a teacher by teacher decision and once enrolled, you should discuss your options with your course teacher.  2. Do I have to create an AP student account?  If you plan to write the AP exam in May, you will need to create an AP student account. This will allow for our school to order and book your AP exam. By creating this account, it will also give you access to additional material that your teacher may require as a part of your course.  3. What if I don’t live close to an AP exam location?  We only offer AP exams in the Kelowna area. Students who cannot travel to our exam location are welcome to reach out to a local school with an AP program to request they order and exam for them. You will need to connect with the AP Coordinator at the local school as they will need to provide you with an exam only join code . You will also need to inform our offices so that we can adjust your registration with our school. Students should do this prior to November as many schools submit their exam orders mid-November and late fees may apply to exams requested after the November order date.  4. Can I take the AP Exam at my own school (school of record)?  Yes, you may write your AP Exam at your school of record if they offer AP exams.  You will need to connect with the AP Coordinator at your school as they will need to provide you with an exam only join code . You will also need to inform our offices so that we can adjust your registration with our school. Students should do this prior to November as many schools submit their exam orders mid-November and late fees may apply to exams requested after the November order date.  5. How much does it cost to take the AP Exam? The cost to write each AP exam is $200. This cost is the responsibility of the family to cover.  6. How do I register for the AP Exam? After creating an account on the College Board website you will want to login at myap.collegeboard.org. Click the Join a Course or Exam button . Before you do this, make sure you have the six-Character join code from your teacher. You’ll need it to join a class section.     Enter the join code your teacher gave you and click Submit. Make sure the information that comes up is for the course you’re taking. If it is, click Yes If you need to make any adjustments to your exam registration, such as in you no longer want to write the exam or yes you would like to write, please email Johanna Martz at:  johanna.martz@bconlineschool.ca   7. What is the AP Exam registration deadline? There are two AP Exam registration deadlines in a year. The first one is in the middle of November for students who enrolled in the course before this time. The second deadline is in the middle of March. Information will be sent by course teachers and our office informing of upcoming deadlines. Booking Textbooks Please note: This is for Individualized Patrons with Encom Passwords. Logging into the Search Portal: Click on this link: https://hcs.insigniails.com/LibrarySAML/Home   You will see the Search Portal menu below; click on Login in the upper right-hand corner.  You will log in with your Encom username and password. If you have forgotten your password, choose the ‘forgot password?’ link, and the site will send it to your email. To find out your username or password, email tech@onlineschool.ca . You may arrive at this page if coming from the Learning Commons website. If so, click on the SAML link and follow the instructions above. Physical Resource Limits For Textbooks High School Textbooks are loaned out for up to 8 months with 1 month renewal option. Physical Resource Limits For Other Resources The loan period is 10 weeks, except for textbooks, so please consider aligning your return dates with other bookings. You receive eight free shipments (4 return trips). Searching We have curated the textbook list into Topic Lists, making it easier to find and book them. Click on the icon that says “Topic Lists”. The next screen will show a list of topics by grade and subject. Click on the applicable icon: The l eft scroll bar has subjects - click on the subject and scroll to view titles. If you hover over the title, a balloon pops up with information about the title. Not all browsers load all of the pictures (Chrome), so you may want to use Firefox or another browser.  Click on a book cover, then click on the Title. You will be taken to the Title Details page, where you can book by clicking the Book Item icon. Booking items A calendar will appear When you click “Book Item” (see image below). The small red numbers indicate how many copies are available on that requested day. In the top right corner you will see your unique shipping “Site,” which shows the number of shipping days (HCOS5). In the screenshot above, we’ve selected HCOS5, which means this patron is five shipping days away from Kelowna. Be sure to choose a date that allows the number of shipping days before you want to receive your items. The system will automatically change your date to allow for the correct shipping days. Click on the date. In this example, March 6th was chosen. Next,  click “Book Items”.  Shipping days are marked in orange on the calendar, excluding weekends and holidays. These days are added to the booking date before and after to determine the shipping timeframe. A pop-up will confirm if your booking was successful, and you will receive a confirmation email. View your bookings Hover over “My Account,” then “My Borrowing,” and then select “Booking.” You can view all of your bookings for the year. Hover over “My Account,” then “My Borrowing,” and then select “Future Bookings": You will see: The booking loan period with  Shipping to and from days The Cancel button - click to cancel your booking Edit Booking button - click to change your date View due dates and renewal options for items out. To renew your items: Hover over the “My Account” icon. Click on “My Borrowing” and select “My Loan.” View the Due Date Choose to renew all items at once by clicking Select All, then Renew All, or just one item by clicking the Renew  button . Note: Items cannot be renewed if another patron has booked them. If available, renewals are for 4 weeks . Career Life Education & Career Life Connections Courses This page is designed to outline the differences in the Career Life Education (CLE) and Career Life Connections (CLC) offerings at HCOS.  Career Life Education should be taken before Career Life Connections.  The Ministry of Education has outline the rationale and goals for the new K-12 Career Education offerings: Rationale Today’s graduates must be able to adapt to ongoing change in many aspects of their lives. For most people, career life planning will not be a matter of making one major decision and living with it for a lifetime. Instead, purposeful career-life development, where students learn how to set personally meaningful goals, recognize and cultivate relevant opportunities and supportive relationships, and continually re-evaluate and revise their plans, is a requirement for educated citizens in an ever-changing world. Educated citizens are lifelong learners who continually build on their self-awareness about evolving interests and strengths, and who are able to use this personal knowledge to inform their career-life choices with flexibility as opportunities and challenges arise. Career Education fosters development of the confidence, knowledge, and competencies necessary to succeed in personal, educational, and workplace contexts throughout life. From Kindergarten to graduation, the Career Education curriculum offers students many opportunities to explore and develop personal interests, strengths, and competencies while making connections with experiential learning, career life possibilities, and preferred post-graduation opportunities. Under the guidance of their teachers, students discover that career life development with intent is not simply figuring out what they want to be when they grow up, but a lifelong journey of being and becoming who they want to be in the world and how they can make meaningful contributions in their communities. Career Education includes reflection on learning experiences both in school and out of school, and facilitates connections with communities and networks to support personal career-life interests and goals. The Career Education curriculum aligns with the First Peoples Principles of Learning, highlighting a holistic view of students placed at the centre of their learning, and recognizing the importance of experiential learning, guidance from mentors, and community involvement. Goals The Career Education curriculum contributes to students’ development as educated citizens through the achievement of the following goals. Students are expected to: recognize the need to be adaptable, resilient, and flexible in order to meet the ever-changing opportunities and challenges of today’s world understand how ongoing purposeful career life development contributes to the success and well-being of individuals, communities, and society build personal career life development capacity to effectively learn and grow new interests, knowledge, skills, and competencies throughout their lives develop awareness of their personal strengths, competencies, values, and passions, and use this self-knowledge to inform career life choices communicate and interact collaboratively with others, valuing diversity of people, perspectives, worldviews, ideas, and opportunities explore a range of experiences, roles, and opportunities in personal, educational, and workplace contexts to advance their personal career-life journeys HCOS Grad Program Offerings In Encom you will see Career Life Education and Career Life Connections offered at all three grade levels (10, 11 and 12). This is because we want to work flexibly with our students to have them complete the courses when it is best for them in their educational journey.  Requirements: Students must complete Career Life Education and Career Life Connections before graduating. You only have to complete the course once! Career Life Education should be completed prior to taking Career Life Connections.  HCOS offers both Career Life courses as online courses and individualized courses. Please connect with your Grad Advisor to plan the best time for you to take these as well as which course option is best for you!  Comparative Civilizations Program: European Expedition History, Faith, and Art Brought to Life For Students in Grades: 11 and 12 Format: Synchronous Hybrid Coursework + Overseas Travel Credits: 12 Credits To express interest in joining the Comp Civ program, please complete this form . Program Overview The Comparative Civilizations Program is an intensely spiritual and life-affirming experience designed for Grade 12 students ready to broaden their worldview. This program moves beyond the textbook, inviting students to walk the streets where history was written and faith was forged. This program is a "blended multi-credit travel program." It combines rigorous academic inquiry with the transformative power of travel, allowing students to explore the shifts in human thought, art, and religion through a Christ-centered lens. Curriculum & Credits This program offers a flexible, heavy-weight credit opportunity. The coursework is designed to best fit your particular interests and transcript needs. The Core Bundle Students choose three courses from the following list to form their core curriculum: CompCiv – Art Studio 12 CompCiv – Christian Studies 12 CompCiv – Comparative Cultures 12 CompCiv – Philosophy 12 CompCiv – World Religions 12 (All courses include the overseas travel component). Major Units: The Four Epochs The curriculum is structured narratively across four major historical and philosophical eras, guiding students through the development of Western civilization: The First Epoch: In the Beginning The Second Epoch: Shifts in Thought The Third Epoch: A Glorious Interruption (Tensions and Transitions) The Fourth Epoch: Triumphant Human Assessment & Format This is a synchronous hybrid course. It requires consistent engagement both online and in the field. Assessment Approach: Weekly Engagement: Participation in weekly synchronous lectures is required. Coursework: Completion of 12 weekly assignment sets. Experiential Learning: A major Field Assignment completed on-site in Europe. Extended Study: Options available for students wishing to go deeper into the material. Application & Inquiries Space for the European Expedition is limited and requires careful planning. For more information about specific coursework, credit combinations, or the travel itinerary, please contact: Mr. Benjamin Robideau or Mrs. Caroline Thomas.   Duration: approx 10-12 days in the last three weeks of March. Program Fee: approximately $4000.00 How to Join:  Please complete the form linked below to let our coordinators know if you are interested in joining a special program at HCOS next year! Innovations Program Interest Form Course Options HCOS offers the flexibility to design a unique High School experience with a variety of different learning options. All courses provide credit towards the BC Dogwood Diploma. Online Courses HCOS’ online course catalogue provides engaging online learning and all the resources needed to cover course content, curricular competencies and help students to grow in the core competencies. All courses are supported by a passionate subject specialist and are hosted in our learning management system, Brightspace. HCOS offers two flexible pacing options: Asynchronous : work at your own pace to complete the course within twelve months from activation date. Synchronous cohorts : work at the same pace as your peers, meeting regularly on Zoom with your online teacher. Hybrid Courses HCOS offers hybrid courses, where families choose the curriculum from a list of popular options. Our teachers will guide students through completing the course competencies by using the chosen curriculum and additional supplementary material as needed. Hybrid courses can be completed at any pace over twelve months with the support of a subject specialist teacher and are hosted through our learning management system, Brightspace. Individualized Courses HCOS is known for its flexibility and willingness to personalize student learning through individualized courses. Individualized courses are offered at any pace, with up to one year to complete the course. The student and the family will work alongside a subject specialist to create a Student Learning Plan (SLP) where they can help design a course that is suited to the students strengths and interests while covering the course content, curricular and core competencies.  Individualized courses rely heavily on students being self disciplined and responsible to complete work independently, as outlined in the SLP. The teachers are available to suggest resources, identify expected work samples, give feedback and assess student performance. Regular, ongoing communication with the teacher is expected to allow for meaningful support of student learning. Course Selection Instructions New Students: Once your application has been accepted by your Academic Advisor (AA), you or your parent can log into Encom and select your courses using their parent account. Visit the Encom Access & Icon Explanation page if you need assistant logging into Encom.  Returning Students: You must have re-enrolled first in order to choose your courses for the upcoming year.  To Re-enrol for the next school year, log into Encom with your parent user name and password. Click on the Re-Enrollment icon and follow the prompts. Be sure you are in the correct school year by clicking the Calendar icon  in the top right of the Encom page. You need to ensure you are selecting courses for the correct school year.  Course Enrollment When you have successfully logged in to Encom, click on the Course Selection button.  If you don’t see that ‘Course Selection’ icon, please check that you’ve logged in to Encom using a parent account and not a student account.   Courses that have the same grade level of the student will appear by default. For example if your student is in Grade 11 in the chosen school year, Grade 11 courses will appear. You can use the Quick Search bar in the top left to search the courses, or scroll through the list.  If you'd like to select a course from a different grade level. Click the Advanced Search button in the navigation bar. You can then navigate to a different grade level. Students are permitted to take courses at different grade levels, provided they’ve completed the necessary prerequisites.    When you've found a course you'd like to add. Click on the course title. You will then be taken to a short description of the course, and some more information. Verify that you are selecting the correct course (online or individualized) and click the Add Course button.   You then need to select the pace at which you'd like to complete the course from the drop down menu provided:   Please note: Linear means you plan to work on your course all year long, beginning in September First Semester means you plan to start and finish a course in September and finish in January/February Second Semester means you plan to start a course on or after February 1.   Continue selecting additional courses in the same manner until you have finished adding courses.  Once you have completed all of your selections, you must Review and Save.   If you are not confident in your selections or unfinished, do not click Review and Save. Once you click the option, you are locked out of course selections and will need to contact your Grad Advisor to make additional changes. 8. To view the courses for your student, click on the Home button in the upper left of your Encom profile. 9. Then click on the  Course List button on the main Encom page to view your complete list of enrolled courses.   Course Withdrawals or Changes Students and parents can request course withdrawals or changes during the year, however there are some implications that need to be acknowledged when changes are made to courses that are in progress. If you withdraw from a course in which you were activated (in progress), you will need to wait one year from the time of withdrawal before you can enroll in the course again. This is a Ministry of Education regulation. The other alternative is for you to take a failing grade. If you have a failing grade, you can retake the course, starting anytime. Please note that if you are dropping an individualized or hybrid course, your student's resource allotments might be affected. Contact your Grad Advisor if you have any questions. To proceed with a course withdrawal or change, please complete this form. DAS - District Authority Scholarships Purpose of Scholarship Program The District/Authority scholarship is awarded to 5,500 high school graduates who have demonstrated excellence in their chosen area. The Ministry of Education and Child Care sets core eligibility requirements and general guidelines; local scholarship committees determine awarding criteria and select their conditional recipients. The Ministry confirms that the selected students have meet basic criteria and then sends these confirmed recipients a $1,250 scholarship voucher. They may redeem this voucher with the Ministry to be reimbursed for tuition paid after they are attending a post-secondary institution that is  designated by the Province of B.C.  (i.e., approved for Canada Student Loans) or a program provider that is approved by  SkilledTradesBC . Students have five years to  redeem their District/Authority scholarship vouchers; an expiry date is printed on each voucher and extensions are not possible. HCOS is awarded an allotment of scholarships through FISA to distribute to applicants each year. Applications will open in late February and close end of April.  How to Apply Students in Grade 12 will be emailed when applications open for the DAS awards. They will receive the application form and instructions for submitting the needed materials. Students will need to choose 1 category from the list below to apply in, and will be required to submit a portfolio of their learning, experience or expertise in that area.  Students will also need to provide one reference, who is not of relation to the student.  Apply Now: Application Deadline - April 28th, 2026 District Authority Scholarship (DAS) Application Form- 2026 District Authority Scholarship (DAS) Reference Form - 2026 Categories for Scholarships  Area of interest Examples Applied Design, Skills, and Technologies Business, Home Economics, Media Arts, Technology, Tourism Community Service (Volunteer Activity) Includes awareness of local, global, and cultural issues Fine Arts Dance, Drama, Music, Visual Arts Indigenous Languages and Culture Demonstrated at school or in the community Languages External Assessments or Languages Curriculum, including AP and IB courses  Physical Activity (and Health) Athletics, Dance, Gymnastics Technical and Trades Training Coding, Culinary Arts, Mechanics, Robotics, Woodwork Notification of Scholarship Recipients Spring: conditional recipients notified by their district/authority September: conditional recipients checked against eligibility requirements November: paper scholarship vouchers mailed to confirmed recipients Disbursement Criteria Students selected as conditional recipients of the District/Authority scholarship must satisfy the following requirements  by August 31 of their graduating year  to be confirmed as a recipient and receive their scholarship voucher: Meet core eligibility requirements Must be a Canadian citizen or permanent resident (landed immigrant) and have that on record with the school at which you registered for Grade 12  Be a B.C. resident Be or have been in the school year for which the scholarship is awarded: Enrolled in a British Columbia public school (including online learning schools), or Enrolled in a Group 1, 2, or 4 British Columbia Independent School, or Enrolled in a Continuing Education Centre, or Registered as a  homeschooler  with an eligible school in British Columbia Complete all graduation requirements, and be on record as having graduated, by August 31 of the scholarship awards year Scholarship awards years operate from September 1 to August 31 Fulfill the graduation requirements of either the  B.C. Certificate of Graduation  (Dogwood Diploma) or the  B.C. Adult Graduation Diploma  (Adult Dogwood) Meet criteria determined by the student’s local scholarship committee, including demonstration of outstanding achievement in one of the areas listed above. HCOS will let the Ministry know our scholarship recipients, final notification will come from the ministry provided all requirements have been met.  Scholarship Committee As per the HCOS Scholarship and Bursary policy : The Scholarship Committee will be composed of a minimum of 3 individuals from the HCOS community, with the majority of members being involved in the Grad program in some capacity. Committee members may include HCOS employees, contractors and/or support personnel. Scholarship committee members will be appointed by the Head of Schools and Chief Operating Officer, based on nominations from the Director of the Grad program.  Role of a Scholarship Committee Member Scholarship committee members will:  Meet with other committee members at least once in January to confirm the number and type of scholarships to be awarded for that school year. The committee will appoint a chairperson to communicate with the HCOS Director of Grad as outlined below.  After the January meeting, the Chairperson will communicate with the Director of the Grad Program regarding application forms, application deadlines, and scholarship award criteria Ensure online application forms are functional and student applications are being forwarded to Chairperson for distribution to all committee members.  HCOS Director of Grad will then communicate the opening of the form to eligible grade 12 students.  Meet with other committee members after the closing of the application form to evaluate applications and determine award recipients. Designate a committee member to communicate this information to the HCOS Director of the Grad Program before May 31st of each calendar year.  Students will be informed of award recipients at HCOS graduation ceremonies. Certificates and letters will be distributed at those events. Designate a committee member to communicate names of scholarship recipients to Data Manager for printing of certificates and award letters Ensure certificates and letters are received by HCOS Director of Grad prior to Graduation If a student does not attend, the HCOS Director of Grad will ensure the certificate and letter will be mailed directly to award recipients.  Chairperson will track and collect confirmation of enrollment letters and tuition receipts. The Committee Chairperson will communicate with the HCOS Chief Operating Officer when award recipients have provided correct documentation so scholarships can be paid.  Conflict of Interest and Confidentiality Members of the Scholarship Committees operate under the confidentiality expectations outlined in the KCCS confidentiality agreement signed by contractors and employees. In accordance with this agreement, Scholarship Committee members are required to declare any real or potential conflict of interests and to abide by the Conflict of Interest and Confidentiality policies. In the case of an immediate family member or close associate applying for a scholarship, the scholarship committee member will recuse themselves from having input and voting on the eligibility of that applicant and the decision to award a scholarship to that individual.  Dual Credits The ministry of education has provided an option for students to be involved in dual credit programs where they enrol in and complete post-secondary courses or training and also earn secondary (high school) credits at the same time. These dual-credit programs are stand-alone agreements set up between a specific secondary school and a specific post-secondary institution, usually within the same school district.  Heritage Christian Online School does not currently offer dual credit course offerings for our Grade 10-12 students. With grade 10-12 students in each of the 60 school districts across the province, we do not have the resources to create and maintain the ongoing unique agreements with each of the post secondary institutions or secondary schools in these districts that offer dual-credit enrolment.  Students interested in dual credit courses are encouraged to explore options for cross-enrolment with their local secondary schools and your grad advisor is happy to help you create a schedule and plan for graduation that includes any information on local dual-credit options you bring to them.  For more information on Dual Credits please visit the Ministry of Education website. English Language Arts Options in Grades 10-12 This page outlines the available options as well as requirements for the English Language Arts (ELA) options in Grades 10 through 12. English Language Arts under the new BC Curriculum provides students with more options to learn their English skills and materials in methods and manners that are more applicable to each unique student. As such, there is choice in what students may do to achieve the required credit. Grade 10 Requirement Choice Example Students must completed 4 credits of ELA 10. Courses are 2 credits each - meaning students must select a minimum of 2 courses or a combined offering. Any additional courses taken count towards elective credit for graduation. 2 Credit Options, Composition 10 (Online/Individualized) Creative Writing 10 (Individualized) Literary Studies 10 (Online/Individualized)  New Media 10 Individualized  Spoken Language 10 Individualized  4 Credit Options,  Composition 10 and Literary Studies 10 Combined Online Course (4 credits) Composition 10 and Literary Studies 10 Combined Online Synchronous Course (4 credits) Sarah has strong writing skills and has aspirations to explore Journalism when she graduates. She would like to focus on courses that help her enhance her writing. Because she needs 4 credits to satisfy graduation requirements Sarah will take: Composition 10 Individualized and Creative Writing 10 Individualized Jonas enjoys taking online courses and doesn't want to have to concern himself with taking two separate courses. He will enroll in the Composition 10 and Literary Studies 10 Combined Online courses which satisfies all 4 required credits. Please see the below for more detailed information on the HCOS choices available for grade 10 Language Arts.  Grade 11 Requirement Choice Example Students must completed 4 credits of ELA 11. Any additional courses taken count towards elective credit for graduation. All options are 4 Credits Composition 11 (Individualized) Creative Writing 11 Individualized (4 credits) Literary Studies 11 (Online/Individualized)  New Media 11(Individualized)  Spoken Language 11 (Individualized)  Bailey likes the idea of presenting and using her skills as a drama student to share her learning. She likes to orally present her learning and will enroll in Spoken Language 11 Individualized. This course satisfies all credits required for her at the Grade 11 level. Thomas likes to create and edit major video productions. This is a passion area of his and writing is not his strongest ability. Although there is a writing component to New Media 11, the content is focused around different media types, one of which is video. This course is the most appealing to Thomas' strengths and passions and satisfies all requirements for ELA 11. Grade 12 Requirement Choice Example All students must take English Studies 12 OR First Peoples English Studies 12 in order to graduate. Any additional courses taken count towards elective credit for graduation. All options are 4 credits English Studies 12 (Online/Individualized) - required course English First Peoples 12 (Online) Composition 12 (Individualized) Creative Writing 12 (Individualized) Literary Studies 12 (Individualized) New Media 12 (Individualized) Spoken Language 12 (Individualized) In order to graduate, all students must take English Studies 12 or First Peoples English Studies 12. Any additional courses taken at the Grade 12 level count towards elective credit and the grade 12 required credit for graduation. Students are required to take 4 credits of Indigenous Course Credits before graduation. English First People's courses count towards this requirement. English Language Arts 10 Options Students need  two  of the following 2 credit course options in order to receive the required four credits of English 10.  Since many curriculum options are a combination of two of these already, students can take a combined approach and often only need one curricular resource.  Many of the recommended curricular selections below are available to borrow from the HCOS Learning Commons. All ELA10 courses can be adapted in accordance with IEP recommendations. COMPOSITION 10 (2 credits)  is designed for students who would like to strengthen their skills in expository, opinion, persuasive, descriptive and/or narrative writing. This course provides students with the opportunity to: explore and create coherent, purposeful compositions read and study compositions by other writers and consider their value as models for the development of students' own writing develop their craft through processes of drafting, reflecting, and revising. Composition 10 is incorporated into many of our  HCOS online, hybrid, and community connections  options.  Curriculum suggestions for a focus on Individualized Composition 10 are as follows: Power in Your Hands , Byline , IEW Structure & Style, Level C, Essentials in Writing , The Elegant Essay , Bravewriter, Write Shop II , Jump In LITERARY STUDIES 10 (2 credits)  is designed for students who are interested in the literature of a particular era, geographical area, or theme, or in the study of literature in general.  Giving students the choice of a range of literary topics allows them to follow their passion and at the same time: increase literacy skills through close reading of appropriately challenging text develop balance and broaden their understanding of themselves and the world develop higher-level thinking and learning skills Literary Studies 10 is incorporated into many of our  HCOS online, hybrid, and community connections  options. Curriculum suggestions for a focus on Individualized Literary Studies 10 are as follows:  Windows to the World,   Illuminating Literature: When Worlds Collide,   Illuminating Literature: Characters in Crisis, Teaching the Classics,   Essentials in Literature, The Art of Poetry ,  Nelson Literacy 10 , Progeny Press , HCOS Book Club or Lit Camp CREATIVE WRITING 10 (2 credits)  is designed for students who have an interest in creative expression through language.  This course provides students with the opportunity to: express themselves creatively develop their skills through the writing and design processes.  Creative Writing 10 can be approached as a  hybrid course  or as an individualized course.  Curriculum suggestions for a focus on Individualized Creative Writing 10 are as follows:  One Year Adventure Novel,   Byline , Writing Fiction in High School, Jerry Jenkins Jumpstart, National Novel Writing Month , Young Writer’s Workshop   SPOKEN LANGUAGE 10 (2 credits)  is designed for students with an interest in performance, storytelling, spoken word poetry, or public speaking.  This course provides students with an opportunity to: develop their spoken communication skills through processes of questioning, exploring, and sampling  study, draft, and use language to create original pieces in a variety of modes.  Spoken Language 10 can be approached as a  hybrid course  or as an individualized course.  Curriculum suggestions for a focus on Individualized Spoken Language 10 are as follows: IEW Speech Boot Camp , Lightning Literature Speech , Theatre Folk Resources , Skit Guys,   The Art of Poetry , Poetry in Voice   Credit can also be assigned for participation and achievements in community theatre, storytelling, spoken word, Toastmasters, 4H or Cadets Effective Speaking programs. NEW MEDIA 10 (2 credits)  is designed for students with an interest in media, journalism, film, or digital communications. This course provides students with an opportunity to develop a program of study centred on personal interests, needs, and abilities,  allow for a range of local delivery methods recognize that digital literacy is an essential characteristic of the educated citizen.  New Media 10 can be approached as a  hybrid course  or as an individualized course.  Curriculum suggestions for a focus on Individualized New Media 10 are as follows: Nelson Literacy 10 , Byline ,  Movies As Literature , Teach With Movies , C.I.V.I.X News Literacy , Media Smarts Canada,   Curio, Student News Daily, Propaganda Critic , Social Assurity Grad FAQs For more detailed information on the Grad program at HCOS, requirements for graduation, course selection and planning, please see our series of Orientation Week videos here.  Do you have face-to-face opportunities for kids?  Yes, we offer face-to-face opportunities in two different ways: CC+ and Online Synchronous courses . In a CC+ students will meet in a location and take courses together with a certified teacher; oftentimes a CC+ will include taking multiple courses together (such as English, Social Studies, and PE). We only offer CC+ in certain areas though such as Abbotsford and Chilliwack. In an Online Synchronous course students will meet virtually over Zoom once a week with a certified teacher and the rest of the students taking the same Online Synchronous course. These classes will occur from September to June for 1 hour Zoom sessions. What formats are courses provided in at the Grad Program? We have four different formats for many of our courses in the Grad program. It's important to note that not all courses are available in all formats... so it's good to check with your Grad Advisor as you are planning.  1) Online Synchronous - this option uses the online courses that HCOS has written, and also has the added benefit of weekly zoom meetings with your course teacher. The student cohort in these classes work together at about the same pace, beginning in September and finishing in June.  2) Online Asynchronous - this option also uses the same online course as the synchronous course, but students have the flexibility to work at their own pace, as well as start and end on dates that may fit their unique schedule.  3) Hybrid - this course option is designed for students who need some guidance and structure in a course but are also looking for a bit more flexibility. This course format may provide resources, suggest assignments, give project ideas, etc. and allow for more freedom and student choice. By design, they also benefit from more parent oversight and support as students don't have daily lessons to complete. Instead, students learn material independently and then submit samples that demonstrate the culmination of their learning. 4) Individualized - this course option is designed for students who have a plan that doesn't 'fit' one of the above options. This could be because you have a particular curriculum you want to use, you are involved in a unique learning opportunity, or you just have a really great idea that is a bit out-of-the-box. This option requires the student to work with the course specialist teacher to outline the course expectations, select resources to use, identify what work samples will be submitted, and how assessment will be done.  Can I use a combination of online courses and individualized courses? Yes! One of our core values as a school is flexibility. Students enrolled in grades 10-12 have the freedom to blend their course planning to include online, hybrid and individualized courses to meet their specific needs and strengths. Most of our core course options can be taken in any format, and many of our electives are available in multiple formats as well, so students have lots of choice.  Who do I go to if I have questions about the grad program or need help planning my grade 10-12 years? In the grad program at HCOS, each student is assigned a grad advisor (GA) to provide guidance throughout their time in the grad program. This GA is your 'go-to' person for general questions, help with course planning, advice on post secondary preparations, accessing learning service supports, and any other type of support you may need as you work towards your graduation goals. If you have questions relating to a specific course, an assignments or teacher feedback then you need to connect with that course teacher for help or more information. In the grad program, how do I know my Individualized course teachers’ email? All of our HCOS teacher emails follow the same format: firstname.lastname@onlineschool.ca If you aren't sure what your teachers name is (or how to spell it), there are a couple of ways to find your course teacher's email address. On your Encom home page, find the box called 'List of Courses'. This should list all the courses you are enrolled in and from there you can can click on your teacher's name to see their email address,  OR On your Encom home page click on the report card box. At the top all the courses you are enrolled should appear along with the teacher's name beside them. Click on the teacher's name to email them.  How do I see teacher comments for my child’s assignments in Online Grad courses? Parents have their own Moodle login capabilities (using their own Encom account information). Once a parent logs in to Moodle they can look over their children’s pacing guide to see if they’re on-pace or behind, they can see their current course grade, and can also check the marks on individual assignments which will include feedback and comments from teachers. (Moodle is still there for the next year 2023 for students who are finishing old courses; otherwise, we have transitioned to Brightspace).  My child is working on Math 11 but I don’t see this on the transcript; why not? Unofficial transcripts (and official transcripts) only show completed courses. Any courses that are still in progress, or that your student is still working on will not appear on the transcript. Once a teacher enters a final grade for a course indicating a student has completed the course, our data department reports that final grade and it will appear on a student's transcript. Courses that a student withdraws from also do not appear on the transcript.  Do I have to complete the grade 10 and 12 provincial assessments? Yes, the ministry expectation is that all students in grade 10 will write the numeracy and literacy 10 assessments. this gives students the opportunity to re-write the assessments if they want to improve their scores before grade 12. These assessments are required to receive a Dogwood Diploma in BC. The literacy 12 assessment is also required for graduation and so must be completed by students in grade 12.  It's important to note that officially, all students are working towards the Dogwood Diploma. Once a student turns 18, they may then declare their intent and move to the Adult Dogwood program. The Adult Dogwood program does not require assessments to be written at this time. However, some post-secondary institutions have indicated that they prefer to see those assessments have been completed when looking at adult student applications.  Where do I go to complete Provincial Assessments?  There are a few options for students when it comes to writing provincial assessments. 1) The simplest option is to sign up for an HCOS assessment site. We typically host an assessment location in Kelowna and the lower mainland in each assessment session, but often we have additional locations (based on student numbers) such as Nanaimo or Victoria. 2) The other option is to write your assessment at a local school. This option is totally dependent on each individual local school's plans and it's important to note that not all schools run assessment sessions in all 4 assessment windows. If a school is willing to host one of our students, we are happy to make those arrangements, but this option isn't always possible and is dependent on a number of factors outside of HCOS. 3) IE students who are eligible for a private location can write at a location set up by their case manager, with a private invigilator and other accommodations in place. This can only be arranged through a student's Case Manager.  How many classes do I need to complete to graduate? There's no easy answer for this as there isn't a set number of 'classes' a student needs to complete. Instead, graduation is based on the number of credits a student earns, and in specific content/course areas. Your Grad Advisor can give you more guidance on this, but in order to graduate in BC, you need a total of 80 credits, and some of those credits must be completed in certain courses or subject areas.  The majority of courses that HCOS offers are 4-credit courses. Some exceptions to this are: English Language Arts 10 courses: there are 5 options here that are each 2-credit courses. Students must complete two of these courses for graduation Christian Studies 10-12: students have the option to do a 2-credit option here, if they choose.  If the need arises, can my child integrate back into a campus school? Yes, the credits students earn for completing courses through HCOS are reported to the Ministry. Students can continue to build their transcript at another educational institution of their choosing. I re-enrolled into the Grad program yet I don’t see any curriculum funds. In K-9 I had $600 Where are the funds? In the grad program, funds are allocated differently than they are for K-9 students. In the grad program you will be given access to $50 of curriculum funds for each individualized or hybrid non-core (elective) course. This would include courses such as a fine arts course, ADST, and active living 11/12. Online and Core subjects courses do not receive any curriculum funds. Online courses have all the resources needed supplied through the online course shell, and our learning commons has textbooks available for students to borrow for a full school year when enrolled in hybrid or individualized core courses.  That means if a student does not enroll in any elective Individualized or hybrid courses, there is no funding allocated to the student’s resource budget. How much communication should I expect with my teachers? Teachers will often communicate with parents when students enroll in their course. From there, teachers will send email communication throughout the school year for important info and dates such as report cards, etc. Additionally, teachers will connect with parents if they notice that students are behind or doing poorly, but may also send communication to parents when students do something spectacular. Feedback provided in Moodle is also a common method of communication and interaction with students.  Do you offer summer school? Yes! Online courses are open through the summer session.  I attend another school. Can I take one or two courses with you? Yes, you can sign up for courses through our cross enrolled division, www.bconlineschool.ca .  When is the last day of school? Students have up to 1 year to complete their grad program courses. Typically students will complete their courses from September to mid-June. Anything submitted by mid June will be reported during June report cards, however if students have yet to complete their courses they are welcome to continue working during the summer term.  Will I get to choose my teacher?  We do our best to provide different options for courses and teachers across the grad program. Teachers are assigned their courses in the Spring for the following school year. For example, Teacher A will be teaching Online English 11, and Teacher B will be teaching Individualized English 11.  How many hours per weekday should we be doing school at home? Because student course loads vary in number, this will vary depending on the courses chosen in any given year.  A student can expect to work approximately 4-6 hours a week per course if they spread their course work over 10 months. Grad Planner - For Families As students enter the grad program at HCOS (Grade 10-12), they begin building their transcript and accumulate credits towards a Dogwood Diploma. The Grad Planner in Encom is used for planning and tracking student progress through the various graduation requirements in BC.  The Grad Planner seen in Encom reflects the graduation program a student is currently enrolled in. The examples below are all from the Dogwood diploma planner, but planners also exist for the Adult Dogwood and School Completion certificates. The planner format will automatically update with the appropriate planner and requirements when a Grad Advisor updates the Graduation program a student is enrolled in as required. The Grad Planner gives an up-to-date summary of what courses have been completed, courses in progress or enrolled, and courses or credits still required for graduation.  Courses completed at schools outside of HCOS need to be manually added to the Grad Planner. Please inform your Grad Advisor when these are completed.  How do I see my student’s Grad Planner? Please note, Grad Planners are only set up and available for students as they prepare to enter the grad program. Initial setup of the Grad Planner will take place as students meet with their Grad Advisor in the spring of Grade 9. You can access your student’s grad planner by logging into Encom . For more information on how to access Encom please see here. Once logged in, click the See More Items for this Student link at the bottom of their overview.  