Course Description
This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that are evaluated by the Ontario Secondary School Literacy Test (OSSLT).
Students who complete the course successfully will meet the provincial literacy requirement for graduation.
Students will read a variety of informational, narrative, and graphic texts and will produce a variety of forms of writing, including summaries, information paragraphs, opinion pieces, and news reports.
Students will also maintain and manage a portfolio containing a record of their reading experiences and samples of their writing.
Eligibility Requirement: Students who have been eligible to write the OSSLT at least twice and who have been unsuccessful at least once are eligible to take the course.
Students who have already met the literacy requirement for graduation may be eligible to take the course under special circumstances, at the discretion of the principal.
Course Outline
| Unit | Unit Name | Unit Description | Time Allocated |
|---|---|---|---|
| 1 | Reading and Writing Fundamentals | Students develop essential reading and writing skills, including skimming, scanning, identifying main ideas, making inferences, and planning, drafting, revising, and editing texts. | 26 Hours |
| 2 | Exploring a Variety of Texts | Students analyze informational, narrative, and media texts, considering purpose, audience, bias, and point of view. They respond using summaries, discussions, and textual evidence. | 26 Hours |
| 3 | Workplace Communication | Students develop practical workplace literacy skills through career research, job applications, résumés, cover letters, interviews, presentations, and professional communication. | 25 Hours |
| 4 | Reviewing and Applying Key Literacy Skills | Students consolidate reading, writing, and communication skills through integrated tasks, editing, proofreading, and real-life literacy applications. | 23 Hours |
| 6 | Final Evaluation | Students demonstrate their OLC4O learning through an integrated literacy task involving reading comprehension, written communication, and oral or media components. | 10 Hours |
| Total Instructional Time | 110 Hours | ||
Overall Curriculum Expectations
A. Reading and Writing Fundamentals
A1. When and how do we read?
A2. Reading comprehension strategies.
A3. Text features and the main idea.
A4. Opinion pieces: Writing the first draft.
A5. Opinion pieces: Revising and the final draft.
B. Exploring a Variety of Texts
B1. Inferring and summarizing.
B2. Exploring the news.
B3. Exploring the narrative.
B4. Writing information paragraphs.
B5. Putting it all together.
C. Workplace Communication
C1. Researching and applying for the job.
C2. Résumés and cover letters.
C3. Workplace vocabulary.
C4. Workplace communication.
C5. Landing the job.
D. Reviewing Key Concepts
D1. Revisiting reading strategies.
D2. Reviewing summaries and information paragraphs.
D3. More news reports.
D4. Returning to opinion pieces.
E. Course Culminating Activity
Students complete a culminating activity that allows them to demonstrate their reading, writing, and communication skills developed throughout the course.
Teaching and Learning Strategies
Students will experience a variety of learning activities, including:
Participation Activities: Course-wide prompts such as Teach the Teacher, Concept in Action, Spot the Error, Concept Connections, Take a Position, and Course Takeaways to promote engagement and metacognition.
Multimedia Presentations: Videos, examples, practice questions, simulations, and online quizzes to support understanding.
Reflection and Application: Students connect concepts to real-life situations, personal experiences, current events, and their own learning.
Individual Activities and Assignments: Students work independently at an appropriate pace while receiving ongoing teacher feedback and support.
Writing Activities: Brainstorming, outlining, journals, essays, and written reflections help students develop literacy, organization, and critical-thinking skills.
Graphic Organizers: Charts, graphs, templates, and visual organizers help students organize and synthesize information.
Readings and Articles: A variety of texts and current articles develop reading, analysis, and communication skills while connecting learning to real-world contexts.
Exemplars and Peer Comparison: Students examine model work and compare different texts and approaches to evaluate and improve their own work.
Journals and Portfolios: Students reflect on their progress and maintain collections of work that demonstrate learning and achievement over time.
Differentiated Support: Teachers provide accommodations, modifications where appropriate, and flexible learning opportunities to address individual student needs.
Assessment Strategies
Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations across all four categories of the Achievement Chart.
Progress will be monitored on an ongoing basis using a variety of assessment tools, including written work, formal testing, quizzes, teacher-student communication, discussion boards, and chat rooms.
