PROGRAM AND

DIPLOMA REQUIREMENTS

1999

Ministry of Education
and Training
Contents

1 Preface 5

2 Introduction 6

3 Diploma Requirements and Related Procedures 8

3.1 The Requirements for the Ontario Secondary School Diploma 8
3.1.1 Compulsory Credits 8
3.1.2 Optional Credits 9
3.1.3 Community Involvement Activities 9
3.1.4 The Provincial Secondary School Literacy Test 10
3.1.4.1 Accommodations, Deferrals, and Exemptions 10
3.2 Substitutions for Compulsory Courses 11
3.3 The Ontario Secondary School Certificate 12
3.4 The Certificate of Accomplishment 12
3.5 Granting of Diplomas and Certificates 12

4 The Organization of Secondary School Courses 13

4.1 Types of Courses 13
4.2 Grade 9 and 10 Courses: Overview 14
4.2.1 Academic Courses and Applied Courses 14
4.2.2 Open Courses in Grades 9 and 10 16
4.3 Grade 11 and 12 Courses: Overview 16
4.3.1 University Preparation Courses 16
4.3.2 University/College Preparation Courses 16
4.3.3 College Preparation Courses 17
4.3.4 Workplace Preparation Courses 17
4.3.5 Transfer Courses 17
4.3.6 Open Courses in Grades 11 and 12 18

Une publication équivalente est disponible en français sous le

titre suivant : Les écoles secondaires de l’Ontario, de la 9e à
la 12 e année – Préparation au diplôme d’études secondaires de
l’Ontario, 1999.
This publication is available on the Ministry of Education and
Training’s World Wide Web site at http://www.edu.gov.on.ca.
 5 The Student’s Program: Planning for the
Individual Student 19
5.1 The Teacher-Adviser Program 19
5.2 The Annual Education Plan 20
5.3 Selection of Courses 20
5.3.1 The School Course Calendar 21
5.3.2 Secondary School Credit Opportunities for
Elementary School Students 22
5.3.3 Prerequisite Courses 22
5.4 Program Planning for Exceptional Students 22
5.4.1 Developing the Student’s Individual Education Plan 23
5.4.2 Developing the Student’s Transition Plan 23
5.4.3 Developing an Individualized Program for the Student 24
5.4.4 Modifying Curriculum Expectations 24
5.4.4.1 Modified Curriculum Expectations 24
5.4.4.2 Alternative Curriculum Expectations 25
5.5 Early Identification and Intervention Strategies for
Students at Risk 25
5.5.1 Strategies and Program Options 25
5.5.2 The Role of the Annual Education Plan 27
5.5.3 Procedures for Students Who Fail to Meet Course
Expectations 27
5.6 Procedures for Students Who Wish to Change Course Types 28
5.7 Orientation and Exit Programs 28
5.7.1 Orientation Programs for Students Entering
Secondary School 28
5.7.2 Exit Programs for Students Leaving Secondary School 29

6 Achievement and Accreditation 30

6.1 The Credit System 30
6.2 Assessment, Evaluation, and Reporting 30
6.2.1 Assessment and Evaluation of Student Achievement 31
6.2.1.1 Achievement Levels 32
6.2.2 Procedures for Communicating Student Achievement 32
6.2.2.1 The Provincial Report Card, Grades 9–12 33
6.2.2.2 The Ontario Student Transcript 33
6.2.3 Assessment and Evaluation of Programs 34
6.3 Promotion From Grade 8 to Grade 9 35
6.4 Attendance 35
6.5 Procedures for Students Who Fail or Who Do Not
Complete Courses 35

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
2
 6.6 Prior Learning Assessment and Recognition 36
6.7 Student Transfers 38
6.7.1 Procedures for Students Transferring From One Ontario
Secondary School to Another 38
6.7.2 Procedures for Students Transferring to an Ontario
Secondary School From a Non-inspected Private School
or a School Outside Ontario 38
6.8 Alternative Ways of Earning Credits Towards the Ontario
Secondary School Diploma 38
6.8.1 Correspondence Courses 38
6.8.2 Independent Study 39
6.8.3 Private Study 39
6.8.4 Continuing Education 39
6.8.4.1 Summer School 40
6.8.5 Private School 41
6.8.6 Programs in Music Taken Outside the School 41
6.9 General Education Development (GED) Testing 41

7 Program Planning and Delivery by School Boards and Schools 42

7.1 Course Development 42
7.1.1 Courses of Study 42
7.1.2 Locally Developed Courses 43
7.1.3 Religious Education Courses 44
7.1.3.1 Roman Catholic Separate Schools 44
7.1.3.2 Inspected Private Schools 44
7.2 The Guidance and Career Education Program 45
7.3 Language Programs 46
7.3.1 Programs in the Language of Instruction (English) 46
7.3.1.1 Support Programs in the Language of Instruction 46
7.3.2 Second-Language Programs 47
7.3.2.1 French As a Second Language (FSL) 47
7.3.2.2 Native Languages 47
7.3.3 Programs in International and Classical Languages 48
7.4 Specialized Programs 48
7.4.1 Career Preparation Programs 50
7.4.2 Postsecondary Education Preparation Programs 50
7.4.2.1 University Preparation Programs 50
7.4.2.2 College Preparation Programs 50
7.4.3 School–Work Transition Programs 50

C O N T E N T S
3
 7.5 Cooperative Education and Work Experience 52
7.6 The Independent Learning Centre (Correspondence Courses) 54
7.7 Distance Education 54
7.8 Specialized Schools 54
7.8.1 Alternative Schools 54
7.9 Small and Isolated Schools 55
7.10 Multitype and Multigrade Classes 55
7.11 Programs for Students at Risk 56
7.12 Special Education 56
7.13 Antidiscrimination Education 58
7.14 Technology in Education 59
7.15 Extracurricular Programs 60
7.16 Partnerships 60

8 Roles and Responsibilities 62

8.1 The Ministry of Education and Training 62
8.2 School Boards 63

Appendices
Appendix 1 Implementation Schedule 65
Appendix 2 Transition From OSIS to OSS 67
Appendix 3 Summary of Diploma Requirements 68
Appendix 4 Music Certificates Accepted for Credits 70
Appendix 5 Compulsory Credits 71
Appendix 6 Meeting the Needs of Exceptional Students 74
Appendix 7 Supervised Alternative Learning for Excused
Pupils (SALEP) 76
Appendix 8 Equivalent Diploma Requirements 77

Glossary 79

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
4
1 Preface

Ontario Secondary Schools, Grades 9–12: Program and Diploma Requirements,

1999 (OSS) sets out the policies and requirements that govern the program in
English-language secondary schools in Ontario. It outlines the policies of the
Ministry of Education and Training for programs in Grades 9 to 12, including
the requirements for the awarding of the Ontario Secondary School Diploma
(OSSD).

Unless otherwise indicated in the text, the policies described in this docu-
ment replace the following as of the beginning of the 1999–2000 school year:
– the policies for Grade 9 outlined in Transition Years, Grades 7, 8, and 9:
Policies and Program Requirements, 1992 and in The Common Curriculum:
Policies and Outcomes, Grades 1–9, 1995
– Ontario Schools, Intermediate and Senior Divisions (Grades 7–12/OACs):
Program and Diploma Requirements, rev. ed., 1989 (OSIS)
– the policies for secondary education outlined in Policy/Program
Memorandum No. 115, “Program Policy for Elementary and Secondary
Education”, June 27, 1994

OSIS diploma requirements continue to apply to students who began Grade 9

between September 1984 and the beginning of the 1999–2000 school year.

The policies outlined in this document are complemented by related provin-

cial policies outlined in Choices Into Action: Guidance and Career Education
Program Policy for Ontario Elementary and Secondary Schools, 1999 and in the
secondary school curriculum policy documents.

For the implementation schedule, see appendix 1: Implementation Schedule.

5
 2 Introduction

The Ontario secondary school program is designed to equip students with

the knowledge and skills they will need to lead satisfying and productive
lives in the twenty-first century. The program will prepare students for fur-
ther education and work, and will help them to become independent, pro-
ductive, and responsible members of society.

To prepare students effectively for the challenges that await them, Ontario’s
schools should offer an education program that promotes a high standard of
achievement, that provides all students with the learning opportunities and
support they need, and that is relevant to society’s needs and expectations.
Those responsible for education must also be accountable to parents,1 and to
the Ontario community as a whole, for the ways in which they carry out
their mandate.

The secondary school program is designed so that students can meet the
diploma requirements in four years following Grade 8. Courses are offered
in new ways intended to ensure that education is relevant both to students’
needs and interests and to the requirements of postsecondary institutions
and employers. In Grades 9 and 10, courses strongly promote the acquisition
of essential knowledge and skills by all students, but at the same time allow
students to begin to focus on their areas of strength and interest and to
explore various areas of study. In Grades 11 and 12, the program is designed
to allow all students to choose courses that are clearly and directly linked to
their intended postsecondary destinations.

The graduation requirements emphasize a challenging, high-quality

curriculum and the achievement by students of measurable results. In keeping
with the emphasis on high standards, students are required to successfully
complete the provincial secondary school literacy test in order to graduate.
To ensure that students develop awareness of civic responsibility, they must
also fulfil a community involvement requirement of 40 hours to qualify for
the secondary school diploma.

1. Throughout this document, parents is used to refer to both parent(s) and guardian(s).

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
6
The secondary school program includes a guid-
ance and career education program designed to
encourage and help students to learn about
career opportunities and to make informed
decisions about the options they will encounter
in the course of secondary school and those
they will face as they prepare to leave school.
Central features of this program are the devel-
opment of an annual education plan by every
student and the introduction of a teacher-
adviser program. Both features are designed to
help students set appropriate goals and select
courses that will help them achieve these goals.
Principals are also required to conduct a survey
to determine the effectiveness of their guidance
and career education program.

Although young people make up the majority

of students in secondary school, schools also
serve a significant number of adult students,
including “mature students”. Policies relating
to mature students are addressed in the section
on prior learning assessment and recognition
(see section 6.6).

2 I N T R O D U C T I O N
7
 3 Diploma Requirements
and Related Procedures

In order to earn an Ontario Secondary School Diploma (OSSD), a student

entering Grade 9 in the 1999–2000 school year or in subsequent years must
earn a minimum of 30 credits, including 18 compulsory credits and 12
optional credits. Students must also complete 40 hours of community
involvement activities and must pass the provincial secondary school liter-
acy test.
The Requirements
for the OSSD The combination of compulsory and optional courses is designed to pro-
In order to earn the vide all students with the essential knowledge and skills they will need to
OSSD, a student must: function effectively in any area of activity, as well as the opportunities to
– earn 18 compulsory acquire the specialized knowledge and skills they will need to succeed in
credits; their chosen postsecondary endeavours.

– earn 12 optional
See also section 6.7.2: Procedures for Students Transferring to an Ontario
credits;
Secondary School From a Non-inspected Private School or a School Outside
– complete 40 hours of Ontario, and appendix 6: Meeting the Needs of Exceptional Students.
community involve-
ment activities;
3.1 THE REQUIREMENTS FOR THE
– successfully complete
ONTARIO SECONDARY SCHOOL DIPLOMA
the provincial
secondary school 3.1.1 Compulsory Credits (total of 18)
literacy test.
Students must earn the following compulsory credits in order to obtain the
Ontario Secondary School Diploma:
4 credits in English (1 credit per grade)
1 credit in French as a second language
3 credits in mathematics (at least 1 credit in Grade 11 or 12)
2 credits in science
1 credit in Canadian history
1 credit in Canadian geography
1 credit in the arts
1 credit in health and physical education

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
8
.5 credit in civics The community involvement requirement is
.5 credit in career studies designed to encourage students to develop
awareness and understanding of civic responsi-
plus:
bility and of the role they can play in supporting
1 additional credit in English, or a third and strengthening their communities. The
language, or social sciences and the humani- requirement will benefit communities, but its
ties, or Canadian and world studies primary purpose is to contribute to students’
1 additional credit in health and physical development. It will provide opportunities for
education, or the arts, or business studies students to learn about the contributions they
1 additional credit in science (Grade 11 or 12) can make to the community.
or technological education (Grades 9–12)
Students are first informed about diploma
While the school board2 and principal may rec- requirements, including the community involve-
ommend that students take certain courses in ment requirement, in Grades 7 and 8. The pro-
addition to the required subjects, they may not cedures for completing the requirement will be
identify additional subjects or courses as com- outlined in the secondary school course calen-
pulsory requirements towards the earning of the dar, and further information will be provided by
secondary school diploma. the principal when students enter secondary
school.
The courses that meet compulsory credit
requirements are given in appendix 5. Students, in collaboration with their parents,
will decide how they will complete the commu-
nity involvement requirement. They may use
3.1.2 Optional Credits (total of 12)
their annual education plan to identify possible
In addition to the 18 compulsory credits, students activities they might undertake.
must earn 12 optional credits. Students may earn
these credits by successfully completing courses Community involvement activities may take
that they have selected from the courses listed as place in a variety of settings, including busi-
available in the school course calendar. nesses, not-for-profit organizations, public sector
institutions (including hospitals), and informal
3.1.3 Community Involvement Activities settings. Students may not fulfil the requirement
through activities that are counted towards a
As part of the diploma requirements, students
credit (cooperative education and work experi-
must complete a minimum of 40 hours of com-
ence, for example), through paid work, or by
munity involvement activities. These activities
assuming duties normally performed by a paid
may be completed at any time during their years
employee.
in the secondary school program.
The requirement is to be completed outside stu-
dents’ normal instructional hours – that is, the
activities are to take place in students’ desig-
2. The terms school board and board are used in this
document to refer to district school boards and to those nated lunch hours, after school, on weekends, or
school authorities that offer secondary school courses. during school holidays.

3 D I P L O M A R E Q U I R E M E N T S A N D R E L A T E D P R O C E D U R E S
9
Students will maintain and provide a record not demonstrated the required skills and will
of their community involvement activities. identify areas in which these students need
Completion of the required 40 hours must be remediation. School boards are required to pro-
confirmed by the organizations or persons vide remedial assistance for students who do
supervising the activities. Documentation attest- not complete the test successfully. This assis-
ing to the completion of each activity must be tance should be designed to help students
submitted to the principal by the student. This improve their skills so that they are better pre-
documentation must include for each activity pared to retake the literacy test. Once students
the name of the person or organization receiving have successfully completed the literacy test,
the service, the activity performed, the dates they may not retake the test in the same lan-
and hours, the signatures of the student and his guage (i.e., English or French).
or her parents, and a signed acknowledgement
by the person (or a representative of the organi- 3.1.4.1 Accommodations, Deferrals,
zation) involved. The principal will decide and Exemptions
whether the student has met the requirements Accommodations. The necessary accommoda-
of both the ministry and the board for these tions must be made to ensure that students who
activities. are receiving special education programs and
services and who have an Individual Education
3.1.4 The Provincial Secondary School Plan (IEP) have a fair and equal opportunity to
Literacy Test successfully complete the secondary school liter-
All students who enter Grade 9 in the acy test. Students needing such accommodations
1999–2000 school year or in subsequent years may or may not have been formally identified as
must successfully complete the provincial sec- exceptional by an Identification, Placement, and
ondary school literacy test in order to earn a sec- Review Committee (IPRC). The accommodations
ondary school diploma. Since students will nor- made will be the same as those that are set out
mally take the literacy test when they are in in the student’s IEP and/or that are available to
Grade 10, the test will be administered for the the student in the course of his or her regular
first time in the 2000–2001 school year. The school work, including examinations and other
test will be based on the Ontario curriculum forms of evaluation. While accommodations
expectations for language and communication – such as alternative forms of print and extra time
particularly reading and writing – up to and are acceptable, the actual content of the second-
including Grade 9. ary school literacy test must not be altered.

The test will serve both to determine whether Deferrals. Students who might benefit from a
students have acquired the reading and writing deferral of the test may include students who
skills considered essential for literacy, and to have been identified as exceptional and students
provide confirmation that those students who registered in English as a second language/
have completed the test successfully have English literacy development (ESL/ELD) courses,
attained the provincial expectations for literacy. who have not yet acquired the level of profi-
The test will identify those students who have ciency in English required for successfully
completing the test.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
10
If a parent or an adult student requests a defer- of compulsory credit courses using courses from
ral, the principal will determine whether or not the remaining courses offered by the school that
a deferral should be granted and, if so, for what meet the requirements for compulsory credits.
period of time. A principal may also initiate con- To meet individual students’ needs, principals
sideration of a deferral. The principal will make may replace up to three of these courses (or the
his or her decision in consultation with the par- equivalent in half courses) with courses from
ent or adult student and appropriate school the remainder of those that meet the compul-
staff. In cases where the parent or adult student sory credit requirements. In all cases, however,
disagrees with the decision of the principal, the the sum of compulsory and optional credits will
parent or adult student may ask the appropriate not be less than thirty for students aiming to
supervisory officer to review the matter. earn the Ontario Secondary School Diploma and
not less than fourteen for those aiming to earn
Exemptions. Students whose IEP indicates that the Ontario Secondary School Certificate.
the student is not working towards the attain- Substitutions should be made to promote and
ment of a secondary school diploma may, with enhance student learning or to meet special
parental consent and the approval of the princi- needs and interests. See section 7.3.2: Second-
pal, be exempted from participating in the sec- Language Programs and appendix 5: Compulsory
ondary school literacy test. Students who do not Credits.
successfully complete the literacy test will not
be able to receive a secondary school diploma. The decision to make a substitution for a student
Should the learning expectations contained in should be made only if the student’s educational
the student’s IEP be revised at some point so as interests are best served by such substitution. If
to allow the student to work towards the attain- a parent or an adult student requests a substitu-
ment of the secondary school diploma, the stu- tion, the principal will determine whether or not
dent would be expected to successfully complete a substitution should be made. A principal may
the secondary school literacy test. also initiate consideration of whether a substitu-
tion should be made. The principal will make
See also sections 5.4: Program Planning for his or her decision in consultation with the par-
Exceptional Students and 7.12: Special Education, ent or adult student and appropriate school
appendix 6: Meeting the Needs of Exceptional staff. In cases where the parent or adult student
Students, and appendix 8: Equivalent Diploma disagrees with the decision of the principal, the
Requirements. parent or adult student may ask the appropriate
supervisory officer to review the matter.
3.2 SUBSTITUTIONS FOR COMPULSORY
COURSES Each substitution will be noted on the student’s
Ontario Student Transcript.
In order to allow flexibility in designing a stu-
dent’s program and to ensure that all students
can qualify for the secondary school diploma,
substitutions may be made for a limited number

3 D I P L O M A R E Q U I R E M E N T S A N D R E L A T E D P R O C E D U R E S
11
3.3 THE ONTARIO SECONDARY SCHOOL The Certificate of Accomplishment will be
CERTIFICATE accompanied by the student’s Ontario Student
The Ontario Secondary School Certificate will Transcript. For those students who have an IEP, a
be granted on request to students who leave copy of the IEP may be included.
school before earning the Ontario Secondary
Students who return to school to complete addi-
School Diploma, provided that they have earned
tional credit and non-credit courses (including
a minimum of 14 credits distributed as follows:
courses with modified or alternative expectations
Compulsory credits (total of 7) in special education programs) will have their
2 credits in English transcript updated accordingly, but will not be
1 credit in Canadian geography or issued a new Certificate of Accomplishment.
Canadian history The Ontario Secondary School Diploma or
Ontario Secondary School Certificate will be
1 credit in mathematics
granted when a student has fulfilled the appro-
1 credit in science priate requirements.
1 credit in health and physical education
1 credit in the arts or technological 3.5 GRANTING OF DIPLOMAS AND
education CERTIFICATES
Optional credits (total of 7) On the recommendation of the principal, the
7 credits selected by the student from Minister of Education and Training grants diplo-
available courses mas and certificates at any time during the year
to students who have successfully completed the
The provisions for making substitutions for necessary requirements.
compulsory credits (described in section 3.2:
Substitutions for Compulsory Courses) also apply Where a student has completed the require-
to the Ontario Secondary School Certificate. ments through private study, evening classes, or
summer school, the diploma or certificate will
be issued by the principal of the school that pos-
3.4 THE CERTIFICATE OF sesses the student’s Ontario Student Record
ACCOMPLISHMENT when the final credit is earned. If the final
Students who leave school before fulfilling the credit is earned through the Independent
requirements for the Ontario Secondary School Learning Centre, the student may choose to
Diploma or the Ontario Secondary School have the diploma or certificate issued by the
Certificate may be granted a Certificate of Director of the Independent Learning Centre or
Accomplishment. The Certificate of Accomplish- the principal of the school last attended. The
ment may be a useful means of recognizing person issuing the diploma or certificate will
achievement for students who plan to take cer- submit the necessary report to the Ministry of
tain vocational programs or other kinds of fur- Education and Training.
ther training, or who plan to find employment
after leaving school.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
12
4 The Organization of
Secondary School Courses

The provision of different types of courses in the secondary school program

is designed to provide all students with the essential knowledge and skills
they will need in any area of endeavour, as well as the opportunity to spe-
cialize in areas that are related to their particular postsecondary goals.

