Classical and International Languages
LVV4U
Classical Civilization
This course introduces students to the rich cultural legacy of the classical world. Students will investigate aspects of classical culture, including mythology, literature, art, architecture, philosophy, science, and technology, as well as elements of the ancient Greek and Latin languages. Students will develop creative and critical thinking skills through exploring and responding to works by classical authors in English translation and examining material culture brought to light through archaeology. They will also increase their communication and research skills by working both collaboratively and independently, and will acquire an understanding and appreciation of the interconnectedness of ancient and modern societies.
Tuition
$580
One Ontario credit, enrolled online.
- Grade
- 12
- Credit
- 1.0
- Delivery
- Online
Prerequisite for this course: ENG2D
- EnglishENL1W
- EnglishENG2D
- Classical CivilizationLVV4UThis course
About this course
This course introduces students to the rich cultural legacy of the classical world. Students will investigate aspects of classical culture, including mythology, literature, art, architecture, philosophy, science, and technology, as well as elements of the ancient Greek and Latin languages. Students will develop creative and critical thinking skills through exploring and responding to works by classical authors in English translation and examining material culture brought to light through archaeology. They will also increase their communication and research skills by working both collaboratively and independently, and will acquire an understanding and appreciation of the interconnectedness of ancient and modern societies.
What you'll learn
Investigate the mythology, literature, art, and philosophy of the ancient Greek and Roman world.
Read and respond to classical authors in translation with a critical, questioning eye.
Examine material culture uncovered through archaeology to understand daily life in the ancient world.
Draw connections between the ancient world and the societies we live in today.
Curriculum expectations
The overall expectations set by the Ontario curriculum, grouped by strand. Drawn from The Ontario Curriculum, Grades 11–12: Classical and International Languages (2016).
A. Critical Thinking and Literacy Skills
- A1select and organize information about the classical world from a variety of oral, written, and visual primary and secondary sources
- A2interpret and evaluate information to make inferences about the cultural customs and values of the classical world
- A3communicate knowledge and understanding of the classical world using a variety of media
- A4describe how learning about the classical world relates to and enhances their understanding of other cultures and fields of study, the contemporary world, and their own experience
B. Mythology and Literature
- B1demonstrate knowledge and understanding of different types of myths and their socio-cultural contexts
- B2demonstrate knowledge of classical literary genres and understanding of the literary aspects of classical texts
- B3identify terminology in English derived from classical mythology and literature and use it correctly, and demonstrate knowledge of classical writing systems
- B4describe how their learning about classical mythology and literature relates to and enhances their understanding of other cultures and fields of study, the contemporary world, and their own experience
C. History and Geography
- C1demonstrate knowledge and understanding of the political and social history of societies in the classical world
- C2demonstrate knowledge and understanding of the geography of the classical world and its influence on the development of classical culture
- C3identify historical and geographical terminology in English derived from ancient Greek and Latin, including political and legal terminology, and use it correctly
- C4describe how their learning about the history and geography of the classical world relates to and enhances their understanding of other cultures and fields of study, the contemporary world, and their own experience
D. Philosophy and Religion
- D1demonstrate knowledge and understanding of the schools of classical philosophy and of classical contributions to the development of scientific inquiry
- D2demonstrate knowledge and understanding of the diverse religions and religious rituals of the Graeco-Roman world
- D3identify philosophical, scientific, and religious terminology in English derived from ancient Greek and Latin and use it correctly
- D4describe how their learning about classical philosophy, science, and religion relates to and enhances their understanding of other cultures and fields of study, the contemporary world, and their own experience
E. Material Culture
- E1demonstrate knowledge and understanding of archaeological history, practices, and issues, and the physical remains or artefacts related to classical sites
- E2make inferences about the social structures, customs, and technological achievements of classical societies based on information derived from their material culture
- E3identify archaeological, aesthetic, and architectural terms in English derived from ancient Greek and Latin and use them correctly
- E4describe how their learning about classical material culture relates to and enhances their understanding of other cultures and fields of study, the contemporary world, and personal experience
How you'll study
- DeliveryOnline
- Delivered fully online through Vaughan College's learning platform, with live teacher support. Online students can also call into the live in-person classroom through Google Classroom anytime they want extra guidance.
- Fast-trackAvailable
- Complete the credit in a condensed schedule. Useful for upgrading, course recovery, or summer acceleration.
- Credit value1.0 OSSD credit
- Counts toward the 30 credits required for the Ontario Secondary School Diploma.
Assessment and evaluation
Every Vaughan College course follows Ontario’s Growing Success policy. Assessment is continuous: teachers gather evidence of learning through observation, conversation, and student work, and give feedback that helps a student improve before the work is graded.
