Havergal College Course Calendar, 2020-21 Academic Year

Upper School Course Calendar 2020–21 Academic Year

Table of Contents The Havergal Education 1 School Structure and Organization 3 Havergal College Directory 4 School Policies 10 Academic Information 30 Description of School Services 40 Diploma and Certificate Requirements and Related Procedures 46 Curriculum Information 56 Course Selection Process 57 e-Learning Consortium Canada 59 Independent Study 61 Private Study 61 THE ACADEMIC PROGRAM 63 The Arts 64 Dramatic Arts 65 Music 66 Music: Band 68 Music: Guitar 68 Music: Strings 69 Music: Vocal 70 Visual Arts 71 Business Studies 73 English 75 Guidance and Career Education 78 Health and Physical Education 79 Interdisciplinary Studies 83 Languages 85 French 86 Classical Languages: Latin 88 International Languages: Mandarin 89 International Languages: Spanish 91 Mathematics 92 Religious Education 96 Science 97 Social Sciences 101 Canadian and World Studies 103 Social Sciences and Humanities 106 Technological Education 108 COURSES AT A GLANCE . . . . . . . 111

Student Portal: community.havergal.on.ca Veracross (MyHavergal): portals.veracross.com/hc/login

The Havergal Education

Havergal College

Enduring Values Integrity – Honesty, dignity, responsibility and respect for others guide our actions. Self-respect is a key, allowing authenticity and the ability to be true to oneself. Inquiry – Exploring, questioning and discovering guide our path of learning. Compassion – We believe that kindness and caring are part of who we are and guide what we should do. A common humanity lies at the heart of our school. Courage – We are not afraid to question the status quo and be bold and tenacious in our pursuits and values.

A Havergal education provides an exceptional educational opportunity. It sets the stage for future success and lays the foundation for a lifetime of discovery and learning. Our students are taught how to think, learn and question. Most importantly, Havergal students discover themselves and the possibilities in the world around them.

Our Mission

Havergal’s mission is to prepare young women to make a difference. This means an education that provides opportunities for students to embark on a path of collaborative discovery and:

• find and pursue their passions; • engage in the world;

Diversity Statement

• develop their courage, creativity and leadership; • become prepared for thoughtful engagement in their communities; and • develop the capacity to question with rigour and accuracy. The hallmarks of a Havergal education are enriched, broad-based educational programs and rigorous academic standards, a stimulating and supportive learning environment and a strong community that fosters the qualities of leadership, good citizenship and integrity. These pillars of excellence prepare our graduates to be leaders of the future and have positioned Havergal at the forefront of women’s education for more than 100 years.

Havergal will foster understanding and respect about the difference in race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability. These terms shall have the meaning accorded to them under the Ontario Human Rights Code (taken from the Havergal College Harassment Policy).

The Havergal Education

An independent day and boarding school dedicated to the education of young women, Havergal addresses educational needs by creating a learning environment that encourages girls to respond with vigour and imagination to their world. A Havergal education means superb quality in teaching; it means learning and living the principles upon which a civil and compassionate society are built; and it means developing lifelong friendships with people across the globe. Expansive in scope and content, Havergal’s liberal arts education encourages students to: • think critically, independently and creatively; • experience and understand a complex, interconnected world; • recognize how important an understanding of the past is to exploring possibilities for the future; • seek and achieve balance and well-being; • discover the excitement of learning; • develop their powers of curiosity, reasoning, imagination and expression; • assess the cultural, artistic, scientific and moral developments of humankind; • take an active role in changing society as intelligent, informed and responsible global citizens;

Havergal’s Vision

Exceptional schools are guided and fortified by inspiring values and a compelling vision. The values of integrity, inquiry, compassion and courage give direction to all our work, but also identify us as a community that strives for excellence and that incorporates the most promising of the new while building on the richness of the past. Havergal’s vision is to be a dynamic global leader inspiring the pursuit of wisdom and self-knowledge. A focus on our values makes us aware of the larger purposes that animate our daily life and work together.

