LYFDU - Grade 12 Farsi (Persian)

Grade 12 Farsi (Persian) image
Course Code: LYFDU Course Type: University Preparation Format: Online School Course Prerequisite: LYFCU or Assessment Test Tuition Fee (CAD): $549 Demo Lesson

Course Description For LYFDU Grade 12 Farsi (Persian) Online Course

Grade 12 Farsi (Persian) (LYFDU) provides extended opportunities for students to communicate and interact in Farsi in a variety of social and academic contexts. Students will refine and enhance their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where Farsi is spoken, and develop skills necessary for lifelong language learning.

Summary Of Units And Timelines For Grade 12 Farsi (Persian) LYFDU

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 LYFDU course profile.

Unit OrderUnit NameSuggested Time
Unit 1Farsi Grammar30 Hours
Unit 2Persian Culture26 Hours
Mid Semester Point
Unit 3Different Forms of Persian Literature26 Hours
Unit 4Persian Poetry26 Hours
FINALFinal Exam2 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.

The aim of the course is to provide students with the necessary skills in all three strands of the Farsi (Persian) language. Students will develop their ability to read both authentic and abridged 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. Students will be exposed to new vocabulary corresponding to the different units, and will have multiple opportunities to listen and speak in Farsi (Persian).

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

LYFDU is a Grade 12 Farsi (Persian) course at a University preparation level. LYFDU provides extensive opportunities for students to speak and interact in Farsi (Persian) independently.

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.

Student & Parent Recommendations

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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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Detective
I was initially skeptical of online learning, especially after not being in high school for so long. However I was pleasantly surprised by how well the course delivered its content as I felt the combination of slides, recordings, quizzes, and embedded videos really kept me engaged. The only shortcoming personally was the assigned readings that followed the lessons as I felt it was relatively easy to get distracted in a home environment. I do however believe this is less the fault of the course and more of a personal issue for myself. The quality of the labs and tests were definitely well thought out and I had no issues with them. I'd also like to thank my instructor for being a very helpful during this course, being there to help and answer my questions and even going as far as to let me have the opportunity to redo a lab I had botched.
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Michael Zakaria
Very nice school, much better experience than VHS. It's not a pay for marks like some comments suggest but they reward good work with good marks unlike VHS where they just cut marks for silly mistakes to keep the average down. The presentations format is also really good.
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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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Giuliana Giannini
A great school if you're looking for somewhere to complete a course quickly and efficiently. Definitely recommend to anyone looking to boost their mark or earn a credit!!