The types of courses offered and their organization provide for a graduated
streaming of courses in Grades 9 to 12 that will keep options open for all
students in the earlier grades and prepare students in senior grades for their
future destinations.

4.1 TYPES OF COURSES

All schools will offer both a sufficient number of courses and courses of
appropriate types to enable students to meet the diploma requirements.
Schools are not expected to offer all courses in all course types.

The types of courses available in the secondary school program are

described below.
– In Grades 9 and 10, three types of courses are offered: academic courses,
applied courses, and open courses. Academic courses emphasize theory and
abstract problems. Applied courses focus on practical applications and con-
crete examples. Both types of courses set high expectations for students
while preparing them for studies in the senior grades. Open courses are
described on page 14.
– In Grades 11 and 12, courses offered to prepare students for their postsec-
ondary destinations include: university preparation courses, developed in
close collaboration with universities; university/college preparation courses,
developed in close collaboration with both universities and colleges;
college preparation courses, developed in close collaboration with colleges;
and workplace preparation courses, developed in close collaboration with
representatives from a variety of workplaces. Open courses are also offered
in Grades 11 and 12 (see page 14).

13
– Open courses, offered in all secondary school 4.2.1 Academic Courses and Applied
grades, are designed to prepare students for Courses
further study in certain subjects and to enrich Academic and applied courses set high expecta-
their education generally. Like the other types tions for all students. Academic courses focus on
of courses, open courses are credit-based and the essential concepts of the discipline and also
are counted towards the 30 credits required to explore related concepts. Academic courses
meet diploma requirements. develop students’ knowledge and skills by
– Transfer courses, available in Grades 10, 11, emphasizing theoretical, abstract applications of
and 12, offer students a means of transferring the essential concepts and incorporating practi-
from one type of course to another if their cal applications as appropriate. Applied courses
interests and goals change during secondary also focus on the essential concepts of the disci-
school. Like the other types of courses, trans- pline, but develop students’ knowledge and
fer courses are credit-based and are counted skills by emphasizing practical, concrete applica-
towards the 30 credits required to meet tions of these concepts and incorporating theo-
diploma requirements. retical applications as appropriate. Academic
See figure 1: The Organization of Courses. and applied courses differ in the balance
between essential concepts and additional mate-
rial, and in the balance between theory and
4.2 GRADE 9 AND 10 COURSES:
application.
OVERVIEW
In these years, students select an appropriate Students who are successful in any academic or
combination of academic, applied, and open applied Grade 9 course will have the opportu-
courses in order to add to their knowledge and nity to enter either the academic or applied
skills base, explore their interests, and deter- course in the same subject in Grade 10.
mine the type of educational program they are However, Grade 10 academic and applied
best suited to undertake in Grades 11 and 12. courses will prepare students for specific Grade
Students are not required to make binding deci- 11 courses in accordance with the prerequisites
sions about a particular educational and career for Grade 11 courses specified in various cur-
path. School boards must offer both academic riculum policy documents. A student enrolled in
and applied courses in the following curriculum a Grade 10 course that does not meet the pre-
areas: English, mathematics, science, history, requisite for a specific destination-related
geography, and French as a second language Grade 11 course can take a transfer course to
(FSL). Open courses will be offered in the other qualify for the Grade 11 course if his or her edu-
Grade 9 and 10 subjects. cational goals should change. (See also section
5.6: Procedures for Students Who Wish to Change
Course Types.)

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
14
Figure 1. The Organization of Courses

Grade 12 University/
University College Workplace
College Open
Preparation Preparation Preparation
Preparation Courses
Courses Courses Courses
Courses

Transfer Courses

Grade 11 University/
University College Workplace
College Open
Preparation Preparation Preparation
Preparation Courses
Courses Courses Courses
Courses

Transfer Courses

Grade 10 Open
Academic Courses Applied Courses
Courses

Grade 9 Open
Academic Courses Applied Courses
Courses

4 T H E O R G A N I Z A T I O N O F S E C O N D A R Y S C H O O L C O U R S E S
15
4.2.2 Open Courses in Grades 9 and 10 courses are designed primarily to provide the
Open courses in Grades 9 and 10 are offered in content needed by students who wish to trans-
all subjects other than those offered as academic fer from one type of course to another as a
and applied. (For example, open courses are result of changes in their postsecondary plans.
offered in visual arts, music, and health and
physical education, but not in English, mathe- 4.3.1 University Preparation Courses
matics, science, French as a second language, University preparation courses are designed to
history, or geography.) An open course com- equip students with the knowledge and skills
prises a set of expectations that is suitable for all they need to meet the entrance requirements for
students at a given grade level. These courses university programs. The range of courses
are designed to provide students with a broad offered and the content of these courses will
educational base that will prepare them for their allow students to prepare for university pro-
studies in Grades 11 and 12 and for productive grams and related careers. Teaching and learn-
participation in society. ing will emphasize theoretical aspects of the
course content but will also include concrete
4.3 GRADE 11 AND 12 COURSES: applications. All university preparation courses
OVERVIEW will be based on rigorous provincial curriculum
In Grades 11 and 12, students will focus more expectations and will emphasize the develop-
on their individual interests and identify and ment of both independent research skills and
prepare for initial postsecondary goals. In these independent learning skills. Students will also
grades there are also more opportunities than in be required to demonstrate that they have devel-
Grades 9 and 10 for learning experiences oped these skills.
beyond the school, including cooperative educa-
tion, work experience, apprenticeship, and 4.3.2 University/College Preparation
school–work transition programs. Courses
University/college preparation courses include
The four destination-related types of courses
content that is relevant for both university and
are: university preparation courses,
college programs. These courses are designed to
university/college preparation courses, college
equip students with the knowledge and skills
preparation courses, and workplace preparation
they need to meet the entrance requirements for
courses. At a minimum, school boards must
specific university and college programs. The
offer one course in each of these four types in
range of courses offered and the content of
Grades 11 and 12 in the following subjects:
these courses will allow students to prepare for
English, mathematics, science, and technological
college and university programs and related
education.
careers. Teaching and learning will emphasize
Open courses and transfer courses are also avail- both theoretical aspects and related concrete
able in Grades 11 and 12. Open courses are applications of the course content. All univer-
appropriate for all students and are not linked to sity/college preparation courses will be based on
any specific postsecondary destination. Transfer rigorous provincial curriculum expectations and

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
16
will emphasize the development of both inde- Cooperative education and work experience
pendent research skills and independent learn- placements within the community are important
ing skills. Students will also be required to components of workplace preparation courses.
demonstrate that they have developed these Schools will involve employers and site supervi-
skills. sors in the planning of cooperative education and
work experience placements, and will ensure that
4.3.3 College Preparation Courses they have their cooperation and support in imple-
menting these courses. Workplace preparation
College preparation courses are designed to
courses will be based on rigorous provincial cur-
equip students with the knowledge and skills
riculum expectations and will emphasize the
they need to meet the entrance requirements for
development of generic employment skills, as
college programs. The range of courses offered
well as independent research and learning skills.
and the content of these courses will allow stu-
Students will be required to demonstrate that
dents to prepare for most college programs and
they have developed these skills. Workplace
related careers. Teaching and learning will
preparation courses in particular should also
emphasize concrete applications of the theoreti-
promote and stress the importance of lifelong
cal material covered in the course, and will also
learning.
emphasize the development of critical-thinking
and problem-solving skills. All college prepara-
tion courses will be based on rigorous provincial 4.3.5 Transfer Courses
curriculum expectations and will emphasize the The purpose of transfer courses is to enable stu-
development of both independent research skills dents who alter their postsecondary plans to
and independent learning skills. Courses will transfer from one type of course to another in
also require students to demonstrate that they Grades 10, 11, and 12. Transfer courses are
have developed these skills. designed to provide the knowledge and skills
required to bridge the gap between two courses
4.3.4 Workplace Preparation Courses of different types. In most cases, transfer
courses are shorter and more focused than other
Workplace preparation courses are designed to
types of courses, and can be delivered in a vari-
equip students with the knowledge and skills
ety of ways. These courses will provide partial
they need for direct entry into the workplace or
credits, since they require students to demon-
for admission to apprenticeship programs and
strate achievement of new curriculum expecta-
other training programs offered in the commu-
tions. The credits earned will qualify as optional
nity. The range and content of the courses
credits towards the diploma requirements.
offered will allow students to prepare for a vari-
Transfer courses are not remedial instruction
ety of jobs, training programs, and careers.
provided to enable students to achieve the cur-
Teaching and learning will emphasize workplace
riculum expectations of a course that they have
applications of the course content, but will also
failed to complete successfully; they are
explore the theoretical material that underlies
designed to adequately prepare students to meet
these practical applications.
the expectations of a different type of course.

4 T H E O R G A N I Z A T I O N O F S E C O N D A R Y S C H O O L C O U R S E S
17
4.3.6 Open Courses in Grades 11 and 12
Open courses in Grades 11 and 12 allow stu-
dents to broaden their knowledge and skills in a
particular subject that may or may not be
directly related to their postsecondary goals, but
that reflects their interests. These courses are
appropriate for all students regardless of post-
secondary destination. These courses are
designed to provide students with a broad edu-
cational base and to equip them for active and
rewarding participation in society. They are not
designed with the specific requirements of uni-
versity or college programs or the workplace in
mind.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
18
5 The Student’s Program:
Planning for the Individual Student

The goal of program planning for the individual student is to provide the
student with a relevant and rigorous program that meets the student’s par-
ticular needs and goals, reflects his or her strengths and interests, and pro-
vides both the flexibility and balance needed to accommodate changes in
these needs, goals, and interests. In the early years of secondary school, par-
ticularly, students need help in defining their personal, educational, and
career goals, and in identifying the courses and options that will set them on
the path to realizing these goals.

Responsibility for planning the student’s program is shared by the student,

his or her parents, the guidance counsellor, the teacher-adviser, and school
administrators. In the course of their school career, students make a number
of transitions. In order to make these transitions as smooth as possible and
to help students make informed decisions at key points in their schooling, all
students in Grades 7 to 12 will develop an annual education plan. In prepar-
ing this plan, students will examine their interests, needs, and achievements
and identify their long- and short-term goals with respect to academic
achievement, career exploration, and community involvement.

In order to plan the most effective program for the student, the student,
guidance counsellor, and teacher-adviser should work together in selecting
the compulsory and optional courses that are most appropriate in light of
the student’s strengths, needs, and interests, and that will also allow the
student to consider a wide range of career and educational possibilities.

5.1 THE TEACHER-ADVISER PROGRAM

Principals will establish a teacher-adviser program for students in Grades 9
to 11. (This program is an extension of the teacher-adviser program for
Grades 7 and 8.) In addition, schools may wish to provide the program for
students in Grade 12.

Teacher-advisers are responsible for helping students make informed choices

at key transition points in their schooling. Each teacher-adviser will work
with students for a minimum of one academic year and will have regularly

19
scheduled meetings with them. Teachers – a range of possible postsecondary goals.
assigned teacher-adviser duties are responsible Beginning in Grade 10, students should con-
for: sider, and research the requirements for, con-
– helping students complete and review their tinued study at a college or university, or pri-
annual education plan; vate vocational school; apprenticeships or
internships; or direct entry into the work force.
– monitoring students’ academic progress in all
subject areas and the achievement of their The plan will be reviewed at least twice a year.
goals, as outlined in their annual education Students in Grades 7 to 11 will review their plan
plan; with their parents and teacher-adviser. Students
– communicating with parents and keeping in Grade 12 should review their plan with their
them informed about students’ progress. parents and guidance counsellors. For students
who have an Individual Education Plan (IEP)
Teacher-advisers complement the work of guid- and who are receiving special education pro-
ance counsellors and other teachers, and may grams and services, the annual education plan
also be required to assist other school staff in will complement the IEP as described in sec-
implementing programs for exceptional students. tions 5.4: Program Planning for Exceptional
Teacher-advisers should be encouraged to enlist Students and 7.12: Special Education.
the help of experts in the community. Boards
can choose the teacher-adviser program models
5.3 SELECTION OF COURSES
that best meet the needs of their students and
school community. The secondary school program includes several
features designed to help students make appropri-
ate educational choices and career plans. It is
5.2 THE ANNUAL EDUCATION PLAN
important that guidance counsellors, teacher-
Each student in Grades 7 to 12 will prepare an advisers, and other teachers help students to
annual education plan. Students in Grades 7 to determine their interests, needs, and special
11 will prepare their plan with the assistance of strengths, and to explore the broad range of
their parents, guidance counsellor, and teacher- learning and employment opportunities open
adviser. Students will use the plan to set long- to them.
and short-term goals and to review and revise
them each year. The annual education plan for Parents and students will select courses in col-
students in Grades 9 to 12 will identify: laboration with the guidance counsellor,
– the student’s goals for academic achievement; teacher-adviser, and subject teachers. Course
selections for students under the age of eighteen
– the student’s course selections for the
must be made with parental approval. Grade 8
following year;
students and their parents choose Grade 9
– the extracurricular activities, cooperative edu- courses on the basis of the students’ needs,
cation programs, and work experience oppor- interests, strengths, and past achievements, and
tunities in which the student will be partici- may also be influenced by learning opportunities
pating, both in and outside school;

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
20
available outside the school. In Grades 9 and 10, – information about the provincial secondary
in addition to open courses, students may school literacy test, including accommoda-
choose all academic courses or all applied tions, deferrals, and exemptions
courses, or a combination of the two. – policies on substitutions for the compulsory
courses
In Grades 11 and 12, students will select the
• the requirements for the Ontario Secondary
courses they need to attain their goals, basing
School Certificate and information about the
their choices on decisions made during the
Certificate of Accomplishment.
annual review of their postsecondary goals and
interests. • courses offered in the school and related
information, including:
Courses in the curriculum have been organized – definition of a credit
to provide clear educational paths for students, – definitions of the types of courses
and to make it easier for students to select the – a list of all courses in Grades 9 to 12 and of
appropriate courses. The provision of different all prerequisite requirements
types of courses leading to specific destinations – descriptions of all courses offered by the
allows students to acquire a solid core of theo- school and information regarding access to
retical and applied learning and to focus their outlines of courses of study
learning on goals that have relevance for them. – descriptions of all approved locally devel-
oped courses (see section 7.1.2: Locally
5.3.1 The School Course Calendar Developed Courses)
– descriptions of all specialized programs,
School boards will publish a school course cal-
including interdisciplinary studies programs
endar that provides students and their parents
– an explanation of the course coding system
with detailed, accurate, and up-to-date informa-
– information about the remedial programs
tion about diploma requirements and the pro-
available in the school
grams and courses offered by the school. Boards
– policies and procedures relating to transfer
must make the calendars available annually to
courses
enable students and parents to become fully
– policies and procedures relating to course
informed about the courses and programs
changes
offered. The calendar must include information
– information on evaluation and examination
about the following:
policies
• the school’s overall goals and philosophy – information on recording and reporting
• the requirements for the Ontario Secondary procedures, including information on the
School Diploma, including: Ontario Student Record (OSR) and the
– a list of available courses Ontario Student Transcript (OST)
– a description of the community involve- – information on Prior Learning Assessment
ment requirements and procedures and Recognition (PLAR)

5 T H E S T U D E N T ’ S P R O G R A M : P L A N N I N G F O R T H E I N D I V I D U A L S T U D E N T
21
 – the types of school support services and 5.3.3 Prerequisite Courses
resources available (e.g., library resource Courses in Grades 11 and 12 may have prereq-
centre, computer lab) uisites as a requirement for enrolment. All pre-
– information on cooperative education requisite courses will be identified in ministry
programs and work experience curriculum policy documents, and no courses
– information on the board’s Special apart from these may be identified as prerequi-
Education Advisory Committee (SEAC) and sites. Schools must provide parents and students
special education plan, and instructions for with clear and accurate information on
obtaining the board’s special education par- prerequisites.
ent guide and special education policies
and programs If a parent or an adult student requests that a
– information on the school’s guidance and prerequisite be waived, the principal will deter-
career education program mine whether or not the prerequisite should be
– information on the offering of courses waived. A principal may also initiate considera-
through other means (e.g., through the tion of whether a prerequisite should be waived.
Independent Learning Centre, distance The principal will make his or her decision in
education) consultation with the parent or adult student
• roles and responsibilities, including: and appropriate school staff. In cases where the
– the school’s expectations regarding stu- parent or adult student disagrees with the deci-
dents’ responsibilities, achievement, and sion of the principal, the parent or adult student
attendance may ask the appropriate supervisory officer to
– the school’s code of student behaviour review the matter.