Select 'Graduation Planner' to open up your student's grad planner. The next screen will take you to your student’s Grad Planner. If you see: Please contact your Grad Advisor and they will create a planner if needed. What Am I Looking At? There are two main components to the Grad Planner.  Part 1: Overview At the top is a summary that gives an overview of what courses a student has completed, is currently enrolled and/or active in, and what requirements still need to be completed. A green box with a check mark indicates the student has successfully completed that requirement for graduation.  An orange box with a clock indicates the student is currently enrolled in a course(s) with HCOS that satisfy that requirement. The course may or may not be yet activated. A grey box with an ‘X’ indicates that the student has not yet enrolled in or completed one or more courses that will fulfill that requirement. The ‘Credits’ column gives a quick snapshot of the categories where a student has completed the required number of credits, and which categories have not yet been fully addressed. The ‘Legend’ box explains the icons that are used below in the more detailed, second portion of the Grad Planner.  Part 2: Detailed Course Requirements The overview is followed by a more detailed description of the student’s current overall standing. This includes information on completed courses, courses in progress, and courses the student may want to plan for in future semesters.  At the bottom of the Grad Planner, you will see a section named ‘other’ that summarizes important requirements for graduation.  For example, the student below has three courses that meet the grade 12 required credits. They have completed Spanish 12, are enrolled and active in Entrepreneurship 12 and are enrolled in Anatomy and Physiology 12. This will satisfy 12 of the 16 required credits, however both English Studies 12 and Career-Life Connections still need to be completed before this section can be marked ‘complete’ as these are both required grade 12 level courses.  The student below is shown to have enrolled in 4 of the 8 credits required to earn an HCOS Graduation certificate   in addition to their Dogwood Diploma. This student’s planner shows two different 2-credit offerings, one completed and one in progress. These credits also count towards a student’s elective course requirements and can be concurrently applied towards the Dogwood Diploma. Additionally, there will be a summary of which of the required Graduation assessments a student has completed and which ones still need to be taken. Clicking on any of the Graduation Assessments found here will open a box that contains more information. This information will be updated by our Provincial Assessment coordinator following each assessment session as well as when scores are reported.  How do I get the Grad Planner updated?  If you have questions about your grad planner or have something you think needs to be updated, please contact your Grad Advisor.  The grad planner automatically updates when courses are completed with HCOS (a final grade has been entered on a student’s report card).  If you have completed a course with another school, or have completed training that qualifies you for external credits, you will need to inform your Grad Advisor. They will then manually update your Grad Planner to reflect those achievements.  Other questions?  See our FAQ page here or reach out to your Grad Advisor.  Innovations Orientation Week Recordings 2025 Welcome to the Innovations Grad Program What Math is Right for Me? (Math 101) What Course Type to Choose? Meet Your Council Science 10 and Beyond! Are you Ready for Grade 10? Brightspace/Encom What Students and Parents Need to Know Student Panel Combined Course Options Thinking Ahead Numeracy and Literacy Assessments Planning for the Future Student Success Centre English 10 - So Many Choices Breakfast Club Creating a Plan for a Successful Year Grad Planner - FAQ What is the purpose of the Grad Planner?  As students complete Grades 10-12 in British Columbia, they begin building their transcript and accumulating credits towards a diploma. The Grad Planner module in Encom is used for planning and tracking student progress through the various graduation requirements in BC.  The Grad Planner seen in Encom reflects the graduation program a student is currently enrolled in, either Dogwood, Adult Graduation or School Completion Certificate. It is meant to be a simple tool used to understand graduation requirements and a student’s current standing at any point in time.  Who sets up the Grad Planner?  When a student first connects with their Grad Advisor (GA) and prepares to enter the grad program at HCOS, the GA will initiate the set-up of the Grad Planner. If you think your Grad Planner still needs to be set up, please contact your GA. When a GA initially sets up a Grad Planner, they will: Pull any existing final marks for grade 10-12 courses already completed with HCOS. Manually enter marks for grade 10-12 courses completed at other schools as reported on the the student’s transcript. Manually enter external credits for extracurricular programs the student has completed. As the GA continues to support a student through grades 10-12, further updates to the Grad Planner may include:  Automatic updates to course marks and credits earned as a student receives final grades on HCOS report cards. Adding courses the student plans to take in the future. These are easily removed or changed if plans or required courses change. Adding ‘suggested’ courses that the GA feels would help meet graduation requirements or pathway to the student’s post secondary aspirations. Adding course marks and credits for courses or external credits completed at another institution while the student is in the Grad program.  Who can view the Grad Planner?  The grad planner in a student’s Encom profile is viewable and printable by the student, the parents, course teachers, Grad Advisors, IE case managers, and administrators.  Grad Advisors and Grad Program administrators are the only ones who have the ability to update, edit or alter the Grad Planner. How is the Planner updated?  Once created, the Grad Planner will automatically update when HCOS course information changes. This includes updates when: a student enrols in a course a student becomes active in a course a final course grade is entered on the HCOS report card a student withdraws from a course Grad Advisors will manually update Grad Planners when:  a student moves to a different graduation program a student informs them they have completed a cross-enrolled course a student informs them of completed External Credit programs. What if I change Graduation programs at some point?  The Grad Planner module is designed to automatically update whenever a Grad Advisor or Grad Program administrator changes the graduation program that a student is enrolled in.  For example, if a student decides at 18 to pursue an Adult Graduation Program, the GA would make that change in Encom and the Grad Planner module will automatically update to reflect the requirements for that program. It will also automatically pull any relevant course information from the previous version of the planner.  What do the different icons within the planner mean? There is a legend at the top of the Grad Planner that explains what each colour and symbol mean. Additionally, see the Grad Planner for Families page here for more detailed explanation of the most commonly seen icons and colours. Can I print a copy of my Grad Planner? Yes! To generate a print or pdf copy of your Grad Planner, navigate to the top of your Grad Planner, where you will see a Download PDF button. Click on that button and it will save a PDF of the Grad Planner which you can print. Please note, your electronic grad planner will automatically update when courses are completed, so be sure you are working with the most recent version of your grad planner when planning future courses.  Who do I contact if I have questions about the Grad Planner?  Please contact your Grad Advisor if you have any questions. Lower Mainland (A-H): Ms. Kristen Matthews ( kristen.matthews@onlineschool.ca ) Lower Mainland (I-Z): Ms. Laura Nelson ( laura.nelson@onlineschool.ca ) Interior BC: Mr. Anthony Kuchma ( akuchma@onlineschool.ca ) Vancouver Island: Mr. Ryan Titley ( rtitley@onlineschool.ca ) Northern BC: Ms. Tara Klukas ( tara.klukas@onlineschool.ca ) IE Grad Advisor: Ms. Allison Miles ( amiles@onlineschool.ca )  and Mr. Brad Lemon ( brad.lemon@onlineschool.ca ) Grad Program Funding This page should answer questions regarding the funding at the Grad program level. If you have additional questions please contact the Director of Grad, Chelsea Bitgood , for more clarification.  How does the funding work? The Ministry of Education funds a Grad Program (GP) student per course they take, not as a ‘full program of studies’, which is the process for students in Grades K-9. This enables a GP student to take courses with a variety of schools (Distributed Learning, campus etc) and each school only applies for the funding that is associated with the courses the student is taking with them. Example :  Sally signs up to takes Math, Planning and Science with Heritage Christian Online School. Once she is considered ACTIVE (completed 5% to 10% of the course as verified by her teacher), the teacher will post an ACTIVE DATE for that course in Encom. Once the student is active in a course, HCOS sends a request to the Ministry of Education for the funding they provide for those courses. Funding is not requested for a student until they are active.  Sally also enrolls at a campus school for PHE and Drama. The campus school then requests funding for those two courses. What sort of funding is provided to the parents for curriculum purchases? Students have two options for course delivery when they are fully enrolled (taking the majority) of their courses with HCOS. Online and Individualized. Online Course Option: These courses have all their resources provided so there is $0 provided to the parent for curriculum purchases. Core Individualized/Hybrid Course Option: These courses require a Student Learning Plan (SLP) created in consultation with the course Support Teacher. Our Learning Commons is outfitted with the most commonly used resources for students to borrow and return based on recommendations by their Support Teacher.  Non-Core Individualized/Hybrid Course Option: These courses require a Student Learning Plan (SLP) created in consultation with a course Support Teacher. For these courses, parents are required to purchase the curriculum resources need for the student to earn credit.  HCOS makes $50 of curriculum funding available for students per non-core Individualized/Hybrid course. Why does my funding amount say $0 for my Grad Program student? This would be because you have not completed course selection for the student  or all of the courses on their list are Online or Core Individualized/Hybrid (which offer $0 in funding as all resources are provided for your student). Remember, the $50 amount is per non-core Individualized course. If there are no non-core Individualized courses, there is no funding. How can I check on my student's account to see the amount that they have? Log into Encom with your parent access info. This information was originally sent in your welcome email. If you do not have record of it please contact tech support at tech@onlineschool.ca .  Once in Encom, click on “ Additional Resources ” at the top of the page. That should open a window with an itemized list of orders or expenditures and a total amount remaining for your overall funding amount. My student is taking two individualized courses (Music 11 and Active Living 11) so I have $100 of curriculum funding available. Can I use it for a gym pass? Yes, as your purchase is needed to support Active Living 11 outcomes. Note: All expenses must correlate with a course on the student's list and be listed on the course SLP.  Is there a limit to how much I can use for consumables and third part vendors (lessons etc)? Yes, if you have the funding available in your student's account, there is a government regulation cap of $600.  Can I pool family curriculum amounts and pay for an invoice for one student? Yes, as long as you keep in mind the $600 limit for consumable or third party vendors. If you have any questions about this, please contact the office at office@onlineschool.ca   How do I spend my student's available funds? Once the office has received all your student's required documentation, they will issue your student a Purchase Order Number (PO#). You can see your student's PO# in Encom, in their profile. You can then use this PO# to order from any of our resource vendors.  Invoices for lessons are processed by the school and can be submitted after November 1st of the current school year.  Note: The school can not reimburse parents directly so make sure all your purchases and invoices are processed by PO# or vendor invoices sent to the school office.  All third party lesson providers must have a Criminal Record Check on file with the office in order for us to pay their invoice.  How is my student's funding account affected if they withdraw from an Individualized course they decide not to take? If, at any time during the year, an Individualized course (activated or not) is  removed  from your student's course list for the year, the resource funding for that course is  also removed. This may mean that if you have already spent that funding, there could be an outstanding amount to be repaid to the HCOS office. HCOS does their final request for funding at the end of April. What if my student does not get an active date for an Individualized course by then? If your student does not get an active date in an Individualized course by the end of April, Encom will automatically withdraw the student from the course because we can no longer request funding for the school year. As a result, the $50 associated with that course will also be removed from the student's funding account.  If you have any additional questions, please contact your Individualized Course Support teacher, Grad Advisor, or the Director of Grad.  Grad Program Overview Welcome to the Grad Program at Heritage Christian Online School!  While this page will not answer all of your questions, we hope it is a good foundation to get you started. Once you have connected with the Registrar , you will receive a call from your regional  Academic Advisor who will work with you and your student to plan your courses and everything necessary for graduation! Before that call, take a few moments to read through the following information.  Grad Program Website You'll want to bookmark this page for updates about events, new scholarships, graduation, assessments - the works! Please visit often!  Course Options This page will walk you through the different types of programming we have in the Grad Program at HCOS.  Grad Program Funding Funding operates differently in the Grad Program compared to K-9. Please take a moment to familiarize yourself with the different options through this page of frequently asked questions. Parent and Teacher Roles This page outlines what you can expect from your student's teacher(s) and what is expected of you as the parent.  Feel free at anytime to navigate back to the Information for Families book to check out other pages about the offerings and programs at HCOS. Just click the Information for Families link at the top left of the page! Grad Program - Physical Education Course Policy Students are required to take Physical and Health Education 10 as part of their Dogwood Diploma program of study.  Students may also opt to take additional physical education courses throughout their time in the grad program. Course options include:  Outdoor Education 11/12 Active Living 11/12 Fitness and Conditioning 11/12 Dance Choreography or Dance Conditioning 10/11/12 While students are encouraged to maintain an active and healthy lifestyle, we do recognize that most students will only be able to realistically meet the activity requirements of one course at a time. It is our practice at HCOS to have students active in one Physical Education related course at a time, to help avoid duplicate reporting of activities between courses.  Students may complete more than one physical education type course in a school year, but should plan to work on them consecutively, completing one course before activating a second.  In scenarios where students are engaged in high performance sport or other activities where their weekly activity hours regularly exceed 20 hours, students may be permitted to activate multiple Physical Education type courses concurrently. If a Grad Advisor indicates to a student that they are approved to activate two courses at the same time, it is the responsibility of the student to:  Contact both course instructors to create a unique plan for each course (no doubling up of activity hours in logs, reporting unique activities for each course, etc).  Submit work and assignments that are unique and original for each course Students are not permitted to submit the same assignment, activity logs, etc in multiple courses.  Grad Advisors will:  Work with and advise families on course enrolment plans that are appropriate for the student.  Manage course enrolments to help ensure only one PE-related course is activated at a time (unless extenuating circumstances are identified).  This includes checking if PHE courses from the previous school year have been completed Contact course teachers in the case where a student is approved to work on more than one PHE course concurrently so course teachers are aware of potential conflicts and overlap Course teachers have the freedom to: Communicate with one another and the student as needed to ensure a clear, unique plan for each course is in place Check with other course teachers to ensure duplicate work is not being submitted Submission of the same activity reports, assignments, or other work in two different courses is in violation of our Academic Integrity Policy . In these cases, it is up to the course instructor’s professional discretion to respond to the violation in line with our school policies.   HCOS Graduation Certificate This page outlines the requirements needed to receive an HCOS Graduation Certificate on top of a student's BC Dogwood Diploma.  Students who complete the BC Graduation requirements receive a BC Dogwood Diploma. HCOS students who complete a minimum of 8 credits in Christian Studies programming also receive an HCOS Graduation Certificate. These 8 credits can be earned through: Christian Studies Online and Individualized Modules - When selecting courses, these are denoted by the CS: prefix.  Specific course programming including options like Adventure Discipleship, Humanities and Comparative Civilizations Travel Program.  These 8 credits also satisfy elective requirements for a student's BC Dogwood. Why an HCOS Graduation Certificate? Often we are asked what is the purpose to working towards this certificate? There are a few beneficial reasons we suggest to all students to take Christian Studies courses with us.  Faith Development - We are a Christian school and as such believe that our students should continue to be learning and growing in their personal faith journey.  Our Christian Studies courses help equip students for their future by ensuring they have a strong foundation and can clearly articulate their beliefs. Courses are designed to encourage personal development for students as articulated in the HCOS Learner Profile . The certificate has been helpful to students applying to Post Secondary studies at Bible Colleges, YWAM programs and universities such as Trinity Western. Showing completion of some under graduate studies in the field they are pursuing can help with entrance requirements.  HCOS Scholarship & Bursary Opportunities This page is designed to support HCOS students and families as they explore, apply for, and manage scholarships, bursaries, and awards. Below you will find HCOS in-house opportunities, external resources, application guidance, and next steps after receiving an award. HCOS In-House Scholarship Opportunities HCOS offers several internal scholarship and bursary options for eligible students. Families are encouraged to review the following policies carefully: District Authority Scholarships (DAS) Learn about eligibility, timelines, and requirements for District Authority Scholarships. HCOS Scholarship & Bursaries  Review HCOS policies and information related to scholarships and bursaries. External Scholarship Resources Students are strongly encouraged to apply for external scholarships and bursaries in addition to HCOS opportunities. ScholarshipsCanada A comprehensive Canadian scholarship search website: Additional Scholarship List   A document compiled by HCOS to support students in their search, including timelines and deadlines.  Finding Volunteer Opportunities Many scholarships require proof of community involvement. Volunteer opportunities can be found through: Volunteer BC GoVolunteer Local community boards and program guides Conversations with neighbours, church mentors, coaches, and friends How to Apply for Scholarships & Bursaries Step 1: Assess Your Financial Need Determine your financial situation and estimate how many scholarships and bursaries you plan to apply for. Step 2: Create a Tracking System If you are applying for multiple awards, staying organized is essential. Create your own tracking spreadsheet in Excel or Use the HCOS Scholarship Tracking Template . Step 3: Suggested Tracking Fields Include the following fields in your spreadsheet: Scholarship name Scholarship provider Contact information URL for additional information or application Deadline date Award amount Eligibility criteria (age, grade, GPA, etc.) Required documentation (transcripts, financial records, references, essays, etc.) Helpful Hints for Scholarship Success Begin researching scholarship opportunities in Grade 11 Volunteer consistently; many scholarships value long-term involvement Carefully review eligibility criteria for each award Apply for a variety of smaller awards, as they often receive fewer applications Maintain an up-to-date resume and adaptable cover letter Dedicate specific time each week for scholarship research Pay close attention to application deadlines, especially for hard-copy submissions You Were Awarded a Scholarship or Bursary — Now What? 1. Thank Your Donors Once you receive an award, it is important to write a thank-you letter to the donor. The mailing address is usually included with your award notification. Sample Thank-You Letter: Dear Donor, Thank you for the scholarship. I am planning to pursue a career in teaching and will be attending UNBC in the fall. The funds will go toward tuition and books and is very much appreciated. Sincerely, Mya Scholarship 2. Award Deferral If you are not attending post-secondary immediately after graduation, indicate in your thank-you letter that you are requesting a one-year deferral. Most scholarships and bursaries allow deferrals for one year only. Types of Scholarships, Bursaries & Awards I. Post-Secondary Institution Scholarships These awards are connected to specific post-secondary institutions and often require acceptance of an offer of admission. They may include: Automatic awards (e.g., entrance scholarships) General scholarship applications Faculty-specific awards (e.g., Engineering, Education) Nominated scholarships (limited nominations per school) Need-based bursaries II. Association & Community Scholarships Community groups such as unions, clubs, businesses, organizations, and associations often offer scholarships. Criteria may include: Academic achievement Artistic or athletic ability Leadership Community service Financial need Students are encouraged to explore opportunities connected to: Parents’ or guardians’ workplaces Cultural, professional, or service organizations Associations linked to parents or grandparents III. Find-a-Match Scholarship Websites These websites match students with scholarships based on their profile: Yconic ScholarshipsCanada ScholarTree StudentScholarships Maclean’s (Scholarships tab) EducationPlannerBC If you have questions or need support, please contact your HCOS academic advisor. We encourage all students to apply broadly and start early. HCOS to BCOS Transfer Request: Why is this necessary? Rationale The Ministry of Education expects that when a student is enrolled in courses in more than one school, the school that holds the majority of courses is designated as the school of record (SOR). Sometimes, full-time HCOS students decide to enroll with another school before all of their HCOS coursework has been completed. This leaves them with one or more active courses with HCOS but they are full-time students with another institution.  When a student moves from HCOS to another school of record, they officially become a cross-enrolled student with HCOS. BC Online School (BCOS) is the division of our school that facilitates and oversees cross-enrolled students.  There are a number of reasons for this separation, but the main one has to do with how final marks are reported.  The student’s current School of Record  is responsible for reporting student final grades and credits to the Ministry of Education when a course is completed. If HCOS is not the School of Record when students finish coursework, we can no longer report on behalf of the student and must instead report those completed grades to the new official School of Record. The School of Record then has the responsibility of reporting those marks to appear on student transcripts.  Our systems within HCOS are not designed to identify these final course marks that need different methods of reporting, hence the need to move students into our BCOS division when they are no longer HCOS enrolled students. Moving your student from HCOS to BCOS ensures that any remaining courses that are completed are properly reported to the Ministry of Education to appear on your student transcript and are credited for graduation.  Why BCOS? BCOS is designed to communicate to other schools and it is assumed that a BCOS student is cross enrolled. This information is helpful to anyone working with a student - academic advisors, teachers, administrators, parents, and office staff.  BCOS sends progress reports to the SOR so that the school course counsellor is updated on course progress. BCOS has systems in place to regularly identify when students have completed course work and report those final grades as appropriate. What Happens If I Ignore The Transfer Request? Students will be given 10 business days from the date they are informed of transfer request to complete their application to BCOS Failure to move to BCOS means you run the very real risk that your final marks and course credits will not be reported to the Ministry of Education (will not appear on a student transcript). This can delay the granting of your Dogwood Diploma If HCOS reports as if they are the School of Record, we run the risk of overriding data from the official School of Record, affecting their ability to report and unintentionally causing considerable work for both school offices.  When students transfer to a new school, there are specific documents that need to be transferred, as those are required to stay with students. Failure to indicate you are now cross-enrolled with BCOS could mean that those important documents don’t make their way to your new school as our team has not received notification of the student transfer. These documents may include report cards, IEP Documents, Designation Documents, etc How Will This Change Affect Me? Really, there is very little difference on the student end of things.  The format of the course and access will stay the same. The course teachers stay the same. Your course progress and work is not lost, you continue on where you left off. Your login information stays the same.  How do I know if I need to transfer to BCOS? You only need to take these steps if contacted by your Grad Advisor. Your Grad Advisor will ask that you complete the BCOS application form and send you a link to the online form. Please complete the BCOS application form using the link sent to you by your Grad Advisor.  You do not need to call the BCOS office when you have completed the form. The form is automatically sent to the BCOS office and the staff there will complete the course transfer once the form has been received.  When asked to select a course on page 5 of the form, please select “ HCOS to BCOS transfer ’ for your grade level. Innovations Events *linked to innovations website* Learning a Second Language This page outlines the options available for students who are interested in learning a second language. Online Courses  ​These courses begins at Grade 5 and continues through Grade 12 using Rosetta Stone. A student coming into Grade 10 with no background in learning a second language would not be ready for the course offerings in Grade 10.  This course is highly recommended. The lessons are separated into shorter lessons (5-30mins max), each focusing on a different topic (Core Lesson, Grammar, Listening, Writing, Pronunciation, etc.). The lessons seem to include more instruction than other programs, and are very foundational. This course also includes live tutoring sessions with Rosetta Stone's native language tutors, games & activities for practice, 3 meetings per course with their online teacher for assessment and instruction, and a handful of cultural projects. Second Language courses in Grade 10 covers two units (and slightly fewer requirements), while Grade 11 and 12 course offerings cover four units. Individualized  This course works for any level of language ability. For this course, the teacher meets with the family over video chat to create an SLP and they typically turn in learning portfolios at each progress reporting interval. While students must meet content standards for the BC curriculum, families are allowed tremendous flexibility to use whichever curriculum or programs they prefer and there is more flexibility with cultural projects as well. This course is ideal for: Students who work well independently or have a private tutor Students who live in another native-speaking (Spanish-Speaking, French-speaking, etc.) country or community Students who are participating in a conversation class or learning group in their area Students who speak at home, but want to focus more on reading/writing/grammar Students who have access to community/family/external resources in the target language Students who have a very specific reason for wanting to learn the language (going into a public services field, preparing for missions in another country, etc.) ​ If you have any questions, please contact one of the following people: Karen Roeck (Grades 5-9) Trish Van Dop (Grades 10-12 general questions) Erin Bowman (Grades 10-12 Spanish) Lesley Schrottner (Grades 10-12 French) Bev Scholman (Grades 10-12 Individualized) Math Course Options and Streams This page provides information regarding the various courses and streams a student can take at HCOS for Math Students in Grade 10 will have to make a decision regarding what Math courses to take Things to consider when choosing a Math Stream: Students need a math 11 or 12 course credit in order to graduate with a Dogwood diploma. Students can still go to university or college without taking the Foundations & Pre-Calculus Math Route. However students may not be able to enter into the Sciences or Engineering streams.  Pre-Calculus 12 should be taken if interested in going to a top level university. Nursing Programs or Business Programs usually require Pre-Calculus 11 or Foundations 12. Students interested in going into trades should take  Apprenticeship Math 12 Workplace Math 10 is the prerequisite for either Workplace Math 11 or Apprenticeship 12  Work Place Math 11 and Apprenticeship 12 are equivalent in workload and difficulty.  If you’d like to find out the content that is covered in a particular course please view the Course Description Website Ordering Curriculum In the Grad Program, for every Individualized, Online or Hybrid course, your main point of contact is the Course Teacher. No longer is there one teacher overseeing your entire program, you are now working with course specialists!  In order to purchase curriculum for your courses, you must first know who your teacher for the course is. To find the teacher associated with your course, visit your course list in Encom. Upon enrolling in a course, or at the beginning of a new school year, you should receive first contact from your support teacher for each course. All teachers can be reached at firstname.lastname@onlineschool.ca  if you would like to email! When you have questions to do with course resources or your Student Learning Plan (SLP) for any of your courses, you can: Contact the course teacher by email ( firstname.lastname@onlineschool.ca )  Check out sample SLP's and information about the courses here .  To order resources you will need your PO (Purchase Order) Number, which can be found in Encom on the main page once logging in. You can find it located on the left hand side, under your Grad Advisor's name.  If you are a new student, once the office has received all of your documents for registration, you will be issued a PO number for the school year. If you do not see a PO number posted in Encom please email the office .  Your PO number will work at the following HCOS Approved Vendors .  If you wish to order curriculum from a vendor that is not on the list, please contact the office. Orientation Week - ScanHunt Pacing and Progress Tool: Set up and Editing Instructions To create a pacing schedule within your Brightspace course: 1. Log in to Brightspace. 2. Navigate to the course you wish to build a schedule for by clicking on the matching tile on your dashboard. 3. In the navigation bar for that course, click Pacing & Progress Tool. 4. This will take you to the set up page for the tool. Set the course start date, which will automatically populate with today’s date. Then, set your desired end date. The end date can always be changed later to allow you more time as needed. 5. When you are done, you will see your Pacing & Progress Widget populate on the right-hand side of the course page. Below are some examples of what it may look like:  6.  If you need to customize your suggested submission dates, press the pencil beside the date. Once you have completed the set up of your pacing and progress tool, or edited your dates, your course teacher will be able to view any changes you've made to help track your progress.  If you are attempting to set up your pacing and progress tool and you see the message below, please contact your course teacher for more information.  Provincial Assessments - Literacy and Numeracy What is a Provincial Assessment? There are three provincial assessments that Grad program students need to take. Grade 10 Graduation Numeracy Assessment  The Graduation Numeracy Assessment (GNA) is a provincial assessment written in Grade 10. It is a graduation requirement. The GNA is based on mathematical concepts learned across multiple subjects from kindergarten to Grade 10, with an emphasis on K–9. It requires students to solve problems by using the five numeracy processes (different ways of thinking and working): interpret, apply, solve, analyze and communicate. Ministry Resources for Numeracy 10 Assessment Grade 10 Graduation Literacy Assessment The Grade 10 Graduation Literacy Assessment (GLA 10) assesses students' ability to use critical thinking and analysis to make meaning from a diverse array of texts. It also assesses the ability of students to communicate their ideas. GLA 10 is not based on a particular course but on learning across multiple subjects, from kindergarten to Grade 10. Ministry Resources for Literacy 10 Assessment Grade 12 Graduation Literacy Assessment The Grade 12 Graduation Literacy Assessment (GLA 12) assesses students’ ability to use critical and reflective thinking and analysis to make meaning from a diverse array of texts. It also assesses the ability of students to communicate their ideas, or those found in the texts.The Grade 12 Literacy assessment is not based on a particular subject matter or course, but rather on learning across multiple subjects, from kindergarten to Grade 12. Ministry Resources for Literacy 12 Assessment  Who needs to take a Provincial Assessment? Students Graduating with a Dogwood Diploma Adult Students Graduating with the Adult Dogwood Diploma Students must complete: Grade 10 Graduation Numeracy Assessment Grade 10 Graduation Literacy Assessment Grade 12 Graduation Literacy Assessment Students graduating with an Adult Dogwood are not required to complete any of the provincial assessments. They can however, choose to complete an assessment. Students on a School Completion path are not required to write any provincial assessments in the Grad program.  Why do students need to take a Provincial Assessment?  The three provincial assessments are a required part of the graduation program in BC. Students who wish to graduate with a BC Dogwood Diploma must write the provincial assessments. Students who are not yet declared Adult Graduation Program students (AGP) are also required to take the assessments. Once declared, the assessments are no longer required to earn an AGP however, they may be required by post-secondary institutions.  Students should verify the admission requirements for any post-secondary institution they plan on applying to. For more information, or if you have any further questions, please contact your Grad Advisor.  General Information Provincial assessments are scheduled for two hours but all students are allowed an additional third hour if they need it. If a student is entitled to additional time, it is added beyond the third hour. The Ministry of Education (MoE) typically gives a window of a few days in which schools can schedule provincial assessments. The MoE does not specify a specific start time. HCOS typically tries to start at either 9:00 a.m. or 1:00 p.m. It is entered as a separate line on a student’s transcript, not tied to any course in specific, so it does not  affect a student's final grades.  Students who are  declared (over 18) Adult Dogwood Program (AGP) are not required to take provincial assessments. Please carefully consider whether a student actually needs a private setting (i.e., a room in which they are the only student writing) or whether a quiet setting with a few students writing may be sufficient. HCOS is required to register each student who is writing at an HCOS location (group setting or private) with the MoE. If a student is not registered, they are able to walk into a location that is offering the exam, but a seat is not guaranteed. Case managers of IE students are required to make arrangements for their students. If you are an IE student, please contact your Case Manager or GA for more information and help with these arrangements.  How do I find my score?  *Provincial Assessment scores will be available about 8 weeks after completion* Head to Encom Scroll down to the "Graduation Planner" tab Scroll down to the "Required Graduation Program Assessments" section.  The assessments will be listed, if there is a checkmark inside the box that means you have completed the assessment and your score has been uploaded.  If you select the assessment, a box will appear with a score out of 4 or an RM (requirements met) mark when they successfully complete the assessment. *You are also able to find your score on your transcript online. If you aren't sure how to view your transcript online, we have a Sophie Page with instructions here. SEAL Team Outreach Program S erving Others - E xploring Faith - A dvancing the Gospel - L eading with Integrity.  Who can join the SEAL Team?  Are you a grade 10- 12 student looking for ways to serve the global community? Are you interested in deepening your relationship with Jesus? Maybe you wonder how God is at work in different areas of the world or you want the chance to serve God in a missions setting? What is the SEAL program all about?  The SEAL Team outreach program at Heritage Christian Online School is a travel and outreach program that aims to help students see God at work in the world around them while at the same time providing unique opportunities to grow in their own faith, develop as servant leaders, and have a genuine spiritual impact on the world around them.  Where does the SEAL team serve?  Currently the SEAL program works in partnership with Impact Ministries in Guatemala. Once a year we send a team to support the ongoing work in the region of Tactic in northern Guatemala. Our teams typically travel to Guatemala in the late spring and are involved in a variety of outreach and service activities while there. Students should budget about $3000 to cover the costs of the trip with spending money not included in that total. How does the SEAL program operate?  Team members attend online weekly synchronous classes throughout the school year to grow as a team and work through their Christian Studies and Leadership coursework. Students earn 4 Christian Studies course credits and 4 Leadership course credits through their participation in zoom classes as well as the activities they are involved in while in Guatemala.  How can I get more information?  Watch our SEAL Outreach Program promotional video here. If you would like more information  or if you would like to put your name on an interest list to be contacted when applications open, please fill out our Innovations Program Interest Form. Use this link to apply to the SEAL Outreach program for the May 2026 trip:  Applications are now closed  Seal Team Leaders - Contact Us for More Information Stephanie Martens: stephanie.martens@onlineschool.ca Trish Vandop: tvandop@onlineschool.ca Joe Eapen: joseph.eapen@flex.academy Matt Milec: matt.milec@flex.academy Synchronous Courses 10-12 This page provides information around Synchronous courses that are offered from grades 10-12 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 on the same topics. 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 tests. The accountability of the weekly meeting is designed to help elaborate on challenging topics or concepts, encourage student interaction, and provide a natural place for students to ask questions and develop deeper understanding. This option is the one that is most similar to a face-to-face classroom experience in an online environment. Benefits Synchronous Courses provide regular, required touchpoints where students would meet with their teacher(s) and fellow classmates. Regularly scheduled times set by the instructor early in September allow students to connect with teachers to receive instruction, clarify assignments, and ask questions on a weekly basis. Synchronous Cohorts provide the chance for students to be known and also increase the level of accountability. Teachers may use the weekly meetings to pre-teach lessons, answer common questions, clarify assignments, or discuss complex topics or issues. How Synchronous Courses Function Students work through the online course together with the teacher, according to a weekly schedule set by the teacher. 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.  Zoom classes are typically 60 minutes in length, and begin about the 3rd week of September. Students are held accountable to the course schedule, and synchronous courses will be completed in June.  Click here to access this year's synchronous cohort schedule. 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 (to the best of their ability) Students have access to the teacher outside of the weekly meetings, during scheduled office hours, or via email to ask questions, clarify assignments, etc.  Students commit to respectful and appropriate behaviour during weekly meetings (this includes both appropriate language and appropriate attire). Students are encouraged to have their video cameras on during class, to use the chat function to interact, and use their microphone to respond to others, to help with student engagement and interaction Exceptions can be made for students who find this challenging, with arrangements discussed with the course teacher and LS/IE support teacher. Students who fall significantly behind schedule may be reassigned to an asynchronous course, or zeros may be recorded until assignments are submitted. Students understand that the course will be completed in June of the school year.  Teacher Responsibilities and Expectations The teacher will decide on a set class meeting day and time in the spring each year to allow students to view synchronous course schedules as they enroll this is done in consideration of other, similar grade level courses to prevent overlap of meeting times online meetings will begin in the third week of September and finish early to mid-June The teacher will create a year schedule that outlines the pace for lesson completion, assignment submissions and test dates where appropriate. The teacher will prepare for and host weekly 60 minute 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 tests 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.  Teacher may record weekly meetings. This allows students to review information or watch the class if they were absent for some reason. 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 a dentist appointment or other unforeseen conflict?  This should be communicated to your teacher. Teachers may or may not record classes for students to review later. Students should arrange activities such as regular piano lessons or sports practices at a time that does not conflict with scheduled class meetings.  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. You can see the schedule live here! Your Grad Advisor can also let you know when specific classes are meeting. In addition, there will not be 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 courses? Grades 10-12: 1 hour blocks, once a week.  Note: Depending on the topics and assignments some meetings may be longer or shorter than scheduled.  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 availability times posted in their course. Are students required to have cameras and audio on? Teacher cameras will be on to facilitate relationship building with students. While we encourage students to turn their cameras on we recognize not all students or families may be comfortable on camera and as such do not require it for students.  Are the courses semester or linear pacing? Courses are held over the school year in a linear fashion. Classes start in the 3rd or 4th week of September and are held until the end of May (or earlier if material is completed sooner). Final dates for work submissions is at the end of term 2. Is there an end date to classes? Yes, classes will wrap up and students will be given final grades in 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 can’t avoid, like sickness or appointments - but your teacher will miss you! Please note all synchronous courses will be given a final grade during the June reporting period.  The Role of the Academic Advisor In the grad program at HCOS, students are connected with an Academic Advisor based on the region where they live. These advisors work alongside students and families throughout their time in the grad program to help plan, support and guide students to successfully complete grade 12. Academic Advisors are typically available during regular school hours to connect with students and families. They are willing and able to communicate in a variety of ways, including email, phone calls or Zoom chats. Below is a brief outline of what your advisor can help you with, and what things are outside of their responsibilities.  