Evaluation — the judgement that produces a mark — measures achievement of the Ontario curriculum expectations across four categories: Knowledge and Understanding, Thinking, Communication, and Application. A student’s grade reflects how well they have met the expectations, with greatest weight given to their most consistent and most recent work.
The final grade
The final percentage grade is based on two parts. Seventy percent comes from work completed throughout the course, weighted toward more recent and more consistent achievement. The remaining thirty percent comes from a final evaluation near the end of the course — an examination, performance, essay, or other culminating task suited to the subject.
Grades are reported against the provincial standard, where Level 3 (70 to 79 percent) represents the standard expected of students at that grade. A grade of 50 percent or higher earns the credit.
The report card
Achievement is reported on the Ontario Provincial Report Card, which records the percentage grade and the credit earned for each course. Grades for completed credits carry forward onto the Ontario Student Transcript, the official record used for graduation and post-secondary admission.
The report card also reports six learning skills and work habits, separately from the academic grade: responsibility, organisation, independent work, collaboration, initiative, and self-regulation. These describe how a student approaches their learning, and universities and colleges do read them.
Considerations for program planning
The Ontario curriculum asks every course to account for a set of cross-curricular considerations — the ways a subject connects to students’ broader development and to the world beyond the classroom. They shape how each course is planned and taught.
Students with special education needs
Teachers plan for the full range of learners. Where a student has an Individual Education Plan, the accommodations, modifications, or alternative expectations it sets out are built into how the course is taught and assessed, so the student can demonstrate learning in the way that works for them.
English language learners
Students who are still developing their English receive scaffolding — adjusted materials, extra time, and language support — while working toward the same curriculum expectations. Assessment separates what a student knows and can do from their stage of English acquisition.
Environmental education
Wherever the subject allows, coursework draws connections to the environment and sustainability, helping students understand how the topics they study relate to the natural world and their responsibilities within it.
Healthy relationships
Every course contributes to a school culture built on respect. Students practise the communication and collaboration skills that underpin healthy, equitable relationships with peers and teachers.
Equity and inclusive education
Materials and discussion reflect a range of experiences and perspectives so every student sees themselves in the work. An inclusive classroom holds high expectations for all learners and treats difference as a strength.
Financial literacy
Where it fits the subject, students apply mathematical and analytical thinking to real financial questions — budgeting, credit, and informed decision-making — so the skills carry into life after graduation.
Literacy, mathematical literacy, and inquiry skills
Reading, writing, oral communication, numeracy, and structured inquiry are developed in every subject, not only in English and mathematics. These are the cross-curricular skills that make learning in every other course possible.
Critical thinking and critical literacy
Students learn to weigh evidence, question assumptions, and interpret what they read, watch, and hear — distinguishing fact from opinion and recognising point of view and bias.
The role of the school library
Library and information resources support research and independent reading. Students learn to locate, evaluate, and use sources responsibly, building the research habits that post-secondary study assumes.
Information and communications technology
Technology is used to support learning and to build the digital skills students need, alongside an understanding of how to work online safely, responsibly, and with attention to their own well-being.
Education and career/life planning
Coursework helps students connect what they are learning to their goals beyond high school, so each credit is a step in a deliberate plan rather than an isolated requirement.
Cooperative education and experiential learning
Where a subject supports it, hands-on and experiential learning connect classroom study to real settings, giving students a clearer sense of how the material is used in work and in the community.
Health and safety
In any course involving activity, equipment, or materials, safe practice is taught and expected. Students learn the procedures that protect themselves and others.
Ethics
Many subjects raise questions of right and wrong. Students learn to examine ethical issues thoughtfully, consider more than one position, and support a view with reasons — including academic honesty in their own work.
Teaching and learning at Vaughan College
Courses are taught in small classes, which lets teachers adapt to how each student learns. A single lesson might combine direct instruction, discussion, independent practice, collaborative work, and hands-on or inquiry-based tasks, chosen to suit the material and the students in the room.
Students receive regular, specific feedback and can move at a pace that fits their goals, whether they are working ahead, recovering a credit, or balancing school with other commitments. The aim is that every student understands not just what they are learning, but why it matters and where it leads.
In-class learning, from anywhere
Be in the classroom from anywhere in the world.
Some of our online courses run alongside a live class in our Vaughan classroom, and which ones changes each semester. When a course offers it, you’ll see a Live now tag on the course or a Hybrid toggle on its page. Turn it on and you can join the real in-person lesson through Google Classroom instead of a separate online-only section, with the same teacher as it happens. Add it when you enrol or anytime after; in-person students can join the same way on the days they study from home.
Next Step
Ready to add this credit?
Add the course to your cart for enrolment, or speak with our admissions team about pathway sequencing, prerequisites, and credit equivalency from a previous school.