Course Calendar


Contents

Asynchronous Academy believes that a secondary school education is essential to building strong communities and ensuring that Canadians are able to compete in a rapidly-changing global market. We believe every student can be successful their pursuit of a secondary school education, and are committed to doing everything possible within the scope of our program to help them along their journey. Students are required by law to stay in school until they are eighteen or have completed the requirements for an Ontario Secondary School Diploma.

Goals

Asynchronous Academy aims to:

School Organization

Asynchronous Academy's programs are designed as continuous-intake and -exit courses with a 12-month completion window. Students who work for 75 minutes each weekday should complete each 110-hour course in 4-5 months. However, a motivated student could complete a course in significantly less time, and a student with many life commitments may take much longer. Because of the flexibility of this model, there is no predefined midterm or end dates. After the completion of the midterm summative, the student will be provided with a Provincial report card, and upon completion of the course, a report card will be provided to the student, as well as to their home school and any post-secondary institutions to which they have applied.

Attendance Policy

  1. Asynchronous Academy courses are designed to require a full 110 hours of work to complete over a period of up to 12 months. Working for 75 minutes per weekday will have a student completing a course in about four months.
  2. Students may work at their own pace, so daily attendance is not expected, however, you should log into the course regularly.
  3. If you have not logged into the course for 5 consecutive week days, we will send you an email to the student and their parent/guardian to make sure everyone has a consistent understanding of the student's participation in the course. If you would prefer not to receive these emails, students should advise their teachers.
  4. In order to comply with record-keeping requirements, students who leave a course partway through must inform the school by phone or in a letter written to the Principal.
  5. The Principal will work with Asynchronous Academy staff to design engaging and relevant course materials with appropriate and meaningful assessments in order to encourage student attendance.
  6. If the student has not completed the course within their allotted time, their attendance will be based on the number of lessons completed for record-keeping purposes. If the student has completed 75% of the assignments in the course, their attendance will show a 75% attendance rate.
  7. Students who have not completed their course within 12 months of their entry date will be automatically withdrawn from the course. In extenuating circumstances, course extensions can be added in various increments for a fee, with Principal approval. Please email info@asyncacademy.ca for more information.

Student Responsibilities

Asynchronous Academy believes that students and teachers are partners in learning. The student is responsible for creating time and space in their life in order to fully engage in learning. Committing to your education may include:

There is no compulsion for anyone to attend Asynchronous Academy, so we expect that our students will treat others as they hope to be treated and do their utmost to build a collaborative, friendly place to learn. If there are concerns that a student is not making a good-faith effort to act pro-socially (as determined by the Principal), Asynchronous Academy reserves the right to assign consequences to a student, up to and including immediate removal from the course or the prohibition from enrolling in future courses in Asynchronous Academy. We hope to never encounter these situations, but we also want our students to know that they are safe and respected here.

Academic Integrity

Plagiarism

Students are responsible for completing all assignments independently. Representing someone else's work as your own is plagiarism and is unacceptable at Asynchronous Academy. Some examples of plagiarism are:

The following two behaviours are encouraged if you cite your source, but are plagiarism if you don't:

Cheating

There are many ways to cheat in a class, so the following list is just to give a few examples of the types of behaviours that will be considered cheating:

If you have any questions whether a behaviour would be considered cheating, please reach out to your teacher. We value student collaboration, so we would like to facilitate students working together as much as possible. By being transparent about our actions, we can make the learning experience meaningful and fair for everyone.

Code of Conduct for Computer Use

Asynchronous Academy provides access to various online tools, including but not limited to Google Classroom and our website AsyncAcademy.ca, in order for students to progress in their learning. Uses of Asynchronous Academy resources for any non-educational purposes is prohibited. Any actions which detract from the educational experience of other students or staff will have consequences.

Asynchronous Academy students should:

Bullying

We take bullying very seriously. Many students at Asynchronous Academy prefer to learn online because of bullying they have experienced in the past, or are continuing to experience. Asynchronous Academy expects students to interact with each other and our staff in a respectful, kind way.

Consequences

A remote, asynchronous program requires a significant amount of trust between the student, teacher, and administrators. We trust students to behave honestly and be motivated to take a leading role in their education. Any form of plagiarism or cheating destroys the integrity of the program, and as such cannot be tolerated. At minimum, any assignment that is found to be a product of cheating or plagiarism will be assigned a mark of zero. Depending on the severity of the student's actions, consequences up to, and including, removal from courses and a prohibition from re-enrolling in future courses are possible.

