Course Calendar

Mission Statement

UMC High School – Eglinton Campus’s main objective is to educate our students to become international leaders who can be the bridge for peoples, nations, and societies. UMC High School – Eglinton Campus students will be trained to be able to speak at least two languages fluently and understand other cultures with respect. UMC High School – Eglinton Campus recognizes the importance of completing high school. Well-educated young people forms the social and economic foundation of society by entering the workforce with the essential skills required for success or by continuing into higher education where they will further grow and develop before eventually becoming assets to society.

UMC High School – Eglinton Campus was founded on the three ideals as reflected by the UMC High School – Eglinton Campus motto: Commitment, Compassion and Connection. We cultivate in our students the basic knowledge and values they need in order to lead in this contemporary international society.

Philosophy of Education

Our philosophy of education is to provide the highest quality of education to all students attending the school. We pride ourselves in promoting the academic, social, physical and character development of our students by providing them with a challenging, varied and supportive learning environment.

We set high personal and academic standards for all our students. We believe with positive support and direction that students will rise to the challenge of any expectation. Our students are recognized and respected as unique individuals, and their success reflects our own dedication to providing a high-quality, well-rounded education.

Teaching through lived experience challenges students to discover learning through meaningful tasks. This is achieved through a project-oriented curriculum, educational field trips, and a range of co-curricular activities.

Communication is the foundation to building a secure, respectful and inclusive community of learners. Administration, teachers, students and parents are constantly involved in a strong network of communication to ensure that the needs of all of its members are being met accordingly.

To that end, our teaching staff is composed of Bachelor of Education graduates, ESL accredited teachers and specialized instructors who have experience teaching at all levels. We offer a learning environment that is positive, supportive and respectful to all students from a diverse range of backgrounds.

Our Goals

Establishing and Refining our Assessment and Evaluation Process by:

  • using the assessment and evaluation guidelines provided by the Ontario Ministry of Education in all activities.
  • using evidence from assessment and evaluation processes to determine student understanding.
  • keeping all records of assessment and develop effective strategies to which all teachers can refer.
  • monitoring the use of assessment and evaluation practices in order to evaluate effectiveness and to develop the best teaching strategies in the future.

Catering to the unique learning needs of international students by:

  • providing extra support to these students either within the classroom or through outside the classroom.
  • successfully integrating international students into appropriate courses/programs based on test results, background, and previous education.

Educating students based on their full potential based on academic achievement and proper discipline by providing:

  • leadership in the shared responsibility for education that exists among students, families, and the community;
  • role models of Canadian multi-cultural values and beliefs;
  • guidance in what students need to learn;
  • instruction in the learning process;
  • academic and technological instruction;
  • feedback on students‟ proficiency and performance.

We envision students who:

  • pursue academic excellence;
  • demonstrate appropriate knowledge and ability;
  • conduct themselves with self-esteem and self-respect;
  • make every effort to be the best they can be;
  • demonstrate skills for developing and maintaining personal and family wellness
  • demonstrate global and community responsibility

How to use this resource?

This Program and Course Calendar is designed to help you meet your individual and academic needs. It is also meant to encourage parents/guardians and students to keep themselves up-to-date with what is going on in secondary education in Ontario and the programs in their school.

Course Calendar

The UMC High Online School Course Calendar will provide you with information about our school, our programs and the academic requirements that will assist you in developing your academic plan for obtaining an Ontario School Diploma. Although the calendar will provide you with important information about obtaining an Ontario Secondary School Diploma, you are strongly advised to consult with our Principal to verify and confirm that your academic plan is the most appropriate and flexible for you careers goals. We encourage you to familiarize yourself with the general information in the Calendar. It is your responsibility to ensure that the courses you choose are appropriate to program requirements.

The Calendar will help you understand the course selections process and provide information on the courses and programs offered at UMC High School – Eglinton Campus.

Graduation Requirements for Secondary School

Current Requirements

If you are just starting high school or if you began high school after September 1, 1999, and wish to earn your OSSD, you must:

  • Complete 18 compulsory credits
  • Complete 12 elective credits
  • Minimum 40 hours of community involvement
  • Literacy Requirement


Complete 18 compulsory credits

  • 4 credits in English (1 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
  • 1 credit in health and physical education
  • 1 credit in French as a second language
  • 0.5 credit in career studies
  • 0.5 credit in civics


One credit from each of the following 3 groups

Group 1

  • English
  • French as a second language
  • a Native language
  • a classical or an international language
  • social sciences and the humanities
  • Canadian and world studies
  • Native studies
  • guidance and career education
  • cooperative education

Group 2

  • health and physical education
  • the arts
  • business studies
  • French as a second language
  • cooperative education

Group 3

  • science (Grade 11 or 12)
  • technological education
  • French as a second language
  • computer studies
  • cooperative education

Substitutions for the Compulsory Courses

To meet individual student’s needs, the principal may replace up to three compulsory courses with courses from the remainder of those that meet the compulsory credit requirements. Students will still be required to complete 30 credits in total. If a parent or adult student requests a substitution, the principal will determine whether or not a substitution should be made. The principal may also initiate consideration of whether a substitution should be made. Each substitution will be noted on the student’s Ontario Student Transcript.

