ossd requirements

PROGRAM AND DIPLOMA REQUIREMENTS

1999

Ministry of Educationand Training

1 Preface 5

2 Introduction 6

3 Diploma Requirements and Related Procedures 83.1 The Requirements for the Ontario Secondary School Diploma 8

3.1.1 Compulsory Credits 83.1.2 Optional Credits 93.1.3 Community Involvement Activities 93.1.4 The Provincial Secondary School Literacy Test 10

3.1.4.1 Accommodations, Deferrals, and Exemptions 103.2 Substitutions for Compulsory Courses 113.3 The Ontario Secondary School Certificate 123.4 The Certificate of Accomplishment 123.5 Granting of Diplomas and Certificates 12

4 The Organization of Secondary School Courses 134.1 Types of Courses 134.2 Grade 9 and 10 Courses: Overview 14

4.2.1 Academic Courses and Applied Courses 144.2.2 Open Courses in Grades 9 and 10 16

4.3 Grade 11 and 12 Courses: Overview 164.3.1 University Preparation Courses 164.3.2 University/College Preparation Courses 164.3.3 College Preparation Courses 174.3.4 Workplace Preparation Courses 174.3.5 Transfer Courses 174.3.6 Open Courses in Grades 11 and 12 18

Contents

Une publication équivalente est disponible en français sous letitre suivant : Les écoles secondaires de l’Ontario, de la 9e à la 12e année – Préparation au diplôme d’études secondaires del’Ontario, 1999.

This publication is available on the Ministry of Education andTraining’s World Wide Web site at http://www.edu.gov.on.ca.

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

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5 The Student’s Program: Planning for the Individual Student 195.1 The Teacher-Adviser Program 195.2 The Annual Education Plan 205.3 Selection of Courses 20

5.3.1 The School Course Calendar 215.3.2 Secondary School Credit Opportunities for

Elementary School Students 225.3.3 Prerequisite Courses 22

5.4 Program Planning for Exceptional Students 225.4.1 Developing the Student’s Individual Education Plan 235.4.2 Developing the Student’s Transition Plan 235.4.3 Developing an Individualized Program for the Student 245.4.4 Modifying Curriculum Expectations 24

5.4.4.1 Modified Curriculum Expectations 245.4.4.2 Alternative Curriculum Expectations 25

5.5 Early Identification and Intervention Strategies for Students at Risk 255.5.1 Strategies and Program Options 255.5.2 The Role of the Annual Education Plan 275.5.3 Procedures for Students Who Fail to Meet Course

Expectations 275.6 Procedures for Students Who Wish to Change Course Types 285.7 Orientation and Exit Programs 28

5.7.1 Orientation Programs for Students EnteringSecondary School 28

5.7.2 Exit Programs for Students Leaving Secondary School 29

6 Achievement and Accreditation 306.1 The Credit System 306.2 Assessment, Evaluation, and Reporting 30

6.2.1 Assessment and Evaluation of Student Achievement 316.2.1.1 Achievement Levels 32

6.2.2 Procedures for Communicating Student Achievement 326.2.2.1 The Provincial Report Card, Grades 9–12 336.2.2.2 The Ontario Student Transcript 33

6.2.3 Assessment and Evaluation of Programs 346.3 Promotion From Grade 8 to Grade 9 356.4 Attendance 356.5 Procedures for Students Who Fail or Who Do Not

Complete Courses 35

C O N T E N T S

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6.6 Prior Learning Assessment and Recognition 366.7 Student Transfers 38

6.7.1 Procedures for Students Transferring From One OntarioSecondary 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 386.8.1 Correspondence Courses 386.8.2 Independent Study 396.8.3 Private Study 396.8.4 Continuing Education 39

6.8.4.1 Summer School 406.8.5 Private School 416.8.6 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 427.1 Course Development 42

7.1.1 Courses of Study 427.1.2 Locally Developed Courses 437.1.3 Religious Education Courses 44

7.1.3.1 Roman Catholic Separate Schools 447.1.3.2 Inspected Private Schools 44

7.2 The Guidance and Career Education Program 457.3 Language Programs 46

7.3.1 Programs in the Language of Instruction (English) 467.3.1.1 Support Programs in the Language of Instruction 46

7.3.2 Second-Language Programs 477.3.2.1 French As a Second Language (FSL) 477.3.2.2 Native Languages 47

7.3.3 Programs in International and Classical Languages 487.4 Specialized Programs 48

7.4.1 Career Preparation Programs 507.4.2 Postsecondary Education Preparation Programs 50

7.4.2.1 University Preparation Programs 507.4.2.2 College Preparation Programs 50

7.4.3 School–Work Transition Programs 50


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7.5 Cooperative Education and Work Experience 527.6 The Independent Learning Centre (Correspondence Courses) 547.7 Distance Education 547.8 Specialized Schools 54

7.8.1 Alternative Schools 547.9 Small and Isolated Schools 557.10 Multitype and Multigrade Classes 557.11 Programs for Students at Risk 567.12 Special Education 567.13 Antidiscrimination Education 587.14 Technology in Education 597.15 Extracurricular Programs 607.16 Partnerships 60

8 Roles and Responsibilities 628.1 The Ministry of Education and Training 628.2 School Boards 63

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

Pupils (SALEP) 76Appendix 8 Equivalent Diploma Requirements 77

Glossary 79

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Ontario Secondary Schools, Grades 9–12: Program and Diploma Requirements,1999 (OSS) sets out the policies and requirements that govern the program inEnglish-language secondary schools in Ontario. It outlines the policies of theMinistry of Education and Training for programs in Grades 9 to 12, includingthe 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/ProgramMemorandum No. 115, “Program Policy for Elementary and SecondaryEducation”, June 27, 1994

OSIS diploma requirements continue to apply to students who began Grade 9between 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 EducationProgram Policy for Ontario Elementary and Secondary Schools, 1999 and in thesecondary school curriculum policy documents.

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

1 Preface


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The Ontario secondary school program is designed to equip students withthe knowledge and skills they will need to lead satisfying and productivelives 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’sschools should offer an education program that promotes a high standard ofachievement, that provides all students with the learning opportunities andsupport they need, and that is relevant to society’s needs and expectations.Those responsible for education must also be accountable to parents,1 and tothe Ontario community as a whole, for the ways in which they carry outtheir mandate.

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

The graduation requirements emphasize a challenging, high-quality curriculum and the achievement by students of measurable results. In keepingwith the emphasis on high standards, students are required to successfullycomplete the provincial secondary school literacy test in order to graduate.To ensure that students develop awareness of civic responsibility, they mustalso fulfil a community involvement requirement of 40 hours to qualify forthe secondary school diploma.

2 Introduction

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

2 I N T R O D U C T I O N

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The secondary school program includes a guid-ance and career education program designed toencourage and help students to learn aboutcareer opportunities and to make informeddecisions about the options they will encounterin the course of secondary school and thosethey will face as they prepare to leave school.Central features of this program are the devel-opment of an annual education plan by everystudent and the introduction of a teacher-adviser program. Both features are designed tohelp students set appropriate goals and selectcourses that will help them achieve these goals.Principals are also required to conduct a surveyto determine the effectiveness of their guidanceand career education program.

Although young people make up the majorityof students in secondary school, schools alsoserve a significant number of adult students,including “mature students”. Policies relating to mature students are addressed in the sectionon prior learning assessment and recognition(see section 6.6).


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In order to earn an Ontario Secondary School Diploma (OSSD), a studententering Grade 9 in the 1999–2000 school year or in subsequent years mustearn a minimum of 30 credits, including 18 compulsory credits and 12optional credits. Students must also complete 40 hours of communityinvolvement activities and must pass the provincial secondary school liter-acy test.

The combination of compulsory and optional courses is designed to pro-vide all students with the essential knowledge and skills they will need tofunction effectively in any area of activity, as well as the opportunities toacquire the specialized knowledge and skills they will need to succeed intheir chosen postsecondary endeavours.

See also section 6.7.2: Procedures for Students Transferring to an OntarioSecondary School From a Non-inspected Private School or a School OutsideOntario, and appendix 6: Meeting the Needs of Exceptional Students.

3.1 THE REQUIREMENTS FOR THE ONTARIO SECONDARY SCHOOL DIPLOMA

3.1.1 Compulsory Credits (total of 18)

Students must earn the following compulsory credits in order to obtain theOntario 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

3 Diploma Requirements and Related Procedures

The Requirements for the OSSD

In order to earn the

OSSD, a student must:

– earn 18 compulsory

credits;

– earn 12 optional

credits;

– complete 40 hours of

community involve-

ment activities;

– successfully complete

the provincial

secondary school

literacy test.

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

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.5 credit in civics

.5 credit in career studies

plus:

1 additional credit in English, or a third language, or social sciences and the humani-ties, or Canadian and world studies

1 additional credit in health and physical education, or the arts, or business studies

1 additional credit in science (Grade 11 or 12)or technological education (Grades 9–12)

While the school board2 and principal may rec-ommend that students take certain courses inaddition to the required subjects, they may notidentify additional subjects or courses as com-pulsory requirements towards the earning of the secondary school diploma.

The courses that meet compulsory creditrequirements are given in appendix 5.

3.1.2 Optional Credits (total of 12)

In addition to the 18 compulsory credits, studentsmust earn 12 optional credits. Students may earnthese credits by successfully completing coursesthat they have selected from the courses listed asavailable in the school course calendar.

3.1.3 Community Involvement Activities

As part of the diploma requirements, studentsmust complete a minimum of 40 hours of com-munity involvement activities. These activitiesmay be completed at any time during their yearsin the secondary school program.

The community involvement requirement isdesigned to encourage students to developawareness and understanding of civic responsi-bility and of the role they can play in supportingand strengthening their communities. Therequirement will benefit communities, but itsprimary purpose is to contribute to students’development. It will provide opportunities forstudents to learn about the contributions theycan make to the community.

Students are first informed about diplomarequirements, including the community involve-ment requirement, in Grades 7 and 8. The pro-cedures for completing the requirement will beoutlined in the secondary school course calen-dar, and further information will be provided bythe principal when students enter secondaryschool.

Students, in collaboration with their parents,will decide how they will complete the commu-nity involvement requirement. They may usetheir annual education plan to identify possibleactivities they might undertake.

Community involvement activities may takeplace in a variety of settings, including busi-nesses, not-for-profit organizations, public sectorinstitutions (including hospitals), and informalsettings. Students may not fulfil the requirementthrough activities that are counted towards acredit (cooperative education and work experi-ence, for example), through paid work, or byassuming duties normally performed by a paidemployee.

The requirement is to be completed outside stu-dents’ normal instructional hours – that is, theactivities are to take place in students’ desig-nated lunch hours, after school, on weekends, orduring school holidays.

2. The terms school board and board are used in this document to refer to district school boards and to thoseschool authorities that offer secondary school courses.


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Students will maintain and provide a record of their community involvement activities.Completion of the required 40 hours must beconfirmed by the organizations or personssupervising the activities. Documentation attest-ing to the completion of each activity must besubmitted to the principal by the student. Thisdocumentation must include for each activitythe name of the person or organization receivingthe service, the activity performed, the datesand hours, the signatures of the student and hisor her parents, and a signed acknowledgementby the person (or a representative of the organi-zation) involved. The principal will decidewhether the student has met the requirementsof both the ministry and the board for theseactivities.

3.1.4 The Provincial Secondary SchoolLiteracy Test

All students who enter Grade 9 in the1999–2000 school year or in subsequent yearsmust successfully complete the provincial sec-ondary school literacy test in order to earn a sec-ondary school diploma. Since students will nor-mally take the literacy test when they are inGrade 10, the test will be administered for thefirst time in the 2000–2001 school year. Thetest will be based on the Ontario curriculumexpectations for language and communication –particularly reading and writing – up to andincluding Grade 9.

The test will serve both to determine whetherstudents have acquired the reading and writingskills considered essential for literacy, and toprovide confirmation that those students whohave completed the test successfully haveattained the provincial expectations for literacy.The test will identify those students who have

not demonstrated the required skills and willidentify areas in which these students needremediation. School boards are required to pro-vide remedial assistance for students who donot complete the test successfully. This assis-tance should be designed to help studentsimprove their skills so that they are better pre-pared to retake the literacy test. Once studentshave successfully completed the literacy test,they may not retake the test in the same lan-guage (i.e., English or French).

3.1.4.1 Accommodations, Deferrals, and Exemptions

Accommodations. The necessary accommoda-tions must be made to ensure that students whoare receiving special education programs andservices and who have an Individual EducationPlan (IEP) have a fair and equal opportunity tosuccessfully complete the secondary school liter-acy test. Students needing such accommodationsmay or may not have been formally identified asexceptional by an Identification, Placement, andReview Committee (IPRC). The accommodationsmade will be the same as those that are set outin the student’s IEP and/or that are available tothe student in the course of his or her regularschool work, including examinations and otherforms of evaluation. While accommodationssuch as alternative forms of print and extra timeare acceptable, the actual content of the second-ary school literacy test must not be altered.

Deferrals. Students who might benefit from adeferral of the test may include students whohave been identified as exceptional and studentsregistered in English as a second language/English literacy development (ESL/ELD) courses,who have not yet acquired the level of profi-ciency in English required for successfully completing the test.

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If a parent or an adult student requests a defer-ral, the principal will determine whether or nota deferral should be granted and, if so, for whatperiod of time. A principal may also initiate con-sideration of a deferral. The principal will makehis or her decision in consultation with the par-ent or adult student and appropriate schoolstaff. In cases where the parent or adult studentdisagrees with the decision of the principal, theparent or adult student may ask the appropriatesupervisory officer to review the matter.

Exemptions. Students whose IEP indicates thatthe student is not working towards the attain-ment of a secondary school diploma may, withparental consent and the approval of the princi-pal, be exempted from participating in the sec-ondary school literacy test. Students who do notsuccessfully complete the literacy test will notbe able to receive a secondary school diploma.Should the learning expectations contained inthe student’s IEP be revised at some point so asto allow the student to work towards the attain-ment of the secondary school diploma, the stu-dent would be expected to successfully completethe secondary school literacy test.

See also sections 5.4: Program Planning forExceptional Students and 7.12: Special Education,appendix 6: Meeting the Needs of ExceptionalStudents, and appendix 8: Equivalent DiplomaRequirements.

3.2 SUBSTITUTIONS FOR COMPULSORYCOURSES

In order to allow flexibility in designing a stu-dent’s program and to ensure that all studentscan qualify for the secondary school diploma,substitutions may be made for a limited number

of compulsory credit courses using courses fromthe remaining courses offered by the school thatmeet the requirements for compulsory credits.To meet individual students’ needs, principalsmay replace up to three of these courses (or theequivalent in half courses) with courses fromthe remainder of those that meet the compul-sory credit requirements. In all cases, however,the sum of compulsory and optional credits willnot be less than thirty for students aiming toearn the Ontario Secondary School Diploma andnot less than fourteen for those aiming to earnthe Ontario Secondary School Certificate.Substitutions should be made to promote andenhance student learning or to meet specialneeds and interests. See section 7.3.2: Second-Language Programs and appendix 5: CompulsoryCredits.

The decision to make a substitution for a studentshould be made only if the student’s educationalinterests are best served by such substitution. Ifa parent or an adult student requests a substitu-tion, the principal will determine whether or nota substitution should be made. A principal mayalso initiate consideration of whether a substitu-tion should be made. The principal will makehis or her decision in consultation with the par-ent or adult student and appropriate schoolstaff. In cases where the parent or adult studentdisagrees with the decision of the principal, theparent or adult student may ask the appropriatesupervisory officer to review the matter.

Each substitution will be noted on the student’sOntario Student Transcript.


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3.3 THE ONTARIO SECONDARY SCHOOLCERTIFICATE

The Ontario Secondary School Certificate willbe granted on request to students who leaveschool before earning the Ontario SecondarySchool Diploma, provided that they have earneda minimum of 14 credits distributed as follows:

Compulsory credits (total of 7)

2 credits in English

1 credit in Canadian geography or Canadian history

1 credit in mathematics

1 credit in science

1 credit in health and physical education

1 credit in the arts or technological education

Optional credits (total of 7)

7 credits selected by the student from available courses

The provisions for making substitutions forcompulsory credits (described in section 3.2:Substitutions for Compulsory Courses) also applyto the Ontario Secondary School Certificate.

3.4 THE CERTIFICATE OFACCOMPLISHMENT

Students who leave school before fulfilling therequirements for the Ontario Secondary SchoolDiploma or the Ontario Secondary SchoolCertificate may be granted a Certificate ofAccomplishment. The Certificate of Accomplish-ment may be a useful means of recognizingachievement for students who plan to take cer-tain vocational programs or other kinds of fur-ther training, or who plan to find employmentafter leaving school.

The Certificate of Accomplishment will beaccompanied by the student’s Ontario StudentTranscript. For those students who have an IEP, acopy of the IEP may be included.

Students who return to school to complete addi-tional credit and non-credit courses (includingcourses with modified or alternative expectationsin special education programs) will have theirtranscript updated accordingly, but will not beissued a new Certificate of Accomplishment.The Ontario Secondary School Diploma orOntario Secondary School Certificate will begranted when a student has fulfilled the appro-priate requirements.

3.5 GRANTING OF DIPLOMAS AND CERTIFICATES

On the recommendation of the principal, theMinister of Education and Training grants diplo-mas and certificates at any time during the yearto students who have successfully completed thenecessary requirements.

Where a student has completed the require-ments through private study, evening classes, orsummer school, the diploma or certificate willbe issued by the principal of the school that pos-sesses the student’s Ontario Student Recordwhen the final credit is earned. If the finalcredit is earned through the IndependentLearning Centre, the student may choose tohave the diploma or certificate issued by theDirector of the Independent Learning Centre orthe principal of the school last attended. Theperson issuing the diploma or certificate willsubmit the necessary report to the Ministry ofEducation and Training.