Assessment Activities
| Assessment Activity | Purpose |
|---|---|
| End-of-Unit Reflections | Students reflect on their understanding, progress, and learning experiences. |
| Diagnostic Tests and Writing Tasks | Assess students’ prior knowledge and current literacy skills. |
| Outlining and Planning Sheets | Support organization and preparation for writing assignments. |
| Completed Templates and Graphic Organizers | Help students organize information, ideas, and textual analysis. |
| Editing Checklists | Support proofreading, revision, and improvement of written work. |
| Quizzes | Monitor comprehension and understanding of course concepts. |
| Written Reflections | Encourage students to evaluate their learning and communicate ideas clearly. |
| Oral Presentations and Active Listening | Develop communication, presentation, and listening skills. |
| Essay Writing | Evaluate students’ ability to develop and communicate ideas in written form. |
| Culminating Evaluations | Assess overall achievement of course expectations through integrated literacy tasks. |
Final Grade
The final grade will be determined as follows (in accordance with Ministry of Education standards):
| Component | Percentage |
|---|---|
|
Term Work Based on evaluations conducted throughout the course. |
65% |
|
Summative Evaluation A final evaluation in the form of assignments. |
25% |
| Attendance and Participation | 10% |
Evaluation Breakdown
Term Work – 65%: This portion of the grade will be based on evaluations conducted throughout the course. It should reflect the student’s most consistent level of achievement, although special consideration will be given to more recent evidence of achievement.
Final Evaluation – 25%: A final evaluation will be administered at the end of the course. This evaluation does not include a mandatory written exam. It may include in-class written evaluations or other final evaluations such as projects, presentations, and portfolios.
The final evaluation provides an opportunity for students to demonstrate comprehensive achievement of the overall expectations for the course.
Attendance and Participation – 10%: This portion of the grade will be based on the student’s attendance and participation throughout the course, assessed according to Ministry criteria.
Attendance Policy
Regular attendance and active engagement are important for student success. Attendance and participation are monitored through the school’s Learning Management System (LMS).
All online credit courses at ICE are designed to meet or exceed the minimum 110 hours of instructional time required for a credit course.
Online instructional time and engagement are monitored through:
LMS Engagement: Students are expected to log in regularly and actively participate in online learning activities. LMS activity records are used to monitor engagement.
Biweekly Check-Ins: Students complete a brief check-in every two weeks to review their progress and engagement. Additional support may be provided when concerns are identified.
Post-Unit Quizzes: Short formative quizzes are completed at the end of each unit to monitor student progress and pacing.
Discussion Forums: Students participate in required unit discussions and peer activities. Participation is monitored based on completion and engagement.
Instructional Records: The school maintains records of instructional time, attendance, and student engagement.
Students are responsible for maintaining regular participation and completing required learning activities within the course schedule.
Evaluation Model – 10% Total Attendance and Engagement Weight
| Component | Weight | Quantifiable Metric | Criteria |
|---|---|---|---|
| Biweekly Check-In | 3% | Completed every two weeks | Students complete the required check-in within the scheduled time frame. |
| Post-Unit Formative Quiz | 4% | Completed after each unit | Students complete the formative quiz by the assigned deadline. |
| Discussion Forum Participation | 3% | Required posts and responses | Students submit the required original response and complete assigned peer responses. |
Considerations for Program Planning
Planning Programs for Students with Special Education Needs
Teachers support all students through evidence-based instruction, Universal Design for Learning (UDL), and differentiated instruction, consistent with Learning for All (2013).
Where applicable, Individual Education Plan (IEP) accommodations are implemented in instruction, the learning environment, and assessment.
Online learning provides flexibility through extended time, breaks, assistive technology, and opportunities to review course materials.
Program Considerations for English Language Learners
Teachers consider the strengths and needs of English language learners and provide appropriate supports without changing curriculum expectations.
Supports may include visual and multimedia resources, simplified instructional language, opportunities to review lessons, extended time, bilingual dictionaries, and feedback that develops academic English.
Environmental Education
Environmental education is integrated throughout the curriculum.
Students develop knowledge, skills, and responsible attitudes toward environmental issues and apply course concepts to real-world environmental data and situations.
Equity and Inclusive Education
The course promotes a welcoming, respectful, and inclusive learning environment.
Materials and activities reflect diverse cultures, perspectives, identities, and experiences, while assessment practices are fair and designed to reduce bias.
Financial Literacy Education
Students develop skills for informed financial decision-making and apply course concepts to financial contexts.
Activities may include interpreting statistics, evaluating financial information, and analyzing data used in advertising and financial reporting.
