Online Courses Calendar

  • Blue Gene Education (BSID:884414, issued by Ontario Ministry of Education) is committed to equip all students with the knowledge, skills and attitudes that pave their way for future success in postsecondary destinations of their choice. Blue Gene Education offers a comprehensive program for high school students fromGrade 9 to Grade 12. As an inspected private school, Blue Gene strictly follows the curriculum guidelines and policies of the Ontario Ministry of Education in all its course offerings and teaching practice.

    In the calendar year of 2019-2020, Blue Gene Education offers high school credit courses of high quality online, with the aim to:

    • provide course content according to Ministry of Education curriculum guidelines;
    • delivercourse content in an engaging and conducive manner for students;
    • implementstandardized assessmentsfor evaluation in each course; and,
    • provide professional and experienced online teachers.
  • Recommended Desktop Standards:

    ü  PIII, 256 MB, Macintosh G3, or better (minimum: P II 128MB).

    ü  Windows XP Service Pack 2, OS 10.3, or better (minimum: Windows 98, Mac OS 8.6)

    ü  Internet Explorer 6.0 or better (minimum: Internet Explorer 5.5.)

    ü  Adobe Acrobat Reader 6 or better (minimum: Reader 5)

    ü  Windows Media Player 9

    ü  Macromedia plug-ins (including mandatory: Flash)

    ü  A DSL or better connection to the Internet

    ü  Speakers

    ü  Monitor (screen resolution 800 x 600, 16 bit colour) or better

    ü  A typical Office suite of applications; specifically, a word processor application, spell checker, equation editor, and a spreadsheet application are mandatory.

    Math students are encouraged to use a scanner to submit handwritten assignments rather than typing up their math assignments.

    Students taking English courses will need access to a microphone connected to their computer.

  • ·         Students receive all their online course content in digital formats on the internet, once they login to course as registered.

    ·         Students should possess the ability to use the suitable technology tools for a) software applications such as Microsoft Office Suites, b) accessing internet, and, c) communicating or corresponding via internet.

    ·         Subject teacher should regularly post announcements or instructions in specific Course Home Page on the portal website. These postings include instructions for submission of work, chat cancellation, attendance, etc. It is students’ responsibility to read these messages and follow the instructions.

    ·         Students submit all assignments on-line, with the exception of apossible proctored final exam, which has to be taken place in classroom. When submitting assignment, students should be able to express ideas and questions clearly in electronic mode as assigned.

    ·         Students ask questions of the teacher via online chat-room, discussion boards, email, downloaded audio or video files and the like.

    ·         Subject teachers will normally answer questions via emails within two school days (not including weekends or holidays) and will normally assess or evaluate the work submitted within one week. Occasionally, subject teacher may not be able to return marks or assessments within one week due to unforeseen circumstances. In that case, students may email subject teacher to inquiry regarding the assignment status.

    ·         Completed course assignments can be submitted to the classroom Drop Box online. Various technologies may support visual modes of contact.

    ·         Class assignment, assessment and final examination will take electronic format including grade book, report cards, and so on.

    ·         The parents and/or guardians of students over 18 years old, with the permission of adult students, may have access to the student’s online course information including assessment and evaluation items, thereby promoting more parental involvement with education. Online conferencing and direct phone contact with the Blue Gene Education Principal are also encouraged.
  • Course Registration

    Students enrolled in Blue Gene Education are responsible for the continuing completeness and accuracy of their own registration. It is the student’s responsibility to make sure that he/she meets prerequisite requirements for courses to take.By applying for Blue Gene, students also agree that all documentation submitted along with registration application form become the property of Blue Gene Education.

    Once the student’s registration is processed and approved, he or she will be contacted and provided with: a) welcome package, b) username and password to begin credit course immediately, c) principal greeting and teacher introduction, d) log in and attendance expectations, e) timelines for the completion of activities and assignments where appropriate, and, f) deadline date of five months with options for extension in writing to the Principal.

    Time for credit course completion: five months from start date. Payment covers the online course materials and tuition. It does not cover course text books, whether e-Books or hard copy which may result in additional costs.

    Procedures for Students who Transfer Course

    A student, who registers and is enrolled into a course for less than two weeks and does not complete any form of assessment or evaluation in that course, may request to be transferred to another course. They must have made transfer request to the Principal within five school days of their initial enrolment. Upon approval by the Principal, it can proceed, but there will be $100 administration processing fee. The decision of the Principal will be considered final in all cases.

  • Successful students are responsible for their own organization and time management when taking online courses.Students should:

    ü  understand that taking a course on-line can be a challenging process;

    ü  learn independently with self-discipline and self-motivation;

    ü  keep track of assignments and meet deadlines with very limited accountability to others;

    ü  maintain credibility, honesty and accountability for work done in a proper manner; and,

    ü  submit their own work and use resources with proper reference as strictly regulated in Blue Gene Education policies and procedures.