Likewise, if Asynchronous Academy's digital resources are being used inappropriately, the Principal reserves the right to remove access from the student, remove the student from the course, or to contact law enforcement if the actions are potentially illegal. Students should recognize that online activity is never private, and Asynchronous Academy reserves the right to inspect any data contained in its online environment and remove or archive it as deemed appropriate by the Principal and other school administrators.

Student Achievement

At Asynchronous Academy, we believe that the primary purpose of assessment and evaluation is to improve student learning. We use the following seven principles to ensure that assessment, evaluation, and reporting in our courses are valid and reliable, and that they lead to the improvement of learning for all students. Our practices and procedures:

Asynchronous Academy believes that criterion-referenced evaluations are the best way to determine the extent of a student's learning. By establishing objective standards for performance, or success criteria, students can be certain that they are being evaluated on the quality of their work, and not external circumstances. Much like how orchestras conduct blind auditions to ensure that candidates are treated fairly, online and asynchronous education offers students an opportunity to escape any baggage which might hinder them in a traditional school setting, and be able to focus solely on performing at the highest level they can.

Learning Skills

As described in Growing Success, Asynchronous Academy believes that it is best to differentiate between learning skills and academic skills. In an asynchronous environment, learning skills are particularly important. We evaluate our students' learning skills on several different metrics; Students who demonstrate strong abilities in the following areas are generally good candidates for asynchronous education:

Performance Standards

There are two concepts which interact significantly in how we determine marks at Asynchronous Academy: Assessment and Evaluation. Assessment is the process of gathering information about how well a student is performing in a course, and evaluation is the process of judging the quality of student work in relation to established performance standards.

Assessment

In accordance with Ministry of Education guidelines, we use three types of assessment: Assessment As Learning, Assessment for Learning, and Assessment Of Learning. Assessment as learning is a process where students self-assess their learning in order to assist their ability to direct their own learning. Assessment for learning is where the teacher provides feedback on initial or preparatory attempts at a particular skill in order to give the student a sense of the expectations of the course and teacher. Assessment of learning is the final assessment of a skill, and the place where a student's grade is determined.

We believe in mastery learning, so we endeavour to give students many opportunities to build their skills before attempting a summative assessment. However, if a student believes that they can use the feedback and experience they have gained and would like to re-attempt an assignment for a higher, please email info@asyncacademy.ca to receive information about how to submit an Assignment Resubmission Request. Requests will be reviewed by the teacher and/or principal on a case-by-case basis. Additional fees may apply - please email info@asyncacademy.ca for details.

Evaluation

While all curriculum expectations are assessed throughout the course, our midterm and final evaluations focus on the student's ability to grapple with the "big ideas" (as determined by the Ministry of Education) from the curriculum. At Asynchronous Academy, we believe in triangulation to determine a final mark, which is the result of gathering information about student performance through (a) observation, (b) conversation, and (c) student products. By using all three of these sources of information, our teachers can gain a much fuller understanding of a student's performance, and give the most accurate possible evaluation.

At Asynchronous Academy, the marks for our courses are based on the following components:

Categories of Knowledge and Skill

It is difficult to use a single number to represent all of the nuances of a student's performance. Two students may receive the same grade, but have vastly different strengths and weaknesses. In an effort to improve students' understanding of their areas of strength and the areas where they should focus their attention on improving, Growing Success defines four Categories of Knowledge and Skill: Knowledge and Understanding, Thinking and Inquiring, Communication, and Application. These categories are used across both Elementary and Secondary panels, and in all subjects. We ensure that our assessments and evaluations are created in a balanced manner, with respect to these Categories. However, depending on course and level, the relative importance of each of these may vary. Please consult the course outline for any individual course your are considering for more details.

Knowledge and Understanding

represents the student's ability to demonstrate knowledge of course-specific content, and understand its meaning and significance

Thinking and Inquiring

represents the student's ability to use critical and creative thinking processes, including skills like question generation and planning, among others

Communication

represents the student's ability to communicate meaning to the intended audience

Application

represents the student's ability to take the knowledge and understanding they have gained, inquire and think deeply about it, and turn their efforts into something useful by making connections within and between contexts

Levels of Achievement

Growing Success recommends using levels of achievement to represent student performance in assessments, which are then collected and converted into a percentage grade for report cards. The meanings of the levels are as follows:

Level 1

means that the student has passed the assessment, however, the teacher had to think carefully whether or not the assignment met the success criteria. Level 1 indicates that a student needs to review the content carefully and put in additional practice to attain mastery of the skills described in the curriculum, and it translates to a mark between 50-59%.

