HFA4U Nutrition and Health 12

HFA4U Nutrition and Health Grade 12

Course Outline

HFA4U Nutrition and Health

Course Title: Nutrition and Health, Grade 12
Course Code: HFA4U
Grade: 12
Course Type: University Preparation
Credit Value: 1.0
Prerequisite: Any university or university/college preparation course in Social Sciences and Humanities, English, or Canadian and World Studies.
Curriculum Policy Document: Social Sciences and Humanities, The Ontario Curriculum, Grades 9 to 12, 2013 (Revised)
Course Developer: Toronto eLearning School
Department: Social Sciences and Humanities
Department Head: Erin Weir, B.A.(Hon), B.Ed., OCT
Developed Date: 2021
Most Recent Revised Date: 2024

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Course Description :

Nutrition and Health HFA4U course examines the relationships between food, energy balance, and nutritional status; the nutritional needs of individuals at different stages of life; and the role of nutrition in health and disease. Students will evaluate nutrition-related trends and will determine how food choices can promote food security and environmental responsibility. Students will learn about healthy eating, expand their repertoire of food-preparation techniques, and develop their social science research skills by investigating issues related to nutrition and health.  

Unit Titles and Descriptions Time and Sequence
1 Choices, Safety, and Preparation Students explore the factors that influence individual and societal food choices. They learn about kitchen safety, food safety, different food preparation and cooking techniques before cooking a meal of their choosing. 26 hours
2 Nutrition and Science Students learn how to interpret information on nutrition facts labels. They are introduced to Canada’s Food Guide, what they can take away from its recommendations, and how Canada’s recommendations compare to those of other countries. Once they have mastered a basic understanding of nutrition information and food labelling, students begin to explore macronutrients and micronutrients in greater depth. Students develop an understanding of what nutrients are and the roles they play in maintaining biological functions, energy balance, and overall health. The ultimate goal is to equip students with the knowledge needed to make healthy food and nutrition choices. 26 hours
3 Nutritional Considerations Students continue to develop an understanding of the relationships between health and nutrition. Through exploring different determinants of health, how food and nutrition can help promote overall health, and how nutrition can help treat some health concerns and diseases, students examine the intersections of nutrition and disease. Students take a critical look at the pros and cons of different diets and lifestyle choices before exploring how dietary needs change throughout life. 26 hours
4 Local and Global Issues Students become aware of how food choices, politics, and practices influence the local and global availability of nutritious food. At a local level and an international level, students are introduced to the environmental impacts of food production, processing, and distribution. Students are exposed to various agricultural techniques and practices and they explore their pros and cons. They also learn about food security issues and how individuals and organizations can take action to help prevent food insecurity. Lastly, students explore how they can promote sustainable food production, processing, and distribution by influencing food policy and making different consumer choices. 26 hours
  Final Assessment  
  Project This project is worth 30% of the final grade. For the course’s culminating activity students will have the opportunity to consider and respond to a passage from a primary source either in book format or from an online source. 6 hours
  Total 110 hours
Overall Expectations: HFA4U:
A. Research and Inquiry Skills
A1 Exploring: explore topics related to philosophical questions and/or issues, and formulate questions to guide their research;
A2 Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate philosophical research and inquiry methods;
A3 Processing Information: assess, record, analyze, and synthesize information gathered through research and inquiry;
A4 Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.
B. Nutrition and Health
B1 Nutrients: demonstrate an understanding of nutrients and their connection to physical health;
B2 Food Guides: demonstrate an understanding of Canada’s Food Guide and its role in promoting physical health;
B3 Energy Balance: demonstrate an understanding of the physical processes involved in maintaining energy balance;
B4 Nutritional Status: demonstrate an understanding of their nutrient intake and of factors that affect the nutritional status of individuals and groups.
C. Eating Patterns and Trends
C1 Nutrition throughout the Lifespan: demonstrate an understanding of food- and nutrition-related issues at different stages in the lifespan;
C2 Nutrition and Disease: demonstrate an understanding of the relationships between nutrition, health, and disease;
C3 Trends and Patterns in Food and Nutrition: demonstrate an understanding of current Canadian trends and patterns in nutritional guidelines and in food production and consumption.
D. Local and Global Issues
D1 Food Security: demonstrate an understanding of various factors involved in achieving and maintaining food security;
D2 Food Production and Supply: demonstrate an understanding of various factors that affect food production and supply;
D3 Food Production and the Environment: demonstrate an understanding of the impact of food production on the environment.
E. Food Preparation Skills
E1 Kitchen Safety: demonstrate an understanding of practices that ensure or enhance kitchen safety;
E2 Food Safety: demonstrate an understanding of practices that ensure or enhance food safety;
E3 Food Preparation: demonstrate skills needed in food preparation.