The Ontario Secondary School Certificate

The Ontario Secondary School Certificate 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 Canadian geography or Canadian history
  • 1 credit in mathematics
  • 1 credit in science
  • 1 credit in health and physical education
  • 1 credit in the arts of technological education

Optional Credits (total of 7)

  • 7 credits selected by the student from available courses


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

The Certificate of Accomplishment

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.

The Certificate of Accomplishment will be accompanied by the student’s Ontario Student Transcript. For those students who have an IEP, a copy of the IEP may be included. Students who return to school to complete additional credit and non-credit courses (including courses with modified or alternative expectations in special education programs) will have their transcript updated accordingly, but will not be issued a new Certificate of Accomplishment. The Ontario Secondary School Diploma or Ontario Secondary School Certificate will be granted when a student has fulfilled the appropriate requirements.

Ontario Secondary School Literacy Requirement

  • All students must successfully complete the provincial secondary school literacy test in order to earn a secondary school diploma.
  • International students entering the Ontario secondary school system for the first time with no previous Ontario credits are OSS students working towards OSS diploma requirements. Grade 12 OSS students must meet the literacy graduation requirement.
  • The literacy test will be based on the Ontario curriculum expectations for language and communication – particularly reading and writing – up to and including Grade 9.
  • The test will serve both to determine whether students have acquired the reading and writing skills considered essential for literacy, and to provide confirmation that those students who have successfully completed the test have attained the provincial expectations for literacy.
  • The test will identify those students who have not demonstrated the required skills and will identify areas in which these students need remediation.
  • UMC High School – Eglinton Campus will provide remedial assistance for students who do not complete the test successfully. This assistance is designed to help students improve their skills so that they are better prepared to retake the literacy test.
  • Students not successful on their first attempt may rewrite the test. There is no limit to the number of attempts that a student may make. Once students have successfully completed the literacy test, they may not retake the test.
  • Students who been have eligible once to write the Ontario Secondary School Literacy Test and have been unsuccessful at least once, qualify to take The Ontario Secondary School Literacy Course (OLC4O), Grade 12. Successful completion of this course will provide an alternative means of demonstrating the required literacy skills and meet the literacy requirement.
  • Only the indication of the successful completion of the literacy requirement will be entered on the student’s Ontario Student Transcript. If the student completed the Ontario Secondary Literacy Course, the mark and credit earned will also be included.

Community Involvement Requirement

Students must complete a community involvement component as part of the diploma requirements. These activities may be completed at any time during the student’s years in the secondary school program. Students in Grade 8 will now be able to start accumulating community involvement hours in the summer before they enter Grade 9.

The community involvement requirement is designed to encourage students to develop an awareness and understanding of civic responsibility and of the role they can play in supporting and strengthening their communities. The requirement will benefit communities, but its primary purpose is to contribute to the student’s personal development. It will provide opportunities for students to learn about the contributions they can make to the community.

Students, in collaboration with their parents, will decide how they will complete the community involvement requirement. They may use their annual education plan to identify possible activities they might undertake.

UMC High School – Eglinton Campus Staff will discuss appropriate types of community involvement activities and projects with students and may offer suggestions. However, the selection and management of the involvement is to be directed by the student.

Community involvement activities may take place in a variety of settings, including not-for-profit organizations, public sector institutions (including hospitals), and informal settings. Students may not fulfill the requirement through activities that are counted towards a credit (cooperative education and work experience, for example), through paid work, or by assuming duties normally performed by a paid employee.

The requirement is to be completed outside the student’s normal instructional hours. Specifically, the activities are to take place in the student’s designated lunch hour, after school, on weekends, or during school holidays.

Students must maintain and provide a record of their community involvement activities. The organizations or persons supervising the activities must confirm completion of the required 40 hours. The student must submit documentation attesting to the completion of each activity to the Principal. This documentation must include for each activity the name of the person or organization receiving the service, the activity performed, the dates and hours, the signatures of the student and her or his parents, and a signed acknowledgement by the person (or a representative of the organization) involved. UMC High School – Eglinton Campus provides a Community Involvement Planner (available in the office) to assist parents and students in meeting this requirement. The Principal will decide whether the student has met the requirements of both the Ministry and our school for these activities.