    Attendance Requirements

    Regular attendance in any learning environment is of crucial importance to school success.Online learning environment is a flexible way of learning compared to traditional physical classroom settings. Students do not regularly see the teacher “face-to-face”. Blue Gene Education online program offers a form of “distance virtual education” with focus onteaching, rather than self-directed student learning.

    A student must put in 110 hours of work in order to complete one credit course,while half credits and makeup credits require 55 hours. Due to the continuous entry and exit model of online education, hours rather than dates or periods are recorded as evidence of attendance.

    Attendance is not onlytaken as the amount of hours students and teachers both login for lecture, but also involved with work done online, such as completion of research and enquiry for assignments; conferencing with the teacher and classmates; culminating project; and final exam. In Blue Gene Education, online courses are defined as fully online 110 hours including all activities, assessment and evaluation, etc.

    Students who do not participate in their online course on regular basis will become impediments to the learning process and lose opportunity to assess. The Principal may intervene promptly in managing attendance, proper conduct, problems within various courses, and other matters so that the technology does not become a deterrent to effective learning.

    The following procedureswill be strictly implemented to ensure that every student has strong attendance in each course:

    ·         The Principal will maintain attendance records of each online course when students and teachers should login to courses according to prescribed calendar.

    ·         Students must login a minimum of three times a week. Frequent absence of online login, minimal participation or non-submission of assignments may be brought to the attention of the Principal by the subject teacher. The Principal may intervene in a positive and supportive manner to encourage attendance as well as promote learning experience.

    ·         Students and the parent(s)/guardian(s) of students under 18 years of age, who fail to log in due to technical problems should contact timely with Blue Gene Education according to attendance policy. With the support of technical team, the problems should be solved promptly. If not, students will be offered extension for continued studies.

    ·         Students who leave a course before completion must provide valid reasonsto request either in writing to the Principal or over the phone.

    ·         The Principal will work with subject teachers to set manageable assessment and evaluation assignments early in the course, considering thatsome students might encounter any technology barriers.

    ·         Students who have not completed their course within five months from the day of enrollment in that course, will be considered as not enrolled from the course.

    Code of Students Behaviour

    ·         Students will respect one another, their teachers and school staff. There will be no tolerance for inappropriate behaviours based on race, skin pigmentation, creed, age, religion, sex, academic ability, social orientation, physical appearance and/or sexual orientation.

    ·         Because Blue Gene Education online course system is Internet based, there is also an expectation of the use of the Internet as it relates to Blue Gene Education. Students should review this course calendar to ensure that students are fully aware of behavior expectations once registered. Plagiarism is included.
  • The school reserves the right to monitor all course materialsand the like in user accounts on the secured file server in order to determine the appropriateness of computer use when a situation has arisen. The following processes have been put into place:

    ·         Student access into the Blue Gene Education online course system is provided with restricted permission, and students must follow the guidelines set by the Principal and federal laws.

    ·         If the online course system is used inappropriately or in a prohibited manner, the Principal reserves the right to terminate the registration or suspend the access. There is the possibility of further disciplinary action or even legal prosecution, if the appropriate laws or regulations deem it necessary.

    ·         It is important to be aware that all activities in an online environment are not regarded as private. The school reserves the right to monitor all course materials placed in a user’s account and to remove it if necessary.

    ·         The security of the online environment is only effective when its users follow the rules. In Blue Gene Education, it is important for student user:

    o    Never reveal your password of your course to any individual (except your parents or guardian);

    o    Always report to your Principal immediately any email or chat message which either get your attention or requests inappropriate personal information from you;

    o    Never attempt to access unauthorized material or to impersonate another user. Any attempt to vandalize, harm or destroy data of another user is prohibited. Any attempt to vandalize the data of the course or school is also prohibited.
  • The Credit System

    A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours, and has been developed from Ministry of Education curriculum guidelines or has been approved by the Ministry. Credits are granted by the Principal on behalf of the Ministry of Education. Ontario Curriculum Policy documents and outlines of courses are available for access and review at the principal’s office upon request.

    A half credit may be granted for each 55-hour part of a 110-hour ministry-developed course. Half-credit courses must comply with Ministry of Education requirements as outlined in the curriculum policy documents.

    For the purpose of granting a credit, “scheduled time” is defined as the time during which students participate in planned learning activities designed to lead to the achievement of the curriculum expectations of a course. Planned learning activities include interaction between the teacher and the student and assigned individual or group work (other than homework) related to the achievement of the learning expectations in the course.

    Ontario Secondary School Diploma (OSSD)

    Ontario Secondary School Diploma is granted, on the recommendation of the Principal of the secondary school, to a student who has accumulated a minimum of 30 credits: 18 compulsory credits and 12 optional credits. A total of 40 hours of community involvement and successful completion of the provincial secondary school literacy requirement must also be achieved.