Teaching / Learning Strategies:

As in a conventional classroom, instructors employ a range of strategies for teaching a course:

  • Direct Instruction/Note Taking
  • Reading
  • Case Studies
  • Structured Discussion
  • Brainstorming
  • Role-Play
  • Group Work/Pair Work
  • Independent Study/Research

In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning environments:

  • Electronic simulation activities
  • Video presentations
  • Discussion boards and email
  • Assessments with real-time feedback
  • Interactive activities that engage both the student and teacher in the subject
  • Peer review and assessment
  • Internet Instructional Videos

All course material is online, no textbook is required. Assignments are submitted electronically. Tests are completed online at a time convenient for the student, and the course ends in a final exam which the student writes under the supervision of a proctor approved by Toronto eLearning School at a predetermined time and place. The final mark and report card are then forwarded to the student’s home school. Students must achieve the Ministry of Education learning expectations of a course and complete 110 hours of planned learning activities, both online and offline, in order to earn a course credit. The chart below indicates some general examples of online and offline activities.

Online Learning Activities Offline Learning Activities
Watching instructional videos Reading materials for course
Watching additional resources videos Studying instructional material
Completing online timed assignments Practicing skills
Contributing to Forums Completing assignments
Uploading video presentations Completing essays
Communicating with instructor Preparing presentations
Participating in live conferences Reviewing for tests and exams
Practicing through online quizzes Researching topics on internet
Reviewing peer submissions
Assessing peer presentations
Completing online timed exam

Students are expected to access and participate actively in course work and course forums on a regular and frequent basis. This interaction with other students is a major component of this course and there are minimum requirements for student communication and contribution.


Assessment and Evaluation:

Toronto eLearning School’s approach to assessment and evaluation is based on the Ontario Ministry of Education’s Growing Success 2010 document. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course.

The primary purpose of assessment is to improve student learning. Assessment for this purpose is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. TES teachers use evidence from a variety of sources in their assessment. These include formal and informal observations, discussions, conversations, questioning, assignments, projects, portfolios, self-assessments, self-reflections, essays, and tests.

Assessment occurs concurrently and seamlessly with instruction. Our courses contain multiple opportunities for students to obtain information about their progress and achievement, and to receive feedback that will help them improve their learning. Students can monitor their own success through the tracking of learning goals and success criteria throughout all courses.

Summative “assessment of learning” activities occur at or near the end of periods of learning. Evidence of student achievement for evaluation is also collected over time from different sources, such as discussions, conversations and observation of the development of the student’s learning. Using multiple sources of evidence increases the reliability and validity of this evaluation. The evaluations are expressed as a percentage based upon the levels of achievement.