HCOS Academic Advisors are Responsible for:  Applications and intake AA’s formally accept students into the HCOS grad program once they complete the application form. This process also includes orientation and helping students get set up upon entering HCOS in grades 10-12, or for Crew in Grades 8 and 9. Knowing Students AA’s want to get to know students in order to understand a student's strengths and challenges. This helps them tailor a specific path to graduation for each student. In some cases this may also include connecting students with supports through Learning Services or Inclusive Education departments when appropriate Academic Advising and Course Selection This is the the main job of our Academic Advisors and it includes:  Monitoring overall student progress Reporting of external credits Changing and withdrawing courses throughout the year Matching course selection with post secondary goals Grad Planner AA’s update and maintain the grad planner tool in Encom. This represents a student’s current plan and path to graduation.  Share Relevant HCOS Community Information AA’s will communicate general information as it is made available. Throughout the year this may include:  Scholarship information communicated to HCOS Graduation event information Local HCOS community events by region Student Record Transfers AA’s will facilitate the transfer of student records and information to new schools when students leave HCOS.  This includes submitting requests to deactivate student accounts or instructing families on how to move to BCOS to finish courses in progress HCOS Academic Advisors may also: Give advice, share ideas, brainstorm options AA’s may give advice on or suggest potential careers or areas of study that line up with student interests and abilities. This will vary among AA’s as each of them have different life experiences and areas of expertise.  Discuss Provincial Assessment preparation AA’s can provide guidance to help plan, register, and prepare for Provincial Assessments  Session registration is completed through the Provincial Assessment Coordinator.  AA’s are not involved in Provincial Assessments beyond discussing recommended sessions for students to write assessments in, alerting students to the registration windows,  and providing resources students can use to prepare for assessments.  Write Reference Letters With enough time and information provided, AA’s are willing to write reference letters for scholarships and post secondary applications.  If your AA feels there is another individual better suited to write the reference letter, they may suggest you contact that person for a stronger reference.  HCOS Academic Advisors do not: Act on behalf of a course instructor or teacher AA’s will not respond to or interpret course specific questions or instructions (interpret teacher emails etc).  If you have questions about a specific course, they will direct you to contact the course teacher for more information. Complete application forms for students Post Secondary Applications  Academic Advisors will work with families to help students plan for the appropriate course or program prerequisites IF families bring that information to their Academic Advisor.  Academic Advisors do not research post secondary programs or institutions to determine entrance requirements, course prerequisites, application deadlines, etc for students. This is the responsibility of the student/family. Academic Advisors do not complete post secondary applications for students. This is the responsibility of the family/student. Scholarship Applications Academic Advisors do not research scholarship information and/or apply for scholarships for students. This is the responsibility of the student/family. Provide regular, daily support for students AA’s do not monitor student work, activity, or engagement of students in their courses (or with teachers) on a daily basis to report to parents. It is the responsibility of the parent to maintain the ongoing, regular oversight of their student as they work through their grade 10-12 courses.  Students may access the Student Success Centre at any time if they need extra help with specific assignments, planning, or time management. AA's will check on students at set times during the school year and alert students/families if significant concerns are noted.  Set up IE Assessments or Services This is the responsibility of the IE department and they will contact you directly once the referral process is completed.  Transitioning from Grade 9 Welcome to the Grad Program! This page is to help you understand some of the ins and outs and changes as you move from Grade 9 to Grade 10. At any time, if the information is confusing please feel free to reach out to your Grad Advisor (GA). They are your sidekick through your grad years!  Student Support There are lots of resources and people to support your student's learning journey: The Office - office@onlineschool.ca Your Grad Advisor - check Encom under your Home information: Your Grad Advisor is the one to answer any questions you have about the grad program, requirements, course selection - the list goes on! Your Student's Teachers - each course, online or individualized, has a course specialist teacher at the grad program level. Please feel welcome to reach out at anytime to have discussions, or check in to see where you student is at.  Director of Grad Program - Chelsea Bitgood, chelsea.bitgood@onlineschool.ca   Inclusive Education (IE) Department - Learning Services (LS) and Inclusive Education teachers. If this is something you feel your student could benefit from, please bring it up in discussion with your Grad Advisor who can connect you to the right person on the team! Prerequisite Courses Although the ministry does not mandate prerequisite courses - having taken a specific course before being able to take another - it is highly recommended that in core subject areas you have completed the prior grade level. Core Courses: Mathematics, Sciences, English Language Arts and Social Studies For example, to take Foundations and PreCalculus Math 10, it is expected that a student has successfully demonstrated completion of a Math 9 course.  Course Types  The grad program currently has three different types of course offerings, all with subject specialist teachers: (Moodle will be for students who are finishing courses in 2023; otherwise, we have transitioned to Brightspace).  Individualized Courses These courses are designed using a Student Learning Plan template (SLP). The parent/student works together with the teacher to build and structure their learning goals, resources and materials. The modernized curriculum provides many opportunities for these courses to be unique, and tailored to a learner's passions and interests. Some individualized courses are hosted in Moodle where students can log in to submit assignments and work samples to their teachers as well as accessing additional resources for learning. These courses require parent participation to help facilitate the learning.  Online Courses These courses are hosted in Moodle, and all the of the learning activities and resources are provided for the students to complete. Curriculum is designed by the HCOS team, with biblical integration, in order to provide a robust learning experience for every student. Parent involvement is encouraged, though not required.  Hybrid Courses Hybrid courses are a mix between the two options. These courses use Moodle as a platform to structure the learning journey and are a teacher directed course. In some courses, students will choose their resource, and then based on their resource choice are given instructions on how to complete it. In others, teachers post material for students to follow along with in a more synchronized fashion.  All courses follow the modernized curriculum and the content outcomes, curricular competencies, core competencies and big ideas.  Please feel free to check out the ministry curriculum here .  Hopefully during your Grade 9 year you were able to try an online course. We recommend that during middle school years, students try to take 1 or 2 online courses. When the content starts to get heavier as the grades progress, often families are not sure how to support some of the core subjects - this is where an online course is a fantastic option to continue your academic journey.  While in middle school, students should participate in the planning of their SLP's. If they can attempt to help make suggestions and understand what is expected with their support teacher, the transition to those discussions with the grad program teachers will be smoother.  Grad Assessments The provincial government has mandated that all students must write two required exams before graduating, the Numeracy Assessment and the Literacy Assessment. The Numeracy Assessment 10 can be written anytime after completing Grade 9 Math, and can be written up to three different times before graduation. Students should take their first attempt in their grade 10 year.  The Literacy Assessment 10 and 12 are to be written in the corresponding grade years. Students have up to three attempts on each to improve their scores.  For more tips and tricks about getting ready for the Grad Program, please click here .  Viewing Graduation Assessment Results and Your Transcript This page provides information for students that would like to view their unofficial transcript or see the results of a Graduation Assessment Results.  Step 1: Create BCeID To access your StudentTranscripts Services, you will need to sign up for a BCeID. If you already have a BCeID please go down to step 2.  Complete the registration form for a Basic BCeID on the Ministry of Education's website Register for a Basic BCeID by entering your personal information. Use a personal email account that you will have for a number of years. When done, click  continue. The next page will ask if you want to continue to the service directory (blue button). Click on the button to go to the list of services available. Use the search bar on the right to search for the term ‘transcript’ then click the ‘filter now’ button below the search fields. Click on the Student Transcript (STSPRD) option in the list that appears.   Then click on the ‘subscribe now’ option to add the Student Transcripts service to your BCeID account. Complete your registration by filling in the information requested. You will need your Personal Education Number to complete the form (this can be found in Encom on your report card). You will receive a confirmation email indicating that you have registered for the BC Ministry of Education StudentTranscripts services. To complete the registration process you will need to activate your StudentTranscript Registration. Be sure to keep your userID and password on file as you will need both for future use. Step 2: Register for StudentTranscript Services Log in to StudentTranscript Services using your BCeID information (userID and password). Once logged in you will have access to: Transcripts and Certificates: Send or Order official Transcripts Order a Graduation Certificate (if your transcript indicates graduation status) View your Post Secondary Institution Choices (these are the schools you can complete the request to send an official transcript to) Marks and Scholarships: View Your Transcrpt View your Graduation Assessment Results View your Scholarships awarded from the Ministry of Education (eg. DAS scholarships) Account Information View your profile Update your Contact Information View your Order Activity Video Tutorial for setting up BCeID and StudentTranscripts Services Virtual Christian College Fair Day 1 Canadian Mennonite University Prairie College Trinity Western University Capernwray Harbour Heritage College & Seminary Day 2 Tyndale University Horizon College The King's University Alberta Bible College Pacific Life Bible College Millar College of the Bible Day 3 Redeemer University Ambrose University Peace River Bible Insitute Vangaurd College Columbia Bible College Welcome to Innovations - Intake Thank you for your interest in HCOS. Please take a moment to watch the video and explore the links provided. Course Library Innovations Website Inactive or Absentee Student Procedure This information represents an intentional approach to identify and support students who enrol in the Innovations program with HCOS but become (or remain) inactive in their courses.   Typically, when students enrol with HCOS their Academic Advisor will work with them to select their courses for the year. Often new students who come to HCOS as a response to previous negative experiences in school have a slower start, and can begin with a fewer number of courses. This flexibility is key to student success, but can also mean students have fewer points of connection and accountability. The following steps are in place to help identify those students who have not become active in courses or have become inactive at some point during the school year.   Our goal is to be intentional about identifying students who have not been responsive or active in their studies and to alert administration to students who may be at risk because of high rates of absenteeism in courses.  Procedure 1)  An Innovations program administrator will pull reports regularly throughout the school year to identify students with inactive courses.  2) Academic Advisors will work through their lists to identify students who need follow-up 3) If no response to AA communication is received, or responses indicate there is reason for concern, the academic advisor will complete an Absentee (Inactive) Student report so that administrators are alerted to the concerns around absenteeism. 4) The Innovations Administrator that receives the Absentee (Inactive)Student report will contact the family with both a phone call and an email to communicate next steps.     If appropriate the Innovations Administrator will contact the Head of School to determine any further actions that need to be taken   Innovations Orientation Week Recordings 2026 Welcome to the Innovations Grad Program  Math 101- What's the right path for me?  What course type to choose?  English 10- So many choices!  Meet Your Council Science 10 and Beyond Are you ready for Grade 10?  Brightspace & Encom - What Students and Parents Need to Know.  Student Panel  Oh the Places You'll Go- Travel Programs at HCOS Learning in Community- Combined Study Programs at HCOS Electives- What are my options?  Student Success Centre Planning for the Future Numeracy and Literacy Assessments Creating a Plan for a Successful Year Innovations Crew Crew Vision and Values Vision To create a fun, safe, and inviting environment for middle school students to grow in their faith and independence as they prepare for their high school years and beyond. Students will learn and try new things with a community of friends and a team of teachers who know them and are invested in their success.  Values Dynamic: responsive to needs Students will be supported from a place of flexibility that is responsive to their individual needs and interests as they navigate physical, emotional, and cultural changes.  Engaging: opportunities to be courageous Students will be part of informative, supportive, and inviting environments where they can learn by taking risks and trying new things.  Empowering: building independence  Students will receive opportunities to become advocates for themselves and others by taking ownership and becoming lifelong learners. Supportive: collaborative approach  Students will be encouraged to explore their faith and learn in a safe community where the whole student is considered. They will join a cohort that is committed to supporting their needs, achievements, and passions. Crew Student Profile Crew Program Information Innovations Crew is one option for students to enrol in to complete their grade 8 or 9 courses in preparation for high school. Read more about the  Crew Vision and Values here . Students will be placed in cohorts with a team of teachers and an Academic Advisor who will work together to ensure they are well supported in all aspects of their Grade 8 or 9 school year.  Crew Students will: Have a team of teachers and an Academic Advisor who will deliver all their courses This team will work collaboratively with students to plan, teach, assess, advise and support them throughout the year Learn to work with multiple teachers over the course of the year Students will begin to take responsibility for communicating with more than one person, connecting with course specialist teachers for help, and learning how to advocate for themselves.  Be able to choose between individualized or online courses for all of the core subject areas (Science, Math, English and Social Studies) Students can still learn using a student learning plan and traditional paper-based resources to meet BC learning standards OR enrol in online courses for Math, Science, Social Studies and English.  Students will complete non-core courses based on the student learning plan created collaboratively between teachers and students. This will include learning activities and assessment provided by Crew teachers.  Have the support of a case manager if they are part of the Inclusive Education department Is Crew the right choice for me?  The Crew program is a good fit for students who want to explore their faith and learn in a community where they can be courageous, take risks with their learning, and become advocates for themselves and others. The program is designed for students who want to learn together in community. Crew Students:  Commit to the Crew program for the whole school year Attend scheduled weekly zoom classes with cameras on Communicate respectfully and in a timely manner with their teachers and advisor as needed Regularly log in to Brightspace to access resources, assignments, hand in boxes and feedback Complete and submit work regularly, responding to feedback provided by teachers.  Interact with peers respectfully and willingly Are willing to ask for help when needed Are welcome to connect with EA’s in the Student Success Center What will my week look like?  Crew cohorts will meet on Zoom regularly throughout the week with the teaching team and advisor. Students can expect 2-3 regularly scheduled classes during the week as well as additional times that they can connect with teachers for help as needed.  Students will use Brightspace daily to access course resources and other materials provided by teachers, submit their work and monitor their progress. Teachers will provide helpful material and instructions, written feedback and assessment in Brightspace.  How do I sign up?  Families and students will have the opportunity to select Crew as their program of choice for grade 8 or 9 when they re-enrol for the next school year. Please note that current Grade 8 Crew students moving into Grade 9 will also need to select Crew during re-enrolment to continue in the program. When completing the re-enrolment process in Encom, families will be asked to choose the Crew program. This option will remain available during enrolment until we reach program capacity. At that time, families who select Crew will be put on a waitlist and contacted if room becomes available. If a family or student decides that Crew may be a good fit after they have already re-enrolled, they should directly contact their support teacher or Academic Advisor to request to change into Crew. Families can expect to receive a Crew welcome email around mid-May. Other Important Information Crew is a full school year commitment.  This allows us to plan for and ensure both Crew teacher and K-9 support teacher loads remain stable and sustainable.  Students in other HCOS programs, such as CC+, TechLAB, or Seed, will not be able to participate in Crew. Students must choose between Crew OR CC+, TechLAB and Seed. The cost to students to participate in the program is $300. This will be taken from their resource budget upon acceptance to Crew. If families have opted for the no tuition option, they may still need to order curriculum resources to complete non-core coursework. It may be advantageous for families to opt for the $200 tuition option when possible to allow for money to be available for curriculum purchases.  What is my role as a Crew Parent?  Crew Parents Have primary responsibility for the child’s well-being, growth, and development. Indicate their student’s choice for participation in Crew during enrolment or re-enrolment Recognize that teachers have professional training and expertise in their subject areas Respond to communication from the teaching team and advisor in a timely manner Work with course teachers and their student to develop student learning plans as needed Support their student at home by: Checking regularly on course progress and performance in Brightspace Encouraging student communication with teachers for help, clarification, questions, etc Scheduling activities around Crew class times so students can attend Zoom classes February 2026 Parent Information Session Crew Program Withdrawal Policy Crew is a complete school year of programming, which begins in September and finishes in June.  Students enrolled in the Crew programming are connected with an academic advisor who will assist with course planning. Once courses are selected, students and parents will communicate with cohort teachers about their courses to create SLP’s as needed. Students will complete all of their grade 8 or 9 courses with Crew teachers.  Enrolling in the Crew program moves your student from a support teacher to an academic advisor. Support teachers will be given additional students on their rosters to replace students who have moved to Crew. Because K-9 support teacher loads will be full, crew students will not be able to move back to the K-9 Foundations program mid-year. They are expected to complete the 1-year program.  Students will not be able to change programming mid-year. Enrolment in Crew is a commitment to the full school year of programming.  If the student is in grade 8, students will have the choice in grade 9  to remain in Crew or to move back to the K-9 Foundations program. If students move back to the Foundations program in grade 9, they may or may not be placed with their previous support teacher.  If a Crew student is struggling, please reach out to their academic advisor. The advisor is well equipped to support students who are facing a variety of challenges. The advisor will work together with the crew teaching team and other school support staff to ensure each crew student has access to the appropriate options available to support students.  Crew Schedule 2025-2026 Teaching Team Mrs. Crystal Torgerson – Science, Math, PHE, Christian Studies Mrs. Teanna Jeske – English, Social Studies, ADST, Art Mme. Christine Clarke – French Sra. Stephanie Martens – Spanish Innovations Academic Advising Team – Careers Combined Online Classes This year, Grades 8 & 9 will learn together in combined CREW classes to support connection, collaboration, and high-quality instruction. CREW students are expected to attend both Tuesday and Thursday CREW classes and are highly encouraged to drop in for office hours. Online classes begin the week of Sept 22-26 and end the week of June 8-12. There are no classes scheduled during the following weeks:  Nov 3-7: HCOS staff meetings Dec 24-Jan 2: Christmas break Jan 19-23: Report card writing for teachers Mar 16-27: Spring break April 27-May 1: HCOS Connect Time Monday Tuesday Wednesday Thursday Friday 8:30-9:00 9:00-10:00 Mrs. Jeske 's Office Hours French 8 sync class 9:45-10:15am  10:00-11:00 Spanish 8 & French 9 sync classes 10:30-11am Spanish 9 sync class 10:30-11:00am  11:00-12:00 Crew  8/9 Class   with Mrs. Torgerson & Mrs. Jeske  (Zoom link) Crew  8/9 Class  with Mrs. Torgerson & Mrs. Jeske  (Zoom link) Mrs. Torgerson 's Office Hours 12:00-1:00 Lunch Lunch Lunch Lunch Lunch 1:00-2:00 Mrs. Torgerson 's Office Hours Careers (every 3rd week of month starting in Oct) Mrs. Jeske 's Office Hours 3:00-4:00 Academic Advisors are available by appointment. Crew Teaching Team Contact Information: Mrs. Crystal Torgerson – Science, Math, PHE, Christian Studies email: crystal.torgerson@onlineschool.ca Need to meet? Click Here Ms. Teanna Jeske – English, Social Studies, ADST, Art email: teanna.jeske@onlineschool.ca   Mrs. Christine Clarke – French email: christine.clarke@onlineschool.ca   Mrs. Stephanie Martens – Spanish email: stephanie.martens@onlineschool.ca   Need to meet? Click Here Innovations Academic Advising Team – Careers Allison Miles Inclusive Education Academic Advisor email:  amiles@onlineschool.ca   Need to meet?  Click Here Anthony Kuchma Academic Advisor (Interior) Zoom: akuchma@onlineschool.ca Need to meet? Click Here Brad Lemon IE Academic Advisor email: brad.lemon@onlineschool.ca   Need to meet? Click Here Kristen Matthews Academic Advisor (Lower Mainland A-H) email: kristen.matthews@onlineschool.ca     Laura Nelson Academic Advisor (Lower Mainland I-Z) email:  laura.nelson@onlineschool.ca   Need to meet?  Click Here Nola Morgan Inclusive Education Academic Advisor email:  nmorgan@onlineschool.ca   Need to meet?  Click Here Ryan Titley Academic Advisor (Island) email: rtitley@onlineschool.ca   Need to meet? Click Here Tara Klukas Academic Advisor (Northern) email: tara.klukas@onlineschool.ca   Need to meet? Click Here Crew: Year at a Glance In our Crew program, community is at the heart of everything we do. Whether your student is enrolled in our Online Courses, following an Individualized program, or a combination of those, our goal is for every student to navigate the same key topics at the same time as they learn together. By staying "in sync," our students can fully engage in our weekly Crew classes, benefit from shared instruction, and grow alongside their peers in a collaborative environment. How We Stay Together: Zoom classes & Class GoogleDoc Our weekly Zoom classes are the "heartbeat" of the Crew experience. These sessions tackle specific content and provide the direct instruction needed to move students through the online course. For our Individualized Families: To help you align your chosen curriculum with these live sessions, Crew teachers provide a weekly update in a Class Google Doc. This document acts as your roadmap, highlighting the specific content being addressed in the online course each week. Even if you are using a different textbook or program at home, you can use the Class GoogleDoc to identify the matching sections in your own resources. By following this weekly guide, your student will be prepared to dive into the activities and discussions during our Crew classes, ensuring they feel confident and connected to the cohort’s progress. How to Use This Page For Online Students: Simply follow your course schedule—you are already aligned! For Individualized Families: Review the "Year at a Glance" timelines below. Work with your student to identify the units in your chosen curriculum that match these topics. Aim to cover these subjects during the months indicated to ensure your student is ready for the weekly Crew discussions. Please note- novel studies will vary year to year. Parental Support in the Individualized Path Parents, your role is vital in the Individualized program as the facilitators of this curriculum alignment. Because you are selecting the specific resources for your child, we ask that you take the lead in mapping your home curriculum to the Crew timelines. By checking the Class Google Doc provided by the teachers each week, you can help your student identify the corresponding chapters or modules in your chosen books that align with what the class is addressing. This ensures that when they log into Zoom, they are ready for the instruction—to learn and engage with the content. Helping your student prepare this way ensures they won't feel "lost" during our weekly Crew instructions. Whether the class is discussing the Industrial Revolution or the properties of light, your student will have the background knowledge to contribute to the conversation, benefit from the shared learning experience, and truly shine! We are better together. Let's make this a year of synchronized growth and discovery! Crew Schedule 2026-2027 Teaching Team Mrs. Crystal Torgerson  – Science, Math, PHE, Christian Studies Mrs. Teanna Jeske  – English, Social Studies, ADST, Art Mme. Christine Clarke  – French Sra. Stephanie Martens  – Spanish Innovations Academic Advising Team – Careers Synchronous classes begin the week of Sept 22-26 and end the week of June 8-12. There are no classes scheduled during the following weeks:  Nov 2-6: HCOS staff meetings Dec 21-Jan 1: Christmas break Jan 18-22: Report card writing for teachers Mar 15-26: Spring break April 26-30: HCOS Connect Please note that the final submission deadline for June report cards is Friday, June 11th, 2027 at 9:00am.  Time Monday Tuesday Wednesday Thursday Friday 8:30-9:00   9:00-10:00 Mrs. Jeske's Office Hours French 8 9:00-9:30am   Mrs. Torgerson's Office Hours 10:00-11:00 Crew  8A Eng/SS   Mrs. Jeske  ___________   Crew  8B Math/Sci Mrs. Torgerson Careers 8A&B (every 3rd week of month starting in Oct) ____________   Spanish 9 10:30-11am ____________   French 9 10:30-11am Crew  8B Eng/SS   Mrs. Jeske  ___________   Crew  8A Math/Sci Mrs. Torgerson 11:15-12:15 Crew  9A Eng/SS   Mrs. Jeske  ___________   Crew  9B Math/Sci Mrs. Torgerson Careers 9A&B (every 3rd week of month starting in Oct) Crew  9B Eng/SS   Mrs. Jeske  ___________   Crew  9A Math/Sci Mrs. Torgerson 12:15-1:00 Lunch Lunch Lunch Lunch Lunch 1:00-2:00 Mrs. Jeske's Office Hours   Spanish 8 1:45-2:15pm Mrs. Torgerson's Office Hours 2:00-3:00 Academic Advisors are available by appointment. There will be a required monthly Conversation Club for students taking Individualized Spanish 8 or 9 and French 8 or 9. This will be added to the schedule by June 15th, 2026.  Innovations Middle School 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 Orientation to Online Courses 05-09 Free Applied Design, Skills, and Technologies 05-09 Design Thinking Through Minecraft Food Studies Leveled Coding in Tynker $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) Refunds Please note that if dropping an Online Asynchronous or Online Synchronous course and the student has been active for 30 days or more, course fees are not eligible for refund. 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, and $83 per ADST module. 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/ 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 Head of Schools 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 Academic Advisor (AA) (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 AA and the LS RA of their recommendation. The RA or AA and LS RA come to agreement and request an exemption from their Director who consults the Head of Schools 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 this year's  synchronous cohort 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.  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. Y our 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. Synchronous class sessions are not recorded for later viewing. 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. What if I want to take a class that is only offered synchronously (e.g., French and Spanish 5-7) but I can't attend the weekly meetings? Students enrolled in a synchronous class who cannot attend weekly meetings need to follow the weekly class schedule and submit activities to stay on pace. While non-attending students will, in essence, be asynchronous students, the due dates for assignments will be the same as for synchronous students. How to Order a Resource for an Online Course Individualized Course Planning Guidelines for Grades 7 to 9 The information shared on this page is intended to set an end goal of where students should aim to be when entering Grade 10. The skills listed here are meant to be developed over a few years, not all at once. These suggestions are meant to give a guideline for typical skills and knowledge to aim for when building Student Learning Plans in Grades 7 to 9. This is not an exhaustive list. General Students should: Take the free Orientation to Online Courses module before taking an online course Take at least one online course before Grade 10 Think about their own learning processes by reflecting on their learning styles Show initiative in connecting with teachers and completing work Show determination by reviewing teacher feedback and report card comments and applying feedback to future work Show diligence in keeping up on course schedules Show courage to take chances in their work Clearly state their opinion and understand how to support it with solid facts, details, and logic Have experience in note and test taking skills Know how to create bibliographies Outline both sides of an issue comprehensively Engage in respectful debate debate with support, research, read between lines, and summarize Build stamina to manage a heavier workload and busier schedule Often this includes extra curricular activities, part-time jobs, and other commitments Students should be prepared to set aside a block of time each day/week to consistently work on each class, and learn to take advantage of school holidays and slow times in their schedule Parents should: Actively work with their suppor teacher to increase rigor and workload gradually over Grades 7 to 9 in preparation for Grade 10 Familiarize themselves with the  HCOS Academic Integrity Policy Explore the Student Success Centre resources, including workshop recordings and slide decks Work Habits Students should: Show initiative with consistent work effort Use an organizational system (e.g., day planner, course pacing schedule, calendar) Set goals for course completion  Contact teachers regularly in order to stay on schedule and meet deadlines Reach out with questions as needed and know that teachers welcome questions and are keen to help  Read instructions and discern how much information or detail is being asked for or required  Apply teacher feedback on future work submissions Book appointments with Education Assistants in the Student Success Centre for additional support Communication & Technology Skills Students should: Sign up for HCOS student accounts on the following platforms: Google Workspace Canva for Education Read&Write Grammarly Adobe Creative Cloud Learn how to use Zoom Understand file management (e.g., uploading, downloading, creating a .zip folder, scanning documents) Learn appropriate email writing skills Communicate directly with their teachers through email and/or Zoom Parents should: Learn how to navigate Encom Explore resources in the  HCOS Learning Commons Contact tech support ( tickets@onlineschool.ca ) when technical issues arise ADST Students should:  Explore their own areas of interest (e.g., rebuild a small engine, make a quilt) Learn to use at least two new tools at each grade level to better understand personal preferences (e.g., woodworking, textiles, computers, foods, metalwork, marketing, entrepreneurship, robotics, drafting, electronics, coding, media arts)  Work through the Applied Design process: Understanding, Defining, Ideating, Prototyping, Testing, Making, Sharing Arts Education Students should: Explore the four arts disciplines: visual arts, drama, dance, music students can select a single discipline to focus on for their Arts Education in K-9 Use a variety of media types in visual arts (e.g., pencil, charcoal, paints, wood, plaster, digital) Show basic understanding of the elements and principles of design  Explore art history to learn about contributions of artists across genres, communities, times, and places Attend in-person or virtual performances to experience arts and culture in a variety of settings Career Education  Students should: Explore money management: interest rates, mortgages, investing, bank accounts Learn to use physical and digital time management tools Prepare for the term visits and present independently Set daily, weekly, and monthly goals for academic and holistic development Do at least one “personal inventory” online assessment to learn more about themselves Attend Grad Orientation Week in March Research volunteer opportunities in their community to prepare for volunteer hours needed for graduation  Christian Studies Students should: Explore the HCOS Christian Studies Curriculum website for resources Work on individual Bible study activities and programs (e.g., independently, with family members, at church youth group) Complete a variety of spiritual growth activities: Journal responses that include reflections on own faith and choices Book studies Volunteer logs (e.g., church ministry teams, community service) Reflections on experiences  Acts of service English Language Arts Students should: Have an understanding of proofreading, grammar, and sentence structure Write well developed paragraphs and essays Construct a unified paragraph with a strong topic sentence, well-researched supporting details, and a concluding sentence  Write a five paragraph essay with an introduction, thesis statement, three supporting paragraphs, and conclusion Develop communication skills (e.g., face-to-face conversations, email and Zoom etiquette) Share ideas through writing, talk-to-text, and/or audio recording Build capacity to explore issues, themes, and deeper meanings beyond the surface of a plot Cite resources in-text and on a bibliography page using a standard citation format (e.g., MLA) Use appropriate digital citation practices Develop digital citizenship and ethics, including appropriate use of AI and other digital tools Understand plagiarism and the impact of using other people's work as their own Mathematics  Students should: Read a grade level text (e.g., basic word problems and convert into math equations to solve a question) Show their mathematical thinking on paper in an organized way (e.g., show steps to solve equations) Plan and complete a math project Have experience answering math questions from different resources Be familiar with the following topics before Grade 10: Add/subtract/multiply/divide fractions, decimals, and integers - with and without a calculator  Percentages Work with variables and to solve for unknowns in an equation Integer exponents Order of operations (e.g., BEDMAS) Area and perimeter of 2D and 3D shapes The coordinate plane (e.g., plot points, x-axis, y-axis) Students who use an American textbook in Math 9 should supplement their learning with  Theory and Problems for Mathematics 9 - Third Edition by Crescent Beach Publication. Students can also use this workbook to learn about non-algebra Math 9 concepts (e.g., Finance, Logical Reasoning, Probability, Scale Factors). Physical and Health Education  Students should:  Understand the needs for consistent physical activity Set up a plan for physical activity and implement it on a regular basis Record physical activity in a regular log by writing out activity descriptions, durations, and physical exertion levels Participate in a variety of physical activities (e.g., individual/dual, locomotor/non-locomotor, throwing/catching/kicking, hand-eye coordination sports) Try new individual and team sports and activities (e.g., badminton, dance, ping pong, tennis, golf, baseball, pickle ball)  Engage in health learning (e.g., nutrition, personal safety, personal identity, mental well-being, physical, emotional, and social changes) Science Students should: Write formal lab reports, including a testable hypothesis Use collected data to support a claim Apply mathematical formulas (e.g., substituting values and solving) Create original, labeled diagrams Know chemical formulas and names of chemical compounds  Explain the process of cell division (e.g., mitosis and meiosis)  Understand the idea that energy comes in many forms and can be transformed into different types of energy By the end of Grade 9, students should have covered all the big ideas each of the four science domains: Physics, Chemistry, Biology and Earth Science. Many of the building blocks for Science 10 are taught in Grades 7 to 9 and students who do not explore all areas required by the BC curriculum are at a significant disadvantage in their high school years. Learn more by visiting the Science 7-9 Assessment, Resources, Planning page. Second Languages Students should: Have foundational knowledge of verb conjugation, vocabulary, sentence structure, and pronunciation Experience speaking the language with a native speaker Research arts and cultural experiences of countries where the language is spoken Read simple stories and answer basic reading comprehension questions  Second language learning requires knowledge of verb conjugation, vocabulary, sentence structure, and pronunciation. To help develop confidence and fluency, students should focus on one language in their middle school years, and refrain from moving between multiple languages before entering Grade 10.  Social Studies  Students should: Write well developed paragraphs and essays Construct a unified paragraph with a strong topic sentence, well-researched supporting details, and a concluding sentence  Write a five paragraph essay with an introduction, thesis statement, three supporting paragraphs, and conclusion Conduct research using academic search engines (e.g., Explora Canada , Gale Databases ), not just Google and Wikipedia Study Canadian history prior to World War 1 Develop skills in reflection, analysis and investigation Formulate and support an argument, and to be able to anticipate counter points or arguments) Be mindful of audience as writers Understand that learning is just about knowing content, but making meaning Reflect on how their faith tradition informs their historical understanding of the world Build capacity to explore issues, themes, and deeper meanings beyond the surface of a question Students who have only been exposed to curricula that emphasizes reading comprehension with multiple choice and fill in the blanks assessments will struggle in Grade 10 Cite resources in-text and on a bibliography page using a standard citation format (e.g., MLA) Middle School Online FAQ 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.  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. Online Course Technical Requirements Students in online courses use Brightspace and StudyForge to engage with course material. Synchronous students are also required to use Zoom for weekly synchronous meetings. HCOS students are encouraged to request a Google Workspace account to gain access to Google apps (e.g., Docs, Slides, Drawings) to collaborate and share their learning. Students interested in using Chromebooks should set up a profile using their HCOS Google Workspace account for easy integration with Google apps. Visit our Google Workspace for Education page to learn more and request an HCOS Google Workspace account. We highly encourage students to use a desktop or laptop to engage with their online courses. The best computers for middle school online courses are typically lightweight laptops that balance performance, portability, and affordability. These devices should have a reliable processor (like an Intel Core i3 or i5), at least 8GB of RAM for smooth multitasking, and sufficient storage (128GB or more) for files and apps. A good battery life (8+ hours) is essential for all-day use. Additionally, they should have a webcam and microphone for video conferencing, and a screen size between 11 to 14 inches for comfortable viewing.  Cell phones, iPads, and tablets are not adequate devices to fulfill the requirements of online course completion. Our online courses are designed to work on most popular operating systems and in most browsers. Operating Systems: Chrome OS Linux macOS Windows Web Browsers: Apple Safari Google Chrome Microsoft Edge Mozilla Firefox Office Suites: Apple iWork Apps Google Workspace Apps LibreOffice Microsoft Office Orientation to Online Courses ADST: Orientation to Online Courses Note: This module was formerly titled "Skills for Online Success." Students who previously completed “Skills for Online Success” are not eligible to complete “Orientation to Online Courses,” as it is the same course with a different title. 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 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 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 Sherie Seddon, Innovations Assistant Director sherie.seddon@onlineschool.ca   TechLAB 7-9 What is TechLAB? The name TechLAB stands for the three subjects that are covered by this hybrid program: Tech stands for the ADST portion (Applied Design, Skills, and Technology). The LA in LAB stands for Language Arts. The B stands for Bible. Put those together, and you get TechLAB. Technology is a major focus of TechLAB, with students learning about coding, robotics, electronics, and the engineering Design Process. While many students think that is awesome, what’s even better is that students will also complete English Language Arts and Christian Studies at the same time, while creating hands-on projects, following technical instructions, making video presentations, reading a tech-themed novel, discussing digital ethics, and wrestling with local and global issues related to technology. Who Teaches TechLAB? Mr. Mark Lamden has been teaching with HCOS since 2015. He wrote the first version of TechLAB in 2016 and has been making annual updates since then. Before joining HCOS, Mark was a pastor at Evangel Church in Powell River. Mark and Melanie have three teenagers who began their educational journey with HCOS. Mark loves the outdoors, sports, and music. He teaches some other courses in addition to TechLAB, including the Adventure Discipleship Program for Grades 10-12 students.  What Makes TechLAB Unique? Here are some of the many unique aspects of the TechLAB 7-9 program: Students engage in learning about robots using hands-on equipment (Lego in Grades 7-8, Arduino in Grade 9). Students complete Tynker coding lessons and make their own program or game. Students make several ADST projects each year, sharing them with their classmates through live or recorded video presentations. Much of the course content and discussions are focused on technology, innovation, and creativity. Synchronous vs. Asynchronous: What’s the Difference? Since TechLAB covers three full subjects in one course and there are several of ongoing lessons and projects, students are typically more successful if they attend the weekly synchronous meetings where they can ask questions, receive additional instructions and clarification, make friends and form study groups, and be reminded of the importance of staying on pace.  Synchronous students often report back that the synchronous meetings were the highlight of their years in TechLAB. Mr. Lamden also really enjoys getting to know students better through the weekly meetings.  While some students may lean towards doing online courses asynchronously, Mr. Lamden strongly encourages students to sign up for the synchronous TechLAB option and give it a try first. If it turns out not to be a good fit, students can switch to asynchronous.  Synchronous Meeting Format As of the 2026-2027 school year, TechLAB 7-9 synchronous classes will meet in an updated format. Mr. Lamden will host two synchronous meetings per week for each grade of TechLAB. Students will be assigned to a cohort with one required 40 minute meeting time, and will be encouraged to join the other weekly meeting for the final 20 minutes. Students can request to be in either Cohort A or Cohort B to fit around other commitments like CC+.  