First Nations, Métis, and Inuit Education
Program planning aligns with the Ontario First Nation, Métis, and Inuit Education Policy Framework (2007).
Where appropriate, students engage with accurate and respectful Indigenous perspectives, histories, cultures, contributions, and contemporary issues using appropriate resources.
The Role of Information and Communications Technology
ICT is integrated into instruction, learning, assessment, and communication.
Students use digital texts, multimedia, simulations, video conferencing, and productivity tools while developing digital citizenship, responsible technology use, source evaluation, privacy awareness, and academic integrity.
Career Education
Students connect course learning with education, career, and life-planning goals.
Activities develop transferable skills such as problem-solving, reasoning, communication, and quantitative thinking and highlight connections to postsecondary education and career pathways.
Cooperative Education and Other Forms of Experiential Learning
Where appropriate, students may connect course learning with experiential opportunities such as job shadowing, work experience, and cooperative education.
These experiences support career exploration and workplace skill development.
Health and Safety
Health and safety are addressed in both learning activities and the online environment.
Students are encouraged to practise proper ergonomics, maintain healthy screen-time habits, take regular breaks, and follow school expectations for safety, privacy, respectful conduct, and well-being.
Accommodations
Accommodations are determined through consultation with parents/guardians, teachers, administration, and relevant educational assessments.
These may include:
Instructional Accommodations: Varied teaching strategies, presentation methods, organization, technology, and multimedia.
Assessment Accommodations: Additional time, alternative response formats, or oral responses where appropriate.
Step-by-Step Instructions: Clear instructions and organizational supports.
Writing Organizers: Writing organizers and planning tools.
Scribe or Note-Taking Support: Assistance when required.
Flexible Reading and Writing Options: Different formats and methods to support student learning.
Advance Reading Materials: Access to reading materials in advance when appropriate.
Required Software, Equipment, and Textbooks
Texts and Resources
Ontario-approved English and Literacy texts covering reading comprehension, writing, media studies, and workplace communication.
Supplementary readings and media, including articles, news reports, opinion pieces, narratives, and multimedia content relevant to Canadian and global contexts.
Teacher-provided materials, including worksheets, guided reading exercises, primary source documents, writing templates, and practice activities for reading, writing, and communication.
Digital Resources and Software
Google Drive: Google Drive or equivalent cloud storage for file sharing, collaboration, and assignment submission.
Microsoft Office Suite or Google Workspace: Word, PowerPoint, Excel, Google Docs, and Slides for written assignments, presentations, and integrated tasks.
Internet Access: Required for research, online articles, and educational media platforms, including news websites, literacy databases, and approved educational resources.
Teacher Considerations and Accommodations
Assistive Technology: Text-to-speech, speech-to-text, or screen readers may be used for students requiring support.
Flexible Submission Formats: Typed documents, scanned handwritten work, slides, or video/audio presentations.
Individualized Instruction: Instruction and assessment strategies tailored to individual learning needs while maintaining curriculum expectations.
Literacy Development: Support for the development of reading, writing, and communication skills across multiple contexts, including informational, narrative, and workplace texts.
Tips for Success – OLC4O
Welcome to OLC4O: Grade 12 Ontario Secondary School Literacy Course!
This course will help you strengthen essential literacy skills such as reading comprehension, writing for different purposes, analyzing texts, and communicating ideas clearly.
You will develop skills in reading, writing, media literacy, and workplace communication, which are essential for everyday life, postsecondary pathways, and the workplace.
Stay Organized
Review the course schedule regularly and complete all assignments, reading responses, writing tasks, projects, and quizzes on time.
Carefully read instructions and rubrics. Use checklists to ensure all steps, ideas, and formatting are complete and accurate.
Ask for Help
Technical Issues: Contact the Help Desk.
Course-Related Questions: Email your teacher. Expect a response within 24 hours.
If the matter is urgent, mark your email as “URGENT”.
Key Elements to Success
Time Commitment: Plan for 1–2 hours of focused study each day, plus additional time for reading, writing, and analyzing texts.
Communication: Maintain regular contact with your teacher for guidance, clarification, and feedback.
Engagement: Stay curious, persistent, and attentive. Active participation, thoughtful reading, and regular practice in reading and writing are essential for mastering OLC4O concepts.
Remember
This course is designed to help you read critically, write clearly, communicate effectively, and apply literacy skills in real-world situations.
Approach all activities thoughtfully, accurately, and with confidence in your ability to learn and succeed.