Strategies for Assessment and Evaluation of Student Performance

Assessment as Learning Assessment for Learning Assessment of Learning
In all Units students can complete an online practice quiz on each lesson that tests their knowledge of fundamental facts and definitions. The quiz can be retaken as many times as needed and only the highest score is recorded. Students discover their areas of weakness and can take steps to improve on them. The student and instructor can then have a conversation on how best to assist the student’s learning. In all Units, students are expected to submit a mid-unit assignment directly to the instructor. The assignment provides a number of questions, problems, and activities balanced around the four categories of the Achievement Chart: Knowledge and Understanding, Thinking, Application, and Communication. The instructor grades each assignment and provides descriptive feedback and the student is asked to provide feedback on the feedback. Each Unit ends with an assignment that is submitted directly to the instructor. A grade is recorded based on the Learning Goals and Success Criteria for that Unit. Students may be asked to resubmit parts of the assignment, or a modified assignment.
A Mid-Unit Assignment asks students to videotape themselves presenting solutions to various problems, or results of research, and post them to the forum for review by the instructor and selected peers. These comments and observations can be used to help the student assess their own listening and communicating skills, as well as their progress through the course. Feedback from both the instructor and the student can help the student advocate for their own learning. Mid-Unit Video Presentation Assignments are used by the instructor as a form of diagnostic and formative assessment to help adjust instruction based on the needs of the student. It is another way the instructor gathers evidence for evaluating student performance. At the end of each Unit, students complete an online test of the material. A grade is recorded and the instructor can initiate a conversation with the student if there are concerns.
Instructors communicate with their students through email or live chat sessions. Students can raise concerns and reflect on their own personal goals and learning during these one to one conversations with their instructors. Occasionally instructors ask a student to post a solution to a unique problem designed for that student to the discussion forum, or to comment on the posting of another student. These activities become part of the student’s grade under the category “Online Collaboration” and provide an opportunity for the instructor to provide feedback to the student. At the end of the course, students complete a final exam that covers all the material studied in the course.

Example of an Assessment Rubric for an Assignment in this Course:

HFA4U Unit 3 Assignment Rubric

CATEGORY Level 4 80-100% Level 3 70-79% Level 2 60-69% Level 1 50-59%  
Understanding of your topic Demonstrates a great understanding of the theme and purpose Demonstrates good understanding of the theme and purpose Demonstrates some understanding of the theme and purpose Demonstrates little understanding of the theme and purpose K
Knowledge of the resources Resources have great relevance Resources have good relevance Resources have some relevance Resources have little relevance K
Understanding course material and purpose Strong relationship with course material Good relationship with course material Some relationship with course material Little relationship with course material K
Thesis Thesis represents a unique and well-structured argument Thesis expresses a good argument Thesis expresses sufficient purpose Thesis expresses little purpose T
Evidence used to support arguments Several graphics are unattractive AND detract from the content of the presentation. Evidence is of good quality Evidence adequately supports arguments Evidence is presented poorly T
Research and Ideas Exceptional idea developed Good idea development Adequate idea development Some idea development T
Grammar, punctuation, and spelling Essay is well-written, with almost no grammar, punctuation, or spelling errors Essay has a few grammatical errors Essay has some grammatical errors Essay is full of grammatical errors C
Sentence structuring Sentences are professionally structured and well-written Sentences are adequately structured Sentences are somewhat structured Sentences are poorly structured C
Paragraph structuring Paragraphs are well-structured, and they effectively represent your arguments Paragraphs are adequately structured Paragraphs relate to their arguments Poor paragraph structuring C
Language Conventions The essay flows exceptionally and it never loses the reader The essay flows cohesively The essay is understandable, but its language conventions need improvement It is difficult to understand the essay due to poor language conventions A
APA and References – APA title page included – Proper header – Properly formatted APA citations – Properly formatted APA Reference list Exceptional use of APA formatting More than 5 sources referenced Sources are all relevant, used within essay, current, and academic Proper use of in text citations Properly formatted reference list Proper use of APA formatting with few errors 5 sources referenced Good use of citations Properly formatted reference list with few errors Some use of APA formatting Less than 5 sources referenced Some citations Reference list has some errors Minimal use of APA formatting Sources are irrelevant, not used in essay Few citations and improper formatting of reference list A

  Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by Toronto eLearning School teachers. Assessment and evaluations:

  1. are fair, transparent, and equitable for all students;
  2. support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Metis, or Inuit;
  3. are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
  4. are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
  5. are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
  6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement
  7. develop students self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

The Final Grade

The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
  • 30% of the grade will be based on a final assessment, which may be a final exam, a final project, or a combination of both an exam and a project.

Final Grade Weight Breakdown

60% Course works
10% Mid Term Assignment
10% Final Culminating
20% Final Exam

  The general balance of weighting of the categories of the achievement chart throughout the course is

Knowledge and Understanding 25%
Thinking 25%
Communication 25%
Application 25%

The Report Card

Two official report cards are issued – midterm and final. Each report card will focus on two distinct but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report cards contain separate sections for the reporting of these two aspects. The report card also indicates whether an OSSD credit has been earned.


