School Course Calendar 2026–27

1.1 The Value of Completing a Secondary Education

Completing a secondary education is one of the most significant determinants of a young person's future opportunities. The Ontario Secondary School Diploma (OSSD) opens doors to university, college, apprenticeship, and the workplace, and the knowledge, skills, and habits of mind developed in secondary school form the foundation for lifelong learning, employment, and citizenship.

Units is committed to reaching every student and helping each one achieve a successful outcome from the secondary school experience. Small online cohorts, daily teacher availability, continuous progress monitoring, and a mastery-based instructional model are designed so that no student's progress goes unnoticed and no student is left without support. Where a student is not progressing, the school intervenes early (see Section 4.3) rather than allowing the student to fall behind.

1.2 Requirement to Remain in School

Under the Education Act, every student must remain in secondary school until the student has reached the age of eighteen or has obtained an Ontario Secondary School Diploma. Units communicates this requirement to all students and families at enrolment, and works with students and families to ensure continued, meaningful participation in learning until graduation.

1.3 The School's Overall Goals and Philosophy

Units is a fully online Ontario private secondary school. Its goals are:

1. Mastery of the Ontario curriculum. Every course delivers the full curriculum expectations of the relevant Ontario curriculum policy document through interactive, mastery-based lessons in which students must demonstrate understanding before advancing.
2. Application to the real world. Every course pairs theory with real-world application projects. Students produce authentic artifacts — essays formatted for publication, mathematical models, historical inquiries, portfolios — rather than exercises that exist only for a marker.
3. Critical thinking and defensible judgment. Assessment follows a Create → Defend → Critique structure: students produce authentic work, defend their choices in teacher conferences, and critique exemplar work to distinguish strong work from weak.
4. Growth over punishment.The school's grading philosophy, consistent with Growing Success(2010), holds that a grade must reflect a student's most consistent and most recent demonstrated achievement. Early mistakes are opportunities to learn; students may resubmit projects, and the latest demonstrated mastery counts.

1.4 School Organization: Terms, Reporting Periods, and Timetable

School year: September 1, 2026 – August 31, 2027.

Units operates on a semestered system:

There are two reporting periods per semester: a midterm Provincial Report Card issued near the midpoint of the semester, and a final Provincial Report Card issued at the end of the semester after final evaluations (see Section 3.13).

Designated examination periods. Written final examinations (Section 3.12) are held in the last week of each term: January 25–29, 2027 (Semester 1); June 21–25, 2027 (Semester 2); and August 11–13, 2027 (summer session). Individual sitting times are confirmed to students and families at least two weeks in advance.

Timetable organization. Units is a fully online school. Courses are scheduled between 9:00 a.m. and 4:00 p.m. Eastern Time, Monday to Friday, combining scheduled synchronous classes and conferences with structured independent work in the school's interactive lesson platform. A certified teacher is available daily during scheduled hours for every course. Each course is timetabled to provide a minimum of 110 hours of scheduled instructional time (see Section 3.1). Individual student timetables are issued at the start of each semester.

1.5 Expectations Regarding Student Responsibilities, Achievement, and Attendance

Responsibilities. Students are expected to: attend and participate in scheduled classes and conferences; complete lessons, projects, and assessments with integrity and to the best of their ability; meet deadlines or communicate proactively with their teacher when they cannot; maintain respectful conduct in all school spaces (see Section 1.6); and take an active role in their own education and career/life planning (see Section 4.1).

Achievement.Students are expected to demonstrate their learning against the achievement charts of the Ontario curriculum. The school's mastery-based model means students are expected to revisit and improve work that does not yet meet the standard; resubmission is an expectation of the program, not an exception to it.

Attendance. Regular attendance is critical to success. Because Units is fully online, attendance is recorded through two complementary measures:

• Scheduled sessions: attendance is taken at every scheduled synchronous class, conference, and evaluation.
• Logged platform activity: daily learning activity on the school platform (lesson completion, assignments and project work, tutor sessions, teacher interaction) is logged and forms part of the attendance record.

Attendance and participation as part of the final grade (from September 2026). Under the ministry's 2026 assessment, evaluation, attendance and participation requirements (Section 3.12), attendance and participation make up 10% of the final grade in Grade 11 and 12 courses and 15% in Grade 9 and 10 courses. For this component, attendance means attendance at scheduled synchronous classes, conferences, and evaluations, and logged daily learning activity on the school platform (lessons, assignments, and tutor sessions); participation means active engagement in lessons and tutor sessions, including completing lesson checks, contributing in synchronous sessions, and responding in conferences.

What counts as attendance at Units. Because Units is fully online, each student sets a study rhythm: the days of the week they study, for how long, and when they want to finish the course. The school expects a rhythm of at least three active school days a week, where an active day is one with logged learning activity in the course or attendance at a scheduled session. The platform reminds students on their chosen days and near the end of a week that is still short; reminders are encouragement, never a penalty. For the attendance and participation component, a week in which the student meets the rhythm counts in full; weeks that fall short, with no reason reported, lower the level over the course. Excused absences — absences permitted under legislation or school policy, including illness, unavoidable circumstances, and approved cultural and holy days, reported to the school — never count against the student and never reduce a student's mark.