5.3.2 Secondary School Credit 5.4 PROGRAM PLANNING FOR

Opportunities for Elementary School EXCEPTIONAL STUDENTS
Students
Recognizing the needs of exceptional students
Under certain conditions, elementary students and designing programs that respond effectively
may “reach ahead” to take secondary school to these needs are important and challenging
courses. The principal of a student’s elementary aspects of program planning for individual stu-
school and the principal of a secondary school dents. After an Identification, Placement, and
may decide, with parental consent, that it is Review Committee (IPRC) identifies a student as
appropriate for the student to enrol in one or exceptional, an Individual Education Plan (IEP)
more secondary courses. In such a case, the must be developed and maintained for that stu-
principal of the secondary school assumes dent. An IEP may also be prepared for students
responsibility for evaluating the student’s who are receiving special education programs
achievement and for granting and recording and services but who have not been identified
credits. as exceptional by an IPRC. An IEP must be

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
22
developed with input from the parents and from the student’s teachers and teacher-adviser, the
the student if the student is sixteen years of age guidance counsellor, and appropriate special edu-
or older. See below and also section 7.12: Special cation staff and support personnel. Parents can
Education. provide a unique perspective on their child’s per-
sonality, development, and learning; they can
5.4.1 Developing the Student’s Individual provide information on their child’s likes and dis-
Education Plan likes, learning styles, interests, reactions to situa-
tions, and the talents and skills that the child
An IEP identifies the student’s specific learning
has demonstrated in the home and the commu-
expectations and outlines how the school will
nity. They can also reinforce and extend the
address these expectations through appropriate
efforts of the teacher by providing opportunities
special education programs and services. It also
for practising and maintaining skills in the
identifies the methods by which the student’s
home. Therefore, open communication and
progress will be reviewed. Special education
cooperation between the home and the school
programs and services provided for the student
are key factors in ensuring exceptional students’
are modified by the results of continuous assess-
progress and success in learning. Student
ment and evaluation. The IEP of exceptional stu-
involvement, where appropriate, is important as
dents who are fourteen years of age or older and
well. Teachers should encourage students to
who are not identified solely as gifted must also
share their perceptions of their strengths, needs,
contain a plan to make the transition to postsec-
and interests. Those involved in developing the
ondary education, apprenticeship programs, or
IEP should work together on an ongoing basis to
the workplace, and to help them live as independ-
review the student’s progress and make adjust-
ently as possible in the community. See section
ments to the IEP as necessary.
5.4.2: Developing the Student’s Transition Plan.

In developing or reviewing the student’s IEP, 5.4.2 Developing the Student’s

consideration will be given to any recommenda- Transition Plan
tions made by the IPRC concerning special edu- As part of the IEP, a plan for the student’s tran-
cation programs and services that may be partic- sition from secondary school to a postsecondary
ularly appropriate for meeting the student’s setting must be developed with input from the
needs. Planning should also be done with input student, parents, the principal, school staff,
from those who can provide information about community agencies, and postsecondary institu-
the student’s strengths and needs, about the tions, as appropriate. The plan should reflect the
modifications in curriculum expectations that student’s needs and goals for his or her future.
have worked well for the student in the past, It is important to note that, as the transition
and about the specialized services and other plan is an integral part of the IEP, it may include
accommodations that have helped or are relevant information that appears elsewhere in
expected to help the student. In addition, plan- the IEP. The transition plan may:
ning should involve those who will play a role
– identify the student’s strengths and needs;
in providing support for the student in the
future. This group may include the principal, – identify the student’s specific postsecondary
goals, if these have been determined;

5 T H E S T U D E N T ’ S P R O G R A M : P L A N N I N G F O R T H E I N D I V I D U A L S T U D E N T
23
– include information and recommendations in the student’s IEP. The courses chosen should
relating to appropriate options for the student; represent the most suitable combination of com-
for example: pulsory and optional courses. In order to ensure
– instructions on how to obtain current infor- that the courses chosen are those that are most
mation on specific postsecondary setting appropriate for the student, the school principal
options that the student and his or her par- may replace up to three compulsory courses (or
ents should investigate; the equivalent in half courses) with courses
– recommendations for visits to the most selected from the remaining courses that satisfy
suitable settings for the student; compulsory credit requirements. See section 3.2:
– recommendations for placements in Substitutions for Compulsory Courses.
appropriate settings;
Assignments and activities must take into
– identify the forms of specialized support and
account the strengths, needs, learning expecta-
services that the student will need in the new
tions, and accommodations identified in the stu-
setting (e.g., in a work placement);
dent’s IEP. Exceptional students may require an
– identify the forms of assistance that will be individual program that differs in content,
provided for the student with regard to his or process, outcomes, and evaluation strategies
her transfer to the new setting; from the program of most other students.
– identify the people who will provide the assis- Accommodations may include reducing the
tance and specify their responsibilities. workload, simplifying tasks and material, and
providing more time for learning and the com-
While transition plans do not have to be devel- pletion of activities. Curriculum expectations
oped for exceptional students under the age of may need to be modified (see section 5.4.4 ). The
fourteen or for gifted students who have no other assistance of professional and paraprofessional
exceptionalities, boards may wish to develop staff (e.g., speech resource staff) and the use of
transition plans for these students as well, since specialized equipment may also be required to
many of them benefit from such plans. However, accommodate the student’s needs.
it is expected that the educational and career
planning needs of gifted students will be effec-
5.4.4 Modifying Curriculum Expectations
tively addressed through the development of the
annual education plan. 5.4.4.1 Modified Curriculum Expectations
Some exceptional students and students who
have not been identified as exceptional but who
5.4.3 Developing an Individualized
are receiving special education programs and
Program for the Student
services may need to have the curriculum
The selection of courses for exceptional students expectations modified in keeping with their spe-
should be based on the goals identified in the cial needs. Such students may be provided with
student’s annual education plan and on the modified curriculum expectations.
strengths, needs, learning expectations, accom-
modations, and any other information outlined

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
24
5.4.4.2 Alternative Curriculum Expectations students at risk and providing appropriate inter-
A small number of exceptional students may vention strategies. See section 5.7.1: Orientation
need to be provided with alternative curriculum Programs for Students Entering Secondary School.
expectations in order to succeed in a particular
course or courses. Alternative curriculum expec- Early identification and intervention strategies
tations are expectations that are not derived involve both observation and the gathering of
from those set out in ministry curriculum policy useful information about the student’s prepared-
documents. ness for the Grade 9 program. Teachers should
use observation of the student in the classroom
See also section 7.12: Special Education and
(including work habits, response to the class-
appendix 6: Meeting the Needs of Exceptional
room setting, ways of relating to teachers and
Students.
students), the first few assessment activities, and
their knowledge of the student’s achievement in
5.5 EARLY IDENTIFICATION AND prior grades to identify students who may have
INTERVENTION STRATEGIES FOR difficulty in successfully completing a course.
STUDENTS AT RISK Information about the student’s prior achieve-
Some students will have difficulty achieving cur- ment may be acquired from the student’s
riculum expectations and will be at risk of not Ontario Student Record (OSR) and, for excep-
completing their diploma requirements. The tional students, previous Individual Education
learning difficulties of such students may Plans. In addition, the teacher should discuss
become apparent early on in secondary school the student’s strengths and needs, as well as
(for example, with a failure in the first semester) prior academic performance, with the principal,
and in some cases even earlier, in their perform- teachers, and other appropriate staff of the stu-
ance in the last years of elementary school. If dent’s elementary school.
left unheeded, the difficulties of such students
will only escalate, and they will be at risk of As part of the early identification and interven-
dropping out of school before the end of tion process, the principal should meet with the
Grade 12, without having completed the diploma student and parents to discuss concerns and the
requirements. Boards are therefore expected to measures that might be appropriate. The princi-
provide a range of programs to assist students in pal should involve the guidance counsellor, the
meeting the curriculum expectations. These pro- teacher-adviser, and the teacher in this discus-
grams should include early identification of sion as necessary.
learning needs, appropriate teaching strategies,
ongoing assessment, and communication with 5.5.1 Strategies and Program Options
parents and students. It is important that teach- Secondary schools have a variety of program
ers identify those students who are experiencing options for students in Grades 9 to 12 who are
difficulties as early as possible so that the appro- experiencing difficulty in meeting the expecta-
priate remedial measures may be taken and sup- tions of courses. Boards may choose from a
port strategies chosen from the range of options range of strategies and program options to pro-
available. Student results in provincial tests are vide help and support for students on both an
a valuable source of information for identifying

5 T H E S T U D E N T ’ S P R O G R A M : P L A N N I N G F O R T H E I N D I V I D U A L S T U D E N T
25
individual and group basis in Grades 9 to 12. – Modified and/or alternative curriculum expecta-
These include the following: tions. Students at risk may need to be assessed
– Remediation. For some students, a program to determine whether they need a special
composed of Grade 9 credit courses and education program that offers modified or
“remedial skills” programs to support achieve- alternative curriculum expectations to help
ment in English, mathematics, and science may them succeed. See sections 5.4.4: Modifying
be a suitable option. Such programs should be Curriculum Expectations and 7.12: Special
considered for students who need extensive Education, and appendix 6: Meeting the Needs of
remedial work in English, mathematics, and Exceptional Students.
science on entering Grade 9. The skills pro-
In cases where there is a pattern of unresolved
grams provide opportunities for students to
learning difficulties and where there is reason to
improve their skills in English, mathematics,
believe that an unidentified exceptionality may
and science so that they may participate suc-
be a contributing factor, it may be necessary to
cessfully in Grade 9 English, mathematics,
conduct an assessment(s) (e.g., in the area of
and science courses. The Learning Strategies 1
speech) to identify the student’s learning
course may also assist students in consolidat-
strengths and needs, and, if appropriate, to refer
ing their skills in English and/or mathematics.
the student to an Identification, Placement, and
All credit courses should be selected in keep-
Review Committee. If the student is formally
ing with the student’s areas of strength to
identified as exceptional, an Individual
maximize his or her chances of success. For
Education Plan (IEP) will be developed. An IEP
many students, remedial intervention will be
may also be prepared for a student who is pro-
necessary only for one semester; for some stu-
vided with special education programs and serv-
dents, however, the focus on English, mathe-
ices but who has not been formally identified as
matics, and/or science may have to be main-
exceptional. See section 7.12: Special Education.
tained for the entire year.
– Substitutions for compulsory courses. The princi- Students who have similar needs and whose
pal may, under certain circumstances, make requirements can be met through the same
substitutions for some compulsory courses for remedial program may be grouped together.
individual students who stand to improve
their chances of success as a result of such Additional program options that are effective in
substitutions. See section 3.2. assisting students at risk include those that
emphasize program relevance. Some of these
– Academic support programs. These are pro-
options are described below.
grams designed to assist students in complet-
– Grade 9 and 10 students may prepare for
ing course requirements and in earning cred-
entry into a school–work transition program
its. Features of such programs include:
and the Ontario Youth Apprenticeship
individualized programming, independent
Program offered in Grades 11 and 12 by tak-
study, peer-assisted activities, seminars, work-
ing applied, academic, and open courses that
shops, small-group study, and community-
place emphasis on workplace preparation
based mentoring.
components, work experience opportunities,

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
26
 and, in some cases, cooperative education. 7.8: Specialized Schools, and 7.11: Programs for
This approach provides students with oppor- Students at Risk, and appendix 7: Supervised
tunities to connect their learning with real Alternative Learning for Excused Pupils (SALEP).
world applications in the workplace through
job shadowing and short-term work experi- 5.5.2 The Role of the Annual
ence placements. Education Plan
– School boards can develop their own courses Students’ annual education plans, developed in
at the Grade 9 and 10 levels to provide stu- Grades 7 to 12, can be of great assistance in
dents at risk of dropping out of school with planning an appropriate program for students
opportunities for both in-school learning and who may have difficulty in successfully com-
work experience within the community. Such pleting a course. In developing the plan, teachers,
courses can prepare students for cooperative teacher-advisers, parents, and students work
education placements and school–work transi- together to select a package of courses that both
tion programs in Grades 11 and 12. See section reflects the student’s individual strengths,
7.1.2: Locally Developed Courses. needs, and interests, and focuses on the stu-
– In Grades 11 and 12, career preparation pro- dent’s particular postsecondary goals. In the
grams linked to postsecondary education, or case of exceptional students, collaborative plan-
school–work transition programs linked to ning will also take into account the student’s
specific employment opportunities or appren- previous and current Individual Education Plans.
ticeship, will provide students with relevant
and challenging courses and related work 5.5.3 Procedures for Students Who
experience and cooperative education place- Fail to Meet Course Expectations
ments. Students will also benefit from
Where a student does not achieve the curricu-
enhanced learning opportunities and courses
lum expectations of a course, the principal and
that are activity-based and project-driven.
teaching staff, in consultation with the parents
School boards should seek the cooperation and and the student, will determine what procedure
assistance of community agencies in providing or type of program would best enable the stu-
strategies and resources that effectively address dent to meet the expectations and earn credit for
the broader needs of students at risk. the course. For examples of options that could be
made available to the student, see section 6.5:
School boards should evaluate the success of the Procedures for Students Who Fail or Who Do Not
intervention strategies used for helping students Complete Courses.
at risk and for providing support in other cir-
cumstances in which it might be needed (e.g., re- Some students who do not meet course expecta-
entry programs, the Supervised Alternative tions may require an individual assessment that
Learning for Excused Pupils program). may indicate that referral to an Identification,
See also sections 5.7: Orientation and Exit Programs, Placement, and Review Committee (IPRC) may
7.4.3: School–Work Transition Programs, be appropriate.
7.5: Cooperative Education and Work Experience,

5 T H E S T U D E N T ’ S P R O G R A M : P L A N N I N G F O R T H E I N D I V I D U A L S T U D E N T
27
5.6 PROCEDURES FOR STUDENTS WHO Schools must provide the opportunity for stu-
WISH TO CHANGE COURSE TYPES dents to change course types and clearly
Some students, after successfully completing a describe in their school course calendar the
certain type of course, may change their educa- procedures involved. School course calendars
tional goals and, as a consequence, may need to must also inform students and parents about the
take compulsory and optional credit courses of a availability of transfer courses.
different type from those they initially chose.
Although students enrolled in one type of course 5.7 ORIENTATION AND EXIT
may enrol in a different type of course in a sub- PROGRAMS
sequent year, changing course types becomes As part of the school’s guidance and career edu-
more difficult as students advance through the cation program, schools are required to provide
system, or in situations involving courses that orientation programs for students entering or re-
have prerequisites (see section 5.3.3: Prerequisite
entering secondary school. Schools should also
Courses). Nevertheless, a variety of options exist
provide exit programs for students who leave
to enable students to make the transition.
school upon or before graduation. The purpose
When a student plans to switch from one course of both types of program is to help students to
type in Grade 9 to the other in Grade 10 in the make smooth transitions.
same subject, the principal must inform the stu-
dent and his or her parents that the student will
5.7.1. Orientation Programs for Students
be strongly encouraged to successfully complete
Entering Secondary School
additional course work of up to 30 hours and as
defined by the ministry in order to demonstrate Principals are responsible for developing an ori-
achievement of the learning expectations that entation program for all new students, including
are included in the one Grade 9 course but not those who enter school during the year. The ori-
the other. This additional course work can be entation program will include an information
taken in summer school or in a program outside package for students and their parents. The
the regular school hours or during the school day. package may include a number of items con-
tained in the school’s course calendar.
A student wishing to change course types
Information provided to students in Grades 7 to
between Grades 10 and 11 and/or Grades 11
11, and their parents, will include the name of
and 12 may, for example:
the student’s teacher-adviser.
– take a transfer course that will bridge the gap
between course types; Students who have recently come to Ontario,
– take a course of another type (e.g., academic) students who are returning to high school, and
that will satisfy the prerequisites for a course students who are identified as exceptional may
in a higher grade (e.g., a university prepara- require specialized orientation programs and
tion course) that the student wishes to take; assistance to integrate successfully into the
– take a summer course or undertake inde- school. Such assistance may include: a credit
pendent study to achieve the uncompleted course on learning strategies, an individualized
expectations that are required to enter the orientation program, and/or assistance from a
new program.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
28
peer mentor. See also sections 6.6: Prior Learning – information on apprenticeship programs;
Assessment and Recognition and 6.7: Student – information on procedures for applying for
Transfers. employment;

For students who are re-entering secondary – information on managing their personal
school in order to complete their diploma finances.
requirements, boards are encouraged to provide
Students leaving school before graduation
re-entry programs to assist the students in mak-
should be given a copy of their Ontario Student
ing the transition back to secondary school.
Transcript, as well as their Ontario Secondary
Students could take such programs in an alterna-
School Certificate or Certificate of Accomplish-
tive setting (e.g., a workplace). See also sections
ment, as appropriate. The exit program for
7.4.1: Career Preparation Programs and
students leaving school before graduation
7.8: Specialized Schools.
should include:
– a review of their achievements;
5.7.2 Exit Programs for Students Leaving
Secondary School – discussion and clarification of the student’s
plans for his or her immediate future;
Students will leave school for a variety of rea-
sons. Some will transfer to a new school; some – information on postsecondary education
will graduate; others will leave school before options (e.g., evening courses, correspondence
graduation to pursue goals outside the school. courses, re-admission to secondary school at a
Schools should help all these groups of students later date);
make appropriate and workable plans for their – information about community services and
immediate future by inviting them to participate community contacts available for assistance;
in an exit program. The goal of an exit program – information on apprenticeship programs;
is to help students make a successful transition
– information on procedures for applying for
to the next stage of their lives.
employment;
Principals are encouraged to provide exit pro- – information on managing their personal
grams that include a review of students’ annual finances.
education plans and future goals. The exit pro-
grams for graduates should include: See sections 3.3: The Ontario Secondary School
Certificate; 3.4: The Certificate of Accomplishment;
– a review of each student’s plans for postsec-
and 6.2.2.2: The Ontario Student Transcript.
ondary education, training, apprenticeship,
or employment;
– information on: university and college pro-
grams, application and/or admission proce-
dures, visits to campuses, etc.;

5 T H E S T U D E N T ’ S P R O G R A M : P L A N N I N G F O R T H E I N D I V I D U A L S T U D E N T
29
 6 Achievement and Accreditation

6.1 THE CREDIT SYSTEM

A credit is granted in recognition of the successful completion of a course
that has been scheduled for a minimum of 110 hours. Credits are granted by
a principal on behalf of the Minister of Education and Training for courses
that have been developed or approved by the ministry. A half credit may
be granted for each 55-hour part of a 110-hour ministry-developed course.
Half-credit courses must comply with ministry requirements as outlined in
the curriculum policy documents. Partial credits may be granted for the
successful completion of certain locally developed courses. See section 7.1.2:
Locally Developed Courses.

For the purpose of granting a credit, “scheduled time” is defined as the time
during which students participate in planned learning activities designed to
lead to the achievement of the curriculum expectations of a course. Planned
learning activities include interaction between the teacher and the student
and assigned individual or group work (other than homework) related to the
achievement of the learning expectations in the course. Planned learning
activities will be delivered through classroom instruction and activities
and/or through community placements related to work experience and
cooperative education.

