Upper School Course Calendar and Descriptions

At Hudson College, we encourage students to express who they are and explore their interests and passions. We offer an individualized course of study for each student, specific to their goals. Our balanced curriculum offers a wide range of subjects and immersive activities—from the arts and sciences to technology and athletics—preparing students for any program at the university or college level. 

Our three semester system also provides space in students’ daily schedules so they can focus on fewer courses at a time with less stress. From September to April, students have a designated Study Period to do homework, study for tests, and get help from teachers. 

Students can take courses across grade levels in collaboration with parents, and with permission of the Principal. Course offerings are subject to change each academic year based on class sizes and interest. Detailed descriptions of all courses can be found on the course pages for each grade level, as well as on the Ontario Ministry of Education website.

This Course Calendar also provides students, parents and guardians with information about the Ontario Ministry of Education requirements for awarding the Ontario Secondary School Diploma (OSSD), along with Hudson College’s academic policies. Use it as a planning tool to create your own Hudson path!

Academic Policies

Assessment and Evaluation of Student Achievement 

The main purpose of assessment and evaluation is to improve student learning. Information gathered helps teachers identify students’ strengths and those areas needing improvement, as well as program areas of strength and those needing improvement. It is important that teachers adapt their instructional methods to the needs of their students. 

Assessment: The process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. 

Evaluation: The process of judging the quality of student learning is informed by professional knowledge of curriculum expectations, established criteria, evidence of learning, and assigning a value to represent that quality. Evaluation is the collection of evidence over time from 3 sources: observations, conversations, and student products. Evaluation is based on assessments of learning that provide data on student achievement at strategic times throughout the grade/subject/course, often at the end of a cycle of learning. 

Assessment as Learning: The process of developing and supporting student engagement in the assessment process by monitoring their own learning using assessment feedback from teacher (and peers and self) to determine next steps, and setting individual learning goals. Students learn how to learn more effectively and how to self-assess their way to future success. 

Assessment for Learning: The ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there. The information gathered is used by teachers to provide feedback and to differentiate instruction appropriately. Teachers and students use assessment information during the learning process to adjust what they are currently doing in order to improve the quality of learning taking place. The information gathered is used by teachers to provide feedback and adjust instruction and by students to focus their learning. 

Assessment of Learning: The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgments about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. Evaluation of learning comes at or near the end of a learning sequence, unit or progression and provides an accurate summary of what has been learned according to clear learning goals or standards. Learning is summarized in the form of a level, grade, and/or percentage mark to be communicated to parents in a formal way (i.e. on the report card). In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers will use a variety of assessment and evaluation strategies.

Summative Evaluation

The 70% term summative evaluation reflects the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. Students are evaluated for overall expectations outlined in the curriculum policy document for each subject. Students will be provided with opportunities to practice and receive feedback before being evaluated for achievement of the overall expectations. Evidence from all four Achievement Chart categories is considered in the determination of the student’s mark. To ensure consistency, teachers of the same course develop at least one or two common evaluations throughout the course and check that student results are comparable. 

Self and peer assessments provide constructive feedback; however, they are not included as part of the evaluation in the student’s 70% grade. Only evaluations are included in the student’s reported grade. The 30% final evaluation provides students with an opportunity to demonstrate their learning of the overall expectations of the course. Teachers provide students with evaluation tasks and opportunities that fairly represent the overall course expectations (key understandings and skills), and set the conditions whereby students can demonstrate their best work. During the time taken for the final evaluation in the course, no new content and/or skills is introduced; rather, in the evaluation task, students demonstrate the knowledge and skills already learned. 

Categories of Knowledge and Skills

The achievement chart identifies four categories of knowledge and skills that are common to both the elementary and secondary panels and to all subject areas and disciplines. The categories, defined by clear criteria, represent four broad areas of knowledge and skills within which the expectations for any given subject/course can be organized. The four categories should be considered as interrelated, reflecting the wholeness and interconnectedness of learning. communication, and application. 

The categories of knowledge and skills are as follows: 

• Knowledge and Understanding: Subject-specific content acquired in each grade/course (knowledge), and the comprehension of its meaning and significance (understanding) 

• Thinking: The use of critical and creative thinking skills and/or processes 

• Communication: The conveying of meaning through various forms 

• Application: The use of knowledge and skills to make connections within and between various contexts 

In all subjects and courses, students should be given numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations (content standards) across all four categories of knowledge and skills.

Student Achievement and Parent Communication

Hudson uses the following range of methods to report student achievement to parents: 

• Report Cards and Marks: During the semester, each student will receive a mid-term report and a final report. The midterm report will include a percentage mark based on the work done. At the end of the semester, the final report includes the final percentage mark for the student in each course, and indicates the number of credits gained in the semester. Each student has an Ontario Student Record folder in which copies of report cards are kept. Parents, and students over the age of 18, may see the folders upon a request to the Principal. 