The attendance and participation mark is determined using the ministry's levels, based on the percentage of classes missed without an excuse and on consistent participation:

The component is reported with each report card so that students and families can see it before the final grade is determined.

Absence recording and contact procedures. A parent/guardian (or an adult student, i.e. a student who is eighteen or older) must report an absence in advance by email to the student's teacher or to daniel@units.school. Unreported absences are followed up the same day by the teacher, and by the Principal where absences persist. Attendance records are maintained daily for each student. Extended or patterned absence triggers the intervention process in Section 4.3, including a documented catch-up plan. Persistent unexplained absence for a student under eighteen is addressed with the family in accordance with the Education Act's compulsory attendance requirements.

1.6 Code of Conduct and Safe School Policy

Units maintains a code of conduct consistent with the provincial Code of Conduct. All members of the school community — students, staff, and parents/guardians — are expected to:

• treat one another with dignity and respect at all times, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status, or disability;
• refrain from bullying, harassment, discrimination, intimidation, and hate speech in any form, including in written, audio, video, or chat communication;
• use respectful language in all synchronous sessions, discussion spaces, and messages;
• refrain from and report any threat of violence or harm.

Online safety and digital citizenship. As a fully online school, Units places particular emphasis on digital citizenship:

• School platforms are monitored learning environments; conduct standards apply to all posts, messages, and submissions.
• Students must protect their own account credentials, must not share or misuse another person's account, and must not record or redistribute class sessions or the work or images of other students without consent.
• Cyberbullying — including via technology outside school platforms where it affects the school climate — is treated as bullying under this policy.
• Students receive explicit instruction in online safety, privacy, responsible use of digital tools (including AI tools — see Section 3.12), and the evaluation of online sources.

Progressive discipline.Breaches of the code of conduct are addressed through progressive discipline appropriate to the student and the circumstances: reminder and restoration of expectations, parent/guardian contact, restriction of platform privileges, suspension of access, and, in serious cases, withdrawal of enrolment. Mitigating factors are considered in every case. Incidents involving a risk to any person's safety are escalated immediately to the Principal, and to police or child protection authorities where required by law.

2.1 Ontario Secondary School Diploma (OSSD) Requirements

The requirements for the OSSD depend on when a student entered Grade 9. Both sets of requirements are set out below, as published by the Ministry of Education (https://www.ontario.ca/page/high-school-graduation-requirements). The Principal confirms each student's cohort and remaining requirements at enrolment and at each course-selection conference (Section 4.2).

To earn the OSSD, every student must:

1. earn a total of 30 credits (compulsory and optional credits as set out for the student's cohort below);
2. meet the provincial secondary school literacy requirement (Section 2.2);
3. complete 40 hours of community involvement activities (Section 2.3);
4. earn at least 2 online learning credits (Section 2.4) — this applies to students who began Grade 9 in the 2020–21 school year or later, unless the student has been opted out or exempted.

Students who entered Grade 9 before September 2024

Compulsory credits (18):

• 4 credits in English (1 credit per grade)
• 3 credits in mathematics (at least 1 credit in Grade 11 or 12)
• 2 credits in science
• 1 credit in Canadian history (Grade 10)
• 1 credit in Canadian geography (Grade 9)
• 1 credit in the arts
• 1 credit in health and physical education
• 1 credit in French as a second language
• 0.5 credit in career studies
• 0.5 credit in civics and citizenship
• 3 credits from Groups 1, 2 and 3 (1 credit from each group):

• Group 1: English (including the Ontario Secondary School Literacy Course), or French as a second language, or Native languages, or First Nations, Métis, and Inuit studies, or classical studies and international languages, or social sciences and humanities, or Canadian and world studies, or guidance and career education, or cooperative education, or American Sign Language or Langue des signes québécoise as a second language
• Group 2: health and physical education, or the arts, or business studies, or French as a second language, or cooperative education, or American Sign Language or Langue des signes québécoise as a second language
• Group 3: science (Grade 11 or 12), or technological education, or French as a second language, or computer studies, or cooperative education, or American Sign Language or Langue des signes québécoise as a second language

A maximum of 2 credits in French as a second language may count as compulsory credits toward the group requirements (one from Group 1 and one from Group 2 or 3), and a maximum of 2 credits in cooperative education may count as compulsory credits across the three groups.

Optional credits (12):earned through successful completion of courses selected from the school's course calendar (or from the courses of other inspected/authorized providers — see Section 3.11). Up to 4 optional credits may be earned through approved dual credit programs.

Students who entered Grade 9 in September 2024 or later

Compulsory credits (17):

• 4 credits in English (1 credit per grade)
• 3 credits in mathematics (Grade 9, Grade 10, and 1 credit in Grade 11 or 12)
• 2 credits in science
• 1 credit in technological education (Grade 9 or 10)
• 1 credit in Canadian history (Grade 10)
• 1 credit in Canadian geography (Grade 9)
• 1 credit in the arts
• 1 credit in health and physical education
• 1 credit in French as a second language
• 0.5 credit in career studies
• 0.5 credit in civics and citizenship
• 1 credit from the STEM-related course group: business studies, or computer studies, or cooperative education, or mathematics (in addition to the 3 compulsory credits), or science (in addition to the 2 compulsory credits), or technological education (in addition to the 1 compulsory credit)

Optional credits (13):earned through successful completion of courses selected from the school's course calendar (or from the courses of other inspected/authorized providers — see Section 3.11). Up to 4 optional credits may be earned through approved dual credit programs.