6.2 ASSESSMENT, EVALUATION, AND REPORTING

Effective assessment, evaluation, and reporting not only provide information
about student achievement, but also afford a basis for improving both
instructional programs and student achievement. A well-designed system of
assessment, evaluation, and reporting based on clearly stated curriculum
expectations and achievement criteria allows teachers to focus on high stan-
dards of achievement for all students and promotes consistency in these
practices across Ontario.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
30
6.2.1 Assessment and Evaluation of In order to ensure that assessment and evaluation
Student Achievement are valid and reliable, and that they lead to the
The primary purpose of assessment and evalua- improvement of student learning, teachers must
tion is to improve student learning. Information use assessment and evaluation strategies that:
gathered through assessment and evaluation – address both what students learn and how
helps teachers to identify students’ difficulties well they learn;
as well as to detect weaknesses in programs. – are based on both the categories of knowledge
Assessment and evaluation are thus important and skills and the achievement level descrip-
tools for adapting curriculum and instructional tions in the achievement chart for each
approaches to students’ needs and for determin- discipline, as given in the secondary curricu-
ing the overall effectiveness of programs and lum policy documents, once the assessment
classroom practices. materials (e.g., exemplars) mentioned above
are available;
Assessment is the process of gathering informa-
tion from a variety of sources (including assign- – are varied in nature, administered over a
ments, demonstrations, projects, performances, period of time, and designed to provide
and tests) that accurately reflects how well stu- opportunities for students to demonstrate the
dents are achieving the curriculum expectations. full range of their learning;
As part of assessment, teachers provide students – are appropriate for the learning activities
with descriptive feedback that guides their used, the purposes of instruction, and the
efforts towards improvement. Evaluation is the needs and experiences of the students;
process of judging the quality of a student’s – are fair to all students;
work on the basis of established achievement
– accommodate the needs of exceptional stu-
criteria, and assigning a value to represent that
dents, consistent with the strategies outlined
quality. In Ontario secondary schools, the value
in their Individual Education Plans (see sec-
assigned will be in the form of a percentage
tions 5.4: Program Planning for Exceptional
grade.
Students and 7.12: Special Education, and
Assessment and evaluation will be based on the appendix 6: Meeting the Needs of Exceptional
provincial curriculum expectations and the Students);
achievement levels outlined in the secondary – accommodate the needs of students who are
curriculum policy documents. Teachers will be learning the language of instruction;
provided with materials, including samples of – ensure that each student is given clear direc-
student work (exemplars), that will assist them tions for improvement;
in their assessment of student achievement.
– promote students’ ability to assess their own
Until these materials are provided, teachers may
learning and to set specific goals;
continue to follow their current assessment and
evaluation practices. – include the use of samples of students’ work
that provide evidence of their achievement;

6 A C H I E V E M E N T A N D A C C R E D I T A T I O N
31
– are communicated clearly to students and 60–69% – Level 2: A moderate level of
parents at the beginning of each course and at achievement. Achievement is below, but
other appropriate points throughout the course. approaching, the provincial standard.
50–59% – Level 1: A passable level of achieve-
6.2.1.1 Achievement Levels ment. Achievement is below the provincial
Levels, or degrees, of achievement of the cur- standard.
riculum expectations are described in detail in Below 50%: Insufficient achievement of the
the achievement charts that appear in the sec- curriculum expectations. The student will not
ondary curriculum policy documents. The receive a credit for the course.
charts are organized into broad categories of
knowledge and skills and provide detailed Level 3 is defined as the provincial standard. A
descriptions of each level of achievement. While student achieving at this level is well prepared
they are broad in scope and general in nature, for work in the next grade or the next course.
the achievement levels provide a reference point
for all assessment practice. They serve as a 6.2.2 Procedures for Communicating
guide for gathering assessment information and Student Achievement
a framework within which to assess and evalu-
The information on student achievement gath-
ate each student’s achievement. As such, they
ered through assessment and evaluation should
enable teachers to make consistent judgements
be communicated to students and parents at reg-
about the quality of students’ work and to pro-
ular intervals and in a variety of informal and
vide clear and specific information about their
formal ways. In addition, parents must be
achievement to students and their parents.
informed of the policies, procedures, and criteria
The broad categories of knowledge and skills involved in the assessment and evaluation of
are: Knowledge/Understanding, Thinking/ student achievement, and of policies concerning
Inquiry, Communication, and Application/ students’ promotion from one course to the
Making Connections. (The names of the cate- next. Informal communication of student
gories vary slightly from one discipline to achievement includes ongoing feedback to stu-
another, reflecting differences in the nature of dents based on assessment strategies imple-
the disciplines.) mented throughout the course, as well as feed-
back to parents during parent-teacher
The levels of achievement are associated with conferences and at other appropriate times. The
percentage grades, and are defined as follows: Provincial Report Card, Grades 9–12 is the for-
80–100% – Level 4: A very high to outstanding mal instrument used to communicate student
level of achievement. Achievement is above the achievement to parents, and the Ontario Student
provincial standard. Transcript provides the record of a student’s
standing with regard to the secondary school
70–79% – Level 3: A high level of achieve-
diploma requirements.
ment. Achievement is at the provincial standard.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
32
6.2.2.1 The Provincial Report Card, Earning Credits Towards the Ontario Secondary
Grades 9–12 School Diploma. (For further information on the
Student achievement must be communicated OST, refer to Ontario Student Transcript (OST),
formally to students and parents by means of 1999, and appendix 1: Implementation
the Provincial Report Card, Grades 9–12. The Schedule.) The transcript, which is part of the
report card documents the student’s achievement Ontario Student Record (OSR), will include the
in every course, at particular points in the school following information:
year or semester, in the form of a percentage – the student’s achievement in Grades 9 and 10,
grade. It also includes teachers’ comments on with percentage grades earned and credits
the student’s strengths and weaknesses, specify- gained for successfully completed credit
ing the areas in which improvement is needed courses
and the ways in which it might be achieved.
– a list of all Grade 11 and 12 courses and
The report card contains separate sections for
Ontario Academic Courses (OACs)3 taken or
recording attendance and for evaluating the
attempted by the student, with the percentage
student’s learning skills in every course.
grades earned and the credits gained (students
At the end of each course, a final grade is repeating a course for which they have
recorded, and credit is granted for every course already earned a credit will earn only one
in which the student’s grade is 50 per cent or credit for the completion of that course – see
higher (reflecting achievement at level 1 or “Course Withdrawals”, on page 34)
above). (See also section 6.1: The Credit System.) – identification of any course that has been sub-
The final grade for each course will be based in stituted for one that is a diploma requirement
part on assessments and evaluations conducted – confirmation that the student has completed
throughout the course, and in part on a final the community involvement requirement
evaluation. The relative weights assigned to
– the student’s final result on the provincial sec-
these two components are specified in the cur-
ondary school literacy test
riculum policy document on program planning
and assessment. – an indication of any extraordinary circum-
stances affecting the student’s achievement in
a Grade 11 or 12 course or an OAC (see
6.2.2.2 The Ontario Student Transcript
“Extraordinary Circumstances”, on page 34)
The Ontario Student Transcript (OST) provides a
comprehensive record of a student’s overall In addition to recording the number of credits
achievement in high school. earned, schools may indicate on a student’s
transcript that the student has taken a special-
The credits that a secondary school student has
ized program (see section 7.4 ) or a program in a
earned towards fulfilment of the requirements
specialized school (see section 7.8 ). Students tak-
for the graduation diploma will be recorded on
the OST. This record will include all the credits
gained by the student using any of the means
3. OACs are provincially designed university entrance
described in section 6.8: Alternative Ways of courses developed under OSIS. See also appendices 2
and 3.

6 A C H I E V E M E N T A N D A C C R E D I T A T I O N
33
ing, for example, a program in one of the arts or 6.2.3 Assessment and Evaluation of
in technological education or in a language may Programs
thus be given recognition on their OST for their In addition to providing essential information
participation in such a program. about student achievement, classroom assess-
ment and evaluation give an indication of the
Course Withdrawals. Withdrawal after a speci-
effectiveness of programs and teaching practices.
fied time from any Grade 11 or 12 course or an
Assessment and evaluation of student achieve-
OAC will be recorded on the OST.
ment thus provide teachers with an opportunity
Extraordinary Circumstances. A student’s parents, to think critically about their methods of
or students who are adults (eighteen years of age instruction and the overall effectiveness of their
or older), may request that the principal identify program. Course content, instructional strate-
by means of a special indicator (see Ontario gies, and assessment procedures should be
Student Transcript (OST), 1999) those Grade 11 reviewed and evaluated systematically by teach-
or 12 or OAC marks that, due to extraordinary ers and principals, both in relation to the learn-
circumstances prevailing at the time they were ing goals in the discipline and the specific needs
awarded, are not considered to be a true reflec- of the students for whom the course is designed.
tion of the student’s ability and/or performance.
Analysis of the results of board- and province-
If a parent or an adult student requests that a
wide assessments, as well as of national and
special indicator be added, the principal will
international testing, should provide additional
determine whether or not it should be added. A
information on student achievement and pro-
principal may also initiate consideration of
gram effectiveness, complementing the program
whether a special indicator should be added.
assessments conducted by teachers and princi-
The principal will make his or her decision in
pals. School boards are encouraged to develop
consultation with the parent or adult student
action plans based on the results of these sys-
and appropriate school staff. In cases where the
tem-wide and large-scale external assessments to
parent or adult student disagrees with the deci-
guide schools in making the program modifica-
sion of the principal, the parent or adult student
tions needed to improve the achievement of
may ask the appropriate supervisory officer to
their students.
review the matter.
An environment in which the critical analysis of
Exceptional Students.The OST will also be used
assessment results is seen as a positive exercise
to record the achievement of students who have
leading to the improvement of student learning
alternative learning expectations in an individu-
will encourage teachers to use information from
alized, non-credit program.
a variety of sources to evaluate the effectiveness
of their programs and teaching methods, and to
make the modifications needed to better meet
the learning needs of their students.
See section 5.3.1: School Course Calendars.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
34
6.3 PROMOTION FROM GRADE 8 TO 6.4 ATTENDANCE
GRADE 9 Regular attendance at school is critical for the
Students who have successfully completed student’s learning and achievement of course
Grade 8 will be promoted from elementary expectations. To encourage regular attendance
school and admitted to a secondary school. by students, schools will ensure that students
and their parents are informed about the
It is expected that, as a general rule, exceptional school’s policy on attendance through the
students will proceed to secondary school school’s course calendar.
within two years of the average age for entering
secondary school. However, it is recognized that Where, in the principal’s judgement, a student’s
there may be some exceptional students who frequent absences from school are jeopardizing
will need additional time at the elementary his or her successful completion of a course,
school level to prepare for secondary school. school staff should meet with the student and
There may also be some school boards that do the parents to explain the potential consequences
not yet have secondary school programs that of the absences, including failure to gain credits,
are suitably modified to meet the needs of and discuss steps that could be taken to improve
exceptional students. School boards should have attendance.
plans to develop appropriate secondary school Students of compulsory school age whose absence
programs that will meet the needs of their is reported to the school board attendance coun-
exceptional students. sellor will have the reason for their absence
investigated.
Under the Education Act, a student who has not
been promoted from elementary school may See also appendix 7: Supervised Alternative
apply for admission to a secondary school. The Learning for Excused Pupils (SALEP).
student will be admitted to the secondary school
if the principal of the secondary school is satis- 6.5 PROCEDURES FOR STUDENTS
fied that the student is capable of undertaking WHO FAIL OR WHO DO NOT
the work of the school. The Education Act pro- COMPLETE COURSES
vides that an applicant who has been denied Where a student has completed a course within
admission to a secondary school may appeal to the school year or semester but has not been
the board, which may, after a hearing, decide successful in demonstrating achievement of the
whether or not the applicant should be admitted curriculum expectations to a passing level, the
to the secondary school. principal and teaching staff, in consultation with
the parents and the student, should determine
what procedure or type of program would best
enable the student to meet the expectations and

6 A C H I E V E M E N T A N D A C C R E D I T A T I O N
35
earn credit for the course. Arrangements should 6.6 PRIOR LEARNING ASSESSMENT
be made so that one or more of the following AND RECOGNITION
options is available to the student: Prior learning includes the knowledge and skills
– Where possible, the student should be that students have acquired, in both formal and
allowed to repeat only the material relating to informal ways, outside secondary school. Where
the expectations not achieved. The student such learning has occurred outside Ontario
may choose to achieve these expectations in classrooms, students enrolled in Ontario second-
summer school, through independent study, ary schools and inspected private schools may
through an individualized remediation pro- have their skills and knowledge evaluated
gram, or through distance education. The stu- against the expectations outlined in provincial
dent’s work will be evaluated to determine curriculum policy documents in order to earn
whether the expectations have been success- credits towards the secondary school diploma.
fully completed. This formal evaluation and accreditation process
– If available, the student can enrol in a reme- is known as Prior Learning Assessment and
dial program designed for a group of students Recognition (PLAR). PLAR procedures are car-
with similar needs. ried out under the direction of the school princi-
pal, who grants credits.
– The student may decide to repeat the entire
course. The PLAR process developed by a school board
in compliance with ministry policy involves two
With respect to compulsory courses, a student
components: “challenge” and equivalency. The
who fails a course or who chooses to withdraw
“challenge process” refers to the process
from a course during the school year or the
whereby students’ prior learning is assessed for
semester (after consultation with parents and
the purpose of granting credit for a course devel-
school staff) should be informed of the conse-
oped from a provincial curriculum policy docu-
quences for meeting diploma requirements.
ment. Assessment instruments for this process
The program options available to the student
must include formal tests (70 per cent of the
to enable him or her to meet the requirements
final mark) and a variety of other assessment
should be outlined, and possible alternative
strategies appropriate to the particular course
courses identified. For procedures related to the
(30 per cent of the final mark). Such strategies
recording of course attempts and withdrawals, see
may include the evaluation of student work,
section 6.2.2.2: The Ontario Student Transcript.
including written assignments and laboratory
work, and observation of student performance.
Determining equivalency involves the assess-
ment of credentials from other jurisdictions.

Because young people benefit in many ways

from the learning experiences offered in second-
ary school, PLAR has a specific, limited function

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
36
in the Ontario secondary school program. For following individual assessment. Mature students
students who are under the age of eighteen, or may earn 10 of the 14 remaining Grade 11 and
who are eighteen or over but have never left 12 credits needed to meet diploma requirements
high school for a year or more, a maximum of in three ways: (1) they may demonstrate
four credits may be granted through the chal- achievement of the required secondary school
lenge process for Grade 10, 11, and 12 courses, curriculum expectations and receive credit
with no more than two in one subject area. through the challenge process; (2) they may
Equivalency credits are granted to these stu- present education and/or training credentials for
dents for placement only. Students who are eli- assessment through the equivalency process; or
gible for equivalency credits are those who (3) they may take the course. Mature students
transfer to Ontario secondary schools from non- will earn a minimum of 4 Grade 11 and 12 cred-
inspected private schools or schools outside its by taking the course at a secondary school,
Ontario. See section 6.7.2 for full details. through correspondence, or through any of the
alternative ways described in section 6.8.
PLAR procedures must also be available to Mature students who have previously accumu-
exceptional students. Assessment strategies must lated 26 or more credits towards the diploma
be adapted for this group in keeping with their must successfully complete the required num-
special needs; for example, extra time might be ber of courses to bring their total number of
allowed for the completion of work or a quiet credits up to 30 before they will be eligible to
environment provided for activities. While receive the Ontario Secondary School Diploma.
PLAR may be of benefit to some gifted students,
it is not intended to be used as a replacement Mature students working towards the OSSD
for or alternative to enriched or other special under OSS must also satisfy the diploma
programs for gifted students. requirements with regard to the provincial sec-
ondary school literacy test. Principals will deter-
The challenge and equivalency procedures are mine the number of hours of community
also available to mature students – that is, students involvement activities that a mature student will
who are eighteen years of age or over (i.e., adults) have to complete.
who are returning to school to earn a diploma
after being out of high school for at least one Beginning with the 2003–4 school year, adults
year – but requirements concerning application who return to secondary school to earn their
of these procedures differ for this group because diploma will be required to comply with the
of their broader life experience. Principals will PLAR requirements described above. Adults
determine the number of credits, including com- who return to secondary school before the
pulsory credits, that a mature student needs in beginning of the 2003–4 school year will have
order to meet diploma credit requirements. Up their placement determined according to the
to 16 Grade 9 and 10 credits may be granted to a requirements set out in OSIS, section 6.14:
mature student at the discretion of the principal Equivalent Standing for Mature Students. See
appendix 1: Implementation Schedule.

6 A C H I E V E M E N T A N D A C C R E D I T A T I O N
37
6.7 STUDENT TRANSFERS plete the provincial secondary school literacy
test. Principals will determine the number of
6.7.1 Procedures for Students Transferring
hours of community involvement activities that
From One Ontario Secondary School
the student will have to complete. The principal
to Another
should note the results of his or her assessment
Secondary school students who transfer from and deliberations in the student’s Ontario
one Ontario secondary school to another will Student Record (OSR). See appendix 8: Equivalent
have their credits transferred with them. The Diploma Requirements.
principal of the receiving school may award
credit for work started in the previous school
6.8 ALTERNATIVE WAYS OF EARNING
but completed in the receiving school. Where
CREDITS TOWARDS THE ONTARIO
this work cannot be completed in the receiving
SECONDARY SCHOOL DIPLOMA
school, the receiving principal may, after consul-
tation with the principal of the sending school, The majority of secondary school students will
award a partial credit in recognition of the earn their credits towards the Ontario
student’s achievement of some of the course Secondary School Diploma by enrolling in the
expectations. courses offered in their secondary school.
However, a number will wish to consider alter-
If a student transfers from a French-language native ways of earning the required credits.
to an English-language secondary school, he The options available to such students include:
or she must successfully complete at least one correspondence courses offered by the
compulsory Grade 12 English course. Conversely, Independent Learning Centre; independent
if a student transfers from an English-language to study; private study; continuing education
a French-language secondary school, he or she (including summer school), and private school.
must successfully complete at least one compul- Each of these alternative ways of earning cred-
sory Grade 12 Français course. its is discussed below.

6.7.2 Procedures for Students Transferring 6.8.1 Correspondence Courses

to an Ontario Secondary School The Independent Learning Centre (ILC) offers
From a Non-inspected Private School secondary school credit courses (including trans-
or a School Outside Ontario fer courses) designed primarily for individuals
Where students who do not have Ontario credits who wish to work independently towards the
are transferring from a non-inspected private secondary school diploma. These courses are
school or a school outside Ontario to an Ontario provided to residents of Ontario, and are offered
secondary school, the principal of the receiving primarily through correspondence. A publicly
school will, in the process of deciding where the funded school or private school may choose to
student should be placed, determine as equi- enrol its students in ILC courses. Information
tably as possible the total credit equivalency of concerning eligibility, enrolment procedures,
the student’s previous learning, and the number and course offerings is available from the ILC.
of compulsory and optional credits still to be See also section 7.6: The Independent Learning
earned. Students will have to successfully com- Centre.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
38
When a student has successfully completed an A student who wishes to apply for private study
ILC course, the principal will record his or her should submit an application as early in the
standing on the Ontario Student Transcript (OST). school year as possible, normally not later than
See section 6.2.2.2: The Ontario Student Transcript. the first school day in September if the student
intends to complete the course by January 31, or
not later than the first school day in February if
6.8.2 Independent Study the student intends to complete the course by
In providing opportunities for independent June 30. The application will be submitted to
study, schools can offer students a wider range the principal of the secondary school that will
of program options. Courses delivered through be monitoring the student’s learning.
the Independent Learning Centre may form part
of independent study. When a student has successfully completed a
course through private study, the principal will
There is no restriction on the number of periods record his or her standing on the OST. See
that a teacher may allow for independent study section 6.2.2.2: The Ontario Student Transcript.
within any given course. The teacher of the
course is responsible for assigning components
of the course, suggesting available resources, 6.8.4 Continuing Education
evaluating the achievement of the student, and Continuing education enables people to engage
ensuring that the total work involved is equiva- in purposeful learning activities at various
lent to that expected in the time scheduled for points in their lives. It involves the provision of
the course. Transfer courses can be completed credit and non-credit courses for individuals
through independent study. See section 4.3.5: who wish to study part time, or full time for a
Transfer Courses. short term, outside the program offered in
When a student has successfully completed a elementary or secondary schools. Continuing
course through independent study, the principal education courses may include:
will record his or her standing on the OST. See
– credit courses for adults, including mature
section 6.2.2.2: The Ontario Student Transcript.
students, and secondary school students
offered through evening, summer school, or
6.8.3 Private Study daytime classes. The range of credit courses
A student may be permitted to take one or more offered is described in ministry curriculum
courses through private study when one of these policy documents;
two circumstances prevails: (a) the student is – adult basic education courses, including
deemed to have a valid reason for not attending courses in adult basic literacy; citizenship and
classes, or (b) the school does not offer the language training; and English as a second
course(s). The school must be willing to monitor language, French as a second language, or
the student’s progress and evaluate his or her Native languages for adults who do not have
work. ILC courses may form part of a student’s facility in one of these languages.
private study program.