Visit this SOPHIE page to learn more about Grade 5-9 synchronous classes and to find the link for cohort schedules. The first 20 minutes of each class will be for one cohort of students to meet together. Lessons will be introduced, and there will be time for small group discussions in the first half of the class. The final 20 minutes will be for both cohorts to join together for games, demonstrations, fun activities, questions, and large group discussions. While synchronous students will be assigned to only one cohort meeting per week, they are strongly encouraged to attend the second half of the other cohort meeting. Example: You are in Grade 7 TechLAB and are assigned to Cohort A, which meets on Monday mornings at 10:30 am. Every week, you will attend that class for 40 minutes. For the first 20 minutes of class, Mr. Lamden will open with prayer, talk about the week’s assignments, and you might have a small group discussion. At 10:50 am, students from the other TechLAB 7 cohort will join for games, activities, discussions, and to ask questions. Cohort B meets on Tuesdays at 11:20. You are welcome to join that cohort at 11:40 for 20 minutes of games, activities, discussions, and to ask questions, which is different from what you experienced in Cohort A. You are not required to attend this second weekly meeting; however, you probably won’t want to miss it! How to Enroll in TechLAB Parents or teachers can sign students up for TechLAB in Encom. If you cannot see TechLAB offered in Encom, it may be that the course is already full. Please email Mr. Lamden to join the waitlist.  When enrolling in TechLAB, students must sign up for all three courses: TechLAB ADST, TechLAB Christian Studies, and TechLAB English Language Arts. We are unable to accommodate students who wish to take ADST, Christian Studies, or English Language Arts in other formats outside of TechLAB. FAQs What is the cost? The cost for middle school online courses is $75. Since TechLAB covers three courses, the cost is $225.  Do I need to buy anything for TechLAB? Here is a detailed list of required resources: Students may need to buy the novel if they cannot find one at a local library or reserve a copy from our HCOS Learning Commons.  Students do not need to buy or reserve a Lego Robotics Kit. The Learning Commons will loan kits to TechLAB 7-8 students. Students in Grade 9 will have the option of purchasing the Arduino Starter Kit (approximately $170) or using the free online TynkerCAD Arduino option. Students will be set up with a Tynker account at no extra cost. Students in middle school online courses require a computer, webcam, microphone and high-speed internet connection. A tablet is not a sufficient device to successfully complete online courses.  Is there a waitlist for next year? Space is limited in TechLAB, so please sign up early. If you want to go on a waitlist for the following year in order to save a space, you are welcome to email Mr. Lamden . Jewish Heritage and Holocaust Education An introduction to Jewish heritage and Holocaust education, including a collection of online and Learning Commons resources. Jewish Heritage and Holocaust Education As a Christian learning community, we recognize the importance of understanding history through a biblical lens, fostering compassion, and seeking truth. Jewish heritage and Holocaust education provide an opportunity to learn about God’s faithfulness through history, the resilience of the Jewish people, and the importance of standing against hatred and injustice. This learning aligns with the HCOS Biblical Attributes of Community and Restoration. The Community attribute reminds us, "Students will discover that they have a unique role to play in a living and growing community; they will seek to discover their gifts and skills and to affirm the gifts and skills of others.” The Restoration attribute calls us "compassionate peacemakers and participants in God's mission to bring about the restoration and reconciliation of all things according to His intention for creation." To support our families in learning about Jewish heritage and the Holocaust, our team has assembled resources that encourage thoughtful reflection, historical understanding, and a commitment to justice and mercy. As we engage with these topics, we pray that our students grow in wisdom, discernment, and a deeper understanding of God’s heart for all people. Resources  Learning Commons Resources Online Resources Learning Commons Resources Due to the sensitive nature of Holocaust topics, we recommend parents guide their students in conversations using these suggested resources. Middle School (Grades 6-9) Broken Strings by Eric Walters and Kathy Kacer A violin and a middle-school musical unleash a dark family secret in this moving story by an award-winning author duo. It's 2002. In the aftermath of the Twin Towers — and the death of her beloved grandmother — Shirli Berman is intent on moving forward. The best singer in her junior high, she auditions for the lead role in Fiddler on the Roof but is crushed to learn that she's been given the part of the old Jewish mother in the musical rather than the coveted part of the sister. But there is an upside: her "husband" is none other than Ben Morgan, the cutest and most popular boy in the school… Six Million Paper Clips by Peter W. Schroeder and Dagmar Schroeder-Hildebrand The true story of students who helped quantify the horrors of the Holocaust. At a middle school in a small, all-white, all-Protestant town in Tennessee, a special after-school class was started to teach the kids about the Holocaust and the importance of tolerance. The students had a hard time imagining what six million was (the number of Jews the Nazis killed), so they decided to collect six million paperclips, a symbol used by the Norwegians to show solidarity with their Jewish neighbours during World War II. Number The Stars by Lois Lowry As the German troops begin their campaign to "relocate" all the Jews of Denmark, Annemarie Johansen's family takes in Annemarie's best friend, Ellen Rosen, and conceals her as part of the family. Through the eyes of ten-year-old Annemarie, we watch as the Danish Resistance smuggles almost the entire Jewish population of Denmark, nearly seven thousand people, across the sea to Sweden. Anne Frank: A Light in the Dark by Tamara Hollingsworth Anne Frank's diary has become one of the most widely read books in the world. Readers will learn about Anne as she went into hiding from the Nazi Party in this nonfiction title. Through vibrant images, informational text, timelines, and a glossary of terms, readers will discover the hardships Anne and her family went through in order to avoid being sent to a concentration camp. This inspiring biography enables children to look up to Anne and find hope in every situation, just as she did. Pieces of the Past by Carol Matas A young Jewish girl recounts her experiences during a horrifying time in recent history. As Rose begins her diary, she is in her third home since coming to Winnipeg. Traumatized by her experiences in the Holocaust, she struggles to connect with others and, above all, to trust again. The Last Train - A Holocaust Story by Rona Arato  The harrowing true story about young brothers Paul and Oscar Arato and their mother, Lenke, surviving the Nazi occupation during the final years of World War II.   The Librarian of Auschwitz by Antonio Iturbe Based on the experience of real-life Auschwitz prisoner Dita Kraus, The Librarian of Auschwitz is the incredible story of a girl who risked her life to keep the magic of books alive during the Holocaust. Out of one of the darkest chapters of human history comes this extraordinary story of courage and hope. High School (Grades 10-12) The Hiding Place by Corrie ten Boom, Elizabeth Sherrill and John Sherrill The amazing story of Corrie ten Boom, a heroine of the Dutch Resistance who helped Jews escape from the Nazis and became one of the most remarkable evangelists of the 20th century, is told in her classic memoir, now retold for a new generation.   The Diary of a Young Girl by Anne Frank Discovered in the attic in which she spent the last years of her life, the remarkable diary that has become a world classic—a powerful reminder of the horrors of war and an eloquent testament to the human spirit. Anne Frank's Tales from the Secret Annex by Anne Frank Hiding from the Nazis in the "Secret Annexe"  of an old office building in Amsterdam, a thirteen-year-old girl named Anne Frank became a writer.  The now famous diary of her private life and thoughts reveals only part of Anne's story, however.  This book completes the portrait of this remarkable and talented young author.  The Last Train - A Holocaust Story by Rona Arato The harrowing true story about young brothers Paul and Oscar Arato and their mother, Lenke, surviving the Nazi occupation during the final years of World War II.   The Book Thief by Markus Zusak When Death has a story to tell, you listen. It is 1939. Nazi Germany. The country is holding its breath. Death has never been busier and will become busier still. Liesel Meminger is a foster girl living outside of Munich who scratches out a meagre existence for herself by stealing when she encounters something she can’t resist–books.   The Librarian of Auschwitz by Antonio Iturbe Based on the experience of real-life Auschwitz prisoner Dita Kraus, The Librarian of Auschwitz is the incredible story of a girl who risked her life to keep the magic of books alive during the Holocaust. Out of one of the darkest chapters of human history comes this extraordinary story of courage and hope. Online Resources We have gathered a collection of online resources to support learning about Jewish heritage, traditions, and Holocaust education.  Please note that some content addresses sensitive and challenging topics. While these resources are designed to be educational, they may not be suitable for all learners without guidance. We recommend parental support when accessing these resources. Jewish Interactive – Interactive educational tools that bring Jewish learning to life. My Jewish Learning – A comprehensive resource on Jewish history, traditions, and contemporary topics. Jewish Ed Project – Supporting innovative Jewish education for all ages. PJ Library – A resource for Jewish children's literature and family activities. For Holocaust education and remembrance: Toronto Holocaust Museum – Explore exhibits and survivor testimonies. Virtual Visit – Experience an interactive virtual tour of Holocaust history. Childhood Interrupted – A moving exploration of children's experiences during the Holocaust. Fragments in Focus: A History of the Holocaust brings together more than 160 objects from the collection of the Vancouver Holocaust Education Centre.  We invite you to explore these resources and deepen your understanding of Jewish heritage and history. K-9 Program Courses Required for Grades K-9 The chart below provides important information for the required courses at HCOS for each grade level. Subject Grades K-4 Grades 5-7 Grade 8 Grade 9 ADST Yes Yes Yes Yes Arts Education* Yes Yes Yes Yes Career Education  Yes Yes Yes Yes Christian Studies Yes Yes Yes Yes English Language Arts** Yes Yes Yes Yes Mathematics Yes Yes Yes Yes Physical and Health Education Yes Yes Yes Yes  Science Yes Yes Yes Yes Second Language*** No Yes Yes Optional Social Studies Yes Yes Yes Yes *Arts Education  can be one or more of Visual Arts, Music, Drama or Dance **English Language Arts  includes Reading, Writing, and Oral Language learning ***Second Language includes all language learning that is not a student's primary spoken and written language K-9 FAQs We have enrolled, talked with the Registrar and Regional Administrator, what are the next steps? Please view our New Families: Eight Steps for getting started in K-9 for more information. Who is my Regional Administrator? You can see who your Regional Administrator is on the HCOS Website . We also have a Middle School Administrator for our grade 5 to 9 online courses, which you can find on the HCOS Website . When will my support teacher contact me to get the school year started? Generally, support teachers will reach out to families toward the end of August. They will start by making sure they have your correct email address and then move to ensuring you have resources in place for the upcoming school year as they work with you to build the Student Learning Plan (SLP). Support teachers may reach out prior to the end of the previous school year, but the majority of communication starts at the end of August.  How much communication should I expect with my support teacher and online course teacher?  Communication with your support teacher will take place on a weekly basis and will vary between different forms of communication. HCOS teachers will often communicate over  email, Zoom, SeeSaw, phone calls, home visits, and various other forms throughout the school year. As a parent, you will be responsible for sending in work samples for your child. Your support teacher will reply and be able to provide feedback and open communication with you through this.  Online teachers primarily communicate with students directly through their feedback on submitted assignments. Parents can reach out to an online teacher at any point via email and at any time during a school year.  Am I able to track where my child is at in their online courses or connect with online course teachers? Online course progress is available for parents to see for each online course their child is taking. This is done by selecting the ‘Online Course Progress’ button in Encom (our data management system), where you can see all online courses and how much has been completed in each course. It is advised that parents keep track of their child’s progress in each online course,  as the year progresses to ensure they are on track to complete the course in a timely manner. Parents are welcome to meet with online course teachers. Teacher contact information is available  through the Teacher Directory or by clicking on the teacher’s name on the report card tab in Encom. Do I meet with my support teacher? Support teachers aim to have at least three home visits a year with their families that are within a reasonable distance (as decided upon with their administrator). These visits are intended to help aid in gathering student work samples, collaboratively building the learning plan for the school year, meeting and (at times) working with students, and general relationship building.  How do I share work samples with support teachers? This will depend on whether the course is an individualized course or an HCOS online course.  For individualized courses, parents send work samples to their support teacher using a variety of tools including, but not limited to, email, SeeSaw, FreshGrade, and in person home visits.  For HCOS online courses, students submit work online directly in the course and will also upload completed work samples to a management tool called Moodle (which uses a simple drag-and-drop method for adding completed documents) (Moodle is still there for the next year 2023 for students who are finishing old courses; otherwise, we have transitioned to Brightspace).  How is a plan built for my child’s school year? Your support teacher will work with you to build a Student Learning Plan (SLP) for your child, each school year. The SLP is done collaboratively with the parent, support teacher and the student. It is the support teacher’s responsibility to write this and upload it in Encom (our data management system at HCOS). The SLP will outline the plan for each course for the year and will be worked on throughout September and part of October. Once the SLP is finalized and agreed upon, parents sign in acknowledgement that this is the plan for the school year. Will I get to choose my support teacher? The Regional Administrator (RA) for your area will assign a support teacher to work with you. Parents can make requests and the RA will take this into consideration when they are assigning a support teacher. How much funding do I get for resources and lessons? The amount of funding received will depend on your choice to pay for tuition or not. Please check out this page on Tuition and Bursary: Family FAQs Are there additional activities and resources for my child at HCOS? The answer is a big YES! We have a variety of face to face programs available to students and these vary depending on where families live. All options offered in areas around BC are listed on the HCOS Learning Groups website . These range from single events, to longer camps, to full one-day-a-week campus based programs running the majority of the school year.  We also have many additional, free resources available through our Learning Commons website . This includes books and ebooks that can be signed out, online subscriptions largely paid for by HCOS, Unit Study Kits, resource suggestions for each grade, and other free resources are available throughout the school year. What is a reasonable amount of time to spend on school work each day? This largely depends on the age and ability of a student. A very general guideline would be thirty minutes of seated work time per grade for the core academic subjects. For example, a grade 5 student would spend three hours each day working on Math, Language Arts, Social Studies, Science, and Second Language resources. The other four subjects (Christian Studies, PE and Health, Career Education, and ADST) would be completed largely through activity based learning. This general guideline needs to be considered as just that, a very general approach as each student will have a learning plan designed to meet their individual needs and abilities.  Parents are encouraged to review this with their support teacher and online course teacher as they will be able to offer insights and suggestions on how best to organize a work day.  What is an ‘Individualized’ course? An individualized course is one that a parent delivers to their child in a home learning program that has the oversight of an HCOS support teacher. For each Individualized course, the support teacher will build the Student Learning Plan, and will gather work samples and provide feedback and assessment throughout the year. Students will receive two report cards a year.  What is an ‘Online’ course?  An online course is one that is primarily completed online. Each online course has a subject specific specialist teacher who manages the course, marks and gives feedback on assignments, holds office hours for student support, and gives report card marks and feedback twice a year.  Online courses are also available in two formats, asynchronous and synchronous Online Synchronous - this option uses the online courses that HCOS has written, and also has the added benefit of weekly zoom meetings with the course teacher. The student cohort in these classes work together at about the same pace, beginning in September and finishing in June. Online Asynchronous - this option also uses the same online course as the synchronous course, but students have the flexibility to work at their own pace. Typically, these courses begin in September and finish in June. Students can start at different times, but we don’t advise to leave it too late in a school year to start them. These courses can also be finished earlier than year end if a student works at an advanced pace.  Can I use a combination of online courses and individualized courses? Yes! HCOS is set up to be flexible: we want to meet each child's learning needs. We offer online courses from grades 5 - 12 and you are welcome to choose online courses as an option for your child. (We encourage students in grades five to seven to limit their number of online courses and to work with their support teacher when selecting them.) Does HCOS offer summer school? Summer school is offered for students in Grades 8 and 9 for asynchronous (self paced) online courses.  Does HCOS offer a Homeschool Registered Program?  Heritage Christian Online School welcomes and supports registered homeschoolers by providing some support and parents can check out all the details on the HCOS website on our Homeschool Registered page .  K-9 Programs - Overview Thank you for your interest in our Kindergarten to Grade 9 Program at Heritage Christian Online School. Outlined below are the options available to you in our school. Our mission is to develop innovative Christ-centered educational opportunities for learners to explore and embrace God's unique purpose. This statement guides what we aim to do as a school in living out our Values and Vision as we work to provide educational support in your home learning adventure. There are two Home Education programs offered through HCOS. These are Registered and Enrolled and you would have applied for one of these when you filled out an application. Below is a brief outline of these two programs and related details, please read up on the program you applied for.  Documentation to be sent to HCOS office Copy of birth certificate Care Card Number Curriculum Agreement (Enrolled only) Residency Form  Registered Program Our Registered Program has been designed for families that desire to provide education for their children at home separate to the guidelines of the British Columbia Ministry of Education curriculum. Registered students receive minimal support from HCOS and you can read more on this at Support for Registered Families . Also, please see our website for more information on what it means to be Homeschool Registered.  Enrolled Program Our main program offered to families for support in their home learning is our Enrolled Program. This program is our fully supported program that partners you with a British Columbia Certified Teacher to build an educational program unique to each student. This is done through the resource budget available to Enrolled families, the building of a Student Learning Plan at the start of the year, and regular assessment and reporting on student progress throughout the year. This information will be reviewed with you in a General Intake Session and a phone call with your Regional Administrator.  If you would like to read up on more information related to our programs at HCOS, you can go to our Information for Families book in our online resource SOPHIE. The majority of the information in SOPHIE pertains to our Enrolled Program. HCOS Support in our Enrolled Program Your Support Teacher's Role Your child’s Home Room teacher at HCOS is your main contact point with the school and is responsible for your child’s educational program. They also support families through prayer, encouragement, and educational program guidance Communicates with you regularly (emails, phone calls, feedback on work samples submitted, home visits when possible and desired) Collaborates with you on a Student Learning Plan (SLP) starting in September and it may be adjusted throughout the year Provides assessment through regular feedback on work sample submitted weekly, Interim Grade Reports as needed, and Report Cards at the end of our two terms (end of January and end of June) Resource Budget PO numbers will be given which may be used through a variety of vendors Once curriculum for core subjects (Science, Socials, Language Arts, Math & Languages when applicable) is established, curriculum budget may be used for lessons and other resources PO numbers can be found in Encom Learning Commons Learning resources and kits Online Library of resources Online subscriptions Learning Groups In-person and virtual learning opportunities Long term - Community Connections, Community Connections Plus Short term - Learning Camps Curriculum Consultant and Resource Packages Our consultant can meet with you to work through specific resource questions as your Support Teacher will work on overall program planning Curriculum Picks curated by our Curriculum Consultant provide ideas for common resources for each grade level Foundation Skills Assessment (FSA) Testing Students enrolling in grades 4 and 7 are required to write the FSA tests in October and these are written at each family's home Online Courses  Online courses are available for grades 5 to 9 Weekly Contact With Support Teacher Phone calls, SeeSaw/Freshgrade, Zoom calls, texts, or other agreed upon methods Face-to-face visits when possible or desired Weekly sharing of work samples and activities as guided by your support teacher New Families: Eight Steps for Getting Started in K-9 WELCOME!   You're signed up with HCOS. You've talked with a Regional Administrator, and your child has been accepted. Here are the next steps. The purpose of this page is to help new to HCOS families get started in their school year. Hopefully, following this step by step guide will make the start of the new year as smooth as possible for you. Step 1: Connect with your Support Teacher Your support teacher is your primary connection to the school. They are responsible for collaborating with you in planning your year. They support, encourage and empower you in your home education journey. Your support teacher will help you choose and order curriculum for the year. They will, also help you with weekly input and guidance and help answer all your questions. Your support teacher will collect work samples throughout the year and will provide formative assessment (feedback). Your support teacher will write report cards for your children and play a large role in your child's educational journey as they work to support you. Regular communication with your Teacher It is very important that you work out a system for communicating regularly with your support teacher. The most used options include email, phone calls, texting, and reporting programs such as SeeSaw. The more your teacher knows about the work your children are doing and the areas you need help with, the better they are able to support you. Good, regular communication and relationship building is what makes the Enrolled Program work best. Step 2: Get into Encom Encom is our school database. It is where we house student applications, documents, Student Learning Plans (SLPs), report cards, Proof of Work, your curriculum spending account, and more. It's also where you choose any online courses. You will have received your Encom username and password in your "Welcome to HCOS" email (that is an important email to hang onto). Here is the link to the Encom How To page . Step 3: Work together with your support teacher to create Student Learning Plans (SLPs) for each of your children. The Student Learning Plans (SLPs) are very important documents. It is the main document that reflects the education plan for the year for each of your children enrolled and is specific to each student. Collaborating to write the SLP is usually your first contact with the support teacher. It's important to remember that the SLP is a living document, meaning that it can be revisited and revised during the school year. Parents are required to sign off on the SLP once it has been completed. Please view Understanding your Student Learning Plan (SLP) for more information.  Please view our required courses for course requirements for students in K-9. Step 4: Order your resources and sign up for courses  How do you purchase curriculum?  Your support teacher can help to guide you through this process. HCOS Curriculum Picks (For families who do not know where to start when it comes to selecting print curriculum, we have put together a collection of kindergarten through grade 9 print curriculum resources). Vendor Purchases The HCOS website has a list of vendors who accept HCOS PO#s. After reviewing the resource choices with your teacher, you can order those from one of the approved vendors. Here is the link to the Vendors and Ordering page . Non-Vendor Purchases New guidelines have changed how HCOS can process the purchasing of resources from companies that do not accept HCOS PO#s. For more information please see our Curriculum Purchasing Procedures. For a list of vendors which do accept HCOS PO#s please go to our Resource Vendor Directory .  For more information, visit Purchasing Process for Parents . Computer / Tablet Leases Computers, tablets and iPads can be leased through our computer lease program: Computer On Loan Agreement . Please note that you must obtain your support teacher's approval in order for the lease request to be processed. Online Courses If your student is taking any online courses, you can choose courses in Encom using the Course Selection Instructions (note: although this link refers to high school courses, the process is the same for Grade 5-9 online courses). After you do this once, you will need to have your support teacher do any other online course sign up for your students.  Visit the page titled Logging in to Brightspace and Accessing Course Pages if you need assistance setting up your student's Brightspace username and password for the first time. Reach out to your support teacher for additional help as needed. Step 5: Check out the Learning Commons The Learning Commons is our library. This is where you can find a variety of resources that can add to your home education with minimal to no costs. You can sign out physical books, eBooks, and audio books. We also have unit kits for Science and Social Studies. HCOS pays for many subscriptions, which both enhance and reinforce learning in all subject areas. To find out more information on our subscriptions, head to the HCOS Subscriptions part of the Learning Commons site. Your "Welcome to HCOS" email will also contain your login information for our Learning Commons.  Related links: Learning Commons General Information Learning Commons Access Step 6: Subscribe to your region's Learning Groups e-alerts  We have many Learning Group activities around the province. Everything from writing workshops, robotics, drama, field trips, to one day a week campus programs happens in Learning Groups. It is important to subscribe to Learning Groups for your region so that you will receive notifications of upcoming events.  Click this link to the Learning Groups page.  Learning Groups On the top menu bar, choose Fill in the information for the region that you wish to receive notifications for. Most events can be paid for using your child's resource budget funds. Step 7: Set a daily schedule You will find the greatest success if you have a set schedule and location to do your school work. When scheduling for the year look at the total number of weeks (usually 30-36) and then divide your lessons so that you will complete the resource on time. Do this for all of the courses. Online courses have a built in scheduler to help and be sure to factor in holidays. Schedule your week . This largely depends on the age and ability of a student. A very general guideline would be thirty minutes of seated work time per grade for the core academic subjects. For example, a grade 5 student would spend three hours each day working on Math, Language Arts, Social Studies, Science, and Second Language resources. The other four subjects (Christian Studies, PE and Health, Career Education, and ADST) would be completed largely through activity based learning. This general guideline needs to be considered as just that, a very general approach as each student will have a learning plan designed to meet their individual needs and abilities.  Parents are encouraged to review this with their support teacher and online course teacher as they will be able to offer insights and suggestions on how best to organize a work day.  Step 8: Note the important dates  For specific information about deadlines and due dates please go to our SOPHIE page:  Important Dates. It's useful to have these dates on hand so that deadlines aren't a surprise.  You CAN do this!!  You're ALREADY doing this. You've been teaching your child(ren) since the day you came home from the hospital. This is just taking another step. Your support teacher and our school are all committed to your success, and most importantly, Jesus is walking with us every step of the way.  If there are other items that you would see as being useful that we should add to this page, please contact your support teacher or Regional Administrator.  Learning Groups Mission, Values and Vision Our Mission Statement: To develop innovative, Christ-centred educational opportunities for learners to explore and embrace God's unique purpose. Our Values Academic Success - Engaged Lifelong Learner We aim to inspire every member of our community to be passionate learners who reach towards their personal best while continually seeking opportunities to grow. Integrity -  Authentic Christ Followers We believe wholeness is found in Christ. Our desire is for people to walk in the fullness of an authentic relationship with Christ within a supportive community that prays together, challenges each other, and shares life together. Relationship - Intentional Supportive Community We commit to creating meaningful spaces where we can connect, learn, and pray together, encouraging one another, and growing strong, supportive educational partnerships along the way. Flexibility - Personalized Learning Choices We design learning experiences that are flexible and tailored, empowering individuals and communities to pursue knowledge in ways that best fit their needs and aspirations. This commitment inspires us to cultivate innovative opportunities that honour diversity in learning.  Generosity- Serving With Joy   We desire to respond to God’s abundance with gratitude, cultivating courageous generosity as an expression of trust. This generosity flows through service offered with authentic joy, humility, and compassion.  Our Vision Statements: The vision statements below outline the current and future objectives of HCOS. They are intended as a guide to support future strategic planning, by addressing what we aim to do and hope to become as a school. Each Vision Statement is focused on our relationship to or development of the following areas: Students We aim to guide our students on their personalized, Christ-centred educational journey with an array of opportunities to know and be known. Parents We aim to partner with parents, equipping them in each student’s educational journey by providing support within our comprehensive educational ecosystem. Educators and Staff We aim to inspire, equip, and empower educators and staff to continually grow and pursue diverse opportunities with consistent, supportive accountability in a culture of engaged excellence. Curriculum and Programs We aim to develop world-class resources and provide thriving, sustainable, and innovative programs that anticipate and meet the changing needs of our community. Other Schools  We aim to be a leading collaborative influence to improve the reputation of IOL through mutually supportive relationships rooted in informed perceptions. External Networks We aim to be innovative leaders in transforming education, generously sharing the resources God has entrusted to us and positively impacting personalized learning worldwide. Service and Outreach We aim to create communities of learning and belonging, engaging with local and global communities to serve and be transformed in Christ’s love.  FAQ- General Questions I am an HCOS Registered Student. How does that affect my participation in LG opportunities? As a Registered Homeschooler with HCOS you have access to all of our Learning Camp opportunities throughout the province. HCOS Homeschoolers are eligible for Heritage Enrolled Community pricing; however, in some instances HCOS Registered Homeschoolers pay the same fee as General Community Students. For more information, contact Claire Pollok . How do I volunteer with a Learning Group? We require all staff and volunteers working with students to have a Criminal Record Check clearance letter on file with us prior to the event/class. You can contact us at any time to get this on file; it sometimes takes a bit of time to process. Please complete the LG Volunteer CRC Information form and proceed as per the instructions that will be emailed to you. Please note that we are not able to accept CRC Clearance from RCMP. What is the difference between Learning Camps, Community Connections and Community Connections Plus? Learning Camps are single-day or short-term activities, such as a field trip or workshop. Community Connections are weekly half or full-day opportunities throughout the school year. These multi-term classes offer a campus-style environment while maintaining a home education flavour. Community Connections Plus classes run weekly for 30 weeks, where HCOS instructors fully teach and assess that subject, reporting in Encom. Please visit our SOPHIE page on Types of Learning Groups Opportunities for more information I am not a student with Heritage. Can I participate in the Learning Group Opportunities? Absolutely! While priority does go to Heritage Students, unless a Learning Camp is specifically noted as Heritage Community only, students from General Community schools are welcome to join us. To participate at Community Connections or an overnight Learning Camp , students must be HCOS Enrolled. HCOS reviews external applications on a case-by-case basis to determine if the program is conducive to student success. Contact LG admin for further information. Why are there different fees for Heritage Students and General Community Students? Heritage subsidizes its students through fee reductions and the staff required to oversee and administer Learning Groups. General Community students are not subsidized by Heritage, and therefore, their cost for an event is higher to reflect the actual cost of the event. What opportunities are traditionally offered? Please visit our Year at a Glance calendar grid for an overview of all LG offerings to date this year. I have another question not listed here. Who can I contact? Please send any questions and concerns regarding a Learning Group activity to lg@onlineschool.ca , noting which LG opportunity you’re inquiring about. One of our team members will be happy to assist you. FAQ- Applications You’ve applied for an LG event. What’s the next step? You’ve received an automatic message indicating that we have received your application. For Learning Camps, this indicates acceptance to the event unless the coordinator is in touch to indicate otherwise. For Community Connections, please remember that this does not indicate acceptance to the event, as we may not be able to accommodate all applicants. The LG coordinator of the event will be in touch to confirm if your application is accepted. Please note that HCOS PO payment entries will occur in Encom prior to the event date. Credit card payments are processed upon submission (unless indicated otherwise). For Extended Learning Camps , to pay from General Community PO, a parent will receive an invoice from HCOS to forward to their respective school. Mark the dates on your calendar. Your LG Coordinator may be in touch closer to the date with further details about the event.  Enjoy the event! I signed up for a Learning Group online but didn't get an email confirmation. If you did not receive the confirmation email, it could be that you entered your email incorrectly, your application was not submitted properly, or the email was redirected to your junk mail folder. If concerned, please contact lg@onlineschool.ca. I received the confirmation email following my application, but now I am being told it is full and we do not have a spot. A confirmation email is automatically sent when you complete the application. Prior to acceptance, all applications are reviewed manually. Priority goes to HCOS students and, where there are group challenges, we wish to make sure a student is fully supported to ensure successful participation. All these points affect when the link for a Learning Camp may be closed as full and whether an application is approved for a student to attend. We appreciate your understanding. Why do I have to give my child's BC Services Card number on an application every time? Unlike a school that would have a student's emergency information on file and accessible, Learning Groups are run by many different coordinators in many areas throughout the province. In case of an emergency, the coordinator needs to have information on hand should we be unable to easily reach or contact a parent. My child has a medical alert. What information will I need to provide? When a serious medical alert is indicated on a Learning Groups application, if a Medical Planning form has not already been provided to Learning Groups for the current school year, a Learning Groups team member will be in contact to complete a medical planning form. Depending on the nature and seriousness of the medical alert, there may be additional documents to complete as well (eg. Permission to Administer Medicine, Diabetes Support Plan, Seizure Support Plan, etc.).  Note that all documents must be on file prior to a child being dropped off at a Learning Groups event. Why does Learning Groups need to know if my child has Learning Support or Inclusive Education Support? Our goal is to best facilitate student success, and Learning Group applications have questions designed to support students in their participation at LG events. It is therefore important for us to be aware of any supports that student may be already receiving so that we can effectively plan together for your child’s success at LG events and look at providing additional supports as needed. Additionally, when thinking about CC and CC+, classes have varying needs, and the dynamics are different than a familiar, low-key home environment. FAQ- Community Connections What are the main differences between the types of Community Connections?  See the LG Types of Opportunities SOPHIE page for more information How do I sign-up for Community Connections? Community Connections are open to HCOS Enrolled students. All types of Community Connections are via a Learning Groups application link, separate from enrollment in the school. In any given year, returning students are first given an opportunity to apply. If space allows, students on the CC Interest- Waiting Pool list will be contacted and offered spots as available.  If you are not currently participating in a Community Connection, are an HCOS Enrolled student, and are interested in attending or enquiring about possibilities for joining, please indicate your interest via the CC Waiting Pool . If I sign-up, does that mean my child has a seat? All LG sign-ups are applications, which are subject to review and approval from the event coordinator. There are a variety of factors involved prior to acceptance for the final class lists. Can families apply for CC as application links are opened and make the full payment on their PO or will this have to wait until they have paid their tuition for the following year and the amount of PO funds available is determined?  Yes, as an HCOS program, families can indicate PO# payment for CC applications prior to all the PO funds being available.   How do HCOS PO# funds work with CC and CC Plus? When students apply to attend a CC or CC+ for the upcoming year, a minimum non-refundable application fee amount is collected by credit card. The HCOS PO# can then be used for the balance of the fees. CC:  Parents can look at their resource funding and make more than the minimum payment if desired HCOS PO# funds (balance) will be processed in the Fall (after the deadline) CC+:  When the office adds students into their CC+ Courses in Encom, the fees will automatically be deducted at that time. HCOS IE students: Remainder of fees will be paid for using IE funds instead of your Encom account, unless your support teacher has communicated otherwise. Please note: If there are not enough funds in the family Encom account) to cover the balance due, the amount outstanding will be charged to the credit card on file (used in the CC/CC+ online application). In order to avoid balances due, we recommend choosing the tuition or bursary option that provides $600 in PO# funds. Please also note our Terms and Conditions as well as Cancellation Fee Schedule . How do Grad Credits work with CC+ Courses? For CC+ courses, Gr. 10-12 Students receive a credit towards each 4 credit course they take at CC, or toward each 2 credit course. The CC+ course fees appear in Encom as each student is added to the class and are automatically adjusted to take into consideration the applicable grad course resource credits so that only the balance shown is what is due to be paid. Visual example of how it will appear in Encom. The balance due will be assessed to available family Encom funds or processed to the credit card used in the application. I’ve applied for enrollment with HCOS, and I want my child to attend CC. Now what? We appreciate your patience as your enrollment is being processed by HCOS. CC Campus Leads will reach out to families as space allows, following completion of the HCOS enrollment process. What production will Ignite Theatre or Sparks put on next? Please check out ignitetheatre.ca for the grand reveal! If my child wants to be involved in Ignite Theatre, what type of commitment is involved?  Ignite Theatre is a Community Connections Plus with family project-based learning on a grand scale with parent responsibilities outlined here . One parent from each family is expected to put in volunteer hours throughout the year AND during our Theatre Week which is the weekend leading into Victoria Day and that full week. Parental involvement is CRUCIAL to the success and excellence of our production. Sparks CC is our recreational performing arts track, where students in grades 2 to 7 can explore the basics of musical theatre without substantial parent volunteer responsibility. Are cancellation options different for CCs and Longer-term Offerings? Yes, while most Learning camps are non-refundable, CCs and some longer-term Learning Camps may have a graduated cancellation fee schedule noted in an application.  FAQ Navigating the LG Website “Participate Now” Offerings Page Learning Groups has a new website this year! All of our current offerings are listed on the “Participate Now” page and are labeled to show the status of an application. Each offering will have a label on top as seen below: APPLICATION OPEN: Indicates that the opportunity is ready for applications. Click “Learn More” and then on “Details & Apply” to fill out an application. APPLICATION CLOSED: Indicates that the event is full OR the deadline has passed. Click on “Learn More” and it will either indicate “Application Full”  or “Application Closed” depending on the status.  COMING SOON: Indicates that we are in the process of finalizing some details for this opportunity, and that the Application will be open shortly.     Cvent Transaction Notifications The purpose of this page is to clarify payment transaction notifications you may receive. Cvent is the external software HCOS Learning Groups uses to process event applications. Depending on the payment method selected in an LG application, or funds available via Encom or credit card, you may receive a notification email such as presented in the scenarios below.  Cvent is good in many ways but does have limitations for which it hasn’t developed an alternative yet. Cvent generates auto-payment emails using the Coordinator’s name so it seems to come from the coordinator, not the LG office. Please refer any questions to lg@onlineschool.ca . When the HCOS PO# is involved in the method of payment, fees are processed by the LG office according to what funds are available in the family’s Encom account . Speaking with your support teacher prior to applying for a Learning Group can help. Insufficient Encom Funds When there are insufficient Encom funds in the family’s account, there are two types of automatic emails that could result, as well as an invoice email. Please note although the below scenarios denote the payment process for a CC, Learning Camp fee transaction notifications are similar. Type 1: Payment Processed to Credit Card If the automatic payment email ​ says "Your payment for the Community Connections _______ yyyy-yyyy event has been successfully processed to the credit card on file", this means that Encom funds weren’t sufficient to cover the CC fees (perhaps due to charges from curriculum  or online classes). When there aren't enough Encom funds, the balance is charged to the credit card that was used to pay the noted application fee. The email is just to let you as the parent know that charge was put on your credit card.  