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• cultivate and leverage the skills required to meet challenges, achieve goals and bounce back from setbacks and disappointments; and • enjoy physical and mental well-being through exercise, reflection, activity and life-work balance. Havergal students benefit from the many opportunities available to them to pursue their individual skills, interests, talents and abilities. The school aims to develop the primary virtues of a democratic society: compassion and concern for others, tolerance for different points of view and an active sense of public spirit and service. Our commitment to our students is honoured in several important ways. Havergal students learn in an environment designed to bring out their best in thought, word and deed. In ways large and small, faculty and staff are focused on our students’ well-being: they work to help students understand the transitions in their lives, to make purposeful choices and to take reasoned action. Havergal is a place where we appreciate the importance of celebrating creativity and imagination and recognize and respect the capabilities of others. Because moral and spiritual growth are as important as intellectual development, Havergal’s values—integrity, inquiry, compassion and courage—infuse all aspects of school life. While our Anglican affiliation provides the underpinning for our spiritual life as a school, Havergal is a multi-faith community where consideration and understanding of other religious traditions are fostered. Havergal recognizes the importance and value of completing a secondary education and is committed to reaching each of our students to help them achieve a successful outcome from their time at the school. All students are required to remain in school until age 18 or have obtained an Ontario Secondary School Diploma. [(Learning to Age 18) S.D 2006 C2B-Bill52] A rigorous academic curriculum, exceptional programs in the performing and fine arts and athletics, an active life outside the classroom, engagement with communities beyond the school and a thriving spiritual life differentiate Havergal. So, too, does the beautiful 22-acre campus with its wooded spaces, green playing fields and both heritage and contemporary architecture. Our graduates have gone on to an extraordinary array of achievements, often being pioneers in arenas where women have been under- represented. In the arts as authors, ballet dancers, musicians and painters; in the public arena as elected leaders, public policy makers and journalists; in sports as world-class athletes—gymnasts, hockey players and golfers; and in professions such as physicians, engineers, lawyers and bankers. But, most importantly, our graduates leave equipped to navigate life’s journey knowing that they will face challenges and choices. There is more to being a Havergal graduate than having received an exceptional education. Those whose lives have been touched by Havergal—as students and their families, teachers or administrators— have an abiding affection for this school. No matter where they are or what they are doing, our students have bonds with faculty, classmates, Old Girls and mentors that last a lifetime. The lessons and values they learn infuse their rich and thoughtful lives. The Havergal Experience

Havergal’s Strengths

Havergal College prepares young women to make a difference in their chosen pursuits by enabling each student to develop her full intellectual, creative, spiritual and physical potential. In the 21st century—an age of instant and global communication— young women must think critically and creatively, make thoughtful and logical decisions, facilitate change and solve problems. They must be willing to stand by their own decisions and stand up for others. They must have strong personal values. They must be innovative and persistent, respect differences and be willing to explore opportunities for learning at every stage of life. At Havergal, we prepare young women to succeed in the 21st century.

Key Themes

Havergal is committed to: • community connectedness and spirit; • breadth of opportunity and support; • inspirational faculty and staff;

• commitment to citizenship and partnership; and • space and opportunity for personal reflection.

Our Community

Havergal is distinguished by its people and by a reputation built on commitment, integrity and constancy of purpose. • Havergal students are talented, spirited and focused; they seek and value the learning experiences that will support others and better themselves. • Our teachers are skilled in their practice, dedicated and nurturing; they are passionate about their roles in education and in guiding young women. • Parents and Old Girls actively maintain their connections to the school; they are committed to its mission and time-honoured traditions.

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School Structure and Organization

Principal Catherine Misson

School Leadership

Vice Principal Teaching & Learning Seonaid Davis

Governance The Board of Governors is responsible for the overall stewardship of Havergal College. The Board sets broad policy directions through strategic planning and goal setting and ensures the financial stability of the school. The Board is responsible for appointing the Principal to whom it delegates authority over the administration of the school and matters of curriculum and staffing. In keeping with membership requirements of the Canadian Accredited Independent Schools (CAIS), the Board oversees the school and remains at arm’s length from the administration. Senior Leadership Team (SLT) The Senior Leadership Team oversees all aspects of the school. This team is chaired by the Principal and made up of individuals with responsibilities for Academics (curricular and co-curricular program), Admissions, Advancement, Community Relations, Communications, Marketing, Facilities, Finance, School Life, Operations, Safety, Student Wellness, Human Resources and Information Technology. The SLT is comprised of the following members:

Vice Principal School Life & Student Wellness Michael Simmonds

Vice Principal Student Engagement & Experiential Development Garth Nichols

Head, Junior School (JK–6) Kate White

Executive Director of Enrolment Management Maggie Houston-White Executive Director of Communications & Marketing Antonietta Mirabelli Executive Director of Advancement & Community Relations Tony diCosmo

Chief Financial Officer Jenna Cowan Director of Facilities Lisa Massie

Executive Director of People & Culture Catherine Caven Ortved

Director of IT Keith Townend

Executive Assistant to the Principal and Board of Governors Jill Azis Please refer to the Family Handbook for a description of the role of each member of the leadership team and the roles of other administrative staff and faculty.