    18 Compulsory Credits

    ü  4 credits in English (1 credit per grade)

    ü  3 credits in Mathematics (at least 1 credit in Grade 11 or 12)

    ü  2 credits in Science

    ü  1 credit in Canadian history

    ü  1 credit in Canadian geography

    ü  1 credit in the Arts (music, art, drama, or dance)

    ü  1 credit in Health and Physical Education

    ü  1 credit in French as a Second Language

    ü  0.5 credit in Civics and 0.5 credit in Career Studies

    Plus one credit from each of the following three groups:

    ü  Group 1 : English (including the Ontario Secondary School Literacy Course), French as a Second Language, Classical Languages, International Languages, Native Languages, Canadian and World Studies, Native Studies, Social Sciences and Humanities, Guidance and Career Education, Cooperative Education

    ü  Group 2 : French as a Second Language, The Arts, Business Studies, Health and Physical Education, Cooperative Education

    ü  Group 3 : French as a Second Language, Science (Grade 11 Or 12), Computer Studies, Technological Education, Cooperative Education

    Note: The following conditions apply to selections from the above three groups:

    • A maximum of 2 credits in French as a Second Language may count as additional compulsory credits, 1 credit from Group 1, and 1 credit from either Group 2 or Group 3.

    • A maximum of 2 credits in Cooperative Education may count as additional compulsory credits, selected from any of Groups 1, 2, or 3.

    12 Optional Credits

    In addition to the 18 compulsory credits, students have to earn 12 optional credits in courses of their choice, selected from the full list of courses available in the school. Optional credits allow students to select courses that suit their individual interests and meet university, or college requirements.

    Granting of the Ontario Secondary School Diploma

    On the recommendation of the Blue Gene Principal, the Ministry of Education of the Province of Ontario grants the Ontario Secondary School Diploma at any time during the year to students who have successfully completed all the necessary requirements. The Principal will submit the necessary report to the Ontario Ministry of Education once an Ontario Secondary School Diploma is issued to a student who has successfully completed all the OSSD requirements.

    Ontario Secondary School Literacy Test (OSSLT)

    The Ontario Secondary School Literacy Test (OSSLT) is administered by EQAO, is one of the requirements for granting Ontario Secondary School Diploma (OSSD). All students must successfully complete the literacy requirement in order to earn OSSD. For most students this requirement will be met through the administration of the Literacy Test in the spring of Grade 10. The test is based on Ontario curriculum expectations for language and communication, particularly reading and writing, up to and including Grade 9. The test will identify areas for remediation for students who are unsuccessful in completing the test. Students who write the test but do not succeed may retake the test and successfully complete both the reading and writing components in order to pass.

    Students who have been eligible to write the OSSLT but unsuccessful are eligible to take the Ontario Secondary School Literacy Course. This arrangement will be made by the Principal upon the receipt of the OSSLT results. All students at Blue Gene who are not high school graduates are required to complete the test or the course successfully in order to earn their OSSD.

    Ontario Secondary School Literacy Course (OSSLC)

    Students may also meet the literacy requirements for graduation by successfully completing the OSSLC for a minimum of 110 hours. Students who have been eligible to write the OSSLT at least twice but unsuccessful at least once are eligible to take the course. Under special circumstances, students may be eligible to take the course at the discretion of the principal.Mature students may enrol directly in the OSSLC.This course can also count as the Grade 11 or Grade 12 English compulsory course.

    Although this course is offered in Grade 12 and represents a credit awarded in Grade 12, the standard for a pass in the course is comparable to that established by the OSSLT, which represents achievement of Grade 9 literacy expectations. Students who receive 50 per cent or higher in the course receive a credit for the course and also are deemed to have met the secondary school literacy requirement for graduation.

    Ontario Secondary School Certificate (OSSC)

    This certificate will be granted, on request, to a student who leaves school before earning the OSSD and who has earned a minimum of 14 credits including 7 compulsory credits and 7 optional credits.

    The compulsory credits include:

    ü  2 credits in English

    ü  1 credit in Mathematics

    ü  1 credit in Science

    ü  1 credit in Canadian Geography or Canadian History

    ü  1 credit in Health and Physical Education

    ü  1 credit in Arts, Computer Studies, or Technological Education

    Certificate of Accomplishment:

    Students who leave school before fulfilling 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 vocational programs or other kinds of further training (e.g., apprenticeship), or who plan to find employment after leaving school.

    Policies on Substitutions for the Compulsory Courses

    Up to three substitutions from other subject areas specified in the list of compulsory credit requirements can be made for compulsory courses for a student enrolled in a secondary school. The decision to make a substitution for a compulsory course is made by the principal in consultation with the parents/guardians and subject teacher if the student’s educational interest is best served.

    Blue Gene Education procedure: We do not administer the substitution requirement as we do not have full-time students in the calendar year 2019-2020.