• Parent Night: During the semester/school year, two special parent nights are arranged to talk directly with teachers about the progress of their child. 

• Ongoing communication: Parents and teachers are able to communicate mutual interests and concerns via email at any point during the semester. Given families’ busy schedules, this has proven to be a popular and effective means to keep the lines of communication between parents and Hudson open and regular. Parents may also initiate a meeting with teacher(s) to discuss areas of interest/concern. Hudson teachers may also initiate a request for such a meeting.

Course Transfer, Failure to Complete or Withdrawal 

Students wishing to transfer to Hudson from another school in Ontario during the semester may do so, only if the courses selected at Hudson have been started at the previous school. The transfer must be approved by the Principal after consultation with the previous school’s Principal and will be allowed only if we believe that the student will be able to successfully complete the course at Hudson.

Attendance

Regular attendance is crucial to success in the Hudson program. The guidelines of the Ministry of Education require that students receive at least 110 hours of instruction for each credit course. Hudson expects all students to attend all classes. Valid documentation must be presented to the teacher and the office for missed classes.

Student Behaviour

Total commitment to the learning process is expected of all students and College principles exist to promote a healthy educational environment.

A school Code of Behaviour outlines, in detail, Hudson’s expectations of students, and the consequences for failing to meet these expectations. The Code covers a wide range of subjects including:

• Respect for fellow students and Hudson staff

• Regular attendance, punctuality and participation in all course activities

• Expected conduct and behaviour that does not negatively affect the learning environment

Prerequisite Courses 

Courses in Grades 11 and 12 may have prerequisites as a requirement for enrollment. If a student would like to take a course for which they lack the prerequisite, the student’s parent/guardian must submit an official request through the Guidance Office. The Principal will determine whether or not the prerequisite should be waived.

Leave of Absence

A Leave of Absence must be requested at least two weeks prior to the intended departure date. 

If a student has completed a course, but has failed to achieve the curriculum expectations at a passing level, no credit will be granted. At this time, staff will determine the best way to enable the student to earn a credit for the course, in consultation with the student and parents/guardians. This may be done at summer school, through an individualized remediation program, or by repeating the entire course.

Course Withdrawal

If a student in a Grade 11 or 12 course withdraws after five instructional days following the issue of the mid-semester report card, the withdrawal is recorded on the Ontario Student Transcript (OST). The percentage grade at the time of the withdrawal is recorded. If a student withdraws before the five instructional days following the issue of the midsemester report card, the withdrawal is not recorded on the OST.

Course Selection

During the month of March, students at all grade levels make course selections for the following school year using MyBlueprint. Due to the wide variety of courses offered, and because long-range educational planning is necessary to meet the prerequisite requirements for the programmes and universities to which students plan to apply, students entering Grades 11 and 12 are offered additional assistance in course selection. Students in Grades 9 and 10 also meet with the Guidance Counsellor to develop long-term plans for high school course progression.

Elective courses are offered subject to enrollment requests. Some courses may be offered in alternate semesters if there are insufficient requests.

Course Load

A regular course load each school year specified for their grade is as follows:

• Grade 9 - 8 courses

• Grade 10 - 8 courses

• Grade 11 - 8 courses

• Grade 12 - 6 courses

When program accommodations or modifications occur, or when the Principal has granted prior permission, the course load may vary.

Repetition of a Course

Students who repeat a Grade 11 or 12 course that they have previously completed successfully earn only one credit for the course. However, each attempt and the percentage grade obtained is recorded on the OST, and an "R" is entered in the “Credit” column for the course(s) with the lower percentage grade.

Course Changes

Requests to change, add, or drop courses will only be considered if there is a sound educational reason for the change to occur and if space availability allows. There are only certain times during the semester when course changes may occur. Students must meet with the Principal to discuss their educational goals, related course choices, academic consequences, etc., when requesting a course change. Parental permission is required for all course changes.

Equal Education Opportunity

Hudson College is committed to the principles of gender, faith,race and ethnocultural equity in our curricula, policies and practices. Please see a complete description of the following policies and information in our Family Handbook: Upper School Code of Behaviour, Assessment and Evaluation of Late and Missing Work, Student Plagiarism and Cheating, and Campus Resources. 