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The provision of different types of courses in the secondary school programis designed to provide all students with the essential knowledge and skillsthey 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 graduatedstreaming of courses in Grades 9 to 12 that will keep options open for allstudents in the earlier grades and prepare students in senior grades for theirfuture destinations.

4.1 TYPES OF COURSES

All schools will offer both a sufficient number of courses and courses ofappropriate 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 aredescribed below.

– In Grades 9 and 10, three types of courses are offered: academic courses,applied courses, and open courses. Academic courses emphasize theory andabstract problems. Applied courses focus on practical applications and con-crete examples. Both types of courses set high expectations for studentswhile preparing them for studies in the senior grades. Open courses aredescribed on page 14.

– In Grades 11 and 12, courses offered to prepare students for their postsec-ondary destinations include: university preparation courses, developed inclose 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 withrepresentatives from a variety of workplaces. Open courses are also offeredin Grades 11 and 12 (see page 14).

4 The Organization of Secondary School Courses


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– Open courses, offered in all secondary schoolgrades, are designed to prepare students forfurther study in certain subjects and to enrichtheir education generally. Like the other typesof courses, open courses are credit-based andare counted towards the 30 credits required tomeet diploma requirements.

– Transfer courses, available in Grades 10, 11,and 12, offer students a means of transferringfrom one type of course to another if theirinterests and goals change during secondaryschool. Like the other types of courses, trans-fer courses are credit-based and are countedtowards the 30 credits required to meetdiploma requirements.

See figure 1: The Organization of Courses.

4.2 GRADE 9 AND 10 COURSES:OVERVIEW

In these years, students select an appropriatecombination of academic, applied, and opencourses in order to add to their knowledge andskills base, explore their interests, and deter-mine the type of educational program they arebest suited to undertake in Grades 11 and 12.Students are not required to make binding deci-sions about a particular educational and careerpath. School boards must offer both academicand applied courses in the following curriculumareas: English, mathematics, science, history,geography, and French as a second language(FSL). Open courses will be offered in the otherGrade 9 and 10 subjects.

4.2.1 Academic Courses and AppliedCourses

Academic and applied courses set high expecta-tions for all students. Academic courses focus onthe essential concepts of the discipline and alsoexplore related concepts. Academic coursesdevelop students’ knowledge and skills byemphasizing theoretical, abstract applications ofthe essential concepts and incorporating practi-cal applications as appropriate. Applied coursesalso focus on the essential concepts of the disci-pline, but develop students’ knowledge andskills by emphasizing practical, concrete applica-tions of these concepts and incorporating theo-retical applications as appropriate. Academicand applied courses differ in the balancebetween essential concepts and additional mate-rial, and in the balance between theory andapplication.

Students who are successful in any academic orapplied Grade 9 course will have the opportu-nity to enter either the academic or appliedcourse in the same subject in Grade 10.However, Grade 10 academic and appliedcourses will prepare students for specific Grade11 courses in accordance with the prerequisitesfor Grade 11 courses specified in various cur-riculum policy documents. A student enrolled ina Grade 10 course that does not meet the pre-requisite for a specific destination-relatedGrade 11 course can take a transfer course toqualify for the Grade 11 course if his or her edu-cational goals should change. (See also section5.6: Procedures for Students Who Wish to ChangeCourse Types.)

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

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Figure 1. The Organization of Courses

Grade 12University

PreparationCourses

University/College

PreparationCourses

CollegePreparation

Courses

WorkplacePreparation

Courses

OpenCourses

UniversityPreparation

Courses

University/College

PreparationCourses

CollegePreparation

Courses

WorkplacePreparation

Courses

OpenCourses

Grade 11

Transfer Courses

Transfer Courses

Grade 10Academic Courses Applied Courses

OpenCourses

OpenCourses

Academic Courses Applied CoursesGrade 9


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4.2.2 Open Courses in Grades 9 and 10

Open courses in Grades 9 and 10 are offered inall subjects other than those offered as academicand applied. (For example, open courses areoffered in visual arts, music, and health andphysical education, but not in English, mathe-matics, science, French as a second language,history, or geography.) An open course com-prises a set of expectations that is suitable for allstudents at a given grade level. These coursesare designed to provide students with a broadeducational base that will prepare them for theirstudies in Grades 11 and 12 and for productiveparticipation in society.

4.3 GRADE 11 AND 12 COURSES:OVERVIEW

In Grades 11 and 12, students will focus moreon their individual interests and identify andprepare for initial postsecondary goals. In thesegrades there are also more opportunities than inGrades 9 and 10 for learning experiencesbeyond the school, including cooperative educa-tion, work experience, apprenticeship, andschool–work transition programs.

The four destination-related types of coursesare: university preparation courses,university/college preparation courses, collegepreparation courses, and workplace preparationcourses. At a minimum, school boards mustoffer one course in each of these four types inGrades 11 and 12 in the following subjects:English, mathematics, science, and technologicaleducation.

Open courses and transfer courses are also avail-able in Grades 11 and 12. Open courses areappropriate for all students and are not linked toany specific postsecondary destination. Transfer

courses are designed primarily to provide thecontent needed by students who wish to trans-fer from one type of course to another as aresult of changes in their postsecondary plans.

4.3.1 University Preparation Courses

University preparation courses are designed toequip students with the knowledge and skillsthey need to meet the entrance requirements foruniversity programs. The range of coursesoffered and the content of these courses willallow students to prepare for university pro-grams and related careers. Teaching and learn-ing will emphasize theoretical aspects of thecourse content but will also include concreteapplications. All university preparation courseswill be based on rigorous provincial curriculumexpectations and will emphasize the develop-ment of both independent research skills andindependent learning skills. Students will alsobe required to demonstrate that they have devel-oped these skills.

4.3.2 University/College PreparationCourses

University/college preparation courses includecontent that is relevant for both university andcollege programs. These courses are designed toequip students with the knowledge and skillsthey need to meet the entrance requirements forspecific university and college programs. Therange of courses offered and the content ofthese courses will allow students to prepare forcollege and university programs and relatedcareers. Teaching and learning will emphasizeboth theoretical aspects and related concreteapplications of the course content. All univer-sity/college preparation courses will be based onrigorous provincial curriculum expectations and

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

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will emphasize the development of both inde-pendent research skills and independent learn-ing skills. Students will also be required todemonstrate that they have developed theseskills.

4.3.3 College Preparation Courses

College preparation courses are designed toequip students with the knowledge and skillsthey need to meet the entrance requirements forcollege programs. The range of courses offeredand the content of these courses will allow stu-dents to prepare for most college programs andrelated careers. Teaching and learning willemphasize concrete applications of the theoreti-cal material covered in the course, and will alsoemphasize the development of critical-thinkingand problem-solving skills. All college prepara-tion courses will be based on rigorous provincialcurriculum expectations and will emphasize thedevelopment of both independent research skillsand independent learning skills. Courses willalso require students to demonstrate that theyhave developed these skills.

4.3.4 Workplace Preparation Courses

Workplace preparation courses are designed toequip students with the knowledge and skillsthey need for direct entry into the workplace orfor admission to apprenticeship programs andother training programs offered in the commu-nity. The range and content of the coursesoffered will allow students to prepare for a vari-ety of jobs, training programs, and careers.Teaching and learning will emphasize workplaceapplications of the course content, but will alsoexplore the theoretical material that underliesthese practical applications.

Cooperative education and work experienceplacements within the community are importantcomponents of workplace preparation courses.Schools will involve employers and site supervi-sors in the planning of cooperative education andwork experience placements, and will ensure thatthey have their cooperation and support in imple-menting these courses. Workplace preparationcourses will be based on rigorous provincial cur-riculum expectations and will emphasize thedevelopment of generic employment skills, aswell as independent research and learning skills.Students will be required to demonstrate thatthey have developed these skills. Workplacepreparation courses in particular should alsopromote and stress the importance of lifelonglearning.

4.3.5 Transfer Courses

The purpose of transfer courses is to enable stu-dents who alter their postsecondary plans totransfer from one type of course to another inGrades 10, 11, and 12. Transfer courses aredesigned to provide the knowledge and skillsrequired to bridge the gap between two coursesof different types. In most cases, transfercourses are shorter and more focused than othertypes of courses, and can be delivered in a vari-ety of ways. These courses will provide partialcredits, since they require students to demon-strate achievement of new curriculum expecta-tions. The credits earned will qualify as optionalcredits towards the diploma requirements.Transfer courses are not remedial instructionprovided to enable students to achieve the cur-riculum expectations of a course that they havefailed to complete successfully; they aredesigned to adequately prepare students to meetthe expectations of a different type of course.


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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 aparticular subject that may or may not bedirectly related to their postsecondary goals, butthat reflects their interests. These courses areappropriate for all students regardless of post-secondary destination. These courses aredesigned to provide students with a broad edu-cational base and to equip them for active andrewarding participation in society. They are notdesigned with the specific requirements of uni-versity or college programs or the workplace inmind.

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The goal of program planning for the individual student is to provide thestudent 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 inthese needs, goals, and interests. In the early years of secondary school, par-ticularly, students need help in defining their personal, educational, andcareer goals, and in identifying the courses and options that will set them onthe 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 schooladministrators. In the course of their school career, students make a numberof transitions. In order to make these transitions as smooth as possible andto help students make informed decisions at key points in their schooling, allstudents in Grades 7 to 12 will develop an annual education plan. In prepar-ing this plan, students will examine their interests, needs, and achievementsand identify their long- and short-term goals with respect to academicachievement, 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 selectingthe compulsory and optional courses that are most appropriate in light ofthe 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 9to 11. (This program is an extension of the teacher-adviser program forGrades 7 and 8.) In addition, schools may wish to provide the program forstudents in Grade 12.

Teacher-advisers are responsible for helping students make informed choicesat key transition points in their schooling. Each teacher-adviser will workwith students for a minimum of one academic year and will have regularly

5 The Student’s Program: Planning for the Individual Student


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scheduled meetings with them. Teachersassigned teacher-adviser duties are responsiblefor:

– helping students complete and review theirannual education plan;

– monitoring students’ academic progress in allsubject areas and the achievement of theirgoals, as outlined in their annual educationplan;

– communicating with parents and keepingthem informed about students’ progress.

Teacher-advisers complement the work of guid-ance counsellors and other teachers, and mayalso be required to assist other school staff inimplementing programs for exceptional students.Teacher-advisers should be encouraged to enlistthe help of experts in the community. Boardscan choose the teacher-adviser program modelsthat best meet the needs of their students andschool community.

5.2 THE ANNUAL EDUCATION PLAN

Each student in Grades 7 to 12 will prepare anannual education plan. Students in Grades 7 to11 will prepare their plan with the assistance oftheir parents, guidance counsellor, and teacher-adviser. Students will use the plan to set long-and short-term goals and to review and revisethem each year. The annual education plan forstudents in Grades 9 to 12 will identify:

– the student’s goals for academic achievement;

– the student’s course selections for the following year;

– the extracurricular activities, cooperative edu-cation programs, and work experience oppor-tunities in which the student will be partici-pating, both in and outside school;

– a range of possible postsecondary goals.Beginning in Grade 10, students should con-sider, and research the requirements for, con-tinued study at a college or university, or pri-vate vocational school; apprenticeships orinternships; or direct entry into the work force.

The plan will be reviewed at least twice a year.Students in Grades 7 to 11 will review their planwith their parents and teacher-adviser. Studentsin Grade 12 should review their plan with theirparents and guidance counsellors. For studentswho have an Individual Education Plan (IEP)and who are receiving special education pro-grams and services, the annual education planwill complement the IEP as described in sec-tions 5.4: Program Planning for ExceptionalStudents and 7.12: Special Education.

5.3 SELECTION OF COURSES

The secondary school program includes severalfeatures designed to help students make appropri-ate educational choices and career plans. It isimportant that guidance counsellors, teacher-advisers, and other teachers help students todetermine their interests, needs, and specialstrengths, and to explore the broad range oflearning and employment opportunities open to them.

Parents and students will select courses in col-laboration with the guidance counsellor,teacher-adviser, and subject teachers. Courseselections for students under the age of eighteenmust be made with parental approval. Grade 8students and their parents choose Grade 9courses on the basis of the students’ needs,interests, strengths, and past achievements, andmay also be influenced by learning opportunities

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

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available outside the school. In Grades 9 and 10,in addition to open courses, students maychoose all academic courses or all appliedcourses, or a combination of the two.

In Grades 11 and 12, students will select thecourses they need to attain their goals, basingtheir choices on decisions made during theannual review of their postsecondary goals andinterests.

Courses in the curriculum have been organizedto provide clear educational paths for students,and to make it easier for students to select theappropriate courses. The provision of differenttypes of courses leading to specific destinationsallows students to acquire a solid core of theo-retical and applied learning and to focus theirlearning on goals that have relevance for them.

5.3.1 The School Course Calendar

School boards will publish a school course cal-endar that provides students and their parentswith detailed, accurate, and up-to-date informa-tion about diploma requirements and the pro-grams and courses offered by the school. Boardsmust make the calendars available annually toenable students and parents to become fullyinformed about the courses and programsoffered. The calendar must include informationabout the following:

• the school’s overall goals and philosophy

• the requirements for the Ontario SecondarySchool Diploma, including:– a list of available courses– a description of the community involve-

ment requirements and procedures

– information about the provincial secondaryschool literacy test, including accommoda-tions, deferrals, and exemptions

– policies on substitutions for the compulsorycourses

• the requirements for the Ontario SecondarySchool Certificate and information about theCertificate of Accomplishment.

• courses offered in the school and relatedinformation, including:– definition of a credit– definitions of the types of courses– a list of all courses in Grades 9 to 12 and of

all prerequisite requirements– descriptions of all courses offered by the

school and information regarding access tooutlines of courses of study

– descriptions of all approved locally devel-oped courses (see section 7.1.2: LocallyDeveloped Courses)

– descriptions of all specialized programs,including interdisciplinary studies programs

– an explanation of the course coding system– information about the remedial programs

available in the school– policies and procedures relating to transfer

courses– policies and procedures relating to course

changes– information on evaluation and examination

policies– information on recording and reporting

procedures, including information on theOntario Student Record (OSR) and theOntario Student Transcript (OST)

– information on Prior Learning Assessmentand Recognition (PLAR)


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– the types of school support services andresources available (e.g., library resourcecentre, computer lab)

– information on cooperative education programs and work experience

– information on the board’s SpecialEducation Advisory Committee (SEAC) andspecial education plan, and instructions forobtaining the board’s special education par-ent guide and special education policiesand programs

– information on the school’s guidance andcareer education program

– information on the offering of coursesthrough other means (e.g., through theIndependent Learning Centre, distance education)

• roles and responsibilities, including:– the school’s expectations regarding stu-

dents’ responsibilities, achievement, andattendance

– the school’s code of student behaviour

5.3.2 Secondary School CreditOpportunities for Elementary SchoolStudents

Under certain conditions, elementary studentsmay “reach ahead” to take secondary schoolcourses. The principal of a student’s elementaryschool and the principal of a secondary schoolmay decide, with parental consent, that it isappropriate for the student to enrol in one ormore secondary courses. In such a case, theprincipal of the secondary school assumesresponsibility for evaluating the student’sachievement and for granting and recordingcredits.

5.3.3 Prerequisite Courses

Courses in Grades 11 and 12 may have prereq-uisites as a requirement for enrolment. All pre-requisite courses will be identified in ministrycurriculum policy documents, and no coursesapart from these may be identified as prerequi-sites. Schools must provide parents and studentswith clear and accurate information on prerequisites.

If a parent or an adult student requests that aprerequisite be waived, the principal will deter-mine whether or not the prerequisite should bewaived. A principal may also initiate considera-tion of whether a prerequisite should be waived.The principal will make his or her decision inconsultation with the parent or adult studentand appropriate school staff. In cases where theparent or adult student disagrees with the deci-sion of the principal, the parent or adult studentmay ask the appropriate supervisory officer toreview the matter.

5.4 PROGRAM PLANNING FOREXCEPTIONAL STUDENTS

Recognizing the needs of exceptional studentsand designing programs that respond effectivelyto these needs are important and challengingaspects of program planning for individual stu-dents. After an Identification, Placement, andReview Committee (IPRC) identifies a student asexceptional, an Individual Education Plan (IEP)must be developed and maintained for that stu-dent. An IEP may also be prepared for studentswho are receiving special education programsand services but who have not been identifiedas exceptional by an IPRC. An IEP must be


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developed with input from the parents and fromthe student if the student is sixteen years of ageor older. See below and also section 7.12: SpecialEducation.

5.4.1 Developing the Student’s IndividualEducation Plan

An IEP identifies the student’s specific learningexpectations and outlines how the school willaddress these expectations through appropriatespecial education programs and services. It alsoidentifies the methods by which the student’sprogress will be reviewed. Special educationprograms and services provided for the studentare modified by the results of continuous assess-ment and evaluation. The IEP of exceptional stu-dents who are fourteen years of age or older andwho are not identified solely as gifted must alsocontain a plan to make the transition to postsec-ondary education, apprenticeship programs, orthe workplace, and to help them live as independ-ently as possible in the community. See section5.4.2: Developing the Student’s Transition Plan.

In developing or reviewing the student’s IEP,consideration will be given to any recommenda-tions made by the IPRC concerning special edu-cation programs and services that may be partic-ularly appropriate for meeting the student’sneeds. Planning should also be done with inputfrom those who can provide information aboutthe student’s strengths and needs, about themodifications in curriculum expectations thathave worked well for the student in the past,and about the specialized services and otheraccommodations that have helped or areexpected to help the student. In addition, plan-ning should involve those who will play a rolein providing support for the student in thefuture. This group may include the principal,

the student’s teachers and teacher-adviser, theguidance counsellor, and appropriate special edu-cation staff and support personnel. Parents canprovide a unique perspective on their child’s per-sonality, development, and learning; they canprovide information on their child’s likes and dis-likes, learning styles, interests, reactions to situa-tions, and the talents and skills that the childhas demonstrated in the home and the commu-nity. They can also reinforce and extend theefforts of the teacher by providing opportunitiesfor practising and maintaining skills in thehome. Therefore, open communication andcooperation between the home and the schoolare key factors in ensuring exceptional students’progress and success in learning. Studentinvolvement, where appropriate, is important aswell. Teachers should encourage students toshare their perceptions of their strengths, needs,and interests. Those involved in developing theIEP should work together on an ongoing basis toreview the student’s progress and make adjust-ments to the IEP as necessary.