    Mandatory Community Involvement Requirements and Procedures

    As part of the diploma requirements, every student who begins secondary school on Ontario is required to complete 40 hours of community involvement in order to receive Ontario Secondary School Diploma. These activities may be completed at any time during their years in Grades 9 to 12. The purpose of this requirement is to encourage students to develop a substantial understanding of the various social roles they can play in their community and to help them develop a strong sense of belonging within the community. The requirement is to be completed outside students’ regular instructional hours, in other words, the activities are to take place in students’ designated lunch hours, after school, on weekends, or during school holidays.

    Blue Gene Education procedure: We do not administer the community involvement requirement as we do not have full-time students in the calendar year 2019-2020.
  • Given the nature of the educational goals of its clientele, Blue Gene offers Grade 9 to 12 online courses for the 2017-2018 Academic Year. All of these courses have been developed by the Ministry to provide students with the knowledge and skills they need to satisfy the entrance requirements for university undergraduate degree programs. 

    Courses Offered at Blue Gene with Codes , Prerequisite(s) and Course Description
    Given the nature of the educational goals of its clientele, Blue Gene offers Grade 11to 12 online courses for the 2019-2020 Academic Year. All of these courses have been developed by the Ministry to provide students with the knowledge and skills they need to satisfy the entrance requirements for university undergraduate degree programs.

    List of Online Courses Offered at Blue Gene with Codes and Prerequisite(s)


    Course Code

    Course Title



    English, Grade 11, University Preparation

    English, Grade 10, Academic


    English, Grade 12, University Preparation

    English, Grade 11, University Preparation


    Ontario Secondary School Literacy Course, Grade 12, Open

    Eligibilityrequirement: Students who have been eligible to write the OSSLT at least twice and who have been unsuccessful at least once are eligible to take the course. (Students who have already met the literacy requirement for graduation may be eligible to take the course under special circumstances, at the discretion of the principal.)

    Business Studies

    Course Code

    Course Title



    Financial Accounting Principles, Grade 12, University/College Preparation

    Financial Accounting Fundamentals, Grade 11, University/College Preparation

    Canadian and World Studies

    Course Code

    Course Title



    Analysing Current Economic Issues, Grade 12, University Preparation

    Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities

    Social Sciences and Humanities

    Course Code

    Course Title



    Social Science: Challenge and Change in Society, Grade 12, University Preparation

    Any University, University/College, or College Preparation course inSocial Sciences and Humanities, English, or Canadian and World Studies


    Families in Canada, Grade 12, University Preparation

    Any University, University/College, or College Preparation course inSocial Sciences and Humanities, English, or Canadian and World Studies

    Classical and International Languages

    Course Code

    Course Title



    International Language, Grade 12, University Preparation

    International Languages, Level 2, University Preparation
    English as Second Languange

    Course Code

    Course Title



    English As A Second Language Level 4, Open

    ESL Level 3 or equivalent


    English As A Second Language Level 5, Open

    ESL Level 4 or equivalent

    Course Description:


    ENG3U   English

    This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course.

    ENG4U English

    This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literacy texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.

    OLC4OOntario Secondary School Literacy Course

    This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that are evaluated by the Ontario Secondary School Literacy Test. Students who complete the course successfully will meet the provincial literacy requirement for graduation. Students will read a variety of informational, narrative and graphic texts and will produce a variety of forms of writing, including summaries, information paragraphs, opinion pieces, and news reports. Students will also maintain and manage a literacy portfolio containing a record of their reading experiences and samples of their writing.

    Business Studies

    BAT4M   Financial Accounting Principles

    This course introduces students to advanced accounting principles that will prepare them forpostsecondary studies in business. Students will learn about financial statements for variousforms of business ownership and how those statements are interpreted in making businessdecisions.Thiscourse expands students’ knowledge of sources of financing, further developsaccounting methods for assets, and introduces accounting for partnerships and corporations.

    Canadian and World Studies

    CIA4U   Analyzing Current Economic Issues

    This course examines current Canadian and international economic issues, developments, policies, and practices from diverse perspectives. Students will explore the decisions that individuals and institutions, including governments, make in response to economic issues such as globalization, trade agreements, economic inequalities, regulation, and public spending. Students will apply the concepts of economic thinking and the economic inquiry process, as well as economic models and theories, to investigate, and develop informed opinions about, economic trade-offs, growth, and sustainability and related economic issues.


    ESLDO English as a Second Language ESL Level 4

    This course prepares students to use English with increasing fluency and accuracy in classroom and social situations and to participate in Canadian society as informed citizens. Students will develop the oral-presentation, reading, and writing skills required for success in all school subjects. They will extend listening and speaking skills through participation in discussions and seminars; study and interpret a variety of grade-level texts; write narratives, articles, and summaries in English; and respond critically to a variety of print and media texts.