6 A C H I E V E M E N T A N D A C C R E D I T A T I O N
39
To be considered for admission to a continuing Secondary schools may wish to offer courses for
education class offered for diploma credit in the credit through summer school to meet a variety
evening, a day-school student must provide: of student needs. For example, summer courses
– a statement signed by the day-school principal may be offered for credit in order to:
indicating that there has been consultation – enable students to take credit courses that
with the student regarding enrolment in the they have not previously taken;
class, and that the student has been granted
– allow students to retake courses they have not
permission to enrol in the class;
successfully completed during the school year
– evidence of parental approval if the student or courses in which they wish to improve
has not attained the age of eighteen. their achievement;

The day-school student’s final achievement will – enable students who have altered their post-
be reported to the principal of the day school. secondary plans to take transfer courses that
Successful completion of Grade 9 and 10 will allow them to take courses of a different
courses will be recorded on the student’s OST. type from those they have previously taken.
Completion of Grade 11 and 12 courses and
Non-credit summer school courses may be
OACs (successful or not), as well as withdrawal
offered to address students’ remedial needs. To
from these courses, will also be recorded on the
qualify for diploma credit, courses should fulfil
student’s OST.
the same credit requirements as courses offered
The scheduled time in any continuing education during the regular school year, including the
course taken for credit will not be less than requirement that each one-credit course be
90 hours. It is the responsibility of the principal scheduled for 110 hours. Students who take a
of the continuing education program to ensure Grade 11 or 12 course or an OAC during the
that each course contains the amount of work school year and then repeat the course at sum-
that would ordinarily be completed in the time mer school will receive only one credit for that
scheduled for the course in a day-school program. course; however, both marks will be recorded
on the student’s OST.
6.8.4.1 Summer School
On or before the last day of August, a statement
School boards may offer summer school pro-
of the student’s achievement in summer school
grams. The terms of admission to a course
will be issued to the student by the principal of
offered through summer school will be deter-
the summer school. Where the course(s) taken
mined by the board that operates the summer
carry diploma credit, the achievement will also
school. A summer school program may not
be reported to the principal of the school that
begin until after the last school day in the school
the student last attended. The student’s achieve-
year and must end before the first school day of
ment in summer school will be recognized by
the following school year.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
40
the principal. Successful completion of Grade 9 school graduation diploma. Of these in-school
and 10 courses will be recorded on the student’s music credits, a maximum of one Grade 12
OST. Completion of Grade 11 and 12 courses credit may be awarded as a university prepa-
and OACs (successful or not), as well as with- ration credit.
drawal from these courses, will also be recorded – Students may be awarded a maximum of two
on the student’s OST. See section 7.12: Special Grade 10 to 12 music credits through the PLAR
Education. challenge process. See section 6.6: Prior
Learning Assessment and Recognition.
6.8.5 Private School
Students who attend a private school in Ontario 6.9 GENERAL EDUCATIONAL
that offers courses for credit towards the Ontario DEVELOPMENT (GED) TESTING
Secondary School Diploma and that is inspected The General Educational Development (GED)
by the Ministry of Education and Training may tests are designed to provide adults who have
be eligible to earn the diploma, provided that not graduated from high school with an alterna-
they fulfil all diploma requirements. tive means of demonstrating that they have an
When a student has successfully completed a equivalent level of education. (For the other
course, the principal will record his or her stand- means whereby adults can gain recognition for prior
ing on the OST. See section 6.2.2.2: The Ontario learning, see section 6.6: Prior Learning Assessment
Student Transcript. and Recognition.)

In GED testing, candidates take five tests that

6.8.6 Programs in Music Taken Outside
measure skills in writing, science, mathematics,
the School
social studies, and the critical appreciation of lit-
A maximum of two credits may be awarded to erature and the arts. Successful candidates are
students taking music programs outside the awarded an Ontario High School Equivalency
school through the following processes combined: Certificate. GED tests are only administered
– For music programs completed by students through the Independent Learning Centre.
outside the school, the principal of a secondary
school may award a maximum of two university
preparation credits towards the Ontario
Secondary School Diploma. The credits will
be awarded upon presentation of the official
examination result forms or certificates.
(See appendix 4: Music Certificates Accepted for
Credits.) Additional music credits earned in
school may be counted towards the secondary

6 A C H I E V E M E N T A N D A C C R E D I T A T I O N
41
 7 Program Planning and Delivery
by School Boards and Schools

The primary responsibility for the planning of school programs lies with the
principal and teachers of the school. In planning and developing programs,
the principal and teachers must work in conjunction with others in the
school community, including members of the school board and other educa-
tors employed by the board.

Since programs must be designed to meet the needs of a wide variety of stu-
dents – for example, university or college preparation programs, school–work
transition programs, various specialized programs, special education programs,
and cooperative education programs – schools and boards should involve
community partners, including university, college, and workplace represen-
tatives and members of community agencies, when planning and developing
their programs. The participation of representatives of postsecondary institu-
tions, various workplaces, and trade associations is invaluable in ensuring
the relevance and appropriateness of a school’s programs.

The participation of the wider community is also essential in the delivery of

some of these programs – for example, the involvement of local employers
in a school’s cooperative education or school–work transition programs.

7.1 COURSE DEVELOPMENT

7.1.1 Courses of Study

Boards will offer courses based on the curriculum expectations set out in
ministry curriculum policy documents, and may also offer courses that are
developed locally (see sections 7.1.2 and 7.1.3 ).

The principal of a school will retain on file up-to-date copies of the outlines
of all of the courses of study for courses offered at the school. These outlines
of the courses of study must be available at the school for parents and stu-
dents to examine. Parents of students under the age of eighteen need infor-
mation on course content since they must approve their child’s choice of

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
42
courses, and adult students need this informa- – the names of the textbook(s) and resource
tion to help them choose their courses. These materials that are essential to the course
outlines of the courses of study in the secondary
school will include at least the following Information regarding access to these outlines
information: and curriculum policy documents will be
included in the annual school course calendar.
– name of the ministry’s curriculum policy doc-
ument(s) from which the outline of the course
of study has been developed 7.1.2 Locally Developed Courses
– name of the board, school, and department, Locally developed courses are courses that meet
as well as the names of the department head educational needs not met by provincial curricu-
and developers, and the dates of development lum policy documents. Such courses may be
and revision developed to accommodate educational and/or
– course title, course type, grade, course code, career preparation needs of students in a particu-
credit value lar school or region; for example, courses for stu-
– prerequisite(s) and corequisite(s), if any dents in schools that offer school–work transi-
tion programs or college preparation programs.
– overall curriculum expectations
Such courses may also be developed for students
– outline of the course content, including unit receiving special education programs and serv-
titles in the sequence in which the material ices whose need for particular course content or
will be studied for special preparation for further education or
– teaching strategies appropriate to the course work cannot be met by a course based on provin-
type (i.e., strategies reflecting the appropriate cial curriculum policy documents.
balance of theoretical components and practi-
cal applications for the particular type of The criteria for the development and approval of
course) and teaching strategies appropriate to locally developed courses are available from the
the range of students’ learning needs ministry. All locally developed courses require
the approval of the ministry, with the exception
– strategies for assessment and evaluation of
of religious education courses developed by
student performance appropriate to the
Roman Catholic separate schools in accordance
course type and to the students’ range of
with section 7.1.3.1.
learning needs
– a description of how the course incorporates School boards will determine which courses
considerations for program planning as appro- will be developed locally and offered in their
priate and as described in the curriculum pol- jurisdiction. The availability of staff, facilities,
icy document(s) (e.g., planning related to edu- financial resources, instructional materials, and
cation for exceptional students, the role of resources in the school must be considered in
computer technology in the curriculum, developing such courses. These courses must set
career education, and cooperative education high expectations for students. Course content,
and other workplace experiences)

7 P R O G R A M P L A N N I N G A N D D E L I V E R Y B Y S C H O O L B O A R D S A N D S C H O O L S
43
the proposed range of teaching strategies, and Locally developed courses will be identified as
assessment and evaluation procedures must be such on the Ontario Student Transcript.
consistent with current ministry policy. Outlines
of courses of study must be developed in accord- If universities, colleges, and/or employers recog-
ance with the requirements given in section 7.1.1. nize a Grade 11 or 12 locally developed course
for admission purposes, this information must
In order to meet the educational needs of their be stated clearly in the course calendar. It must
students, school boards may develop courses also be made clear to students that some post-
locally that can be counted as compulsory or as secondary institutions or employers may not
optional credits towards a diploma. (See also sec- recognize a locally developed course.
tion 5.5: Early Identification and Intervention See sections 3.1.1: Compulsory Credits and
Strategies for Students at Risk.) The following 7.1.1: Courses of Study.
requirements apply:
– Compulsory credit courses. A board may 7.1.3 Religious Education Courses
develop locally one course in English, one
7.1.3.1 Roman Catholic Separate Schools
course in mathematics, and/or one course in
Roman Catholic school boards are responsible
science that can be counted as a compulsory
for developing credit courses in religious educa-
credit in that discipline. Ministry approval of
tion and the curriculum expectations related to
such locally developed courses will be valid
them. A Roman Catholic board that develops
for one year. A student may count no more
such courses will not have to seek approval for
than three such locally developed courses –
them. Students may earn up to 4 credits in
one each in English, mathematics, and science
religious education.
– as compulsory credits. Locally developed
courses may not replace any other compul-
sory credit courses. 7.1.3.2 Inspected Private Schools
Credit courses may be developed in religious
– Optional credit courses. A board may develop
education in inspected private schools. Students
courses locally that can be counted as
may earn up to 4 credits in religious education.
optional credits in any discipline. Ministry
These locally developed religious education
approval of such locally developed courses
courses require the approval of the ministry.
will be valid for three years. School boards
For the policy on the development of outlines of
must, however, review these courses
courses of study and the approval of such courses,
annually.
see sections 7.1.1 and 7.1.2.
The above requirements also apply to inspected
private schools.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
44
7.2 THE GUIDANCE AND CAREER and skills needed in getting along with others),
EDUCATION PROGRAM and career development (i.e., the development
The guidance and career education program is a of knowledge and skills needed for setting short-
vital and integral part of the secondary school and long-term goals and for planning for the
program. Through the program, students will future).
acquire the knowledge and skills that they need
Under the direction of the principal, each school
in order to learn effectively, to live and to work
will develop and implement a guidance and
cooperatively and productively with a wide
career education plan to ensure that students
range of people, to set and pursue education and
have access to the learning experiences, per-
career goals, and to carry out their social respon-
sonal assistance, and information they need in
sibilities. The program will be delivered through
order to achieve the program goals outlined in
various means, including classroom instruction,
Choices Into Action, as well as the expectations
the teacher-adviser program, orientation and
given in the secondary school curriculum policy
exit programs, completion of the annual educa-
documents for guidance and career education.
tion plan, career exploration activities, and indi-
vidual assistance and short-term counselling. The key features of the province’s policy in the
area of guidance and career education, which
The goals of the guidance and career education
are described in detail in Choices Into Action, are
program are outlined in the policy document
as follows:
entitled Choices Into Action: Guidance and Career
Education Program Policy for Elementary and – clearly stated competencies for students in
Secondary Schools, 1999. As stated in this docu- Grades 1 to 6, Grades 7 and 8, and Grades 9
ment, students are expected to: to 12

– understand the concepts related to lifelong – a range of career exploration activities in the
learning, interpersonal relationships (including community
responsible citizenship), and career planning; – completion of the compulsory half-credit
– develop learning skills, social skills, a sense of Career Studies course as a secondary school
social responsibility, and the ability to formu- graduation requirement
late and pursue educational and career goals; – preparation of an annual education plan for
– apply this learning in their daily lives both at each student, beginning in Grade 7 and con-
school and in the community. tinuing to the end of secondary school
– a teacher-adviser for students in Grades 7 to 11
To help students achieve these goals, the content
– individual assistance and short-term
of the guidance and career education program is
counselling
organized into three areas of learning – student
development (i.e., the development of habits – a program advisory team
and skills necessary for learning), interpersonal
development (i.e., the development of knowledge

7 P R O G R A M P L A N N I N G A N D D E L I V E R Y B Y S C H O O L B O A R D S A N D S C H O O L S
45
– a program-effectiveness survey, conducted In English-language schools, learning opportuni-
every three years, with recommendations for ties to enable students to develop facility in
revising the program English are to be integrated into the curriculum
The guidance and career education program in all subject areas. If a student cannot under-
plan will include strategies to ensure that stu- stand English, a teacher may use a language
dents have access to the information they need other than English for instruction and to com-
in order to make informed decisions and to municate with the student about matters of dis-
prepare for further education, apprenticeship cipline and the management of the school.
programs, or the workplace. However, this provision is intended to apply
only for the transitional period during which a
student is learning English.
7.3 LANGUAGE PROGRAMS
Canada’s two official languages, English and
7.3.1.1 Support Programs in the Language
French, are the languages of instruction in
of Instruction
Ontario schools. In addition to programs in
English As a Second Language (ESL) and
English and French, programs in a variety of
English Literacy Development (ELD). Some
other languages are provided.
students may enter an English-language school
The following programs may be offered in without the level of proficiency in English
English-language schools: required for success. English as a second lan-
guage (ESL) courses are intended to help these
– programs in the language of instruction,
students develop proficiency in the language of
including support programs
instruction so that they can succeed in all sub-
– second-language programs, that is, French as ject areas at school, and later in postsecondary
a second language (FSL) and/or Native studies, apprenticeship programs, and the work-
languages place. Other students may enter Ontario schools
– programs in international languages and in having had limited access to education. English
classical languages (ancient Greek and Latin) literacy development (ELD) courses are intended
to provide these students with an accelerated lit-
Language programs available in English-language eracy program to give them the foundation for
schools are outlined below. further study and for employment.

7.3.1 Programs in the Language of Courses are to be developed, for credit, from the
Instruction (English) ESL/ELD curriculum policy document, which
outlines the program in ESL and ELD. The fol-
It is essential that students graduate with the
lowing considerations apply to credits earned
ability to use language effectively for thinking,
through ESL/ELD courses:
learning, and communicating. Schools are
expected to provide language programs that will – A student entering the Ontario secondary
help all students develop proficiency in the lan- school system at any grade level may be given
guage of instruction to enable them to complete credit for a maximum of 3 ESL/ELD credits
the graduation requirements. towards the 4 compulsory English credits

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
46
 required for graduation. The remaining com- 7.3.2 Second-Language Programs
pulsory English credit(s) will be earned at the 7.3.2.1 French As a Second Language (FSL)
Grade 11 or Grade 12 level. To enable all students to have some knowledge
– To supplement the ESL/ELD credits, schools of French by the end of secondary school,
may provide classes for ESL/ELD students schools must offer at least core programs in
that combine ESL/ELD instruction with French as a second language (FSL). To obtain a
instruction in other subject areas (e.g., a class graduation diploma, students must earn one
in geography that includes instruction in credit in French as a second language.
ESL/ELD). Such classes provide additional
language practice while helping students Across Ontario, students entering English-
acquire knowledge and skills in the subject language secondary schools vary widely in their
area. levels of proficiency in the French language.
Some students from Ontario elementary schools
It should be noted that students may need to may have taken core French; others may have
successfully complete additional English courses taken extended or immersion French. Some stu-
to meet the entrance requirements of some post- dents from outside Ontario, as well as Ontario
secondary education programs and of specific students taking Native languages, may not have
workplaces. studied any French.

With assistance from teachers and as part of the Where only a core French program is offered in
process of developing their annual education secondary schools, students who have studied
plan, students will determine the number of French in extended or immersion programs or
ESL/ELD courses they need in order to partici- who have a French-language background should
pate fully in courses appropriate to their be considered for advanced placement.
strengths, interests, and needs, and their However, students placed in higher grades on
intended postsecondary destination, with a level the basis of their level of proficiency must not
of literacy approaching that of a first-language receive credits for French courses that they have
speaker. not taken.

American Sign Language (ASL). For the Programs in French as a second language must
instruction of deaf students, it may be necessary be developed from the secondary school FSL
to use American Sign Language (ASL). If there curriculum policy document.
are a number of deaf students in a school,
boards may provide classes for these students in 7.3.2.2 Native Languages
which both English and ASL are used as lan- The provisions of the program in Native lan-
guages of instruction, as is done in the guages recognize that Native languages have a
Provincial Schools for the deaf. Alternatively, legitimate place in the curriculum of Ontario
boards may provide a sign-language (ASL) inter- schools. Accordingly, school boards that provide
preter for individual deaf students who are tak- a Native languages program must offer the pro-
ing regular classes. gram through to the end of secondary school.

7 P R O G R A M P L A N N I N G A N D D E L I V E R Y B Y S C H O O L B O A R D S A N D S C H O O L S
47
The Native languages program is open to all stu- In addition, the study of classical (ancient)
dents. For Native students, study of a Native Greek and Latin will enable students to develop
language not only encourages them to use the an understanding of the ancient Greek and
language and develop their competence in it, Roman worlds.
but also strengthens their sense of cultural iden-
tity. For non-Native students, study of a Native Courses in international languages and classical
language allows them to acquire competence in (ancient) Greek and Latin must be developed
a Native language and gives them an opportu- from the secondary school curriculum policy
nity to develop an appreciation of the language document for classical and international
and culture under study. languages.