Financial literacy requirement. Students who began Grade 9 in the 2025–26 school year or later must also meet a financial literacy graduation requirement as part of the compulsory Grade 10 Career Studies course, in effect from the 2026–27 school year: a mark of at least 70% on the financial literacy modules, which count for 5% of the Career Studies final mark, with two attempts permitted. Units does not offer Career Studies in 2026–27; students who must meet this requirement are counselled by the Principal on completing it through another provider (Section 3.11).

Notes applying to both cohorts (per ministry policy):

• English language learners may count up to 3 credits in English as a second language (ESL) or English literacy development (ELD) toward the 4 compulsory English credits; the fourth must be a Grade 12 compulsory English course.
• The Grade 11 course English: Understanding Contemporary First Nations, Métis, and Inuit Voices may be used to meet the Grade 11 English requirement, and the Grade 9 First Nations, Métis, and Inuit cultures course may be used to meet the arts requirement.
• A Level 1 or 2 Native languages course may be used to meet the French as a second language requirement where the student took Native languages in place of French in elementary school.
• Up to three compulsory credits may be substituted under the policy in Section 2.5.

2.2 The Provincial Secondary School Literacy Requirement

All students must meet the literacy graduation requirement in order to earn the OSSD.

• Ontario Secondary School Literacy Test (OSSLT). The standard method: students normally write the OSSLT in Grade 10. The test is based on the literacy expectations of the Ontario curriculum up to the end of Grade 9. Units administers the OSSLT to its enrolled students in accordance with EQAO administration guidelines.
• Ontario Secondary School Literacy Course (OSSLC). A student who has had at least one opportunity to write the OSSLT and has been unsuccessful (or who is eligible under ministry policy) may meet the requirement by successfully completing the OSSLC (OLC3O/OLC4O). Units does not offer the OSSLC in 2026–27; the Principal will assist eligible students in accessing the course through another inspected or authorized provider (see Section 3.11).
• Accommodations. Students with special education needs are entitled to accommodations consistent with those set out in their IEP and permitted by EQAO policy (e.g., extended time, assistive technology). Accommodations do not alter the content of the test.
• Special provisions. English language learners may receive special provisions in accordance with EQAO policy.
• Deferrals.The Principal may defer a student's writing of the OSSLT (for example, a student new to the school who has not yet acquired the necessary proficiency in English, or a student who is unable to write at the scheduled sitting). Deferral decisions are made in consultation with the student, the parent/guardian, and the appropriate school staff, and are documented.
• Exemptions.A student whose IEP indicates that the student is not working toward the OSSD may, with parental consent, be exempted from the literacy requirement. An exemption may be reconsidered if the student's pathway changes.

2.3 Community Involvement Requirement (40 Hours)

Every student must complete a minimum of 40 hours of community involvement activities as part of the OSSD. Hours may be accumulated from the summer before entering Grade 9 onward.

Procedures at Units:

1. Planning and approval. Students select activities in consultation with a parent/guardian and submit a brief plan to the Principal before beginning an activity, using the school's Community Involvement Notification and Tracking Form (available from the Principal and on the school platform). The Principal confirms in advance whether a proposed activity is eligible.
2. Eligible activities are unpaid activities that benefit the community: volunteering with not-for-profit organizations, community events, environmental projects, support for seniors or persons with disabilities, coaching or tutoring on a volunteer basis, and similar activities approved by the Principal.
3. Ineligible activitiesinclude, among others: any activity for which the student is paid; duties normally performed for wages by a person in the workplace; activities that take place during scheduled instructional time; court-ordered programs; activities in a logging or mining environment for students under sixteen; operation of a vehicle or power tools; activities in the student's own home for the student's own family; and any activity that would be inappropriate given the student's age or that displaces a paid worker.
4. Recording. On completion of an activity, the student submits the tracking form, signed by the community sponsor and a parent/guardian (parental signature not required for adult students), documenting the organization, dates, and hours.
5. Approval and transcript entry. The Principal reviews and approves the documented hours; completed hours are recorded in the student's Ontario Student Record (OSR), and completion of the requirement is noted on the Ontario Student Transcript (OST).

2.4 Online Learning Graduation Requirement

Under provincial policy (PPM 167), students who began Grade 9 in the 2020–21 school year or later (and adult learners who entered secondary school in 2023–24 or later) must earn at least 2 online learning credits as part of the OSSD; one credit earned during remote learning between April and June 2021 may count toward this requirement. Because Units is a fully online school in which all courses are delivered as online learning, every credit earned at Units counts toward the online learning graduation requirement.

Parents/guardians (or adult students) may opt a student outof the online learning graduation requirement. Where a student enrolled at Units has been opted out, or holds an exemption, the opt-out/exemption decision and its rationale are documented in writing and filed in the student's OSR, and the school reviews with the family how the student's program at a fully online school relates to that decision. Opt-out or exemption does not prevent a student from taking online courses; it removes the requirement that 2 credits be earned online.

