Course Calendar


VIEW COURSE CATALOGUE

Levels of achievement of the curriculum expectations are presented in achievement charts in each of the Ministry of Education's policy documents. These charts are organized into four broad categories of knowledge and skills:

  • knowledge/understanding;
  • thinking/inquiry;
  • communication;
  • application/making connections.

The names of the categories may vary slightly to reflect the differences in the specific nature of each subject. The charts contain descriptions of each level of achievement in each category; these are broad in scope and general in nature, but they provide a framework for all assessment and evaluation practices. The achievement levels will enable teachers to make consistent judgements about the quality of students' work and to give clear and specific information about their achievement to their parents. The achievement levels are associated with percentage grades and defined as follows:

  • 80 - 100% (Level 4)​--A very high to outstanding level of achievement above the provincial standard.
  • 70 - 79% (Level 3)-​-A high level of achievement, at the provincial standard.
  • 60 - 69% (Level 2)​--A moderate level of achievement, but approaching the provincial standard.
  • 50 - 59% (Level 1)​--A passable level of achievement, below the provincial standard. 
  • Below 50%​ - Insufficient achievement of the curriculum expectations, no credit granted.

Since Nimbus Christian Education is an alternative means of earning a credit for current secondary students, all Nimbus Christian Education students will concurrently be enrolled in a day or home school environment. If students enrolled in our courses are seeking third options for courses not currently offered by their day or home school or by Nimbus Christian Education, the Principal will provide suggestions for alternatives including but not limited to: Virtual High School of Ontario, the Independent Learning Centre and the Virtual Learning Centre.


The main purpose of assessment and evaluation is to improve student learning. Information gathered through ongoing, varied assessment in our classes helps teachers identify students' strengths and those areas needing improvement. Assessment is the process of gathering information from a variety of sources, including assignments, demonstrations, projects, performances, observations, and discussions. This information should demonstrate how well students are achieving curriculum expectations. As part of assessment, teachers, peers, and individual students provide descriptive feedback that guides efforts for improvement. Assessment is fair, transparent, ongoing and supportive.


Evaluation is the process of judging the quality of a student's work on the basis of established performance standards and assigning a value to represent that quality. It reflects a student's level of achievement of the overall curriculum expectations at a given time. 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 practices and procedures that:

  • are fair, transparent, and equitable for all students;
  • support all students, including those with special needs and those who are learning the language of instruction;
  • 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 school year or course and at other appropriate points throughout the school year or course;
  • develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
  • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
  • 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;

Please note that all final exams for Nimbus Christian Education must be proctored. Please review our Proctoring Policy.

As stated in Ontario Schools: Kindergarten to Grade 12: Policy and Program Requirements, 2016 (OS), every student must complete a minimum of 40 hours of community involvement activities as part of the requirements for an Ontario Secondary School Diploma (OSSD). The purpose of the community involvement requirement is to encourage students to develop awareness and understanding of civic responsibility and of the role they can play and the contributions they can make in supporting and strengthening their communities. NCE encourages student community involvement and will provide students with a list of suggested activities as requested. Students are responsible for submitting a notification of planned activities sheet for approval prior to their service and a completion of planned activities sheet following their service. The community involvement requirements include:

  • A minimum of 40 hours
  • Completed outside of scheduled class time
  • Not part of a credit course
  • Must be service for which no one receives payment
  • Completed by the end of grade 12

Students entering Grade 9 may begin their community involvement during the summer of the year they begin Grade 9. Students need not complete any hours in a particular year but may choose to complete the required hours according to any schedule.

More details can be found at: ​ www.edu.gov.on.ca/extra/eng/ppm/124a.html

Students must earn the following 18 credits in order to obtain the Ontario Secondary School Diploma*:

  • 4 credits in English (one credit per grade)
  • 3 credits in Mathematics (at least 1 credit in Grade 11 or 12)
  • 2 credits in Science
  • 1 credit in Canadian History
  • 1 credit in Canadian Geography
  • 1 credit in The Arts (visual art, drama or music)
  • 1 credit in Health and Physical Education
  • 1 credit in French as a Second Language
  • .5 credit in Career Studies
  • .5 credit in Civics
  • Plus one credit from each of the following groups:
    • 1 additional credit in English, or any course in French as a Second Language, or any course in a Native language, or any course in a Classical or an International Language, or any course in the Social Sciences and the Humanities or Canadian and World Studies or Guidance and Career Education, or Cooperative Education
    • 1 additional credit in Health and Physical Education, or The Arts, or Business Studies, or French as a Second Language, or Cooperative Education
    • 1 additional credit in Science (Grade 11 or 12) or Technological Education (Grades 9-12), or French as a Second Language or Computer Studies or Cooperative Education