Credit courses for Mohawk, Cayuga, Oneida,

Cree, Delaware, Ojibwe, and Oji-Cree must be 7.4 SPECIALIZED PROGRAMS
developed from the secondary school curricu- Specialized programs are programs that provide
lum policy documents for Native languages. students with a particular curriculum focus to
Students placed in higher grades in Native lan- assist them in meeting diploma requirements
guage courses on the basis of their level of profi- and in making the transition to postsecondary
ciency must not receive credits for Native lan- destinations (i.e., university, college, apprentice-
guage courses that they have not taken. ship programs, and the workplace). Schools may
offer specialized programs to students in Grades
Those students who chose to take only a Native 11 and 12 who are interested in pursuing a spe-
as a second language program in elementary cific career or in taking a specific program at the
school and who do not wish to take a French postsecondary level. School boards must provide
course in secondary school may substitute a school–work transition programs for students
Native language course for the compulsory who wish to go directly into the work force. In
credit in FSL. some instances, specialized programs may begin
in Grade 10. Students who wish to enter a spe-
7.3.3 Programs in International and cific career could take a career preparation pro-
Classical Languages gram. Students who do not have a specific
International languages are modern languages career in mind but who wish to pursue their
other than English or French. International lan- studies at the postsecondary level could take a
guage courses are offered to meet a number of university preparation or college preparation
student needs. For example, some students may program. Students who wish to go directly into
wish to learn their ancestral language or to the work force could take a school–work transi-
improve their skills in their first language; other tion program. Courses within specialized pro-
students may wish to learn a third language in grams will be drawn from university prepara-
order to enhance their ability to succeed in a tion courses, university/college preparation
global economy. courses, college preparation courses, workplace
preparation courses, and open courses, as
appropriate.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
48
Specialized programs may be particularly help- – Specialized programs should be developed
ful for meeting the needs of exceptional students and implemented in collaboration with post-
that are outlined in the students’ IEPs and secondary partners (university, college, trade-
related transition plans. Such programs may association, and workplace representatives) to
focus on the development of students’ special ensure that the programs are relevant and
strengths, for example, and may be effective in that they adequately prepare students for
helping students achieve their goals. their postsecondary destinations.
Modifications to the curriculum expectations, as – Programs developed by a school or board, in
well as provision of specialized services and conjunction with one or more postsecondary
other accommodations, can be built into a stu- partners, may be expanded to include agree-
dent’s program. ments involving additional schools within the
board, schools within co-terminous boards,
Specialized programs may also include interdis-
and additional local and regional postsec-
ciplinary studies programs, if they consist of
ondary partners.
courses from more than one discipline and if
they require achievement of the additional cur- – Programs may provide students with the
riculum expectations associated with interdisci- opportunity to obtain advanced standing in
plinary studies courses. For additional informa- specific college courses, if secondary schools
tion on interdisciplinary studies programs, see and colleges agree through, for example, an
the interdisciplinary studies curriculum policy articulation agreement, that there is signifi-
document. cant overlap between specific secondary
school and college courses.
School staff should take the following points into – Programs may provide students in apprentice-
consideration when developing and implement- ship and skills certificate programs with the
ing specialized programs: opportunity to obtain advanced standing.
– Programs will generally be two years in dura- – One or more locally developed courses may
tion and will begin in Grade 11. However, be included in specialized programs to
one-year programs could be offered for stu- address students’ interests and needs, as well
dents in Grade 12, and, in some cases, three- as the needs of the local community. See sec-
year programs could be offered, beginning in tion 7.1.2: Locally Developed Courses.
Grade 10 (e.g., a school–work transition pro-
– Programs may include cooperative education
gram in the area of travel and tourism).
and work experience placements to give stu-
– Programs may range in breadth and depth dents the opportunity to apply their learning
from programs consisting only of two related in the workplace and to determine whether a
courses to programs consisting of several particular educational or career plan is suit-
courses that give the students in-depth prepa- able for them.
ration for their postsecondary destinations.
– Programs may be developed for an individual See also section 6.2.2.2: Ontario Student Transcript
student or for a group of students with similar for information on recording students’ participation
interests and/or educational or career goals. and achievement in specialized programs.

7 P R O G R A M P L A N N I N G A N D D E L I V E R Y B Y S C H O O L B O A R D S A N D S C H O O L S
49
7.4.1 Career Preparation Programs 7.4.2.2 College Preparation Programs
Schools may provide career preparation pro- Schools may offer college preparation programs
grams to prepare students for entry into careers for students who plan to go directly to college
that they have chosen to pursue upon comple- from secondary school. College preparation pro-
tion of related postsecondary education. When grams will focus on increasing students’ aware-
students develop their annual education plan, ness of the range of college programs and related
they can design their individual career prepara- career opportunities, and will provide students
tion programs. These specialized programs will with secondary school courses that have been
provide students with opportunities to focus on linked to a number of college programs through,
fields of study that are related to specific careers for example, articulation agreements. When stu-
– for example, careers in engineering technolo- dents develop their annual education plan, they
gies, health sciences, or entrepreneurship. can design their individual college preparation
programs. These programs should include several
college preparation courses or university/college
7.4.2 Postsecondary Education
preparation courses for specific postsecondary
Preparation Programs
programs. Programs might focus on preparing
For those students who have not yet identified a students for entry to one-year, two-year, and
specific career goal but who plan to pursue a three-year college programs in business, applied
postsecondary program in a college or univer- arts, health sciences, and technology, and for
sity, schools may provide postsecondary educa- related careers. It is essential that school and col-
tion preparation programs. Courses may be lege faculty collaborate in the development and
grouped into programs to prepare students for implementation of these programs.
postsecondary studies in particular disciplines.

7.4.2.1 University Preparation Programs 7.4.3 School–Work Transition Programs

Schools may offer university preparation pro- School boards must provide school–work transi-
grams for students who plan to go directly to tion programs for students intending to enter
university from secondary school. When stu- the work force directly after graduating from
dents develop their annual education plan, they high school. School–work transition programs
can design their individual university prepara- are intended to prepare students for employ-
tion programs. These programs should include ment or self-employment. Through these pro-
several university preparation and university/ grams, students have the opportunity to com-
college preparation courses. Programs may be plete high school graduation requirements,
designed for individual students or for groups of develop employability and industry-specific
students, and might focus on preparation for skills, and obtain experience in the workplace.
university studies in mathematics, science, lan- Employers must be involved in the development
guages, or fine arts. and delivery of school–work transition programs.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
50
School–work transition programs include both community, and that enable the students to
in-school and work-based experiences. These develop the range of skills required for direct
programs provide students with information entry into the work force. Students may receive
about careers and occupations in different work- additional training during and outside of regu-
place sectors both in the in-school component of larly scheduled class time that will enable them
courses and through job shadowing or short- to qualify for industry and/or provincial certifi-
term work experience placements. Students par- cation in their chosen field. During the second
ticipate in career exploration with an employer half of the school year, students focus on in-
through a cooperative education placement to depth skills training in their chosen field, which
give both the students and the employer infor- takes place entirely in the workplace. In this
mation they need to make a decision about the way, students develop skills that are crucial for
student’s future. gaining employment while they complete their
final diploma requirements.
In Grade 10, school–work transition programs
may include a combination of academic, Training opportunities should be relevant to the
applied, and open courses, as well as opportuni- students’ interests and aspirations but they also
ties to explore a variety of careers through job should be selected from employment sectors
shadowing and short-term work experience where job opportunities are known to exist.
placements. Students are introduced to a hands- Curriculum must be implemented jointly by the
on approach to learning about education, career, school and partners in the community to ensure
and employment opportunities. that the content is relevant and that students are
properly prepared for employment. Given the
In Grade 11, students receive more in-depth unique employment possibilities in diverse
training in courses in which the in-school com- regions across the province, boards may wish to
ponents and the cooperative education place- develop some courses in collaboration with their
ments are directly related to their chosen career. communities and to include these locally devel-
This experience provides students with the oped courses in their school–work transition
background needed for selecting appropriate in- programs. See section 7.1.2: Locally Developed
depth training in their final year of high school. Courses.
In addition, school–work transition programs
include related out-of-school training opportuni- School boards must establish procedures for
ties, which may be recognized by business and developing and implementing their school–work
industry through certification. transition programs. These programs must be
developed and implemented in accordance with
In Grade 12, the focus of school–work transition the following requirements:
programs sharpens. Students enter the final
– Students will earn credits to meet diploma
transition phase by participating in an intensive
requirements for graduation while taking
training program. During the first half of the
these programs.
school year, students continue to earn relevant
in-school credits that are jointly developed and – Programs will prepare students to proceed
delivered by the school and workplaces in the directly from high school to employment or
self-employment.

7 P R O G R A M P L A N N I N G A N D D E L I V E R Y B Y S C H O O L B O A R D S A N D S C H O O L S
51
– Programs will combine in-school and work- School–work transition programs should also be
based education and training through job provided for students who are identified as
shadowing, cooperative education, and/or exceptional and for students who will benefit
work experience, and will allow students to from specialized preparation for direct entry to
take further specialized training in order to the workplace. Programs for these students will
gain additional certification. take into account the student’s strengths and
– Programs will emphasize the acquisition of needs (including the need for specialized serv-
employability skills, and these skills will be ices or other accommodations and/or for modifi-
developed in both the in-school and out-of- cations to the curriculum expectations) that are
school contexts. outlined in the transition plan in the student’s
IEP.
– Programs must consist of an appropriate com-
bination of courses that will prepare students In communities where local work-based opportu-
to meet the requirements of a specific work- nities are limited, school boards should develop
place or an apprenticeship program, and may and implement strategies to make use of available
include workplace preparation courses, col- technologies such as the Internet, e-mail, and
lege preparation courses, and open courses, as audio- and video-conferencing to increase stu-
well as university preparation courses or dents’ access to relevant workplace experiences.
locally developed courses.
– Schools must adopt a flexible approach to pro- 7.5 COOPERATIVE EDUCATION AND
gram development and implementation to WORK EXPERIENCE
enable individual students and groups of stu-
Students’ education must be appropriate to their
dents to take the appropriate courses in
strengths, interests, and needs, and must pre-
Grades 9 to 12 and to gain the necessary
pare them for the future. To ensure that it does
workplace experiences related to those
so, school boards must provide cooperative edu-
courses.
cation programs and work experience to help
– School boards must establish and coordinate students to acquire knowledge and skills and to
partnerships with employers in order to pro- apply this learning in practical situations. Such
vide students with appropriate work place- opportunities will help students see the relation-
ments and to ensure that programs reflect ship between the curriculum and the world
actual workplace expectations. beyond the school. This practical experience will
– School–work transition programs must be help them decide what they would like to do
described in school course calendars, which and will assist them in making successful transi-
must provide information on eligibility tions to postsecondary education, apprenticeship
requirements and in-school and work-based programs, or directly to the workplace. In some
options, as well as a clear sequence of pro- situations, students in Grades 9 and 10 may
gram elements leading to graduation. benefit from cooperative education and work
– Schools must track the progress of students experience.
enrolled in school–work transition programs.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
52
Courses of all types and in all disciplines may years of age and older, planned learning experi-
be offered through the cooperative education ences in the community need to be considered
mode. Work experience, when offered, is part in the development of the transition plan in the
of a credit course and provides students with a student’s IEP.
learning opportunity in the workplace for a
limited period of time – that is, from one to Cooperative education and work experience will
four weeks. Cooperative education programs be available to students in the following forms:
and work experience will be developed and – school-arranged experiences that are tied to
implemented in accordance with ministry policy the curriculum, including work experience
stated in Co-operative Education: Policies and placements in the community and in-school
Procedures for Ontario Secondary Schools, 1989. work simulations
– cooperative education programs and work
Cooperative education programs and work
experience as described in Co-operative
experience should be provided for exceptional
Education: Policies and Procedures for Ontario
students who have expressed a desire for them.
Secondary Schools, 1989
In developing a cooperative education program
or a program containing work experience for a – participation in the Ontario Youth
student, teachers will take into account the stu- Apprenticeship Program (OYAP)
dent’s strengths and needs (including the need – other structured school–work transition pro-
for specialized services or other accommodations grams, such as Bridges, that combine school-
and/or for modifications to the curriculum based and work-based education and training
expectations) that are outlined in the student’s for students planning to enter the work force
IEP. directly from secondary school

Planned learning experiences in the community Schools may expand these programs in the
can enhance the school program, familiarize stu- following ways to provide opportunities for all
dents and teachers with current workplace prac- students:
tices, increase students’ awareness of career – Programs may be developed for students who
opportunities, provide concrete applications of have previously not been involved in coopera-
curriculum, and give students and teachers a tive education.
better understanding of employers’ expectations.
– A one- to two-week work experience compo-
Such programs complement students’ academic
nent may be added in all types of courses.
programs and are valuable for all students,
whatever their postsecondary destination. For – Placements for students may be found in new
students who intend to enter the work force employment sectors.
directly from school, such programs provide – Schools may develop ways of making use of
personal contacts with potential employers. For the resources in the community for educa-
students who intend to enter college or univer- tional purposes (e.g., use the Internet to seek
sity, the programs provide information that they information from employers in the community
will find helpful in making educational and to help them complete their assignments).
career choices. For exceptional students fourteen

7 P R O G R A M P L A N N I N G A N D D E L I V E R Y B Y S C H O O L B O A R D S A N D S C H O O L S
53
All forms of cooperative education and work 7.7 DISTANCE EDUCATION
experience will include the following: Distance education courses are credit courses
– pre-placement instruction (e.g., instruction on that are offered by schools through various tech-
topics such as interviews, résumés, health and nological means, such as teleconferencing, the
safety in the workplace, and legal and harass- Internet, and video-conferencing. By making
ment issues) distance education courses available to students,
– provision of Workplace Safety and Insurance schools can provide them with a wider range of
Board coverage, as described in Policy/ program choices. These courses are designed to
Program Memorandum No. 76A, “Workers’ enable students to participate actively in a
Compensation Coverage for Students in Work course despite being at a distance from the
Education Programs”, December 6, 1995 school that is offering the course. Information
on distance education courses is available
– a learning plan (including assessment criteria)
through school boards.
based on the curriculum expectations of
courses in the provincial curriculum policy
documents and on the expectations of partici- 7.8 SPECIALIZED SCHOOLS
pating employers Some school boards may wish to establish sec-
– assessment of students’ progress through reg- ondary schools that specialize in areas such as
ular monitoring of their learning in the work- the performing arts, languages, vocational educa-
place setting tion, pure and applied sciences, technological
education, apprenticeship and workplace prepa-
– opportunities for students to analyse their
ration, or business studies. A secondary school
out-of-school experiences and to integrate
may offer programs in subjects in which there is
them with their in-school learning
small enrolment – for example, programs in
– evaluation of students’ learning to determine some languages – and these programs may serve
whether course expectations have been met several schools. However, a secondary school
should not specialize to the point where it cannot
7.6 THE INDEPENDENT LEARNING offer the full range of courses that students need
CENTRE (CORRESPONDENCE in order to obtain a secondary school diploma.
COURSES)
Secondary school credit courses are available 7.8.1 Alternative Schools
through the ministry’s Independent Learning School boards may find it necessary to establish
Centre (ILC). Information about eligibility, alternative secondary schools to provide an
enrolment procedures, and course offerings may option for some students who have educational
be found in the current edition of the needs that cannot be met in an appropriate way
Independent Learning Centre Student Guide and in their existing secondary schools, and/or to
through the ILC website. Courses offered will respond to needs expressed in the community.
be courses in the curriculum policy documents An alternative school may be established, for
and will enable students to fulfil the require- example, for students at risk of not completing
ments for a diploma. See also section 7.7: their diploma requirements. It can provide these
Distance Education.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
54
students with opportunities to develop the skills – supplementing the school program with ILC
and confidence they need to re-enter the regular correspondence courses or with courses taken
system. An alternative school can also benefit through private study;
students who wish to take an individualized – offering courses through distance education
program. and other forms of electronic course delivery,
including closed-circuit television;
– using continuing education programs to
7.9 SMALL AND ISOLATED SCHOOLS expand the range of subjects;
It is essential that all schools provide courses for – offering courses through the cooperative edu-
all students who plan to go to college or univer- cation mode of delivery to enable students to
sity, to take further training through apprentice- gain more credits for those courses;
ship, or to go directly into the workplace from – implementing expanded use of independent
secondary school. However, small and remote and private-study methods of learning.
secondary schools may experience difficulty in
providing a full range of courses to meet the 7.10 MULTITYPE AND MULTIGRADE
needs of all of their students. School boards are CLASSES
therefore encouraged to consider ways of over-
In secondary schools that are small or highly
coming various obstacles to providing full pro-
specialized in their program offerings, it may not
grams to students. Boards with small schools
be feasible to offer separate classes in all sub-
should consider making cooperative arrange-
jects for the different types of courses. In such
ments, such as arrangements to share resources
cases, a single class may be organized to serve
among their schools and/or with other school
more than one group of students, each group
boards, in order to make the best use of labora-
taking a different type of course in the same
tories, libraries, and other specialized facilities.
subject and grade.
In the case of remote schools, sharing and
cooperating with neighbouring secondary Where only a few students in each grade are
schools may not be possible, but boards should taking different types of courses in the same
encourage the sharing of resources between subject, groups of students in different grades
elementary and secondary schools within their may also be combined in one class.
jurisdiction.
In such combined classes, the course objectives,
Possible strategies to alleviate the problems of the expectations, and the evaluation procedures
providing a range of courses to students could for each type of course and for each grade must
include: be clearly outlined, so that students, parents,
– providing opportunities for staff to acquire and teachers are aware of the curriculum expec-
additional qualifications in different areas; tations for each credit course.
– offering different types of courses and courses
at different grades within the same class (see
section 7.10: Multitype and Multigrade Classes);

7 P R O G R A M P L A N N I N G A N D D E L I V E R Y B Y S C H O O L B O A R D S A N D S C H O O L S
55
7.11 PROGRAMS FOR STUDENTS AT – cooperative education programs and work
RISK experience
Principals are required to establish procedures – school–work transition programs
to ensure that teachers know which students in – Supervised Alternative Learning for Excused
their classes are at risk of not completing the Pupils (SALEP) programs (see appendix 7 )
requirements for a diploma. School boards must
ensure that schools develop and implement a Boards may also provide the following:
range of programs to encourage students to – specialized programs (see section 7.4 )
develop their potential and to achieve the expec-
– opportunities for apprenticeship through the
tations to the best of their ability. Students gain
Ontario Youth Apprenticeship Program
confidence as they develop competence in their
areas of interest and as they see the positive – remediation in various subject areas
results of hard work. In addition to encouraging See also section 5.5: Early Identification and
students in their academic work, schools need to Intervention Strategies for Students at Risk.
ensure that students at risk are given other
kinds of support – for example, students could 7.12 SPECIAL EDUCATION
be encouraged to participate in aspects of school
All students identified as exceptional must have
life that interest them, and boards and schools
access to an education that will enable them to
could develop partnerships with community
develop the essential knowledge and skills they
organizations that can respond to a range of stu-
need in order to participate in the life of
dent needs.
Ontario’s communities. The Education Act and
It is essential that boards develop early identifi- regulations made under the act require school
cation and intervention strategies to help stu- boards to provide exceptional students with spe-
dents at risk. Boards must also ensure that cial education programs and services that are
schools make use of appropriate programs and appropriate for their needs. Specific procedures
services to help their students, which include are set out in the regulation governing the iden-
the following: tification and placement of exceptional students.
The regulation also provides for the regular
– the teacher-adviser program
review of the identification and placement of a
– the annual education plan student and for the appeal of identification
– individual assistance and short-term and/or placement decisions with which parents
counselling disagree.
– use of an IPRC, as required
The needs of exceptional students are identified
– formulation of an IEP, as appropriate (includ- by an Identification, Placement, and Review
ing the formulation of a modified or alterna- Committee (IPRC). Upon receiving a written
tive program for an exceptional student) request from a parent of a student, the principal
– remedial assistance for students who do not of the school must refer the student to an IPRC
pass the provincial secondary school literacy for a decision as to whether the student should
test

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
56
be identified as exceptional and, if so, what his student must also be given a copy if he or she is
or her placement should be. The principal may sixteen years of age or older. For details on the
also, on written notice to the parent(s), refer the development of the IEP, see sections 5.4.1:
student to an IPRC. The parent(s), as well as a Developing the Student’s Individual Education Plan
student who is sixteen years of age or older, can and 5.4.2: Developing the Student’s Transition
also request that the IPRC discuss proposals for Plan.
ways in which the student’s needs can be met.
On the basis of these discussions, the IPRC can An IEP may also be prepared for students with
recommend special education programs and special needs who are receiving special educa-
services that it considers to be appropriate for tion programs and/or services, but who have not
the student. been identified as exceptional by an IPRC.