Achievement Chart: Overall

The purpose of the achievement chart is to:

  1. provide a common framework that encompasses all curriculum expectations for all courses;
  2. guide the development of high-quality assessment tasks and tools;
  3. help teachers plan instruction for learning;
  4. assist teachers in providing meaningful feedback to students;
  5. provide various categories/criteria with which to assess and evaluate students’ learning.

The achievement chart provides a reference point for all assessment practice and a framework within which achievement will be assessed and evaluated.

  1. The chart is organized into four broad criteria; Knowledge / Understanding, Thinking / Investigation, Communication, and Application.
  2. The achievement chart describes the levels of achievement of the curriculum expectations within each subset of criteria.
  3. The “descriptor” indicates the characteristic of performance, with respect to a particular criterion, on which assessment or evaluation is focused.
  4. A specific “qualifier” is used to define each of the four levels of achievement. It is used along with a descriptor to produce a description of performance at a particular level.
  5. The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:
A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement
Percentage Grade Range Achievement Level Summary Description
80-100% Level 4 A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79% Level 3 A high level of achievement. Achievement is at the provincial standard.
60-69% Level 2 A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59% Level 1 A passable level of achievement. Achievement is below the provincial standard.
below 50% Level R Insufficient achievement of curriculum expectations. A credit will not be granted.

Achievement Chart – Social Sciences and Humanities, Grades 9–12
Knowledge and Understanding – Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
  The student:
Knowledge of content (e.g., facts, terms, definitions, safe practices and procedures, use of technologies) demonstrates limited knowledge of content demonstrates some knowledge of content demonstrates considerable knowledge of content demonstrates thorough knowledge of content
Understanding of content (e.g., concepts, theories, ideas, processes; relationship between theory and action) demonstrates limited understanding of content demonstrates some understanding of content demonstrates considerable understanding of content demonstrates thorough and insightful understanding of content
Thinking – The use of critical and creative thinking skills and/or processes
  The student:
Use of planning skills (e.g., formulating questions, identifying problems, generating ideas, gathering and organizing information, focusing research, selecting strategies) uses planning skills with limited effectiveness uses planning skills with moderate effectiveness uses planning skills with considerable effectiveness uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., analysing, detecting point of view and bias, interpreting, evaluating, synthesizing, forming conclusions) uses processing skills with limited effectiveness uses processing skills with some effectiveness uses processing skills with considerable effectiveness uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processes (e.g., goal setting, decision making, problem solving, invention, critiquing, reviewing) uses critical / creative thinking processes with limited effectiveness uses critical / creative thinking processes with some effectiveness uses critical / creative thinking processes with considerable effectiveness uses critical / creative thinking processes with a high degree of effectiveness
Communication – The conveying of meaning through various forms
  The student:
Organization and expression of ideas, information, and understandings in oral, visual, and/or written forms (e.g., oral: role plays, interviews, presentations, debates; visual: demonstrations, multimedia presentations, posters, graphic organizers; written: pamphlets, journals, reports, web pages) organizes and expresses ideas, information, and understandings with limited effectiveness organizes and expresses ideas, information, and understandings with some effectiveness organizes and expresses ideas, information, and understandings with considerable effectiveness organizes and expresses ideas, information, and understandings with a high degree of effectiveness
Communication for different audiences (e.g., peers, adults, younger children, community members) and purposes (e.g., to inform, instruct, persuade) in oral, visual, and/or written forms communicates for different audiences and purposes with limited effectiveness communicates for different audiences and purposes with some effectiveness communicates for different audiences and purposes with considerable effectiveness communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions (e.g., research conventions such as surveys, documentation conventions, communication conventions),vocabulary, and terminology of the discipline in oral, visual, and/or written forms uses conventions, vocabulary, and terminology of the discipline with limited effectiveness uses conventions, vocabulary, and terminology of the discipline with some effectiveness uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
Application – The use of knowledge and skills to make connections within and between various contexts
  The student:
Application of knowledge and skills (e.g., concepts, procedures, processes, methodologies, technologies) in familiar contexts applies knowledge and skills in familiar contexts with limited effectiveness applies knowledge and skills in familiar contexts with some effectiveness applies knowledge and skills in familiar contexts with considerable effectiveness applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills to new contexts (e.g., other subjects; experiences in the family, community, society; using theory to help understand personal experiences) transfers knowledge and skills to new contexts with limited effectiveness transfers knowledge and skills to new contexts with some effectiveness transfers knowledge and skills to new contexts with considerable effectiveness transfers knowledge and skills to new contexts with a high degree of effectiveness
Making connections within and between various contexts (e.g., past, present, future; environmental, personal, social, religious, cultural, socio-economic contexts) makes connections within and between various contexts with limited effectiveness makes connections within and between various contexts with some effectiveness makes connections within and between various contexts with considerable effectiveness makes connections within and between various contexts with a high degree of effectiveness