Level 2

means that the student has a reasonable level of competence with the material being studied, but one or more aspects of the assignment call into question whether or not the student has truly mastered the content. With a little additional effort or care, the student seems likely to be able to master the content. Level 2 translates into a mark between 60-69%

Level 3

means that a student demonstrates mastery of the content being studied to an extent that meets the provincial standards for the course. If a student completes all parts of an assignment and basically does a good job, they should receive a Level 3, which translates into a mark between 70-79%.

Level 4

means that a student has gone above and beyond expectations. Not only has this student mastered the course content, but they have brought in something unique of their own that demonstrates an exceptionally well-rounded and in-depth understanding of the content. This level covers the widest range of achievement, between 80-100%.

Curriculum, Courses & Programs

Secondary school courses in the Ontario curriculum are organized by discipline, grade, and course type. Course types offered in Grades 9 and 10 (academic and applied courses, open courses) differ from those offered in Grades 11 and 12 (destination-related courses, open courses) In the current Ontario curriculum, there is a clear distinction between applied and academic courses in Grades 9 and 10, as well as among the various destination courses in Grades 11 and 12. Open courses in Grades 9 to 12 are also distinct from other course types. Depending on the subject and/or discipline, students may earn credit for the successful completion of more than one course in the same subject at any given grade level.

Special Education

Asynchronous Academy hopes to let any student have the opportunity to study with us, and endeavours to create course content which is compatible with Assistive Technology software and devices. If there is anything we can do to increase compatibility with your software or devices, please let us know through our contact form.

When designing our courses, we try to make them as accessible as possible, and avoid the necessity of common accommodations from IEPs (like timed assignments or providing computer options). If you are concerned about accommodations listed on your IEP, please use our contact form to inquire what your accommodation might look like in an asynchronous, online course.

Cooperative and Experiential Learning

Cooperative Education involves classroom components comprising pre-placement activities at the beginning of the course, and integration activities, which run at various times throughout the semester. The placement component occurs outside of the home school in a work environment where the students have not had previous experience. Students earn the cooperative education credit by integrating planned learning experiences at the work placement aligned with a related in-school course. Evaluation is linked to the Ministry of Education curriculum expectations of the related course. Co-op work placements provide students with challenging opportunities to apply and extend the knowledge and skills acquired in the related course. Co-op students are also expected to demonstrate achievement of placement expectations that reflect current workplace practices and standards.

Definitions and Procedures

Definition of a Credit

A credit is granted in recognition of the successful completion (that is, completion with a final percentage mark of 50 per cent or higher) of a course that has been scheduled for a minimum of 110 hours. Credits are granted by a principal on behalf of the Minister of Education for courses that have been developed or authorized by the ministry. A half-credit may be granted for each 55-hour part of a 110-hour ministry-developed course in accordance with the policy outlined in the curriculum policy documents. Most courses are offered as single-credit courses. Some courses, such as technological education, interdisciplinary studies, and cooperative education courses, may be offered as multiple-credit courses.

Changing Course Types

Some students may change their educational goals as they proceed through secondary school. When they decide to embark on a new pathway, they may find that they have not completed all of the prerequisite courses they need. In most cases, a student may enrol in a different type of course in a given subject in Grade 10 than the type he or she completed in Grade 9, although doing so may require additional preparation, as recommended by the principal.
In 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.

Courses Offered

Official Curriculum Documents can be found on the website of the Ministry of Education.

AMU 1O | Grade 9 Music, Open

This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life.

Course Outline

Prerequisite: None

AMU 2O | Grade 10 Music, Open

This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices, and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities, and cultures.

Course Outline

Prerequisite: None

AMU 3O | Grade 11 Music, Open

This course develops students’ musical literacy through performance and the preparation and presentation of music productions. Students will perform works at a level consistent with previous experience. Independently and collaboratively, students will use current technology and the creative and critical analysis processes to plan, produce, present, and market musical productions. Students will respond to, reflect on, and analyse music from various genres and periods, and they will develop skills transferable to other aspects of their life and their careers.

Course Outline

Prerequisite: None

CHC 2D | Grade 10 History (Canadian History since World War I), Academic

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 will 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 will develop an understanding of some of the political developments and government policies that have had a lasting impact on First Nations, Métis, and Inuit individuals and communities. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.

