Academics

The academic program is designed to be rigorous, challenging and interactive. Because students have different learning styles, teachers work hard to provide a variety of learning experiences that engage and motivate their students in the learning process. If students are going to be successful in their postsecondary studies as well as in their future vocations, they need to take charge of their learning. Teachers challenge students to do just that – to get behind the wheel! Staff are carefully chosen to be highly qualified in their subject disciplines, to have a vital relationship with Christ, and to be strongly relational. High school students learn best from adults whom they feel like and respect them.

The academic curriculum at QCHS meets or exceeds the standards set by the Ontario Ministry of Education.

Assessment, Evaluation and Reporting

Assessment, evaluation and reporting for all academic courses at Quinte Christian High School is based on the document Growing Success, Assessment, Evaluation and Reporting in Ontario Schools, 2010. The primary purpose of assessment and evaluation is to improve student learning. The following seven fundamental principles lay the foundation for rich and challenging practice. When these principles are fully understood and observed by all teachers, they guide the collection of meaningful information that informs instructional decisions, promotes student engagement, and improves student learning. (p.6)

The Seven Fundamental Principles
To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:
• are fair, transparent, and equitable for all students;
• support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
• are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
• are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
• are ongoing, varied in nature, and administered over a period of time to provide multiple
opportunities for students to demonstrate the full range of their learning;
• provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
• develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning. (p.6)

The school receives a biannual inspection by the Ministry of Education.