Note: A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.


Resources required by students
  • Access to HFA4U online course of study
  • Access to a scanner or digital camera
  • Access to a word-processing software
  • Access to Google and various online resources
  • Access to Youtube

Reference Texts This course is entirely online and does not require or rely on any textbook.


Program Planning Considerations for Social Sciences

Program Planning Considerations Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.

  1. Education for students with special education needs
  2. Environmental education
  3. Equity and inclusive education
  4. Financial literacy education
  5. Ontario First Nations, Metis, and Inuit education
  6. Role of information and communications technology
  7. English language learners
  8. Career education
  9. Cooperative education and other workplace experiences
  10. Health and safety
  1. Education for Students with Special Education Needs: Toronto eLearning School is committed to ensuring that all students are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence they need to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. The provision of special education programs and services for students at Toronto eLearning School rests within a legal framework The Education Act and the regulations related to it set out the legal responsibilities pertaining to special education. They provide comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational settings where the special education programs and services appropriate to their needs can be delivered, and for the review of the identification of exceptional pupils and their placement. Teachers will take into account the needs of exceptional students as set out in the students’ Individual Education Plan. The online courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and skills required for our evolving society. Students who use alternative techniques for communication may find a venue to use these special skills in these courses. There are a number of technical and learning aids that can assist in meeting the needs of exceptional students as set out in their Individual Education Plan. In the process of taking their online course, students may use a personal amplification system, tela-typewriter (via Bell relay service), an oral or a sign-language interpreter, a scribe, specialized computer programs, time extensions, ability to change font size, oral readers, etc.
  2. Environmental Education: Environmental education teaches students about how the planet’s physical and biological systems work, and how we can create a more sustainable future. Good curriculum design allows environmental issues and topics to be woven in and out of the online course content. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.
  3. Equity and Inclusive Education: Toronto eLearning School is taking important steps to reduce discrimination and embrace diversity in our online school in order to improve overall student achievement and reduce achievement gaps due to discrimination. The Ontario Equity and Inclusive Education Strategy was launched in April 2009 and states that all members of the Toronto eLearning School community are to be treated with respect and dignity. This strategy is helping Toronto eLearning School educators better identify and remove discriminatory biases and systemic barriers to student achievement. These barriers related to racism, sexism, homophobia and other forms of discrimination may prevent some students from reaching their full potential. The strategy supports the Ministry’s key education priorities of high student achievement, reduced gaps in student achievement and increased accountability and public confidence in Ontario’s schools. Students, regardless of their background or personal circumstances, must be given every opportunity to reach their full potential. Research shows that when students feel welcomed and accepted in their school, they are more likely to succeed academically. Toronto eLearning School desires to create a culture of high expectations where factors such as race, age, gender, sexual orientation and socio-economic status do not prevent students from achieving ambitious outcomes.
  4. Financial Literacy Education: Financial literacy may be defined as having the knowledge and skills needed to make responsible economic and financial decisions with competence and confidence. Since making financial decisions has become an increasingly complex task in the modern world, students need to have knowledge in various areas and a wide range of skills in order to make informed decisions about financial matters. Students need to be aware of risks that accompany various financial choices. They need to develop an understanding of world economic forces as well as ways in which they themselves can respond to those influences and make informed choices. Toronto eLearning School considers it essential that financial literacy be considered an important attribute of a well-educated population. In addition to acquiring knowledge in such specific areas as saving, spending, borrowing, and investing, students need to develop skills in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial and other issues. The goal is to help students acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers. The Ministry of Education and Toronto eLearning School are working to embed financial literacy expectations and opportunities in all courses as appropriate, as part of the ongoing curriculum review process.
