This course provides extended opportunities for students to communicate and interact in the Chinese language in a variety of social and academic contexts. Students will refine 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.

An OSSD credit course

This course has been developed based on the following Ontario Ministry of Education documents:

  • Classical Studies and International Languages, The Ontario Curriculum, Grades 9 to 12, 2016 (Revised)
  • Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010)

Course Details


Course Code
LKBDU
Course Type
University Prep
OSSD Credit Value
1.00
Pre-requisite
Grade 11 Chinese or equivalent
Department
Classical or International Language
Tuition Fee
Ontario students $850 CAD
Students out of Ontario $1500 CAD

Curriculum Expectations

A Listening
A1Listening to Understand: determine meaning in a variety of oral texts in the Chinese language, using a range of listening strategies;
A2Listening to Interact: interpret messages accurately while interacting in Chinese for a variety of purposes and with diverse audiences;
A3Intercultural Understanding: demonstrate an understanding of information in oral texts in Chinese about aspects of culture in diverse communities where the Chinese language is spoken and other communities around the world, and of sociolinguistic conventions in Chinese used in a variety of situations and communities.
B Speaking
B1Speaking to Communicate: communicate information and ideas orally in Chinese, using a range of speaking strategies, appropriate language structures, and level-appropriate language suited to the purpose and audience;
B2Speaking to Interact: participate in spoken interactions in Chinese for a variety of purposes and with diverse audiences;
B3Intercultural Understanding: in their spoken communications in the Chinese language, demonstrate an awareness of aspects of culture in diverse communities where Chinese is spoken and other communities around the world, and of the appropriate use of sociolinguistic conventions in Chinese in a variety of situations.
C Reading
C1Reading Comprehension: determine meaning in a variety of texts in Chinese, using a range of reading comprehension strategies;
C2Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms;
C3Intercultural Understanding: demonstrate an understanding of information in texts in Chinese about aspects of culture in diverse communities where Chinese is spoken and other communities around the world, and of sociolinguistic conventions in the Chinese language used in a variety of situations and communities.
D Writing
D1Purpose, Audience, and Form: write texts in Chinese for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of the written language appropriate for this course;
D2The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work in the target language effectively;
D3Intercultural Understanding: in their written work in the Chinese language, demonstrate an awareness of aspects of culture in diverse communities where Chinese is spoken and other communities around the world, and of the appropriate use of sociolinguistic conventions in the target language in a variety of situations.
Read more of curriculum expectations

How you are assessed in this course

At Agile Preparatory Academy, tests and assignments are carefully crafted to promote understanding of course content and help students achieve academic success. This success translates to high grades achieved by our students, which reflect a thorough understanding of concepts covered in the course as well as meeting and exceeding curriculum expectations.

Assessment FOR / AS / OF learning

Our teachers champion the idea that the primary purpose of assessment and evaluation is to improve student learning. Our teachers monitor student progression through the course and provide reflection and feedback that guides students towards improvement. The assessment and evaluation strategies of our school follow the Ministry of Education's policies and curriculum requirements. Our teachers use the following types of assessments to improve student learning:

Assessment for learning – These assessments include practice questions which do not contribute significantly (or at all) to the final grade. These assessments give students opportunities to practice their skills and test their knowledge prior to attempting assessments that affect their final grade. It also gives students and teachers opportunities to identify gaps in understanding and discover concepts that have been misunderstood. Here, our teacher gives students descriptive feedback and coaching for improvement.

Assessment as learning – These assessments include self reflections. The purpose of these assessments is to help students develop their capacity to be independent and autonomous learners who are able to set their own goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. These tasks allow students to identify areas of strengths and weaknesses and allow them to advocate for their own learning.

Assessment of learning – These assessments contribute to the final mark of the course. Our teachers ensure that these assessments are ongoing, varied in nature, and administered over a period of time to give multiple opportunities to our students to demonstrate the full range of their learning. It allows our teachers to judge the quality of student learning with respect to curriculum expectations and assign a percentage grade to represent that quality. These assessments are designed to be fair, transparent, and equitable for of our students.

The Final Grade

The overall grade of the course is composed of:

  • 70% from course work
  • 30% from final evaluation

Most of the overall grade, 70%, is based on course work done prior to the final evaluation. This portion of the grade reflects the student's most consistent level of achievement in the course, with special consideration given to more recent evidence of achievement. Here, our teachers gather evidence of learning from assignments, projects, presentations, and tests throughout the course (Assessment of Learning), giving students multiple opportunities to perform well.

The balance, only 30% of the overall grade, is gathered from final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.

The OSSD credit

A credit is granted and recorded when the final percentage mark in this course is 50 per cent or higher.

Agile Prep Academy is a high school through which a student can earn credits towards the Ontario Secondary School Diploma (OSSD) high school diploma. We are in compliance with Ontario Ministry of Education policies, and are assessed and authorized by the Ministry to grant the OSSD diploma as well as OSSD credits.

Our courses are taught online, which allows our students to meet and exceed the online credit requirements needed for graduation. For further high school graduation requirements, including the Online learning graduation requirement, please visit the Ministry’s website.