Course Outline

Prerequisite: None

PPL 2O | Grade 10 Healthy Active Living, Open

This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

Course Outline

Prerequisite: None

PPL 3O | Grade 11 Healthy Active Living, Open

This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

Course Outline

Prerequisite: None

PPL 4O | Grade 12 Healthy Active Living, Open

This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

Course Outline

Prerequisite: None

Certificates and Diplomas

Asynchronous Academy offers programming that is meant to supplement the offerings from a student's traditional day school. We are pursuing Ministry of Ontario inspection, so we anticipate that our courses will give students the opportunity to earn Ontario Secondary School Credits that will appear on the Ontario Student Transcript and be counted towards graduation requirements. However, as we do not offer a full range of programming or any senior classes, we rely on a student's day school to award any certificates or diplomas.

We use Ontario Report Cards in compliance with Ministry of Education requirements, and are issued after completion of 50% of the assignments in a course, rather than at timed intervals, due to the asynchronous nature of our programming.

Ontario Secondary School Diploma

The requirements for earning an Ontario Secondary School Diploma (OSSD) under Ontario Schools are as follows:

Students who successfully complete a Specialist High Skills Major (SHSM) program as part of the requirements for their OSSD will receive a diploma with an SHSM red seal.

Compulsory Credit Requirements

If you started Grade 9 in or before Fall 2023

Students must earn a total of 18 compulsory credits:

In addition to the 18 compulsory credits, students must earn 12 optional credits. Students earn these credits by successfully completing courses that they have selected from the courses listed as available in their school’s program and course calendar.

If you started Grade 9 in Fall 2024 and after

Students must earn a total of 17 compulsory credits:

The following apply to compulsory credit selections.

In addition to the 17 compulsory credits, students must earn 13 optional credits by successfully completing courses from their school’s program and course calendar.

Optional credits may include up to 4 credits earned through approved dual credit programs.

Secondary School Literacy Test

The Ontario Secondary School Literacy Test (OSSLT) is the usual method for assessing the literacy skills of students in Ontario for the purpose of determining whether they meet the provincial secondary school literacy requirement for graduation.

Asynchronous Academy does not currently offer supervision of the OSSLT. Please contact your day school to inquire about their procedures for completing this graduation requirement.

Ontario Secondary School Literacy Course

If a student has had two opportunities to take the OSSLT and has failed it at least once, the student is eligible to enrol in the OSSLC. Principals have the discretion to allow a student to enrol in the OSSLC before he or she has had a second opportunity to take the OSSLT, if the principal determines that it is in the best educational interest of the student.

The credit earned for succeusfully completing the OSSLC may also be used to meet the Grade 11 or the Grade 12 compulsory credit requirement in English or to meet the Group 1 compulsory credit requirement for the Ontario Secondary School Diploma. A student cannot be granted credit for the OSSLC through the challenge process from the Prior Learning Assessment and Recognition policy.

Asynchronous Academy does not currently offer the OSSLC.

Accommodations, Special Provisions, Deferrals & Exemptions

Community Involvement

Ineligible activities

The ministry has developed a list of activities that may not be chosen as community involvement activities. These are referred to as ineligible activities. An ineligible activity is an activity that:

Students must complete a minimum of 40 hours of community involvement activities as part of the diploma requirements. The purpose of this requirement is to encourage students to develop an awareness and understanding of civic responsibility and of the role they can play and the contributions they can make in supporting and strengthening their communities.

If you would like to record your community service hours with Asynchronous Academy, please email contact@asyncacademy.ca for more information.

Online Learning Graduation Requirement

Students are required to earn two online learning credits to graduate from secondary school, beginning with every student who entered Grade 9 in the 2020-21 school year. Adult learners entering the Ontario secondary school system in 2023-24 or later will be required to meet this graduation requirement and may opt themselves out of the requirement. The graduation requirement is intended to support students in developing familiarity and comfort with working and learning in a fully online environment, as well as developing digital literacy and other important transferable skills that will help prepare them for success after graduation and in all aspects of their lives. Definition of “online learning” for this graduation requirement

If you would like to request an online learning opt-out form, please email contact@asyncacademy.ca for more information.

Substitutions

In order to provide the flexibility to tailor an individual student's program to the student's needs and to support his or her progress through secondary school, principals may substitute up to three compulsory credits with courses from other subject areas specified in the list of compulsory credit requirements.

Prior Learning Assessment and Recognition (PLAR)

Asynchronouns Academy will grant equivalency credits for placement purposes based on our evaluation of the student's previous learning, in accordance with Appendix 2 of Ontario Schools 2016. The PLAR process involves two components: challenge and equivalency. The challenge process is the process whereby students’ prior learning is assessed for the purpose of granting credit for a course developed from a provincial curriculum policy document. The equivalency process involves the assessment of credentials from other jurisdictions.