Students may consider virtual volunteering, such as connecting with seniors, organizing virtual fundraising events and facilitating discussions with newcomer youth. Outdoor volunteer opportunities could include, for example, picking up litter. Volunteer opportunities, such as connecting young people to be technology mentors to seniors, can be found through agencies such as Spark Ontario.

For the 2020-21 and 2021-22 school years, the ministry provided flexible ways for students to obtain community involvement hours. At the principal’s discretion, students could earn hours during the time allotted for the instructional program on a school day, and through duties normally performed in the home. This can include helping an elderly relative with an errand or a sibling with homework. Additionally, students could count a maximum of 10 hours from paid employment for students aged 14 years and older. These flexible measures will continue to be available for the 2022-23 school year for all students.

Foreign 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. Students who wish to apply for university entrance in Canada, and do not have a High School Diploma, must obtain an OSSD that includes a minimum of six (6) “U” or “M” or a combination of 4 “U” and a maximum of “2 M” credits. Any or all of these six credits may already be among the 30 credits of the OSSD. University and College entrance requires students to have an OSSD or a High School Diploma from their country of origin.

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.

Prior Learning Assessment and Recognition (PLAR)

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 credit. 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.

Students are expected to complete the necessary prerequisites required for enrollment in identified courses in our Course Descriptions. The Principal, with the recommendation of a teacher with whom the student has completed, or is completing, a course in the same subject, may waive the prerequisite courses. The student must have consistently demonstrated the skills and knowledge at a level that will ensure their success in a course without completing the required prerequisite, and will require the written approval of a parent or guardian where the student is less than 18 years of age.

*Please note: UMC High School – Eglinton Campus does not participate in experiential learning, as it is not applicable to our academic institution. The above reference is meant to display that our academic institution understands and would comply with all regulations according to the Ministry of Education requirements.

Ontario Student Record (OSR)

The Ontario Student Record folder (OSR) is the official record for a student. The OSR is created when a student enters the Ontario School system and moves with the student from school to school in Ontario. Every Ontario school keeps an OSR for each student enrolled.

The OSR is created under the authority of the Education Act, and the contents of the OSR are protected under the Freedom of Information and Protection of Privacy Act. The parents and students (18 and older) may examine the contents of the OSR on request, with the assistance of the Principal or designated administrator. All OSRs are stored in a secure location within the school’s office.

The OSR folder contains achievement results, credits earned, and other information important to the education of the students

Ontario Student Transcript (OST)

  • The Ontario Student Transcript (OST) is a provincially standardized document, which provides a comprehensive record of a student’s achievement in secondary school. Certified photocopies are available to students on request.
  • The Ministry of Education Policy of Full Disclosure applies to all students in all secondary schools. This policy states that all courses attempted by students in grade 11 and 12 must be recorded on the Ontario Student Transcript. In Grades 11 and 12, all attempts, withdrawals and repeats of courses are recorded on the OST 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 marks from all attempts recorded, but only one credit is granted).
    * Identification of any course that has been substituted for a compulsory course will be made.
  • The credits that a student has earned towards fulfillment of the requirements for the graduation diploma will be recorded on the OST regardless of how or where the credits were earned.
  • In Grades 9 and 10 the student’s achievement, with percentage grades earned and credits gained, are recorded only for successfully completed courses.
  • Confirmation that the student has completed the Community Involvement requirement will be noted.
  • Confirmation that the student has successfully completed the Literacy Requirement will be noted.
  • Any extraordinary circumstances affecting the student’s achievement in the senior grades may be noted, if appropriate.
  • Completion of a program of specialization in a subject area may be noted

Transfer, Change, or Withdrawal

Consistent with the Ministry of Education’s Full Disclosure Policy,

The school procedure of waiving prerequisites is as follows:

  • PURPOSE: To ensure consistent documentation and procedures for waiving of course prerequisites.
  • POLICY: Students are required to meet the prerequisite requirements for each course taken. Approved prerequisite requirements can be waived for individual students only by the principal. A granted prerequisite waiver waives prerequisites only for the specific course listed. Prerequisite requirements must be included as part of the course description when the process of course approval is initiated.
    1. To be granted a prerequisite waiver, the student must request the waiver from the principal.
    2. If the principal approves the waiver, a prerequisite waiver form must be completed at that time.
    3. The student will bring the waiver to the administrator to register for the course.
    4. The waiver will be placed in the student’s file.


The school policy for student(s) transfer is as follows:
Based on the Ontario Ministry of Education curriculum guidelines, the UMC High School – Eglinton Campus policy states, “students wishing to transfer to UMC High School – Eglinton Campus from another school in Ontario during the semester may do so. In order to attain credits during that semester, the student must complete all of the 110 hours of instruction required at UMC High School – Eglinton Campus.

