ENG4U | Grade 12 English University Course | OSSD Credit Online
Prerequisite: ENG3U or NBE3U
Ontario Ministry of Education Inspected Private School BSID #882250
Recognized by Canadian and Global Universities.
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Course Enrollments
Course Details
- Course Title: English, Grade 12, University Preparation
- Grade: 12
- Ministry Course Code: ENG4U
- Course Type: University Preparation
- Credit Value: 1.00
- Prerequisite: English, Grade 11, University Preparation
- Curriculum Policy Document: English, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised)
- Course Hours: 113
Course Description
ENG4U: Grade 12 English University Preparation focuses on developing students’ literacy, critical thinking, and communication skills required for success in university and beyond. The course emphasizes the study of diverse texts, including literary works, essays, and informational writing. Students will refine their skills in analyzing and interpreting texts, crafting compelling arguments, and writing with clarity and precision.
Aligned with the Ontario Curriculum, this course prepares students for university-level studies and professional communication by exploring themes like identity, culture, and human experience. Through interactive learning modules and guided practice, students will develop transferable skills such as critical analysis, creativity, and problem-solving.
Graduates of ENG4U are equipped to excel in university programs that require effective research, argumentation, and communication skills, making this course an essential step for university-bound students.
Outline of Course Content
| Unit | Unit Description | Time Frame |
|---|---|---|
| 1. Writing | This unit plan takes you through the basic steps for planning a unit on essay writing. The stages of writing (brainstorming, planning, drafting, revising, editing, and publishing) as well as other important writing concepts such as paragraph structure, thesis statements, proofreading, and citing evidence will be discussed throughout this unit. | 17 hrs |
| 2. Hamlet | Students studying Hamlet will read the play in acts. At the end of each act, there is a short note on the overall purpose and effect of the section that has just been studied. This enables students to keep this lengthy play together in their own minds and allow for reflections on the larger design features and ideas in the play. Students will examine the intricate “dance” of relationships that Shakespeare creates, and the balance and care with which he pulls together his cast of characters. At the end of each act, students will select one writing task from a choice of questions to respond to. In some sections, these questions have students reaching outside the play to make connections to modern film, social issues, and historical context. At the end of the play, students will write a 1200-word essay on one of three topics. | 40 hrs |
| 3. Media Literacy | The students will learn about the importance of being media literate and will explore the elements of advertisements. The students will practice being “media literate” as they learn how to deconstruct popular advertisements. | 20 hrs |
| 4. The Great Gatsby | As students listen to F. Scott Fitzgerald’s classic novel The Great Gatsby, they will conduct in-depth character analysis of Gatsby and evaluate how Fitzgerald uses the character of Gatsby, as well as other literary devices, to comment on the society and values of the American 1920s. Students will consider issues of social class and the impact of history and memory on the lives of the characters as well as on our own. | 33 hrs |
| 5. Final Exam | This is the culminating task of the course, where students demonstrate their understanding of the concepts learned throughout the course in a final exam. | 3 hrs |
| Total | 113 hrs | |
Resources
In this course, students will have access to:
- Interactive Learning Modules: Comprehensive, guided lessons to enhance engagement and understanding.
- Digital Tools: Resources such as video lessons, practice quizzes, and collaborative activities.
- Key Readings: Access to a curated library of literary and non-fiction texts as part of the curriculum.
- Ontario Curriculum Standards: Structured content to ensure alignment with OSSD requirements.
Overall Curriculum Expectation
Overall Curriculum Expectations
A. Oral Communication- A1 Listening to Understand: Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
- A2 Speaking to Communicate: Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
- A3 Reflecting on Skills and Strategies: Reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
- B1 Reading for Meaning: Read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning.
- B2 Understanding Form and Style: Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.
- B3 Reading With Fluency: Use knowledge of words and cueing systems to read fluently.
- B4 Reflecting on Skills and Strategies: Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
- C1 Developing and Organizing Content: Generate, gather, and organize ideas and information to write for an intended purpose and audience.
- C2 Using Knowledge of Form and Style: Draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience.
- C3 Applying Knowledge of Conventions: Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.
- C4 Reflecting on Skills and Strategies: Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
- D1 Understanding Media Texts: Demonstrate an understanding of a variety of media texts.
- D2 Understanding Media Forms, Conventions, and Techniques: Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.
- D3 Creating Media Texts: Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.
- D4 Reflecting on Skills and Strategies: Reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
Teaching and Learning Strategies
At Canadian Virtual School (CVS), our teaching approach is designed to engage students in meaningful, interactive, and skill-building learning experiences. This course empowers students to master their skills through a variety of dynamic assignments and creative projects, all tailored to align with Ontario’s curriculum standards.
Key Strategies Include:
Diverse Assignments for Holistic Skill Development: Students undertake a wide array of tasks, including descriptive and personal writing, oral presentations, opinion pieces, multi-genre projects, and formal essays. These assignments encourage various modalities such as speaking, presenting, creative representation (e.g., visual art, poetry, music), and structured academic writing.