*Note​ - that a maximum of 3 English as a Second Language (ESL) credits may be counted towards the 4 compulsory courses in English, but the fourth must be a credit earned for a Grade 12 compulsory English course. A maximum of 2 cooperative education credits can count as compulsory credits. In Groups 1, 2, and 3 a maximum of 2 credits in French as a second language can count as compulsory credits, one from group 1 and one from either group 2 or group 3.

  • In addition to the compulsory credits, students must complete:
    • 12 optional credits
    • 40 hours of community involvement
    • the provincial literacy requirements

Students in Grade 11-12 may also gain credits and experience through the Cooperative Education program. There is also opportunity for credits through Peer Helping. This occurs when students assist in a classroom situation or assist another student on a regular basis. Both Co-op and Peer Helping credits are available to Canadian and International students.


Cooperative Education courses are described in the document “Cooperative Education and Other Forms of Experiential Learning: Policy and Procedures for Ontario Secondary Schools, 2018". A Leadership and Peer Support, Grade 11 credit (GPP3O) is described in “The Ontario Curriculum, Grades 11 and 12: Guidance and Career Education, 2018". With over 50 different placement possibilities, students work in areas of business, science, education, trades and many more. The community is our classroom.

Courses are identified by 3 letters to denote subject area, a number to denote grade level, and a letter to denote course type. For example, ‘ENG2D’ means English for Grade 10 (“2”) students. It is an academic course (“D”).

The first character indicates the subject area:
A - Arts
B - Business
C - Canadian and World Studies
E - English
F - French
G - Guidance and Career Education H - Social Science and Humanities
I - Computer Studies
L - International Languages
M - Mathematics
P - Health and Physical Education S - Science
T - Technological Studies

The next two characters differentiate between subjects within the subject area.
For example:
CGC - Geography of Canada
CHC – History of Canada in the 20th Century

The first number indicates the grade level of the course:
1 = Grade 9 
2 = Grade 10 
3 = Grade 11 

4 = Grade 12


The letter following the first number indicates the type of the course:
D = Academic 
P = Applied
O = Open
U = University
C = College
M = University/College Preparation 
E = Workplace Preparation
L = Locally Developed

A student must have a minimum of 6 University (U) or University/College (M) courses to enter university, whereas College (C) or (M) courses are designed for those entering College. Students must choose wisely as they progress through their high school career so as to leave open the proper doors for desired future education.


Transfer courses may be required to enable students to move from one type of course to another in Grades 10-12. These short, focussed courses provide the knowledge and skills required to bridge the gap between courses of different types. Transfer courses are credit-based and are counted toward the 30 credits required for the OSSD. (Nimbus Christian Education does not currently offer transfer courses)

Specific details regarding individual courses may be obtained by reviewing the Course Outlines. Full details may also be accessed through the Ontario Curriculum policy documents which are also available in the school office or on the Ministry of Education website (www.ontario.ca/page/ministry-education).

All courses at Nimbus Christian Education (NCE) have been developed according to the requirements of the Ministry of Education. Detailed outlines of the courses of study are available for informational purposes to both students and parents by request through our office.

In Grades 9 and 10 marks will be recorded only for those courses that a student has completed successfully. In Grades 11 & 12, however, if students complete a course and achieve a failing grade, their mark will be recorded. Students who withdraw from a course after the Ministry cut off date, which is five instructional days after the first reporting period (i.e. 5 instructional days after the midterm report), will have the course recorded as "withdrawn (W)" on the transcript.

The Ontario Student Record folder (OSR) is an official record created when a student enters the Ontario school system and moves with the student from school to school. It is developed under the authority of the Education Act, and the contents are protected under the Freedom of Information and Protection of Privacy Act. The OSR folder contains achievement results, credits earned, and other information important to the education of the student. The information in an OSR is available to supervisory officers and the Principal, and teachers only for the purpose of improving the instruction of the student. Parents of students under age 18 have full access to their student's OSR. The OSRs of students over age 18 are accessible to parents with their student's consent.