Ontario Student Record

The Ontario Student Record (OSR) is the record of a student's educational progress through schools in Ontario. The Education Act requires that the principal of a school collect information "for inclusion in a record in respect of each pupil enrolled in the school and to establish, maintain, retain, transfer and dispose of the record". The act also regulates access to an OSR and states that the OSR is "privileged for the information and use of supervisory officers and the principal and teachers of the school for the improvement of instruction” of the student. Each student and the parent(s) of a student who is not an adult (that is, a student who is under the age of eighteen) must be made aware of the purpose and content of, and have access to, all of the information contained in the OSR.

If a student is enrolled in one or more Asynchronous Academy courses while also being registered either full time or part time in another Ontario secondary school, the OSR will be held by the school where the student is taking the most courses. Please note that Asynchronous Academy is not responsible to hold the OSR for students who have already graduated from another school, the graduating school is obligated to keep those records. If a student has not graduated high school and is exclusively pursuing courses towards their OSSD from Asynchronous Academy, we will request, establish and manage the OSR as per the Education Act. Items such as copies of report cards, IEP documentation, community involvement and results of the Ontario Secondary School Literacy test are examples of records kept in an Ontario Student Record.

Ontario Student Transcript (OST)

The Ontario Student Transcript (OST) is an official document issued by all public or private schools in Ontario. The OST contains a list of the courses completed from grades 9 through 12 including those completed successfully or unsuccessfully. The OST is stored in the OSR and kept for many years after the student graduates. Please note, as per the policies outlined in the Ontario Student Transcript Manual (2013), the school that maintains the OSR is also responsible for updating and maintaining the OST. Consequently, if a student is enrolled full time or part time through another school, that school will house the OST. Asynchronous Academy is responsible to assist in this record keeping process by notifying the OST-holding school of the course and final achievement of a student taking a course through Asynchronous Academy. When students complete a course through Asynchronous Academy, they will be mailed a final report card. In addition, a second copy will be forwarded to the school that secures the students' OSR so they can add it to the ongoing list of courses on the students overall transcript. Students that need a certified copy of their Ontario Student Transcript are directed to contact the guidance department of the school that holds their OSR. Students that require their final marks to be faxed to the Ontario University Application Centre are requested to send an email to info@asyncacademy.ca clearly authorizing this request including their first and last name, the course and final mark to be submitted, OEN and OUAC reference number

Ontario Secondary School Certificate

The Ontario Secondary School Certificate (OSSC) will be granted, on request, to students who are leaving secondary school upon reaching the age of eighteen without having met the requirements for the Ontario Secondary School Diploma. To be granted an OSSC, a student must have earned a minimum of 14 credits, distributed as follows.

7 required compulsory credits:

7 required optional credits:

Students should inquire at their home school if they are interested in pursuing an OSSC.

The provisions for making substitutions for compulsory credits also apply to the Ontario Secondary School Certificate.

Certificate of Accomplishment

Students who are leaving secondary school upon reaching the age of eighteen without having met the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to take certain kinds of further training, or who plan to find employment directly after leaving school. The Certificate of Accomplishment is to be accompanied by the student's Ontario Student Transcript. Students should inquire with their home school if they are interested in pursuing a Certificate of Accomplishment.

Reporting

With a self-paced model, set reporting dates don't make sense, so our courses report marks based on course progress. The midterm point for each course and the assignments which will be assessed will be noted in the course outline for each course.

Student Enrolment Policy

You will have access to classes within 24 hours of payment, and will have 12 months from that date to complete the course. Assignments can be completed at your own pace within that timeframe.

Student Supports

Asynchronous Academy aims to fill gaps in course availability in rural regions, and as such, does not offer a full range of courses. Students are best served by consulting with their home school with regards to career planning, including the Individual Pathways Plan.

Asynchronous, online courses are useful for many students, but for others are not a good fit. Students should carefully consider whether an in-person model might better serve their needs: more initiative and organization are required for success in an asynchronous, online course than in a traditional school setting. Students who are at risk of not graduating are not often good candidates for this model (unless the issue is unrelated to academic skills, e.g. bullying, illness). Asynchronous Academy encourages students to consult with their home schools about ways to support their academic progress if they are at risk of not graduating.