5.4.2 Developing the Student’s Transition Plan

As part of the IEP, a plan for the student’s tran-sition from secondary school to a postsecondarysetting must be developed with input from thestudent, parents, the principal, school staff,community agencies, and postsecondary institu-tions, as appropriate. The plan should reflect thestudent’s needs and goals for his or her future.It is important to note that, as the transitionplan is an integral part of the IEP, it may includerelevant information that appears elsewhere inthe IEP. The transition plan may:

– identify the student’s strengths and needs;

– identify the student’s specific postsecondarygoals, if these have been determined;


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– include information and recommendationsrelating to appropriate options for the student;for example:– instructions on how to obtain current infor-

mation on specific postsecondary settingoptions that the student and his or her par-ents should investigate;

– recommendations for visits to the mostsuitable settings for the student;

– recommendations for placements in appropriate settings;

– identify the forms of specialized support andservices that the student will need in the newsetting (e.g., in a work placement);

– identify the forms of assistance that will beprovided for the student with regard to his orher transfer to the new setting;

– identify the people who will provide the assis-tance and specify their responsibilities.

While transition plans do not have to be devel-oped for exceptional students under the age offourteen or for gifted students who have no otherexceptionalities, boards may wish to developtransition plans for these students as well, sincemany of them benefit from such plans. However,it is expected that the educational and careerplanning needs of gifted students will be effec-tively addressed through the development of theannual education plan.

5.4.3 Developing an IndividualizedProgram for the Student

The selection of courses for exceptional studentsshould be based on the goals identified in thestudent’s annual education plan and on thestrengths, needs, learning expectations, accom-modations, and any other information outlined

in the student’s IEP. The courses chosen shouldrepresent the most suitable combination of com-pulsory and optional courses. In order to ensurethat the courses chosen are those that are mostappropriate for the student, the school principalmay replace up to three compulsory courses (orthe equivalent in half courses) with coursesselected from the remaining courses that satisfycompulsory credit requirements. See section 3.2:Substitutions for Compulsory Courses.

Assignments and activities must take intoaccount the strengths, needs, learning expecta-tions, and accommodations identified in the stu-dent’s IEP. Exceptional students may require anindividual program that differs in content,process, outcomes, and evaluation strategiesfrom the program of most other students.Accommodations may include reducing theworkload, simplifying tasks and material, andproviding more time for learning and the com-pletion of activities. Curriculum expectationsmay need to be modified (see section 5.4.4 ). Theassistance of professional and paraprofessionalstaff (e.g., speech resource staff) and the use ofspecialized equipment may also be required toaccommodate the student’s needs.

5.4.4 Modifying Curriculum Expectations

5.4.4.1 Modified Curriculum ExpectationsSome exceptional students and students whohave not been identified as exceptional but whoare receiving special education programs andservices may need to have the curriculumexpectations modified in keeping with their spe-cial needs. Such students may be provided withmodified curriculum expectations.


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5.4.4.2 Alternative Curriculum Expectations A small number of exceptional students mayneed to be provided with alternative curriculumexpectations in order to succeed in a particularcourse or courses. Alternative curriculum expec-tations are expectations that are not derivedfrom those set out in ministry curriculum policydocuments.

See also section 7.12: Special Education and appendix 6: Meeting the Needs of ExceptionalStudents.

5.5 EARLY IDENTIFICATION ANDINTERVENTION STRATEGIES FORSTUDENTS AT RISK

Some students will have difficulty achieving cur-riculum expectations and will be at risk of notcompleting their diploma requirements. Thelearning difficulties of such students maybecome apparent early on in secondary school(for example, with a failure in the first semester)and in some cases even earlier, in their perform-ance in the last years of elementary school. Ifleft unheeded, the difficulties of such studentswill only escalate, and they will be at risk ofdropping out of school before the end of Grade 12, without having completed the diplomarequirements. Boards are therefore expected toprovide a range of programs to assist students inmeeting the curriculum expectations. These pro-grams should include early identification oflearning needs, appropriate teaching strategies,ongoing assessment, and communication withparents and students. It is important that teach-ers identify those students who are experiencingdifficulties as early as possible so that the appro-priate remedial measures may be taken and sup-port strategies chosen from the range of optionsavailable. Student results in provincial tests area valuable source of information for identifying

students at risk and providing appropriate inter-vention strategies. See section 5.7.1: OrientationPrograms for Students Entering Secondary School.

Early identification and intervention strategiesinvolve both observation and the gathering ofuseful information about the student’s prepared-ness for the Grade 9 program. Teachers shoulduse observation of the student in the classroom(including work habits, response to the class-room setting, ways of relating to teachers andstudents), the first few assessment activities, andtheir knowledge of the student’s achievement inprior grades to identify students who may havedifficulty in successfully completing a course.Information about the student’s prior achieve-ment may be acquired from the student’sOntario Student Record (OSR) and, for excep-tional students, previous Individual EducationPlans. In addition, the teacher should discussthe student’s strengths and needs, as well asprior academic performance, with the principal,teachers, and other appropriate staff of the stu-dent’s elementary school.

As part of the early identification and interven-tion process, the principal should meet with thestudent and parents to discuss concerns and themeasures that might be appropriate. The princi-pal should involve the guidance counsellor, theteacher-adviser, and the teacher in this discus-sion as necessary.

5.5.1 Strategies and Program Options

Secondary schools have a variety of programoptions for students in Grades 9 to 12 who areexperiencing difficulty in meeting the expecta-tions of courses. Boards may choose from arange of strategies and program options to pro-vide help and support for students on both an


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individual and group basis in Grades 9 to 12.These include the following:

– Remediation. For some students, a programcomposed of Grade 9 credit courses and“remedial skills” programs to support achieve-ment in English, mathematics, and science maybe a suitable option. Such programs should beconsidered for students who need extensiveremedial work in English, mathematics, andscience on entering Grade 9. The skills pro-grams provide opportunities for students toimprove their skills in English, mathematics,and science so that they may participate suc-cessfully in Grade 9 English, mathematics,and science courses. The Learning Strategies 1course may also assist students in consolidat-ing their skills in English and/or mathematics.All credit courses should be selected in keep-ing with the student’s areas of strength tomaximize his or her chances of success. Formany students, remedial intervention will benecessary only for one semester; for some stu-dents, however, the focus on English, mathe-matics, and/or science may have to be main-tained for the entire year.

– Substitutions for compulsory courses. The princi-pal may, under certain circumstances, makesubstitutions for some compulsory courses forindividual students who stand to improvetheir chances of success as a result of such substitutions. See section 3.2.

– Academic support programs. These are pro-grams designed to assist students in complet-ing course requirements and in earning cred-its. Features of such programs include:individualized programming, independentstudy, peer-assisted activities, seminars, work-shops, small-group study, and community-based mentoring.

– Modified and/or alternative curriculum expecta-tions. Students at risk may need to be assessedto determine whether they need a specialeducation program that offers modified oralternative curriculum expectations to helpthem succeed. See sections 5.4.4: ModifyingCurriculum Expectations and 7.12: SpecialEducation, and appendix 6: Meeting the Needs ofExceptional Students.

In cases where there is a pattern of unresolvedlearning difficulties and where there is reason tobelieve that an unidentified exceptionality maybe a contributing factor, it may be necessary toconduct an assessment(s) (e.g., in the area ofspeech) to identify the student’s learningstrengths and needs, and, if appropriate, to referthe student to an Identification, Placement, andReview Committee. If the student is formallyidentified as exceptional, an IndividualEducation Plan (IEP) will be developed. An IEPmay also be prepared for a student who is pro-vided with special education programs and serv-ices but who has not been formally identified asexceptional. See section 7.12: Special Education.

Students who have similar needs and whoserequirements can be met through the sameremedial program may be grouped together.

Additional program options that are effective inassisting students at risk include those thatemphasize program relevance. Some of theseoptions are described below.

– Grade 9 and 10 students may prepare forentry into a school–work transition programand the Ontario Youth ApprenticeshipProgram offered in Grades 11 and 12 by tak-ing applied, academic, and open courses thatplace emphasis on workplace preparationcomponents, work experience opportunities,


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and, in some cases, cooperative education.This approach provides students with oppor-tunities to connect their learning with realworld applications in the workplace throughjob shadowing and short-term work experi-ence placements.

– School boards can develop their own coursesat the Grade 9 and 10 levels to provide stu-dents at risk of dropping out of school withopportunities for both in-school learning andwork experience within the community. Suchcourses can prepare students for cooperativeeducation placements and school–work transi-tion programs in Grades 11 and 12. See section7.1.2: Locally Developed Courses.

– In Grades 11 and 12, career preparation pro-grams linked to postsecondary education, orschool–work transition programs linked tospecific employment opportunities or appren-ticeship, will provide students with relevantand challenging courses and related workexperience and cooperative education place-ments. Students will also benefit fromenhanced learning opportunities and coursesthat are activity-based and project-driven.

School boards should seek the cooperation andassistance of community agencies in providingstrategies and resources that effectively addressthe broader needs of students at risk.

School boards should evaluate the success of theintervention strategies used for helping studentsat risk and for providing support in other cir-cumstances in which it might be needed (e.g., re-entry programs, the Supervised AlternativeLearning for Excused Pupils program).

See also sections 5.7: Orientation and Exit Programs,7.4.3: School–Work Transition Programs, 7.5: Cooperative Education and Work Experience,

7.8: Specialized Schools, and 7.11: Programs forStudents at Risk, and appendix 7: SupervisedAlternative Learning for Excused Pupils (SALEP).

5.5.2 The Role of the Annual Education Plan

Students’ annual education plans, developed inGrades 7 to 12, can be of great assistance inplanning an appropriate program for studentswho may have difficulty in successfully com-pleting a course. In developing the plan, teachers,teacher-advisers, parents, and students worktogether to select a package of courses that bothreflects the student’s individual strengths,needs, and interests, and focuses on the stu-dent’s particular postsecondary goals. In thecase of exceptional students, collaborative plan-ning will also take into account the student’sprevious and current Individual Education Plans.

5.5.3 Procedures for Students Who Fail to Meet Course Expectations

Where a student does not achieve the curricu-lum expectations of a course, the principal andteaching staff, in consultation with the parentsand the student, will determine what procedureor type of program would best enable the stu-dent to meet the expectations and earn credit forthe course. For examples of options that could bemade available to the student, see section 6.5:Procedures for Students Who Fail or Who Do NotComplete Courses.

Some students who do not meet course expecta-tions may require an individual assessment thatmay indicate that referral to an Identification,Placement, and Review Committee (IPRC) maybe appropriate.


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5.6 PROCEDURES FOR STUDENTS WHOWISH TO CHANGE COURSE TYPES

Some students, after successfully completing acertain type of course, may change their educa-tional goals and, as a consequence, may need totake compulsory and optional credit courses of adifferent type from those they initially chose.Although students enrolled in one type of coursemay enrol in a different type of course in a sub-sequent year, changing course types becomesmore difficult as students advance through thesystem, or in situations involving courses thathave prerequisites (see section 5.3.3: PrerequisiteCourses). Nevertheless, a variety of options existto enable students to make the transition.

When a student plans to switch from one coursetype in Grade 9 to the other in Grade 10 in thesame subject, the principal must inform the stu-dent and his or her parents that the student willbe strongly encouraged to successfully completeadditional course work of up to 30 hours and asdefined by the ministry in order to demonstrateachievement of the learning expectations thatare included in the one Grade 9 course but notthe other. This additional course work can betaken in summer school or in a program outsidethe regular school hours or during the school day.

A student wishing to change course typesbetween Grades 10 and 11 and/or Grades 11and 12 may, for example:

– take a transfer course that will bridge the gapbetween course types;

– take a course of another type (e.g., academic)that will satisfy the prerequisites for a coursein a higher grade (e.g., a university prepara-tion course) that the student wishes to take;

– take a summer course or undertake inde-pendent study to achieve the uncompletedexpectations that are required to enter thenew program.

Schools must provide the opportunity for stu-dents to change course types and clearlydescribe in their school course calendar the procedures involved. School course calendarsmust also inform students and parents about theavailability of transfer courses.

5.7 ORIENTATION AND EXITPROGRAMS

As part of the school’s guidance and career edu-cation program, schools are required to provideorientation programs for students entering or re-entering secondary school. Schools should alsoprovide exit programs for students who leaveschool upon or before graduation. The purposeof both types of program is to help students tomake smooth transitions.

5.7.1. Orientation Programs for StudentsEntering Secondary School

Principals are responsible for developing an ori-entation program for all new students, includingthose who enter school during the year. The ori-entation program will include an informationpackage for students and their parents. Thepackage may include a number of items con-tained in the school’s course calendar.Information provided to students in Grades 7 to11, and their parents, will include the name ofthe student’s teacher-adviser.

Students who have recently come to Ontario,students who are returning to high school, andstudents who are identified as exceptional mayrequire specialized orientation programs andassistance to integrate successfully into theschool. Such assistance may include: a creditcourse on learning strategies, an individualizedorientation program, and/or assistance from a


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peer mentor. See also sections 6.6: Prior LearningAssessment and Recognition and 6.7: StudentTransfers.

For students who are re-entering secondaryschool in order to complete their diplomarequirements, boards are encouraged to providere-entry programs to assist the students in mak-ing the transition back to secondary school.Students could take such programs in an alterna-tive setting (e.g., a workplace). See also sections7.4.1: Career Preparation Programs and 7.8: Specialized Schools.

5.7.2 Exit Programs for Students LeavingSecondary School

Students will leave school for a variety of rea-sons. Some will transfer to a new school; somewill graduate; others will leave school beforegraduation to pursue goals outside the school.Schools should help all these groups of studentsmake appropriate and workable plans for theirimmediate future by inviting them to participatein an exit program. The goal of an exit programis to help students make a successful transitionto the next stage of their lives.

Principals are encouraged to provide exit pro-grams that include a review of students’ annualeducation plans and future goals. The exit pro-grams for graduates should include:

– a review of each student’s plans for postsec-ondary education, training, apprenticeship, or employment;

– information on: university and college pro-grams, application and/or admission proce-dures, visits to campuses, etc.;

– information on apprenticeship programs;

– information on procedures for applying foremployment;

– information on managing their personalfinances.

Students leaving school before graduationshould be given a copy of their Ontario StudentTranscript, as well as their Ontario SecondarySchool Certificate or Certificate of Accomplish-ment, as appropriate. The exit program for students leaving school before graduationshould include:

– a review of their achievements;

– discussion and clarification of the student’splans for his or her immediate future;

– information on postsecondary educationoptions (e.g., evening courses, correspondencecourses, re-admission to secondary school at alater date);

– information about community services andcommunity contacts available for assistance;

– information on apprenticeship programs;

– information on procedures for applying foremployment;

– information on managing their personalfinances.

See sections 3.3: The Ontario Secondary SchoolCertificate; 3.4: The Certificate of Accomplishment;and 6.2.2.2: The Ontario Student Transcript.


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6.1 THE CREDIT SYSTEM

A credit is granted in recognition of the successful completion of a coursethat has been scheduled for a minimum of 110 hours. Credits are granted bya principal on behalf of the Minister of Education and Training for coursesthat have been developed or approved by the ministry. A half credit maybe granted for each 55-hour part of a 110-hour ministry-developed course.Half-credit courses must comply with ministry requirements as outlined inthe 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 timeduring which students participate in planned learning activities designed tolead to the achievement of the curriculum expectations of a course. Plannedlearning activities include interaction between the teacher and the studentand assigned individual or group work (other than homework) related to theachievement of the learning expectations in the course. Planned learningactivities will be delivered through classroom instruction and activitiesand/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 informationabout student achievement, but also afford a basis for improving bothinstructional programs and student achievement. A well-designed system ofassessment, evaluation, and reporting based on clearly stated curriculumexpectations and achievement criteria allows teachers to focus on high stan-dards of achievement for all students and promotes consistency in thesepractices across Ontario.

6 Achievement and Accreditation

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

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6.2.1 Assessment and Evaluation ofStudent Achievement

The primary purpose of assessment and evalua-tion is to improve student learning. Informationgathered through assessment and evaluationhelps teachers to identify students’ difficultiesas well as to detect weaknesses in programs.Assessment and evaluation are thus importanttools for adapting curriculum and instructionalapproaches to students’ needs and for determin-ing the overall effectiveness of programs andclassroom practices.

Assessment is the process of gathering informa-tion from a variety of sources (including assign-ments, demonstrations, projects, performances,and tests) that accurately reflects how well stu-dents are achieving the curriculum expectations.As part of assessment, teachers provide studentswith descriptive feedback that guides theirefforts towards improvement. Evaluation is theprocess of judging the quality of a student’swork on the basis of established achievementcriteria, and assigning a value to represent thatquality. In Ontario secondary schools, the valueassigned will be in the form of a percentagegrade.

Assessment and evaluation will be based on theprovincial curriculum expectations and theachievement levels outlined in the secondarycurriculum policy documents. Teachers will beprovided with materials, including samples ofstudent work (exemplars), that will assist themin their assessment of student achievement.Until these materials are provided, teachers maycontinue to follow their current assessment andevaluation practices.