2.5 Substitution Policy for Compulsory Credits (OSSD)

To meet individual students' educational needs, the Principal may replace up to three compulsory credits with credits from other courses that meet the compulsory credit requirements in a different way, in accordance with OS:PPR.

Procedure:a substitution may be initiated by the Principal or requested by a parent/guardian or adult student. The Principal makes each decision individually, in consultation with the student and parent/guardian, based on the student's best interests and educational needs, and only using courses from the remainder of the courses that may be used for compulsory credits. Each substitution is documented, with rationale, in the student's OSR, and noted on the OST. Half-credit courses may be substituted for half of a compulsory credit; each such substitution counts as one of the maximum three.

2.6 Ontario Secondary School Certificate (OSSC)

The OSSC is granted, on request, to a student who is leaving secondary school before earning the OSSD and who has earned a minimum of 14 credits:

Compulsory credits (7):

• 2 credits in English
• 1 credit in mathematics
• 1 credit in science
• 1 credit in Canadian history or Canadian geography
• 1 credit in health and physical education
• 1 credit in the arts, computer studies, or technological education

Optional credits (7):selected from the school's course calendar.

Substitution policy (OSSC): the Principal may substitute up to three of the compulsory credits above with credits from other courses, using the same individualized procedure and documentation as Section 2.5, in the best interests of the student.

The provincial literacy and community involvement requirements do not apply to the OSSC.

2.7 Certificate of Accomplishment

A student who is leaving secondary school without having met the requirements for the OSSD or the OSSC may be granted a Certificate of Accomplishment, which recognizes achievement and may be a useful record for students pursuing employment or further training. The Certificate of Accomplishment is accompanied by the student's Ontario Student Transcript. A student who returns to school may continue to earn credits toward the OSSC or OSSD; the school does not issue a new Certificate of Accomplishment in that case.

3.1 Definition of a Credit

A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours. A credit is granted to a student by the Principal of a secondary school on behalf of the Minister of Education. A half credit (55 scheduled hours) may be granted where ministry policy permits; Units does not offer half-credit courses in 2026–27.

"Scheduled time" means the time during which students participate in planned learning activities designed to lead to the achievement of the curriculum expectations of a course. At Units this comprises scheduled synchronous instruction and conferences and structured, teacher-directed online learning activity within the school's platform, all timetabled within the school day described in Section 1.4. All courses offered by Units in 2026–27 are full-credit (1.0), 110-hour courses.

3.2 Definitions of Course Types

Grade 9: all Grade 9 courses are offered in a single stream, as either de-streamed or open course types.

• De-streamed courses equip every student with the knowledge and skills they need and are designed to prepare students for any course type in Grade 10 and beyond.
• Open courses are appropriate for every student and are not designed with the specific requirements of university, college, or the workplace in mind.

Grade 10: the course types offered are academic, applied, and open.

• Academic coursesdevelop students' knowledge and skills through the study of theory and abstract problems, emphasizing the essential concepts of a subject and exploring related concepts.
• Applied courses focus on the essential concepts of a subject and develop knowledge and skills through practical applications and concrete examples.
• Open coursesare designed to broaden students' knowledge and skills in subjects that reflect their interests; they are appropriate for all students and are not linked to any specific postsecondary pathway.

Grades 11 and 12:

• University preparation (U) courses equip students with the knowledge and skills needed to meet the entrance requirements of university programs.
• University/college preparation (M) courses equip students for entrance requirements of specific university and college programs.
• College preparation (C) courses equip students for entrance requirements of college programs and related apprenticeship or training programs.
• Workplace preparation (E) courses equip students to move directly into the workplace or into admission to apprenticeship or other training programs in the community.
• Open (O) courses are appropriate for all students and designed to broaden knowledge and skills; they are not designed for any specific postsecondary destination.

In 2026–27, Units offers academic courses in Grade 10 and university preparation courses in Grades 11 and 12.

3.3 The Ontario Course Coding System

Every Ontario course is identified by a five-character ministry course code, plus a sixth character available for school use. For example, ENG3U:

• Characters 1–3 (ENG): the subject (e.g., ENG = English; MCR = Functions; CHC = Canadian history; CHA = American history; CHI = Canada: History, Identity, and Culture).
• Character 4 (3): the grade level — 1 = Grade 9, 2 = Grade 10, 3 = Grade 11, 4 = Grade 12.
• Character 5 (U): the course type — D = academic, P = applied, W = de-streamed, O = open, U = university preparation, M = university/college preparation, C = college preparation, E = workplace preparation.

Thus ENG3U is Grade 11 English, university preparation; CHC2D is Grade 10 Canadian history, academic.

3.4 Courses Offered in 2026–27

All courses are delivered online, are scheduled for 110 hours, and carry 1.0 credit. All are drawn from Ontario curriculum policy documents; Units offers no locally developed courses in 2026–27.

