This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.
| Unit Name | Duration | Value |
|---|---|---|
| AI & LLMs | 15 hrs | 10% |
| Hamlet | 25 hrs | 15% |
| Journalism | 20 hrs | 15% |
| Midterm Report Card | ||
| Academic Writing | 20 hrs | 15% |
| Biography | 20 hrs | 15% |
| Exam Task | 10 hrs | 30% |
This course uses video extensively to both reflect the skills required from modern workplaces as well as to verify your identity throughout the course. Videos should be submitted to the relevant assignments on Google Classroom. We recommend a resolution of 1280×720 (or 720p) as a good balance of quality without having too large a file. In compliance with Ontario Ministry of Education requirements, all Asynchronous Academy courses use the following types of assessments:
“Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.” — Ontario Ministry of Education
By reflecting on their experiences and feedback, then setting new personal goals throughout the course, students can learn to monitor their own progress and become independent learners. Assessments As Learning do not affect students’ overall grade.
“As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement.” — Ontario Ministry of Education
Assessment For Learning is used to give students a “trial run” at a set of skills in order to make sure that the student and teacher are on the same page with regards to expectations and formats. Skills demonstrated during Assessment For Learning can be used as evidence to improve a student’s mark, but can never be used to lower a mark.
Assessment Of Learning is what teachers actually use to calculate a grade, and is the type of assessment people typically associate with school.
Triangulation is a method of using several components of a student’s performance in order to try to get a better overall picture of how they are progressing through the course. In this course, we use Observations through having students turn in rough drafts and other materials they used to arrive at their final product in order to see their process. We also use Conversations by having student turn in reflection videos with most assignments in order to have a longer discussion across the course about how the student can achieve their personal goals. Finally, we also look at the final Products produced by students.
Specific Expectations by Assignment
Students establish a baseline from which to work on their communication skills. Assignments include Products (videos) and Observations (process explanation).
Students establish a baseline from which to work on their communication skills. Assignments are Products (videos).
Students establish a baseline from which to work on their communication skills. Assignments include Products (essay) and begins a Conversation (answering specific questions) about optimizing the student's work strategies.
Students learn to use AI tools to break down a difficult text to make it approachable. Assignments include videos (Products) and an explanation of their process (Observations).
Students create a multiple choice quiz (Product) and discuss what they think makes an optimal multiple choice quiz (Conversation)
Students create videos tracing a theme through the play (Product), and answer questions about their process and their perception of their progress (Conversation).
Students identify and research a high and low point of Canadian journalism. Assignments include a video (Product) and an explanation of what they valued in their research process (Conversation).
Students produce a written analysis of a significant deep fake or fake news event (Product) and a verification log which illustrates their process (Observation).
Students research small, independent journalism outlets, create a plan for their own local journalism outlet, and create an initial report (Products).
Students revisit pre-reading strategies, and learn new ones, in order to dissect academic writing (Product) and then consider what worked for them (Conversation).
Students work with an LLM to draft and refine an essay (Product) and review their process (Observation).
Students select their best work from across the course (Product) and explain their selection process (Observation)
Students set personal goals for their biography study, and use their LLM to find a novel that will help them reach them (Product).
Students read their biography and record a series of video diaries answering questions (Conversation).
Students consider a broad range of writing strategies to prove their point and write an essay in that style (Product), then show the process they followed to arrive at their output (Observation)
At Asynchronous Academy, our approach reflect the belief that every student can be a successful language learner when provided with engaging, individualized, and inquiry-driven opportunities. Our online asynchronous model allows teachers to design lessons that respect each learner’s strengths and needs by integrating flexible pathways and adaptive technologies.
Through the use of AI-supported inquiry, students receive feedback and scaffolding that target their current skill level, while the asynchronous structure allows them to work at their own pace and revisit concepts as needed. Learning activities begin with clear purposes and invitations to explore big questions about literature, communication, and media. Students are explicitly taught strategies for independent learning, critical reading, and analytical writing, while being encouraged to “talk through their thinking” in digital forums, reflective journals, and peer video responses, mirroring authentic communication in the modern digital landscape.
Our program also fosters higher-level thinking by encouraging students to use AI and multimedia tools to examine fairness, equity, and representation in the texts they study and create. Inquiry-based projects prompt students to interpret information directly from online sources, applying critical literacy skills to discern perspective and bias. Students refine their voices through multiple modes of communication (i.e. writing, speaking, and video production) and take on the role of both creator and editor, engaging deeply with tone, structure, and meaning. By framing language learning around authentic digital communication and creative exploration, Asynchronous Academy nurtures habits of mind such as persistence, clarity, and responsible risk-taking. Students learn to balance the precision of AI-assisted writing with their own human insight, preparing them to think critically and communicate with purpose in a global, media-rich society.
Our online and inquiry-driven model is designed to embody the principles of universal design and differentiated instruction outlined in the Ontario curriculum. The flexibility of an asynchronous environment naturally accommodates diverse learning needs, allowing students with special education needs to access, process, and demonstrate learning in ways that best suit their individual strengths.