In order to ensure that assessment and evaluationare valid and reliable, and that they lead to theimprovement of student learning, teachers mustuse assessment and evaluation strategies that:

– address both what students learn and howwell they learn;

– are based on both the categories of knowledgeand skills and the achievement level descrip-tions in the achievement chart for each discipline, as given in the secondary curricu-lum policy documents, once the assessmentmaterials (e.g., exemplars) mentioned aboveare available;

– are varied in nature, administered over aperiod of time, and designed to provideopportunities for students to demonstrate thefull range of their learning;

– are appropriate for the learning activitiesused, the purposes of instruction, and theneeds and experiences of the students;

– are fair to all students;

– accommodate the needs of exceptional stu-dents, consistent with the strategies outlinedin their Individual Education Plans (see sec-tions 5.4: Program Planning for ExceptionalStudents and 7.12: Special Education, andappendix 6: Meeting the Needs of ExceptionalStudents);

– accommodate the needs of students who arelearning the language of instruction;

– ensure that each student is given clear direc-tions for improvement;

– promote students’ ability to assess their ownlearning and to set specific goals;

– include the use of samples of students’ workthat provide evidence of their achievement;


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– are communicated clearly to students andparents at the beginning of each course and atother appropriate points throughout the course.

6.2.1.1 Achievement LevelsLevels, or degrees, of achievement of the cur-riculum expectations are described in detail inthe achievement charts that appear in the sec-ondary curriculum policy documents. Thecharts are organized into broad categories ofknowledge and skills and provide detaileddescriptions of each level of achievement. Whilethey are broad in scope and general in nature,the achievement levels provide a reference pointfor all assessment practice. They serve as aguide for gathering assessment information anda framework within which to assess and evalu-ate each student’s achievement. As such, theyenable teachers to make consistent judgementsabout the quality of students’ work and to pro-vide clear and specific information about theirachievement to students and their parents.

The broad categories of knowledge and skillsare: Knowledge/Understanding, Thinking/Inquiry, Communication, and Application/Making Connections. (The names of the cate-gories vary slightly from one discipline toanother, reflecting differences in the nature ofthe disciplines.)

The levels of achievement are associated withpercentage grades, and are defined as follows:

80–100% – Level 4: A very high to outstandinglevel of achievement. Achievement is above theprovincial standard.

70–79% – Level 3: A high level of achieve-ment. Achievement is at the provincial standard.

60–69% – Level 2: A moderate level ofachievement. Achievement is below, butapproaching, the provincial standard.

50–59% – Level 1: A passable level of achieve-ment. Achievement is below the provincial standard.

Below 50%: Insufficient achievement of thecurriculum expectations. The student will notreceive a credit for the course.

Level 3 is defined as the provincial standard. Astudent achieving at this level is well preparedfor work in the next grade or the next course.

6.2.2 Procedures for CommunicatingStudent Achievement

The information on student achievement gath-ered through assessment and evaluation shouldbe communicated to students and parents at reg-ular intervals and in a variety of informal andformal ways. In addition, parents must beinformed of the policies, procedures, and criteriainvolved in the assessment and evaluation ofstudent achievement, and of policies concerningstudents’ promotion from one course to thenext. Informal communication of studentachievement includes ongoing feedback to stu-dents based on assessment strategies imple-mented throughout the course, as well as feed-back to parents during parent-teacherconferences and at other appropriate times. TheProvincial Report Card, Grades 9–12 is the for-mal instrument used to communicate studentachievement to parents, and the Ontario StudentTranscript provides the record of a student’sstanding with regard to the secondary schooldiploma requirements.


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6.2.2.1 The Provincial Report Card, Grades 9–12

Student achievement must be communicatedformally to students and parents by means ofthe Provincial Report Card, Grades 9–12. Thereport card documents the student’s achievementin every course, at particular points in the schoolyear or semester, in the form of a percentagegrade. It also includes teachers’ comments onthe student’s strengths and weaknesses, specify-ing the areas in which improvement is neededand the ways in which it might be achieved. The report card contains separate sections forrecording attendance and for evaluating the student’s learning skills in every course.

At the end of each course, a final grade isrecorded, and credit is granted for every coursein which the student’s grade is 50 per cent orhigher (reflecting achievement at level 1 orabove). (See also section 6.1: The Credit System.)The final grade for each course will be based inpart on assessments and evaluations conductedthroughout the course, and in part on a finalevaluation. The relative weights assigned tothese two components are specified in the cur-riculum policy document on program planningand assessment.

6.2.2.2 The Ontario Student TranscriptThe Ontario Student Transcript (OST) provides acomprehensive record of a student’s overallachievement in high school.

The credits that a secondary school student hasearned towards fulfilment of the requirementsfor the graduation diploma will be recorded onthe OST. This record will include all the creditsgained by the student using any of the meansdescribed in section 6.8: Alternative Ways of

Earning Credits Towards the Ontario SecondarySchool Diploma. (For further information on theOST, refer to Ontario Student Transcript (OST),1999, and appendix 1: ImplementationSchedule.) The transcript, which is part of theOntario Student Record (OSR), will include thefollowing information:

– the student’s achievement in Grades 9 and 10,with percentage grades earned and creditsgained for successfully completed creditcourses

– a list of all Grade 11 and 12 courses andOntario Academic Courses (OACs)3 taken orattempted by the student, with the percentagegrades earned and the credits gained (studentsrepeating a course for which they havealready earned a credit will earn only onecredit for the completion of that course – see“Course Withdrawals”, on page 34)

– identification of any course that has been sub-stituted for one that is a diploma requirement

– confirmation that the student has completedthe community involvement requirement

– the student’s final result on the provincial sec-ondary school literacy test

– an indication of any extraordinary circum-stances affecting the student’s achievement ina Grade 11 or 12 course or an OAC (see“Extraordinary Circumstances”, on page 34)

In addition to recording the number of creditsearned, schools may indicate on a student’stranscript that the student has taken a special-ized program (see section 7.4 ) or a program in aspecialized school (see section 7.8 ). Students tak-

3. OACs are provincially designed university entrancecourses developed under OSIS. See also appendices 2 and 3.


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ing, for example, a program in one of the arts orin technological education or in a language maythus be given recognition on their OST for theirparticipation in such a program.

Course Withdrawals. Withdrawal after a speci-fied time from any Grade 11 or 12 course or anOAC will be recorded on the OST.

Extraordinary Circumstances. A student’s parents,or students who are adults (eighteen years of ageor older), may request that the principal identifyby means of a special indicator (see OntarioStudent Transcript (OST), 1999) those Grade 11 or 12 or OAC marks that, due to extraordinarycircumstances prevailing at the time they wereawarded, are not considered to be a true reflec-tion of the student’s ability and/or performance.If a parent or an adult student requests that aspecial indicator be added, the principal willdetermine whether or not it should be added. Aprincipal may also initiate consideration ofwhether a special indicator should be added.The principal will make his or her decision inconsultation with the parent or adult studentand appropriate school staff. In cases where theparent or adult student disagrees with the deci-sion of the principal, the parent or adult studentmay ask the appropriate supervisory officer toreview the matter.

Exceptional Students.The OST will also be usedto record the achievement of students who havealternative learning expectations in an individu-alized, non-credit program.

6.2.3 Assessment and Evaluation ofPrograms

In addition to providing essential informationabout student achievement, classroom assess-ment and evaluation give an indication of theeffectiveness of programs and teaching practices.Assessment and evaluation of student achieve-ment thus provide teachers with an opportunityto think critically about their methods ofinstruction and the overall effectiveness of theirprogram. Course content, instructional strate-gies, and assessment procedures should bereviewed and evaluated systematically by teach-ers and principals, both in relation to the learn-ing goals in the discipline and the specific needsof the students for whom the course is designed.

Analysis of the results of board- and province-wide assessments, as well as of national andinternational testing, should provide additionalinformation on student achievement and pro-gram effectiveness, complementing the programassessments conducted by teachers and princi-pals. School boards are encouraged to developaction plans based on the results of these sys-tem-wide and large-scale external assessments toguide schools in making the program modifica-tions needed to improve the achievement oftheir students.

An environment in which the critical analysis ofassessment results is seen as a positive exerciseleading to the improvement of student learningwill encourage teachers to use information froma variety of sources to evaluate the effectivenessof their programs and teaching methods, and tomake the modifications needed to better meetthe learning needs of their students.

See section 5.3.1: School Course Calendars.


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6.3 PROMOTION FROM GRADE 8 TOGRADE 9

Students who have successfully completedGrade 8 will be promoted from elementaryschool and admitted to a secondary school.

It is expected that, as a general rule, exceptionalstudents will proceed to secondary schoolwithin two years of the average age for enteringsecondary school. However, it is recognized thatthere may be some exceptional students whowill need additional time at the elementaryschool level to prepare for secondary school.There may also be some school boards that donot yet have secondary school programs thatare suitably modified to meet the needs ofexceptional students. School boards should haveplans to develop appropriate secondary schoolprograms that will meet the needs of theirexceptional students.

Under the Education Act, a student who has notbeen promoted from elementary school mayapply for admission to a secondary school. Thestudent will be admitted to the secondary schoolif the principal of the secondary school is satis-fied that the student is capable of undertakingthe work of the school. The Education Act pro-vides that an applicant who has been deniedadmission to a secondary school may appeal tothe board, which may, after a hearing, decidewhether or not the applicant should be admittedto the secondary school.

6.4 ATTENDANCE

Regular attendance at school is critical for thestudent’s learning and achievement of courseexpectations. To encourage regular attendanceby students, schools will ensure that studentsand their parents are informed about theschool’s policy on attendance through theschool’s course calendar.

Where, in the principal’s judgement, a student’sfrequent absences from school are jeopardizinghis or her successful completion of a course,school staff should meet with the student andthe parents to explain the potential consequencesof the absences, including failure to gain credits,and discuss steps that could be taken to improveattendance.

Students of compulsory school age whose absenceis reported to the school board attendance coun-sellor will have the reason for their absenceinvestigated.

See also appendix 7: Supervised AlternativeLearning for Excused Pupils (SALEP).

6.5 PROCEDURES FOR STUDENTS WHO FAIL OR WHO DO NOTCOMPLETE COURSES

Where a student has completed a course withinthe school year or semester but has not beensuccessful in demonstrating achievement of thecurriculum expectations to a passing level, theprincipal and teaching staff, in consultation withthe parents and the student, should determinewhat procedure or type of program would bestenable the student to meet the expectations and


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earn credit for the course. Arrangements shouldbe made so that one or more of the followingoptions is available to the student:

– Where possible, the student should beallowed to repeat only the material relating tothe expectations not achieved. The studentmay choose to achieve these expectations insummer school, through independent study,through an individualized remediation pro-gram, or through distance education. The stu-dent’s work will be evaluated to determinewhether the expectations have been success-fully completed.

– If available, the student can enrol in a reme-dial program designed for a group of studentswith similar needs.

– The student may decide to repeat the entirecourse.

With respect to compulsory courses, a studentwho fails a course or who chooses to withdrawfrom a course during the school year or thesemester (after consultation with parents andschool staff) should be informed of the conse-quences for meeting diploma requirements.The program options available to the student to enable him or her to meet the requirementsshould be outlined, and possible alternativecourses identified. For procedures related to therecording of course attempts and withdrawals, seesection 6.2.2.2: The Ontario Student Transcript.

6.6 PRIOR LEARNING ASSESSMENTAND RECOGNITION

Prior learning includes the knowledge and skillsthat students have acquired, in both formal andinformal ways, outside secondary school. Wheresuch learning has occurred outside Ontarioclassrooms, students enrolled in Ontario second-ary schools and inspected private schools mayhave their skills and knowledge evaluatedagainst the expectations outlined in provincialcurriculum policy documents in order to earncredits towards the secondary school diploma.This formal evaluation and accreditation processis known as Prior Learning Assessment andRecognition (PLAR). PLAR procedures are car-ried out under the direction of the school princi-pal, who grants credits.

The PLAR process developed by a school boardin compliance with ministry policy involves twocomponents: “challenge” and equivalency. The“challenge process” refers to the processwhereby students’ prior learning is assessed forthe purpose of granting credit for a course devel-oped from a provincial curriculum policy docu-ment. Assessment instruments for this processmust include formal tests (70 per cent of thefinal mark) and a variety of other assessmentstrategies appropriate to the particular course(30 per cent of the final mark). Such strategiesmay include the evaluation of student work,including written assignments and laboratorywork, and observation of student performance.Determining equivalency involves the assess-ment of credentials from other jurisdictions.

Because young people benefit in many waysfrom the learning experiences offered in second-ary school, PLAR has a specific, limited function


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in the Ontario secondary school program. Forstudents who are under the age of eighteen, orwho are eighteen or over but have never lefthigh school for a year or more, a maximum offour credits may be granted through the chal-lenge process for Grade 10, 11, and 12 courses,with no more than two in one subject area.Equivalency credits are granted to these stu-dents for placement only. Students who are eli-gible for equivalency credits are those whotransfer to Ontario secondary schools from non-inspected private schools or schools outsideOntario. See section 6.7.2 for full details.

PLAR procedures must also be available toexceptional students. Assessment strategies mustbe adapted for this group in keeping with theirspecial needs; for example, extra time might beallowed for the completion of work or a quietenvironment provided for activities. WhilePLAR may be of benefit to some gifted students,it is not intended to be used as a replacementfor or alternative to enriched or other specialprograms for gifted students.

The challenge and equivalency procedures arealso available to mature students – that is, studentswho are eighteen years of age or over (i.e., adults)who are returning to school to earn a diplomaafter being out of high school for at least oneyear – but requirements concerning applicationof these procedures differ for this group becauseof their broader life experience. Principals willdetermine the number of credits, including com-pulsory credits, that a mature student needs inorder to meet diploma credit requirements. Upto 16 Grade 9 and 10 credits may be granted to amature student at the discretion of the principal

following individual assessment. Mature studentsmay earn 10 of the 14 remaining Grade 11 and12 credits needed to meet diploma requirementsin three ways: (1) they may demonstrateachievement of the required secondary schoolcurriculum expectations and receive creditthrough the challenge process; (2) they maypresent education and/or training credentials forassessment through the equivalency process; or(3) they may take the course. Mature studentswill earn a minimum of 4 Grade 11 and 12 cred-its by taking the course at a secondary school,through correspondence, or through any of thealternative ways described in section 6.8.Mature students who have previously accumu-lated 26 or more credits towards the diplomamust successfully complete the required num-ber of courses to bring their total number ofcredits up to 30 before they will be eligible toreceive the Ontario Secondary School Diploma.

Mature students working towards the OSSDunder OSS must also satisfy the diplomarequirements with regard to the provincial sec-ondary school literacy test. Principals will deter-mine the number of hours of communityinvolvement activities that a mature student willhave to complete.

Beginning with the 2003–4 school year, adultswho return to secondary school to earn theirdiploma will be required to comply with thePLAR requirements described above. Adultswho return to secondary school before thebeginning of the 2003–4 school year will havetheir placement determined according to therequirements set out in OSIS, section 6.14:Equivalent Standing for Mature Students. Seeappendix 1: Implementation Schedule.


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6.7 STUDENT TRANSFERS

6.7.1 Procedures for Students TransferringFrom One Ontario Secondary Schoolto Another

Secondary school students who transfer fromone Ontario secondary school to another willhave their credits transferred with them. Theprincipal of the receiving school may awardcredit for work started in the previous schoolbut completed in the receiving school. Wherethis work cannot be completed in the receivingschool, the receiving principal may, after consul-tation with the principal of the sending school,award a partial credit in recognition of the student’s achievement of some of the courseexpectations.

If a student transfers from a French-languageto an English-language secondary school, he or she must successfully complete at least onecompulsory Grade 12 English course. Conversely,if a student transfers from an English-language toa French-language secondary school, he or shemust successfully complete at least one compul-sory Grade 12 Français course.

6.7.2 Procedures for Students Transferringto an Ontario Secondary SchoolFrom a Non-inspected Private Schoolor a School Outside Ontario

Where students who do not have Ontario creditsare transferring from a non-inspected privateschool or a school outside Ontario to an Ontariosecondary school, the principal of the receivingschool will, in the process of deciding where thestudent should be placed, determine as equi-tably as possible the total credit equivalency ofthe student’s previous learning, and the numberof compulsory and optional credits still to beearned. Students will have to successfully com-

plete the provincial secondary school literacytest. Principals will determine the number ofhours of community involvement activities thatthe student will have to complete. The principalshould note the results of his or her assessmentand deliberations in the student’s OntarioStudent Record (OSR). See appendix 8: EquivalentDiploma Requirements.

6.8 ALTERNATIVE WAYS OF EARNINGCREDITS TOWARDS THE ONTARIOSECONDARY SCHOOL DIPLOMA

The majority of secondary school students willearn their credits towards the OntarioSecondary School Diploma by enrolling in thecourses offered in their secondary school.However, a number will wish to consider alter-native ways of earning the required credits.The options available to such students include:correspondence courses offered by theIndependent Learning Centre; independentstudy; private study; continuing education(including summer school), and private school.Each of these alternative ways of earning cred-its is discussed below.

6.8.1 Correspondence Courses

The Independent Learning Centre (ILC) offerssecondary school credit courses (including trans-fer courses) designed primarily for individualswho wish to work independently towards thesecondary school diploma. These courses areprovided to residents of Ontario, and are offeredprimarily through correspondence. A publiclyfunded school or private school may choose toenrol its students in ILC courses. Informationconcerning eligibility, enrolment procedures,and course offerings is available from the ILC.See also section 7.6: The Independent LearningCentre.


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When a student has successfully completed anILC course, the principal will record his or herstanding on the Ontario Student Transcript (OST).See section 6.2.2.2: The Ontario Student Transcript.

6.8.2 Independent Study

In providing opportunities for independentstudy, schools can offer students a wider rangeof program options. Courses delivered throughthe Independent Learning Centre may form partof independent study.

