How to get started with LYFCU:
Step 1: Select course(s), add to cart and checkout.
Step 2: After payment, complete the registration form which can be found in your email confirmation.
Step 3: Send all required documentation to firstname.lastname@example.org
International students please contact email@example.com before registration
Course Code: LYFDU
This course provides extended opportunities for students to communicate and interact in the language of study in a variety of social and academic contexts.
Students will re ne and enhance their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where the language is spoken, and develop skills necessary for lifelong language learning.
LYFDU Course Outline
The Ontario Curriculum Grade 9 to 12, Classical Studies and International Languages, 2016. Ministry of Education of Ontario
Assessment & Evaluation Components
The primary purpose of assessment and evaluation is to improve student learning. Assessment is the process of gathering information from a variety of sources (including student/teacher conferences, discussions, assignments, demonstrations, projects, performances and tests) that accurately reflect student learning.
Three types of assessment are used:
Assessment for learning is used by students and teachers to determine what students already know and can do with their knowledge, so teachers can plan instruction and further assessment.
Assessment as learning focuses on fostering students’ abilities to assess their own learning goals, reflect on their learning, and make adjustments in their learning approaches.
Assessment of learning is used to record and report what has been learned in the past.
Evaluation refers to the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality. Evaluation accurately summarizes and communicates to parents, other teachers, employers, institutions of further education, and students themselves what students know and can do with respect to the overall curriculum expectations. Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout the course.
There are four levels of achievement for students who are passing this course:
Level 1 – (50-52%)
Level 1 (53-56%)
Level 1+ (57-59%)
Level 2 – (60-62%)
Level 2 (63-66%)
Level 2 + (67-69%)
Level 3 – (70-72%)
Level 3 is the provincial standard for student achievement.
Level 3 (73-76%)
Level 3 + (77-79%)
Level 4 – (80-86%)
Level 4 (87-94%)
Level 4 + (95-100%)
A wide range of assessment strategies (tests, portfolios, journals, essays, presentations, observation, conferencing and projects), combined with an array of instrument tools (including detailed marking schemes, checklists, rubrics and exemplars), is used in order to measure student achievement of overall course expectations.