Lessons are structured to allow multiple entry points and modes of engagement: students may read, listen, or view content, and demonstrate understanding through writing, video, or oral responses. AI tools support personalized learning by helping students rephrase, summarize, or scaffold complex material at their own pace. Teachers collaborate with special education specialists to ensure that accommodations, such as extended timelines, alternative formats, and personalized communication modes, are seamlessly integrated into course design. The digital nature of our classrooms also allows for individualized feedback and flexible groupings, so students can participate in ways that honour both their abilities and learning preferences.
When modified expectations are required, Asynchronous Academy’s adaptive platform and project-based approach enable teachers to tailor curriculum expectations to align with each student’s Individual Education Plan (IEP). Modified tasks may simplify analytical requirements, adjust text complexity, or refocus assignments toward core communication skills while maintaining engagement with meaningful ideas and inquiry-based learning. Students continue to participate in the same thematic and conceptual explorations as their peers, but at a depth and pace appropriate to their goals and readiness.
Teachers monitor progress continuously through digital submissions and provide iterative feedback that supports growth within the student’s unique learning pathway. In this way, our ENG2D program ensures that fairness is not sameness: each learner is supported through a blend of evidence-based teaching, technological accommodation, and human responsiveness that upholds both accessibility and academic integrity.
The flexible, inquiry-driven structure of our program is uniquely suited to support English language learners (ELLs) as they develop both linguistic proficiency and confidence. Because our courses are asynchronous and multimodal, students can engage with materials at their own pace and revisit lessons as often as needed.
Each unit provides multiple pathways for comprehension, including AI-assisted summaries, visual supports, video lessons, and scaffolded readings that accommodate varying levels of English proficiency. Our use of generative AI tools allows students to interact with texts in accessible ways—for example, by generating plain-language summaries, comparing stylistic features, or translating key passages into their first language for deeper understanding.
Instructors intentionally design assessments that measure communication and critical thinking rather than mere fluency, using accommodations such as oral or video responses, extended timelines, and alternate formats. This flexibility helps ensure that ELLs can demonstrate their learning authentically while building both academic and linguistic confidence.
We also view linguistic and cultural diversity as an essential asset in our online learning community. Students are encouraged to incorporate their linguistic backgrounds and personal experiences into inquiry projects, discussions, and creative writing, fostering intercultural awareness and global citizenship. Lessons frequently invite comparisons between texts and cultural contexts, positioning ELLs as contributors of valuable perspectives rather than passive recipients of English instruction.
Teachers adapt expectations based on each learner’s proficiency and needs, whether through simplified texts, visual organizers, or bilingual resources. In addition, our video-based communication activities help students bridge linguistic gaps by developing oral fluency and expressive confidence in real-world digital formats.
Through this inclusive, technology-enhanced approach, we ensure that English language learners are supported not only in mastering academic English but in finding their voice as thoughtful, articulate participants in a global conversation.
At Asynchronous Academy, antidiscrimination education is embedded throughout our program’s inquiry-driven and technology-enhanced framework. Our asynchronous, online format allows students from diverse backgrounds, communities, and life experiences to engage meaningfully with literature and media that reflect the breadth of human perspectives.
The curriculum is designed to encourage investigation of texts and creators representing various cultural, racial, linguistic, and gender identities, including contemporary works by First Nations, Métis, and Inuit authors. Through inquiry-based projects, students examine how representation, power, and identity function in texts, media, and digital spaces, using critical literacy to detect bias and explore issues of equity, fairness, and social justice.
By using AI tools for text analysis and comparison, students are able to identify implicit meanings, challenge stereotypes, and question dominant narratives. Assignments often invite learners to connect their own cultural perspectives and lived experiences to the themes they study, promoting empathy, intercultural understanding, and civic awareness in a global digital context.
Our emphasis on media production and digital communication further supports antidiscrimination goals by helping students develop inclusive, ethical, and responsible voices online. Video-based and social media–style assignments encourage students to analyze and produce content with awareness of audience diversity, tone, and representation.
Teachers facilitate open discussions in digital forums that prioritize respect, inclusivity, and critical self-reflection, fostering a psychologically safe space where all voices can be heard. Instructors also remain alert to the potential emotional impact of sensitive materials and guide students in processing challenging content through reflection and discussion.
By linking the study of literature, media, and communication ethics to real-world digital citizenship, Asynchronous Academy ensures that antidiscrimination education is not only theoretical but actively practiced: empowering students to use language and technology to build fairness, empathy, and justice in both their personal and online communities.
Literacy and inquiry are the foundation of all English learning experiences. Our program develops students’ communication skills across modes—written, oral, visual, and digital—while encouraging them to think critically about how information is created, shared, and interpreted.
Because the program is inquiry-driven, students learn to ask meaningful questions, explore multiple perspectives, and construct knowledge independently. AI-supported research tools and online databases help students locate and evaluate diverse sources, while guided instruction teaches them to assess credibility, identify bias, and synthesize findings into coherent arguments and creative works. This approach transforms traditional literacy into a modern, multidimensional skill set essential for navigating an information-rich world.