Course descriptions:

CHC2D — Canadian History since World War I, Grade 10, Academic (1.0 credit; prerequisite: none). This course explores social, economic, and political developments and events and their impact on the lives of different individuals, groups, and communities, including First Nations, Métis, and Inuit individuals and communities, in Canada since 1914. Students examine the role of conflict and cooperation in Canadian society, Canada's evolving role within the global community, and the impact of various individuals, organizations, and events on identities, citizenship, and heritage in Canada. Students develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate key issues and events in Canadian history. At Units, students conduct sustained historical inquiries producing authentic artifacts such as documented source analyses and public-history presentations, culminating in an inquiry project with a live oral defence.

ENG3U — English, Grade 11, University Preparation (1.0 credit; prerequisite: ENG2D). This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students analyse challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus is on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university preparation course. At Units, students produce publication-ready written work and defend their compositional choices in individual teacher conferences.

MCR3U — Functions, Grade 11, University Preparation (1.0 credit; prerequisite: MPM2D). This course introduces the mathematical concept of the function by extending students' experiences with linear and quadratic relations. Students investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions; investigate inverse functions; and develop facility in determining equivalent algebraic expressions. Students reason mathematically and communicate their thinking as they solve multi-step problems. At Units, students apply functions to modelling problems drawn from finance, science, and data contexts and defend their mathematical reasoning in conference.

CHA3U — American History, Grade 11, University Preparation (1.0 credit; prerequisite: CHC2D or CHC2P). This course explores key aspects of the social, economic, and political development of the United States from precontact to the present. Students explore the historical experiences and cultural diversity of American society, and examine the internal dynamics of the country and its interactions with the wider world. Students apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating issues, events, and interactions that have shaped American history and the country's role on the world stage.

ENG4U — English, Grade 12, University Preparation (1.0 credit; prerequisite: ENG3U). This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus is on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.

MHF4U — Advanced Functions, Grade 12, University Preparation (1.0 credit; prerequisite: MCR3U or MCT4C). This course extends students' experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs. At Units, each unit ends with a quiz and test written in a lockdown browser, and the course closes with a take-home modelling task and a proctored final examination. MHF4U is the usual prerequisite for Calculus and Vectors (MCV4U); students may take the two in the same term.

MCV4U — Calculus and Vectors, Grade 12, University Preparation (1.0 credit; prerequisite: none; MHF4U must be taken before or at the same time). This course builds on students' previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three-dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university-level calculus, linear algebra, or physics course. At Units, each unit ends with a quiz and test written in a lockdown browser, and the course closes with a take-home modelling task and a proctored final examination.

CHI4U — Canada: History, Identity, and Culture, Grade 12, University Preparation (1.0 credit; prerequisite: any Grade 11 U or M course in Canadian and world studies, English, or social sciences and the humanities). This course traces the history of Canada, with a focus on the evolution of our national identity and culture as well as the identity and culture of various groups that make up Canada, including First Nations, Métis, and Inuit peoples. Students explore the causes and consequences of a variety of events, developments, and interactions, and their significance for different individuals, groups, and communities. Students apply the concepts of historical thinking and the historical inquiry process, using a range of primary and secondary sources, as they investigate the development of Canadian identities and heritage.

3.5 Access to Outlines of the Courses of Study

A detailed Outline of the Course of Study is on file at the school for every course offered, identifying the curriculum policy document on which the course is based, the units of study and their time allocations, teaching and learning strategies, resources, and assessment and evaluation policies. Outlines of the Courses of Study are available to students, parents/guardians, and the ministry on request from the Principal (daniel@units.school) and are provided to enrolled students within each course on the school platform.

3.6 Access to Ontario Curriculum Policy Documents

All Units courses are based on Ontario curriculum policy documents published by the Ministry of Education. These documents are publicly available:

• Ontario's Digital Curriculum Platform: https://dcp.edu.gov.on.ca
• Government of Ontario education pages: https://www.ontario.ca/page/education-and-training

Copies of the relevant curriculum policy documents may also be viewed on request from the Principal.

3.7 Experiential Learning

Units embeds experiential learning throughout its program: every course pairs theory with real-world application projects in which students produce artifacts with authentic audiences and purposes (for example, an op-ed formatted for submission to a publication, a mathematical model of a real dataset, a documented historical inquiry suitable for public presentation). Where opportunities can be arranged with families and community partners, the school supports job shadowingexperiences connected to students' Individual Pathways Plans.

Units does not offer cooperative education credits in the 2026–27 school year. Students interested in cooperative education will be counselled by the Principal on options for future years or through other providers.

3.8 Withdrawal from Courses in Grades 11 and 12 (Full Disclosure)

Consistent with the provincial full-disclosure policy for the Ontario Student Transcript:

• If a student withdraws from a Grade 11 or 12 course within five instructional days following the issue of the first (midterm) provincial report card in that course, the withdrawal is not recorded on the OST.
• If a student withdraws after that five-day period, the withdrawal is recordedon the OST: a "W" is entered in the Credit column, and the student's percentage grade at the time of withdrawal is recorded.

Withdrawals from Grade 9 and 10 courses are not recorded on the OST. Students and parents/guardians considering withdrawal meet with the teacher and Principal to review implications before a withdrawal is processed.