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Havergal College Directory

Security Operation Hours 24 hours/day Security 416.483.3843 (Ext. 6602) Upper School & Boarding School 1451 Avenue Rd., Toronto, ON, M5N 2H9

Main Telephone

416.483.3519 416.482.4723

Day School Office (DSO)

Email

dso@havergal.on.ca

Boarding School Office (BSO)

416.483.3519

Email

havergaldons@havergal.on.ca

VP Teaching & Learning

Seonaid Davis

4719 6704 7541 6508

Assistant, VP Teaching & Learning

Alice Dana

VP School Life & Student Wellness

Michael Simmonds Andrea Langford

Assistant, VP School Life & Student Wellness

VP Student Engagement &

Garth Nichols

4729

Experiential Development Assistant, VP Student Engagement & Experiential Development and Head, Senior School

Sally Danto

4772

Head, Middle School (Grades 7 and 8)

JJ Patterson

7549 6508 4718 6503 6641 6631 6614 6664 6718 6616 6628 6530 6642 4719

Assistant to the Head,

Andrea Langford

Middle School (Grades 7 and 8) Head, Senior School (Grades 9-12) Head, Boarding School (Grades 9-12) Upper School Department Heads Visual Art

Lindsay Norberg Laura Franks

Miriam Davidson Sandra Langdon Heather Johnstone

English and Drama

Guidance

Health & Physical Education

Jeany Ellis

Languages

Sandra Nelson

Library Information Centre

Tony Nardi

Mathematics

Alex Shum 6690

Music

Jessica Lloyd Derek Tellis Adam Pounder Seonaid Davis

Science

Social Sciences

Technological Education

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Guidance Department Guidance Counsellor (Grades 7 and 8)

• For students in AH, EK, KL, MD, MDF

Carrie Steele

7528 7811 7518 6923 6614 6611 4711

• For students in: CS, EN, FR, MT, MW Jordy Winograd Guidance Counsellor (Grades 9 & 10) • For students in AH, EK, KL, MD, MDF Lori Buchanan • For students in: CS, EN, FR, MT, MW Kirsten Uhre Guidance Counsellor (Grades 11 & 12) • For students in: AH, EK, KL, MD, MDF Heather Johnstone • For students in CS, EN, FR, MT, MW Jennifer Mandala

Administrative Assistant, Guidance

Cathy Atkinson

Learning Support Specialists Middle School (Grades 7 and 8)

Carrie Steele Jordy Winograd Nicole Klement

7528 7811 7529

Senior School (Grades 9–12)

Athletics, Performing Arts, Pastoral Care, Wellness and Security School Chaplains The Rev. Stephanie Douglas

6534 6534 6667 6607 4712 6512 6964 6505 6506

The Rev. Irinia Dubinski

Director, Performing Arts

Cissy Goodridge Caitlin Parsons Sharon Miller Robert Stepien Carla Di Filippo Jennifer Russell Monique Miller

Social Worker School Nurse

Security Manager

Athletics Director, Upper School Coordinator, Student Leadership

Manager of Diversity, Equity and Inclusion

Forum for Change Director, Forum for Change

Tanay Naik

6566 6984 6505

Program Manager, Community Outreach Program Manager, Senior School

Anastasia Wowk Jennifer Russell

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Academic Timetable

Havergal’s timetable consists of four 75 minute periods per day on a Day 1, Day 2 rotational schedule. We are a non-semestered school. There are three reporting periods related to three report cards, but the marks accumulate throughout the year.

Upper School Rotation Schedule Block Rotation Schedule

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6 DAY 7 DAY 8

Prayers/House/TA/Late Start

A

E

C

G

B

F

D

H

Period 1

Morning Break

B

F

D

H

A

E

C

G

Period 2

Lunch

C

G

A

E

D

H

B

F

Period 3

D

H

B

F

C

G

A

E

Period 4

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Upper School Academic Schedules (Subject to Revision)

MONDAY, TUESDAY, THURSDAY & FRIDAY Form / TA

8:20 am - 8:30 am 10 minutes 8:30 am - 9:00 am 30 minutes

Prayers / Form / House

9:10 AM REGULAR SCHEDULE Period 1

9:10 am - 10:25 am

75 minutes

Break

10:25 am - 10:40 am 15 minutes 10:40 am - 11:55 am 75 minutes 11:55 am - 12:55 pm 60 minutes 2:10 pm - 2:20 pm 10 minutes 2:20 pm - 3:35 pm 75 minutes 12:55 pm - 2:10 pm 75 minutes

Period 2

Lunch

Period 3

Break

Period 4

9:20 AM ACCOMMODATED SCHEDULE Period 1

9:20 am - 10:35 am 75 minutes

Break

10:35 am - 10:45 am 10:45 am - 12:00 pm

10 minutes 75 minutes

Period 2

Lunch

12:00 pm - 12:55 pm 55 minutes 12:55 pm - 2:10 pm 75 minutes 2:10 pm - 2:20 pm 10 minutes 2:20 pm - 3:35 pm 75 minutes 9:30 am - 10:45 am 75 minutes 10:45 am - 10:50 am 5 minutes 10:50 am - 12:05 pm 75 minutes 12:55 pm - 2:10 pm 75 minutes 2:10 pm - 2:20 pm 10 minutes 2:20 pm - 3:35 pm 75 minutes 12:05 pm - 12:55 pm 50 minutes