Mastering Note-Taking Techniques: Students explore different note-taking strategies to determine the most effective method for analyzing novels, short stories, and poetry. This skill ensures their ability to synthesize and retain critical information across texts.
Video Analysis for Presentation Skills: Students view curated video presentations to critique delivery techniques, identifying strengths and weaknesses. These insights help students refine their own oral presentation skills for maximum impact.
Interactive and Scaffolding Tools for Writing Excellence:
- Teaching videos on literary devices, MLA formatting, and personal essay analysis provide foundational knowledge.
- Interactive tools and quizzes challenge students to apply their learning while deepening their understanding of course material.
- Longer writing assignments are broken into manageable steps, allowing students to work through the entire writing process. With teacher feedback at every stage, students improve both their content and writing style.
Engaging Multimedia Resources:
- Oral readings accompany poetry and prose excerpts, enhancing the auditory appreciation of literature.
- Interactive videos guide students through self-directed learning, with built-in assessments to check comprehension and progress.
Critical Reading and Discussions: Reading Guides for novels encourage deep engagement, prompting students to ask thoughtful questions, interpret texts critically, and consider multiple perspectives. Close readings of texts are further supported by interactive discussion posts and one-on-one communication with teachers, allowing for personalized feedback and collaboration.
Frequent Self-Assessment: Students reflect on their learning journey at the end of each unit, identifying areas for growth and setting actionable goals for future improvement.
Real-Time Feedback and Support: Throughout the course, students receive continuous feedback from certified teachers, ensuring a personalized learning experience that adapts to individual needs.
At CVS, we prioritize building confident, independent learners who are equipped with the skills needed to excel academically and beyond. By leveraging a blend of innovative teaching techniques and interactive tools, students are empowered to take charge of their learning while staying connected to expert guidance.
Assessment and Evaluation
At Canadian Virtual School (CVS), our approach to assessment and evaluation is rooted in the Ministry of Education’s Growing Success document, ensuring that students receive a fair, transparent, and meaningful evaluation process that supports their individual learning journey. Our philosophy prioritizes the best interests of students by designing assessments that not only measure achievement but also actively promote growth, understanding, and self-reflection.
Our Key Principles:
Multiple Pathways to Show Learning: We believe in creating diverse and inclusive assessments that allow students to demonstrate their knowledge, skills, and understanding in ways that align with their strengths. Whether through written assignments, oral presentations, multimedia projects, or creative expressions, CVS assessments provide varied opportunities for success.
Gradual Release of Responsibility: Assessments at CVS are designed to empower students to take ownership of their learning. Through guided practice, feedback, and reflection, students gradually build the confidence and skills needed to succeed independently in their evaluations.
Feedback-Driven Growth: Detailed and actionable feedback is a cornerstone of our assessment process. By providing regular insights into student performance, we help them reflect on their strengths, address areas for improvement, and refine their strategies for success.
Alignment with Growing Success: The Growing Success framework defines seven core principles for effective assessment and evaluation. These principles guide our practices to ensure that every assessment is:
- are fair, transparent, and equitable for all students;
- 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, Métis, or Inuit;
- 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;
- are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
- 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;
- provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
- develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
At CVS, we view assessment not as a final judgment of performance but as an ongoing process that supports learning and growth. By integrating innovative evaluation techniques with the principles outlined in Growing Success, we ensure that students are prepared not only for academic success but also for lifelong learning.
Final Grade
At Canadian Virtual School (CVS), the evaluation process is designed to accurately reflect each student’s mastery of curriculum expectations and essential skills for effective learning. The final grade represents the quality and consistency of a student’s overall achievement throughout the course and aligns with the achievement chart provided by the Ontario Ministry of Education.
Credit Requirements:
A credit for this course will be granted if the student achieves a final grade of 50% or higher. The grade reflects the student’s demonstrated knowledge, skills, and understanding of the course expectations.
Grade Breakdown:
70% Ongoing Assessment:
This portion of the grade is based on evaluations conducted throughout the course. It reflects the student’s most consistent level of achievement, with special consideration given to more recent evidence of learning. Students will engage in a variety of assignments, quizzes, and activities that demonstrate their progress across multiple competencies.30% Final Evaluation:
This portion of the grade is determined by a comprehensive final evaluation administered at the end of the course. The final evaluation may take the form of:- A final exam
- A culminating task
- A combination of both an exam and a culminating task
At CVS, we are committed to ensuring that assessments are not only fair and transparent but also empower students to showcase their knowledge and skills in meaningful ways. By combining consistent, ongoing evaluations with a final summative assessment, we provide a holistic view of each student’s growth and achievement throughout their learning journey.
Report Card
At Canadian Virtual School (CVS), we are committed to keeping students and parents informed about academic progress through formal and detailed report cards. These report cards provide a comprehensive view of student achievement and offer actionable insights for continuous improvement.
Report Card Delivery:
- Report cards are issued twice during the course: once at the midterm and again upon course completion.
- Students will receive their report cards directly via email.
Key Features of the Report Card:
Academic Achievement:
- Curriculum expectations are evaluated and reported as a percentage grade, reflecting the student’s overall performance in the course.