Type 2: ‘Payment Failure’ Email Notification   If the email states ‘payment failure’, then the payment processed to the credit card used for the noted application fee did not go through. Learning Groups will send an invoice for payment. If you do not see an  invoice but have received a "Payment Failure" email, please check your junk mail. Invoice Email If the email states 'Please submit payment" or 'Balance Due', then the invoice shows additional amounts owing for CC which were not covered with Encom funds or credit card on file.  As a parent, you can go into Encom and see the 'additional resources' section for your family; perhaps Encom funds were also used for charges for curriculum, ipad purchases or online classes. Please keep track of your curriculum or third party purchases to ensure enough funding is available to cover LG learning opportunities as there is a time lag when invoices get to the office.  To pay the invoice, click on the Cvent 'view your registration' link in the email, put in your registration confirmation number (provided in the email) and follow the prompts on each page to make the payment. You can add in a new credit card or the previous one that has funds available to process payment to.  CCs with remaining balance will be automatically charged to the credit card on file in mid- November to early- December; as noted in the application payment options. If there are credit card changes, please contact Desada Daigle to update; otherwise payment won’t go through and an invoice will be emailed to the family.  Making our email addresses safe will prevent them from getting blocked or going to the junk folder, depending on your settings. We ask families to not opt-out of receiving emails from us when registering their students for our learning opportunities in Cvent as this prevents invoices being emailed to you.  If you have further questions, please email Desada at ddaigle@onlineschool.ca . In the Cvent application for CC, parents have the option to make payment by credit card or PO# funds. Any balance remaining, due to Encom funds being unavailable, will be charged to the credit card on file. CC+: HCOS Enrolled Students: $575 (minus any Grad Course Credits) will be processed to the HCOS PO# when CC+ courses are added to each student in Encom. Any balance remaining, due to Encom funds being unavailable, will be charged to the credit card on file. (parent choice- I understand) CC and CC+ course fees for Inclusive Education supported students are processed using IE funds. IE families might notice CC+ course fees in Encom at certain times of the year, but a short time later the course fees are corrected in Encom and fees processed using IE funds. General CC/CC+ Information Parent Handbook The Parent Handbook you receive from your CC Campus Lead has a lot of important information so please save it so that you can refer to it throughout the year.  The information below and in our CC FAQ page also applies to our CCs.  Most CCs have a Parent Orientation Meeting before the first class, where the coordinator will review the ethos and expectations for the classes, introduce the teachers and assistants, and field questions. We expect that at least one parent of each family attends. Please note the Scheduled Dates of Classes in your agenda/calendar and plan to attend, as each class is about a week’s worth of learning in a campus school. Instructors will be in touch with you about the following: What to bring with them to class (for the first day and any other time something special is needed) Homework or practice for the next class (to be sent within a day or two of the class and when applicable) How you can best contact them about missing a class, or any questions or concerns you may have End of term comments (CC) or report cards (CC+) Email is the primary method of communication with your Coordinator and the Instructors on-site. If your child is sick, please keep them home. If your child has symptoms caused by allergies, please inform the teacher or campus lead.If your child misses a class, please let their instructor AND the coordinator know ASAP and then be in touch with the instructor about what they missed. It does matter to the instructor if there is a student missing, even in larger classes!  Cancellation of Classes: If there are extreme weather conditions or a closure is declared in the local School District, classes will be cancelled. I will notify you all by email with as much notice as possible. If classes are cancelled due to extreme weather, there will be no make-up class! CC Contact Information: There will be the names, grades/subjects and email for each teacher provided. Maintaining Campus Health Safety Our campus will be following protocols listed by the Ministry of Education. Precautionary measures may include: daily cleaning of high-touch surfaces regular hand washing routines (using hand sanitizer when sinks are unavailable) asking students and all those on-site who are sick to stay home monitoring the health of those present appropriate use of space and distancing Reducing the Risk Please remind your children to: Wash their hands frequently and thoroughly using soap and hot water and keep their hands to themselves Practice other good hygiene habits: do not touch one’s face/eyes/mouth with one’s hands and cover one’s mouth and nose when sneezing or coughing. Clean and disinfect frequently touched workspace surfaces. Maintain good general health (eat a balanced diet, get enough sleep, exercise in moderation). Illness: If your child is exhibiting any level of sickness or symptoms (other than from allergies), please keep him/her at home, to provide care to your child and others in our community.  Behaviour Expectations While we don’t anticipate regular problems, it is good to be clear about expectations and proactively develop a learning environment that grows relationships, encourages learning, and honours God. While these are quite obvious and straightforward, please discuss these with your children before class. Listening and Focusing: When a teacher or other student is talking, all others should be listening.  When you want to say something, raise your hand. If you are chatting with a partner or group, if something is funny, if you’ve had a break time, enjoy and participate, but then do your best to refocus promptly.  Distractions: Games or toys are reserved for break times and not during class. Please leave all electronics off during class (unless needed for your class). Reserve eating and drinking for snack and lunch time. For students who ‘struggle’ to meet the expectations, this will be the standard course of action: For a once-off or infrequent situation, the teacher will talk to the student. For a common recurrence, the student will be sent out of the room to talk with the campus lead, who will inform you so we can chat about it. If the situation continues or for a major occurrence, then the campus lead will set a time when we will all sit down and discuss the issue in order to make a plan for the way forward.  It may be that the parent is required to join their child in the class until the problem is changed or resolved. The aim is that your children and their instructors will develop relationships of mutual respect. Special Circumstances or Needs – Behavioural, Learning, Medical On your application, you noted any health or learning needs that your child has. Following the emails received, please fill out the  appropriate forms in order to help us care for your child well.  If there is anything else we should know about your child with regard to group learning and teaching situations, or if you learn of additional information during the school year, please email the campus lead so the instructors can be best prepared to help your child.  For IE students with EA support, if an EA is absent due to illness and a substitute is not available, please do not send the students for that day, without EA support. Christian Worldview and Content HCOS is a Christian IPOL school and therefore, the majority of teachers and students involved in the Learning Groups will be Christians. There is still, however, diversity in faith and practice.  Christian and Biblical content will be included in the lessons when it is fitting and natural. In all of our teaching, learning, and communication, our goal is to love and serve God and each other. In doing this, we will develop an atmosphere of respect and generosity. This will be the most important way that we incorporate our Christian faith into our classes.  Homework If you have any concerns about your child’s learning and understanding in the class, please be in touch with the instructor quickly and regularly. Depending on your child’s age and the subject matter, most weeks the instructors will email some homework and practice options. These are aimed to reinforce what is being learned in class as well as to prepare your child for the next class or any upcoming assignments. At CC, homework is encouraged as your child will gain so much more from their learning if it is completed. At CC+, homework expectations increase through the grades, and completion is required to finish the course. For K/1, most suggested extension activities for home are optional. For gr 2/3 there will be some homework assignments or projects throughout the term. For grades 4/5, about a half hour of homework is expected each week as assignments or projects, which are supported in class with explanation. In grades 6/7, about 30-45 minutes in each subject area is expected in homework, in grades 8/9, about 45-60 minutes in each subject area is expected, and for grad level students more than 2 hours per subject area should be expected, varying depending on the size of the project, essay, research involved etc. For PE and Health, students are expected to be active throughout the week for at least 2.5 hours, which can be communicated  through the activity log at the end of the parent handbook or by email or other means. Fire, Earthquake and Lockdown Drills We will have a fire drill a few times through the year, as well as earthquake drills and one lockdown drill. Some children may be averse to loud noises, so please prepare them for these drills. What to Bring We want every child to have a water bottle and lots of snacks, as well as their lunch.  They will be given regular opportunities for snack breaks. Please also bring a jacket for outdoor play. NOTE: Our classes are a nut-safe zone due to allergies. Typical Supplies List for CC Each week, all students should bring a labelled pencil case/box with the following labelled items:  3 sharpened pencils eraser(s)  12 pencil crayons at least 12 markers, including black 30 cm ruler glue stick  scissors Additionally, students in grades 4 and up should also bring: 3 blue pens binder with 8 ½ x 11” lined paper and some blank paper & 4 dividers If PE is offered: appropriate clothing and footwear (non-scuff shoes) for PE classes. Grades 7 and up: Tablet or laptop if possible; required for grades 10 and over Cell phones should be turned off during class time, or not sent at all. HCOS Learning Groups Information This page provides information and resources related to HCOS Learning Groups. Welcome to HCOS Learning Groups!  HCOS Learning Groups are committed to offering innovative, Christ-centered educational opportunities for home learners virtually and in person, through a variety of activities offered in communities around the province. We support home educating families by actively exploring and experiencing a range of knowledge and skills while nurturing our relationships with God and with each other. As you consider all that HCOS has to offer, including Learning Group opportunities posted to date, I encourage you to look at the family resources and information posted on our HCOS and LG website  which may address questions you may have at this time and to become familiar with this SOPHIE page outlining our protocols.  Staff   Our Learning Groups Director: Operations and Learning Camps, Christine Loewen, oversees all Learning Groups programs and LG administrative and office staff. Together she collaborates with them regarding the vision and mission in directing programming, the smooth implementation of processes and procedures and also the management of risks to ensure safe participation. She manages the financial aspects of the programs and communicates with Heads of School, directors and teachers throughout the year. Our Learning Groups Director: Community Connections, Jonathan Zuidhof assists in managing day to day administrative operations related to Learning Groups programming and offerings, including support and training for LG leadership teams, coordinators and teachers, along with oversight of special projects such as the CC curriculum project and family communication throughout the year.     Andria Lengkeek is the LG Administrator overseeing Community Connections Plus opportunities.           Lisa Franco is the LG Regional Administrator of the Interior and North with a Community Connections focus. Ashley Loewen is the LG Regional Administrator overseeing Vancouver Island Community Connections. Ann Maddocks is the LG Regional Administrator overseeing Lower Mainland East Community Connections.     Heather Davis is the LG Administrator for Learning Camps in the Interior and Overnight. Kristin Schlamp is the LG Administrator for Learning Camps in the North, Island and Virtual. Laura Lemon is the LG Administrator for Learning Camps in the Lower Mainland. Together with our teachers and office team, we offer a number of group learning opportunities and courses for our students and homeschooling community in a variety of locations throughout the province. You can contact any member of the team at lg@onlineschool.ca . To view our Office staff, please visit here.       Learning Camps Information This page provides information beyond the HCOS Code of Conduct and Terms & Conditions page. Face to Face Learning Camps Expectations Spaces are often limited for Learning Camps. If you sign up, attendance is expected.  Communicate any foreseeable absences in advance of a Learning Camp to allow other students to take your place. Arrive prior to the start time of the event. You need to check-in with your coordinator for attendance, so the event can begin on time. Take note of all information conveyed in the welcome email. Bring any supplies requested, and show up prepared for the day according to the uniqueness of each event. Behavior  When in the community, behavior at a Learning Camp is a reflection of HCOS as a school.  Behavior, tone, and our words are important. Please refer to the Biblical attributes within our learner profile as a guide to what we are working towards, including our expectations of speech and conduct. Participating students and families are expected to act respectfully and conduct themselves in an appropriate manner to all involved in the HCOS LG setting. Learning Camps often utilize external vendors' facilities that have their own rules and policies, not directed by HCOS. Follow venue rules and policies respectfully. Post-workshop follow-up We appreciate you taking the time to provide feedback when requested (optional, not a requirement) Submitting surveys Creating thank you notes for the presenters Virtual Learning Camps Expectations Where an orientation session is being held, please consider this a required attendance. This helps ensure that participants are able to competently log in and use Zoom functions, etc. which helps the event to run smoothly. Please arrive 5 minutes prior to the start time of the event so that everyone can be admitted to the online room prior to the event beginning. Zoom etiquette Refrain from adding filters (sunglasses, hats, accessories) onto faces Your zoom name ID must be the participant name and should not be renamed during the online session  John John Doe Doe family Proper use of chat function. Should only be related to the topic of the Learning Camp. Always mute your microphone unless called on to speak by the presenter. Your camera may be on or off - it’s up to you. Refrain from eating a meal or food during the Learning Camp. Be aware of whether participation is per student or per screen sign-up (see our FAQ- Applications for details), this will be indicated in the application. Ie.if sign-up and payment is per child, if you only sign-up one child- additional siblings should not appear on the screen or participate in any way in the zoom session. Zoom troubleshooting If you are experiencing a poor connection (freezing, lagging audio or choppy video), try turning your webcam off to save data. If that doesn’t work: If possible, use a laptop that is hard wired to your router. Move closer to your wifi router for a stronger signal (and better speeds). Try connecting with a phone or tablet using LTE - just be careful and watch data usage (See below for more tips to reduce data use). Connect to 5Ghz instead of 2.5Ghz (many newer routers do this automatically) - important for apartments and more densely populated areas. You typically need at least 15mbps down/1mbps up connection for zoom to “work”. Better internet speeds will ensure it works well (if available in your area - some remote and Northern areas unfortunately still do not have consistent access to quality high speed internet. Turn off the HD option in Zoom’s video settings, and turn off all filters and backgrounds. Generally, the less devices connected to your home network at the time you are using zoom, the better the quality of your zoom experience will be. Check Zoom’s website for more troubleshooting tips . Post-workshop follow-up We appreciate you taking the time to provide feedback when requested (optional, not a requirement): Submitting surveys Creating thank you notes for the presenters Learning Groups Frequently Asked Questions This is a landing page that has been designed to direct you to specific FAQs regarding HCOS Learning Groups. General Questions Applications Community Connections HCOS Scripture Memorization Challenge Learning Groups Resources SOPHIE - LG Book Information on types of LG offering FAQ Learning Groups Website LG Events being offered Note the photo gallery and Year At A Glance Grid providing a spreadsheet view of all current events. Sign up for E-Alerts to receive emails about new events posted  Click ‘Learn More’ for the card of any you’re interested in. Click ‘Details and Apply’ to complete an application all the way until you click ‘Submit’. If the ‘Details and Apply’ is not available, it is closed (possibly full) or click ‘Visit the CC Interest Waiting Pool’ to be emailed if or when a seat becomes available. When applying, parents may need to have a credit card if a minimum payment is required, student’s PO number, and BC Services Card if students are dropped off. Parent Homeschool Co-op Information This page provides information on how you as a parent can organize activities with others in your community. HCOS encourages families to connect with each other in support of your children’s academic, physical, emotional and spiritual growth and development. A homeschool Co-op is a parent initiative in which parents share their love of learning with a group of students and also share organizational and instructional responsibilities with other homeschooling parents. Why a Homeschool Co-op? There are many benefits to planning a homeschool Co-op: Social activities for both kids and parents Various parents can teach their expertise and passion Students build and practice collaborative skills Builds a personal homeschool support system Students get to experience learning at home and with friends Some subjects and activities are just more fun in a group! Families should share learning samples and completed work from the Co-op to their HCOS support teacher. How to Start a Homeschool Co-op Homeschool Co-ops come in many different forms. It can be as simple as a few families getting together at a park for social interactions or going for bike rides, walks, hikes and group field trips. Co-ops can also be a few families meeting at home and rotating teaching responsibilities for a subject or two. Or it can involve hiring a series of professional teachers that are able to instruct a variety of subjects in a church or community centre. Homeschool Co-ops are a great way to share the work of home educating your children with a group of other like minded families. Set the Purpose of Your Homeschool Co-op Are you just looking for a way to socialize with other homeschool families? Do you want to create a way for students to explore electives? Do you want to meet outdoors and explore nature?  Is there a specific age or grade level that you want to include? Maybe your purpose is that you need to switch off teaching days with other families so that you can work outside of the home.  The very first step in starting a homeschool Co-op is to set the purpose . Whatever your goals are for your Co-op, it is important to be clear about your purpose which will guide the rest of your start-up decisions. Being clear about your purpose will help you find and attract families to join you who share with similar goals. This can save frustration further on. Decide on a Format Homeschool Co-ops come in many different formats. A few questions to consider are: How many classes or activities do you want to offer? How often do you plan to meet? Will there be social activities, educational opportunities, or a mix of both? In general, you want to meet often enough to fulfill your purpose and to enable  friendships and connections to form.  Find Members for Your Homeschool Co-op You need at least one other family to form a homeschool Co-op so you need to decide how you want to find members. Be clear on the purpose of the group and intended ages/grades you are looking for. If you already have a few homeschool friends and want to form a small Co-op, it may be as simple as asking your friends if they are interested. You can also advertise on the HCOS facebook group, check out homeschooling facebook groups in your area, ask around at church with home educating families or meet other families at face to face Learning Camps and form a connection.  Find a Location for Your Homeschool Co-op The size and purpose of your Co-op will help determine the perfect location for your group. For example, if the purpose of your homeschool Co-op is purely social you might want to choose a local park to meet at each week. Eg. park days on Mondays and/or field trips on Fridays If there is an educational component to the homeschool Co-op you may want to consider meeting indoors, such as someone’s home or a church Larger groups can usually rent space from churches, but this normally carries a cost. Sometimes churches are happy to rent out their Sunday School classrooms during the week. If you choose to go this route be sure to ask the church a few questions before signing a contract: Do you need to carry separate liability insurance? (LG/HCOS does not provide this for homeschool Co-ops) Is there a cost? If so, will you be billed only for days you use the classroom or will you be charged a set amount each month? What are the usage restrictions (food, noise, messy activities, etc.)? Are parents required to stay on campus? Homeschool Co-op purpose, size, and budget are important factors in selecting the right location. Insurance Considerations If you are running a co-op in your home, contact your insurance provider to make sure you have adequate coverage. If choosing a location that requires liability insurance, speak with the facility manager of the location for information on how to obtain the needed insurance. Choosing Homeschool Co-op Teachers There are two main options in terms of Co-op teachers: Parents of Co-op students Hire a teacher or service provider Choosing parents within the homeschool Co-op to teach is an easy choice. They are already committed to your group and are generally happy to teach a class for free, especially if their children are also attending the class. Another great option is to hire a teacher or service provider who are generally very passionate and skilled in the subjects they choose to teach. Since hiring a teacher or service provider will carry an expense, it’s important to discuss this decision with the group. Set a Price The price of your homeschool Co-op is directly related to the expenses. Possible Co-op expenses include: Location costs (+ insurance if required) Teacher fees Supplies and materials Field trip fees (eg. admission fees) You want to make sure that you are fairly sharing the costs through the homeschool Co-op. Setting a price is easy and straight-forward for small homeschool Co-ops of just a few families. It gets more complicated for a large Co-op where students are selecting different classes, so it may be best to avoid too large of a group to keep costs low (or free!). 2-3 families is a good size to start with for most Homeschool Co-ops. Choose the Homeschool Co-op Classes You are not limited to traditional school subjects. Feel free to get creative! If your kids are interested in learning a specific topic, there is a good chance other kids are interested too. Some homeschool Co-ops follow selected curriculum, and others make it up as they go. Either option can work well depending on your group’s needs and learning styles. If the Co-op is teaching an academic core class like language arts, math, science, or history, they usually ask students to do some work at home and the rest in the Co-op. Communicating with your support teacher about curriculum resources is a great way to ensure that you have a solid plan for getting your kids engaged in learning. Agree on Homeschool Co-op Rules Every family has different ideas about how to best run a homeschool Co-op. It is best to agree on some rules right from the beginning. Think about: Can parents leave during class or do they need to stay? What happens if there are behavior problems? How much notice is needed to cancel a class? How will inclement weather be handled? Who is ultimately in charge of the Co-op? If there is a fee, what is the refund policy? Thinking through some of these issues can help prevent problems in the long run. For most Co-ops, having no fees except for field trips or basic supplies is a great option. Resources can be shared or purchased by each individual family. This keeps the Co-op experience uncomplicated. However, many successful Co-ops have run with up-front fees. It takes excellent communication and organization to set it up. Set a Schedule Once you have a location selected, teachers have been chosen, and classes planned, you need to set a schedule. Plan at least a semester at a time so people can make plans.  Setting the schedule for a small Co-op involves sitting down with a calendar and marking off the dates you will have Co-op classes. Note any holidays so you don’t need to reschedule those classes later.Then choose the times your Co-op will run (eg 10am - 12pm or 1pm-2pm etc).  Send the dates and times to all of the homeschool families so they can plan accordingly. Finally, fill in your times with what you will be doing (eg. Group playing at jungle gym 10am - 10:30am, walk in the park 10:30-11am, Art 11am - 11:30am, Bible study 11:30am - 12pm) Setting up the schedule for a larger Co-op is a little bit more work simply because there are more classes. To set up the schedule for a large Co-op, we recommend using google calendar . This lets teachers add their classes to the calendar. Parents can view the calendar from their computer or phone. If one of your homeschool Co-op goals is socialization, be sure to schedule some field trips and park days too. Some field trips (eg. museums, science centres) require advance planning, so it is good to get them on the calendar early. Types of Learning Groups Opportunities To see a summary of our LG opportunities including Learning Camps, Year at a Glance has tabs across the bottom for virtual and all the areas, in which events are organized by city. We invite you to review below the particulars for each type of opportunity we offer location information, as well as information on how using the waiting pool link and how to apply CC and CC+ . Learning Groups Opportunity Description Family Role Learning Camps (LC)   Short-term group event Single-day learning experiences i.e. Aquarium, Science World Field Trip Weekly class over 1 or 2 terms Monthly, year-long class Short-term weekly class i.e. writing Workshops - Camp Bob, or Rocketry Virtual (usually via Zoom) or Face to Face Share learning experiences i.e. pictures, poster, outline, handout, pre and post activities in weekly communication and/or teacher portfolio visit. Parent accompaniment usually preferred Community Connection (CC) (Significant offering, but NOT full courses) Times and duration may vary, but typically a half or full day once a week 12 -24 weeks Blend of homeschool and campus flavours Teacher led classes Primarily certified teachers with some community/ parent instructors Homework is sometimes or often assigned depending on the location Although primarily drop-off, some parental involvement Share learning experiences i.e. pictures, poster, outline, handout, pre and post activities in weekly communication and/or portfolio visit to support teacher Provide CC teacher’s class summaries to support teacher Community Connection Plus (CC+) Offers Complete courses   One full day a week 30 weeks Hybrid and face to face classes HCOS instructors wholly responsible for subject areas taught Teacher on record and listed in Encom as course teacher (like Online course)  Often 3-4 courses (eg. perhaps S.S., Science, PE, Fine Arts) Parent drop off  Parent volunteers are welcome  HCOS teachers cover entire courses, teaching, evaluating and reporting on students Homework is often assigned and required to fully complete the course Summary of differences between Learning Camps and Community Connections Learning Camps are single day or short term activities such as a field trip or workshop. Co-ops are parent Initiatives and no longer under the HCOS LG banner Community Connections are weekly half or full day opportunities throughout the school year. These multi-term classes offer a campus style environment while maintaining a home education flavour Joining a Learning Group Opportunity - General information Find Learning Group Opportunities in email received from your support teacher, e-alert email from Learning Groups or at our Learning Groups website .  To sign up, click on the link for the application form and complete fully to the submit form.  Many events allow you to use PO funds; a credit card payment will be required as an application fee for CCs or for the full amount on lower-cost LCs. Prior to acceptance all applications are reviewed manually. Priority goes to HCOS students and where there are challenges in a group setting we wish to make sure a student is fully supported to ensure successful participation.  You’ll receive the automatic message indicating that we have received your application. For Learning Camps, this indicates acceptance to the event unless the coordinator is in touch to indicate otherwise. Mark the dates on your calendar. Please note that HCOS PO payment entries will occur in Encom around the event date. To pay from General Community PO, a parent will receive an invoice from HCOS to forward to their respective school. Credit card payments are processed upon submission (unless indicated otherwise). Your Coordinator may be in touch closer to the date with further details about the event.  If you are unable to attend the Learning Group opportunity, please note there are cancellation policies in effect.  Enjoy! Learning Camps Learning Camps are short term group learning experiences, often with parental presence. These range from field trips, to workshops, to a short-term set of weekly classes, to overnight events. Examples include writing workshops, science experiments, field trips to the aquarium or zoo, theatre performances, robotics competitions, overnight trips to Barkerville, and SALTS. Parents and students are encouraged to share the learning that took place during learning camps including any pictures, handouts or other relevant work with their support teacher. To find out more and sign up, families can: Use information and links in emails receive d from your support teacher about available Learning Groups Go to https://learninggroups.ca/ and use the filters to find opportunities in their area If you are interested in a Learning Group activity and do not see it on the LG website, the event may be full. You can fill out the Learning Camp Interest Survey form and we will be in touch about future opportunities. Sign up for e-alerts (scroll to the bottom of this page for the e-alerts links) and receive email notification of events a s they open for application If you have any further questions, please conta ct your HCOS Learning Camp Administrator. Community Connections  (CC) Students in Community Connections (CC) learn in a class setting for a half- to full-day each week over 16-24 weeks through the school year. These multi-term classes provide a campus learning environment while maintaining a home education flavour.  Certified teachers or experienced instructors guide students through varied learning experiences including hands-on, group and collaborative learning. Students learn presentation skills, complete projects, videos, experiments, participate in physical education classes and more. Activities vary depending on the subject and location. Through a combination of class work and take home assignments, students develop competencies in specific subject areas. CCs do not fully cover the content and competencies of each subject, but are an excellent blended supplement to your home learning. Parents and students are encouraged to share the learning that occurs at Community Connections including any homework, handouts, assignments, projects, lab reports etc. that were completed with their support teacher . CC instructors will provide information about class activities in emails, term summaries or blogs. Parental involvement is often encouraged.  CC locations currently include: Chilliwack (K-3), Abbotsford Theatre Sparks, Parksvill e, Campbell River, and Sechelt (Sunshine Coast) . Find out more here . Community Connections Plus (CC+) Students in Community Connections Plus (CC+) learn in a class setting for a full day on a weekly basis over a period of 30 weeks.  HCOS certified teachers provide all the instruction and assessment needed to fully cover the subject taught and complete the report card in Encom each term.  Students receive instruction to fully cover the content and competencies in 3 or 4 courses, such as Social Studies, Science, Physical and Health Education, ADST or Arts Education. Students learn presentation skills, complete projects, videos, experiments, get active and more! As students go through the grades, homework progressively increases and is required to fully complete the subject competencies. Weekly communication from the instructors provides information about class activities.  CC+ locations currently include: Langley, Abbotsford, Sumas, Abbotsford Ignite Theatre, Abbotsford Science & Math (10), Chilliwack (Gr. 4-12), Kelowna, Penticton, Vernon, Victoria, and Nanaimo.  CC and CC+ Waiting Pool and Application Process To learn more about the locations, grades and subjects typically offered please visit the Learning Groups website. We will update with the next school year's offerings once determined. To let a CC or CC+ Campus Lead know that you’d like to join, please fill out your information in our waiting pool . Depending on availability, the Campus Lead will be in touch with HCOS-enrolled families about the application process. Completion of the waiting pool or application forms does not guarantee acceptance. Note: students must be enrolled with HCOS before using the CC waiting pool link. New to HCOS students, please complete the enrollment process first, the waiting pool link will be included in your HCOS acceptance letter. To promote success we encourage students to participate in a short-term Learning Camp prior to a longer-term event. Learning Camp options can be found at https://learninggroups.ca . HCOS Inclusive Education students are welcome to apply. Acceptance will be evaluated on a case-by- case basis after a conversation with the support teacher and family to ensure necessary support levels are available on-site.​  Application to an HCOS CC and CC+ is a separate process in addition to enrolling at HCOS. When location application links become available in the Spring, current students are offered the first opportunity to return, then the Campus Lead will reach out to families on the waiting pool to fill remaining seats.  Reporting  Reporting to Support Teacher for Learning Camps and CC Save and share activities and work completed in relation to the LG event and also share photos of your child participating. Many LG experiences, assignments, projects, and/or activities span more than one subject area. Notice and report on content/competencies outside of CC subject area i.e. social skills in group, oral presentation skills, artistic or dramatic skills, work habits in using time purposefully, etc. Students may have been provided a term summary at CC; a few CCs have a Facebook page, a blog or send out a weekly summary email. Reporting at CC+ The CC+ teachers are HCOS teachers who cover entire courses, teaching, evaluating and reporting on students. Students often complete homework and submit to the CC+ teacher for evaluation.  PE courses at CC+ involve students also doing Community Opportunities This page is a central database of community opportunities that families might like to investigate. We are not endorsing these opportunities but rather sharing information as to possible resources available. Thank you. BC Rock and Gem show Home-school families or groups are welcome to attend the BC Rock and Gem show in Chilliwack again this year if they would like a field trip opportunity! https://www.bclapidary.com/bc-gem-show.php Admission will be free  for all education groups, including Home-school families, on Friday, April 10th. Please come after 1:00 pm, as we have many bus loads of classes from different school districts already coming in the morning. Just  identify yourselves as a Home school family or group at the front door and students, plus their parents/caregivers/supervisors will be admitted free of charge. Valley Tennis Academy, Abbotsford We are launching a 12-week homeschool spring group lesson program beginning March 30, offered on weekday mornings and afternoons and designed specifically for homeschool students. The program provides structured physical activity, skill development, positive social interaction, and character development in a safe and encouraging environment. For more information and to register, see here. Parks Canada and Exploring by the Seat of Your Pants 📣  Calling all teachers and educators!!! 📣 From Monday March 2 through Thursday March 5, join Parks Canada and Exploring by the Seat of Your Pants for an exciting new online learning series sharing the nature and history of Coastal BC! 🌊🐾🍁 Learn more and register here! 👉 https://exploringbytheseat.com/lessons/parkscanadabc/ Elevate Aviations ACE Tour Multiple cities across BC and Canada More information can be found here .  Elevate Aviation is now in its 10th year of inspiring youth across Canada through ACE On Tour (previously the Cross Country Tour). In 2025 alone, we visited 20 cities and reached over 1,000 youth with this inspirational program. Each full-day event features dynamic guest speakers, lunch, and a behind-the-scenes tour of the local aviation community. Best of all, these events are offered at NO COST to participants or schools. (January) Registration is not yet available, please check starting in February. There is also a newsletter sign-up at the bottom of the above linked page to stay informed. Home Learners Camping Opportunity 4th Annual Home Learners Camping Trip: May 4th-8th, 2026 (4 nights) Camp Hope - 61855 Lougheed HWY, Hope, BC A chance to meet other home learning families from around the Province and maybe even beyond. Explore a place you may know already or discover an area of our Province that holds so much wonder. There will be lots of down time for families to make use of the grassy field,  casual play and bonfire time. Participation in any of the events is completely optional.  The trips are quite simple - book an accommodation, pay a small registration fee, bring your family and be prepared for your kids to have a blast and you, the parent, to have a few moments of free time. The event is open to all - whether you are a registered or enrolled family, whether you are neurodiverse or neurotypical, whether you are young or younger at heart. There is no religious affiliation at this event, no structured learning and the whole goal is to be inclusive and for everyone to have fun!  For details and sign-up, please see this online form . Vernon Gymnastix is now offering Hybrid Homeschool Classes Ninja & Gymnastics Program is a 7-week session running on Mondays from 12:00 PM to 1:00 PM, starting November 10 and ending December 22. Classes are divided into two age groups: Ages 6–8 and Ages 9 and up This program combines the best of gymnastics and ninja parkour, providing a fun and active way for homeschoolers to build strength, agility, coordination, and confidence. 1-1935 11th Ave, Vernon BC V1T 9A9 info@vernongymnastix.ca Tel. 778-943-3807 Epiphany Neighbourhood Art Studios: Homeschool Art Classes Level 2  In this four-class intermediate session, students continue expanding knowledge and practice in drawing, watercolour painting, and acrylic painting. They will draw using the Elements of Visual Arts like line, shape, tone, and value. Watercolour Painting includes techniques like brush control, wet/dry applications, washes and special effects. Acrylic Painting covers concepts like more brush control, blending, and layering. The last class is a project of choice. Students come out with art learning outcome pages, as well as one art piece each class. Please visit  our website for more information and registration. Go to School Hours Classes in the drop-down menu under Classes, and fill out the form.  Co-op Opportunity I am a Christian homeschooling Mama in the Cowichan Valley and run a field trip group that meets monthly for local field trips. We also organize informal classes and meet ups. I want to invite all homelearning families on the Island to join us if they desire. Families can email me at crystalnickeljones@gmail.com to be added to the monthly email list. Exploring by the Seat of Your Pants There are many virtual offerings that home learners can sign-up for in both English and French. Museum of Surrey Vibrant, interactive and ever changing, Museum of Surrey, located at 17710 56A Avenue, is a free local venue for wonder, dialogue and fun for the whole family. Drop-In for a Visit Tuesday to Saturday (9:30am to 5:30pm) Sunday (noon to 5pm). There are rotating exhibitions available. https://centreoftheuniverse.org/exoexplorations Astronomy Resources offered by: Friends of the Dominion Astrophysical Observatory Royal Astronomical Society of Canada Located at the National Research Council’s Dominion Astrophysical Observatory near Victoria, BC ExoExplorations Lessons, Guides and Teacher Resources ● Unique and extensive set of lessons in astronomy, in both English and French. Developed for Canadian classrooms from grade 6 to 10 but aspects of many activities can be adapted for other grades. Can be used as background material, individual learning or classroom settings. ● Find out about planets both within our Solar System and Exoplanets beyond our Solar System ● Other topics include stars, the Milky Way, galaxies, and the universe ● Plenty of hand-on activities, links to videos, websites and other resources ● Questions and quiz materials ● Free on the website ICanDance! Online Dance Classes  Please consider our programs for Arts and/or P.E. credits: Ballet, Pop Fusion, Dance Chance! Sampler, All On Broadway! Sing & Dance and something NEW….CANpop Music Video Project.  You can find our company information on our website: www.icandance.ca or on FB/IG:  Facebook  /  Instagram   Class course descriptions can be found here:   https://www.icandance.ca/icd-online-classdescriptions Book classes here:   https://www.icandance.ca/book-on-line-classes-via-zoom We hope to see you soon! Bateman Foundation: Nature Sketch Victoria, Duncan, Vancouver and Online Nature Sketch is designed to inspire appreciation of the natural world using a pencil and sketchbook. Every participant will have the opportunity to connect with nature in a variety of unique ecosystems through art, and learn about local flora and fauna and their habitats, including species at risk and the rewilding of urban habitats. With the guidance of a local artist and a naturalist, Nature Sketch encourages participants to explore natural environments through art and eco-literacy. Details and fees can be seen at https://batemanfoundation.org/nature-sketch/ Canadian Parents for French Some incredible (and free) opportunities for parents who are interested in resources, the annual public speaking contest and opportunities in French.  