3.9 Procedures for Changing Course Types

A student's plans may change, and the school makes provision for a student to change course type (for example, from college preparation to university preparation) in accordance with OS:PPR section 7.2.3. There are no transfer courses in Ontario; a change of course type is made as follows.

1. Grade 9 to Grade 10. Grade 9 courses are de-streamed (or open) and prepare students for any course type in Grade 10. A student may therefore enrol in any type of course in a given subject in Grade 10, although doing so may require additional preparation, as recommended by the Principal.
2. Grades 10 to 12. A student may change to a different type of course in a given subject provided that the student has taken any course specified as a prerequisite for that course. Where the student has not, the student takes the prerequisite course of the other type — through Units or through summer school, night school, online learning, the Independent Learning Centre, or independent study (Section 3.11).
3. Waiving a prerequisite.If the Principal believes that a student can succeed in a particular course without having taken the specified prerequisite course, the Principal may waive the prerequisite. This decision follows prerequisite counselling with the student and parent/guardian (a review of the student's achievement, the demands of the desired course, and the implications for the student's pathway), and the decision and its rationale are documented in the student's OSR.

Course selection for students under eighteen is made with parental approval. Students and parents/guardians considering a change of course type should contact the Principal early so that the change can be reflected in the student's timetable and Individual Pathways Plan.

3.10 Prior Learning Assessment and Recognition (PLAR)

In accordance with PPM 129, Prior Learning Assessment and Recognition is the formal evaluation and credit-granting process whereby students may obtain credits for prior learning — knowledge and skills acquired outside secondary school, in both formal and informal ways.

• Equivalency process. For students transferring from home schooling, non-inspected private schools, or schools outside Ontario, the Principal grants equivalency creditsbased on an individual assessment of the student's credentials and prior learning, using the ministry's equivalency requirements to determine the number of compulsory and optional credits still required for the diploma. Decisions and supporting documentation are filed in the OSR.
• Challenge process. Students may challenge for credit for a Grade 10, 11, or 12 course where reasonable evidence of likely success is presented. The challenge process includes formal evaluation (assessment instruments addressing the course expectations, including an examination component and evaluation of other work as appropriate per ministry policy); a maximum of 4 credits may be earned through challenge, with a maximum of 2 in any one discipline. Results are recorded on the OST in accordance with ministry policy. Students and parents/guardians should contact the Principal to initiate a challenge.

3.11 Other Ways of Earning Credits

Students enrolled at Units may also earn credits toward the OSSD through:

• E-learning courses offered by other inspected private schools or public providers, where the Principal of the credit-granting school grants the credit;
• TVO Independent Learning Centre (ILC) courses;
• Continuing education (night school, summer school) credit courses offered by district school boards;
• Private study, where a student is permitted by the Principal to study a course independently under the school's supervision in exceptional circumstances;
• Music certificates accepted for credit, and other means permitted by OS:PPR.

Students should consult the Principal before enrolling elsewhere to confirm that the provider is authorized to grant credits and that the course fits the student's program. Credits earned elsewhere are recorded on the student's OST on receipt of official documentation.

3.12 Evaluation and Examination Policies

Assessment, evaluation, and reporting at Units follow Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010).

Basis of the grade. Evaluation is based on the four categories of the achievement chartin each curriculum policy document (Knowledge and Understanding; Thinking; Communication; Application), balanced as the discipline requires. Determination of a report card grade reflects the student's most consistent level of achievement, with special consideration given to more recent evidence, based on the teacher's professional judgment.

Final grade structure (from September 2026). Following the ministry's Assessment, Evaluation, Attendance and Participation Requirements for Secondary School Students (2026) (Putting Student Achievement First Act, 2026; see https://www.ontario.ca/page/growing-success-assessment-evaluation-and-reporting-ontario-schools-kindergarten-grade-12#assessment2026), in Grades 11 and 12 65% of the final grade is classroom (term) work, 25% is the final evaluation, and 10%is attendance and participation. In Grades 9 and 10 the split is 65% classroom work, 20% final evaluation and 15% attendance and participation. Attendance and participation are defined in Section 1.5; excused absences do not negatively affect a student's mark. Culminating and oral tasks are evaluated as term work unless the ministry's subject chart includes a culminating activity in the final evaluation.

Written examinations.Under the 2026 requirements, most courses require a written final examination held in the school's designated examination period (Section 1.4). Private schools may proctor examinations online; Units proctors every examination in person or by live online proctoring (see Examination conditions below). Courses exempt from a written examination, which use a culminating task instead, are: Grade 9–10 locally developed compulsory credit courses; Grade 11–12 workplace preparation (E) and open (O) courses; guidance and career education (except Grade 10 Career Studies, GLC2O); cooperative education; interdisciplinary studies; and American Sign Language as a second language. None of the courses Units offers in 2026–27 (Section 3.4) is exempt.

Final evaluations.