Period 3

Break

Period 4

9:30 AM ACCOMMODATED SCHEDULE Period 1

Break

Period 2

Lunch

Period 3

Break

Period 4

9:10 AM WEDNESDAY SCHEDULE Faculty Collaboration

8:00 am - 9:00 am 9:10 am - 10:25 am

60 minutes 75 minutes

Period 1

Break

10:25 am - 10:40 am 15 minutes 10:40 am - 11:55 am 75 minutes 11:55 am - 12:55 pm 60 minutes 2:10 pm - 2:20 pm 10 minutes 2:20 pm - 3:35 pm 75 minutes 12:55 pm - 2:10 pm 75 minutes

Period 2

Lunch

Period 3

Break

Period 4

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Parent-Teacher Conferences Two parent-teacher conferences are scheduled during the school year: one in October and a second in March. During conferences, parents and teachers discuss the academic progress of your daughter(s). Parents are welcome to schedule meetings with teachers, Guidance Counsellors, Learning Support Specialists and/or administrators at other times, as needed throughout the year. Report Cards Written reports at Havergal take two forms: a Full Report and an Update Report. Full Report The purpose of a Full Report is to communicate your daughter’s progress in terms of her academic achievement as well as demonstrated learning skills and work habits to that point in time. You can expect to read subject-specific comments from each teacher that contextualize you daughter’s standing. Full reports are provided to parents and students in December and June. Update Report The purpose of an Update Report is to provide parents with a snapshot of a student’s academic achievement in each subject as well as indicating a student’s demonstrated learning skills and work habits to that point in time. Teachers are not required to write comments on Update Reports. However, depending on the circumstances, comments may be written to expand upon the learning skills descriptions or provide more context for the current academic standing noted on the report. An Update Report is provided to parents and students in March. Learning Skills and Habits : Teachers assess six learning skills and work habits on an ongoing basis and collect evidence that will allow them to indicate the consistency with which a student demonstrates them in class. These are noted on both Update and Full Report Cards. Targeting specific learning skills and work habits as areas for improvement will positively impact your daughter’s academic success. Grades: Report card grades are determined by examining all of a student’s assessment data to date, looking at the most consistent level of performance with more focus on more recent evidence. The assessment picture usually changes throughout the year as students have more assessments and the pattern in their understanding becomes clearer. More detailed information on assessment is outlined in the section on Assessment Practices.

Report Cards and Parent Communication

The school year at Havergal is viewed as one academic period rather than a series of discrete terms. The school communicates with parents through face-to-face meetings and three report cards. The parent communications include: • September: Upper School People and Program Nights Grades 7–8 and Grades 9–12 • October: Parent Teacher Conferences • December: Full Report Cards (marks, learning skills and written comments) • March: Progress Report (marks and learning skills) • March: Parent Teacher Conferences • June: Full Report Card (marks, learning skills and written comments) All final marks for credit courses are recorded on the Ontario Student Transcript and recorded in ON-SIS. (OS 4.1.2) Transcripts may be requested by students through their Guidance Counsellors. Importance of Parent Communication Establishing and keeping open lines of communication between the school and home is essential to the maintenance of an excellent learning environment and promoting wellness in our students. For academic issues, parents are encouraged to meet directly with their daughters’ teachers whenever there is a question, concern or commendation. Teachers will reach out to parents by phone and email to do the same, as needed throughout the year. In general, parents should never be surprised about their daughter’s academic progress in any subject. In most instances, you can expect your call or email to be returned within 24 hours on a weekday. However, some issues or concerns may require several contacts to be resolved satisfactorily. Additionally, parents (and students) who email teachers on the weekends, school holidays or at unreasonably late (or early) times during the day should not expect to receive an immediate reply. People and Program Evenings The People and Program Evenings provide parents with opportunities to learn about the academic program, teacher expectations and classroom routines that your daughter will experience during the school year. It is a time for parents to meet their daughter’s teachers.