Asynchronous Academy gives students around the world an opportunity to study from a high quality curriculum. As such, we are actively looking to offer our courses in other languages. If you are an English Language Learner, please contact us through our contact form if you are interested in having our courses translated into your language.

Refund Policy

Due to the significant amount of administrative work associated with enrolling and withdrawing from a course, all payments are final and no refunds will be offered.

Withdrawal From Courses

Withdrawals occurring within 5 days of the issuing of the first report card from Asynchronous Academy will result in the mark not being recorded on the OST. A withdrawal from a Grade 11 or 12 course after 5 days of the issuing of the first report card results in a “W” being entered in the “Credit” column of the OST along with the mark at the time of the withdrawal. Withdrawals at any time from Grade 9 or 10 courses are not recorded on the OST.

Course Transfer Policy

Within the 12-month course completion window, students can transfer into a new course if they have not completed more than 3 assessments. Transferring to a new course does not alter the original course completion window.

Online Opt-Out

If you would prefer that your student is exempted from the online learning graduation requirement, you can request an opt-out form by emailing us at info@asynchronousacademy.ca.

Course Prerequisite Policy

Students must have completed prerequisites in order to enroll in a course at Asynchronous Academy. If a parent or an adult student (a student who is eighteen years of age or older) requests that a prerequisite be waived, the principal will determine whether or not the prerequisite should be waived. A principal may also initiate consideration of whether a prerequisite should be waived. The principal will make his or her decision in consultation with the parent or the adult student and appropriate school staff.

You can request a Prerequisite Waiver by emailing us at info@asynchronousacademy.ca.

Reach Ahead Policy

Grade 8 students who wish to attempt a Grade 9 course can request a Reach Ahead Waiver by emailing us at info@asynchronousacademy.ca. Approval will be decided in conjunction with the student’s elementary principal and parents.

Confidentiality Policy

Asynchronous Academy will communicate with parents & guardians about their student's progress throughout the course as is appropriate to support the student. At times, we may use other online services to support learning, and we may need to share basic personal information like name and school email address in order to access the services.

Report Card & Course Codes

Decoding Ontario Course Codes

ENG 4Ua

  1. In this example (Grade 12 English), the first three letters of the course code (ENG) identify the subject, and the first letter of those three (E) identifies the department. The most common departmental codes you will encounter are:

    • A - Arts
    • B - Business
    • C - Canadian and World Studies
    • F - French
    • G - Guidance and Career Education
    • H - Humanities and Social Science
    • L - International Languages
    • M - Mathematics
    • P - Physical Education
    • S - Sciences
    • T - Technology

  2. The following number (4) indicates the grade level, from 1 for Grade 9 to 4 for Grade 12.

  3. The following letter (P) indicates the stream. In grades 9 & 10, the streams are:

    • A - Academic
    • P - Applied
    • L - Locally Developed
    • O - Open
    • W - Destreamed

  4. In grades 11 & 12, the streams are:

    • C - College
    • M - Mixed
    • O - Open
    • U - University
    • W - Workplace

Learning Skills

Responsibility
  • takes responsibility for and manages own behaviour.
  • completes and submits class work, homework, and assignments according to agreed-upon timelines;
  • fulfils responsibilities and commitments within the learning environment;
Organization
  • devises and follows a plan and process for completing work and tasks;
  • establishes priorities and manages time to complete tasks and achieve goals;
  • identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.
Independent Work
  • independently monitors, assesses, and revises plans to complete tasks and meet goals
  • uses class time appropriately to complete tasks
  • follows instructions with minimal supervision
Collaboration
  • accepts various roles and an equitable share of work in a group
  • responds positively to the ideas, opinions, values, and traditions of others
  • builds healthy peer-to-peer relationships through personal and media-assisted interactions
  • works with others to resolve conflicts and build consensus to achieve group goals
  • shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions
Initiative
  • looks for and acts on new ideas and opportunities for learning
  • demonstrates the capacity for innovation and a willingness to take risks
  • demonstrates curiosity and interest in learning
  • approaches new tasks with a positive attitude
  • recognizes and advocates appropriately for the rights of self and others
Self-regulation
  • sets own individual goals and monitors progress towards achieving them
  • seeks clarification or assistance when needed
  • assesses and reflects critically on own strengths, needs, and interests
  • identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals
  • perseveres and makes an effort when responding to challenges

Minimum Hardware Requirements

In general, courses require a device which is up to Google's requirements. Additional requirements for specific courses are listed in course outlines, which are available through our course pages.

*Policies may be altered at any time. Use of Asynchronous Academy indicates student and parents/guardians accept these policies