  5. Ontario First Nations, Metis, and Inuit Education: First Nation, Metis, and Inuit students in Ontario will need to have the knowledge, skills, and confidence they need to successfully complete their elementary and secondary education in order to pursue postsecondary education or training and/or to enter the workforce. They will need to have the traditional and contemporary knowledge, skills, and attitudes required to be socially contributive, politically active, and economically prosperous citizens of the world. All students in Ontario will need to have knowledge and appreciation of contemporary and traditional First Nation, Metis, and Inuit traditions, cultures, and perspectives. Toronto eLearning School and the Ministry of Education are committed to First Nation, Metis, and Inuit student success. TES teachers are committed to (1) developing strategies that will increase the capacity of the education system to respond to the learning and cultural needs of First Nation, Metis, and Inuit students; (2) providing quality programs, services, and resources to help create learning opportunities for First Nation, Metis, and Inuit students that support improved academic achievement and identity building; (3) providing a curriculum that facilitates learning about contemporary and traditional First Nation, Metis, and Inuit cultures, histories, and perspectives among all students where possible; and (4) developing and implementing strategies that facilitate increased participation by First Nation, Metis, and Inuit parents, students, communities, and organizations in working to support the academic success of the student.
  6. The Role of Information and Communications Technology in the Curriculum. Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all TES students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment.
  7. English Language Learners: This Toronto eLearning School online course can provide a wide range of options to address the needs of ESL/ELD students. This online course must be flexible in order to accommodate the needs of students who require instruction in English as a second language or English literacy development. The TES teacher considers it to be their responsibility to help students develop their ability to use the English language properly. Appropriate modifications to teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. This online course can provide a wide range of options to address the needs of ESL/ELD students. Well written content will aid ESL students in mastering not only the content of this course, but as well, the English language and all of its idiosyncrasies. Toronto eLearning School has created course content to enrich the student’s learning experience. In addition, since many occupations in Canada require employees with capabilities in the English language, many students will learn English language skills which can contribute to their success in the larger world.
  8. Career Education: As the online student progresses through their online course, their teacher is available to help the student prepare for employment in a huge number of diverse areas. With the help of their teacher, students will learn to set and achieve goals and will gain experience in making meaningful decisions concerning their career choices. The skills, knowledge and creativity that students acquire through this online course are essential for a wide range of careers. Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices.
  9. Cooperative Education and Other Workplace Experiences: By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. TES teachers will try to help students link to Ministry programs to ensure that students have information concerning programs and opportunities.
  10. The study of healthy relationships occurs throughout the social sciences and humanities curriculum. For example, the Dynamics of Human Relationships course provides opportunities for students to explore the topic of healthy relationships and to develop strong social skills and communication strategies. This course also explores the barriers to forming strong, healthy relationships and provides students with important information about how to recognize and respond to unhealthy relationships. The equity studies courses provide opportunities for students to develop their understanding of the ways in which power dynamics are an integral component of all relationships. These courses also allow students to explore the ways in which core aspects of identity – including sex, gender and gender identity, and ethnocultural and religious background – contribute to power dynamics that can facilitate or hinder the formation of healthy relationships. The knowledge, skills, and habits of mind that are addressed in all courses in social sciences and humanities encourage open-mindedness as well as respect for and deep understanding of self and others, providing a foundation for forming and maintaining healthy relationships.
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Post-Secondary Partners

Toronto eLearning School

Toronto eLearning School is Canada’s premier online school for Ontario High School Credits toward the Ontario Secondary School Diploma. The school BSID is 883367 assigned by the Ontario Ministry of Education. Read the Ministry of Education Inspection Report 2022-2023.

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  • CONTACT US

    105 Moatfield Dr Unit 1105,
    Toronto, ON  M3B 0A2  Canada
    TeL: +1 647 313 0131
    admin@torontoelearningschool.com
    info@torontoelearningschool.com

    Regional Director – South East Asia
    Tel: +60123989970, +16137773805