    ESLEO   English as a Second Language Level 5

    This course provides students with the skills and strategies they need to make the transition to college and university preparation courses in English and other secondary school disciplines. Students will be encouraged to develop independence in a range of academic tasks. They will participate in debates and lead classroom workshops; read and interpret literary works and academic texts; write essays, narratives, and reports; and apply a range of learning strategies and research skills effectively. Students will further develop their ability to respond critically to print and media texts.

    Social Sciences and Humanities

    HSB4U   Social Science: Challenge and Change in Society

    This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyze how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyze causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change.

    HHS4U   Families in Canada

    This course enables students to draw on sociological, psychological, and anthropological theories and research to analyze the development of individuals, intimate relationships, and family and parent-child relationships. Students will focus on issues and challenges facing individuals and families in Canada’s diverse society. They will develop analytical tools that enable them to assess various factors affecting families and to consider policies and practices intended to support families in Canada. They will develop the investigative skills required to conduct and communicate the results of research on individuals, intimate relationships, and parent-child relationships.

    International Languages

    LKMDU   International Language

    This course prepares students for university studies in Mandarin. Students will enhance their ability to use the language with clarity and precision, and will develop the language skills needed to engage in sustained conversations and discussions, understand and evaluate information, read diverse materials for both study and pleasure, and write clearly and effectively. Students will also have opportunities to add to their knowledge of the culture of countries where the language is spoken through the use of community resources and computer technology.

    Policies and Procedure for Waiving Prerequisites

    Courses in Grades 10, 11, and 12 may have prerequisites for enrolment. Allprerequisite courses are identified in Ministry curriculum policy documents,and no courses apart from these may be identified as prerequisites. Schools mustprovide parents and students with clear and accurate information about prerequisites.If a parent or an adult student (a student who is eighteen years of age orolder) requests that a prerequisite be waived, the principal will determine whetheror not the prerequisite should be waived. A principal may also initiate considerationof whether a prerequisite should be waived. The principal will make his orher decision in consultation with the parent or the adult student and appropriateschool staff.

    Blue Gene Education Procedure: We do not administer the waving prerequisite requirement as we do not have full-time students in the calendar year 2019-2020.
  • Course Outlines and Curriculum Documents

    In Blue Gene, the courses offered have been developed according to the requirements of the Ontario Ministry of Education. Course outlines are available in the main office for viewing by parents or guardians. Curriculum documents detailing each course are available from the Ministry of Education website Courses are offered pending sufficient student enrolment.

    Course Code Explanation: All courses are identified by a 5-character code common to all secondary schools in Ontario.

    Eg: MCR3U

    The first three characters identify the Department and the Course

    MCR Mathematics

    CHC Canadian History

    ENG English

    PPL Physical Education

    The fourth character identifies the year or grade

    3 Grade 11

    4 Grade 12

    The fifth character identifies the level of instruction for the course

    O Open

    E Workplace Preparation

    L Locally developed

    C College Preparation

    P Applied

    M University/College Preparation

    D Academic

    U University Preparation

    Types of Courses in Grade 9 and 10

    The following three types of courses are offered in Grades 9 and 10:

    Academic courses develop students’ knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate.

    Applied courses focus on the essential concepts of a subject and develop students’ knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas, and students are given more opportunities to experience hands-on applications of the concepts and theories they study.

    Open courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirement of university, college, or the workplace in mind.

    Types of Courses in Grade 11 and 12

    The following five types of courses are offered in Grades 11 and 12:

    College preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for most college programs or for admission to specific apprenticeship or other training programs.

    University preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs.

    University/college preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programs offered at universities and colleges.

    Workplace preparation courses are designed to equip students with the knowledge and skills they need to meet the expectations of employers, if they plan to enter the workforce directly after graduation, or the requirements for admission to certain apprenticeship or other training programs.

    Open courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college, or the workplace in mind.

    Note:It is very important that students choose courses for the appropriate destination in order to ensure their interest and their success. College/University (M) and University (U) courses, for example, have a high level of difficulty and mostly theoretical content. Workplace (E) and College(C) courses will be more reasonably paced and will include practical real-life examples and applications.

  • The Ontario Student Record is the official school record for a student registered in a school in Ontario. Every Ontario school keeps an OSR for each student enrolled at that school. The OSR contains achievement results, credits earned and diploma requirements completed, and other information important to the education of the student. These records are protected by the Education Act and Freedom of Information legislation.

    If a student is enrolled in Blue Gene as well as another Ontario secondary school, the OSR is held by the school where the student is taking the most courses. BG will not hold the OSR for students who have already graduated at another school

    The Blue Gene Education establishes or obtains the student OSR only if the student becomes the sole responsibility of the Blue Gene Education.