8  HAVERGAL COLLEGE | Course Calendar 2020–21

Honours and Distinction Grades 9-11 Honours are achieved when a student earns an overall average mark of at least 80-89.4% based on her six best courses. Distinction is achieved when a student earns an overall average mark of at least 89.5% and better based on her six best courses. Grade 12 Honours are achieved when a student earns an overall average mark of at least 80–89.4% based on her five best courses. Distinction is achieved when a student earns an overall average mark of at least 89.5% based on her five best courses. Course Selection Information Evening In January, parents of Upper School students in Grades 8 to 11 are invited to attend a Course Selection Information Evening. These evenings are hosted by the Guidance Department and Upper School administrators and are intended to assist parents in understanding the many course options and support available to students in choosing a path that is right for each girl. Students and parents can contact their Guidance Counsellors to ask specific questions. It is important that students choose courses wisely, checking for prerequisites and considering their future paths. Parents are asked to check their daughter’s course selection and sign their course selection sheet to acknowledge that the course load is appropriate and they approve of the courses. The school timetable is created based on student course requests. Students who wish to make changes to their course selection after they have handed in their course selection sheet must do so before the timetable is set. If students change their course selection after the timetable has been created, there is no guarantee that it will be possible to make those changes.

Student Responsibilities

School Rules and Student Responsibilities Students in the Upper School take ownership for their learning and, as such, assume the following responsibilities: 1. arriving at school and class on time; 2. checking Veracross (VC) course webpages and school email on a daily basis; 3. using school email to communicate with their teachers, not personal email; 4. meeting established deadlines; 5. submitting their own original work in the manner required by each teacher; 6. reaching out to teachers in advance when they expect to be absent for a short or extended period of time; 7. using an Extended Absence form when they are going to be away for four or more days; and 8. making up missed class material if absent. Students in the Upper School, as members of the school community, assume the following additional responsibilities: 1. abiding by the Havergal Code of Conduct; 2. complying with all published school policies, protocols and rules; 3. upholding and demonstrating the school’s core values: Integrity, Inquiry, Compassion and Courage; 4. attending all classes, Grade, Form, House, TA meetings, Prayers and assemblies on time; 5. wearing the school uniform correctly at all times; 6. not smoking or vaping while on school property, at a school sanctioned function or while wearing the school uniform; 7. not having any liquor—in any form—or illegal drugs on the school grounds and buildings or at a school sanctioned function at any time; 8. respecting that the Grad Common Room is to be used by only Grade 12 students; 9. meeting friends/guests at the school in the Rotunda and signing them in (and out) with Security; and 10. complying with the Acceptable Use of Technology Agreement and Student Loan Agreement.

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School Policies Progressive Discipline (OS 1.1.7)

cannabis for the person’s own medical purposes in accordance with applicable federal law. Currently medical cannabis users are authorized under the Access to Cannabis for Medical Purposes Regulations under the Controlled Drugs and Substances Act. School Premises: a building or portion of a building occupied by a private school within the meaning of the Education Act and the grounds surrounding the buildings of a private school where a private school is the only occupant of the premises, and the grounds annexed to a private school, where a private school is not the only occupant of the premises. Policy This policy is reviewed and approved by the school’s Board of Governors. All members of the school community are required to understand their responsibility under this policy to create a smoke-free and drug-free school community. Minimizing the health and safety risks associated with cannabis use is the responsibility of all members of the school community. Anyone who breaches this policy will be subject to disciplinary measures as set out in the Code of Conduct. Zero Tolerance of Impairment Cannabis is a substance that can cause impairment. Impairment at school creates health and safety risks for the school community and impedes the ability to learn. The school does not tolerate impairment at school, whether by students or employees. For students under age 19, cannabis remains an “illegal drug” within the meaning set out in the Code of Conduct. Attending school under the influence of cannabis remains unlawful and is a violation of the Code of Conduct. While there may be certain limited circumstances where cannabis use is lawful for adults in Ontario over age 19, the school strictly prohibits students over age 19 and adults from being impaired on school premises and such action will be considered a violation of the Code of Conduct. strict compliance with the Cannabis Act , the Ontario Cannabis Act, 2017 , the Smoke-Free Ontario Act, 2017 and any other law applicable to cannabis. No person is permitted to possess, consume, purchase, attempt to purchase or distribute cannabis on school premises. Pursuant to the Cannabis Act, 2017 , anyone under age 19 is prohibited from possessing, consuming, purchasing, attempting to purchase or distributing cannabis anywhere in Ontario. Further, no one under age 19 in Ontario may cultivate, propagate or harvest, or offer to cultivate, propagate or harvest, cannabis. Youth under age 19 should be aware that violations of the Cannabis Act, 2017 can result in fines of up to $200 and the requirement to participate in an approved youth education or prevention program. Cannabis use, including by medical cannabis users on school premises, is subject to the restrictions in the Smoke-Free Ontario Act, 2017 . No person is allowed to do the following on school premises: 1. smoke or hold lighted tobacco; 2. smoke or hold lighted medical cannabis; 3. use an electronic cigarette; and 4. consume any cannabis-based prescribed products or substances, in a prescribed manner. The following acts are strictly prohibited on school premises or during any off-site school-sponsored field trips, excursions or activities: Restrictions on Cannabis To help ensure a safe and healthy school community, the school requires