There is no restriction on the number of periodsthat a teacher may allow for independent studywithin any given course. The teacher of thecourse is responsible for assigning componentsof the course, suggesting available resources,evaluating the achievement of the student, andensuring that the total work involved is equiva-lent to that expected in the time scheduled forthe course. Transfer courses can be completedthrough independent study. See section 4.3.5:Transfer Courses.

When a student has successfully completed acourse through independent study, the principalwill record his or her standing on the OST. Seesection 6.2.2.2: The Ontario Student Transcript.

6.8.3 Private Study

A student may be permitted to take one or morecourses through private study when one of thesetwo circumstances prevails: (a) the student isdeemed to have a valid reason for not attendingclasses, or (b) the school does not offer thecourse(s). The school must be willing to monitorthe student’s progress and evaluate his or herwork. ILC courses may form part of a student’sprivate study program.

A student who wishes to apply for private studyshould submit an application as early in theschool year as possible, normally not later thanthe first school day in September if the studentintends to complete the course by January 31, ornot later than the first school day in February ifthe student intends to complete the course byJune 30. The application will be submitted tothe principal of the secondary school that willbe monitoring the student’s learning.

When a student has successfully completed acourse through private study, the principal willrecord his or her standing on the OST. See section 6.2.2.2: The Ontario Student Transcript.

6.8.4 Continuing Education

Continuing education enables people to engagein purposeful learning activities at variouspoints in their lives. It involves the provision ofcredit and non-credit courses for individualswho wish to study part time, or full time for ashort term, outside the program offered in elementary or secondary schools. Continuingeducation courses may include:

– credit courses for adults, including maturestudents, and secondary school studentsoffered through evening, summer school, ordaytime classes. The range of credit coursesoffered is described in ministry curriculumpolicy documents;

– adult basic education courses, includingcourses in adult basic literacy; citizenship andlanguage training; and English as a secondlanguage, French as a second language, orNative languages for adults who do not havefacility in one of these languages.


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To be considered for admission to a continuingeducation class offered for diploma credit in theevening, a day-school student must provide:

– a statement signed by the day-school principalindicating that there has been consultationwith the student regarding enrolment in theclass, and that the student has been grantedpermission to enrol in the class;

– evidence of parental approval if the studenthas not attained the age of eighteen.

The day-school student’s final achievement willbe reported to the principal of the day school.Successful completion of Grade 9 and 10courses will be recorded on the student’s OST.Completion of Grade 11 and 12 courses andOACs (successful or not), as well as withdrawalfrom these courses, will also be recorded on the student’s OST.

The scheduled time in any continuing educationcourse taken for credit will not be less than 90 hours. It is the responsibility of the principalof the continuing education program to ensurethat each course contains the amount of workthat would ordinarily be completed in the timescheduled for the course in a day-school program.

6.8.4.1 Summer SchoolSchool boards may offer summer school pro-grams. The terms of admission to a courseoffered through summer school will be deter-mined by the board that operates the summerschool. A summer school program may notbegin until after the last school day in the schoolyear and must end before the first school day ofthe following school year.

Secondary schools may wish to offer courses forcredit through summer school to meet a varietyof student needs. For example, summer coursesmay be offered for credit in order to:

– enable students to take credit courses thatthey have not previously taken;

– allow students to retake courses they have notsuccessfully completed during the school yearor courses in which they wish to improvetheir achievement;

– enable students who have altered their post-secondary plans to take transfer courses thatwill allow them to take courses of a differenttype from those they have previously taken.

Non-credit summer school courses may beoffered to address students’ remedial needs. Toqualify for diploma credit, courses should fulfilthe same credit requirements as courses offeredduring the regular school year, including therequirement that each one-credit course bescheduled for 110 hours. Students who take aGrade 11 or 12 course or an OAC during theschool year and then repeat the course at sum-mer school will receive only one credit for thatcourse; however, both marks will be recordedon the student’s OST.

On or before the last day of August, a statementof the student’s achievement in summer schoolwill be issued to the student by the principal ofthe summer school. Where the course(s) takencarry diploma credit, the achievement will alsobe reported to the principal of the school thatthe student last attended. The student’s achieve-ment in summer school will be recognized by


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the principal. Successful completion of Grade 9and 10 courses will be recorded on the student’sOST. Completion of Grade 11 and 12 coursesand OACs (successful or not), as well as with-drawal from these courses, will also be recordedon the student’s OST. See section 7.12: SpecialEducation.

6.8.5 Private School

Students who attend a private school in Ontariothat offers courses for credit towards the OntarioSecondary School Diploma and that is inspectedby the Ministry of Education and Training maybe eligible to earn the diploma, provided thatthey fulfil all diploma requirements.

When a student has successfully completed acourse, the principal will record his or her stand-ing on the OST. See section 6.2.2.2: The OntarioStudent Transcript.

6.8.6 Programs in Music Taken Outside the School

A maximum of two credits may be awarded to students taking music programs outside theschool through the following processes combined:

– For music programs completed by studentsoutside the school, the principal of a secondaryschool may award a maximum of two universitypreparation credits towards the Ontario Secondary School Diploma. The credits willbe awarded upon presentation of the officialexamination result forms or certificates. (See appendix 4: Music Certificates Accepted forCredits.) Additional music credits earned inschool may be counted towards the secondary

school graduation diploma. Of these in-schoolmusic credits, a maximum of one Grade 12credit may be awarded as a university prepa-ration credit.

– Students may be awarded a maximum of twoGrade 10 to 12 music credits through the PLARchallenge process. See section 6.6: PriorLearning Assessment and Recognition.

6.9 GENERAL EDUCATIONALDEVELOPMENT (GED) TESTING

The General Educational Development (GED)tests are designed to provide adults who havenot graduated from high school with an alterna-tive means of demonstrating that they have anequivalent level of education. (For the othermeans whereby adults can gain recognition for priorlearning, see section 6.6: Prior Learning Assessmentand Recognition.)

In GED testing, candidates take five tests thatmeasure skills in writing, science, mathematics,social studies, and the critical appreciation of lit-erature and the arts. Successful candidates areawarded an Ontario High School EquivalencyCertificate. GED tests are only administeredthrough the Independent Learning Centre.


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The primary responsibility for the planning of school programs lies with theprincipal and teachers of the school. In planning and developing programs,the principal and teachers must work in conjunction with others in theschool 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–worktransition programs, various specialized programs, special education programs,and cooperative education programs – schools and boards should involvecommunity partners, including university, college, and workplace represen-tatives and members of community agencies, when planning and developingtheir programs. The participation of representatives of postsecondary institu-tions, various workplaces, and trade associations is invaluable in ensuringthe relevance and appropriateness of a school’s programs.

The participation of the wider community is also essential in the delivery ofsome of these programs – for example, the involvement of local employersin 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 inministry curriculum policy documents, and may also offer courses that aredeveloped 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 outlinesof all of the courses of study for courses offered at the school. These outlinesof 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

7 Program Planning and Delivery by School Boards and Schools

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

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courses, and adult students need this informa-tion to help them choose their courses. Theseoutlines of the courses of study in the secondaryschool will include at least the following information:

– name of the ministry’s curriculum policy doc-ument(s) from which the outline of the courseof study has been developed

– name of the board, school, and department,as well as the names of the department headand developers, and the dates of developmentand revision

– course title, course type, grade, course code,credit value

– prerequisite(s) and corequisite(s), if any

– overall curriculum expectations

– outline of the course content, including unittitles in the sequence in which the materialwill be studied

– teaching strategies appropriate to the coursetype (i.e., strategies reflecting the appropriatebalance of theoretical components and practi-cal applications for the particular type ofcourse) and teaching strategies appropriate tothe range of students’ learning needs

– strategies for assessment and evaluation ofstudent performance appropriate to thecourse type and to the students’ range oflearning needs

– a description of how the course incorporatesconsiderations for program planning as appro-priate and as described in the curriculum pol-icy document(s) (e.g., planning related to edu-cation for exceptional students, the role ofcomputer technology in the curriculum,career education, and cooperative educationand other workplace experiences)

– the names of the textbook(s) and resourcematerials that are essential to the course

Information regarding access to these outlinesand curriculum policy documents will beincluded in the annual school course calendar.

7.1.2 Locally Developed Courses

Locally developed courses are courses that meeteducational needs not met by provincial curricu-lum policy documents. Such courses may bedeveloped to accommodate educational and/orcareer preparation needs of students in a particu-lar school or region; for example, courses for stu-dents in schools that offer school–work transi-tion programs or college preparation programs.Such courses may also be developed for studentsreceiving special education programs and serv-ices whose need for particular course content orfor special preparation for further education orwork cannot be met by a course based on provin-cial curriculum policy documents.

The criteria for the development and approval oflocally developed courses are available from theministry. All locally developed courses requirethe approval of the ministry, with the exceptionof religious education courses developed byRoman Catholic separate schools in accordancewith section 7.1.3.1.

School boards will determine which courses will be developed locally and offered in theirjurisdiction. The availability of staff, facilities,financial resources, instructional materials, andresources in the school must be considered indeveloping such courses. These courses must sethigh expectations for students. Course content,


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the proposed range of teaching strategies, andassessment and evaluation procedures must beconsistent with current ministry policy. Outlinesof courses of study must be developed in accord-ance with the requirements given in section 7.1.1.

In order to meet the educational needs of theirstudents, school boards may develop courseslocally that can be counted as compulsory or asoptional credits towards a diploma. (See also sec-tion 5.5: Early Identification and InterventionStrategies for Students at Risk.) The followingrequirements apply:

– Compulsory credit courses. A board maydevelop locally one course in English, onecourse in mathematics, and/or one course inscience that can be counted as a compulsorycredit in that discipline. Ministry approval ofsuch locally developed courses will be validfor one year. A student may count no morethan three such locally developed courses –one each in English, mathematics, and science– as compulsory credits. Locally developedcourses may not replace any other compul-sory credit courses.

– Optional credit courses. A board may developcourses locally that can be counted asoptional credits in any discipline. Ministryapproval of such locally developed courseswill be valid for three years. School boardsmust, however, review these courses annually.

The above requirements also apply to inspectedprivate schools.

Locally developed courses will be identified assuch on the Ontario Student Transcript.

If universities, colleges, and/or employers recog-nize a Grade 11 or 12 locally developed coursefor admission purposes, this information mustbe stated clearly in the course calendar. It mustalso be made clear to students that some post-secondary institutions or employers may notrecognize a locally developed course.

See sections 3.1.1: Compulsory Credits and 7.1.1: Courses of Study.

7.1.3 Religious Education Courses

7.1.3.1 Roman Catholic Separate SchoolsRoman Catholic school boards are responsiblefor developing credit courses in religious educa-tion and the curriculum expectations related tothem. A Roman Catholic board that developssuch courses will not have to seek approval forthem. Students may earn up to 4 credits in religious education.

7.1.3.2 Inspected Private SchoolsCredit courses may be developed in religiouseducation in inspected private schools. Studentsmay earn up to 4 credits in religious education.These locally developed religious educationcourses require the approval of the ministry. For the policy on the development of outlines ofcourses of study and the approval of such courses,see sections 7.1.1 and 7.1.2.


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7.2 THE GUIDANCE AND CAREEREDUCATION PROGRAM

The guidance and career education program is avital and integral part of the secondary schoolprogram. Through the program, students willacquire the knowledge and skills that they needin order to learn effectively, to live and to workcooperatively and productively with a widerange of people, to set and pursue education andcareer goals, and to carry out their social respon-sibilities. The program will be delivered throughvarious means, including classroom instruction,the teacher-adviser program, orientation andexit programs, completion of the annual educa-tion plan, career exploration activities, and indi-vidual assistance and short-term counselling.

The goals of the guidance and career educationprogram are outlined in the policy documententitled Choices Into Action: Guidance and CareerEducation Program Policy for Elementary andSecondary Schools, 1999. As stated in this docu-ment, students are expected to:

– understand the concepts related to lifelonglearning, interpersonal relationships (includingresponsible citizenship), and career planning;

– develop learning skills, social skills, a sense ofsocial responsibility, and the ability to formu-late and pursue educational and career goals;

– apply this learning in their daily lives both atschool and in the community.

To help students achieve these goals, the contentof the guidance and career education program isorganized into three areas of learning – studentdevelopment (i.e., the development of habitsand skills necessary for learning), interpersonaldevelopment (i.e., the development of knowledge

and skills needed in getting along with others),and career development (i.e., the developmentof knowledge and skills needed for setting short-and long-term goals and for planning for thefuture).

Under the direction of the principal, each schoolwill develop and implement a guidance andcareer education plan to ensure that studentshave access to the learning experiences, per-sonal assistance, and information they need inorder to achieve the program goals outlined inChoices Into Action, as well as the expectationsgiven in the secondary school curriculum policydocuments for guidance and career education.

The key features of the province’s policy in thearea of guidance and career education, whichare described in detail in Choices Into Action, areas follows:

– clearly stated competencies for students inGrades 1 to 6, Grades 7 and 8, and Grades 9to 12

– a range of career exploration activities in thecommunity

– completion of the compulsory half-creditCareer Studies course as a secondary schoolgraduation requirement

– preparation of an annual education plan foreach student, beginning in Grade 7 and con-tinuing to the end of secondary school

– a teacher-adviser for students in Grades 7 to 11

– individual assistance and short-term counselling

– a program advisory team


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– a program-effectiveness survey, conductedevery three years, with recommendations forrevising the program

The guidance and career education programplan will include strategies to ensure that stu-dents have access to the information they needin order to make informed decisions and to prepare for further education, apprenticeshipprograms, or the workplace.

7.3 LANGUAGE PROGRAMS

Canada’s two official languages, English andFrench, are the languages of instruction inOntario schools. In addition to programs inEnglish and French, programs in a variety ofother languages are provided.

The following programs may be offered inEnglish-language schools:

– programs in the language of instruction,including support programs

– second-language programs, that is, French asa second language (FSL) and/or Native languages

– programs in international languages and inclassical languages (ancient Greek and Latin)

Language programs available in English-languageschools are outlined below.

7.3.1 Programs in the Language ofInstruction (English)

It is essential that students graduate with theability to use language effectively for thinking,learning, and communicating. Schools areexpected to provide language programs that willhelp all students develop proficiency in the lan-guage of instruction to enable them to completethe graduation requirements.

In English-language schools, learning opportuni-ties to enable students to develop facility inEnglish are to be integrated into the curriculumin all subject areas. If a student cannot under-stand English, a teacher may use a languageother than English for instruction and to com-municate with the student about matters of dis-cipline and the management of the school.However, this provision is intended to applyonly for the transitional period during which astudent is learning English.

7.3.1.1 Support Programs in the Languageof Instruction

English As a Second Language (ESL) andEnglish Literacy Development (ELD). Somestudents may enter an English-language schoolwithout the level of proficiency in Englishrequired for success. English as a second lan-guage (ESL) courses are intended to help thesestudents develop proficiency in the language ofinstruction so that they can succeed in all sub-ject areas at school, and later in postsecondarystudies, apprenticeship programs, and the work-place. Other students may enter Ontario schoolshaving had limited access to education. Englishliteracy development (ELD) courses are intendedto provide these students with an accelerated lit-eracy program to give them the foundation forfurther study and for employment.

Courses are to be developed, for credit, from theESL/ELD curriculum policy document, whichoutlines the program in ESL and ELD. The fol-lowing considerations apply to credits earnedthrough ESL/ELD courses:

– A student entering the Ontario secondaryschool system at any grade level may be givencredit for a maximum of 3 ESL/ELD creditstowards the 4 compulsory English credits


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required for graduation. The remaining com-pulsory English credit(s) will be earned at theGrade 11 or Grade 12 level.

– To supplement the ESL/ELD credits, schoolsmay provide classes for ESL/ELD studentsthat combine ESL/ELD instruction withinstruction in other subject areas (e.g., a classin geography that includes instruction inESL/ELD). Such classes provide additionallanguage practice while helping studentsacquire knowledge and skills in the subjectarea.

It should be noted that students may need tosuccessfully complete additional English coursesto meet the entrance requirements of some post-secondary education programs and of specificworkplaces.

With assistance from teachers and as part of theprocess of developing their annual educationplan, students will determine the number ofESL/ELD courses they need in order to partici-pate fully in courses appropriate to theirstrengths, interests, and needs, and theirintended postsecondary destination, with a levelof literacy approaching that of a first-languagespeaker.

American Sign Language (ASL). For theinstruction of deaf students, it may be necessaryto use American Sign Language (ASL). If thereare a number of deaf students in a school,boards may provide classes for these students inwhich both English and ASL are used as lan-guages of instruction, as is done in theProvincial Schools for the deaf. Alternatively,boards may provide a sign-language (ASL) inter-preter for individual deaf students who are tak-ing regular classes.

7.3.2 Second-Language Programs

7.3.2.1 French As a Second Language (FSL)To enable all students to have some knowledgeof French by the end of secondary school,schools must offer at least core programs inFrench as a second language (FSL). To obtain agraduation diploma, students must earn onecredit in French as a second language.

Across Ontario, students entering English-language secondary schools vary widely in theirlevels of proficiency in the French language.Some students from Ontario elementary schoolsmay have taken core French; others may havetaken extended or immersion French. Some stu-dents from outside Ontario, as well as Ontariostudents taking Native languages, may not havestudied any French.

Where only a core French program is offered insecondary schools, students who have studiedFrench in extended or immersion programs orwho have a French-language background shouldbe considered for advanced placement.However, students placed in higher grades onthe basis of their level of proficiency must notreceive credits for French courses that they havenot taken.

Programs in French as a second language mustbe developed from the secondary school FSLcurriculum policy document.

7.3.2.2 Native LanguagesThe provisions of the program in Native lan-guages recognize that Native languages have alegitimate place in the curriculum of Ontarioschools. Accordingly, school boards that providea Native languages program must offer the pro-gram through to the end of secondary school.