- The course median is also reported to provide context for the student’s performance relative to the class.
- Teachers include personalized comments highlighting the student’s strengths, areas for improvement, and actionable next steps for continued success.
Learning Skills and Work Habits:
- Learning skills such as responsibility, collaboration, and initiative are assessed and reported as a letter grade (E – Excellent, G – Good, S – Satisfactory, N – Needs Improvement). These grades represent one of four levels of accomplishment and provide valuable feedback on the student’s approach to learning.
Credit Completion:
- Upon course completion, the report card will indicate whether the student has earned an Ontario Secondary School Diploma (OSSD) credit for the course.
Official Transcript Management:
- For students attending school in Ontario, a copy of the final report card will be sent to the student’s main school. The school will then add the completed course to the student’s official Ontario Student Transcript (OST).
At CVS, our report cards go beyond grades. They serve as a vital tool for reflection, growth, and achievement, ensuring students and their families have a clear understanding of their academic progress and accomplishments.
Considerations
At Canadian Virtual School (CVS), our teachers carefully design programs that reflect the highest standards of education, aligning with the Ontario Ministry of Education’s policies and the following initiatives.
Below are five reimagined focus areas where CVS stands out, delivering a transformative online education experience tailored to meet diverse student needs.
Fostering Diversity and Belonging
At CVS, we embrace the unique backgrounds and experiences of every student to create an inclusive and equitable learning environment. Our approach includes:
- Embedding diverse perspectives and voices into our curriculum to reflect the multicultural world we live in.
- Ensuring every student has access to the resources and opportunities needed to succeed, regardless of background.
- Addressing global and societal issues through critical discussions and assignments, empowering students to advocate for fairness and equity.
By celebrating diversity and promoting belonging, CVS equips students with the tools to contribute meaningfully to their communities and the world.
Building Foundational Academic and Life Skills
At CVS, we focus on developing essential literacy, numeracy, and inquiry skills that serve as the foundation for academic and personal success. Key initiatives include:
- Integrating reading, writing, and numeracy exercises across all subjects to build critical thinking and analytical abilities.
- Encouraging real-world applications of knowledge, such as problem-solving and data analysis.
- Promoting inquiry-based learning, where students ask questions, research answers, and engage with multiple viewpoints.
Our goal is to prepare students with the skills they need to navigate both academic and real-world challenges confidently.
Developing Critical and Analytical Mindsets
At CVS, we empower students to become thoughtful, independent thinkers who can navigate a complex and fast-paced world. Our focus includes:
- Teaching students to critically evaluate information, from traditional texts to modern media, to identify bias, credibility, and intent.
- Fostering discussions and debates on societal and global issues to help students develop well-rounded perspectives.
- Encouraging students to tackle complex problems through innovative thinking and data-driven analysis.
This emphasis on critical and analytical skills ensures that students leave CVS ready to make informed decisions and solve meaningful problems.
Advancing Digital Competencies for a Tech-Driven World
As an online school, CVS prioritizes teaching students the skills they need to thrive in an increasingly digital world. This includes:
- Utilizing cutting-edge platforms and tools, such as Moodle and multimedia resources, to deliver interactive and engaging content.
- Equipping students with digital literacy skills, including responsible technology use and effective online communication.
- Offering personalized online support and collaboration opportunities through virtual forums and teacher feedback.
CVS ensures students graduate with the tech skills necessary to succeed in higher education and their future careers.
Preparing Students for Academic and Career Success
At CVS, we connect classroom learning to real-world goals by helping students identify their strengths, interests, and aspirations. Our efforts include:
- Guiding students to set achievable academic and career goals that align with their skills and passions.
- Providing resources and tools to explore diverse career paths and post-secondary opportunities.
- Helping students develop leadership, communication, and organizational skills that are valuable for any profession.
Through personalized planning and support, CVS ensures students are prepared not just for academic success but also for thriving careers and fulfilling lives.
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How Does It Work?
At Canadian Virtual School, we recognize that no two learners are the same. That’s why students at VHS get to choose when and where to study, when to submit assignments, and when to write their final exams. With certified teachers, interactive course content, free online tutoring, dedicated student support teams, and an outstanding administrative staff, we stay focused on meeting the needs of each student to deliver the best in online secondary education.
Frequently Asked Questions
What is the ENG4U course, and who is it for?
ENG4U is the Grade 12 English University Preparation course in the Ontario curriculum. It is designed for students aiming to develop advanced literacy and communication skills required for success in university and careers. This course is ideal for learners looking to earn an OSSD credit and prepare for academic challenges in post-secondary education.
How is the course delivered, and what resources will I need?
The ENG4U course is delivered through our interactive Learning Management System (LMS), offering engaging modules and assessments. Students will need a reliable internet connection and a device like a laptop or tablet. All materials are provided digitally, ensuring seamless access to course content.
How will I be assessed, and will I receive an OSSD credit?
Assessment is based on a combination of ongoing evaluations (70%) and a final exam or project (30%). Students who achieve a grade of 50% or higher will receive an official OSSD credit, and a report card will be sent to their primary school (if applicable) for transcript inclusion.
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