Progressive discipline is an approach used by the school to address inappropriate incidents and/or behaviours. It makes use of a continuum of interventions, supports and sanctions that builds upon strategies that promote positive behaviours. This may include reminders, review of expectations, detentions, contact with parents/guardians, loss of privileges, written reflection, conflict mediation and resolution, behavioral and/or academic agreements, referral for support services, suspension and expulsion. In general, the severity of punishment and the steps taken by the school will be consistent with the nature and degree of the misbehaviour in relation to the school’s progressive disciplinary approach. Each case will be dealt with individually. No two infractions of the Code of Conduct are exactly alike, nor are the needs of offenders necessarily similar. We recognize that each student is a unique individual and that every situation that requires disciplinary action has its own set of extenuating circumstances, which are duly considered in every case. Students who are found to be in breach of the Code of Conduct will receive a consequence that is age and developmentally appropriate. For students with a psycho-educational assessment, consequences must be consistent with the students’ strengths and needs reflecting the recommendations articulated in the assessment. It is important to note that in some instances a student’s breach of the Code of Conduct may be serious enough to warrant the school issuing a suspension or expulsion as a direct consequence of the breach. In these cases, the Principal or designate will be informed. Havergal is fully committed to ensuring the safety and security of its students, faculty, staff and members of the school community. This policy is intended to inform members of the school community of their obligations associated with maintaining a smoke-free and drug-free school and must be read in conjunction with the School Code of Conduct. Definitions Cannabis: includes the definition provided in the Cannabis Act (Federal) and the Cannabis Act, 2017 (Ontario) any part of a cannabis plant, including the phytocannabinoids produced by, or found in, such a plant, regardless of whether that part has been processed or not, except a non- viable seed, a mature stalk without any leaf flower seed or branch, fibre derived from a stalk, the root or any part of the root of a cannabis plant. a. Any substance or mixture of substances that contains or has on it any part of such a plant. b. Any substance that is identical to any phytocannabinoid produced by, or found in, such a plant, regardless of how the substance was obtained. Drug: any substance, chemical or agent including those for which the use or possession is: • unlawful in Canada or; • requires a personal prescription from a licenced treating physician. Employee: an individual employed by the school. Medical Cannabis User: a person who is authorized to possess Restriction of Cannabis

• possession of cannabis; • consumption of cannabis; • purchase or attempted purchase of cannabis; and • distribution of cannabis.

Medical Cannabis Use by Students Students who are lawful Medical Cannabis Users remain subject to the applicable rules under the Ontario Cannabis Act, 2017 and the Smoke- Free Ontario Act, 2017 . The school will review individual circumstances to determine what accommodation of a student’s medical cannabis use is reasonable. Medical cannabis, to the extent it is permitted on school premises in accordance with applicable laws, will be controlled in a manner similar to other medications.

Students will: 1.

understand and/or seek clarification regarding the requirements for the course and the course assessments; 2. know the different forms of cheating and plagiarism and how to avoid them; 3. cite sources appropriately and correctly; 4. produce course work and write tests without plagiarizing or cheating; and 5. understand that there will be consequences for being caught in the act of cheating or plagiarizing. Parents will: 1. understand the different forms of academic dishonesty; 2. support the process that investigates and concludes upon allegations of academic dishonesty; and 3. understand there will be consequences for students who are academically dishonest. When a Case of Academic Dishonesty Arises The benefit of the doubt will always be accorded to a student; however, when it has been determined beyond a reasonable doubt that cheating or plagiarizing has occurred, the following investigation and documentation process will occur. When deemed warranted, the consequences of academic dishonesty will vary depending on the nature of the incident, the age of the student and other mitigating factors. In general, repeat offences and offences committed by senior students are treated more severely. Investigation and Documentation The following illustrates typical consequences that follow an incident of academic dishonesty: 1. The teacher will inform and consult with his/her department head to determine the appropriate course of action. The Department Head may decide to consult with the VP, Teaching and Learning. 2. The teacher will inform the student of his/her concerns and provide the student with the opportunity to respond to these concerns. 3. The teacher will inform the parent of the incident and share the information gathered from the meeting with the student. 4. When deemed warranted, the teacher can do any or all of the following: • have the student revise the assessment, in whole or in part; • have the student complete another assessment; and/or • assign a mark of zero. 5. The incident will be documented electronically and a record of the incident will be placed in the student communication file, the contents of which remain confidential and separate from a student’s official Ministry of Education Ontario Student Record (OSR). Detentions Detentions are given for infractions of the school rules. At their discretion, teachers may have students serve a detention for minor or in-class infractions privately with them, or they may assign a formal detention, which will be served on Tuesdays after school. When student behaviour is considered to be deliberate (e.g., skipping a class or Prayers, vandalism), the student is sent to the Head, Senior School, who may assign a two-hour Saturday morning detention. Saturday morning detentions, which are supervised by teachers, are served in Number One Dress and are held in the Ellen Knox Library from 9 to 11 am.