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The Native languages program is open to all stu-dents. For Native students, study of a Nativelanguage not only encourages them to use thelanguage and develop their competence in it,but also strengthens their sense of cultural iden-tity. For non-Native students, study of a Nativelanguage allows them to acquire competence ina Native language and gives them an opportu-nity to develop an appreciation of the languageand culture under study.

Credit courses for Mohawk, Cayuga, Oneida,Cree, Delaware, Ojibwe, and Oji-Cree must bedeveloped from the secondary school curricu-lum policy documents for Native languages.Students placed in higher grades in Native lan-guage courses on the basis of their level of profi-ciency must not receive credits for Native lan-guage courses that they have not taken.

Those students who chose to take only a Nativeas a second language program in elementaryschool and who do not wish to take a Frenchcourse in secondary school may substitute aNative language course for the compulsorycredit in FSL.

7.3.3 Programs in International andClassical Languages

International languages are modern languagesother than English or French. International lan-guage courses are offered to meet a number ofstudent needs. For example, some students maywish to learn their ancestral language or toimprove their skills in their first language; otherstudents may wish to learn a third language inorder to enhance their ability to succeed in aglobal economy.

In addition, the study of classical (ancient)Greek and Latin will enable students to developan understanding of the ancient Greek andRoman worlds.

Courses in international languages and classical(ancient) Greek and Latin must be developedfrom the secondary school curriculum policydocument for classical and international languages.

7.4 SPECIALIZED PROGRAMS

Specialized programs are programs that providestudents with a particular curriculum focus toassist them in meeting diploma requirementsand in making the transition to postsecondarydestinations (i.e., university, college, apprentice-ship programs, and the workplace). Schools mayoffer specialized programs to students in Grades11 and 12 who are interested in pursuing a spe-cific career or in taking a specific program at thepostsecondary level. School boards must provideschool–work transition programs for studentswho wish to go directly into the work force. Insome instances, specialized programs may beginin Grade 10. Students who wish to enter a spe-cific career could take a career preparation pro-gram. Students who do not have a specificcareer in mind but who wish to pursue theirstudies at the postsecondary level could take auniversity preparation or college preparationprogram. Students who wish to go directly intothe work force could take a school–work transi-tion program. Courses within specialized pro-grams will be drawn from university prepara-tion courses, university/college preparationcourses, college preparation courses, workplacepreparation courses, and open courses, as appropriate.


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Specialized programs may be particularly help-ful for meeting the needs of exceptional studentsthat are outlined in the students’ IEPs andrelated transition plans. Such programs mayfocus on the development of students’ specialstrengths, for example, and may be effective inhelping students achieve their goals.Modifications to the curriculum expectations, aswell as provision of specialized services andother accommodations, can be built into a stu-dent’s program.

Specialized programs may also include interdis-ciplinary studies programs, if they consist ofcourses from more than one discipline and ifthey require achievement of the additional cur-riculum expectations associated with interdisci-plinary studies courses. For additional informa-tion on interdisciplinary studies programs, seethe interdisciplinary studies curriculum policydocument.

School staff should take the following points intoconsideration when developing and implement-ing specialized programs:

– Programs will generally be two years in dura-tion and will begin in Grade 11. However,one-year programs could be offered for stu-dents in Grade 12, and, in some cases, three-year programs could be offered, beginning inGrade 10 (e.g., a school–work transition pro-gram in the area of travel and tourism).

– Programs may range in breadth and depthfrom programs consisting only of two relatedcourses to programs consisting of severalcourses that give the students in-depth prepa-ration for their postsecondary destinations.

– Programs may be developed for an individualstudent or for a group of students with similarinterests and/or educational or career goals.

– Specialized programs should be developedand implemented in collaboration with post-secondary partners (university, college, trade-association, and workplace representatives) toensure that the programs are relevant andthat they adequately prepare students fortheir postsecondary destinations.

– Programs developed by a school or board, inconjunction with one or more postsecondarypartners, may be expanded to include agree-ments involving additional schools within theboard, schools within co-terminous boards,and additional local and regional postsec-ondary partners.

– Programs may provide students with theopportunity to obtain advanced standing inspecific college courses, if secondary schoolsand colleges agree through, for example, anarticulation agreement, that there is signifi-cant overlap between specific secondaryschool and college courses.

– Programs may provide students in apprentice-ship and skills certificate programs with theopportunity to obtain advanced standing.

– One or more locally developed courses maybe included in specialized programs toaddress students’ interests and needs, as wellas the needs of the local community. See sec-tion 7.1.2: Locally Developed Courses.

– Programs may include cooperative educationand work experience placements to give stu-dents the opportunity to apply their learningin the workplace and to determine whether aparticular educational or career plan is suit-able for them.

See also section 6.2.2.2: Ontario Student Transcriptfor information on recording students’ participationand achievement in specialized programs.


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7.4.1 Career Preparation Programs

Schools may provide career preparation pro-grams to prepare students for entry into careersthat they have chosen to pursue upon comple-tion of related postsecondary education. Whenstudents develop their annual education plan,they can design their individual career prepara-tion programs. These specialized programs willprovide students with opportunities to focus onfields of study that are related to specific careers– for example, careers in engineering technolo-gies, health sciences, or entrepreneurship.

7.4.2 Postsecondary EducationPreparation Programs

For those students who have not yet identified aspecific career goal but who plan to pursue apostsecondary program in a college or univer-sity, schools may provide postsecondary educa-tion preparation programs. Courses may begrouped into programs to prepare students forpostsecondary studies in particular disciplines.

7.4.2.1 University Preparation ProgramsSchools may offer university preparation pro-grams for students who plan to go directly touniversity from secondary school. When stu-dents develop their annual education plan, theycan design their individual university prepara-tion programs. These programs should includeseveral university preparation and university/college preparation courses. Programs may bedesigned for individual students or for groups ofstudents, and might focus on preparation foruniversity studies in mathematics, science, lan-guages, or fine arts.

7.4.2.2 College Preparation ProgramsSchools may offer college preparation programsfor students who plan to go directly to collegefrom secondary school. College preparation pro-grams will focus on increasing students’ aware-ness of the range of college programs and relatedcareer opportunities, and will provide studentswith secondary school courses that have beenlinked to a number of college programs through,for example, articulation agreements. When stu-dents develop their annual education plan, theycan design their individual college preparationprograms. These programs should include severalcollege preparation courses or university/collegepreparation courses for specific postsecondaryprograms. Programs might focus on preparingstudents for entry to one-year, two-year, andthree-year college programs in business, appliedarts, health sciences, and technology, and forrelated careers. It is essential that school and col-lege faculty collaborate in the development andimplementation of these programs.

7.4.3 School–Work Transition Programs

School boards must provide school–work transi-tion programs for students intending to enterthe work force directly after graduating fromhigh school. School–work transition programsare intended to prepare students for employ-ment or self-employment. Through these pro-grams, students have the opportunity to com-plete high school graduation requirements,develop employability and industry-specificskills, and obtain experience in the workplace.Employers must be involved in the developmentand delivery of school–work transition programs.


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School–work transition programs include bothin-school and work-based experiences. Theseprograms provide students with informationabout careers and occupations in different work-place sectors both in the in-school component ofcourses and through job shadowing or short-term work experience placements. Students par-ticipate in career exploration with an employerthrough a cooperative education placement togive both the students and the employer infor-mation they need to make a decision about thestudent’s future.

In Grade 10, school–work transition programsmay include a combination of academic,applied, and open courses, as well as opportuni-ties to explore a variety of careers through jobshadowing and short-term work experienceplacements. Students are introduced to a hands-on approach to learning about education, career,and employment opportunities.

In Grade 11, students receive more in-depthtraining in courses in which the in-school com-ponents and the cooperative education place-ments are directly related to their chosen career.This experience provides students with thebackground needed for selecting appropriate in-depth training in their final year of high school.In addition, school–work transition programsinclude related out-of-school training opportuni-ties, which may be recognized by business andindustry through certification.

In Grade 12, the focus of school–work transitionprograms sharpens. Students enter the finaltransition phase by participating in an intensivetraining program. During the first half of theschool year, students continue to earn relevantin-school credits that are jointly developed anddelivered by the school and workplaces in the

community, and that enable the students todevelop the range of skills required for directentry into the work force. Students may receiveadditional training during and outside of regu-larly scheduled class time that will enable themto qualify for industry and/or provincial certifi-cation in their chosen field. During the secondhalf of the school year, students focus on in-depth skills training in their chosen field, whichtakes place entirely in the workplace. In thisway, students develop skills that are crucial forgaining employment while they complete theirfinal diploma requirements.

Training opportunities should be relevant to thestudents’ interests and aspirations but they alsoshould be selected from employment sectorswhere job opportunities are known to exist.Curriculum must be implemented jointly by theschool and partners in the community to ensurethat the content is relevant and that students areproperly prepared for employment. Given theunique employment possibilities in diverseregions across the province, boards may wish todevelop some courses in collaboration with theircommunities and to include these locally devel-oped courses in their school–work transitionprograms. See section 7.1.2: Locally DevelopedCourses.

School boards must establish procedures fordeveloping and implementing their school–worktransition programs. These programs must bedeveloped and implemented in accordance withthe following requirements:

– Students will earn credits to meet diplomarequirements for graduation while takingthese programs.

– Programs will prepare students to proceeddirectly from high school to employment orself-employment.


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– Programs will combine in-school and work-based education and training through jobshadowing, cooperative education, and/orwork experience, and will allow students totake further specialized training in order togain additional certification.

– Programs will emphasize the acquisition ofemployability skills, and these skills will bedeveloped in both the in-school and out-of-school contexts.

– Programs must consist of an appropriate com-bination of courses that will prepare studentsto meet the requirements of a specific work-place or an apprenticeship program, and mayinclude workplace preparation courses, col-lege preparation courses, and open courses, aswell as university preparation courses orlocally developed courses.

– Schools must adopt a flexible approach to pro-gram development and implementation toenable individual students and groups of stu-dents to take the appropriate courses inGrades 9 to 12 and to gain the necessaryworkplace experiences related to thosecourses.

– School boards must establish and coordinatepartnerships with employers in order to pro-vide students with appropriate work place-ments and to ensure that programs reflectactual workplace expectations.

– School–work transition programs must bedescribed in school course calendars, whichmust provide information on eligibilityrequirements and in-school and work-basedoptions, as well as a clear sequence of pro-gram elements leading to graduation.

– Schools must track the progress of studentsenrolled in school–work transition programs.

School–work transition programs should also beprovided for students who are identified asexceptional and for students who will benefitfrom specialized preparation for direct entry tothe workplace. Programs for these students willtake into account the student’s strengths andneeds (including the need for specialized serv-ices or other accommodations and/or for modifi-cations to the curriculum expectations) that areoutlined in the transition plan in the student’sIEP.

In communities where local work-based opportu-nities are limited, school boards should developand implement strategies to make use of availabletechnologies such as the Internet, e-mail, andaudio- and video-conferencing to increase stu-dents’ access to relevant workplace experiences.

7.5 COOPERATIVE EDUCATION ANDWORK EXPERIENCE

Students’ education must be appropriate to theirstrengths, interests, and needs, and must pre-pare them for the future. To ensure that it doesso, school boards must provide cooperative edu-cation programs and work experience to helpstudents to acquire knowledge and skills and toapply this learning in practical situations. Suchopportunities will help students see the relation-ship between the curriculum and the worldbeyond the school. This practical experience willhelp them decide what they would like to doand will assist them in making successful transi-tions to postsecondary education, apprenticeshipprograms, or directly to the workplace. In somesituations, students in Grades 9 and 10 maybenefit from cooperative education and workexperience.


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Courses of all types and in all disciplines may be offered through the cooperative educationmode. Work experience, when offered, is part of a credit course and provides students with alearning opportunity in the workplace for a limited period of time – that is, from one to four weeks. Cooperative education programsand work experience will be developed andimplemented in accordance with ministry policystated in Co-operative Education: Policies andProcedures for Ontario Secondary Schools, 1989.

Cooperative education programs and work experience should be provided for exceptionalstudents who have expressed a desire for them.In developing a cooperative education programor a program containing work experience for astudent, teachers will take into account the stu-dent’s strengths and needs (including the needfor specialized services or other accommodationsand/or for modifications to the curriculumexpectations) that are outlined in the student’sIEP.

Planned learning experiences in the communitycan enhance the school program, familiarize stu-dents and teachers with current workplace prac-tices, increase students’ awareness of careeropportunities, provide concrete applications ofcurriculum, and give students and teachers abetter understanding of employers’ expectations.Such programs complement students’ academicprograms and are valuable for all students,whatever their postsecondary destination. Forstudents who intend to enter the work forcedirectly from school, such programs providepersonal contacts with potential employers. Forstudents who intend to enter college or univer-sity, the programs provide information that theywill find helpful in making educational andcareer choices. For exceptional students fourteen

years of age and older, planned learning experi-ences in the community need to be consideredin the development of the transition plan in thestudent’s IEP.

Cooperative education and work experience willbe available to students in the following forms:

– school-arranged experiences that are tied tothe curriculum, including work experienceplacements in the community and in-schoolwork simulations

– cooperative education programs and workexperience as described in Co-operativeEducation: Policies and Procedures for OntarioSecondary Schools, 1989

– participation in the Ontario YouthApprenticeship Program (OYAP)

– other structured school–work transition pro-grams, such as Bridges, that combine school-based and work-based education and trainingfor students planning to enter the work forcedirectly from secondary school

Schools may expand these programs in the following ways to provide opportunities for allstudents:

– Programs may be developed for students whohave previously not been involved in coopera-tive education.

– A one- to two-week work experience compo-nent may be added in all types of courses.

– Placements for students may be found in newemployment sectors.

– Schools may develop ways of making use ofthe resources in the community for educa-tional purposes (e.g., use the Internet to seekinformation from employers in the communityto help them complete their assignments).


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All forms of cooperative education and workexperience will include the following:

– pre-placement instruction (e.g., instruction ontopics such as interviews, résumés, health andsafety in the workplace, and legal and harass-ment issues)

– provision of Workplace Safety and InsuranceBoard coverage, as described in Policy/Program Memorandum No. 76A, “Workers’Compensation Coverage for Students in WorkEducation Programs”, December 6, 1995

– a learning plan (including assessment criteria)based on the curriculum expectations ofcourses in the provincial curriculum policydocuments and on the expectations of partici-pating employers

– assessment of students’ progress through reg-ular monitoring of their learning in the work-place setting

– opportunities for students to analyse theirout-of-school experiences and to integratethem with their in-school learning

– evaluation of students’ learning to determinewhether course expectations have been met

7.6 THE INDEPENDENT LEARNINGCENTRE (CORRESPONDENCECOURSES)

Secondary school credit courses are availablethrough the ministry’s Independent LearningCentre (ILC). Information about eligibility,enrolment procedures, and course offerings maybe found in the current edition of theIndependent Learning Centre Student Guide andthrough the ILC website. Courses offered willbe courses in the curriculum policy documentsand will enable students to fulfil the require-ments for a diploma. See also section 7.7:Distance Education.

7.7 DISTANCE EDUCATION

Distance education courses are credit coursesthat are offered by schools through various tech-nological means, such as teleconferencing, theInternet, and video-conferencing. By makingdistance education courses available to students,schools can provide them with a wider range ofprogram choices. These courses are designed toenable students to participate actively in acourse despite being at a distance from theschool that is offering the course. Informationon distance education courses is availablethrough school boards.

7.8 SPECIALIZED SCHOOLS

Some school boards may wish to establish sec-ondary schools that specialize in areas such asthe performing arts, languages, vocational educa-tion, pure and applied sciences, technologicaleducation, apprenticeship and workplace prepa-ration, or business studies. A secondary schoolmay offer programs in subjects in which there issmall enrolment – for example, programs insome languages – and these programs may serveseveral schools. However, a secondary schoolshould not specialize to the point where it cannotoffer the full range of courses that students needin order to obtain a secondary school diploma.

7.8.1 Alternative Schools

School boards may find it necessary to establishalternative secondary schools to provide anoption for some students who have educationalneeds that cannot be met in an appropriate wayin their existing secondary schools, and/or torespond to needs expressed in the community.An alternative school may be established, forexample, for students at risk of not completingtheir diploma requirements. It can provide these


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students with opportunities to develop the skillsand confidence they need to re-enter the regularsystem. An alternative school can also benefitstudents who wish to take an individualized program.

7.9 SMALL AND ISOLATED SCHOOLS

It is essential that all schools provide courses forall students who plan to go to college or univer-sity, to take further training through apprentice-ship, or to go directly into the workplace fromsecondary school. However, small and remotesecondary schools may experience difficulty inproviding a full range of courses to meet theneeds of all of their students. School boards aretherefore encouraged to consider ways of over-coming various obstacles to providing full pro-grams to students. Boards with small schoolsshould consider making cooperative arrange-ments, such as arrangements to share resourcesamong their schools and/or with other schoolboards, in order to make the best use of labora-tories, libraries, and other specialized facilities.In the case of remote schools, sharing andcooperating with neighbouring secondaryschools may not be possible, but boards shouldencourage the sharing of resources betweenelementary and secondary schools within theirjurisdiction.

Possible strategies to alleviate the problems ofproviding a range of courses to students couldinclude:– providing opportunities for staff to acquire

additional qualifications in different areas;– offering different types of courses and courses

at different grades within the same class (seesection 7.10: Multitype and Multigrade Classes);

– supplementing the school program with ILCcorrespondence courses or with courses takenthrough private study;

– offering courses through distance educationand other forms of electronic course delivery,including closed-circuit television;

– using continuing education programs toexpand the range of subjects;

– offering courses through the cooperative edu-cation mode of delivery to enable students togain more credits for those courses;

– implementing expanded use of independentand private-study methods of learning.

7.10 MULTITYPE AND MULTIGRADECLASSES

In secondary schools that are small or highlyspecialized in their program offerings, it may notbe feasible to offer separate classes in all sub-jects for the different types of courses. In suchcases, a single class may be organized to servemore than one group of students, each grouptaking a different type of course in the samesubject and grade.