    In the OSR:

    ·         an OSR folder in Form 1A or Form 1

    ·         report cards

    ·         an Ontario Student Transcript, where applicable

    ·         a documentation file, where applicable

    ·         an office index card

    ·         additional information identified as being conducive to the improvement of the instruction of the student

    Personal information in the OSR is maintained for at least one year after use. Report cards and documentation files are maintained for five years after use. The OSR folder containing the OST and the Office Index Card will be maintained for fifty-five years after a student retires.


    Students and their parents or guardians (if the student is under age 18) may examine the contents of the OSR. Access to the OSR is also granted to the educational personnel from the Ministry of Education.


    The OSR is an ongoing record and may be transferred from the Blue Gene Education if the student transfers to another school. Transfer of all of the original material in the OSR occurs by Priority Post when the Blue Gene Education receives written request from the receiving school. If a student transfers outside Ontario, then only a copy of the OSR is transferred. When a student retires, the Blue Gene Education may give the parents a copy of the OSR, if so requested.

    Blue Gene Education procedure: We do not administer the OSR requirement as we donot have full-time students in the calendar year 2019-2020.
  • The Ontario Student Transcript (OST) provides a comprehensive record of a student’s overall achievement. In Blue Gene, the credits that a student has earned towards fulfillment of the requirements for the graduation diploma will be recorded on the OST. At the conclusion of each year a summary of courses attempted and credits gained will be maintained in each student’s Ontario Student Transcript. Courses will be entered under the common course code and the percentage obtained will be reported. This important document will be available for students and their parents/guardians to review upon request. A copy of student’s transcript will be issued upon request, subject to reasonable notice, for instance, when a student receives his/her diploma or decides to terminate his/her formal schooling. The student should submit request in person or by writing to the Principal. The Ontario Student Transcript (OST) is a cumulative and continuous record of a student’s successful and unsuccessful attempts at completing OSSD requirements. OST includes all courses followed at Blue Gene Education and is therefore issued in its entirety. The transcript, which is part of the Ontario Student Record (OSR), will include the following information:

    ü  the student’s achievement in Grades 9 and 10, with percentage grades earned and credits gained for successfully completed credit courses;

    ü  a list of all Grade 11 and 12 courses taken or attempted by the student, with the percentage grades earned and the credits gained (students repeating a course for which they have already earned a credit will earn only one credit for the completion of that course);

    ü  identification of any course that has been substituted for one that is a diploma requirement;

    ü  confirmation that the student has completed the community involvement requirement;

    ü  the student’s final result on the provincial secondary school literacy test;

    ü  an indication of any extraordinary circumstances affecting the student’s achievement in a Grade 11 or 12 course;

    Full Disclosure

    Full disclosure applies to all Grade 11 and 12 courses. Full disclosure means that if a student withdraws from, repeats or fails a Grade 11 or 12 course, it must be recorded on the OST. Repeated Grade 11 and 12 courses will both show on the transcript with their recorded mark; however, only one credit will be granted and the lower mark will have an “R” in the credit column. Failed Grade 11 and 12 courses will show on the OST.
  • The Ontario Ministry of Education states that the primary purpose of assessment and evaluation is to improve student learning. In Blue Gene, assessment, evaluation, and reporting system, which is based on the Ontario curriculum policies, aims to set high standards of achievement for all students and promote consistency in teaching and learning. To support this aim, teachers will collect information through assessment to provide descriptive feedback that guides the student’s efforts towards improvement. Teachers will use the Ministry achievement charts to evaluate evidence of the student’s performance demonstrated over time. Student achievement will be communicated formally to students and parents by means of the Provincial Report Card, which also provides a record of the learning skills demonstrated by the student.

    Definitions and Policies of Assessment and Evaluation

    In accordance with the Growing Success document issued by the Ontario Ministry of Education, 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. Evaluation is the process of judging the quality of student achievement of overall expectations.

    Assessment is a method and process for teachers to gather information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) to accurately reflect how well a student is achieving the curriculum expectations in a subject or course.

    The Growing Success document distinguishes three types of assessment: assessment for learning, assessment as learning, and assessment of learning.

    Assessment for learning (diagnostic) records student’s prior knowledge, and helps assess future goals for individual improvement with respect to course curriculum expectations. It occurs through observation, before instruction and determines students’ readiness to learn new knowledge and skills; it also obtains information about students’ interests and learning preferences.

    Assessment as learning (formative) illustrates student’s progress through self-monitoring and self-critical assessment of learning. In assessment as learning, teachers help all students to develop their independent learning skills, ability to set individual goals, and measure and reflect on personal progress.

    Assessment of learning (summative) reports on student progress at the end of the task/unit/course in relation to curriculum learning outcomes; student’s application of key concepts, knowledge, skills, and attitudes are measured through culminating activities. This assessment occurs at or near the end of a period of learning, and may be used to inform further instruction.