Cybersafe BC www.cybersafeBC.ca Cybersafe is geared towards youth aged 10 – 16. It is an online course with a certificate at the end (which can be used as a Health & Career Sample). Students will watch videos, and do activities as well as learn about the dangers of the internet. They will learn about their digital footprint and online crime, including cyberbullying. IMPORTANT NOTE: Parents should have a look at the course first because there is a component of the course that discusses sexual predators and "sexting". Free bowling program for kids http://www.kidsbowlfree.com/ Parents are offered a $25 deal to allow up to 4 older family member to bowl for free with the kids. The parent offer is introduced after you sign up your children. Royal BC Museum http://royalbcmuseum.bc.ca/learn/museum-events/kids-and-families-events Youth Leadership Millennium (YLM) Program www.successylm.org The Youth Leadership Millennium (YLM) Program consists of three levels: Bronze, Silver and Gold. These correspond with the Bronze, Silver and Gold levels of the Duke of Edinburgh’s Award – which is a big part of YLM – but we offer so much more. Our aim is to empower young people to take on leadership roles both in life and in the community. Through the three levels of the program, we strive to guide them in exploring new opportunities and developing their leadership and life skills through experience. The S.U.C.C.E.S.S. Youth Leadership Millennium program is a holistic leadership training program with 5 unique focuses: Personal Development Leadership Development Community Awareness Adventure Expedition, and Community Leadership Initiative New to YLM? The Bronze level is where you want to start! Upon successful completion of the YLM Bronze program, youth participants will receive the following: S.U.C.C.E.S.S. Youth Leadership Millennium (YLM) Certificate The Duke of Edinburgh’s Bronze Award Toastmasters International Youth Leadership Program Certificate St. John Ambulance‘s First Aid Certificate Completing HCOS Learning Groups Applications This page provides information on who to complete an HCOS Learning Group Application. If you have any questions or need assistance, please contact lg@onlineschool.ca . Signing up for an application where each participant signs up separately (seats): There are some opportunities when each participating individual needs to provide full information in an application so we can best support student success and safety. This includes opportunities such as Community Connections, all drop-off Learning Camps, overnight Learning Camps and other opportunities as applicable. Signing up for an application where the parent signs up and chooses the number of tickets desired: For Learning Camps where parents are fully responsible for the care and supervision of their children, we use a streamlined application form where the parent signs up and chooses the applicable number and types of tickets for their family, providing minimal information in the application. This includes Learning Camps such as track and field, concert performances or virtual meet an author workshop. Further reminders on completing a Learning Groups application Thank you for your interest in signing up for an HCOS Learning Group opportunity. Please see the videos on how to complete an application, further notes for your reference are here: If you are having difficulty submitting your application or experiencing application bugs - try opening it in a different browser, and when it asks if you should start a new application - select “yes”. There is only one parent/guardian allowed on an Enrolled student application (Enrolled students have a PO and a teacher, a Registered student does not). Additional attending adults, Registered or General Community students and Pre-K children (where applicable) will need a separate application, with payment by credit card. If your family is a combination and you are paying for all participants (including Enrolled students), start your application with the non-Enrolled student first. If ticketed opportunity, you will need to use a different email address or initial participant name. Adults and Pre-K cannot sign up as an Enrolled student. The PO number will be cross referenced to determine that it is attached to an enrolled student and you will be invoiced for the correct fee in the case that this occurs.  If your HCOS PO funding does not cover the entire application fee , the funding you have will be applied to the learning camp and you will be invoiced for the remaining balance.  If there was a minimum credit card amount (such as for Community Connections or Learning Camps with higher fees), balances outstanding will be charged to the card on file per the terms within the application. We are unable to collect cash at events. We do not accept visa debit, however it is possible to pay with a pre-paid credit card. If you forward an invoice to your General Community school for payment , please make sure to also forward the resulting receipt for their records (all correspondence is with you directly). Learning Group fees are non-refundable unless it explicitly notes otherwise.  Community Connections and specific Learning Camps have a graduated cancellation schedule When you submit your application, there is a required question field for agreement of the cancellation fee as indicated. Please confirm your schedule before applying for learning camps.  If your application is submitted successfully, you will receive a confirmation email. If you do not receive this email, please reach out to lg@onlineschool.ca to confirm if your application has been submitted.   Please be aware, if you “opt-out” of Cvent (the application program) email notifications you will not receive submission confirmations or invoices (where applicable). In the event that you have a balance, the LG Office will reach out to you for permission to opt you back in. For further information, please see our Families SOPHIE Book for general Learning Groups information. LG Terms and Conditions & Cancellation Fees Information This page provides information on Learning Groups Terms and Conditions and Cancellation Fee information. Information may slightly vary between Learning Camps and Community Connections. Please review information contained in each application. LG Application Terms and Conditions The event fee is non-refundable or on a graduated scale for extended events, because we have made commitments to paying our facility and teachers, bought supplies, etc. as we've planned for the event. *individual offerings may include any pertinent additions Learning Group (LG) Code of Conduct and Cancellation Policy: I acknowledge that I have read and agree to adhere to the HCOS Code of Conduct and HCOS Policies and Procedures throughout my/our participation in this event. Reminder to communicate with your teacher and/ or school that you have applied to participate in this LG activity. Fees are based upon school affiliation at time of application and parents are responsible to ensure sufficient funds are available. Parents are responsible to ensure sufficient funds are available. Upon submission of application for this event, Learning Group fees are non-refundable. Alternate arrangements and exchange of monies may be made to  have another student take your child's place, provided adequate notice, approval, space permits. Please consult with the event coordinator. I authorize the Learning Group coordinator and/or instructor to administer first aid and/ or attend to medical emergencies if required. To best support all students in a group setting appropriately, I authorize the Learning Group coordinator and/or instructor to contact my support teacher. Please note: It is very important during the application process to disclose all pertinent information about areas your student may need additional supports. If additional information is later discovered that was withheld during the application process, HCOS may not be able to offer the required supports and your student may be asked to leave the program. Acknowledgement of Risk: HCOS does not require nor endorse students participating in activities with increased levels of risk to fulfill course requirements, nor does the school assume any liability for injury or death while engaged in course activities. Therefore if a student chooses to participate, they acknowledge and understand the nature of the activity and the level of risk involved. Families must ensure that they have appropriate insurance to cover student participation, as HCOS does not provide insurance coverage for students. Cancellation Fee Schedule- CCs and long term events Learning Camp fees are non-refundable unless specified in the application. Please note, this is an example only. The applicable version to your family is part of your CC or Extended Learning Camp application and part of the auto-email you receive after clicking ‘submit’.  * Once I submit the application, I understand that the Community Connections cancellation/ refund policy is as follows: • Non-refundable application fee : $175  of your total per student fees charged is considered an application fee and is non-refundable and payable by credit card. • Cancellation Refund Schedule: Please note the graduated fee schedule should the coordinator receive notice of cancellation or withdrawal. o July 1 to Application Deadline: $225  total per student will be charged for notice  prior to the application deadline. o Application Deadline to start date: $275  total per student will be charged for notice prior to the start date. o Start Date to Dec.15: 50% of the fees are refundable for notice provided prior to Dec.15, after which non-refundable. o Term 2 and Term 3 student additions: Application and pro-rated event fees are payable in full and are non-refundable. Personal Digital Device Usage Policy Rationale As a school, HCOS strives to help students be responsible and discerning digital citizens, embracing God’s unique purpose for their lives. The purpose of this policy is to create an environment where students are able to focus on learning and developing digital literacy skills without the distractions created by personal digital devices. Definitions Personal Digital Devices (PDD) - any personal electronic device that can be used to communicate or to access the internet, including, but not limited to, a cell phone, smart watch or tablet. Digital Citizenship: Digital citizenship is the ability to navigate our digital environments in a way that is safe and responsible and to actively and respectfully engage in these spaces.  Digital Literacy: Digital literacy is the ability to access, manage, understand, integrate, communicate, evaluate and create information safely and appropriately through digital technologies. Policy To ensure an environment that encourages learning, HCOS will require students to observe the following restrictions while on-site during school hours: All Personal Digital Devices must remain in a student’s backpack and in silent mode while at Learning Groups events.  Any emergency communication will be directed through the Coordinator. Exceptions Teachers may, at their discretion, allow the use of PDD as needed for instructional purposes. Access to a PDD for medical reasons may, after discussion between the school and parent, be allowed as deemed necessary. Disciplinary Steps If a student is using a PDD during an LG activity, the student will be asked to give it to a staff member, and it can be picked up by the student at the end of the day from the Coordinator or Teacher. In cases of repeated confiscations, parents may be contacted, and further disciplinary action may be taken Release of Liability HCOS takes no responsibility for loss or damage to cell phones, iPods and any other electronic device. Parents send cell phones to school at their own risk. Medical Alerts at Learning Groups Student safety and well-being while attending any Learning Group opportunity is important to us. This page provides information to families about what they can expect when medical alerts are noted on an LG application form. HCOS student medical alert information is now maintained in Encom and can be updated by parents as needed (at a minimum, we request an annual review). You are encouraged to be proactive and complete the Medical Alert Plan in Encom; if your child signs up for a Learning Groups opportunity, the information will be reviewed, and the LG Office may reach out for any further information required. Students from other schools will be requested to complete an online form. It is important to remember that Learning Groups personnel do not know your child as well as you do, and will be part of a larger group instead of you and your child(ren) at home. All LG activities vary, and depending on the scope and nature of the offering and the medical alert involved, you may be requested to remain on-site to support your child.  Minor Allergies - unless there are questions or comments to indicate otherwise, the information provided within the online application is what will be provided to LG personnel. Examples may include: seasonal allergies where no medication is required, Celiac, etc. Medical Conditions - a Medical Alert Plan will be requested to ensure personnel is aware of symptoms to watch for, and any emergency action to take. In the case of seizures, a support plan will be part of the Medical Alert Plan form. Examples may include: a seizure disorder where the condition is under control, migraines, a heart condition, etc. Serious Medical Alerts or Life-Threatening Allergies - a Medical Alert form will be requested so that personnel can be aware and we can ensure appropriate support is provided, both to avoid a situation becoming an emergency and how to deal with one in the event an emergency arises. Additional support documents may be required, including a Permission to Administer Medicine form (must be completed by a physician). Examples may include: Diabetes, anaphylactic allergic response  Important: If an EPI-PEN has been prescribed, this is considered life-threatening regardless of frequency of use. As per the HCOS Anaphylaxis policy,  A Permission to Administer Medicine Form will be required to be on file in order to drop your child off at a Learning Groups opportunity. Encom Medical Alert Module HCOS-enrolled and Heritage-Registered students will see the new Medical Alert Plan icon on their home page for each student when logging into Encom. Based on the status of the form, there may be a coloured shape to indicate that a form has been requested and submitted, documents are still to be added, or completed. If the green check mark is not showing, there are still outstanding pieces. Please watch for emails from  medical@onlineschool.ca to ensure all pieces are completed in a timely manner. If blank, N/A or has not yet been requested Requested Parent Submitted Waiting on documents All documentation complete Upon clicking the icon, the form will open up with initial contact fields to complete or edit, including contact information. The next page includes symptoms and action steps. Please include details so that we are adequately aware of symptoms, preventative measures, and the action needed should an incident arise. A Permission to Administer Medicine form is also required if applicable. It is our protocol that LG personnel cannot administer any medication unless a Permission to Administer Medicine form, completed by a physician, is on file. Emergency Medication must be single-dose, auto-injector. Oral antihistamines will not be administered by school personnel. Examples: 1. Medical Condition:  Other food allergies - apples Step 1: ____ (name of child) can have evidence of a reaction by touching the allergen, make sure the desk is well cleaned, and that food is not shared. This is usually hives and is not anaphylaxis. Step 2: If ______(name of child is very uncomfortable, please call parent to come and respond to their medical needs.   2 . Medical Condition:  Other Step 1 Student is mildly allergic to grass, cats and dairy. Student usually takes a Benadryl before class (at home) when allergy season is in full swing. Step 2   ______(name of child) will start coughing, sneezing and get red, itchy eyes when he/she is having an allergic reaction.   Taking an antihistamine will usually clear up his/ her symptoms, _______ will have Bendaryl and will self-administer. Step 3 ﾠIf the antihistamine does not work, ______(name of child) has a puffer (can self-administer) that he/ she takes to clear up his symptoms. Step 4 If the student is still struggling, please call _______ (name of parent or guardian) to come and respond to their medical needs. 3. Medical Condition: Anaphylaxis Allergy: nuts Complete action steps with information on what to look for and each step, in addition to the Anaphylaxis Support Plan. If ___(name of child) starts wheezing, administer epinephrine. Call 911 and then a parent or guardian. 4. Medical   Condition: Diabetes Please print and complete this  Diabetes Support Plan . Once complete, please email it to  medical@onlineschool.ca. Upon receipt, we will upload it to the Encom Medical Alert Plan. Any further information you would like to add to this form can be outlined in the Action Steps ( examples provided). Step 1 Please see the uploaded Diabetes Support Plan for this student and follow the steps as outlined. Step 2 Treat hypoglycemia by administering fast-acting glucose provided in the medical kit. Call the parent or guardian to treat hyperglycemia. Step 3 In case of severe hypoglycemia resulting in seizure or loss of consciousness, administer ( per Permission to Administer form, not insulin) and call 911. Accompany or follow the ambulance taking child to the hospital, contact parents and follow up as needed. 5. Seizures Please print and complete the Seizure Support Plan (parent completes the orange section and forwards to their physician to complete their section in green). Once complete, please email it to  medical@onlineschool.ca. Upon receipt, we will complete the school section in blue and upload it to the Encom Medical Alert Plan. Step 1 : Please see the uploaded Seizure Action Plan for this student and follow the steps as outlined. 6. Asthma (of all levels of severity)  Step 1 If ____ (child name) is experiencing shortness of breath or starting to look flushed (add any symptoms to watch for) administer _____ and observe.  Student can self-administer/ will need assistance.  Step 2 If breathing is not resolving within 5 minutes, call parent to attend to  ____ (child name)’s medical needs. Step 3   In the occasion that ____ (child name) is experiencing severe issues breathing, call 911 and then parent. HCOS Athletics This page provides parents with information on the next steps if an HCOS student is interested in competitive sport opportunities. Why Sports? Sports build more than skills, they build: Character Confidence Leaders Connection Belonging Resilience Joy … and every student deserves that opportunity. Individual Fall Swimming Cross Country Winter Wrestling Skiing Snowboarding Spring Mtn. Biking Track & Field Other Gymnastics Team Fall Football Field Hockey Boys Soccer Volleyball Winter Basketball Curling Spring Badminton Golf Girls Soccer Rugby Tennis Ultimate As an Independent Provincial Online Learning School, our students can join a local school team or compete in Individual school sports wearing HCOS colours.  For example, a student may join a local school to play basketball, volleyball, or any team sport, or train for an individual Sport like track and field and then compete wearing HCOS colours. What can you do? Talk to your students about interests they may have or are already involved in. A simple conversation can launch a student’s journey.  If you have questions, reach out to our Athletics Coordinator, who is here to help every step of the way. Check out https://athletics.onlineschool.ca for schedules, sports seasons and more! How Does It Work? See the  Athletics flowchart for more information Team Sports Step 1 A parent or HCOS Teacher talks with the child to ask about whether they are interested in sports. Step 2 The student connects with a nearby school willing to host them. Step 3 That school sends a BCSS Online Learning/Alternate School Form to our Athletic Coordinator , who will handle the BC School Sports process to make it official. Individual Sports Students can join the BCSS STARS (BC School Sports) program by connecting with our Athletic Coordinator. By visiting the  https://athletics.onlineschool.ca parents (or students with their parents’ approval) can register their interest for the student to participate in their sport of choice. All Fees and costs will be the family’s responsibility. Learning Groups Applications - How To This page walks through how to complete an application for a learning group activity using Uppli, our new event management system. We are continuing to develop and refine the program, as we gradually increase the number of Learning Group applications created on this platform instead of our existing platform. Please reach out to lg@onlineschool.ca if you encounter any issues while completing your application. Uppli Account Registration All families wishing to apply to participate in a Learning Groups opportunity will need to create an Uppli account before signing up for their first event. If you are an HCOS-enrolled or registered family,  click to log in with your parent account in Encom. The Uppli account will automatically be created using your Encom credentials. Important - Students will need to log out of their Encom account in order to ensure the correct parent account login is made. If your children are not enrolled or registered with HCOS but are General Community students,  click on Register , and fill in your name, email and desired password.  *You must use your Encom parent account to enable the student account information to pre-populate. HCOS Parents: When registering for Uppli, using your Encom login information, you can authorize Encom to integrate student data (pre-populate various fields). This can be revoked at any time (will show in your Uppli Profile): General Community parents: Upon registering an account for the first time, you will receive an email to verify your email address. HCOS Families To speed up the application process, we have integrated Encom and Uppli to allow information to flow between the two. The benefit of this connection is that multiple (not all) information fields will be pre-filled, saving parents the need to fill them in manually.  Students must be actively enrolled or registered at HCOS for the connection to work. When registering in Uppli, use the Login with Encom option to ensure your account is linked. If you are unsure which email address is on file, please reach out to tickets@onlineschool.ca . At this time, fields that are set up to be pre-populated from Encom include: - Student Grade, Educational Support Name and Email (Academic Advisor, Case Manager or Support Teacher, in this order of availability) - Any Medical Alert on file (for on-site awareness) - yes/no - Any Legal Alert on file - yes/no - Parent or Guardian Name, Email, Phone Number and City of Residence General Community At this time, the Uppli account does not pre-populate application information. Signing up for an LG Opportunity Before your first application, create your Uppli account. You then need to click on the application link separately. You are not redirected back if you went from a specific application to creating your Uppli account. It is important to read and complete Learning Group applications correctly; cancellation fee and refund policies vary for each type of opportunity, and the listed ‘Terms and Conditions’ apply. When you open the application link, the information page provides details of the learning opportunity. Please review your calendar to avoid scheduling conflicts. Click on Apply Now.   HCOS Parents - Please ensure you click the Connect to Encom option to have student information pre-populated. General Community Parents - Log in using your email and password set up for your Uppli account.  Please note: the application program sees each new email address as a new user. - If you are an HCOS student (registered or enrolled), please choose the Encom sign-in option each time you sign your family up. - If you are a General Community family, please use the same email address i n Uppli for each learning camp.  You can then start your application, choosing which applicant you want to sign up first.  HCOS families with an Encom connection, after choosing “Add Main Applicant” will see the choice of connected participants at the top of the application form.  - If the information is pre-populated, there will still be an opportunity to edit it. - A red notice for specific questions will indicate any fields that are not filled out correctly, where information is missing or in an incorrect format. Please make corrections in order to proceed. Once you have signed up your first participant, click “Click Save Main Applicant”. You can  “Add Another Applicant” at the bottom of the page, which will open up another participant application form for the next student (or guest). When you have added all the participants you wish to apply for, click on “Continue”. You will be provided the opportunity to review your information for each applicant and make any necessary changes. NOTE that once you press Submit or proceed to payment, you will not be able to further edit, but will need to cancel and start over. For Learning Camps and Community Connections requiring payment, once answers are reviewed and edited, you can press “Continue to payment”.  For Free Learning camps: Upon pressing Submit, you will see a note indicating that the form has been successfully submitted. You will also receive an email notification of the submitted application, with the Learning Camp information. For LG applications created on Uppli, we are pleased to now offer expanded payment options, including credit cards and credit card debit cards. Please note that credit card information does not remain on file.  If funds are not available in Encom to fully cover fees and a balance is outstanding, an invoice will be sent for payment. Payment Where there is a fee attached to the event as a whole or to sessions, the payment page will provide information per applicant. When an available payment option, if you wish to use your PO# or IE Funds, where available, you can check off this option. Any eligible participants will then show “Fully pay by PO#”. The amount will show as ‘pending’ until it is processed by the Learning Groups Office. PO# or IE funds can be used for students enrolled with HCOS and one chaperoning adult per family. For additional participants who are not being covered by PO or IE funds, an out-of-pocket payment will be required at the time of application. HCOS Enrolled students who make a partial payment out of pocket, will have any remaining balance processed to available PO Encom/IE school funds, or invoiced to them, if a balance still remains. Case-by-case exceptions will be noted for large fee events. ie: overnight trips – a partial out-of-pocket fee will be due at time of application, with the balance remaining processed to available PO Encom/IE funds, or invoiced to them, if a balance still remains. Upon proceeding to checkout, you will be taken to the payment checkout page. If you have a debit card set up to use with online transactions, you can use it as a payment method (it does need expiry date an CVC number to proceed) Upon completion of payment, you will see a note indicating that the form has been successfully submitted and you will receive an email notification of the submitted application with information about the learning opportunity. The Learning Group opportunities that you have signed up for can be viewed under “My Events”.  Information about applied students in each event is a future feature. They will be visible until the LG Office archives an event or a withdrawal is processed. Reminder - Submitted applications are not guaranteed seats. A Learning Camp Coordinator or CC Campus Lead will be in touch to provide acceptance and further opportunity-specific information. If we are unable to accommodate your student(s), a full refund will be issued after the deadline. Reminders: Signing up for a Learning Groups Opportunity is an application; you will be contacted to confirm your acceptance (usually after the posted deadline). HCOS priority is provided; if space permits, General Community students may also be accepted. If we are not able to accommodate your participation, a full refund will be provided. Dashboard By visiting your Uppli account dashboard, you will be able to see: Events that your family has applied to Where there may be payments that have not been completed or are still pending, a pending payment may be due to: HCOS PO#/ IE funds may not have been processed for the specific event (this is normally done following an event deadline) You may not have enough Encom funds to cover the full balance, and payment by invoice will be required. The original credit card payment did not process correctly National Indigenous Peoples Day National Indigenous Peoples Day June 21st is National Indigenous Peoples Day . It is a time to recognize and celebrate the traditions, cultures and contributions of First Nations, Inuit and Metis. June is also National Indigenous History Month in Canada , a time to recognize the rich history, resilience and diversity of all First Nations in Canada. As a learning community at HCOS/Flex, we commit to listening, learning and growing in understanding. We believe this observance allows our students to embody the HCOS Biblical Attributes of Community and Restoration. The Community attribute reminds us that “Students will discover that they have a unique role to play in a living and growing community; they will seek to discover their own gifts and skills, and to affirm the gifts and skills of others.” The Restoration attribute calls us to be "compassionate peacemakers and participants in God's mission to bring about the restoration and reconciliation of all things according to His intention for creation." Explore Indigenous history, storytelling, and culture through these resources. Resources Learning Commons Resources Website Resources Learning Commons Resources Learning Commons | Selected Books These books have been selected as a conversation starter on Indigenous culture, stories and history.  Primary (Grades K-4) Sweetest Kulu - Inuit values of love and respect for the land and animals. Our First Caribou Hunt - Traditional Inuit hunting practices. The Old Ways - Traditional wisdom of elders. An Inuksuk Means Welcome - An inuksuk is a stone landmark that different peoples of the Arctic region build to leave a symbolic message. Soapstone Signs - One spring, a nine-year-old Cree boy is visited by a master soapstone carver named Lindy, who gives him four pieces of soapstone. The Salmon Twins - Caroll Simpson explains the significance of community values. She introduces readers to a world of creatures like Sea Lion, Killer Whale, Dogfish and Kingfisher. Her dramatic tale of young twins and their transformation shows how working together keeps a community healthy. niwîcihâw / I Help - This simple story in Cree and English explores a young child's relationship to his grandmother, or nôkhom, as they go for a walk in the woods to pick rosehips. Part of the Nohkom Series .   Coyote Tales - Two tales, set in a time "when animals and human beings still talked to each other," display Thomas King's cheeky humour and master storytelling skills.  For further resources, visit the K-Grade 3 Indigenous Peoples Collection in Sora or the Indigenous Peoples Fiction or Non-Fiction topic collections in the Search Portal.  Middle School (Grades 5-9)  Salmon's Journey - Combines the timeless appeal of Aesop's fables with the oral storytelling traditions of First Nations and other cultures. Fatty Legs - A Residential School Story. Turtle Island - This book goes back to the Ice Age to give young readers a glimpse of what life was like pre-contact. Brothers of the Wolf - This is the tale of two wolf cubs found and raised in a village on the Pacific coast as human children. The wolf cub brothers, Tkope and Klale, are very different from one another. One feels most at home in the forest, while the other is more comfortable in the sea. Little Wolf - A young Indigenous girl moves to the big city and learns to find connections to her culture and the land wherever she goes, despite encountering bullies and feelings of isolation along the way. The Sockeye Mother - To the Gitxsan people of Northwestern British Columbia, the sockeye salmon is more than just a source of food. Over its life cycle, it nourishes the very land and forests that the Skeena River runs through and where the Gitxsan make their home. The Barren Grounds - a novel about two Indigenous foster children who discover a portal to a snowy, magical world where they must use traditional knowledge and courage to survive and bring balance to a land in crisis. For further resources, visit the Grades 4-6 Indigenous Peoples Collection and Grades 7-9 Indigenous Peoples Collection in Sora or the Indigenous Peoples Fiction or Non-Fiction topic collections in the Search Portal.  High School (Grades 10-12) Pemmican War - Echo finds herself transported to another time and place—a bison hunt on the Saskatchewan prairie—and back again to the present. Braiding Sweetgrass for Young Adults - Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants. How I Survived Four Nights on the Ice - After his snowmobile breaks down halfway across the sea ice on a trip back from a fishing camp, Serapio Ittusardjuat recounts the traditional skills and knowledge he leaned on to stay alive. This harrowing first-person account of four nights spent on the open sea ice… The FireKeepers Daughter - Eighteen-year-old Daunis Fontaine has never quite fit in, both in her hometown and on the nearby Ojibwe reservation. She dreams of a fresh start at college, but when family tragedy strikes, Daunis puts her future on hold to look after her fragile mother. The only bright spot is… Looking at Indian Art of the Northwest Coast - Hilary Stewart introduces the elements of style, interprets the myths and legends which shape the motifs, and defines and illustrates the stylistic differences between the major cultural groupings. For further resources, visit the Grades 9-12 Indigenous Peoples Collection in Sora or the Indigenous Peoples Fiction or Non-Fiction topic collections in the Search Portal.  Website Resources National Indigenous Peoples Day The following online resources may be helpful for discovering more about our B.C.'s First Nations heritage. Every year, First Nations, Inuit and Métis communities across the country host events on or around June 21 to share and celebrate their rich and diverse cultures and traditions. Find an event or activity near you: List of events Interactive Map Map of Indigenous Peoples and Lands  GeoViewer Map of Indigenous Peoples and Lands  Indigenous Peoples Atlas of Canada  Canadian Geographic - Indigenous Peoples Atlas of Canada "First Nations culture is rooted in storytelling. Since time immemorial, we have passed on knowledge from generation to generation through our Oral Traditions to teach our beliefs, history, values, practices, customs, rituals, relationships, and ways of life. Our culture and the teachings of our ancestors are preserved and carried on through the words of Elders, leaders, community members and young ones. These teachings form an integral part of our identity as nations, communities, clans, families and individuals. - Perry Bellegarde First Nations Education Steering Committee Learning First Peoples Classroom Resources With the increased inclusion of First Peoples’ content in the changing BC curriculum, there is a need to incorporate unappropriated First Peoples’ perspectives across the curriculum.  The First Nations Education Steering Committee and the First Nations Schools Association, in collaboration with teachers and partners, have developed the following Learning First Peoples series of teacher resources to support English Language Arts, Science, Social Studies and Mathematics courses. Indigenous Education: Teaching Tools and Resources BC Ministry of Education: Indigenous Education  There are many thoughtful and authentic ways to teach Indigenous history and culture. Use these teaching tools to create a lesson plan that’s tailored to the specific needs of your class. Simon Fraser University: The Stories/Movies - Math Catcher Math Catcher To promote mathematics, we have created a series of stories with mathematical themes. These stories are inspired by the storytelling tradition of Indigenous peoples.  Historica Canada: Indigenous Perspectives Education Guide Education Portal on Indigenous History Popular narratives of Canadian history have most frequently been told from the perspective of European settlers. As a result, Indigenous experiences have often been neglected or excluded from the telling of our country’s history. For a more comprehensive understanding of Canada’s history, it is important to examine it from Indigenous perspectives. Doing so requires students to explore the depth, breadth, diversity, and regional variation of experiences of Indigenous peoples in the land that... National Center for Truth and Reconciliation  Residential School History For a period of more than 150 years (see the Residential School Timeline), First Nations, Inuit and Métis Nation children were taken from their families and communities to attend schools which were often located far from their homes. More than 150,000 children attended Indian Residential Schools. Many never returned. Government of Canada: Indigenous People in the Second World War Indigenous People in the Second World War Indigenous people from every region of Canada served in the armed forces during the Second World War, fighting in every major battle and campaign of the conflict. To serve their country, Indigenous people had to overcome unique cultural challenges. Their courage, sacrifices, and accomplishments are a continuing source of pride to their families, communities, and all Canadians. Four Directions Teachings Four Directions Teachings FourDirectionsTeachings.com is a visually stunning audio-narrated resource for learning about indigenous knowledge and philosophy from five diverse First Nations in Canada Kiddle: Kids Encyclopedia Facts Indigenous peoples in Canada facts for kids Indigenous Peoples in Canada are the original inhabitants of the land now known as Canada. They are also called First Peoples. Canada Guide: Indigenous Peoples of Canada Basics: Indigenous Peoples The Indigenous people of Canada, a small but influential community that reminds Canadians of their country’s ancient past and their contemporary responsibilities to its first residents.  4 Canoes  Indigenous Series, Gr K-12 Subscription  (Passwords can be found on the subscriptions page or in the Search Portal) 4Canoes magazine (K-Grade 12) has articles vetted by the Indigenous communities about which they were written. The 4Canoes website is accessed through Focused Education Resources and the BC Digital Classroom. Circle of Courage Circle of Courage A model of positive youth development based on the principle of universal needs for emotionally healthy youth, including a sense of belonging, mastery, independence and generosity. Canada’s History: Treaties and the Treaty Relationship Treaties and the Treaty Relationship The Canada’s History Treaties issue features guest editor Treaty Commissioner Loretta Rosslink opens in a new window from the Treaty Relations Commission of Manitoba. First Nations Pedagogy Online First Nations storytelling videos First Nations, Inuit, and Metis cultures have long passed on knowledge from generation to generation through oral traditions, including storytelling. Storytelling is a traditional method used to teach about cultural beliefs, values, customs, rituals, history, practices, relationships, and ways of life.  Exploring the Great Bear Sea Exploring the Great Bear Sea Elementary and Secondary Teaching Resources. Students explore the importance of this region of BC – and our connection to both land and sea – through place-based stories, traditions and histories, bringing a diversity of First Peoples’ perspectives from this region into the classroom. Read for Change How to Donate Thank you for taking interest in my fundraising efforts to Read for Change. We are excited to be able to raise funds to bring change and make a difference in the world around us! This year, our fundraising efforts will go towards two initiatives close to our hearts: Building Beyond Borders - providing financial support for a medical clinic, education, micro-loans and ministry outreach initiatives to children in Kenya.  Impact Ministries - providing financial support that will go towards food hampers and school meals for children in Guatemala.  Donating Online Go to the Read For Change website. Click the Donate button located along the top navigation bar.  Under Support Someone, find the student you're supporting in the list of participants. (fig 1.) Click the student's profile to learn more about the student's reading goal and how they are achieving it. Click one of the donation amounts on their profile page to donate to our readathon, and follow the prompts.( fig 2.) You can donate with any major credit card through Stripe right on the site and receive a charitable tax receipt. Only donations with complete full names, home address and email address will be issued a tax receipt. Your receipt will be sent to you the following February.         (fig 1.) (fig 2.) Collecting Donations in person If you receive donations in the form of a cheque or cash please use the  Cheque Donation Sheet . Cheques should be made payable to Heritage Christian Online School. Please write legibly!  At the end of the our Readathon, send the Cheque Donation Sheet + the cheques to the school. Please note that cash donations cannot be mailed. Be sure to combine all cash donations together and make one cheque clearly marked "in lieu of cash" in the memo line with the total amount of all cash donations.  Heritage Christian Online School 905 Badke Road, Kelowna, BC, V1X 5Z5   Tax receipts are available for total donations of $20.00 or more. Only donations with complete full names, home address and email address will be issued a tax receipt. They will be sent the following February.  How to Create an Individual Profile or Team Profile How To Create an Individual Profile How to Create a Team Profile How to Add a Team Member Remembrance Day A collection of Learning Commons resources and suggested websites for students and their families to use as they reflect on Remembrance Day. Remembrance Day We observe Remembrance Day on November 11 each year. It is a time to honour the courage, sacrifice, and service of those who have defended our freedom and peace. As a Christian community, we come together in reflection and gratitude, remembering those who have given their lives for others, a model of sacrificial love exemplified by Jesus Christ (John 15:13). We believe this observance allows our students to embody the HCOS Biblical Attributes of Community and Restoration. The Community attribute reminds us that “Students will discover that they have a unique role to play in a living and growing community; they will seek to discover their own gifts and skills, and to affirm the gifts and skills of others.” The Restoration attribute calls us to be "compassionate peacemakers and participants in God's mission to bring about the restoration and reconciliation of all things according to His intention for creation." During this time of reflection on the sacrifices made for our nation’s freedom, our team has assembled resources to support your family in observing Remembrance Day. As our community pauses to remember, we pray that we may honour those who served and continue to seek ways to fulfill God’s mandate of peace, restoration, and unity. Resources Learning Commons Resources Website Resources Learning Commons Resources Due to the sensitive nature of Remembrance Day topics, we recommend that parents guide their students in conversations while using these suggested resources. Our full collection of Remembrance Day eBooks and audiobooks is available on Sora here . Primary (Grades K-4) Peace Tree from Hiroshima by Sandra Moore and Kazumi Wilds Winner of the 2015 Silver Evergreen Medal for World Peace This true children's story is told by a little bonsai tree called Miyajima, which lived with the same family in the Japanese city of Hiroshima for more than 300 years before being donated to the National Arboretum in Washington, DC, in 1976 as a gesture of friendship between America and Japan to celebrate the American Bicentennial. Canadian Celebrations: Remembrance Day by Heather C. Hudak Canadians have many reasons to celebrate, and they enjoy gathering throughout the year to observe many uniquely Canadian holidays. Canadian Celebrations provides readers with a closer look at the history of these events, the reasons for each holiday, and the ways in which Canadians gather to celebrate them. The Peace Book by Todd Parr This book delivers positive and hopeful messages of peace in an accessible, child-friendly format featuring Todd Parr's trademark bold, bright colours and silly scenes. Perfect for the youngest readers, this book delivers a timely and timeless message about the importance of friendship, caring, and acceptance. The Sky of Afghanistan by Ana Eulate In a country ravaged by war, a girl looks up at the sky, closes her eyes, and her imagination begins to soar, far away from hatred and sadness. She flies up high, high above into the sky, until she envisions that long-awaited dream in which we all hold hands. She invites us to dream with her so that in her country, Afghanistan, peace may reign forever. Her dream is directed to all regions; she enters homes, families, and hearts. Middle School (Grades 5-9) In Flanders Fields by John McCrae and Linda Granfield This physical book presents the context for writing the famous poem by the Canadian medical officer who visited injured soldiers in Flanders during the First World War. In Flanders Fields by Norman Jorgenson An eloquent counterpoint to the senselessness and inhumanity of war, this digital book tells the story of a young, homesick World War I soldier who risks his life to cross no-man 's-land and rescue a robin caught in the barbed wire that separates the opposing forces. A Bowl Full of Peace by Caren Stelsen Caren Stelson brings Sachiko Yasui's story of surviving the atomic bombing of Nagasaki and her message of peace to a young audience. Sachiko's family home was about half a mile from where the atomic bomb fell on August 9, 1945. Her family experienced devastating loss. When they returned to the rubble where their home once stood, her father miraculously found their serving bowl fully intact. This delicate, green, leaf-shaped bowl, which once held their daily meals, now holds memories of the past and serves as a vessel of hope, peace, and new traditions for Sachiko and the surviving members of her family. I Survived the Nazi Invasion, 1944 by Laura Tarshis In this novel, readers meet Max Rosen and his family. It's been years since the Nazis invaded Max Rosen's home country of Poland. All the Jewish people, including Max's family, have been forced to live in a ghetto. At least Max and his sister, Zena, had Papa with them...until two months ago when the Nazis took him away. Now Max and Zena are on their own. One day, with barely enough food to survive, the siblings make a daring escape into the nearby forest. They are found by Jewish resistance fighters, who take them to a safe camp. But soon, bombs are falling all around them. Can Max and Zena survive the fallout of the Nazi invasion? I Survived the Nazi Invasion, 1944  By Lauren Tarshis Perfect for readers who prefer the graphic novel format, the "I Survived" graphic novel series combines historical facts with high-action storytelling that's sure to keep any reader turning the pages. On Remembrance Day by Eleanor Creasey For children learning about remembrance and the human cost of war, there are hard questions to answer. This book is meant to answer the questions kids ask about Remembrance Day and to explain how and why we honour the men and women who have served our country. Through every generation, some Canadian families have lost loved ones to international conflict and war. On Remembrance Day, present the origins, traditions, and customs of Canada's Remembrance Day in an engaging and easy-to-read fashion. High School (Grades 10-12) One Peace by Janet Wilson One Peace celebrates the "Power of One," and specifically, the accomplishments of children from around the globe who have worked to promote world peace. Janet Wilson challenges today's children to strive to make a difference in this beautifully illustrated, fact-filled and fascinating volume of portraits of many "heroes for today." Canadian Craig Kielburger, who started Free the Children to help victims of child labour at the age of twelve, has been nominated three times for the Nobel Peace Prize. Farlis Calle, forced to identify the body of a young friend—a victim of her country's civil war—started the Columbia Children's Movement for Peace. At age ten, Kimmie Weeks, a refugee from the Liberian civil war, came within a whisper of being buried in a mass grave. Almost miraculously, he survived and vowed to make a difference in the lives of other children. At thirteen, he established Voices of the Future, Liberia's first child rights advocacy group. Other portraits feature the accomplishments of children from Sarajevo, Japan, the United Kingdom, Cambodia, Afghanistan and the United States. These moving testaments to the courage and initiative of youth will inspire readers, young and old. The Ghosts of War by Ryan Smithson Ryan Smithson was an ordinary teenager until he witnessed the devastation of September 11th, 2001. Watching the Twin Towers fall motivated him to enlist in the Army Reserve at the age of seventeen. In Ghosts of War, Ryan vividly chronicles his experience of basic training and deployment to Iraq as a heavy equipment operator. From the pain of losing comrades to his inspiring encounters with Iraqi children, Ryan shares how his experience changed him—and what it taught him about the meaning of patriotism and service. War Poems by Siegfried Sassoon At the dawn of World War I, Siegfried Sassoon exchanged his pursuits of cricket, fox-hunting, and romantic verse for army life amid the muddy trenches of France. The first English soldier-poet to achieve notoriety as an opponent of the war, he ranks among the conflict's most critical poetic voices. This collection of his epigrammatic and satirical poetry conveys the shocking brutality and pointlessness of the Great War. Many of these poems were written in the hospital while Sassoon recovered from wounds he received in battle. Their violence and graphic detail shocked readers, impressing upon them the horrors of trench warfare and the foot soldier's weariness of the never-ending struggle. Wurmbrand: The Voice of the Martyrs by Richard and Sabina Wurmbrand Finalist for the 2020 Christian Book Award  - Audio On February 29, 1948, Richard Wurmbrand was arrested by the secret police. His crimes? Leading Christian worship and witnessing—both of which were illegal under the atheistic Communist regime of Romania. He also spoke up for Christ at a gathering of party officials and religious leaders. Because of his faithfulness to Christ, he endured 14 years of prison and torture. His wife, Sabina, suffered two years of forced labour. They emerged not with melancholy or a bitter spirit but with a story of victorious faith. Though Richard and Sabina endured intense persecution, they remained outspoken and bold about sharing their faith in the God who saved them. Online Resources Due to the sensitive nature of Remembrance Day topics, we recommend that parents guide their students in conversations while using these suggested resources. Government of Canada: Veterans Week The Government of Canada's website for Veterans Week features  stories about Canadians who served their country and made significant contributions to commemoration. Explore the  Canadian Armed Forces around the world to discover how Canadians continue to defend peace and freedom worldwide. Primary and middle school students would enjoy the Learning Resources page, which includes various research activities and hands-on resources. Learn more about Indigenous Veterans, who are remembered on November 8 each year, by exploring the  Government of Canada website and watching this vi deo from the Minister of National Defence. Veteran's Affairs Canada Veterans' Week Learning Resources FREE print and digital products!   