Where only a few students in each grade aretaking different types of courses in the samesubject, groups of students in different gradesmay also be combined in one class.

In such combined classes, the course objectives,the expectations, and the evaluation proceduresfor each type of course and for each grade mustbe clearly outlined, so that students, parents,and teachers are aware of the curriculum expec-tations for each credit course.


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7.11 PROGRAMS FOR STUDENTS ATRISK

Principals are required to establish proceduresto ensure that teachers know which students intheir classes are at risk of not completing therequirements for a diploma. School boards mustensure that schools develop and implement arange of programs to encourage students todevelop their potential and to achieve the expec-tations to the best of their ability. Students gainconfidence as they develop competence in theirareas of interest and as they see the positiveresults of hard work. In addition to encouragingstudents in their academic work, schools need toensure that students at risk are given otherkinds of support – for example, students couldbe encouraged to participate in aspects of schoollife that interest them, and boards and schoolscould develop partnerships with communityorganizations that can respond to a range of stu-dent needs.

It is essential that boards develop early identifi-cation and intervention strategies to help stu-dents at risk. Boards must also ensure thatschools make use of appropriate programs andservices to help their students, which includethe following:

– the teacher-adviser program

– the annual education plan

– individual assistance and short-term counselling

– use of an IPRC, as required

– formulation of an IEP, as appropriate (includ-ing the formulation of a modified or alterna-tive program for an exceptional student)

– remedial assistance for students who do notpass the provincial secondary school literacytest

– cooperative education programs and workexperience

– school–work transition programs

– Supervised Alternative Learning for ExcusedPupils (SALEP) programs (see appendix 7 )

Boards may also provide the following:

– specialized programs (see section 7.4 )

– opportunities for apprenticeship through theOntario Youth Apprenticeship Program

– remediation in various subject areas

See also section 5.5: Early Identification andIntervention Strategies for Students at Risk.

7.12 SPECIAL EDUCATION

All students identified as exceptional must haveaccess to an education that will enable them todevelop the essential knowledge and skills theyneed in order to participate in the life ofOntario’s communities. The Education Act andregulations made under the act require schoolboards to provide exceptional students with spe-cial education programs and services that areappropriate for their needs. Specific proceduresare set out in the regulation governing the iden-tification and placement of exceptional students.The regulation also provides for the regularreview of the identification and placement of astudent and for the appeal of identificationand/or placement decisions with which parentsdisagree.

The needs of exceptional students are identifiedby an Identification, Placement, and ReviewCommittee (IPRC). Upon receiving a writtenrequest from a parent of a student, the principalof the school must refer the student to an IPRCfor a decision as to whether the student should


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be identified as exceptional and, if so, what hisor her placement should be. The principal mayalso, on written notice to the parent(s), refer thestudent to an IPRC. The parent(s), as well as astudent who is sixteen years of age or older, canalso request that the IPRC discuss proposals forways in which the student’s needs can be met.On the basis of these discussions, the IPRC canrecommend special education programs andservices that it considers to be appropriate forthe student.

The regulation governing the identification andplacement of exceptional students provides thatan IPRC will, before considering the option ofplacing a student in a special education class,consider whether placement in a regular class,with appropriate special education services,would meet the student’s needs and is consis-tent with parental preferences. For studentswhose needs cannot be met entirely in the regu-lar classroom, a range of placement optionsmust be available. These options include place-ment in a special education class for the entireday; placement in a special education class withpartial integration; placement in a regular classwith withdrawal to receive instruction outsidethe classroom by a qualified special educationteacher for part of the day; and referral to aprovincial committee for consideration of eligi-bility for admission to a Provincial orDemonstration School.

When an IPRC identifies a student as excep-tional, the principal must ensure that anIndividual Education Plan (IEP) for that studentis developed and maintained. An IEP must bedeveloped within thirty days of the placement ofan exceptional student in a particular program.The parents must be provided with a copy; the

student must also be given a copy if he or she issixteen years of age or older. For details on thedevelopment of the IEP, see sections 5.4.1:Developing the Student’s Individual Education Planand 5.4.2: Developing the Student’s TransitionPlan.

An IEP may also be prepared for students withspecial needs who are receiving special educa-tion programs and/or services, but who have notbeen identified as exceptional by an IPRC.

Exceptional students, as well as other studentswho are not identified as exceptional but whohave an IEP and are receiving special educationprograms and services, should be given everyopportunity to achieve the curriculum expecta-tions set out in the provincial curriculum policydocuments. For most students with an IEP, thecurriculum expectations for a course will be thesame as or similar to the course expectationsoutlined in the appropriate provincial curricu-lum policy document, except that accommoda-tions such as specialized supports or serviceswill be provided to help the student achieve theexpectations. The student’s achievement of thecurriculum expectations will be assessed inaccordance with the discipline-specific assess-ment policies given in the provincial curriculumpolicy documents.

For some students with an IEP, curriculumexpectations for a course will be selected fromthe appropriate provincial curriculum policydocument and modified to meet the student’sneeds (these modifications can include changesto the grade level of the expectations). In addi-tion, specialized services or other accommoda-tions may be provided to help the student


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achieve the expectations. The student’s achieve-ment of the modified learning expectations willbe assessed in accordance with the discipline-specific assessment policies given in the provin-cial curriculum policy documents. The principalwill determine whether achievement of themodified expectations will indicate successfulcompletion of the course, and will decidewhether the student will be eligible to receive acredit for the course. The principal will commu-nicate his or her decision to the parents and thestudent.

A small number of students may require alterna-tive expectations that are not derived from theexpectations in the provincial curriculum policydocuments. A student’s achievement of theseexpectations will not be assessed according tothe assessment policies in the provincial curricu-lum policy documents, but in relation to theexpectations set out in the student’s IEP. Thestudent will not be granted a credit for the suc-cessful completion of a course that consists ofalternative expectations.

See also section 5.4: Program Planning forExceptional Students and appendix 6: Meeting theNeeds of Exceptional Students.

7.13 ANTIDISCRIMINATION EDUCATION

To ensure that all students in the province havean equal opportunity to achieve their full poten-tial, the education system must be free from dis-crimination and must provide all students with asafe and secure environment so that they canparticipate fully and responsibly in the educa-tional experience.

The implementation of antidiscrimination prin-ciples in education influences all aspects ofschool life. It promotes a school climate thatencourages all students to work to high stan-dards, affirms the worth of all students, andhelps them strengthen their sense of identityand develop a positive self-image. It encouragesstaff and students alike to value and showrespect for diversity in the school and the widersociety. It requires schools to adopt measures toprovide a safe environment for learning, freefrom harassment of all types, violence, andexpressions of hate.

In putting their commitment to antidiscrimina-tion in education into practice, schools shouldwork to create an inclusive learning environ-ment in which the school’s physical appearanceand the schedule of activities of the schoolacknowledge and reflect the diversity within theschool system and the wider society. The diver-sity within the community could be acknowl-edged, for example, through pictures, posters,and decorations for cultural events, as well as innews items or announcements in the school’sopening exercises.

Expectations relating to antidiscrimination edu-cation, violence prevention, and Native educa-tion have been incorporated in the provincialcurriculum where relevant. When planningtheir programs, teachers will base their deci-sions on the needs of students, taking into con-sideration their students’ abilities, backgrounds,interests, and learning styles. Learning activitiesshould be designed to help students developrespect for human rights and dignity, and todevelop a sense of personal, social, and civicresponsibility. These activities should reflect


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diverse points of view and experiences, andshould enable students to learn about the contri-butions of a variety of peoples, in the past andthe present, to the development of Canada.Students should be encouraged to think criti-cally about aspects of their own and their peers’backgrounds, and to become more sensitive tothe experiences and perceptions of others.

Students entering the system should be giventhe support they need to adjust to the new envi-ronment and to acquire competence in the lan-guage of instruction if they are not familiar withthe language of instruction. Teachers, includingguidance counsellors and teacher-advisers,should give support to students that is appropri-ate to their strengths, needs, and backgrounds sothat all students have a chance to succeed.

Schools and individual teachers should alsowork to ensure that school-community interac-tion reflects the diversity in the local commu-nity and the wider society. As part of their ongo-ing efforts to develop meaningful partnerships,schools should enable their staff members toparticipate in professional development activi-ties that will enhance their ability to work withparents and community members from thediverse groups represented in the community.

7.14 TECHNOLOGY IN EDUCATION

Technological education in secondary schoolsincludes a broad range of courses that empha-size concepts of design and the design process,the study and use of information technology andcomputer programming, the use and functionsof different systems, and the development anduse of tools (from calipers to computer-assisteddesign software), machines, materials, and techniques.

Technological education courses will challengestudents to develop an understanding of the rel-evance of technology and its applications forindividuals, society, and the environment.Ontario secondary school graduates areexpected to be technologically literate, whichmeans they should be able to understand andapply technological concepts, to use computersin various applications, and to analyse the impli-cations of a wide range of technologies for indi-viduals and society.

In Grades 9 and 10, the courses described in theprovincial curriculum policy document aredesigned to provide students with an introduc-tion to technology and to allow them to explorevarious forms of technology and develop anunderstanding of the impact of technology. InGrades 11 and 12, technological educationcourses are more focused on specific careers,and include courses to assist students in prepar-ing for their postsecondary destinations – uni-versity, college, apprenticeship programs, andthe workplace.

Participation in information technology coursesis of particular importance for some exceptionalstudents and should be taken into account inprogram planning. Information technology cansupport the different learning styles of excep-tional students, and can provide greater andswifter access to information, particularly theprinted word, than was previously possible. Forexample, voice output systems not only provideaccess to written materials for individuals whocannot see text on a screen display, but also sup-port effective use of technology by individualswith limited reading skills. Text display ofspeech output can help students develop literacy


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and learn new languages, and can provideaccess to materials for individuals who cannothear. The needs of exceptional students whowish to take a technology course must be takeninto account by school boards in the purchase oftechnology that is to be used in the course.

7.15 EXTRACURRICULAR PROGRAMS

Extracurricular programs include intramural andinterschool programs, school clubs, recreationalactivities, and extracurricular activities. To meetthe needs of a wide variety of students whoseabilities and interests vary greatly, schoolsshould attempt to provide many different kindsof programs and activities. Extracurricular programs provide students with opportunities forenrichment, the development of social skills andindependence, and practice in making decisionsand handling responsibility. These activities alsoallow for the development of a variety of positiverelationships between teachers and students, andamong different groups of students.

Schools should assess their extracurricular activ-ities on a regular basis, to ensure that they con-tinue to reflect the widely varying abilities andinterests of the students and staff, and that theyoffer equal opportunities for male and femalestudents. Students and members of the commu-nity should participate in this assessmentprocess.

Schools need to draw on community resourcesin order to provide varied and interesting experi-ences and opportunities in the extracurricularprogram. In doing so, however, they should befamiliar with board policies concerning bringingparents and other adults in the community intothe school to assist in the program.

7.16 PARTNERSHIPS

The emphasis in the secondary school programon high standards, curriculum relevance, practi-cal applications of learning, cooperative educa-tion, work experience, and school–work transi-tion programs makes it essential for schoolboards and schools to extend and strengthentheir partnerships with colleges and universities,employers, and the community. The ministry,school boards, and schools all have an importantrole to play in developing partnerships andencouraging the active collaboration of commu-nity partners.

The ministry provides leadership in establishingpolicy for the development of partnershipsbetween the education community and repre-sentatives of employing organizations, at theprovincial and local levels. Potential partnersinclude national and provincial business andindustry associations and councils, professionaland trade associations, parent associations, vol-unteer umbrella groups, community agencies,and chambers of commerce. The ministry hasincluded representatives from secondaryschools, universities, colleges, and workplaces inthe development of secondary school curricu-lum policy documents to ensure that curriculawill prepare students adequately for their post-secondary destinations.

School boards will develop policies and proce-dures, in accordance with provincial policies, forinvolving community partners in the planningand delivery of guidance and career educationprograms, cooperative education programs andwork experience opportunities, school–worktransition programs, and locally developed


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courses. They should also work with cotermi-nous school boards and employers to ensure suf-ficient opportunities for student work place-ments and, where circumstances require,alternative opportunities, such as in-school worksimulations. Potential partners include industry-education councils, local training and adjust-ment boards, volunteer organizations, localchambers of commerce, community agencies,and local chapters of professional and tradeassociations.

Schools need to work with their communitypartners to develop and deliver appropriatecooperative education programs, work experi-ence opportunities, specialized programs,school–work transition programs, and guidanceand career education programs for their stu-dents. Potential partners in these endeavoursinclude local youth employment agencies,school councils, home and school associations,volunteer organizations, and local employerssuch as businesses, hospitals, social serviceagencies, and seniors’ homes. Schools shouldalso continue to play their traditional role inreaching out to the community to sponsorand/or initiate community-based learning experi-ences for students. These experiences may beathletic or cultural activities, activities related tocommunity concerns, or visits or excursions tosites of special interest in the community. Thediploma requirement of community involve-ment further encourages students and schools to

participate in a variety of community-relatedactivities. Learning experiences in the commu-nity benefit students in a wide variety of ways,helping them to develop understanding of othersand respect and care for their rights and needs.Such experiences also encourage students to uselocal recreational facilities, to preserve and pro-tect the local environment, and to take an inter-est in local concerns.


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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 theOntario Secondary School Diploma, the Ontario Secondary SchoolCertificate, and the Certificate of Accomplishment;

– establishing a framework for the development of partnerships among theeducation sectors and representatives of employing organizations, at theprovincial and local levels;

– facilitating appropriate system-wide links between secondary schools, col-leges, and universities;

– coordinating the curriculum development process at the provincial levelin close collaboration with school boards, universities, colleges, andemploying 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 andAccountability Office (EQAO) on the province’s testing programs, includ-ing the provincial secondary school literacy test;

– developing provincial policy on assessment, evaluation, reporting, andremediation;

– developing provincial policy on the Ontario Student Transcript;

– developing provincial policy on secondary school Prior LearningAssessment and Recognition (PLAR) procedures at the provincial andlocal levels;

– developing and/or revising, in consultation with educators and thebroader community, provincial policy on guidance and career education,cooperative education, work experience, school–work transition pro-grams, and apprenticeship programs;

8 Roles and Responsibilities

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

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– ensuring that school boards implement thesecondary school policies and programs;

– inspecting secondary private schools onrequest.

8.2 SCHOOL BOARDS

School boards are responsible for:

– implementing and complying with provincialpolicy on education in secondary schools;

– implementing provincial policies on guidanceand career education, cooperative education,work experience, school–work transition pro-grams, and apprenticeship programs;

– establishing procedures by which the commu-nity is involved in developing and implement-ing cooperative education programs, workexperience opportunities, school–work transi-tion programs, apprenticeship programs, andguidance 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 relevantspecialized programs, school–work transitionprograms, and locally developed courses, andin the implementation of curriculum at theschool level;

– providing opportunities for teachers to coop-erate in the development of classroom materi-als that can be shared among schools acrossthe province;

– enabling teachers to engage in professionaldevelopment activities to ensure the effectiveimplementation of provincial policies affect-ing secondary schools;

– working cooperatively with the EQAO toimplement the province’s testing programs;

– providing remedial assistance for studentswho do not pass the provincial secondaryschool literacy test;

– implementing provincial policy on theOntario Student Transcript;

– developing and implementing local PLARpolicies and procedures that are consistentwith provincial policy;

– providing opportunities for school councils tobe involved in planning for the implementa-tion of provincial policies affecting secondaryschools;

– reviewing the allocation of resources to deter-mine appropriate support for the implementa-tion of the secondary school policies and programs.

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Appendix 1: Implementation Schedule

Policy Implementation Date

Implementation to begin in the 1999–2000 schoolyear for students starting Grade 9 in the 1999–2000school year (OSS diploma requirements apply)

Implementation to begin in the 1999–2000 school year

Implementation to be phased in for all students, asfollows: Grades 7 to 9 in the 1999–2000 school year,Grade 10 in the 2000–2001 school year, Grade 11 inthe 2001–2 school year, and Grade 12 in the 2002–3school year

Implementation to be phased in for all students, asfollows: 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

The first effectiveness survey to be implemented inthe 2001–2 school year, following implementation ofthe guidance and career education program in the1999–2000 school year

Implementation in September 1999 for all students

Ontario Secondary Schools, Grades 9–12:Program and Diploma Requirements,1999

Choices Into Action: Guidance andCareer Education Program Policy forOntario Elementary and SecondarySchools, 1999

Annual Education Plan

Teacher-Adviser Program

Guidance and Career EducationProgram Effectiveness Survey

Ontario Student Transcript format and policy on full disclosure


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Policy Implementation Date

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

For studentsStudents may challenge for credit only for Grade 10,11, and 12 courses. The opportunity to challenge forcredit begins one year after implementation of thenew curriculum. Thus the opportunity to challengefor 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 tobe determined by the principal.

For mature studentsMature students may challenge for credit only forGrade 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 assessedand granted according to the equivalent standing formature students process described in OSIS, 1989.Beginning with the 2003–4 school year, all maturestudents working towards a diploma (i.e., OSSD,SSGD) will have their credits assessed and grantedaccording to the PLAR process described in OSS,1999.

Prior Learning Assessment andRecognition

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Appendix 2: Transition From OSIS to OSS

Beginning in the 1999–2000 school year, all stu-dents entering Grade 9 will work towards theOntario Secondary School Diploma (OSSD)under OSS. However, those students who beganGrade 9 before the 1999–2000 school year willhave the opportunity to complete their diplomarequirements under OSIS (see appendix 3 ).

Secondary school students who are trying tocomplete the OSS diploma requirements maytake courses developed as part of the OSIS cur-riculum guidelines. Principals should ensurethat such students understand and acknowledgethat meeting OSIS diploma requirements is notnecessarily equivalent to satisfying OSS diplomarequirements (see section 3: Diploma Requirementsand Related Procedures, and appendix 3 ). Thisoption provides students with a temporaryopportunity that will no longer exist after OSSand its corresponding curriculum policy docu-ments have been completely implemented in allgrades.