Online Learning Exemption

A premise behind students using online learning as one mode of study is to better enable them to employ technology in different formats. Hudson College supports this endeavor and it is already part of our learning culture. All Grade 9 students at Hudson are provided with laptops and software that assists them in integrating technology into their studies on an ongoing basis across the breadth of their courses. Students gain skill in the interactive use of this technology in guided learning situations as between themselves and their peers, and their teachers. While technology is important, a key learning feature of Hudson is our ability to operate in a direct student-to-teacher, peer-to-peer environment. Direct, in-person instruction, where individual student learning needs can be nurtured, accommodated and supported, as appropriate, through technology, is key to student success at Hudson. 

The range of skills Hudson seeks to provide its students, while focussed, is nevertheless broad. Society increasingly expects students to have an increased skill set. To that end, Hudson has determined that it can best serve and meet students’ future needs by maximizing opportunities for in-person learning: direct person-to-person experience, to strengthen the development of academic and social/personal skills. Technology is one tool to assist in this process. As we have done in the past, Hudson will continue to employ it in an integrated, rather than strictly standalone, mode.

Prior Learning Assessment and Recognition

The PLAR process involves two components: challenge and equivalency. The Equivalency Process is only for placement purposes. The Challenge Process refers to the process whereby students’ prior learning is assessed for the purpose of granting credit for a course developed from a provincial curriculum policy document.

For students who are transferring from homeschooling, a non-inspected private school, or a school outside Ontario, the Principal will grant equivalency credits for placement purposes based on their evaluation of the student’s previous learning.

Please note: Hudson only offers the Equivalency Process, not the Challenge Process. 

Challenge Process

The Challenge Process refers to the process whereby students’ prior learning is assessed for the purpose of granting credit for a course developed from a provincial curriculum policy document.

Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school. Where such learning has occurred outside Ontario classrooms, students enrolled in Ontario secondary schools and inspected private schools may have their skills and knowledge evaluated against the expectations outlined 

in provincial curriculum policy documents in order to earn credits towards the secondary school diploma. This formal evaluation and accreditation process is known as Prior Learning Assessment and Recognition (PLAR). PLAR procedures are carried out under the direction of the school Principal, who grants credits.

Because young people benefit in many ways from the learning experiences offered in secondary school, PLAR has a specific, limited function in the Ontario secondary school program. For students who are under the age of eighteen (18), or who are eighteen (18) or over but have never left high school for a year or more, a maximum of four credits may be granted through the challenge process for Grade 10, 11, and 12 courses, with no more than two in one subject area.  

To receive a credit through the PLAR process, students must pass a formal test and may be tested in other ways as well.

Equivalency Process

The equivalency process involves the assessment of credentials from other jurisdictions. The Principal will grant equivalency credits for placement purposes based on their evaluation of the student’s previous learning.

For students with credentials from other jurisdictions, the principal determines the total credit equivalency as well as the number of compulsory and optional credits still to be awarded in accordance with OSSD Diploma requirements.

The credit equivalency total and the number of compulsory credits included will be entered on the student’s Ontario Student Transcript. Students will have to meet the provincial secondary literacy requirement. Principals will also determine the hours of community involvement activities the student will have to complete. The Principal will communicate the placement decision, and the rationale for the placement, to the student and parents.

Credit Equivalency

A student must have a minimum of 30 credits to earn an Ontario Secondary School Diploma (OSSD). However, students are granted overseas equivalency credits based upon their previous successful secondary school work in their own country. For example, a student who has obtained good results on the HKCEE, GCE ‘O’. Levels, or SMP could be granted from 23 to 26 equivalency credits.

Students who wish to apply for university entrance in Canada must obtain an OSSD that includes a minimum of six (6) Pre-university credits. Any or all of these six credits may already be among the 30 credits of the OSSD. University and College entrance requires an OSSD.

For students from overseas and outside Ontario, the Principal will assess their school records and determine the number of equivalency credits that the students will be granted and indicate the remaining number of courses they are required to complete 

in order to qualify for the OSSD.

Supporting Diverse Learners

English language learners are students whose first language is a language other than English, or is a variety of English that is significantly different from the variety used for instruction in Ontario’s schools, and who may require focused educational supports to assist them in attaining proficiency in English. Placement in a grade or in specific subjects upon admission to Hudson will depend upon the student’s prior education, background in specific subject areas, and aspirations. Final decisions regarding placement are made by the Principal in consultation with the student, staff, and parents. The Principal will communicate the placement decision, and the rationale for the placement. Hudson College offers courses, for credit, from the ESL/ELD curriculum policy documents. Students entering Hudson may be given credit for a maximum of 3 ESL/ELD credits towards the 4 compulsory English credits required for graduation. The remaining compulsory English credit(s) will be earned at the Grade 12 level.