The regulation governing the identification and Exceptional students, as well as other students
placement of exceptional students provides that who are not identified as exceptional but who
an IPRC will, before considering the option of have an IEP and are receiving special education
placing a student in a special education class, programs and services, should be given every
consider whether placement in a regular class, opportunity to achieve the curriculum expecta-
with appropriate special education services, tions set out in the provincial curriculum policy
would meet the student’s needs and is consis- documents. For most students with an IEP, the
tent with parental preferences. For students curriculum expectations for a course will be the
whose needs cannot be met entirely in the regu- same as or similar to the course expectations
lar classroom, a range of placement options outlined in the appropriate provincial curricu-
must be available. These options include place- lum policy document, except that accommoda-
ment in a special education class for the entire tions such as specialized supports or services
day; placement in a special education class with will be provided to help the student achieve the
partial integration; placement in a regular class expectations. The student’s achievement of the
with withdrawal to receive instruction outside curriculum expectations will be assessed in
the classroom by a qualified special education accordance with the discipline-specific assess-
teacher for part of the day; and referral to a ment policies given in the provincial curriculum
provincial committee for consideration of eligi- policy documents.
bility for admission to a Provincial or
For some students with an IEP, curriculum
Demonstration School.
expectations for a course will be selected from
When an IPRC identifies a student as excep- the appropriate provincial curriculum policy
tional, the principal must ensure that an document and modified to meet the student’s
Individual Education Plan (IEP) for that student needs (these modifications can include changes
is developed and maintained. An IEP must be to the grade level of the expectations). In addi-
developed within thirty days of the placement of tion, specialized services or other accommoda-
an exceptional student in a particular program. tions may be provided to help the student
The parents must be provided with a copy; the

7 P R O G R A M P L A N N I N G A N D D E L I V E R Y B Y S C H O O L B O A R D S A N D S C H O O L S
57
achieve the expectations. The student’s achieve- The implementation of antidiscrimination prin-
ment of the modified learning expectations will ciples in education influences all aspects of
be assessed in accordance with the discipline- school life. It promotes a school climate that
specific assessment policies given in the provin- encourages all students to work to high stan-
cial curriculum policy documents. The principal dards, affirms the worth of all students, and
will determine whether achievement of the helps them strengthen their sense of identity
modified expectations will indicate successful and develop a positive self-image. It encourages
completion of the course, and will decide staff and students alike to value and show
whether the student will be eligible to receive a respect for diversity in the school and the wider
credit for the course. The principal will commu- society. It requires schools to adopt measures to
nicate his or her decision to the parents and the provide a safe environment for learning, free
student. from harassment of all types, violence, and
expressions of hate.
A small number of students may require alterna-
tive expectations that are not derived from the In putting their commitment to antidiscrimina-
expectations in the provincial curriculum policy tion in education into practice, schools should
documents. A student’s achievement of these work to create an inclusive learning environ-
expectations will not be assessed according to ment in which the school’s physical appearance
the assessment policies in the provincial curricu- and the schedule of activities of the school
lum policy documents, but in relation to the acknowledge and reflect the diversity within the
expectations set out in the student’s IEP. The school system and the wider society. The diver-
student will not be granted a credit for the suc- sity within the community could be acknowl-
cessful completion of a course that consists of edged, for example, through pictures, posters,
alternative expectations. and decorations for cultural events, as well as in
news items or announcements in the school’s
See also section 5.4: Program Planning for opening exercises.
Exceptional Students and appendix 6: Meeting the
Needs of Exceptional Students. Expectations relating to antidiscrimination edu-
cation, violence prevention, and Native educa-
7.13 ANTIDISCRIMINATION EDUCATION tion have been incorporated in the provincial
curriculum where relevant. When planning
To ensure that all students in the province have
their programs, teachers will base their deci-
an equal opportunity to achieve their full poten-
sions on the needs of students, taking into con-
tial, the education system must be free from dis-
sideration their students’ abilities, backgrounds,
crimination and must provide all students with a
interests, and learning styles. Learning activities
safe and secure environment so that they can
should be designed to help students develop
participate fully and responsibly in the educa-
respect for human rights and dignity, and to
tional experience.
develop a sense of personal, social, and civic
responsibility. These activities should reflect

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
58
diverse points of view and experiences, and Technological education courses will challenge
should enable students to learn about the contri- students to develop an understanding of the rel-
butions of a variety of peoples, in the past and evance of technology and its applications for
the present, to the development of Canada. individuals, society, and the environment.
Students should be encouraged to think criti- Ontario secondary school graduates are
cally about aspects of their own and their peers’ expected to be technologically literate, which
backgrounds, and to become more sensitive to means they should be able to understand and
the experiences and perceptions of others. apply technological concepts, to use computers
in various applications, and to analyse the impli-
Students entering the system should be given cations of a wide range of technologies for indi-
the support they need to adjust to the new envi- viduals and society.
ronment and to acquire competence in the lan-
guage of instruction if they are not familiar with In Grades 9 and 10, the courses described in the
the language of instruction. Teachers, including provincial curriculum policy document are
guidance counsellors and teacher-advisers, designed to provide students with an introduc-
should give support to students that is appropri- tion to technology and to allow them to explore
ate to their strengths, needs, and backgrounds so various forms of technology and develop an
that all students have a chance to succeed. understanding of the impact of technology. In
Grades 11 and 12, technological education
Schools and individual teachers should also courses are more focused on specific careers,
work to ensure that school-community interac- and include courses to assist students in prepar-
tion reflects the diversity in the local commu- ing for their postsecondary destinations – uni-
nity and the wider society. As part of their ongo- versity, college, apprenticeship programs, and
ing efforts to develop meaningful partnerships, the workplace.
schools should enable their staff members to
participate in professional development activi- Participation in information technology courses
ties that will enhance their ability to work with is of particular importance for some exceptional
parents and community members from the students and should be taken into account in
diverse groups represented in the community. program planning. Information technology can
support the different learning styles of excep-
7.14 TECHNOLOGY IN EDUCATION tional students, and can provide greater and
swifter access to information, particularly the
Technological education in secondary schools
printed word, than was previously possible. For
includes a broad range of courses that empha-
example, voice output systems not only provide
size concepts of design and the design process,
access to written materials for individuals who
the study and use of information technology and
cannot see text on a screen display, but also sup-
computer programming, the use and functions
port effective use of technology by individuals
of different systems, and the development and
with limited reading skills. Text display of
use of tools (from calipers to computer-assisted
speech output can help students develop literacy
design software), machines, materials, and
techniques.

7 P R O G R A M P L A N N I N G A N D D E L I V E R Y B Y S C H O O L B O A R D S A N D S C H O O L S
59
and learn new languages, and can provide 7.16 PARTNERSHIPS
access to materials for individuals who cannot The emphasis in the secondary school program
hear. The needs of exceptional students who on high standards, curriculum relevance, practi-
wish to take a technology course must be taken cal applications of learning, cooperative educa-
into account by school boards in the purchase of tion, work experience, and school–work transi-
technology that is to be used in the course. tion programs makes it essential for school
boards and schools to extend and strengthen
7.15 EXTRACURRICULAR PROGRAMS their partnerships with colleges and universities,
Extracurricular programs include intramural and employers, and the community. The ministry,
interschool programs, school clubs, recreational school boards, and schools all have an important
activities, and extracurricular activities. To meet role to play in developing partnerships and
the needs of a wide variety of students whose encouraging the active collaboration of commu-
abilities and interests vary greatly, schools nity partners.
should attempt to provide many different kinds
The ministry provides leadership in establishing
of programs and activities. Extracurricular
policy for the development of partnerships
programs provide students with opportunities for
between the education community and repre-
enrichment, the development of social skills and
sentatives of employing organizations, at the
independence, and practice in making decisions
provincial and local levels. Potential partners
and handling responsibility. These activities also
include national and provincial business and
allow for the development of a variety of positive
industry associations and councils, professional
relationships between teachers and students, and
and trade associations, parent associations, vol-
among different groups of students.
unteer umbrella groups, community agencies,
Schools should assess their extracurricular activ- and chambers of commerce. The ministry has
ities on a regular basis, to ensure that they con- included representatives from secondary
tinue to reflect the widely varying abilities and schools, universities, colleges, and workplaces in
interests of the students and staff, and that they the development of secondary school curricu-
offer equal opportunities for male and female lum policy documents to ensure that curricula
students. Students and members of the commu- will prepare students adequately for their post-
nity should participate in this assessment secondary destinations.
process.
School boards will develop policies and proce-
Schools need to draw on community resources dures, in accordance with provincial policies, for
in order to provide varied and interesting experi- involving community partners in the planning
ences and opportunities in the extracurricular and delivery of guidance and career education
program. In doing so, however, they should be programs, cooperative education programs and
familiar with board policies concerning bringing work experience opportunities, school–work
parents and other adults in the community into transition programs, and locally developed
the school to assist in the program.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
60
courses. They should also work with cotermi- participate in a variety of community-related
nous school boards and employers to ensure suf- activities. Learning experiences in the commu-
ficient opportunities for student work place- nity benefit students in a wide variety of ways,
ments and, where circumstances require, helping them to develop understanding of others
alternative opportunities, such as in-school work and respect and care for their rights and needs.
simulations. Potential partners include industry- Such experiences also encourage students to use
education councils, local training and adjust- local recreational facilities, to preserve and pro-
ment boards, volunteer organizations, local tect the local environment, and to take an inter-
chambers of commerce, community agencies, est in local concerns.
and local chapters of professional and trade
associations.

Schools need to work with their community

partners to develop and deliver appropriate
cooperative education programs, work experi-
ence opportunities, specialized programs,
school–work transition programs, and guidance
and career education programs for their stu-
dents. Potential partners in these endeavours
include local youth employment agencies,
school councils, home and school associations,
volunteer organizations, and local employers
such as businesses, hospitals, social service
agencies, and seniors’ homes. Schools should
also continue to play their traditional role in
reaching out to the community to sponsor
and/or initiate community-based learning experi-
ences for students. These experiences may be
athletic or cultural activities, activities related to
community concerns, or visits or excursions to
sites of special interest in the community. The
diploma requirement of community involve-
ment further encourages students and schools to

7 P R O G R A M P L A N N I N G A N D D E L I V E R Y B Y S C H O O L B O A R D S A N D S C H O O L S
61
 8 Roles and Responsibilities

8.1 THE MINISTRY OF EDUCATION AND TRAINING

The ministry is responsible for:
– establishing provincial policy for secondary education, including the cur-
riculum expectations for courses and the requirements for granting the
Ontario Secondary School Diploma, the Ontario Secondary School
Certificate, and the Certificate of Accomplishment;
– establishing a framework for the development of partnerships among the
education sectors and representatives of employing organizations, at the
provincial and local levels;
– facilitating appropriate system-wide links between secondary schools, col-
leges, and universities;
– coordinating the curriculum development process at the provincial level
in close collaboration with school boards, universities, colleges, and
employing and volunteer organizations;
– working with the Ontario College of Teachers on teacher education mat-
ters related to secondary education;
– providing funding and policy direction to the Education Quality and
Accountability Office (EQAO) on the province’s testing programs, includ-
ing the provincial secondary school literacy test;
– developing provincial policy on assessment, evaluation, reporting, and
remediation;
– developing provincial policy on the Ontario Student Transcript;
– developing provincial policy on secondary school Prior Learning
Assessment and Recognition (PLAR) procedures at the provincial and
local levels;
– developing and/or revising, in consultation with educators and the
broader community, provincial policy on guidance and career education,
cooperative education, work experience, school–work transition pro-
grams, and apprenticeship programs;

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
62
– ensuring that school boards implement the – working cooperatively with the EQAO to
secondary school policies and programs; implement the province’s testing programs;
– inspecting secondary private schools on – providing remedial assistance for students
request. who do not pass the provincial secondary
school literacy test;
– implementing provincial policy on the
8.2 SCHOOL BOARDS
Ontario Student Transcript;
School boards are responsible for:
– developing and implementing local PLAR
– implementing and complying with provincial policies and procedures that are consistent
policy on education in secondary schools; with provincial policy;
– implementing provincial policies on guidance – providing opportunities for school councils to
and career education, cooperative education, be involved in planning for the implementa-
work experience, school–work transition pro- tion of provincial policies affecting secondary
grams, and apprenticeship programs; schools;
– establishing procedures by which the commu- – reviewing the allocation of resources to deter-
nity is involved in developing and implement- mine appropriate support for the implementa-
ing cooperative education programs, work tion of the secondary school policies and
experience opportunities, school–work transi- programs.
tion programs, apprenticeship programs, and
guidance and career education programs;
– establishing procedures by which representa-
tives from colleges, universities, and employ-
ing organizations collaborate in the develop-
ment and implementation of relevant
specialized programs, school–work transition
programs, and locally developed courses, and
in the implementation of curriculum at the
school level;
– providing opportunities for teachers to coop-
erate in the development of classroom materi-
als that can be shared among schools across
the province;
– enabling teachers to engage in professional
development activities to ensure the effective
implementation of provincial policies affect-
ing secondary schools;

8 R O L E S A N D R E S P O N S I B I L I T I E S
63
Appendix 1: Implementation Schedule

Policy Implementation Date

Ontario Secondary Schools, Grades 9–12: Implementation to begin in the 1999–2000 school
Program and Diploma Requirements, year for students starting Grade 9 in the 1999–2000
1999 school year (OSS diploma requirements apply)

Choices Into Action: Guidance and Implementation to begin in the 1999–2000

Career Education Program Policy for school year
Ontario Elementary and Secondary
Schools, 1999

Annual Education Plan Implementation to be phased in for all students, as

follows: Grades 7 to 9 in the 1999–2000 school year,
Grade 10 in the 2000–2001 school year, Grade 11 in
the 2001–2 school year, and Grade 12 in the 2002–3
school year

Teacher-Adviser Program Implementation to be phased in for all students, as

follows: Grades 7 to 9 in the 1999–2000 school year,
Grade 10 in the 2000–2001 school year, Grade 11 in
the 2001–2 school year

Guidance and Career Education The first effectiveness survey to be implemented in

Program Effectiveness Survey the 2001–2 school year, following implementation of
the guidance and career education program in the
1999–2000 school year

Ontario Student Transcript format Implementation in September 1999 for all students
and policy on full disclosure

65
 Policy Implementation Date

Prior Learning Assessment and Implementation to begin for students in the 2001–2
Recognition school year and for mature students in the 2003–4
school year (see the Glossary for definitions of stu-
dent and mature student )

For students
Students may challenge for credit only for Grade 10,
11, and 12 courses. The opportunity to challenge for
credit begins one year after implementation of the
new curriculum. Thus the opportunity to challenge
for credit for Grade 10 courses begins in 2001–2,
Grade 11 courses in 2002–3, and Grade 12 courses
in 2003–4.
Equivalency for placement purposes will continue to
be determined by the principal.

For mature students

Mature students may challenge for credit only for
Grade 11 and 12 courses. The opportunity to chal-
lenge for credit begins in the 2003–4 school year.
Prior to the beginning of the 2003–4 school year,
all mature students working towards a diploma
(i.e., OSSD, SSGD) will have their credits assessed
and granted according to the equivalent standing for
mature students process described in OSIS, 1989.
Beginning with the 2003–4 school year, all mature
students working towards a diploma (i.e., OSSD,
SSGD) will have their credits assessed and granted
according to the PLAR process described in OSS,
1999.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
66
 Appendix 2: Transition From OSIS to OSS

Beginning in the 1999–2000 school year, all stu- requirements is not necessarily equivalent to
dents entering Grade 9 will work towards the satisfying OSIS diploma requirements (see
Ontario Secondary School Diploma (OSSD) section 3: Diploma Requirements and Related
under OSS. However, those students who began Procedures, and appendix 3 ). This option provides
Grade 9 before the 1999–2000 school year will students with a temporary opportunity that will
have the opportunity to complete their diploma no longer exist after the OSIS policy and its cor-
requirements under OSIS (see appendix 3 ). responding curriculum guideline have been
completely discontinued in all grades.
Secondary school students who are trying to
complete the OSS diploma requirements may
take courses developed as part of the OSIS cur-
riculum guidelines. Principals should ensure
that such students understand and acknowledge
that meeting OSIS diploma requirements is not
necessarily equivalent to satisfying OSS diploma
requirements (see section 3: Diploma Requirements
and Related Procedures, and appendix 3 ). This
option provides students with a temporary
opportunity that will no longer exist after OSS
and its corresponding curriculum policy docu-
ments have been completely implemented in all
grades.

Similarly, students following the OSIS diploma

requirements may take courses developed as
part of the OSS diploma requirements. Principals
should ensure that such students understand
and acknowledge that meeting OSS diploma

67
 Appendix 3: Summary of Diploma Requirements

REQUIREMENTS FOR THE SECONDARY SCHOOL

GRADUATION DIPLOMA (SSGD), 1974–1984
Note: The following table and all of the notes are taken from and refer to Circular H.S.1, 1979–81.

Minimum number School year in which the student began or will begin
of credits the first year of a secondary school program Notes

1979–80
1980–81
1974–75 1981–82
1975–76 1982–83
1976–77 1977–78 1978–79 1983–84 a
for an SSGD including,
within this total, the following: 27 27 27 27 b
– from each area of study 3 3 3 3 c
– from English studies 4 2 2 d
– from Canadian studies 2 e
– in required subjects:
Intermediate Division f
– English (or anglais) 2 2 2 g
– mathematics 2 2 2 g
– science 1 1 1 g
– Canadian history 1 1 g
– Canadian geography 1 1 g
– Canadian history
or 2
or g
– Canadian history and
Canadian geography 1 each

Senior Division
– English (or anglais) 2 g
Notes
a) In this document the school year is considered as beginning on September 1 of one year and ending on August 31 of
the following year.
b) Students should be encouraged to enrich their programs by taking more than the minimum twenty-seven credit
courses.
c) See section 4.1 for a description of these areas of study.
d) See appendix B.
e) See appendix C.
f) For a modification of the required-subjects policy for students in occupational programs, see section 8.1.
g) See appendix A.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
68
 REQUIREMENTS FOR THE ONTARIO SECONDARY SCHOOL DIPLOMA (OSSD)
UNDER OSIS, 1984–99
Note: The following table and all of the notes are taken from and refer to Ontario Schools,
Intermediate and Senior Divisions (Grades 7–12/OACs): Program and Diploma Requirements, 1984.
Students who began their secondary school program between 1984 and the beginning of the
1999-2000 school year will work towards the OSSD under OSIS.

