LWSDU - Grade 12 Spanish

Grade 12 Spanish image
Course Code: LWSDU Course Type: University Preparation Format: Online School Course Prerequisite: LWSCU or Assessment Test Tuition Fee (CAD): $549 Demo Lesson

Course Description For LWSDU Grade 12 Spanish Online Course

This course prepares students for postsecondary studies in the international language being studied. Students will continue to refine and enhance their listening, speaking, reading, and writing skills in the language, with the goal of using these communication skills in a variety of personal, academic, and professional contexts. Using a wide variety of sources, including original texts in the language, students will consolidate their language skills as they use increasingly complex linguistic elements and language conventions. Students will also have opportunities to enrich their knowledge of aspects of culture in regions where the language is spoken, including issues related to popular culture, literature, history, geography, and the arts.

Summary Of Units And Timelines For Grade 12 Spanish LWSDU

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 LWSDU course profile.

Unit OrderUnit NameSuggested Time
Uniadad 1Vamos a conocernos20 Hours
Uniadad 2Tradiciones Indigenas20 Hours
Uniadad 3Comunidades de la diaspora20 Hours
Mid Semester Point
Uniadad 4 Pintores espanoles20 Hours
Uniadad 5Panoram de la literatura espanola20 Hours
FinalExamen final10 Hours
Total110 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.

Students will develop their ability to read texts, write responses of varying lengths and express personal details and opinions orally. Students will be required to use proper sentence structure in order to demonstrate understanding of the various concepts and work they have covered throughout the course.

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

LWSDU is a Grade 12 Spanish course at a University preparation level.

DU refers to the Grade level of the courses and the pathway. D means it is a grade 12 course and U means it is a university preparation course.

Click here for more information on Course Coding System

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.

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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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My experience with Ontario Virtual High school was great. The lessons were well designed and easy to follow. I liked how I was able to work at my own pace. The teacher I had was very helpful and quickly responded to my emails. Overall this course is very well organized and I would 100% recommend it.
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Excellent online course with great support from teachers. The concepts were easy to understand and I never felt that I was falling behind. I would definitely recommend this for student because you can work on your own pace and never feel overwhelmed.
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Hasnain Syed AliShah
Before I signed up for Ontario Virtual School, I wasn’t really sure about the whole idea of online school. I thought it wasn’t for me because I couldn’t juggle the day school and night school, I didn’t need any more work load. I thought it’d be a colossal waste of my time, energy and obviously money. But my friend convinced (annoyed) me to sign up and I am grateful that he did. It wasn’t easy, I am not going to lie, I mean you have to remember to listen to lecture and to write test, but with the help and support of my amazing instructor/teacher Patricia Garcia, I achieved a score of a 92% and got accepted from most of the universities I applied to. I can’t thank her and this online institution enough. I would recommend Ontario Virtual School to anyone who is thinking of taking an online school. As my experience was absolutely amazing and positive which also helped a lot with the distance learning due to COVID-19.
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Alvina Hussain
I had an excellent experience with OVS. The teachers were kind, understanding and guided me throughout my courses when I needed the assistance. I am definitely going to sign up again !!
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Sadeqa Mazahir
Enrolling at OVS as a full time grade 12 student was the best decision I could have made. I was skeptical before as I thought I would not be able to communicate with my teachers very well compared to face to face communication, however, I was proved wrong. All my teachers made me feel comfortable enough to ask any questions that I had and responded to me quicker than I thought they would. They were all very thorough and kind when explaining the concepts to me and were very patient with me. However, my ENG4U teacher, Ms. McDonnell, has truly been one of the greatest teachers I have met throughout my high school years. Her support has been incredible and she has helped me gain the confidence I needed in my writing more than anyone. Ms McDonnell has always instantly replied to my emails and has been patient with me even when she had to explain one concept multiple times. She is a teacher I will remember even after I have completed my post-secondary education. OVS has really helped me grow as a person and has given me the opportunity to get brilliant education. I appreciate all my teachers and all the effort they put in providing good quality education for their students.