The Ontario Student Transcript (OST) is a provincially standardized document that provides a comprehensive record of a student's achievement in secondary school. The credits that a student has earned towards fulfilment of the requirements for graduation will be recorded on the OST.


In Grades 9 and 10, the student's achievement with percentage grades earned and the credits earned are recorded for successfully completed courses. In Grades 11 and 12, the student's achievement for all courses taken or attempted is recorded, showing percentage grades earned, credits granted (if successful), or "W" for "withdrawn before completion." (Students repeating a course for which they have already received a credit will have all marks recorded, but only one credit granted). Identification of any course that has been substituted for a compulsory course will be made. Also, confirmation that the student has completed the mandatory requirements of Community Involvement and the Literacy Test will be noted.


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. PLAR procedures are carried out under the direction of the school principal, who grants credits in accordance with PPM129: Prior Learning Assessment and Recognition: Implementation in Ontario Secondary Schools.


The PLAR process involves two components: “challenge” and equivalency. 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. Assessment instruments for this process must include formal tests (70 percent of the final mark) and a variety of other assessment strategies appropriate to the particular course (30 per cent of the final mark). Such strategies may include the evaluation of student work, including written assignments and laboratory work, and observation of student performance. Determining equivalency involves the assessment of credentials from other jurisdictions. Full policy documents for the PLAR process are available by contacting the Principal.

Ongoing and transparent communication in regards to achievement is vital to student success in any learning environment. Nimbus Christian Education’s LMS provides this high level of feedback for parents/guardians and students and will be the primary source of information throughout the course.

Additionally, the school will communicate in a variety of other formats including, but not limited to:

  • A mid-term report with grades issued via email upon completion of approximately 50% of the course content in a given course and at the end of each course after the final exam has been completed.
  • A final report issued via email, NCE adopts the Ministry of Education's directive that "seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty percent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course."
  • Regular video conferences between student and teacher.
  • At least one parent/teacher conference after the midterm report card via phone or video conference.

A student who has successfully completed the requirements for one of the following may count a maximum of one non-Grade 12 university/college preparation credit (Music-External (Conservatory, AMX3M) towards the OSSD in addition to any other non-Grade 12 university/college preparation music credits earned in the school:

  • Grade VII Practical and Intermediate Rudiments of the Royal Conservatory of Music,Toronto
  • Grade VII Practical and Grade III Theory of Conservatory Canada, London, Ontario
  • Collegial I Practical and Collegial I Theory of any conservatory of music in the province of Quebec
  • Grade V Practical and Grade III Theory of Trinity College, London, England
  • Grade VII Practical and Grade VI Theory of the Royal Schools of Music, London,England
A student who has successfully completed the requirements for one of the following may count a maximum of one Grade 12 university/college preparation credit (Music-External (Conservatory, AMX4M) towards the OSSD in addition to any other Grade 12 university/college preparation music credits earned in the school:
  • Grade VIII Practical and Advanced Rudiments of the Royal Conservatory of Music,Toronto
  • Grade VIII Practical and Grade IV Theory of Conservatory Canada, London, Ontario
  • Collegial II Practical and Collegial II Theory of any conservatory of music in the province of Quebec
  • Grade VI Practical and Grade IV Theory of Trinity College, London, England
  • Grade VIII Practical and Grade VIII Theory of the Royal Schools of Music, London, England

Students in the province of Ontario are required to attend school until they reach the age of 18 or until they have obtained an Ontario Secondary School Diploma (OSSD). Regular attendance in any learning environment is imperative to success. Irregular or infrequent attendance diminishes the student’s learning experience. In order for learning to occur a student must be present within the learning environment.

It is the duty and responsibility of the Principal to enforce the consequences when people do not obey the code of behaviour expected of all people within our online school community. Nimbus Christian Education (NCE) is committed to maintaining a Safe Online School Environment. Protection of a person's dignity and self-image.


Please review this document to see the Nimbus Christian Education Code of Conduct.