Minimum number School year in which the student began or will begin
of credits the first year of a secondary school program Notes

1984–85 onwards a
for an OSSD including,within
this total, the following: 30 b,c
– in required subjects: d
– English (or français) 5 e
– French as a second language
(or anglais) 1
– mathematics 2
– science 2
– Canadian geography 1
– Canadian history 1
– additional social science
(Senior) 1 f
– arts 1 g
– physical and health
education 1
– business studies or
technological studies 1 h

Notes
a) In this document the school year is considered as beginning on or after September 1 of one year and ending on
August 31 of the following year.
b) Students may choose to take more than thirty credits, especially students who are incorporating OACs into their
programs.
c) The listing of subjects under areas of study no longer applies.
d) For exemptions and substitutions for non-exceptional pupils, see section 4.10, note (d). For exemptions and
substitutions for exceptional pupils, see section 4.10, note (e).
e) See section 4.10, note (b).
f) See appendix B.
g) See appendix B.
h) See appendix B.

A P P E N D I X 3 : S U M M A R Y O F D I P L O M A R E Q U I R E M E N T S
69
 Appendix 4: Music Certificates Accepted for Credits

1. A student who has successfully completed the 2. A student who has successfully completed the
requirements for one of the following may requirements for one of the following may
count a maximum of one non-Grade 12 uni- count a maximum of one Grade 12 university
versity preparation credit towards the OSSD preparation credit towards the OSSD in addi-
in addition to any other non-Grade 12 univer- tion to a maximum of one other Grade 12 uni-
sity preparation music credits earned in the versity preparation credit in music earned in
school: the school:
– Grade VIII Practical and Grade II – Grade IX Practical and Grade III Harmony
Rudiments of the Royal Conservatory of of the Royal Conservatory of Music,
Music, Toronto Toronto
– Grade VIII Practical and Grade IV Theory – Grade IX Practical and Grade V Theory of
of Conservatory Canada, London Conservatory Canada, London
– Collegial I Practical and Collegial I Theory – Collegial II Practical and Collegial II
of any conservatory of music in the Theory of any conservatory of music in the
province of Quebec province of Quebec
– Grade VII Practical and Grade V Theory of – Grade VIII Practical and Grade VI Theory
Trinity College of Music, London, England of Trinity College of Music, London,
– Grade VII Practical and Grade VI Theory England
of the Royal Schools of Music, London, – Grade VIII Practical and Grade VIII Theory
England of the Royal Schools of Music, London,
England

Notes
a) The term practical refers to any musical instrument on which performance is examined. It includes voice (i.e., singing),
but not speech arts.
b) The mark credited to the student is calculated by averaging the marks that the student has earned in the practical compo-
nent and in rudiments or theory or harmony, as the case may be.
c) A music credit obtained through a certificate granted by a conservatory of music may not be used to meet the compul-
sory credit requirement in the arts.
d) A maximum of two credits, as indicated above, may be awarded to students taking music programs outside the school.
A student awarded two music credits in this manner may not earn additional Grade 10 to 12 music credits through the
Prior Learning Assessment and Recognition challenge or equivalency processes.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
70
 Appendix 5: Compulsory Credits

The courses that meet the compulsory credit French As a Second Language (1 credit)
requirements are given below. They are Students must earn one credit in French as a sec-
described in the Ontario secondary curriculum ond language (FSL). They may take any course
policy documents in the series The Ontario described in the secondary curriculum policy
Curriculum, of 1999 and 2000. documents for FSL to meet this requirement.

English (4 credits in English, 1 credit per grade) Students who have taken Native as a second lan-
Students must earn four credits in English, one guage (NSL) instead of FSL in elementary school
credit in each of the four years of secondary and who wish to take Native languages instead
school. The courses that meet the compulsory of FSL in secondary school may use the credit
credit requirements for English are the follow- earned for the NL1 or NL2 course described in
ing: Grade 9 English, Grade 10 English, the Grade 9 and 10 curriculum policy document
Grade 11 English, and Grade 12 English. These for Native languages as a substitute for the com-
courses are described in the secondary curricu- pulsory credit in FSL.
lum policy documents for English.
Mathematics (3 credits, including at least 1 credit
Students entering the Ontario secondary school
in Grade 11 or 12)
system at any grade level may use up to a maxi-
Students must earn three credits in mathematics.
mum of three credits in English as a second lan-
At least one of these credits must be in Grade 11
guage (ESL) or English literacy development
or 12 mathematics. Students will select the
(ELD) as substitutes for up to a maximum of
courses they need from among the courses
three of the four compulsory credits in English.
described in the secondary curriculum policy
All ESL/ELD courses used in this way must be
documents for mathematics to meet the compul-
courses that are described in the secondary
sory credit requirements for mathematics.
curriculum policy document for ESL/ELD.
(See section 7.3.1.1: Support Programs in the
Language of Instruction.) Science (2 credits)
Students must earn two credits in science. They
Students who take Contemporary Aboriginal may take any course described in the secondary
Authors (Grade 11), which is described in the curriculum policy documents for science to
secondary curriculum policy document for meet the compulsory credit requirements for
Native studies, may use the credit earned for science.
this course to meet the Grade 11 English com-
pulsory credit requirement.

71
Canadian History (1 credit) Civics and Career Studies (1 credit: .5 in
Students must earn one credit in Canadian his- Civics, .5 in Career Studies)
tory. The course that must be taken to satisfy Students must earn one-half credit in civics. The
this requirement is Canadian History in the course that must be taken to satisfy this require-
Twentieth-Century (Grade 10), which is ment is Civics (Grade 10), which is described in
described in the Grade 9 and 10 curriculum pol- the Grade 9 and 10 curriculum policy document
icy document for Canadian and world studies. for Canadian and world studies.

Students must earn one-half credit in career

Canadian Geography (1 credit)
studies. The course that must be taken to satisfy
Students must earn one credit in Canadian geog-
this requirement is Career Studies (Grade 10),
raphy. The course that must be taken to satisfy
which is described in the Grade 9 and 10
this requirement is Canadian Geography
curriculum policy document for guidance and
(Grade 9), which is described in the Grade 9 and
career education.
10 curriculum policy document for Canadian
and world studies.
Group 1 (for 1 additional compulsory credit)
Students must earn one additional credit in
The Arts (1 credit)
English, or a third language, or social sciences
Students must earn one credit in the arts. They
and the humanities, or Canadian and world
may take any course described in the secondary
studies. The possible credits are as follows:
curriculum policy documents for the arts to
meet the compulsory credit requirement for the – one credit for an additional course in English
arts. from the secondary curriculum policy docu-
ments for English (i.e., one credit in addition
Students who take Expressing Aboriginal to the four compulsory credits in English, or
Cultures (Grade 9), which is described in the the allowable substitutions, described on
Grade 9 and 10 curriculum policy document for page 71)
Native studies, may use the credit earned for – one credit for a course in a classical or an
this course to meet the compulsory credit international language from the secondary
requirement for the arts. curriculum policy documents for classical and
international languages
Health and Physical Education (1 credit) – one credit for a course in social sciences or
Students must earn one credit in health and the humanities from the secondary curricu-
physical education. They may take any course lum policy document for social sciences and
described in the secondary curriculum policy the humanities
documents for health and physical education to
meet the compulsory credit requirement for
health and physical education.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
72
– one credit for an additional course in Group 3 (for 1 additional compulsory credit)
Canadian and world studies from the second- Students must earn one additional credit in sci-
ary curriculum policy documents for ence or technological education. The possible
Canadian and world studies or one credit in credits are as follows:
Native studies from the secondary curriculum – one credit for an additional course in science,
policy documents for Native studies (i.e., one which must be a Grade 11 or 12 course from
credit in addition to the compulsory credits in the Grade 11 and 12 curriculum policy docu-
Canadian geography, Canadian history, and ment for science (i.e., one credit in Grade 11
civics and career studies described on page 72) or 12 science in addition to the two compul-
sory credits in science described on page 72)
Group 2 (for 1 additional compulsory credit) – one credit for a Grade 9, Grade 10, Grade 11,
Students must earn one additional credit in or Grade 12 course in technological education
health and physical education, or the arts, or from the secondary curriculum policy docu-
business studies. The possible credits are as ments for technological education
follows:
See also section 7.1.2: Locally Developed Courses.
– one credit for an additional course in health
and physical education from the secondary
curriculum policy documents for health and
physical education (i.e., one credit in addition
to the compulsory credit in health and physi-
cal education described on page 72)
– one credit for an additional course in any one
of the arts (dance, drama, media arts, music,
visual arts) from the secondary curriculum
policy documents for the arts (i.e., one credit
in addition to the compulsory credit in the arts
described on page 72)
– one credit for a course in business studies
from the secondary curriculum policy docu-
ments for business studies

A P P E N D I X 5 : C O M P U L S O R Y C R E D I T S
73
 Appendix 6: Meeting the Needs of
Exceptional Students

TEACHING APPROACHES – consulting with parents about providing

A variety of teaching approaches may need to be appropriate study conditions at home;
used to help exceptional students achieve the – providing for those students who may need
learning expectations of their courses. Examples more or less time to complete assignments or
of such approaches may include: achieve the learning expectations;
– using special resources, such as reading mate- – providing alternative ways of completing
rial consistent with students’ reading levels tasks or presenting information (e.g., through
and learning styles; audiotapes of difficult taped answers, demonstrations, dramatiza-
chapters or units (to help students understand tions, role play);
material and answer questions on it); video- – simplifying the language of instruction;
tapes, audiotapes, and other audio-visual
– providing opportunities for performance in
materials (to give breadth and depth to learn-
areas of special talent;
ing experiences); learning resources that pro-
vide direct experiences of seeing and touching – providing all students with strategies for
(i.e., tactile materials); a variety of learning understanding and accepting exceptional stu-
tools (e.g., calculators, adapted computers); dents and integrating them into the regular
enrichment units, additional readings, and classroom;
other opportunities (e.g., problems to solve)
that extend learning;
CURRICULUM
– using a variety of teaching-learning strategies,
Curriculum content may need to be modified to
such as team teaching; special interest group-
help exceptional students achieve the learning
ings for research projects; peer partners, col-
expectations of their courses. Examples of such
laborative groups, and cross-age tutoring;
content changes could include:
mentorship programs; and independent study
plans; – providing a module on learning and study
skills to help students acquire such skills as
– using the library resource room as an alterna-
formulating a work plan, taking notes, read-
tive to the classroom;
ing, and studying;
– collaborating with resource teachers, teacher-
– providing additional material to reinforce
librarians, and other professionals;
learning, if necessary;
– using different areas of the classroom for dif-
– providing additional material to extend
ferent purposes (e.g., independent learning,
learning, if appropriate;
group work);

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
74
– providing modified curriculum expectations – allowing students to retake classroom tests
or alternative expectations (i.e., expectations or redo classroom assignments to improve
that are alternatives to the provincial curricu- their performance;
lum expectations), as appropriate, to ensure – providing alternative homework assignments;
that the individual needs of exceptional stu-
– basing classroom assessment on the full range
dents are met;
of students’ work (e.g., portfolios, interviews,
– modifying the delivery of cooperative educa- demonstrations, dramatizations, journals, peer
tion programs for exceptional students; evaluations, self-evaluations).
– providing exceptional students with opportu-
nities to gain the knowledge and skills they
need to make a successful transition to post-
secondary education, apprenticeship pro-
grams, work, or living independently in the
community;
– providing opportunities for exceptional stu-
dents to acquire self-advocacy skills.

ASSESSMENT PROCEDURES
AND STRATEGIES
Assessment procedures and strategies may also
need to be altered to assess the extent to which
exceptional students are achieving the learning
expectations of their courses. Examples of such
alterations to procedures and strategies may
include:
– changing the time requirements for complet-
ing assignments or assessment tasks;
– changing the format of the assessment
materials;
– providing a quiet environment in which
assessment may take place;
– simplifying test instructions and the language
of questions;
– providing for the use of scribes, tape
recorders, typewriters, or word processors, or
allowing oral responses;

A P P E N D I X 6 : M E E T I N G T H E N E E D S O F E X C E P T I O N A L S T U D E N T S
75
 Appendix 7: Supervised Alternative Learning
for Excused Pupils (SALEP)

The parent(s) of an eligible student can apply for will report to parents whenever the school
the student’s release from regular, full-time issues achievement reports. The school will
school attendance so that the student can partici- maintain the Ontario Student Record for each
pate in an alternative learning experience that is student involved in the program.
considered suitable for him or her by a commit-
tee established in accordance with the regulation A SALEP program may involve attendance at
governing the Supervised Alternative Learning for some classes or a full-time program away from
Excused Pupils (SALEP) program. To be eligible the school. It may include one or more of the
for a SALEP program, a student must be four- following elements:
teen or fifteen years of age and enrolled in a sec- – full-time or part-time employment at an
ondary school program leading to a graduation approved work placement
diploma or certificate. Students who are enrolled – a program in life skills
in programs in board-sponsored schools, such as
– continuing studies or other activities that the
schools for the arts and academies, are also eligi-
school board committee deems appropriate to
ble for a SALEP program. However, students in
the student’s needs and interests
Provincial and Demonstration Schools, in care
and treatment facilities, or those taking corre- A student’s learning in a SALEP program may
spondence or distance education courses offered be eligible for credit towards a graduation
by the Independent Learning Centre are not eli- diploma.
gible.

A SALEP program must be approved by the

committee established in accordance with the
regulation on SALEP. When the necessary
approvals have been obtained, the student will
continue to be registered at the school until he
or she reaches sixteen years of age, when school
attendance is no longer compulsory. Regular
contact with the student will be maintained by a
teacher or other staff member, and the principal

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
76
Appendix 8: Equivalent Diploma Requirements

For students who do not have Ontario credits (students from non-inspected private schools or from
schools outside Ontario), principals will use the following table and the list of diploma require-
ments as a guide to determine:
– the total credit equivalency of the student’s background for placement purposes;
– the number of credits, including compulsory credits, that the student must earn to qualify for
the Ontario Secondary School Diploma (OSSD) under OSS.

For the requirements for mature students, see section 6.6: Prior Learning Assessment and
Recognition.

REQUIREMENTS FOR THE OSSD UNDER OSS

Situation in which the student has normally completed:

more than
Grade 8 Grade 9 Grade 10 Grade 11 Grade 11

Number of years successfully completed more than

in a secondary school program 0 1 2 3 3

Minimum number of credits still to

be earned towards the OSSD 30 22 14 7 4

Number of compulsory credits to be

earned and requirements to be met:
– English 4 3 2 1 11
– Mathematics 3 2 1 0 0
– Science or technological education
(Grades 9–12)2 3 2 1 0 0
– Literacy test Required Required Required Required Required
– Community involvement* 40 hours 40 hours * * *

1. The compulsory English credit for Grade 12 is required if its equivalent has not already been earned.
2. Two science credits are required, as is one additional credit in Grade 11 or 12 science or in Grade 9, 10, 11, or 12
technological education.
* The principal will determine the number of hours of community involvement required.

77
In addition to the requirements listed above,
principals will ensure that the following require-
ments are met:
– A student who has no previous Ontario cred-
its but who has successfully completed more
than three years of secondary school is
required to earn a minimum of four credits in
Grade 11 or Grade 12 courses before being
recommended for the OSSD under OSS.
– A student who has successfully completed
more than three years of secondary school
education, has previously earned at least
three Ontario credits, and has returned to the
Ontario educational system may qualify for
the OSSD under OSS by completing a mini-
mum of one Grade 11 or Grade 12 credit.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
78
 Glossary

accommodations. In the area of special educa- course calendar. The name given to the docu-
tion, specialized support and services that are ment prepared by a secondary school to inform
provided to enable exceptional students to students and their parents of the courses that
achieve the learning expectations. Some exam- are available in the school.
ples are: provision of specialist staff members; course of study. An outline of the content of a
provision of equipment and materials such as course and other details pertaining to the
hearing aids, learning materials in Braille, tape course, such as prerequisites and evaluation
recorders; provision of extra time for completing procedures.
classroom tests. Not included in these accommo-
credit. A means of recognition of the successful
dations are modifications to learning expectations.
completion of a course for which a minimum of
adult. A person who is eighteen years of age or 110 hours has been scheduled. A credit is
more. granted to a student by the principal of a sec-
articulation agreement. An agreement on the ondary school on behalf of the Minister.
setting up and maintaining of clear “routes” curriculum. The plan for student learning out-
between secondary school and college programs lined in Ministry of Education and Training cur-
in order to ensure that students are adequately riculum policy documents and implemented in
prepared for college programs. classroom programs through the use of a wide
compulsory course. A course that meets the range of resources.
requirements of a compulsory credit and that, as exceptional student. A student who is defined
directed by the Minister, must be included in a in the Education Act as “a pupil whose behav-
student’s program towards the earning of a ioural, communicational, intellectual, physical,
diploma. or multiple exceptionalities are such that he or
compulsory credit. A credit that is earned for she is considered to need placement in a special
the successful completion of the expectations education program by a committee, established
related to a compulsory course. under subparagraph iii of paragraph 5 of subsec-
course. A set of learning activities that enable tion 11(1), of the board: (a) of which the pupil is
students to attain the expectations related to a resident pupil, (b) that admits or enrols the
courses that are developed from Ministry of pupil other than pursuant to an agreement with
Education and Training curriculum policy docu- another board for the provision of education, or
ments. Courses may be given different credit (c) to which the cost of education in respect of
values. Multiple-credit courses may be devel- the pupil is payable by the Minister.”
oped that are based on one or more of the min-
istry’s curriculum policy documents.

79
locally developed course. A course that is not special education program. A program that is
described in a ministry curriculum policy docu- defined in the Education Act as “an educational
ment. If offered for credit, such a course program for an exceptional pupil that is based
requires the approval of the responsible supervi- on, and modified by, the results of continuous
sory official in the school board and, when assessment and evaluation, and that includes a
approved, must be submitted to the Ministry of plan containing specific objectives and an out-
Education and Training for ministry approval. line of educational services that meet the needs
mature student. For purposes of determining of the exceptional pupil.”
further required credits for a diploma, a mature special education services. Services defined in
student is defined as a student who is at least the Education Act as “facilities and resources,
eighteen years of age and who has not attended including support personnel and equipment,
day school for a period of at least one year. See necessary for developing and implementing a
also student. special education program.”
Ontario Student Record (OSR). The official specialized program. A grouping of two or
record for a student. Every Ontario school keeps more courses to provide a curriculum focus for
an OSR for each student. The OSR contains students with an interest in specific educational
achievement results, credits earned and diploma or career goals. Specialized programs include
requirements completed, and other information career preparation programs, university prepara-
important to the education of the student. tion programs, college preparation programs,
Students and their parents (if the student is not and school–work transition programs.
an adult) may examine the contents of the OSR. student. A person enrolled in a school program.
These records are protected by the Education No student should be referred to by the course
Act and freedom of information legislation. type he or she is taking; for example, a student
optional credit. A credit that is earned for the taking an applied course should not be referred
successful completion of an optional course. to as an “applied student”.
Optional courses are those selected by a student transfer course. A course offered to students
from available courses other than his or her who wish to move to another type of course in
compulsory courses. the same subject. The transfer course will con-
prerequisite course. A course that is deemed sist of those learning expectations that were not
absolutely essential for the successful under- included in the completed course but that are
standing and completion of a subsequent course. considered essential for success in the course to
Prerequisite courses are established only by be taken. Partial credits are granted for success-
ministry curriculum policy documents. ful completion of a transfer course.

O N T A R I O S E C O N D A R Y S C H O O L S , G R A D E S 9 – 1 2
80
ISBN 0-7778-8456-9

98-007

© Queen’s Printer for Ontario, 1999

Printed on recycled paper