Learning at HTS

As a school which delivers a Truly Canadian Education, we are well equipped to provide learning resources and environment which facilitate students to experience Canada as a cultural and academic destination. We do this through:

• Sourcing of authentically Canadian learning resources
• Educators who have been trained in the most updated Ontario Curriculum delivery methodologies
• Ongoing cooperation with Canadian institutions to provide project-based learning, academic, and cultural experiences
• Frequent site visits and inspections by our Canadian partners
• Summer camp and academic excursions to Canada

The HTS Comprehensive Literacy Development Program is built using a multi-tiered system of support (MTSS), which allows students access to high-quality classroom instruction followed by internal assessments that increase the time and intensity of instruction.

The essential structural elements of our program include the following:

• Knowledgeable experts who use effective and evidence-based instructional practices, and participate in ongoing professional development.
• Instructional resources and materials that are developmentally sequenced and use research- and evidence-based instructional practices.
• An assessment system that ensures universal screening, timely progress-monitoring, diagnostic and formative assessment, and a comprehensive system of tracking all students’ reading and writing growth.
• Opportunities for parents and families to participate in their student’s instruction and improve outcomes.

The Ontario Curriculum as delivered by HTS provides harmonizes learning objectives across disciplines, adopts a holistic approach to learning, embraces the growth mindset, and integrates STEM throughout. We do this by:

• Comprehensive curriculum planning which identifies the essential learnings in each subject, amalgamates them with related objectives across disciplines, and maintains accountability, relatability, and validity.
• Differentiated instruction which address the needs and preferences of each learner.
• An activity-driven methodology for meeting learning objectives.
• Focusing on the big picture and cultivating higher order thinking and 21^st century skills.
• Conducting timely and reliable procedural assessments which inform instruction and guide individual and class learning trajectories

The HTS Life Skills Program is a curriculum-based program focused on physical, social, emotional, and attentional self-regulating skills, and is developed to cultivate wellbeing, resilience, and lifelong learning. It is delivered through framework of our Core Values:

Respect – Compassion – Responsibility – Inspiration – Empower – Creativity – Dynamism – Adaptability – Determination – Integrity 

It is integrated into learning by allocating daily time slots during which classes investigate, analyze, and synthesize key understandings related to each Core Value. Each class is responsible for developing a final product and presentation which communicates the essential concept espoused by the value.

We facilitate English Language Learners (ELLs) to attain high levels of achievement, provide access to teacher and student resources that support programming, assessments, and the tracking of students’ language proficiency over time.

There are two major components: Initial and Ongoing Assessment.

1. Initial Assessment allows teachers to:

• develop a student profile
• determine placement
• provide a starting point for instruction
• support programming

2. Ongoing Assessment allows teachers to:

• support planning and programming decisions
• implement responsive differentiated instruction and assessment
• track language proficiency and literacy development
• select appropriate resources
• make decisions regarding participation in and support for large-scale assessment
• engage students in self-assessment and goal setting
• identify possible special learning needs
• provide students and parents with accurate indication of the child’s level of English language acquisition and literacy development
• determine discontinuation of EAL support
• engage in reflective teacher practice and professional dialogue.

Students enter the program with varied knowledge, skills, and understanding. Through our EAL program, they will:

• learn English at the same time as the Ontario curriculum
• see themselves in the learning environment
• feel that their culture and language are valued
• have confidence to express their opinion and know they have a voice.
• meet high expectations when they are involved in setting goals
• have opportunities to choose pathways that honor their strengths and interests