    While assessment is more of a qualitative approach, evaluation focuses more on formatted testing of students’ academic performance. It is a process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. The value assigned will be in the form of a percentage grade. In Blue Gene, students will be evaluated based on the Achievement Charts in the Provincial Curriculum Policy Documents for the courses in which they are enrolled. Evaluation is based on the level of achievement the student demonstrates in the skills and knowledge covered in a course.

    Seventy percent (70%) of the evaluation is based on classroom work and may be determined through a variety of methods, such as ongoing class demonstrations, presentations, essays, performances and classroom tests and quizzes. Thirty percent (30%) of the evaluation is based on a final summative evaluation that may be determined through one or a variety of methods in the latter portion of the course, such as a portfolio, essay, examination and demonstration. This final evaluation reflects the range and level of student skills and knowledge towards the conclusion of the course and will give students an opportunity to synthesize the different aspects of their learning for each particular course.

    Assessment and evaluation methods at Blue Gene are based on the Ontario Provincial curriculum expectations and the achievement levels outlined in the curriculum policy document for each discipline. Through the well-designed assessment and evaluation, teachers in Blue Gene can be able to gather information to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. They can also adapt their curriculum and instructional approaches to students’ needs and assess the overall effectiveness of programs and classroom practices. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers at Blue Gene are required to use assessment and evaluation strategies that conform to the following criteria based on the seven fundamental principals from the Growing Success document:

    ü  Are fair, transparent, and equitable for all students;

    ü  Support all students, including those with special education needs, those who are learning the language of instruction (English or French);

    ü  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;

    ü  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;

    ü  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;

    ü  Provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;

    ü  Develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

    Achievement Levels

    Blue Gene Education sets achievement levels according to the curriculum expectations as described in the achievement charts in the secondary curriculum policy documents. The Levels of Achievement are organized into broad categories of knowledge and skills and teachers provide students with detailed descriptions of each level of achievement. The broad categories of knowledge and skills are: Knowledge/Understanding, Thinking/Inquiry, Communication, and Application/Making Connections. The names of the categories may vary slightly from one discipline to another, reflecting differences in the nature of the disciplines. The achievement levels provide a reference point for all assessment practice, and serve as a guide for gathering assessment information and a framework of assessing and evaluating each student’s achievement. As such, the achievement levels enable teachers to make consistent judgments about the quality of students’ work and to provide clear and specific information about their achievement to students and their parents.

    The levels of achievement are associated with percentage grades and are defined as follows:

    Level 4:


    Identifies achievement that surpasses the provincial standard.

    The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course.

    Level 3*:


    Represents achievement at the provincial standard.

    The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent grades/courses.

    Level 2:


    Represents achievement that is below, but approaching the provincial standard.

    The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.

    Level 1:


    Represents achievement that falls much below the provincial standard.

    The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course.

    Below 50% **

    Insufficient achievement of the curriculum expectations. A credit will not be granted for the course.

    *Note: Level 3 is defined as the provincial standard. A student achieving at this level is well prepared for work in the next grade or the next course.

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

    Evidence of Student Achievement for Evaluation

    Evidence of student achievement is collected over time from three different sources:

    ü  observations

    ü  conversations

    ü  student products

    Using multiple sources of evidence increases the reliability and validity of the evaluation.

    Evaluation includes:

    ü  Reporting on student achievement of overall expectations.

    ü  Clear communication of criteria to students prior to learning activities. Students should be made aware of the evaluation process prior to beginning an assignment.

    ü  “Student products” in the form of tests or exams and/or assignments for evaluation. Such assignments may include rich performance tasks, demonstrations, projects and/or essays.

    ü  Equity for all students. Assignments for evaluation and tests or exams are to be completed, whenever possible, under the supervision of a teacher.

    ü  Sufficient evidence of student achievement within the four categories of the achievement chart is needed to determine grades and to demonstrate to the teacher, parents/guardians and students the level of achievement of the curriculum expectations at the time of reporting. The amount of evidence varies, depending on the grade and the curriculum.

    The evaluation of student learning is the responsibility of the teacher and must not include the judgement of the student or of the student’s peers.


    • It is the students’responsibility to ensure that they have completed all of the assigned requirements of the course before writing the final exam or assessment task.
    • Once the final exam is written or the final assessment is submitted, no further assignments may be submitted, unless prior arrangements have been made between the student and the subject teacher. Students will receive zeros for any unsubmitted assignments.
    • There are a variety of assignments such as essays, term papers, experiments, projects, participation in conference discussions, etc.
     Final Examination

    In Blue Gene Education, all courses will have final. Theformats for a final exam are subject to the teacher, the Principal and the Ministry of Education Curriculum guidelines and mandates. Blue Gene Education and the student will ensure that exams offered must be taken in a proper supervised location, thus ensuring the security and integrity of the exam is well maintained.