The school policy for student (s) course withdrawal is follows:
Based on the Ontario Ministry of Education curriculum guidelines the UMC High School – Eglinton Campus policy states, a student taking a grade 11 or 12 course can withdraw from a course two days after issuing of the midterm report without mark being recorded on the OST. A withdrawal after two days of the issuing of the midterm report card will result in a “W” being entered in the “Credit” column of the OST along with the mark at the time of the withdrawal. Withdrawals at any time from grade 9 or 10 courses are not record on the OST.

Technology in the Curriculum

In preparation for further education, employment, citizenship, and lifelong learning, students and teachers must be capable of deriving meaning from information by using a wide variety of information literacy skills. By virtue of the fact that many UMC High School Eglinton courses are entirely online, students will experience first-hand the benefits of a technologically enriched education and thereby acquire skills for the 21st century. Increasing reliance on computers, networks, and information technologies in society makes it essential for students to become computer literate and to develop information literacy skills. Information literacy is the ability to access, find, select, gather, critically evaluate, create, and communicate information. The UMC High School Eglinton Campus places a great deal of emphasis on using the information obtained to solve problems and make decisions.

Software Programs for Students
As part of their training in computer and information literacy, students should become familiar with a wide range of available software programs. Among the applications that can aid student learning are simulations, multimedia resources, databases, and computer-assisted learning modules, many of which have been developed for use in particular disciplines. Students will also be expected to use software applications that help them develop general skills in such areas as writing, problem solving, research, and communication. It is important that students learn to critically evaluate the accuracy, validity, currency, comprehensiveness, and depth of the information they access using information technology, particularly the Internet. In general, students must acquire the knowledge, skills, and attitudes to allow them to use computer and information technology safely, effectively, confidently, and ethically.

Collaboration Tools for Teachers
The curriculum writers for the School work collaboratively within and across disciplines to effectively plan for the integration of computers and information technologies into the teaching/learning process. As the technology capable of enhancing student learning becomes available, our teachers should, within a reasonable period of time, incorporate that technology into their planning of instruction and learning activities in individual disciplines and, collaboratively, across disciplines. Effective communication programs can also help to promote
the development of information literacy skills among all students by supporting and coordinating the collaborative planning and implementation of reading programs, inquiry and research tasks, and independent study.

Student Counselling and Services

Our counseling department assists and advises students in a variety of areas during their stay at UMC High School – Eglinton Campus. Services include:

  • Course and academic counseling
  • I.E.P support (upon requirement)
  • University and college information sessions
  • Application assistance to universities and colleges
  • OSSLT preparation workshops
  • Computer lab/school-wide Wi-Fi
  • In-class resources (books, multimedia)
  • Extra-curricular activities
  • Individual and small-group tutoring/peer tutoring

Guidance and Career Education

The Guidance and Career Education program is a vital and integral part of the secondary school program. Through the program, students acquire the knowledge and skills they need in order to learn effectively, to live and work cooperatively and productively with a wide range of people, to set and pursue educational and career goals, and to carry out their social responsibilities. This program will be delivered in various ways, including orientation and exit programs, career exploration activities, and individual assistance and counseling.

The program is organized into three areas of learning:

  • student development (the skills and habits necessary for learning)
  • interpersonal development (the skills and knowledge necessary to get along with others)
  • Career development.

All students are required to complete a half-credit course in career studies as part of the new Diploma requirements.

Computer Labs & Resource Centre/Library

UMC High School – Eglinton Campus encourages our student to use the online library:

Internet Public Library ( is a non-profit, largely student run website managed by a consortium, headed by Drexel University. Visitors could ask reference questions, and volunteer librarians and graduate students in library and information science formed collections and answered questions.
The Canadian Encyclopedia is the national encyclopedia of Canada, published online by the Toronto-based historical organization Historica Canada, with the support of Canadian Heritage.

The Cambridge Advanced Learner’s Dictionary was first published in 1995 under the name Cambridge International Dictionary of English, by the Cambridge University Press. The dictionary has over 140,000 words, phrases, and meanings.

Student are welcome to contact us if you are interested in having our student support staff contact you.

Download our Course Calendar for More Information!

Check This Out


During class time, teachers delivered all the lessons professionally and patiently. They always put a lot of time and effort in helping us prepare for assessments and exams. Taiwanese counsellors always took great care of us, both during and after school.

Kuo, I-Hsuan EileenGrade 12

During my study at UMC, I was lucky to be taught by caring teachers and staff which were always there to help us achieve our goals. The helped me to improve and I successfully was accepted to my dream university. The learning environment was very friendly. Great school!

Arshia RayrameshGrade 12

When I was at UMC High School, I had a great experience learning in school and I made many friends from different countries. Also, it provided me an opportunity to learn some courses that I have never learned before, such as international business.

Nguyen, Thu TrangGrade 12

Your Future Starts Now

Take the next step to plan your future!