• ENG3U, ENG4U, MCR3U (English and mathematics, Grades 11–12): the final evaluation is a written final examination worth 25% of the final grade; there is no culminating task.
• CHC2D (Canadian and world studies, Grade 10): the final evaluation is a written final examination worth 20% of the final grade; there is no culminating task.
• CHA3U, CHI4U (Canadian and world studies, Grades 11–12): the final evaluation is a written final examination worth 15% and a culminating task worth 10%of the final grade. At Units the culminating task is a historical inquiry project with a live oral defence conducted by the teacher, evaluating both the artifact and the student's ability to explain and justify the choices and reasoning behind it.

Examination conditions. All written final examinations are proctored, either in person or by live online proctoring (private schools may proctor examinations online under the 2026 requirements). Proctors are certified teachers unrelated to the student. Identity verification is required at every sitting, and the proctor completes a signed attestation of the conditions of the examination. Accommodations set out in a student's IEP apply to examinations (Section 5.1).

Teachers review and sign off on all final marks; the Principal is accountable for all marks and credits granted.

Learning skills and work habits. Responsibility, organization, independent work, collaboration, initiative, and self-regulation are assessed and reported separately from achievement of curriculum expectations, using the provincial scale (E–Excellent, G–Good, S–Satisfactory, N–Needs Improvement).

Late and missed work. Students are expected to submit evidence of learning by agreed timelines. Teachers use a range of strategies before marks are deducted: reminders, conferencing, revised timelines, parent/guardian contact, and documented catch-up plans. Where, after these interventions, work remains late or missing, teachers may deduct marks or record an incomplete in accordance with Growing Success; a mark of zero for a missed evaluation is a last resort applied only where the student has been given, and has not taken, alternative opportunities to demonstrate the learning.

Resubmission.Consistent with the school's philosophy that grades reflect current achievement, students may resubmit projects after feedback within the timelines set by the teacher; the latest demonstrated level of mastery replaces the earlier result for that evaluation. Final examinations and final culminating evaluations are not resubmittable, but the term-work weighting and the emphasis on more recent evidence ensure that a student's growth over the course is reflected in the final grade.

Assessment structure (Create → Defend → Critique). Major evaluations at Units follow a three-part structure: students create an authentic artifact; defend the work in an individual conference with the teacher, answering probing questions about their decisions; and critiqueexemplar work against the achievement chart. Defence questioning (oral or written) supports the evaluation and also serves as the school's primary verification that submitted work is the student's own.

Academic integrity, including the use of AI tools. Units permits students to use modern tools, including generative AI tools, in the course of their work, and teaches students to use such tools critically and transparently. The evaluation standard, however, requires original voice and defensible decision-making: work that merely reproduces tool output without the student's own judgment does not meet the standard of the achievement chart's higher levels. Students must be able to explain and justify their work; the defence questioning (oral or written) verifies authorship and understanding. Where a discrepancy arises between a student's submitted work and the student's demonstrated understanding in conference — or where plagiarism or misrepresentation is suspected — the student is required to complete a supervised re-assessment of the relevant expectations, and the result of the supervised re-assessment stands as the evidence of learning. Deliberate misrepresentation is also addressed under the code of conduct (Section 1.6). All incidents are documented and communicated to parents/guardians.

3.13 Reporting Procedures: Report Cards and the Ontario Student Transcript

• Provincial Report Card. Units issues the Provincial Report Card, Grades 9–12, at each reporting period: a midterm report and a final report in each semester (and in the summer session). Report cards show the percentage grade, the course median where applicable, learning skills and work habits, and teacher comments on strengths and next steps.
• Ontario Student Transcript (OST). The school maintains an OST for every student as part of the OSR, in accordance with the OST Manual, recording all Grade 9 and 10 courses successfully completed and all Grade 11 and 12 courses attempted, with full disclosure as described in Section 3.8, together with equivalency credits, substitutions, and completion of the community involvement, literacy, and online learning requirements.
• Access. Parents/guardians of students under eighteen, and adult students, may review report cards, the OST, and the OSR by arrangement with the Principal. Report cards are distributed to families through the school platform, and copies are filed in the OSR.
• Credit granting.Units was assigned BSID 881013 in September 2026 and was inspected by the Ministry of Education on November 3, 2026. The Principal grants OSSD credits for the courses in this calendar under the policies it describes. A course a student takes with a partner inspected private school is granted by that school's Principal, as described in Section 3.11.

4.1 Guidance and Education and Career/Life Planning

Units delivers education and career/life planning consistent with Creating Pathways to Success. Every student develops and maintains an Individual Pathways Plan (IPP)— a living record of the student's answers to the four inquiry questions (Who am I? What are my opportunities? Who do I want to become? What is my plan for achieving my goals?) — maintained on the school's planning tools on the platform (equivalent in function to board planning tools such as myBlueprint) and reviewed at least twice yearly with a teacher or the Principal. The Principal and teachers provide individual advising on course selection, postsecondary applications, pathways (apprenticeship, college, community living, university, workplace), and graduation requirements.

4.2 Course Selection: Strategies and Resources for Students and Parents

Before each semester, the school provides: this course calendar; individual course-selection conferences with the Principal or a teacher for every student and family; written pathway maps showing prerequisites into Grade 12 and postsecondary destinations; and review of the student's IPP, current achievement, and graduation-requirement status. Parents/guardians are encouraged to participate in course-selection conferences; decisions are confirmed in writing and reflected in the student's timetable.