Accommodations and Modifications

Hudson supports students with additional needs and recognizes that they should be given every opportunity to achieve the curriculum expectations set out in the Ontario curriculum policy documents. This may require that the student be provided with accommodations. Accommodations (such as specific teaching strategies and assistive technology) allow a student access to the subject or course without any changes to the knowledge and skills the student is expected to demonstrate. 

Modifications are changes made to the grade-level expectations for a subject or course in order to meet a student’s learning needs. Currently, Hudson does not offer modifications of grade-level expectations. This information is provided to families at the commencement of the admissions process.

Student Support: Study Help

One of the most essential lessons a student learns in high school is how to identify the most effective study methods. One of the features of our 3-Semester System that we are most proud of is our daily study period, which gives every student a 90-minute block which they can use to do homework, study for a quiz, or catch up on reading. It provides the opportunity for students to develop self-regulation and strong work habits. In Grades 9 and 10, the Study Period is guided by several classroom teachers, and students can seek help from them and also learn how to use their time responsibly. Grade 9 students also learn executive functioning skills such as organization and time-management in guidance workshops. Teachers are available for extra help before and after school, as well as at lunch—whenever students need extra time to focus on a particular project or subject. 

Hudson teachers and staff recognize that no two learners are alike, and this inspires their dynamic lessons and assessments. Teachers use a wide variety of  styles and evaluation methods to ensure that every type of learner is considered, and  work closely with guidance and parents to keep students engaged. If a student is experiencing difficulty with a particular concept, a teacher might encourage the student to join the peer-tutoring program, which pairs students with classmates who show a stronger understanding of the material.  

Teachers continually check-in and provide feedback, giving students detailed input on their achievements, how to build on work they have submitted, and specific ways they can improve. Additional resources and review of classwork to supplement learning are available through Google Classroom. Hudson also offers free summer remedial courses in certain subjects, such as math, so that students refresh their knowledge before fall classes begin. During the school year, teachers provide weekly, extra support with math and writing via some of our extra-curriculars, such as Math Café and Creative Writing Club.

Student Support: Well-being

Hudson employs a multi-layered approach to student well-being. When the mind and body are healthy, the best learning happens. From the day students enroll, they receive individualized support. Our Mentorship Program pairs incoming and returning students of similar grades, so that all students will always have a familiar face to greet in the hallways. Similarly, our House System includes a Teacher Advisory Program, in which students are assigned to a particular teacher from her/his House for regular, casual meetings throughout the year. This allows students to build and strengthen their relationships with teachers, whether or not they have met in a particular class before. Each of our four Houses also plans month-long initiatives related to well-being, including the importance of healthy eating and mindful movement. We invite guest speakers to provide our students with workshops on various well-being topics. We also partner with youth organizations to provide our House Council members with training sessions on how to plan wellness initiatives effectively.  

Throughout the academic year, we encourage students to engage in ways to maintain their well-being. Our weekly Grade 9 Workshops often focus on mental health, mindfulness, and self-esteem, and our students learn to speak about these important topics with care and understanding. Our Physical Education program—paired with our House events and Athletics program—ensure students get their bodies moving to complement the lessons they learn about their emotional well-being. This support continues throughout their four years, and they are encouraged to check-in periodically. We offer a Mindfulness Club for students, our grads in particular, to give them a weekly opportunity to decompress when things get overwhelming. We champion students’ continual effort to show mutual respect for others, and we fully support the paths they choose to "be themselves". By the time students graduate from Hudson, they are comfortable asking for help when needed, and go on to be well-balanced, mature young adults.

University Requirements & Placement

University application requirements vary by province and by country. Students who are planning to apply to University in Ontario must complete six (6) Grade 12 subjects, which must include Grade 12 English (ENG4U), as well as any prerequisite courses required by the programs to which they apply. 

The Grade 12 average is calculated based on the top six Grade 12 marks, inclusive of ENG4U and any prerequisites. University entrance requirements vary slightly by province, but generally speaking, students must complete their OSSD at a minimum. Students who are interested in applying to universities in the USA often need to include a standardized test score in their application, such as the SAT or the ACT, although requirements vary by institution. International universities require the OSSD to be completed.

The Guidance Department oversees all post-secondary applications. Highlights of our university placement work include:

• Providing one-on-one guidance and assistance with individual student’s university applications;

• Running workshops with each student and parents to ensure the application process is understood;

• Arranging for students to visit university fairs / investigate various schools and programs;

• Encouraging students to visit the university campuses;

• Providing one-on-one guidance and assistance with individual student's research and selection of universities and programs (matching specific academic strengths, interests, and career goals);

• Providing information and assistance with scholarship application;

• Inviting universities to visit Hudson and speak with students about their programs; and

• Contacting university admission officers to resolve potential issues during the application process.