Academic Honesty and Integrity

Philosophy of Academic Honesty and Integrity When students exhibit academic honesty, their learning and achievements can be assessed fairly and accurately, and the integrity and ethical conduct of the academic community is maintained. Academic honesty means presenting their own learning, knowledge and skills while also properly acknowledging their use of all forms of intellectual and creative expression and contributions of others. Academic dishonesty is a type of fraud (an attempt to deceive) and can take several forms. It is a serious offence in all educational institutions and elsewhere in society. It may carry severe penalties, ranging from receiving zero on an assessment or test, to failure in a course or even to expulsion from school. Some common forms of academic dishonesty include, but are not limited to: Cheating: Cheating is gaining an unfair advantage during tests and exams by bringing and consulting with unauthorized material or an unauthorized device during the testing period or by communicating with another student during or after the test to gain an unfair advantage. Cheating also occurs when students copy the work of others and submit it as their own. Plagiarism: Plagiarism is using the ideas or expressions of others in submitted work without acknowledging the source, thereby fraudulently presenting other people’s ideas as one’s own. Plagiarism constitutes intellectual theft. While completing academic work, it can become easy to plagiarize even if students do not intend to. It is important that students become knowledgeable of the many forms of plagiarism.Teachers will review proper documentation of sources with students. Self-plagiarism: In an academic environment, it is the expectation that all course material students create is original work. Therefore, it is considered plagiarism when students submit assessments completed and graded for other courses. A student who would like to rework a paper submitted for another course must ask permission to do so. Roles and Responsibilities in Building Understanding and Maintaining Academic Honesty Faculty will: 1. provide the particular requirements for the course and assessments with specific emphasis on using different sources of information; 2. instruct students and provide practice in different ways of correctly incorporating information from various sources without plagiarizing; 3. ensure acknowledgement of sources of materials for class use; and 4. outline expectations for student conduct during testing.

Havergal College Code of Conduct Parent and student compliance and/or consent with this agreement is mandatory.

1. Introduction The Havergal College Code of Conduct sets out school-wide expectations of behaviour. These expectations apply to all members of the Havergal College community including the Principal, students, faculty, staff, parents and volunteers (including Governors). Self-discipline and a willingness to accept responsibility for one’s actions and conduct are fundamental to the Havergal College Code of Conduct. The Havergal College Code of Conduct is based on underlying principles that promote respect, civility and responsible citizenship in a safe teaching and learning environment defined by the highest standards of academic excellence, personal behaviour and personal accountability. A positive school climate exists when all members of the school community feel safe. All students, parents, faculty and staff have the right to be safe, and feel safe, in the school community. With this right comes the responsibility to contribute to a positive school climate. The enforcement of the Havergal College Code of Conduct and the imposition of disciplinary actions are the responsibility of the Principal and her designates who consult with students, faculty, staff, parents and others as deemed appropriate. Students and parents must agree to comply with the Havergal College Code of Conduct. 2. Provisions of the Code of Conduct Respect, Civility and Responsible Citizenship All members of the school community must: 1. abide by the Havergal College Code of Conduct; 2. respect and comply with all applicable federal, provincial and municipal laws; 3. demonstrate the School Values; 4. respect the need of others to work in an environment that is conducive to learning and teaching; 5. respect differences in people, their ideas, and their opinions; 6. respect and treat others fairly, regardless of, for example, race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, gender identity, sexual orientation, age or disability; 7. respect the rights of others; 8. treat one another with dignity and respect at all times, especially when there is disagreement; 9. show proper care and regard for school property and the property of others; 10. take appropriate measures to help those in need; and 11. seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully.