Similarly, students following the OSIS diplomarequirements may take courses developed aspart of the OSS diploma requirements. Principalsshould ensure that such students understandand acknowledge that meeting OSS diploma

requirements is not necessarily equivalent tosatisfying OSIS diploma requirements (see section 3: Diploma Requirements and RelatedProcedures, and appendix 3 ). This option providesstudents with a temporary opportunity that willno longer exist after the OSIS policy and its cor-responding curriculum guideline have beencompletely discontinued in all grades.


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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 beginof credits the first year of a secondary school program Notes

1979–801980–81

1974–75 1981–821975–76 1982–831976–77 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

– Canadian history and or g

Canadian geography 1 each

Senior Division– English (or anglais) 2 g

Notesa) 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.

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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 the1999-2000 school year will work towards the OSSD under OSIS.

Minimum number School year in which the student began or will beginof 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

Notesa) 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.


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Appendix 4: Music Certificates Accepted for Credits

1. A student who has successfully completed therequirements for one of the following maycount a maximum of one non-Grade 12 uni-versity preparation credit towards the OSSDin addition to any other non-Grade 12 univer-sity preparation music credits earned in theschool:

– Grade VIII Practical and Grade IIRudiments of the Royal Conservatory ofMusic, Toronto

– Grade VIII Practical and Grade IV Theoryof Conservatory Canada, London

– Collegial I Practical and Collegial I Theoryof any conservatory of music in theprovince of Quebec

– Grade VII Practical and Grade V Theory ofTrinity College of Music, London, England

– Grade VII Practical and Grade VI Theoryof the Royal Schools of Music, London,England

2. A student who has successfully completed therequirements for one of the following maycount a maximum of one Grade 12 universitypreparation credit towards the OSSD in addi-tion to a maximum of one other Grade 12 uni-versity preparation credit in music earned inthe school:

– Grade IX Practical and Grade III Harmonyof the Royal Conservatory of Music,Toronto

– Grade IX Practical and Grade V Theory ofConservatory Canada, London

– Collegial II Practical and Collegial IITheory of any conservatory of music in theprovince of Quebec

– Grade VIII Practical and Grade VI Theoryof Trinity College of Music, London,England

– Grade VIII Practical and Grade VIII Theoryof the Royal Schools of Music, London,England

Notesa) 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 thePrior Learning Assessment and Recognition challenge or equivalency processes.

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Appendix 5: Compulsory Credits

The courses that meet the compulsory creditrequirements are given below. They aredescribed in the Ontario secondary curriculumpolicy documents in the series The OntarioCurriculum, of 1999 and 2000.

English (4 credits in English, 1 credit per grade)Students must earn four credits in English, onecredit in each of the four years of secondaryschool. The courses that meet the compulsorycredit requirements for English are the follow-ing: Grade 9 English, Grade 10 English, Grade 11 English, and Grade 12 English. Thesecourses are described in the secondary curricu-lum policy documents for English.

Students entering the Ontario secondary schoolsystem at any grade level may use up to a maxi-mum of three credits in English as a second lan-guage (ESL) or English literacy development(ELD) as substitutes for up to a maximum ofthree of the four compulsory credits in English.All ESL/ELD courses used in this way must becourses that are described in the secondary curriculum policy document for ESL/ELD. (See section 7.3.1.1: Support Programs in theLanguage of Instruction.)

Students who take Contemporary AboriginalAuthors (Grade 11), which is described in thesecondary curriculum policy document forNative studies, may use the credit earned forthis course to meet the Grade 11 English com-pulsory credit requirement.

French As a Second Language (1 credit)Students must earn one credit in French as a sec-ond language (FSL). They may take any coursedescribed in the secondary curriculum policydocuments for FSL to meet this requirement.

Students who have taken Native as a second lan-guage (NSL) instead of FSL in elementary schooland who wish to take Native languages insteadof FSL in secondary school may use the creditearned for the NL1 or NL2 course described inthe Grade 9 and 10 curriculum policy documentfor Native languages as a substitute for the com-pulsory credit in FSL.

Mathematics (3 credits, including at least 1 creditin Grade 11 or 12)Students must earn three credits in mathematics.At least one of these credits must be in Grade 11or 12 mathematics. Students will select thecourses they need from among the coursesdescribed in the secondary curriculum policydocuments for mathematics to meet the compul-sory credit requirements for mathematics.

Science (2 credits)Students must earn two credits in science. Theymay take any course described in the secondarycurriculum policy documents for science tomeet the compulsory credit requirements forscience.


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Canadian History (1 credit)Students must earn one credit in Canadian his-tory. The course that must be taken to satisfythis requirement is Canadian History in theTwentieth-Century (Grade 10), which isdescribed in the Grade 9 and 10 curriculum pol-icy document for Canadian and world studies.

Canadian Geography (1 credit)Students must earn one credit in Canadian geog-raphy. The course that must be taken to satisfythis requirement is Canadian Geography (Grade 9), which is described in the Grade 9 and10 curriculum policy document for Canadianand world studies.

The Arts (1 credit)Students must earn one credit in the arts. Theymay take any course described in the secondarycurriculum policy documents for the arts tomeet the compulsory credit requirement for thearts.

Students who take Expressing AboriginalCultures (Grade 9), which is described in theGrade 9 and 10 curriculum policy document forNative studies, may use the credit earned forthis course to meet the compulsory creditrequirement for the arts.

Health and Physical Education (1 credit)Students must earn one credit in health andphysical education. They may take any coursedescribed in the secondary curriculum policydocuments for health and physical education tomeet the compulsory credit requirement forhealth and physical education.

Civics and Career Studies (1 credit: .5 inCivics, .5 in Career Studies)Students must earn one-half credit in civics. Thecourse that must be taken to satisfy this require-ment is Civics (Grade 10), which is described inthe Grade 9 and 10 curriculum policy documentfor Canadian and world studies.

Students must earn one-half credit in careerstudies. The course that must be taken to satisfythis requirement is Career Studies (Grade 10),which is described in the Grade 9 and 10 curriculum policy document for guidance andcareer education.

Group 1 (for 1 additional compulsory credit)Students must earn one additional credit inEnglish, or a third language, or social sciencesand the humanities, or Canadian and worldstudies. The possible credits are as follows:

– one credit for an additional course in Englishfrom the secondary curriculum policy docu-ments for English (i.e., one credit in additionto the four compulsory credits in English, orthe allowable substitutions, described on page 71)

– one credit for a course in a classical or aninternational language from the secondarycurriculum policy documents for classical andinternational languages

– one credit for a course in social sciences orthe humanities from the secondary curricu-lum policy document for social sciences andthe humanities

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– one credit for an additional course inCanadian and world studies from the second-ary curriculum policy documents forCanadian and world studies or one credit inNative studies from the secondary curriculumpolicy documents for Native studies (i.e., onecredit in addition to the compulsory credits inCanadian geography, Canadian history, andcivics and career studies described on page 72)

Group 2 (for 1 additional compulsory credit)Students must earn one additional credit inhealth and physical education, or the arts, orbusiness studies. The possible credits are as follows:

– one credit for an additional course in healthand physical education from the secondarycurriculum policy documents for health andphysical education (i.e., one credit in additionto the compulsory credit in health and physi-cal education described on page 72)

– one credit for an additional course in any oneof the arts (dance, drama, media arts, music,visual arts) from the secondary curriculumpolicy documents for the arts (i.e., one creditin addition to the compulsory credit in the artsdescribed on page 72)

– one credit for a course in business studiesfrom the secondary curriculum policy docu-ments for business studies

Group 3 (for 1 additional compulsory credit)Students must earn one additional credit in sci-ence or technological education. The possiblecredits are as follows:

– one credit for an additional course in science,which must be a Grade 11 or 12 course fromthe Grade 11 and 12 curriculum policy docu-ment for science (i.e., one credit in Grade 11or 12 science in addition to the two compul-sory credits in science described on page 72)

– one credit for a Grade 9, Grade 10, Grade 11,or Grade 12 course in technological educationfrom the secondary curriculum policy docu-ments for technological education

See also section 7.1.2: Locally Developed Courses.


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Appendix 6: Meeting the Needs of Exceptional Students

TEACHING APPROACHES

A variety of teaching approaches may need to beused to help exceptional students achieve thelearning expectations of their courses. Examplesof such approaches may include:

– using special resources, such as reading mate-rial consistent with students’ reading levelsand learning styles; audiotapes of difficultchapters or units (to help students understandmaterial and answer questions on it); video-tapes, audiotapes, and other audio-visualmaterials (to give breadth and depth to learn-ing experiences); learning resources that pro-vide direct experiences of seeing and touching(i.e., tactile materials); a variety of learningtools (e.g., calculators, adapted computers);enrichment units, additional readings, andother opportunities (e.g., problems to solve)that extend learning;

– using a variety of teaching-learning strategies,such as team teaching; special interest group-ings for research projects; peer partners, col-laborative groups, and cross-age tutoring;mentorship programs; and independent studyplans;

– using the library resource room as an alterna-tive to the classroom;

– collaborating with resource teachers, teacher-librarians, and other professionals;

– using different areas of the classroom for dif-ferent purposes (e.g., independent learning,group work);

– consulting with parents about providingappropriate study conditions at home;

– providing for those students who may needmore or less time to complete assignments orachieve the learning expectations;

– providing alternative ways of completingtasks or presenting information (e.g., throughtaped answers, demonstrations, dramatiza-tions, role play);

– simplifying the language of instruction;

– providing opportunities for performance inareas of special talent;

– providing all students with strategies forunderstanding and accepting exceptional stu-dents and integrating them into the regularclassroom;

CURRICULUM

Curriculum content may need to be modified tohelp exceptional students achieve the learningexpectations of their courses. Examples of suchcontent changes could include:

– providing a module on learning and studyskills to help students acquire such skills asformulating a work plan, taking notes, read-ing, and studying;

– providing additional material to reinforcelearning, if necessary;

– providing additional material to extend learning, if appropriate;

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– providing modified curriculum expectationsor alternative expectations (i.e., expectationsthat are alternatives to the provincial curricu-lum expectations), as appropriate, to ensurethat the individual needs of exceptional stu-dents are met;

– modifying the delivery of cooperative educa-tion programs for exceptional students;

– providing exceptional students with opportu-nities to gain the knowledge and skills theyneed to make a successful transition to post-secondary education, apprenticeship pro-grams, work, or living independently in thecommunity;

– providing opportunities for exceptional stu-dents to acquire self-advocacy skills.

ASSESSMENT PROCEDURES AND STRATEGIES

Assessment procedures and strategies may alsoneed to be altered to assess the extent to whichexceptional students are achieving the learningexpectations of their courses. Examples of suchalterations to procedures and strategies mayinclude:

– changing the time requirements for complet-ing assignments or assessment tasks;

– changing the format of the assessment materials;

– providing a quiet environment in whichassessment may take place;

– simplifying test instructions and the languageof questions;

– providing for the use of scribes, taperecorders, typewriters, or word processors, orallowing oral responses;

– allowing students to retake classroom tests or redo classroom assignments to improvetheir performance;

– providing alternative homework assignments;

– basing classroom assessment on the full rangeof students’ work (e.g., portfolios, interviews,demonstrations, dramatizations, journals, peerevaluations, self-evaluations).


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Appendix 7: Supervised Alternative Learning for Excused Pupils (SALEP)

The parent(s) of an eligible student can apply forthe student’s release from regular, full-timeschool attendance so that the student can partici-pate in an alternative learning experience that isconsidered suitable for him or her by a commit-tee established in accordance with the regulationgoverning the Supervised Alternative Learning forExcused Pupils (SALEP) program. To be eligiblefor a SALEP program, a student must be four-teen or fifteen years of age and enrolled in a sec-ondary school program leading to a graduationdiploma or certificate. Students who are enrolledin programs in board-sponsored schools, such asschools for the arts and academies, are also eligi-ble for a SALEP program. However, students inProvincial and Demonstration Schools, in careand treatment facilities, or those taking corre-spondence or distance education courses offeredby the Independent Learning Centre are not eli-gible.

A SALEP program must be approved by thecommittee established in accordance with theregulation on SALEP. When the necessaryapprovals have been obtained, the student willcontinue to be registered at the school until heor she reaches sixteen years of age, when schoolattendance is no longer compulsory. Regularcontact with the student will be maintained by ateacher or other staff member, and the principal

will report to parents whenever the schoolissues achievement reports. The school willmaintain the Ontario Student Record for eachstudent involved in the program.

A SALEP program may involve attendance atsome classes or a full-time program away fromthe school. It may include one or more of thefollowing elements:

– full-time or part-time employment at anapproved work placement

– a program in life skills

– continuing studies or other activities that theschool board committee deems appropriate tothe student’s needs and interests

A student’s learning in a SALEP program maybe eligible for credit towards a graduationdiploma.

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For students who do not have Ontario credits (students from non-inspected private schools or fromschools 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 forthe Ontario Secondary School Diploma (OSSD) under OSS.

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

REQUIREMENTS FOR THE OSSD UNDER OSS

Appendix 8: Equivalent Diploma Requirements

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 thanin 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 12technological education.

* The principal will determine the number of hours of community involvement required.


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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 morethan three years of secondary school isrequired to earn a minimum of four credits inGrade 11 or Grade 12 courses before beingrecommended for the OSSD under OSS.

– A student who has successfully completedmore than three years of secondary schooleducation, has previously earned at leastthree Ontario credits, and has returned to theOntario educational system may qualify forthe OSSD under OSS by completing a mini-mum of one Grade 11 or Grade 12 credit.

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Glossary

accommodations. In the area of special educa-tion, specialized support and services that areprovided to enable exceptional students toachieve the learning expectations. Some exam-ples are: provision of specialist staff members;provision of equipment and materials such ashearing aids, learning materials in Braille, taperecorders; provision of extra time for completingclassroom tests. Not included in these accommo-dations are modifications to learning expectations.

adult. A person who is eighteen years of age ormore.

articulation agreement. An agreement on thesetting up and maintaining of clear “routes”between secondary school and college programsin order to ensure that students are adequatelyprepared for college programs.

compulsory course. A course that meets therequirements of a compulsory credit and that, asdirected by the Minister, must be included in astudent’s program towards the earning of adiploma.

compulsory credit. A credit that is earned forthe successful completion of the expectationsrelated to a compulsory course.

course. A set of learning activities that enablestudents to attain the expectations related tocourses that are developed from Ministry ofEducation and Training curriculum policy docu-ments. Courses may be given different creditvalues. Multiple-credit courses may be devel-oped that are based on one or more of the min-istry’s curriculum policy documents.

course calendar. The name given to the docu-ment prepared by a secondary school to informstudents and their parents of the courses thatare available in the school.

course of study. An outline of the content of acourse and other details pertaining to thecourse, such as prerequisites and evaluation procedures.

credit. A means of recognition of the successfulcompletion of a course for which a minimum of110 hours has been scheduled. A credit isgranted to a student by the principal of a sec-ondary school on behalf of the Minister.

curriculum. The plan for student learning out-lined in Ministry of Education and Training cur-riculum policy documents and implemented inclassroom programs through the use of a widerange of resources.

exceptional student. A student who is definedin the Education Act as “a pupil whose behav-ioural, communicational, intellectual, physical,or multiple exceptionalities are such that he orshe is considered to need placement in a specialeducation program by a committee, establishedunder subparagraph iii of paragraph 5 of subsec-tion 11(1), of the board: (a) of which the pupil isa resident pupil, (b) that admits or enrols thepupil other than pursuant to an agreement withanother board for the provision of education, or(c) to which the cost of education in respect ofthe pupil is payable by the Minister.”


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locally developed course. A course that is notdescribed in a ministry curriculum policy docu-ment. If offered for credit, such a courserequires the approval of the responsible supervi-sory official in the school board and, whenapproved, must be submitted to the Ministry ofEducation and Training for ministry approval.

mature student. For purposes of determiningfurther required credits for a diploma, a maturestudent is defined as a student who is at leasteighteen years of age and who has not attendedday school for a period of at least one year. Seealso student.

Ontario Student Record (OSR). The officialrecord for a student. Every Ontario school keepsan OSR for each student. The OSR containsachievement results, credits earned and diplomarequirements completed, and other informationimportant to the education of the student.Students and their parents (if the student is notan adult) may examine the contents of the OSR.These records are protected by the EducationAct and freedom of information legislation.

optional credit. A credit that is earned for thesuccessful completion of an optional course.Optional courses are those selected by a studentfrom available courses other than his or hercompulsory courses.

prerequisite course. A course that is deemedabsolutely essential for the successful under-standing and completion of a subsequent course.Prerequisite courses are established only byministry curriculum policy documents.

special education program. A program that isdefined in the Education Act as “an educationalprogram for an exceptional pupil that is basedon, and modified by, the results of continuousassessment and evaluation, and that includes aplan containing specific objectives and an out-line of educational services that meet the needsof the exceptional pupil.”

special education services. Services defined inthe Education Act as “facilities and resources,including support personnel and equipment,necessary for developing and implementing aspecial education program.”

specialized program. A grouping of two ormore courses to provide a curriculum focus forstudents with an interest in specific educationalor career goals. Specialized programs includecareer preparation programs, university prepara-tion programs, college preparation programs,and school–work transition programs.

student. A person enrolled in a school program.No student should be referred to by the coursetype he or she is taking; for example, a studenttaking an applied course should not be referredto as an “applied student”.

transfer course. A course offered to studentswho wish to move to another type of course inthe same subject. The transfer course will con-sist of those learning expectations that were notincluded in the completed course but that areconsidered essential for success in the course tobe taken. Partial credits are granted for success-ful completion of a transfer course.

ossd requirements

Documents