LKBCU - Grade 11 Mandarin

Grade 11 Mandarin image
Course Code: LKBCU Course Type: University Preparation Format: Online School Course Prerequisite: Simplified Chinese Level 2 - or equivalent Tuition Fee (CAD): $549 Demo Lesson

Course Description For LKBCU Grade 11 Mandarin Online Course

This course prepares students for university studies in international languages. Students will be provided with abundant opportunities for increasing their competence and confidence in listening, speaking, reading, and writing in Mandarin, while developing their creative and critical thinking skills through exploring and responding to a variety of texts in multiple forms. Students will enhance their ability to use Mandarin 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.

Summary Of Units And Timelines For Grade 11 Mandarin LKBCU

Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the LKBCU course profile.

Unit OrderUnit NameSuggested Time
Unit 1Chinese Holidays20 Hours
Unit 2Chinese Food Culture25 Hours
Unit 3Travel Communicating25 Hours
Mid Semester Point
Unit 4Calligraphy & Short Stories24 Hours
Unit 5Current Clture & Social Issues22 Hours
FINALFinal Exam2 Hours
Total118 Hours

Please be aware that, as per Ministry guidelines, OVS has a mandatory minimum requirement of 14 days enrollment for students to be eligible for a midterm report card and 28 days enrollment to be eligible for a final report card.

The aim of the course is to provide students with the necessary skills in all three strands of the Mandarin language.

Reading: Students will learn to read level-appropriate texts and passages in Mandarin, including poetry, novels, essays, dramatic works and short stories.

Writing: Students will learn to write for a variety of purposes and audiences, using increasingly broad vocabulary and sophisticated language structures.

Communicating: Students will develop their ability to understand and deliver a variety of oral messages, using language appropriate to the level, situation, and communicative purpose.

Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course.

This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations.

A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • Address both what students learn and how well they learn
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students
  • Are fair to all students
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan
  • Accommodate the needs of students who are learning the language of instruction
  • Ensure that each student is given clear directions for improvement
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
  • Thirty percent of the grade will be based on a final evaluation and administered towards the end of the course.

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction

Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.

Reference: The Ontario Curriculum Grade 9 to 12, Classical Studies and International Languages, 2016. Ministry of Education of Ontario

Ontario Secondary School Diploma (OSSD) Requirements for all course.


Frequently Asked Questions

LKBCU is a Grade 11 Mandarin course at a University level.

CU refers to the Grade level of the courses and the pathway. C means it is a grade 11 course and U means it is a university preparation course.

Click here for more information on Course Coding System

Prerequisite: Simplified Chinese Level 2 - or equivalent

Click here for more information on Ontario secondary curriculum and their prerequisites

At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.

Yes, we can send the marks for your online courses directly to OUAC, OCAS, your home, and to your day school.

Student & Parent Recommendations

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Pablo Delgadillo
Took a couple of courses here to finish highschool and was amazed at how thorough each course was. Usually in day-school you don't have the time to cover absolutely everything, leaving you with a decent understanding of each unit. However, with OVS I was left with an impressive understanding of the concepts, far greater than I would usually accomplish at my day school. The teachers are also very helpful, and respond to questions quickly. Overall, a great experience, would recommend to anyone needing to catch up, get ahead, or experience online school.
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Waseem Dawaliby
I have had a great experience with this school and I really learned a lot from taking grade 11 bio and grade 12 bio. This course had taught me a lot and helped me improve my time management skills. The teachers are very friendly and answer any questions or concerns quickly. I would recommend everyone to enrol to this school.
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stephanie sassi
by far, the best online option to take. The teachers are so nice and helpful with whatever i needed.They helped me when i was in a time rush and was very helpful with any questions that i had. I strongly recommend this online school.
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Pvitar Rai
Ontario virtual schools was a creative platform that allowed me to excel due to my ability to choose when to work on it. Teachers were friendly that went out of their way to help. I would highly recommend Ontario virtual school due to my experience!
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AN – 12EA – Jean Augustine SS (2612)
OVS was a great experience. I was able to work at my own pace, so I was not rushing to complete assignments, and the teachers replied quickly and gave constructive feedback! Being able to work freely, anywhere, and anytime made my hefty workload a little more manageable. I would 10/10 recommend.
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Musa Bilal
Ontario virtual school has gave me the opportunity to boost my grades. The teacher and staff is amazing the reach out to you in many ways to continue our learning. Thumbs up for my english teacher Robert Ford who helped me in my academic learning and was a understanding teacher i have never met such nice and keen teacher who always supports and help his students.?