4.3 Intervention Strategies for Student Success (Including Students at Risk)

Because instruction is delivered on the school's platform, teachers and the Principal have continuous visibility into each student's progress:

• Progress monitoring dashboards track lesson completion, assessment results, attendance, and platform activity daily; alerts flag students whose activity or achievement drops.
• Teacher outreach: the course teacher contacts the student (and parent/guardian as appropriate) as soon as a flag appears — not at the reporting period.
• Catch-up plans: where a student has fallen behind, the teacher and student build a documented catch-up plan with specific milestones; the Principal monitors these plans weekly.
• Mastery-based resubmission (Section 3.12) ensures early struggles do not permanently depress a student's grade, keeping credit completion attainable.
• Case conferences: for students at risk of not earning credits or not graduating, the Principal convenes the student, family, and teachers to adjust the program (pacing, timetable, supports, or pathway).

4.4 Supports for English Language Learners

Units supports English language learners through: initial assessment of English proficiency on enrolment; instructional accommodations (modified pacing, extended time, scaffolded texts, pre-teaching of vocabulary, access to bilingual dictionaries and glossaries); assessment accommodations consistent with ministry policy; and special provisions on the OSSLT in accordance with EQAO policy (Section 2.2). Teachers monitor ELL students' progress closely and adjust supports through the intervention process in Section 4.3. Where a student requires ESL/ELD credit courses that Units does not offer, the Principal assists the family in accessing them through other providers (Section 3.11).

4.5 Library and Computer Resources

As a fully online school, every Units course is delivered through the school's learning platform, and each student requires a computer and reliable internet access. The school provides a digital resource library — curated collections of texts, primary sources, reference works, and subject-specific tools — embedded in each course, and maintains a partnership orientation with public library systems, teaching students to obtain and use a public library card to access research databases, e-books, and study space in their own communities. Teachers provide instruction in digital research skills and source evaluation in every course. Students who face barriers to technology access should contact the Principal to discuss solutions.

4.6 Community Resources

The school connects students and families with community supports, including:

• Kids Help Phone — 24/7 support for young people: 1-800-668-6868, text CONNECT to 686868, https://kidshelpphone.ca
• 211 Ontario — information and referral to community, social, and health services: dial 2-1-1 or https://211ontario.ca
• Local public health units — students and families are directed to the public health unit serving their municipality (find yours at https://www.ontario.ca/page/public-health-unit-locations)
• 9-8-8 Suicide Crisis Helpline — call or text 9-8-8, available 24/7

Teachers and the Principal will assist any student or family in connecting with these or other appropriate community resources.

5.1 Accommodations Provided

Units does not operate self-contained special education classes; all students learn within the regular online program with accommodations. Accommodations are supports and services that enable a student to access the curriculum and demonstrate learning; they do not alter the curriculum expectations of the course.

• Instructional accommodations in the online environment include: adjusted pacing within the mastery-based lesson platform; chunking of tasks; provision of lesson materials in multiple formats (text, audio, visual); assistive technology (text-to-speech, speech-to-text, screen magnification) supported by the platform; scaffolded organizers; and additional one-to-one teacher conferencing.
• Environmental accommodations include: the student's choice of a quiet, low-distraction workspace; flexible scheduling of synchronous sessions within the school day; scheduled breaks; and reduced simultaneous on-screen demands.
• Assessment accommodations include: extended time on assessments and examinations; breaks during evaluations; use of assistive technology; alternative formats for demonstrating learning where the format is not the expectation being evaluated; and oral response options. Accommodations on the OSSLT follow EQAO policy (Section 2.2).

Students with an IEP. Where a student arrives at Units with an Individual Education Plan, the school reviews the IEP with the family on enrolment, implements the accommodations in the online environment, maintains and updates the IEP in consultation with the parent/guardian and student, and files it in the OSR. Accommodations used by a student are consistent between instruction and evaluation, including final evaluations and proctored examinations (Section 3.12). Families of students who may require accommodations should contact the Principal at any time to initiate or review a plan.

To access courses, students require: a computer (Windows, macOS, or ChromeOS) or tablet manufactured within the last ~6 years; a current version of a modern web browser (Chrome, Edge, Safari, or Firefox); a reliable internet connection (5 Mbps or better recommended); a webcam and microphone for defence conferences, synchronous sessions, and remote-proctored examinations; and an email address checked regularly. No software purchase or installation is required: all coursework runs in the browser through the school's platform at units.school. Students who face a technology barrier should contact the Principal; the school will work with the family on accommodations.

Use of the school's online environment is a condition of enrolment. Students agree to: use their own account only and keep credentials private; communicate respectfully in all school spaces (messages, comments, conferences); submit work that is their own, consistent with the school's academic integrity and AI-use policy (Section 3); never post or transmit content that is hateful, harassing, obscene, or unlawful; and respect the privacy of other students (no recording or sharing of others' work or likeness without consent). Violations are addressed under the Code of Conduct and safe school policy (Section 1), up to suspension of platform access by the Principal. The school logs platform activity for attendance, assessment integrity, and safety purposes, and protects student data in accordance with its records and privacy procedures.