This includes a mobile app, lesson plans and free poppy seeds, to name a few products. To explore what is available or order some of their  free 2025 Veterans’ Week learning products  for students aged 5 to 18, visit their  online ordering site. Request hard copies for your class at no charge. Digital versions of all of these materials – and much more – are also available on the Government of Canada website . Canadian War Meuseum Canadian War Museum Remembrance Day Resources  The Canadian War Museum is Canada’s national museum of military history and one of the world’s most respected museums for the study and understanding of armed conflict. Flanders Fields Music On the Flanders Fields Music website , students can explore the history of the song “In Flanders Fields” by reading about John McCrae, watching videos, and downloading sheet music and mp3 recordings of the song. You can find a list of more Remembrance Day website resources in the Learning Commons Search Portal . Seesaw Support This chapter has step-by-step instructions for parents for basic Seesaw setup details.  Seesaw - Sign In Instructions for Foundations K-9 and Inclusive Education Parents At HCOS, we are setting up Seesaw this year to make it easier for families to share learning. Each family will receive a 'Class Sign In Code' unique to their family that will give them access to Seesaw as a ‘student’ in their teacher’s virtual Seesaw classroom. With this code, parents will see all of their children in one class and can easily add work samples for any child in their family.  The 'Classroom Sign in Code' document your teacher sends you will provide step-by-step instructions. Your teacher may have sent it by screenshot or PDF. Sample 'Classroom Sign In Code' document: Step One You will receive the ‘Seesaw Sign-in Information’ from your teacher with your 'Class QR Code'. Step Two If you have not downloaded the Seessaw Class app , download the app on iOS or Android device.   Open the Seesaw App on your phone or tablet: OR Go to app.seesaw.me for laptops and computers. Step Three Click on the purple 'I’m a Student' button.  Step Four A Student Sign In page will open in the Seesaw App.  Click the 'Scan Code' purple button and a Seesaw 'QR Code' scanner will open    Next, scan the 'Classroom Code' using the built in Seesaw 'QR Code' scanner Hold the phone up to the QR code provided by your teacher.  The QR scanner is able to scan the code from a printed piece of paper or an open screen on a computer.  See images below that go with the steps: While in the Seesaw App with the 'Scan Code' open, hold in front of the device or a copy of the QR code. If using a computer, hold the QR code up to the computer camera. Your family class will now open!  After this initial setup, you should not need to sign in again unless you sign yourself out. If you accidentally sign yourself out, contact your teacher for a new code.  Seesaw - How To Submit Work for Foundations K-9 and Inclusive Education Parents Here are a few key details before we look at the steps you will take to submit student work samples to your teacher: To submit work samples for your child, you will start by opening your 'Seesaw Journal' in the 'Seesaw Class App' or by accessing  app.seesaw.me If you have logged in once before, your family class should open without needing to log in again In most classes, your class will be named with your last name You will see your children listed down the left hand side under Class Journal The 'Class Journal' will show all the work that you have previously loaded into Seesaw with the most recent submissions at the top If you click on 'Child 1', you will see all submissions posted for Child 1 listed from newest to oldest.  This will include any posts that were 'tagged' with other children in the family Steps for Submit Student Work Samples Parents or students can use either of the green ‘+Add’ button to add work samples.  A new window will open showing Seesaw’s 'Creative Tools' for posting work (see image below in Step 2). Parents or students can select how they would like to add samples to the journal Most often, parents or students will be using the 'Upload' to access photos from their camera roll However, you can use the camera option to take photos of work right in the app to send to the teacher  Step One Click the green '+Add' button Step Two Choose the 'Creative Tool' to post work Select a creative tool that best fits the work to be uploaded  You can take a photo of your work, upload a photo of your work from your camera or computer, add a video, add a link, or create your own work on a blank canvas or note page Most parents will use the 'upload' feature to upload photos from their phone camera roll, their computer, or Google drive. Students may use the photo or video option through the Seesaw App to use the built-in camera or video tool right in the Seesaw Class App to submit to the teacher.  Step Three You can edit the post by adding voice recordings, drawings, text labels, or captions by clicking the icons to the left. Or click the at the bottom left to record a voice message or upload an audio file to accompany the work sample. Step Four Tap the Green 'check mark' at the top right to complete your post. Step Five Tag or select the students who completed the work. You are able to select one student or multiple students.  Step Six Click the green check mark again. The work sample will show up in the Class Journal and can be found within each child’s journal. See below, the work sample was selected for all of the children in this family 'Everyone'. Step Seven If you would like to add a further comment, click the 'Comment' box under the posted work sample. Click on the student’s name and add your comment. If multiple children worked on a sample and the comment applies to all of them, feel free to enter the extra comment under one child’s name and indicate the comment applies to all of them. If you wish to add something unique to another child, you can add another comment and select that particular child. Seesaw - Sign in Instructions for Foundations K-9 and Inclusive Education Parents At HCOS, we have set up Seesaw this year to make it easier for families to share learning. Each family will receive a 'Class Sign In Code' unique to their family so they can access Seesaw as a ‘student’ in their teacher’s virtual Seesaw classroom. With this code, parents will see all of their children in one class and can easily add work samples for any child in their family.  The Classroom Sign in Code document your teacher sends you will provide step-by-step instructions. Your teacher will send these instructions as a screenshot or PDF file.  Sample Instructions Sent by Support Teachers Step One: You will receive a Classroom Sign-in Code page for your family's class It will be titled with your last name and the current school year Step Two: Open the Seesaw App on your phone or tablet or go to app.seesaw.me for laptops and computers If you have not downloaded the Seesaw Class app , download the app on iOS or Android device. Step Three: Click on the purple 'I’m a Student' button Step Four: Here is how to properly scan the 'QR Code' in the Seesaw App:  When you click on 'I'm a Student', a student login page will open in the Seesaw App Click the 'Scan Code' purple button    Seesaw’s built in 'QR Code Scanner' will open Scan the Classroom Code using Seesaw’s built in 'QR Code Scanner' Hold the phone up to the QR code provided by your teacher to scan As well, the QR scanner is able to scan the code from a printed piece of paper or an open screen on a computer.  Step Five: Your family class will now open After this initial setup, you should not need to sign in again unless you sign yourself out If you accidentally sign yourself out, contact your teacher for a new code Seesaw - How Parents and Students Submit Work in Seesaw This chapter has instructions for how to add student work samples into Seesaw. These can be added by a parent or a student. If a student is adding work samples, it would be best for a parent to review what to add and help supervise this until a student understands what to share with their support teacher.  Getting Started  open your Seesaw Journal in the Seesaw Class App or by accessing app.seesaw.me   If you have logged in once before, your family class should open without needing to login again In most classes, your class will be named with your last name You will see your children listed down the left hand side under Class Journal The 'Class Journal' will show all work loaded into Seesaw with the most recent submissions at the top If you click on 'Child 1', you will see all submissions posted for Child 1 listed from newest to oldest.  This will include any posts that were 'tagged' with other children in the family.  the Journal page looks like this:  How to Add Work Samples Step 1 Click the green '+Add' button   Step 2 Choose the Creative Tool to post work Select a creative tool that best fits the work to be uploaded You can take a photo of your work, upload a photo of your work from your camera or computer, add a video, add a link, or create your own work on a blank canvas or note page Follow the prompts for the Creative Tool you are using to upload the samples Most parents will use the 'upload' feature to upload photos from their phone camera roll or their computer, or Google drive. Students may use the photo or video option through the Seesaw App to use the built-in camera or video tool provided in the Seesaw Class App to submit work samples to the teacher.    Step 3 You can edit the post by adding voice recordings, drawings, text labels, or captions by clicking the icons to the left You can also click the button at the bottom left side of the page to record a voice message or upload an audio file to accompany the work sample   Step 4 Tap the Green 'check mark' at the top right to complete your post   Step 5 Tag or select the students who completed the work You are able to select one student or multiple students for each sample added   Step 6 Click the green check mark again The work sample will show up in the Class Journal and can be found within each child’s journal  See below, the work sample was selected for all of the children in this family as can be seen with the tag 'Everyone'   Step 7 If you would like to add a further comment, click the 'Comment' box under the posted work sample Click on the student’s name Enter the Comment If multiple children worked on a sample and the comment applies to all of them, feel free to enter the extra comment under one child’s name and indicate the comment applies to all of them. If you wish to add something unique to another child, you can add another comment and select that particular child. Write a comment. You may also add a voice comment by clicking the microphone You will now see the sample uploaded to the 'Class Journal' and attached to each individual child's journal as well Additional Support How to use Multipage to post up to 20 pages  How to add multiple photos to a post Seesaw - Student Login to CC/CC+ Classes How to Log in to Seesaw (CC/CC+ Portfolios) Using Your Home Learning Code Each student will receive a 'Home Learning Code' unique to them so they can access their CC or CC+ Seesaw portfolio. Each child has their own login information for privacy and will not be able to see other students’ work.  Your teacher will email you a link to a PDF with step-by-step instructions. You can also follow the written instructions below for more detailed instructions. Step 1:   You can connect and log in to your child's portfolio in the following ways: On a desktop, laptop or Chromebook, by going to app.seesaw.me and clicking on “Log in” on the top right. On your mobile device via the Seesaw app . Desktop Mobile Device Step 2:   Click on “I’m a Student” Step 3:  Enter the text code or scan the QR code sent by your teacher, then click “Go”. The image below (left) shows a sample of the PDF you would have received from your teacher.  Step 4:  You are now in your class! Other Seesaw classes your child is part of will appear on the left side of your screen. After this initial setup, you should not need to sign in again unless you sign yourself out. Step 5: If you need to add a second student account, click your child’s name in the top-left (Step A below), then select “Add Account” (Step B below), which will take you back to Step 2 above. To learn how to toggle between accounts, go here . Step A Step B Accessing Multiple Seesaw Accounts How to Toggle Between Multiple Seesaw Accounts (for CC/CC+ Parents) It is easy to access multiple Seesaw classes on the same device without repeatedly signing out and back in to accounts. This is especially helpful when you have multiple children in CC/CC+.  Watch the video Toggling between multiple Seesaw accounts.mp4 and/or follow the instructions below to see how easy it is to toggle between accounts.  NOTE: This is device-specific. You will need to repeat these steps if you're using Seesaw on multiple devices. Step 1: To add student accounts to Seesaw, follow the steps here . To toggle between the Seesaw accounts already added to your device, click on your child’s name at the top left. Step 2:   Scroll down to the section titled “Switch Accounts” and click on the account you want to switch to. In this case, we want to switch to the account belonging to “Child 2.” Seesaw - How to Edit People on a Post These  steps are for families using a Home Learning code with their Support Teacher or Case Manager. If you are using a Home Learning code rather than a Class code to log into your Seesaw portfolio, you will need to toggle to access each child’s Seesaw classes and will not be able to see all your children listed in one class. However, as long as your other children are part of the same class, you are still able to tag multiple children on posts without having to toggle between accounts.  Watch the video Edit People on a Post.mp4 and/or follow the instructions below to see how easy it is to add all your children to a post from one child’s Seesaw account. NOTE: This will not work for CC/CC+ portfolios. Seesaw - Making a Good Seesaw Post Student Council The HCOS Student Council serves as the voice of the student body, advocating for student ideas, interests and concerns with the broader school community. Council members embody the HCOS learner profile: reflective and adaptable thinkers who are inquisitive, discerning and filled with wonder at God’s world. They act as responsive advocates, servicing others with the goal of making a meaningful impact on a world in need of redemption. Election and MembershipStudent council positions are elected and/or are assigned each September. If a position becomes vacant, bi-elections may be held at the end of the semester and current council members are eligible to apply.Members are expected to attend weekly one-hour meetings from September through June, actively participating with cameras on throughout the sessions. All HCOS students are welcome to get involved. You can join as a general member--attending formal meetings once a month--or as a committee member to gain valuable insight and volunteer hours. Your participation is highly valued and encouraged. Mission and Goals Mission To create innovative, Christ-centered educational opportunities that empower learners to explore and embrace God's unique purpose for their lives. Academic Success : Graduates leave HCOS equipped as discerning, lifelong learners. Relationship : We foster intentional, supportive communities where students connect, learn, and grow together. Integrity : We cultivate authentic Christ followers who pray, challenge, and share life together.   Goals Develop a strong understanding of HCOS student leadership and the traits of effective leaders by: Learning more about yourself Leading with integrity, honesty, and authenticity Building confidence  Communicating clearly, including public speaking Collaborating effectively with others Student Council Positions Available Positions President (1) Vice Principal (1) Secretary (1) Treasurer (1) Social Media Manager (1) Indigenous Student Representative (1) Sports Representative (1) Yearbook Editor and Chief (1) Yearbook Sales and Marketer (1) Yearbook Layout Editor (2) Grade 10 Rep (1-2) Grade 11 Rep (1-2) Grade 12 Rep (1-2) *General Members (unlimited)* Position Requirements Attend a weekly 1-hour Zoom meeting with camera on and be fully engaged Prioritize your education by maintaining good academic standing Collaborate respectfully with others and value diverse ideas and perspectives Be committed to building a positive school community, promoting belonging and school spirit Roles and responsibilities:  Please note all students who hold a council role must a dhere to the HCOS Code of Conduct or be subject to removal from the course. They must also b e a full-time student at HCOS in good academic standing. President (1 Available Position) The Student Council President is the leader and representative of the student body. This role involves guiding the overall direction of the council, helping to build its structure, and ensuring effective teamwork among members. The President is responsible for leading all formal meetings using Robert’s Rules of Order to maintain professionalism and order. Key duties include preparing meeting agendas, supporting council initiatives, representing the school at events, and working closely with staff advisors. A strong commitment to leadership, organization, communication, and school spirit is essential for this role. Vice President (1 Available Position) The Student Council Vice President supports the President in leading the council and helps ensure the smooth operation of all activities and meetings. The Vice President assists with organizing events, facilitating communication among members, and helping structure council work. They step in to lead meetings and represent the council when the President is unavailable. Strong teamwork, organization, and leadership skills are essential for this role, along with a commitment to supporting the student body and promoting a positive school environment. Secretary (1 Available Position) The Secretary plays a crucial role in ensuring clear, organized and accurate communication within the council. As the central record-keeper, the Secretary is responsible for maintaining details accounts of meetings, distributing information to council members, and assisting with administrative duties necessary for the council's operations. Primary Responsibilities: Meeting minutes Attendance tracking Archiving records Treasurer (1 Available Position) The Treasurer is responsible for managing the council’s finances with accuracy and transparency. Duties include keeping detailed records of all financial transactions, reporting regularly to the council, and helping to create and maintain the annual budget. The Treasurer leads the Fundraising Committee, oversees financial aspects of yearbook production, and assists in managing funds related to the Lynza Henke Memorial Bursary. This role requires strong organizational skills, attention to detail, and a commitment to responsible financial stewardship. Social Media Representative (1 Available Position) The Social Media Representative is responsible for gathering information and images each week to feature in the Student Council Chronicle. This role involves coordinating with council members to highlight events, activities, and achievements. Strong writing skills are essential for creating engaging and accurate posts. The representative should be organized, detail-oriented, and able to meet weekly deadlines to ensure timely updates. Yearbook Editor-in-Chief (1 Available Position) The Yearbook Editor-in-Chief is responsible for leading the development, design, and production of the school’s annual yearbook. This position oversees a team of editors, writers, and photographers, ensuring that all deadlines are met and that the yearbook captures the highlights of the school year. The Editor-in-Chief will coordinate page layouts, edit submissions, and work closely with the yearbook advisor and student council. Strong leadership, time management, creativity, and attention to detail are key skills for this role. Previous experience is an asset. Yearbook Sales and Marketer (1 Available Position) The Yearbook Sales and Marketer is responsible for promoting and managing the sales of the school yearbook. This role involves creating marketing campaigns, organizing sales events, assisting with purchase tracking, and working closely with the yearbook team to boost awareness and excitement. Strong communication and design skills, creativity, and a positive attitude are essential. The goal is to ensure every student knows about the yearbook and encourage maximum participation and sales. Yearbook Layout Editor (1 Available Position) The Layout Editor will have the opportunity to work closely with the Editor-in-Chief and committee members to design and organize the pages of the yearbook. The layout editor is responsible to creatively arrange photos, stories, and captions to capture the spirit of the school year, ensuring a cohesive and visually appealing final product. Previous experience is preferred. Indigenous Representative (1 Available Position) The Indigenous Representative serves as a voice for Indigenous students within the student council and the wider school community. This role includes leading a committee dedicated to promoting awareness and appreciation of Indigenous cultures, traditions, and histories. The Representative is responsible for organizing events, celebrations, and educational activities that highlight Indigenous heritage, with a focus on the rich and diverse cultures of British Columbia. Working closely with students, staff, and community members, the Indigenous Representative helps create an inclusive environment where Indigenous perspectives are respected, celebrated, and shared. Sports Representative (1 Available Position) The Sports Representative serves as the voice of the athletic community within the Student Council. This role involves gathering feedback from athletes, and supporting athletic initiatives. A key responsibility includes overseeing the creation and distribution of the school’s sports newsletter, highlighting team achievements, upcoming games, and athletic spotlights. Ideal candidates are enthusiastic, organized, and passionate about promoting school athletics. Grade 10-12 Representative (2-4 Available Positions per grade) The Grade Representatives serve as the voice of their classmates in the Student Council. They are responsible for gathering feedback from their grade, bringing forward ideas and concerns, and helping plan and run school events. Representatives are expected to attend regular meetings, actively contribute to discussions, promote school spirit, and lead by example through positive behavior and leadership. General Members are not a part of regular council classes and would not gain course credit , but are welcome to attend our monthly formal meetings or join committees throughout the year. Formal meetings take place the third Thursday of each month. Why join a committee? To contribute to the HCOS student culture. To provide voice and choice in the school. To gain volunteer hours   Interested in becoming a member of student council? Please complete the expression of interest form Activities and Committees Council Chronicle Fundraising Student Council Alumni Student Support Resources to support students. Adjudications and Supports for Learning Services (LS) Students Writing Grad Assessments In British Columbia, there are 3 assessments required (Grade 10 Literacy, Grade 10 Numeracy & Grade 12 Literacy). In order to graduate with a Dogwood, this is a provincial requirement, however, when your student decides to write is flexible.  There are generally 2 times that students write: January and June. This is the  Ministry of Education Site for the Provincial Grad Assessment Schedule Each year, Grad students are sent links from the school to sign up for assessments. If your students requires supports when writing, when you sign-up for the assessment, please make sure to identify that your son/daughter has an Individual Education Plan (IEP) in Encom and the requested adjudications (supports) are noted and approved on the IEP.  If you have any questions about the IEP, please speak to your Grad Advisor or Learning Services Consultant. Some of the support/adjudications require advanced arrangements.  Location If your student needs a separate setting, (due to anxiety, using a scribe etc.) you, the parent, are responsible for finding this location (ie. church, library, school). When looking for a place, please arrange to have an adequate amount of time for the assessment to be written and ensure that the location has good wifi.  Invigilator If you are in a separate setting, you will also need to find an invigilator - this needs to be a current or retired teacher (going rate is approximately $120 for 3 hrs). All information for the separate setting needs to be collected and ready prior to registering for the assessment. Timing Assessments must be started between 8 am and 4 pm Monday to Friday  Scribe In-person Scribe: If your student needs a  scribe , you are responsible for finding them and compensating them. A scribe is simply there to write down what your student says and cannot provide any additional assistance. To read the full guidelines regarding scribes from the Ministry of Education, please look here . Speech to Text and Text to Speech: If your son/daughter plans on using  Read and Write : They are NOT required to have a separate space as long as they use their headphones You must use your HCOS email address and the official version of R&W provided through HCOS - please make sure your son/daughter has practiced and is comfortable using this on their own. Please ensure that an account through HCOS has been set up ahead of the assessment. A few other notes: Your student can re write their provincial assessments up to 3 times - the highest score will be taken  Their results are a stand alone score, it does not affect their current English or Math courses  Student Success Centre Please help us out by completing this  Summer Interest Form (before May 15) and End-of-Year Survey (before May 31). Both will help us serve YOU better! Thank you!  "Wow, wow, wow!! I wanted to reach out to you and thank you so much for the gift of offering support for students through the school." (Parent) "We are so, so grateful for all your help this year. (Student) would NOT have made it through maths 9 without your much needed and much appreciated support!" (Parent)  "I just want to thank you so much for all the support you gave me. Working with you was one of my brightest times of grade 10. Thank you so much.😊" (Student) "I just wanted to say thank you so much for the work that you and the rest of the SSC EA team do! What a gift to the whole of HCOS!" (HCOS Staff)  SSC Overview The Student Success Centre (SSC)  is a free online-based universal support available to all students in grades 5-12+. It is comprised of a team of EAs who come ready to support students with Numeracy (Maths & Sciences), Literacy (Humanities, etc.), and Executive Functioning (life skills building) needs.  SSC EAs assist students with: Academic courses - comprehension, higher-level thinking, step-by-step instruction Accountability and check-ins to help you stay on track Building confidence due to anxiety or insecurity Executive functioning - organization and planning, scheduling and goal-setting, time management, breaking down assignments into smaller parts Motivation - pinpointing distractions and discussing strategies to kick procrastination to the curb Navigating Platforms - Brightspace, Study Forge, Encom, and Google Workspace Preparation for Literacy and Numeracy Provincial Assessments Skill-building – critical thinking and problem solving, note-taking and essay writing, study and test preparation, communicating and advocating needs, and AI literacy. How to Initiate Support We encourage you/your child to learn more about each SSC EA before booking a session. This will help you/your child decide which EA(s) will be the best fit based on their needs and personality. Sample:    Booking Sessions At any point throughout the school year, students can book up to 2 sessions per week with one EA, or up to 4 sessions with a combination of EAs . * Max 4 sessions per family per week.   Sometimes it can be helpful to have more team members on a child's academic team, given their different needs (some might need help with Math and Scheduling & Goal-setting) and the availability of SSC EAs.  SSC EA schedules show only two weeks at a time , adding sessions hour by hour. During busy times, sessions book up quickly, so please be patient and check back regularly.  To book a session with an SSC EA, you have three options: Book from the SSC webpage: Scroll down to Meet Our Team .   Book from Brightspace: The SSC webpage and SSC EA links are listed along the right panel. In both cases, select the SSC EA you/your child would like to meet with, click on their booking link, scroll through the calendar and pick a day and time that works for you, and then follow the intake prompts to help the SSC EA prepare for the session. Once the booking has been completed, you/your child will receive an email with the booking information (including a Zoom link). As the child’s parent or guardian, you can sit in on the session - especially if it’s a Meet & Greet. Alternatively, you can share information about your child and their needs with the SSC EA prior to the session to help them prepare well.  Talk to a member of your academic team (eg, course specialist, K-9 teacher, academic advisor, case manager or learning support consultant), as they can also help set up a Meet & Greet session with an SSC EA. Sample Booking:              Friendly Reminder: We ask that you kindly follow the 2 sessions per week limit if you are working with one SSC EA (or up to 4 sessions with a combination of EAs - PER FAMILY) and ensure that booked sessions are attended. Please notify the SSC EA or use the links at the bottom of the email booking notification/reminder to cancel or reschedule a session that can no longer be attended. Should your child need further support, we encourage you to contact a member of your child’s academic team (eg, course specialist, K-9 teacher, academic advisor, or case manager) to discuss additional support. Additional Resources Available through the SSC The Student Success Centre (SSC) webpage has additional resources for students and parents.  Throughout the year, the SSC highlights new team members, upcoming events and resources, and often shares helpful tips for students within our SPOTLIGHT blog .  The SSC’s  SOPHIE Resources Page pulls together a variety of resources meant to support students in their learning journey and EAs in their support role. Important topics such as Resources & Research, Academic Integrity, Provincial Assessments, and Skill Building for Students can be found here, along with all previously recorded SSC Workshops. If you have additional questions about the SSC, please reach out to  Taryn McPherson (SSC Manager) or Sherie Seddon (Innovations Assistant Director).  For more information , please look at:   https://innovations.onlineschool.ca/student-success-centre/ Student Supports at HCOS Families at HCOS have many opportunities and freedoms when shaping their learning environment to best fit their child's needs. They can build learning around the movement a child needs, the best time of day to learn, the topics that interest and motivate them, and projects that showcase their strengths and abilities. Parents can arrange a learning space where their child is comfortable and has the quiet or stimulation they require. Additionally, where needed, families can work with their teacher to set their child up for success by planning for additional time for an assignment or assessment, or agreeing on an alternative way to access information (e.g. through an audio book or video rather than text) or to show their learning (e.g. a presentation rather than an essay). Your teacher may also suggest curriculum options that would better fit your child or family. If a family wishes to communicate more of their learning needs to their teacher or Grad Advisor (GA), they can complete the Learning Support Request Form .  Students at HCOS also have access to a wide array of in-house supports, with little to no cost or barriers, through the Learning Commons or Learning Groups as well as through teachers and GAs.  In-house support options include:  Audiobooks, hi-lo books, read-along or read-aloud books are available through the  Learning Commons: Sora . Read&Write (speech to text, text to speech) is free and is a good support for those with reading, written output or organizational challenges. C-pens are available to borrow through the Learning Commons: Search Portal and at Community Connections. The Student Support Center offers online EAs (education assistants) support for literacy and numeracy. AXIS , is a faith-based subscription resource with videos that invite conversations on tough topics (anxiety, pornography, divorce etc.) for teens and their families. "Hello Anxiety" and Group Counselling: 6-10 week, counsellor-led options provided through Learning Groups where Grade 8-12 students learn to manage their anxiety. Check out "Virtual Voices" as well! Susan Barton (10 levels) is an Orton Gillingham-based reading program available free through the  Learning Commons: Search Portal . Touch-Type Read and Spell , is a good typing program for students with reading & spelling challenges is available for free through the Learning Commons ( request form here ). Dyslexia Games are a series of consumable therapy workbooks available through the Learning Commons: Search Portal . HCOS also has sensory, behaviour, reading and written output supports available at Community Connections. Online Assessments to evaluate literacy, numeracy and cognitive abilities (DORA, ADAM or Gibson test) are available by speaking to your child's teacher or GA. Learning Support Additionally, your student's teacher or GA has access to a team of supportive Learning Support Coaches (LSCs) who provide specialized advice and insight on student needs.  It typically takes up to a year for students to work through the applicable in-house supports HCOS offers. If your child continues to struggle after their teacher has had time to assess needs and the impact of our in-house supports, your child can be considered for additional professional supports or assessments in their subsequent years with HCOS. We always keep in mind that your primary student supports are an individually-shaped home-learning environment and a strong partnership between invested, well-equipped parents and teachers. SSC Resources SSC Essentials SSC Webpage: https://innovations.onlineschool.ca/student-success-centre/ SSC EAs assist students with: Academic courses — comprehension, higher-level thinking, step-by-step instruction Accountability and check-ins to help you stay on track Building confidence due to anxiety or insecurity Executive functioning — organization and planning, scheduling and goal-setting, time management, breaking down assignments into smaller parts Motivation — pinpointing distractions and discussing strategies to kick procrastination to the curb Navigating Platforms — Brightspace, Study Forge, Encom, and Google Workspace Preparation for Literacy and Numeracy Provincial Assessments Skill-building – critical thinking and problem solving, note-taking and essay writing, study and test preparation, communicating and advocating needs, and AI literacy. Information about Booking Sessions: Students can book up to 2 sessions per week with one EA , or up to 4 sessions with a combination of EAs . * Max 4 sessions per family per week. * EA schedules show only two weeks at a time , adding sessions hour by hour. During busy times, sessions book up quickly, so please be patient and check back regularly. Two Booking Options: Book from the SSC webpage: Scroll down to Meet Our Team . Book from Brightspace: The SSC webpage and SSC EA links are listed along the right panel. Academic Integrity & AI Plagiarism Information for Parents Citing Artificial Intelligence (AI) Properly Citations for Beginners Tutorial Did I Plagiarize? Infographic Plagiarism Checker SSC Workshop: Academic Integrity in the Age of AI — Researching, Citing, and Writing Slide Deck CREW Resources Student Success Centre: Meet & Greet Students & Parents Slide Deck Student Success Centre: Meet & Greet Students Slide Deck Kickstarting Term 2 Small Steps. Big Results Slide Deck Becoming a Project Pro Learning how to break down projects into manageable tasks. Slide Deck Keeping the Boat Afloat Setting up healthy routines. Managing courses and workload. Slide Deck Turning Tough Math into Manageable Steps Crack the code Slide Deck Cite, Write, and Research Well The theory behind it all Slide Deck Academic Integrity in the Age of AI: Researching, Citing, and Writing Tech & AI support while maintaining your own voice Slide Deck Feedback/Testimonials Student Testimonials: This email is to thank you for your time and work helping me plan my school assignments. You have made a difference in the end of my school year and I appreciate that. I just want to thank you so much for all the support you gave me. Working with you was one of my brightest times of grade 10. Thank you so much. Grade 10 is hard! Especially at the end, there is a whole bunch of projects and tests that you have to cram for! Good thing you guys are there to help us! Seriously. I wouldn't be able to do as well as I did without the SSC! Thanks so much!! I’m so grateful for all your help these past few years. I honestly wouldn’t be finished right now without your support (I’d probably still be stuck in Social Studies 10, haha!). You’ve been such a steady source of encouragement through all the ups and downs, and it’s made a huge difference. I wish I could take your guidance with me into college. You’ve helped me get to this point, and I’m so thankful. I wanted to say thank you very much for everything you have done for me to support me and help me through this process. It was very difficult for me to have so much on my plate and the supportive words from you helped a lot. I am very grateful to have met you and have you on my support team and I wish you all the best. Thank you. I just wanted to say a big thank you for helping me with Chemistry 11 in June! I did end up finishing before July and got a 96% on my unit test. I don't think I could have stayed concentrated and optimistic without you! Getting that done really helped motivate me to then get my math done, which is now also finished! This really helped position me so that I have a chance at finishing school this next semester. I will miss you and appreciate working with you! Besides getting some goals met it's been great to have a mentor and someone to be able to look up to. Hearing about your adventures and travels has really inspired me to have adventures of my own! The SSC is a very great thing for all the students, and I appreciate your support! It is really awesome to know that there is someone that can help when we get stuck! Amazing help. I wish I had reached out sooner. 