As a provider of online courses, Nimbus Christian Education does not offer a full program of student guidance services. We do believe that each student is capable of being successful and will seek to support that student in setting and meeting goals that will lead to success. The primary responsibility for this will fall on the course teacher who is available to support the student as needed throughout the course. Students are also encouraged to connect with the Principal in regards to course planning or post secondary planning.


Students in need of extra support within the online learning environment should contact the principal to discuss opportunities for support. This level of support may be at an additional cost to the student and may include one-one tutoring, educational testing, or face to face meetings.


For specific supports that Nimbus Christian Education is prepared to provide please​ refer to our Accommodations or Modifications document.


Students whose first language is not English may require additional support in order to be successful in Nimbus Christian Education courses. This support may be arranged by the Principal at an extra cost to the student and will be addressed on a case by case basis during the enrollment process.

In order to allow flexibility in designing a student’s program and to ensure that all students can qualify for the secondary school diploma, substitutions may be made for a limited number of compulsory credit courses from the remaining courses offered by the school that meet the requirements for compulsory credits. A maximum of three compulsory credits may be substituted, subject to the approval of the Principal. The decision to make a substitution for a student will only be made if the student’s best interests are served. The Principal will determine whether or not a substitution should be made after consulting with parents, the student and appropriate school staff. Each substitution will be noted on the student’s Ontario Student Transcript. For the full policy, please contact the Principal.

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, or who plan to find employment after leaving school.


Students who return to school to complete additional credit and non-credit courses will have their transcript updated, but will not be issued a new Certificate of Accomplishment.

There are alternatives to the OSSD available to students in Ontario who are unable or do not intend to complete its full requirements. NCE does not currently offer these alternatives.

The Ontario Secondary School Certificate (OSSC) will be granted on request to students who leave school before earning the Ontario Secondary School Diploma, provided that they have earned a minimum of 14 credits distributed as follows:

Compulsory Credits (total of 7)

  • 2 credits in English
  • 1 credit in Mathematics
  • 1 credit in Science
  • 1 credit in Canadian History or Canadian Geography
  • 1 credit in Health and Physical Education
  • 1 credit in the Arts, Computer Studies or Technological Education

The provisions for making substitutions for compulsory credits described below also apply to the Ontario Secondary School Certificate.

In order to earn an OSSD, a student entering must earn a minimum of 30 credits, including 18 compulsory credits and 12 optional credits. Students must also complete 40 hours of community involvement activities and must pass the Ontario Secondary School Literacy Test.

Grades 9 and 10

Secondary School courses in grade 9 and 10 are organized into three types: ​Academic (D)​, Applied (P), or Open (O) levels​. All courses build on completion of previous grades and have rigorous standards. All courses prepare students for study in the senior grades. Academic and Applied courses differ in the balance between essential concepts and additional requirements, and in the balance between theory and application. They differ primarily, not in the level of skill required, but in the kinds of problems presented and the application of the content and concepts.


Academic Courses (D)

Focus on the essential concepts of the discipline. Course work develops students' knowledge and skills by emphasizing theoretical, abstract applications of the essential concepts and incorporating practical applications as appropriate. The emphasis is on theory and abstract thinking as a basis for future learning and problem solving.

Applied Courses (P)

Focus on the essential concepts of the discipline, but course work develops students' knowledge and skills by emphasizing practical, concrete applications of these concepts and incorporating theoretical applications as appropriate. Course work relates to familiar, real-life situations and provides students with opportunity for extensive hands-on applications of the concepts they study.

Open Courses (O)

Have one set of expectations for the subject, appropriate for all students in a given grade. These courses are designed to provide students with a broad educational base that will prepare them for their studies in higher grades, and for productive participation in society.

Grades 11 and 12

Secondary School courses in grade 11 and 12 are organized into five types: ​University (U), University/College (M), College (C), Workplace (E), and Open (O) courses​. These courses differ in how a student is prepared to continue their education in various aspects of life.


University Courses (U)

Are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs.

University/College Courses (M)

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.

College Courses (C)

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

Workplace Courses (E)

Are designed to equip students with the knowledge and skills they need to meet the expectations of employers if they plan to enter the workplace directly after graduation or the requirements for admission to certain apprenticeship or other training programs. Are designed to broaden students’ knowledge and skills in subjects that reflect their interests and to prepare them for active and rewarding participation in society. They are not designed with the specific requirements of universities, colleges, or the workplace in mind.