Mathematical literacy and data interpretation are integrated naturally through assignments that involve analyzing and communicating information using charts, infographics, or visual data in media and nonfiction texts. Students learn to interpret patterns, statistics, and trends critically, especially as they appear in persuasive and journalistic writing. By combining inquiry-based exploration with visual and data-informed communication, we ensure that students not only master traditional English literacy but also develop the research fluency and analytical skills needed for thoughtful participation in both academic and real-world contexts.
At Asynchronous Academy, the internet functions as our dynamic and accessible substitute for the traditional school library, supporting students’ growth as independent, lifelong learners. Our English program teaches students to navigate and critically engage with the vast resources available online, thereby developing the same research and literacy skills that a physical library fosters.
Through guided inquiry projects, students learn to locate, evaluate, and synthesize information from credible digital sources, including academic databases, news media, and literary archives. AI and search tools are integrated into the learning process to model responsible digital literacy, helping students distinguish between reliable and biased information while fostering intellectual curiosity and discernment.
Students are encouraged to “read widely” in both literary and informational genres by exploring global and Canadian voices through digital texts, online journals, and multimedia works. Video essays, blogs, and digital storytelling assignments invite them to communicate their learning creatively using modern formats and technologies.
In place of a librarian’s role, teachers guide students in developing strong research habits, ethical use of information, and respect for intellectual property. By leveraging the open and interconnected nature of the internet, we ensure that students experience the richness, diversity, and empowerment of a twenty-first-century library—one that prepares them to seek knowledge, think critically, and share ideas responsibly in a global digital landscape.
Technology is not an add-on to our English program; it is the foundation of how students learn, create, and communicate. Our English courses leverage a full range of digital tools, including AI platforms, video production software, collaborative online workspaces, and multimedia editing applications, to help students explore language in authentic, twenty-first-century contexts.
Students use technology to draft, revise, and publish written and video work, as well as to engage in inquiry-driven projects that mirror real-world communication and research practices. They are encouraged to explore digital archives, literary databases, and online museums to enrich their understanding of literature and media, while developing digital fluency and critical literacy skills.
Because our entire learning environment exists online, we place a strong emphasis on digital citizenship, teaching students to use the internet safely, responsibly, and ethically. Lessons and activities reinforce awareness of privacy, intellectual property, and the social implications of online communication.
Students learn not only how to use technology effectively, but also how to evaluate its impact on voice, tone, and meaning in a digital world. By integrating creativity, technical skill, and critical awareness, Asynchronous Academy’s English program transforms technology from a medium of convenience into a medium of expression, empowering students to engage thoughtfully and ethically with the global community through digital language and media.
At Asynchronous Academy, career education is woven directly into the design of every English course. Because our program emphasizes inquiry, communication, and digital fluency, students consistently apply their literacy skills in ways that mirror real-world professional contexts.
Assignments often ask students to identify and reflect on transferable skills, such as research, critical analysis, communication, and media production, and to connect these explicitly to specific careers or sectors. Students practice expository and persuasive writing through authentic formats like reports, proposals, and digital presentations.
The program also highlights how literacy and technological proficiency are foundational to employability in a digital economy. Through the use of AI tools, multimedia storytelling, and critical evaluation of online information, students learn to manage, interpret, and communicate complex ideas clearly—skills applicable to nearly every career field.
By integrating reflective career-oriented activities into academic learning, Asynchronous Academy helps students see the direct connection between strong language skills and professional success, preparing them not only for postsecondary study but for thoughtful, adaptable participation in the evolving world of work.
While our programs do not include formal cooperative education placements, the inquiry-driven and self-directed nature of our English courses allows students to develop and apply many of the same communication and professional skills emphasized in experiential learning.
Assignments are designed to mirror real-world tasks, such as proposal writing, media production, persuasive communication, and project-based collaboration, helping students practice the clarity, adaptability, and initiative that are essential in workplace settings. Students are encouraged to explore topics and inquiries related to their personal interests or future careers, integrating authentic communication challenges from fields like media, marketing, publishing, or education into their coursework.
Because the online environment requires independence, time management, and accountability, students also develop the soft skills employers value most: self-motivation, problem-solving, and professional communication across digital platforms. Teachers guide students in recognizing and articulating how these competencies translate into workplace readiness, supporting reflection on the communication, collaboration, and ethical awareness required in professional contexts.
In this way, Asynchronous Academy’s English program functions as a flexible bridge between academic literacy and experiential learning, preparing students to engage confidently and responsibly in real-world environments where communication and inquiry are key.
While Asynchronous Academy does not directly offer Specialist High Skills Major (SHSM) programs, our English courses can support students pursuing them through their home or partner schools. The inquiry-based structure of our English program helps students build the strong communication, research, and digital literacy skills valued in every SHSM sector. Students interested in earning SHSM credits are encouraged to consult their main school to ensure alignment with sector-specific requirements and cooperative education opportunities.
Asynchronous Academy delivers all courses fully online, so there are no field trips or in-person activities that require special health and safety planning. However, we emphasize digital safety and responsible online conduct in all communication and research activities. Students are taught to protect their privacy, use technology ethically, and engage respectfully in online spaces: core components of maintaining a safe and supportive virtual learning environment.