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Safety, Security and Integrity All members of the school community must not: 1. act in a way that is injurious to the moral tone of the school or to the physical or mental well- being of others; 2. engage in bullying behaviours; 3. engage in hate propaganda and other forms of behaviour motivated by hate or bias; 4. be in possession of cigarettes, e-cigarettes/vape, alcohol or illegal drugs; 5. be under the influence of alcohol or illegal drugs; 6. provide alcohol, cigarettes and/or drugs to a minor; 7. commit robbery; 8. commit physical or sexual harassment and/or assault; 9. be in possession of, or traffic in, weapons; 10. use any object to threaten, intimidate or cause injury to another person; 11. inflict bodily harm on another person; 12. encourage others to inflict bodily harm on another person; and 13. commit an act of vandalism that causes damage to school property or to property located on the premises of the school. 3. The Importance of Speaking Up Havergal College is committed to providing a healthy school environment that is nurturing, caring and respectful of everyone. If a student has been bullied, intimidated or threatened, she needs to confide in an adult at the school. If a student witnesses an act of peer bullying, intimidation or threats, she is a bystander and as such is expected to take steps to help. If the school is not aware of an incident, it cannot act. Bystanders who witness others being bullied, intimidated and threatened—and choose not to act responsibly—are complicit in the hurtful behaviour. At Havergal, it is important for people to speak up against intolerance, bigotry, ignorance and willfully hurtful behaviour. All community members are expected to uphold the College’s core values by demonstrating courage, compassion and integrity.

4. Roles and Responsibilities Havergal College It is the responsibility of the school to:

1. develop policies, protocols and programs that enable the school to implement and enforce its Havergal College Code of Conduct and other rules that promote and support respect, civility, responsible citizenship and the safety and well-being of others; 2. review and revise policies, protocols, and programs regularly with students, parents, faculty, staff, volunteers and the community; 3. seek input from the Board of Directors, students, parents, faculty, staff and the school community; 4. establish a process that clearly communicates the Havergal College Code of Conduct to all students, parents, faculty, staff and members of the school community in order to obtain their commitment and support;

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5. develop effective intervention strategies and respond to all infractions related to the Havergal Code of Conduct: 6. provide opportunities for all school staff to acquire the knowledge, skills and attitudes necessary to develop and maintain safe environments for students. Principal The Principal takes a leadership role in the daily operation of the school. The Principal will provide this leadership by: 1. demonstrating care for the school community and a commitment to excellence in safe, inclusive and positive learning environments; 2. empowering students to be positive leaders in their school and community; 3. holding everyone under her authority accountable for his or her behaviour and actions; and 4. communicating regularly and meaningfully with all members of the school community. Faculty and Staff Under the leadership of the Principal, faculty and staff are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, faculty and staff uphold these high standards when they: 1. comply with Havergal College Code of Conduct; 2. help students work to their full potential and develop their sense of self-worth; 3. empower students to be positive leaders in their classroom, school and community; 4. maintain consistent standards of behaviour for all students; 5. demonstrate respect for all students, parents, faculty, staff, volunteers and the members of the school community; and 6. prepare students for the full responsibility of citizenship. Faculty and staff shall also assist the Principal in maintaining close cooperation with the school community and establishing and maintaining consistent disciplinary practices in the school. In addition, faculty and staff must assist the Principal by reporting incidents that breach the Havergal College Code of Conduct. Students Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others and for the responsibilities of citizenship through acceptable behaviour. 2. comes to school prepared, appropriately dressed, on time and ready to learn; 3. shows respect for herself, her peers and all members of the school community; 4. refrains from bringing anything to school that may compromise the safety and well-being of others; 5. complies with all published school rules, codes of conduct, agreements, policies and frameworks; and 6. takes responsibility for her own actions. Respect and responsibility are demonstrated when a student: 1. complies with the Havergal College Code of Conduct;

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Parents and Guardians Parents and guardians play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents and guardians fulfill their role when they: 1. comply with Havergal College’s Code of Conduct; 2. show an active interest in their daughter’s school programs and progress; 3. communicate regularly and respectfully with the school; 4. help their daughter be appropriately dressed and prepared for school; 5. ensure that their daughter attends school regularly and on time; 6. promptly report to the school their daughter’s absence or late arrival; 7. demonstrate support for the Havergal College Code of Conduct as well as the school rules and policies; 8. encourage and assist their daughter in following the Havergal College Code of Conduct and school rules; and 9. assist and support school staff in addressing disciplinary issues involving their daughter. Bullying Prevention and Intervention The Accepting Schools Act, known as Bill 13, requires all schools to prevent and address inappropriate and disrespectful behaviour among students in our schools (Appendix A). These behaviours include bullying, discrimination and harassment. The law promotes respect and understanding for all students regardless of race, gender, sexual orientation, disability or any other factor. Bill 13 defines bullying as the aggressive and typically repeated behaviour by a pupil where: 1. the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of: a. causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property; or b. creating a negative environment at a school for another individual; and 2. the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education; 3. for the purposes of the definition of “bullying” behaviour includes the use of any physical, verbal, electronic, written or other means; 4. for the purposes of the definition of “bullying” behaviour includes bullying by electronic means (commonly known as cyber-bullying), including: a. creating a web page or a blog in which the creator assumes the identity of another person; b. impersonating another person as the author of content or messages posted on the internet; and c. communicating personal and/or inappropriate material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals. 5.

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