    Proctoring: A proctored exam is one that is monitored or supervised by an impartial individual, usually called a proctor, while a student is taking an exam. The responsibility of the proctor is to ensure the security and integrity of the exam process. When the student is taking an exam online instead of physically in a supervised classroom, the parent/guardian of the student can be the family proctor. The teacher then contacts theproctor to ensure credibility via a checklist and provides instructions for the exam in consultation with both the student and the proctor. The Proctor then provides evidence of supervision via a form that accompanies the exam back to the teacher. Students are personally responsible for any Proctor fee that arises.

    Formal Reporting Periods

    There are two formal reporting periods: Mid-Term and Final. Both will be transferred to the student’s home school where the OSR resides or retained by Blue Gene Education as the home school. The Report Card can also be issued to the Ontario University Application Centre on behalf of the student, when the student provides his/her current Application Reference Numberto Blue Gene Education.

    The Provincial Report Card

    In Blue Gene, student achievement is communicated formally to students and their parents/guardians by means of the Provincial Report Card. The report card documents the student’s achievement in every course, at particular points in the school year, in the form of a percentage grade. It also includes teachers’ comments on the student’s strengths and weaknesses, specifying the areas in which improvement is needed and the ways in which it might be achieved. The report card contains separate sections for recording attendance and for evaluating the student’s learning skills in every course.

    At the end of each course, a final grade is recorded, and credit is granted for every course in which the student’s grade is 50 per cent or higher (reflecting achievement at level 1 or above). The final grade for each course will be based on a) assessments and evaluations conducted throughout the course, and b) a final evaluation. The relative weights assigned to these two components are specified in the Ministry’s curriculum policy document: assessments and evaluations conducted throughout the course accounts for 70%; and final evaluation constitutes 30%.

    Policies and Procedures for Reporting and Communicating Student Achievement

    The teacher will maintain regular contact with the parent(s)/guardian(s) regarding the learning progress of students, as deemed appropriate to their age. Students will also receive continuous feedback on the course progress. Attendance will be monitored to ensure that course requirements are met. The parent(s)/guardian(s) will receive a final report card as deemed appropriate.

    The final grade for a course must be submitted by the subject teacher first to the Principal’s Office. The Principal will collect the final grade report(s) of all the courses currently offered in the term that contain students’ grades for every graded component of the course, and the percentage weighting of each component. Then the Principal will keep the hardcopies away in the central filing storage and saving the electronic copies in the computer database of student academic records. The final grades of all the courses each student has completed will be recorded in the Provincial Report Card provided to the student at the end of each course.

    Communication is vital for teaching and ensuring success and is a main category that is identified clearly in the Ministry of Education’s document Growing Success, 2010.The teachers and Blue Gene Education will determine the form of communicating with students and parent(s)/guardian(s).Various forms of communication may be employed by Blue Gene Education as acceptable for educational purposes only. The student will have access to the Blue Gene Education online course system, chat rooms and others such as uploaded audio or visual files. The teacher may also employ programs like Skype, QQ, Wechat, etc.

    Prior Learning Assessment and Recognition (PLAR)

    Prior learning includes the knowledge and skills that students have acquired, inboth formal and informal ways, outside Ontario secondary school classrooms. Students may have their skills and knowledge evaluatedagainst the overall expectations outlined in provincial curriculum policy documentsin order to earn credits towards the secondary school diploma. The PLAR process involves two components: challenge and equivalency. The challenge processis the process whereby students’ prior learning is assessed for the purpose of grantingcredit for a course developed from a provincial curriculum policy document. Theequivalency process involves the assessment of credentials from other jurisdictions. For students who are transferring from home schooling, a non-inspected privateschool, or a school outside Ontario, principals will grant equivalency credits forplacement purposes based on their evaluation of the student’s previous learning. The Principal will determine the number of credits, including compulsory credits that a student needs in order to meet diploma credit requirements.The total number of equivalent credits and thecorresponding number of compulsory credits will be recorded in a student’s OST.

    Blue Gene Education Procedure: Does not offer PLAR challenge. Blue Gene Education is prepared to accept students from out-of-province and grant equivalent credits if/when the student is enrolled as a full-time student where Blue Gene Education establishes andmaintains the OSR.

    The Property of Blue Gene Education

    All members of Blue Gene must show proper care and regard for the property of Blue Gene and the property of others. In case any damage to the property is caused either intentionally or unintentionally, Blue Gene reserves the right to demand compensation for the losses which shall be more than the cost of a replacement of the damaged property.

    Reinforcement of the Code of Conduct

    In Blue Gene, any student who is charged with violations of the code of conduct shall be subject to disciplinary action decided by the Principal. The Principal has the authority to issue warnings, impose penalties and recommend dismissal.

    Visitors, Invitees, or Trespassers whose behaviour violates the maintenance of order in Blue Gene will be asked to leave the premises. Failure to leave promptly upon request will result in the Principal using all reasonable means, including but not limited to calling for assistance of the police, to effect removal. The person(s) involved may be held accountable for the acts of misconduct of the guests while on the premises.