10/10 recommend! I really love being able to ask questions without shame of 'you should already know this' or 'it's so easy'. I always love how the EA asks how I am and seems genuinely interested. She keeps things light and makes sure I have a stronger understanding of what I am learning. If I am not understanding, she always finds a way to make sure I leave with a more comfortable grasp on math. Parent Testimonials: We are loving the tutors at SSC! Thank you! I have seen a big improvement in her work and I know a big part of that is because you have been working with her. Thanks so much for guiding R__ & J__ in learning to set up their own schedules. You have played such an important role in our homeschooling this year! I am grateful how often they are able to meet with you to make that connection and build those relationships. You make the meetings so enjoyable! I can see that you have become and will continue to be one of their biggest supporter in the rest of their schooling. I wanted to let you know that K__ was excited after last week's session with you. She said, “I finally understand long division!” We are so, so grateful for all your help this year. (Student) would NOT have made it through maths 9 without your much needed and much appreciated support! Thank you for everything you are and do for my kid!!! You have been a true blessing to this experience and to our family. Appreciate you in every way! Wow, wow, wow!! I wanted to reach out to you and thank you so much for gift of offering support for students through the school. Instead of E__ feeling overwhelmed and not enjoying science she was actually excited! I wanted to check in and let you know that J__ submitted her final project for Accounting, thus completing the course. I am beyond thrilled. Thank you for all of your support over the years. We truly appreciate it. T__ is LOVING meeting with you. She asked if she could meet with you more than once a week. That is a very good sign. So, thank you for what you do! Thank you so much for your care and gentle heart when working with E__ in math. We appreciate and are beyond grateful for the ministry of the SSC. M__ LOVED meeting you. She came out beaming! Thank you SO much for all your work this year….you are such a gift! You have been such an amazing help for A__ getting the wheels turning on becoming more creative in his story writing. I really appreciate your help! Thank you. I know that was a lot of work and wasn’t easy for J__ to be held accountable but appreciate your enthusiasm and effort into helping her set and meet her goals. We enjoyed meeting with you. We appreciate your insight and direction. I also truly appreciate how friendly, relatable and welcoming you were with I__. Thank you so much for all your help. It's been amazing working with you to help I__ improve his writing, organize his thoughts, and structure them on paper. I learned a lot too. Feedback from HCOS Staff: I just wanted to say thank you so much for the work that you and the rest of the SSC EA team do! What a gift to the whole of HCOS! I just wanted to say a quick thank you for your work with (Student). I saw in the notes that you were able to connect with him and get him engaged today — even when Mom thought she would have to cancel. This is a HUGE win and a great picture of how important that connection piece is. I appreciate your genuine care and the obvious impact that you are having on our students and their families. I also really appreciate your note-taking — it is so helpful for teachers to hear how things are going! The SSC EA created a warm, inviting and safe-feeling space for my student. He was all smiles and tried multiple times to engage a conversation about my students likes and tried to connect with similar experiences. He gave good examples and offered suggestions for safe, teacher-friendly AI use. He spoke about student services outside of HCOS and how AI can also be used for college and university applications, once informed that my student was graduating this year. You met with one of my students for the first time and Mom told me today how wonderful the experience was. The student felt built up and encouraged in her abilities. She appreciated how you explained things to her and how you boosted her confidence. Mom reported that after she met with you she worked on her math and was actually giggling about it. You have no idea what an answer to prayer this is. I have been encouraging this student to try the Student Success Centre for the last 3 years. She has been extremely hesitant and it is a very big deal that not only was she was willing to meet online with an EA — but that she felt so good about it!! Thank you for your amazing work! I was talking with a parent today whose daughter just started accessing the SSC and she RAVED about you. Her daughter is pretty shy and was nervous about getting help and Mom said you were amazing. You made a connection with her right away and put her at ease. They also really appreciated how well you explained things to her and that the appointment with you really boosted her confidence. Thank you for doing such a great job! I really appreciate all the extra time spent to help this hard-working student be as successful as possible in this Math course. Free Citation Generators Grammarly Citations MyBib EasyBib Bibme ZoteroBib BibGuru BibCitation Scribbr Google Doc Citations (though a bit finicky) HCOS Links Learning Commons Study Forge Videos SOPHIE: Information for Families Webinars, Presentations and Workshops for Parents (various topics) Meet the SSC Team: Grad Week Recording (#13) Slide Deck K-6 Resources Learning Challenges & Supports Learning Disabilities and Disorders in Children (Signs & Symptoms, Types, Supports) Early Signs of Learning Challenges Understanding Your Child's Strengths and Challenges The Best Way to Explain Learning Disabilities to Your Child How to Help a Child with a Learning Disability: Parenting Tips for Home & School Back-to-School Tips for Kids Who Are Struggling (Parents: Reset Expectations & Plan Ahead) Rolling With ADHD (Resources for Parents, Teachers and Teens) Universal Classroom Supports Examples of Accommodations and Modifications (Smart Kids with Learning Disabilities) Executive Functioning: Pathway to Success Executive Functioning (Signs & Symptoms, Student Profile, Instructional & Universal Supports) Great Executive Functioning Apps (recommended by an OT) Productivity Apps for Students: Waterloo University Time Management Apps for Students: Waterloo University Stay Focused: Top Apps to Help with Distractions Sample Schedules & Plans + Create Your Own Template Ready, Set, Go!: SSC Workshop Recording & Slide Deck Get it Done!: SSC Workshop Recording & Slide Deck Programs, Courses & Staff 25/26 School Calendar Innovations High School Innovations Middle School Innovations Crew K-9 Program HCOS Course Library Enrolled vs. Registered BC Grad Requirements Advice & Tips for High School Students Debunking High School Myths: SSC Workshop Recording & Slide Deck Provincial Assessments (Grades 7, 10 & 12) Provincial Assessments: Info for Families BC Provincial Assessment Homepage BC Numeracy Assessment Overview Numeracy Assessment (About, What it Looks Like, Practice Questions, Tips) BC Numeracy Assessment: Solutions to Sample Questions Grade 10 Literacy Assessment (About, What it Looks Like, Practice Questions) Grade 12 Literacy Assessment (About, What it Looks Like, Practice Questions) Preparing for the Literacy Graduation Assessment Literacy Assessment Tips Acing the Provincial Assessments: SSC Workshop Recording & Slide Deck Resources & Research Tools Learning Commons Hub (Curriculum Options, Search Portals, Sora eBooks & Audiobooks, Subscriptions, Unit Study Kits, etc.) Helpful Websites (Subject & Grade Specific) Tips for Conducting an Academic Search: Explora SSC Workshop: Research & Cite Recording & Slide Deck SSC Workshop: Cite, Write, and Research Well Slide Deck Tutorials on How to Use HCOS Subscriptions (EBSCOHost and Explora) Skill Building for Students Back-to-School Tips for Success: SSC Workshop Recording & Slide Deck Creating a Plan for a Successful Year: Grad Week Recording (#16) & Slide Deck New Year’s Resolutions for High School Students and Parents New Year’s Resolutions for High School Students Term 2 & You: SSC Workshop Recording & Slide Deck Things to Consider When Emailing Your Teacher Advocate & Communicate: SSC Workshop Recording & Slide Deck Best Note-taking Apps for Students Creating Killer Notes: SSC Workshop Recording & Slide Deck Study Habits of Highly Effective Students BC Exam Bank (By Grade and Subject; Login Required) Becoming a Test-Taking Pro: SSC Workshop Recording & Slide Deck Subject-Specific Resources for Students Helpful Websites (Subject & Grade Specific) SSC Resources: Math & Science Science Recording & Slide Deck Math Recording & Slide Deck Study Tools Recording & Slide Deck Math Strategies: A Guide for Middle and High School Students Math Tools for High School Students Middle School Math Resources Math Strategies for Struggling Students Algebra for Beginners Tips for Science Class Top Science Resources for Middle and High School Students Science Tools for Middle School Students Conquering the Middle School or High School Science Exam Engaging Science Apps for Middle and High School Students Reading & Writing Resources Strategies of Highly Effective Readers (Younger Students) Habits of Highly Effective Readers (Older Students) High-Impact Writing Strategies for the Elementary Grades Writing Strategies to Write More Effectively How to Write a Strong Essay Strategies to Help Struggling Writers Assistive Technology & Tools (Google Workspace, Grammarly, Read & Write, Zoom, Canva, etc.) Tech & Platform Support Navigating Brightspace Educational Apps for Tablets & Phones (Resources, Recommendations by Subject Area & for Executive Functioning and Personal Development) How to Use Google Docs — Beginner's Guide Tutorial Google Docs Beginners Tutorial Zoom “How To” Basics for Families A Parent and Student's Guide to Using Zoom for Learning Assistive Technology & Tools (Google Workspace, Grammarly, Read & Write, Zoom, Canva, etc.) Back Door to StudyForge (when Brightspace is shut down) Tips & Resources for Homeschool Parents 10 Minutes to a Better Homeschool Podcast Mrs. Mom’s Homeschool Podcast The Ultimate Guide to a Happy and Successful Homeschool Mom 10 Things I Wish I Knew Before Homeschooling Homeschool Tips that Every Parent Needs to Know Self-care Tips for Parents What to Do When Homeschooling is Hard How to Cope With the Stress of Homeschooling How to Engage Students: Active Learning Strategies Tips for Middle School Online Success: Info for Families Tips for Middle School and High School Online Success: Info for Families Tips to Help Your Child Retain Science Skills Child Struggling with Math: Ways to Help Homeschooling Middle & High School Science How to Set Your Child Up for Success: SSC Workshop Recording & Slide Deck Workshop Resources Coming Soon Truth & Reconciliation Week Truth and Reconciliation Day On September 30th we will observe the National Day for Truth and Reconciliation, which has been implemented in response to the recommendations from the 2015  Truth and Reconciliation Commission Calls to Action . As a Christian community we are united in our desire to bring reconciliation and hope to those who are hurting, as was modelled by Jesus Christ (Matthew 11:28-30; 2 Corinthians 5:18-19). We believe this is an excellent opportunity for our students to walk out the HCOS Biblical Attribute of restoration . The description reads, “Students will become aware of the call to be compassionate peacemakers, and to be participants in God’s mission to bring about the restoration and reconciliation of all things according to His intention for creation.”  During this time of reflection on our history as a nation, our team has assembled a list of resources t o help support your family as we all work towards healing and reconciliation.  As our community takes a pause to observe the National Day for Truth and Reconciliation, it is our prayer that you and your family will find opportunities to help fulfill God’s mandate of restoration. Resources Learning Commons Resources  Website Resources How the Church is Responding Choose Your Own Adventure: Indigenous Resources Menu Orange Shirt Day Truth and Reconciliation Day is also recognized as Orange Shirt Day. Wearing Orange has become a symbol of hope, reconciliation and a commitment to a better future. The Orange Shirt Society will have their new 2025 design available for purchase at a variety of retailers throughout BC, such as: Aritzia Canadian Tire London Drugs Mark’s  Thrifty Foods This year’s design was created by Sloane Cameron, a Grade 6 student from Innisfail, Alberta. Click here to learn more  about the meaning behind the 2025 design . Learning Commons Resources Truth and Reconciliation Due to the sensitive nature of Truth and Reconciliation Day topics, we recommend that parents guide their students in conversations while using these suggested resources. Learning Commons | Selected Books These books have been selected as a conversation starter on Residential Schools. Primary (Grades K-4)   Shi-shi-etco   and Shin-chi’s Canoe are beautiful, award-winning picture books written by  Nicola L. Campbell. They share the poignant journey of a young sister and brother as they prepare to leave their family and attend a residential school.  My Heart Fills with Happiness by Monique Gray Smith.  This beautiful board book is for our littles to serve as a reminder to reflect on and cherish the moments in life that bring us joy. When I Was Eight by Christy Jordan-Fenton is based on the bestselling memoir Fatty Legs, but for younger readers. Olemaun is eight and knows a lot of things. But she does not know how to read. Ignoring her father’s warnings, she travels far from her Arctic home to the outsiders’ school to learn. The nuns at the school call her Margaret. They cut off her long hair and force her to do menial chores, but she remains undaunted. Her tenacity draws the attention of a black-cloaked nun who tries to break her spirit at every turn. But the young girl is more determined than ever to learn to read.  Amik Loves School: A Story of Wisdom by Katharena Vermette.  Amik tells Moshoom about his wonderful school. Then his grandfather tells him about the residential school he went to , so different from Amik's school, so Amik has an idea... Amik Loves School is one book in The Seven Teachings Stories series. The Seven Teachings of the Anishinaabe—love, wisdom, humility, courage, respect, honesty, and truth—are revealed in these seven stories for children. Set in an urban landscape with Indigenous children as the central characters, these stories about home and family will look familiar to all young readers. Middle School (Grades 5-9)  When We Were Alone by David Roberston & Julie Flett - This lovely picture book captures the innocence and curiosity of a young Cree girl who notices the differences between her grandmother and herself.  As she asks questions, her grandmother shares her experiences in a residential school when many of her traditional cultural symbols were removed. Not My Girl by Christy-Jordan Fenton & Margaret-Pokiak Fenton - Margaret can’t wait to see her family, but her homecoming is unexpected. Based on the true story of Margaret Pokiak-Fenton and complemented by evocative illustrations, Not My Girl makes the original, award-winning memoir, A Stranger at Home, accessible to younger children. It is also a sequel to the picture book When I Was Eight. A poignant story of a determined young girl’s struggle to belong, it will both move and inspire readers everywhere. White Raven by Teoni Spathelfer & Natassia Davies - All grown up with a family of her own, Little Wolf moves from the big city to the island of her ancestors. She wants to share the beauty and mysteries of nature with her children, and she wants them to learn as much about their culture as possible. One day, Little Wolf's mother, White Raven, visits and begins to tell her grandchildren stories from her own childhood. But the stories are not happy ones. As a child, White Raven left her family to attend St. Michael's Residential School in Alert Bay, BC. While there, she experienced hunger, loneliness, shame, and isolation from her language and her culture. Even years later, as a grown woman and Elder, she has nightmares about her time at the school. But by sharing her story with Little Wolf and her grandchildren, White Raven begins to heal and brings the family closer together. Through simple, heartfelt text and vivid illustrations that combine contemporary and traditional Indigenous motifs, White Raven is an engaging teaching tool as well as a relatable narrative about the impact of intergenerational trauma on families. Based on the author's own life and her mother's residential school experience, the central message of this book is one of healing and family unity. Fatty Legs by Margaret-Olemaun Pokiak-Fenton - This powerful story is about an eight-year-old Inuvialuit girl standing up to the bullies while keeping her Inuit spirit intact. This takes place in a residential school in the far North. Dear Canada: These are my Words: The Residential School Diary of Violet Pesheens - Acclaimed author Ruby Slipperjack shares a haunting novel about a 12-year-old girl’s experience at a residential boarding school in 1966.  In her notebook, she records all of her worries, heartbreaks, and memories. But maybe there is hope at the end of the tunnel! My Name is Seepeetza by Shirley Sterling - At six years old Seepeetza is taken from her happy family life to live as a boarder at the Kamloops Indian Residential School where she manages to find some bright spots to make her school life more bearable. High School (Grades 10-12) Speaking Our Truth by Monique Gray Smith - Acclaimed Indigenous author Monique Gray Smith shares the stories of survivors and listens to allies who put the findings of the Truth and Reconciliation Commission into action. The Witness Blanket by Carey Newman- Artist Carey Newman created the Witness Blanket to make sure that history is never forgotten. The Blanket is a living work of art—a collection of hundreds of objects from those schools. It includes everything from photos, bricks, hockey skates, graduation certificates, dolls and piano keys to braids of hair. Behind every piece is a story. And behind every story is a residential school Survivor, including Carey's father. This book is a collection of truths about what happened at those schools, but it's also a beacon of hope and a step on the journey toward reconciliation. Truth and Reconciliation in Canadian Schools by Pamela Rose Toulouse - This book is for all teachers and families who are looking for ways to respectfully infuse residential school history, treaty education and Indigenous perspectives and contributions. The author shares a holistic approach that facilitates relationship building The Reason You Walk by Wab Kinew (Grade 12 ) - When his father was diagnosed with terminal cancer, Winnipeg broadcaster and musician Wab Kinew decided to spend a year reconnecting with the accomplished but distant aboriginal man who'd raised him. The Reason You Walk spans 2012, chronicling painful moments in the past and celebrating renewed hopes and dreams for the future. As Kinew revisits his childhood in Winnipeg and on a reserve in Northern Ontario, he learns more about his father's traumatic childhood at a residential school. An intriguing doubleness marks The Reason You Walk, referencing an Anishinaabe ceremonial song. Born to an Anishinaabe father and a non-native mother, he has a foot in both cultures. He is a Sundancer, an academic, a former rapper, a hereditary chief, and an urban activist. His father, Tobasonakwut, was a beloved traditional chief and a respected elected leader who engaged directly with Ottawa. Internally divided, his father embraced traditional Native religion and Catholicism, the religion shared with him at the residential school where he experienced abuse.  In a grand gesture of reconciliation, Kinew's father invited the Roman Catholic bishop of Winnipeg to a Sundance ceremony where he adopted him as his brother. Kinew writes affectingly of his struggles in his twenties to find the right path, eventually giving up a self-destructive lifestyle to passionately pursue music and martial arts. The Reason You Walk is a poignant story of a towering but damaged father and son journeying to repair their family bond. Both lighthearted and solemn, Kinew gives us an inspiring vision for family and cross-cultural reconciliation and a broader conversation about the future of First Nations peoples. The Truth About Stories by Thomas King - Beginning with a traditional Native oral story, King weaves his way through literature, history, religion, politics, and popular culture, elucidating North America’s relationship with its Native Peoples. How the Church is Responding Here are some sample church teachings where pastors have partnered with Indigenous communities to help build bridges towards reconciliation. Living Waters Church Series: We Are Kwantlen Happiness: 7 Traditional Laws Humbleness: 7 Traditional Laws North American Baptist Conference Let the Sermon Be Interrupted: The Church, First Nations, and Reconciliation North Shore Alliance Church Listening to Our Indigenous Friends Canadian Baptist International Walking Together in a Good Way—Moving Toward Wholeness Article Ministries Grace Baptist Church How Should a Christian Respond to Canadian Injustices Against Indigenous Peoples Jericho Ridge Community Church In Search of Both Truth and Reconciliation Article Prayers and Liturgy  Canadian Catholic Indigenous Council Mission Creek Alliance Church These are only a few samples; however, many churches are doing great work in this area. We would encourage you to ask your local churches how they are engaging with Indigenous partners in your local community.  Website Resources Due to the sensitive nature of Truth and Reconciliation Day topics, we recommend that parents guide their students in conversations while using these suggested resources. National Day for Truth and Reconciliation Each year, September 30th marks the National Day for Truth and Reconciliation and Orange Shirt Day . Orange Shirt Day is an Indigenous-led grassroots commemorative day intended to raise awareness of the individual, family and community inter-generational impacts of residential schools, and to promote the concept of “Every Child Matters”. Taking Truth to Action National Truth and Reconciliation is providing Taking Truth to Action , pre-recorded sessions open to all schools across Canada, that support free, age-appropriate education curricula for students in grades 1-12. Students will have the opportunity to learn directly from residential school Survivors, Indigenous artists and athletes, and other subject matter experts. Learning topics include the truths, history, and impacts of the Residential School System and what learners and educators can do to take action toward reconciliation.  Canadian Geographic’s Education Indigenous Resources The  Can Geo Education website  contains resources to support education as a tool for reconciliation. Students can interact with Google Earth Voyageur stories to learn about Canada’s residential schools, original place names, and Indigenous cultural heritage. Other resources include  Paths to Reconciliation , a website charting residential schools not yet recognized by the Canadian federal government, and  Re: Location , an interactive website to learn about the history of Indigenous community relocation across Canada. Create to Learn Create to Learn  is a video-based resource featuring online tutorials on digital skills and traditional knowledge using digital tools. All videos and resources are created by First Nations, Métis, and Inuit artists and creatives to showcase their skills. Topics include: Health & Well-Being Writing Video & Film Visual Arts Game Design Drones Music & Songwriting Entrepreneurship & Design Photography & Photoshop Cultural Teachings Whose Land Explore the  Whose Land website to learn about the territory your home or business is situated on, find information for a land acknowledgement, and learn about the treaties and agreements signed across Canada. Educational videos are available to watch, which will give you a better understanding of why land acknowledgements are important and the way Indigenous people view their relationship to land. The app consists of six different maps of Indigenous territories, Treaties, and First Nations, Métis, and Inuit communities. Each community's location will eventually host a land acknowledgement video and other information that the community would like to include on their page. The website showcases lesson ideas for students across Kindergarten to Grade 12: K-Grade 5 lesson plan Grades 6-9 lesson plan Grades 10-12 lesson plan Additional Resources Promise Keepers Canada— A Sombre Summer Article Roots and Routes - Video-based Lesson Plan Bundle Grades 9-12  Vancouver School of Theology— Every Child Matters by Ray Aldred Legacy of Hope— Where are the Children? Truth & Reconciliation Commission Reading Challenge The National Centre for Collaboration in Indigenous Education Tuition & Resources HCOS Tuition & Resources This page provides information and details regarding tuition & curriculum resources at HCOS. On this page you will find: Tuition at HCOS: Why It Exists Tuition, Tuition Assistance & Resource Budgets K-9 Community Connections (CC) & CC+   Grad Program Cross-Enrollment Home School Registered PO Spending HCOS Forward Together Bursary Campaign Tuition at HCOS: Why It Exists Online Learning is an underfunded sector in BC education, with the costs of running an online school only slightly lower than a traditional brick & mortar school. Yet online learning funding is, on average, only 62% of brick & mortar funding.  As an Independent Provincial Online Learning School, HCOS receives only 50% of the online funding that Public Provincial Online Learning Schools are allocated. While maximization of resources is a priority at HCOS, the minimal government funding received is not enough to cover the costs of the services we provide. As a result, it is necessary to charge a minimal tuition.   Tuition, Tuition Assistance & Resource Budgets Our community is our priority. In determining resource allocation, we focus on ensuring students have access to the support and guidance from our excellent teachers, grad advisors, educational assistants, support staff and school leadership, along with robust programming options, online subscriptions and learning commons kits and books to help reduce the cost of purchasing additional curriculum.  Foundations K-9 Tuition & Resource Budget Tuition Amount (per student) Resource Budget (per student) $200 per year or $20 per month $600 Tuition is charged only for the first three K-9 children in a family. The fourth child and on are free. One-time payment releases full resource budget amount immediately. Monthly payment option available through pre-authorized debit (paid September to June) releases $350 initially and the remaining amount after first payment. Tuition is non-refundable. Available for third-party or internal spending. Foundations K-9 Tuition Assistance Options Home educating already requires financial sacrifice. In order to ensure access for all students, regardless of finances, we provide two assistance options: $0 Tuition Option Bursary Option No application necessary. Simply select this option. $0 tuition $350 Resource Budget ( Available for third-party or internal spending ) Apply for a bursary. Bursary will offset the full tuition cost, up to $200, in most cases* $600 Resource Budget ( Available for third-party or internal spending ) * Bursary allocation will be determined by the volume of bursary applications and the available bursary finances. See below for more details on the HCOS Forward Together Bursary Campaign Foundations K-9 FAQs Please see our Tuition & Bursary Family FAQs page for many more additional questions and answers. I have a student in the Grad Program (Grades 10-12). Do they count as the first student in the family? No. The student count is limited to K-9 students. Grade 10-12 students have a different tuition structure (see below). Am I able to help other families with tuition costs? Absolutely! Please see the HCOS Forward Together Bursary Campaign below for information on how to give. This gift would be eligible for a tax receipt as per the standard charitable donation rate. Are there other ways I can help my fellow home educators? Yes. Help your fellow home school families save money on curriculum by returning the school’s curriculum for reuse in the Learning Commons. When we can provide less expensive used curriculum for our families, they don’t need to use as much of their resource budgets to buy new instructional materials. How can you help? Return materials by post or in person to: 905 Badke Road, Kelowna BC, V1X 5Z5 Return materials directly to your support teacher Community Connections (CC) & CC+ For Community Connections (CC) and CC+ tuition, please see the Learning Groups website for further information and registration. Grad Program Tuition & Resource Budgets The Grad Program functions per course , not as a whole student. Please keep that in mind in contrast to K-9. Tuition Amount (per student) Resource Budget (per course)   $200 per year or $20 per month Varies (see below) A monthly payment option is available through pre-authorized debit (paid September to June) for students who have courses enrolled prior to September. Courses enrolled after September must be paid in full at time of course enrollment.  Individualized Elective or Hybrid Elective Courses: $50 All Other Courses: $0 The Learning Commons is stocked with common resources for many of our Individualized core courses and will be available for lending terms sufficient for course completion. Available for third-party or internal spending. CC+ courses When students enrol in CC+ programming, they pay an application fee and will also pay grad tuition as noted in the right hand column). When it comes time to pay the CC+ program fees, the paid application fee will be automatically deducted from the total CC+ cost. Families are then responsible to pay the outstanding balance for CC+ programming costs.  Grad Program Tuition Assistance Options Home educating already requires financial sacrifice.  In order to ensure access for all students, regardless of finances, we provide the following tuition assistance option: Bursary Application Apply for a bursary. This process will be simple and non-invasive. Bursary will offset full course tuition costs in most cases* * Bursary allocation will be determined by the volume of bursary applications and the available bursary finances. See below for more details on the HCOS Forward Together Bursary Campaign Grad Program FAQs Please see our Tuition & Bursary Family FAQs page for many more additional questions and answers. Can I access a K-9 sibling’s resource budget for my grad student if needed? Yes. We will continue to treat resource budgets as a family budget in terms of accessibility for any student in the family. Am I able to help other families with tuition costs? Absolutely! Please see the HCOS Forward Together Bursary Campaign below for information on how to give. This gift would be eligible for a tax receipt as per the standard charitable donation rate. Cross Enrollment Tuition & Fees Cross Enrollment functions per course , not as a whole student. Please keep that in mind in contrast to K-9. Type Amount Grade 10-12 Courses:  Proctored Exam Fee*:  Adult Dogwood (school-age): Adult (non-graduated): Adult (graduated): Grade 8-9 Courses: International Students: $35 per course $15 per course $50 per course (includes exam fee if applicable) $75 per course $650 per course $250 per course $995 per course All tuition & fees must be paid in full at time of course or exam registration There are no resource budgets available for cross enrolled students Per course fees are not refundable. However, courses may be exchanged for a different course at no cost * Advanced Placement Courses (AP) have additional fees associated with taking the AP Exam. Cross Enrollment Tuition Assistance Options There are no tuition assistance or bursary options available for cross enrollment. Home School Registered Tuition Amount (per student) Resource Budget (per student) $0 $0 HS Registered students will continue to receive the support of our Home School Liaison HS Registered students will continue to receive access to our Learning Commons, Subscriptions and Exam Bank HS Registered students are able to receive a high school transcript for $150 PO Spending PO numbers for resource budget spending are typically released at HCOS Connect each year at the end of April. Once tuition is paid, the full resource budget is released. Please see the K-9 tuition table above for details on partial resource funding release with the monthly tuition payment option. HCOS Forward Together Forward Together is about ensuring families have the freedom of choice in how to educate their children. We believe finances should not be a hindrance to enrolling at HCOS. Let’s work together to continue to make HCOS a viable option for all students. We are looking for partners to help us continue to offer Christian Education through online learning to students all over the province of British Columbia. All donations are eligible for a tax receipt and will go to provide bursaries for families who cannot afford tuition.  Donate to Forward Together Corporate Sponsorship Email our Donor Relations Facilitator at forward.together@onlineschool.ca to discuss corporate sponsorship options. Bursary Application The bursary application is part of the tuition selection process in Encom. After selecting your tuition option you can select  Bursary Application as a payment method.  The bursary will be applied to each student for whom you selected a tuition option in the step 1.   Tuition & Bursary Family FAQs This page contains frequently asked questions & answers regarding tuition and bursaries. Have a question that is not on this page? Please send it via the Tuition & Bursary Question Form found at the bottom of each section and it will be answered directly and added to this page if broadly applicable. Tuition For an overview of the HCOS tuition and resource structures, please see HCOS Tuition & Resources. Does my paid tuition get directly applied to my student's resource budget? No. Tuition and resource budgets are two separate elements. Tuition is required for enrollment at HCOS since the school is only partially funded by the Ministry of Education. Resource budgets are how we use government funding for curriculum, resources and third-party services to provide personalized education plans for every student, partnering with parents to make decisions around the most effective way to do so. The use of these resource budget funds is guided by Ministry of Education's regulations. For more information, please see What can I spend my funding on? What are the payment options for tuition? One Time Payment (Credit Card) When you select this tuition option in Encom, you will be able to pay immediately. Once payment is received, the full resource budget becomes available. One Time Payment (Cheque) If this option is selected, a cheque for the full tuition amount owing for your family should be sent to the following address dated no later than September 30: HCOS Accounts Payable 905 Badke Rd Kelowna, BC V1X 5Z5 Pre-Authorized Debit (10 months - September to June) When you select this tuition option in Encom, you will be prompted to complete a pre-authorized debit form. The full resource budget is not available until the first payment is processed at the end of September. All monthly debits will occur on the final day of each month, beginning in September. If the final day of the month is on a weekend or statutory holiday, it will be processed on the next business day. 30 days notice is required to cancel any further tuition payments. For pre-authorized debit or cheques, an NSF charge of $25 will be applied if necessary. If one of these methods do not work for you, please contact Aubri Reid at areid@onlineschool.ca to discuss other options. Am I able to pay via e-transfer? No. Our finance systems are not currently able to accept e-transfers. Is there an added charge for the 10-month tuition payment option? No. Can I receive a tax receipt for the tuition I pay? No. HCOS does not provide tax receipts for tuition paid due to a variety of factors. The existing CRA parameters to provide tax receipts for tuition are designed for brick & mortar schools with set curriculum for students and do not translate well to the online setting. These parameters are very complex and would require an enormous amount of staff time to calculate and maintain. Based on our research, the result would be a very small eligible portion of the tuition, resulting in a very small benefit to tax returns. As such, HCOS simply does not have the staffing capacity at this time to implement tax receipts for tuition. Am I able to change my tuition choice after I've selected it? Yes, prior to payment, if applicable. Please email Aubri Reid at areid@onlineschool.ca to arrange for any changes to your tuition option. Is tuition refundable if a student withdraws? No. Tuition is non-refundable. However, for students on a 10-month payment option, after a 30 day notice period passes, no further payments will be required upon withdrawal from HCOS. For Grad Program courses, tuition is non-refundable but courses may be exchanged for a different course during the same school year. Can students in the same family choose different tuition options? Does it matter which order I list my students? Does IE status factor into this? Yes, families can choose different tuition options for each student. K-9 students should be listed in descending order by age (ie. oldest student first). This process should be followed regardless of IE status. What happens with tuition and resources for a student who enrolls after September 29? For K-9, enrollments from September 30 to the February funding snapshot will automatically be charged $0 tuition with a $200 resource budget. K-9 enrollments between the February and May funding snapshots will be charged $0 tuition with a $0 resource budget. Grade 10-12 students are charged the regular tuition rates regardless of the time of year the course is enrolled as they are fully funded at all times. Once active, students have one year to complete the course. Once I choose a tuition option, are there restrictions around PO spending? PO numbers are released each year during HCOS Connect at the end of April. Once PO numbers are available, all enrolled K-9 students receive the base resource amount of $350. Once tuition is paid, the remaining resource funds become available. These resource funds are available for third-party or internal spending. Lessons are not payable until October 1. Can I pay for a student's tuition from another family? Yes. Please email Aubri Reid at areid@onlineschool.ca to arrange payment for another student. For Grad Program students, what do I need to know about tuition? Selecting courses by September 1 will ensure eligibility for the pre-authorized debit option for paying tuition. Any courses selected after this date will require the full amount paid upon enrollment (if a charge is applicable). Course challenges are charged $50 per course and are billed on top of standard tuition.  Why isn’t there a $0 tuition assistance option in the Grad Program like there is in K-9? As in most schools, the grad program is more expensive to run so there is no room to offer a $0 tuition option. However, if you are unable to pay tuition, bursary applications are available. How do I pay tuition for the incoming school year when encom is showing the current school years encom account? To locate the tuition portal for the incoming school year, you will need to click on “Future Term Student” . This will take you to a page that will give you access to the incoming school years tuition portal. Have a question that is not on this page? Please send it via the Tuition & Bursary Question Form and it will be answered directly and added to this page if broadly applicable. Bursaries How do I apply for a bursary? Bursaries are part of the tuition selection process in Encom under Step 2 - Payment Methods . To apply for a bursary: Select K-9 or Grad Tuition for your students and One Time Payment in Step 1. In Step 2 select Bursary as the payment method. Complete the questionnaire and submit. When will families know if they will receive a bursary? Bursary applications will be assessed and awarded on a monthly basis once applications are open until the end of September. Bursaries typically cover a student's full tuition amount and are awarded based on availability of bursary funds. Can teachers be a bursary application reference for a family? Yes. If my bursary application is not successful, can the tuition option selection be changed? Yes. If you have additional questions, please contact your Regional Administrator or Grad Advisor. We will continually update this FAQ page with new questions and answers. Have a question that is not on this page? Please send it via the Tuition & Bursary Question Form and it will be answered directly and added to this page if broadly applicable. Selecting & Paying Tuition To access the tuition portal, visit the Tuition Portal . We have provided a step by step walkthrough for your first student once you are in the portal. Paying for Next Year To pay for next year please click the button shown below. Important Notes Because the process has changed from how it was handled last year we wanted to provide a couple quick notes: Some combinations of tuition options or payments are not able to be processed simultaneously. Splitting your students up across multiple entries will not impact the count of K-9 students.  Encom is able to track that behind the scenes and only the first three K-9 students in your family will be charged tuition. Upon proof of payment your child’s curriculum funds will be made available for use with your PO# in Encom. Choosing the 10 month payment option will result in the remaining resource amounts above $350 becoming available after the first payment is processed at the end of September. We’ve worked to make this process as simple as we can but the reality is that there is a lot to process and select. For that reason we would strongly recommend using a computer not a phone to complete the process. Webinars, Presentations & Resources HCOS Connect 2026 Keynote Practice Matters: Forming Faith in Our Kids AJ Crocker Slide Deck Slide Deck with Speaker Notes AJ Crocker's Practice Matters Books Available on Sora Practice Matters: Books & Resource List Foundations-Focused Laying the Foundation: Five Practices for Faith Formation in the Elementary Years AJ Crocker Slide Deck Practice Matters: K-6 Practices Handout Shepherding the Heart: A Christ-Centered Approach to Emotional Wellness in the Home Shya Harvey Slide Deck From Pixels to Presence: Cultivating Regulation, Connection, and Spiritual Grounding in a Digital Age Alison Isaak Slide Deck Parenting with Presence at Every Age and Stage Barb Egan Slide Deck Innovations-Focused Built to Last: Five Practices for Faith Foundation in the High School Years AJ Crocker Slide Deck Practice Matters: Gr 7-12 Practices Handout Shepherding through the Shift: Anchoring Teens in Identity and Truth Shya Harvey Slide Deck Cultivating Resilience in Teens: Navigating Neurobiology, Digital Stimulation, and Spiritual Grounding for Emotional Well-being Alison Isaak Slide Deck Parenting with Presence at Every Age and Stage Barb Egan Slide Deck HCOS Connect 2025 Recommendations See below for links from the HCOS Learning Commons, where you can borrow e-books and audiobooks from Dr. Mattatall’s recommended reading list. Books The Emotional Lives of Teenagers: Raising, Connected, Capable, and Compassionate Adolescents (2024) by Lisa Damour ( e-book , audiobook ) The Anxious Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness (2024) by Jonathan Haidt ( e-book , audiobook ) The Mediatirician’s Guide: A Joyful Approach to Raising Healthy, Smart, Kind Kids in a Screen Saturated World (2024) by Michael Rich, MD ( e-book , audiobook ) 10 to 25: The Science of Motivating Young People: A Groundbreaking Approach to Leading the Next Generation—And Making Your Own Life Easier (2024) by David Yeager ( e-book ) Of Boys and Men: Why the Modern Male Is Struggling, Why It Matters, and What to Do about It (2024) by Richard Reeves ( audiobook ) Research Reports The Girls’ Index (2023) by Lisa Hinkelman The National Reading Panel Report (2000) Paper Ehri, L.C.(2022). What teachers need to know and do to teach letter-sounds, phonemic awareness, word reading, and phonics. The Reading Teacher, 0 (0). 1-9. doi: 10.1002/trtr.2095 Video Jealousy, Jealousy by Olivia Rodrigo  Websites Balanced Literacy Diet Florida Center for Reading Research (go to "FCRR Student Center Activities") University of Florida Literacy Institute Ontario Literacy Timothy Shanahan’s Reading Research website Keynote Presentation Slide Deck Workshop 1 Slide Deck Workshop 2 Slide Deck Creating a Successful Plan for Grad Slide deck Numeracy Development in K-9 Students: Building Strong Mathematical Thinkers Kelowna Slide Deck North Slide Deck Abbotsford Slide Deck Nanaimo Slide Deck Mathematical Thinkers Handout Numeracy Development Links HCOS Connect 2024 Welcome! 4 Stages of Parenting Calm Parenting 1000 Conversations Understanding Anxiety Amidst COVID-19 Webinar Recorded April 2, 2020 A big thank you to Julie Bohni (Registered Clinical Counsellor) for sharing about how we are wired, and strategies to deal with anxiety in these tumultuous times. Description of session: To say these are unprecedented times seems like an understatement. Never before has our world socially distanced in an attempt to shrink the spread and impact of a virus. But here we are…all encouraged to stay home…and feel uncertain? Anxiety is a normal response to uncertainty, but what do we do with our worry and ruminating negative thoughts? Join Julie Bohni, a registered clinical counsellor, to understand our brain’s response to stress and anxiety. As well, gain practical insight and tools (for ourselves and teaching/parenting) to gain awareness and develop strategies to cope with anxiety during this COVID-19 time. Links from session or tools within HCOS for families Learning Commons Stress Management Resources Learning Services “Hello Anxiety” Expression of Interest form for online Therapy groups Well-Being BC SoraApp - digital books on the topic of anxiety (Please log in to Sora first before clicking this link) Psalms 91 Tenth Avenue North - By Your Side (Offical Music Video hosted on YouTube) Slides from Presentation HCOS Connect 2023 Welcome! SlideDeck The Power of Story ~ Sigmund Brouwer The Best Laid Plans... Don't Matter ~ Dan Duncan SlideDeck Creating School Strategies for Unique Brains ~ Dan Duncan SlideDeck Building Resilience in Ourselves and Our Children ~ Katy Kwon Guiding Curriculum Choices with Q&A ~ Cynthia Duncalfe SlideDeck HCOS Learning Commons: Resourcing You for Success ~ Cynthia Duncalfe SlideDeck Graduation 101 ~ Brad Lemon SlideDeck Wired for Connection Webinar A big thank you to Julie Bohni (Registered Clinical Counsellor) for sharing about how we are wired, and strategies to deal with anxiety in these tumultuous times.  See the handouts below. Part 1 - Recorded May 21st, 2020   Handouts:     Part 2 - Recorded June 4th, 2020   Handouts: Workshop Recordings for Families Finishing Well Funding: Deadline, New PO's, and Planning for the Fall. Understanding Report Cards Developing a Good Writing Program Planning for a Good Year Teacher Visits and SLPs: Details and Benefits Student Connections Interested in meeting up with your fellow students - this is the place to find out about all the different clubs and hangouts happening across the school! Breakfast Club Welcome to Breakfast Club 25/26! Please  click here  for a short vi d eo on who we are. Are you looking for intellectually stimulating conversation and meaningful online fellowship? Join us for a biblically robust and culturally relevant inquiry into Faith, Literature, and Contemporary Life! This virtual meet up invites you to explore the most relevant topics for your life today, looking at big ideas and timeless texts to find personal application and cultural relevance. Come be part of the discussion and discover more about your world and your faith! Host: Mr. Al Breitkreuz ( al.breitkreuz@onlineschool.ca ) When: Friday Mornings at 10:00am Zoom Room Link P.S. Breakfast Club can also count for school credit. For more information, ask Mr. Breitkreuz about the Leadership 10, 11, and 12 program.     Notes and Recordings from Previous Breakfast Club Events Archives 2023/2024 -->  Recordings and Slideshows from Friday Morning Events Archives 2022/2023 -->  Recordings and Slideshows from Friday Morning Events Gospel Leadership and Epic Stories from 2021/2022-->  Series Notes Journal I Identify as a Christian from 2020/2021: Click-->  Series Notes Journal I Identify as a Christian from 2019/2020: Click-->  Series Notes Journal A Study of Revelation: Click -->  Notes A Study of Ecclesiastes: Click -->  Notes     Living Unlimited Living Unlimited welcomes all girls in the HCOS Innovations Program. Whether you have never encountered Jesus or the Bible before, want to explore more about the God who created Heaven and Earth, or simply desire to connect in our HCOS community with spiritual fellowship and personal relationship, THIS IS THE PLACE FOR YOU! The mission of Living Unlimited is to create and strengthen disciples of Jesus through encouragement, faith, and challenging discussions in a community of sisters in Christ. If you are looking for a place to connect with other girls, learn about faith, and gain fellowship and support then come join us! It is hoped that together, we can support one another in our grad years and feel God's unlimited knowledge, power, and love. Come join Lead students Tehya Young, Grace Harsent and Julia Danley every other Monday at 9:00 a.m. in the   Living Unlimited Google chat room . Young women of HCOS, this is definitely worthy of your consideration. Check it out! Living Unlimited Dates: January - 5th, 19th February - 2nd, 16th March - 2nd, 16th, 30th April - 13th, 27th May - 11th, 25th June - 1st Questions? Please contact Tehya Young.   tehyay@gmail.com Velocity What is VELOCITY? Who ? All students in Grades 5 through 9. When ? Every Tuesday from 12pm - 12:30pm (PST) Where ?  The Velocity Zoom Room:  https://us05web.zoom.us/j/87556044237?pwd=bgcZEeCBl4rKiCjAm1TYDoF72Vr5dA.1 Meeting ID:  875 5604 4237   Passcode:  3REECW Are you looking for a community where you can be encouraged and uplifted by fellowship while having fun at the same time? Consider VELOCITY, a division of Breakfast Club! Welcoming everyone from grades 5 through Grade 9, this is a safe, joyful, and positive place to learn more about God's word and how it applies to you in your life as a student here at HCOS. Join Amber and Judah on Tuesdays at 12pm to dive into a short bible topic that falls under our theme for 2025/2026;  “The Names of God.”  We’ll also play some fun games, build some friendships, and have some awesome conversations. Our first meeting is on  October 7th, 2025 @ 12pm . Can’t wait to see you there! Any Questions? Don’t hesitate to reach out! Amber:  ambisschop@gmail.com Judah:  judahsommerfield@gmail.com Dates Velocity will NOT  be happening: In 2025: December 23rd & 30th In 2026: January 6th & 13th March 17th & 24th BC BOYZ Grades 10-12 Boys Thursdays from Oct 2nd to May 28th  @ 6:30am  (PST) in the   BC Boyz Zoom room . Join fellow HCOS High School Students and Mr. Kuchma as we dive deep into God’s Word and grow stronger in our faith.  A Call to be Faithful This Bible study is designed specifically for guys in grades 10 to 12 who are ready to tackle real-life challenges and explore how God's Word applies to everyday situations. The goal is to become godly men, firmly rooted, and ready to tackle the world beyond high school.  Join us every   Thursday at  6:30am  PST   for an engaging, down-to-earth Bible study where you can ask tough questions, dive into scripture, and build lasting friendships with other guys who are serious about their walk with God.  We meet on Zoom here:   BC Boyz Zoom room . Whether you're new to faith or looking to deepen your relationship with Christ, BC Boyz is a safe space for you to grow and be encouraged. To bring:  paper Bible, highlighters, and pens For more details or if you have any questions, feel free to contact:  Mr. Kuchma  and/or  David