Upper Secondary in Full Review 1 Ontario

Full Review By Sharon O’Donnell

Aim and purpose

■■ What is the stated aim and purpose of this stage of education, e.g. linked to entry to , the world of work; a broad aim of personal and societal enrichment etc.?

■■ What is the context to the development of the aims and purposes for this stage of education and what vision do they present for the future of this stage of education?

■■ Are these aims and purposes influenced by an overarching national plan for education or do they reflect the influence of international organisations such as the OECD?

Ontario Schools and skills they will need high school course (see the to Grade in any area of endeavour subheading ‘Structure of 12: Policy and Program as well as the opportunity the education system’). The Requirements (Ontario to specialize in and / or changes focus on offering Ministry of Education, explore areas related to more course 2016a) provides the broad their postsecondary goals options (inside and outside range of policies and and personal interests. This of the classroom) (see the programmes that govern program keeps options subheading ‘Available education for students in open for students in the pathways / programmes’), schools in Ontario – from earlier grades and prepares and on providing more entry to school (in optional them in senior grades one-to-one support when Kindergarten classes at for their postsecondary students need extra age four) to high school destinations, including help. They are detailed graduation (at age 18). The apprenticeship training, in Ontario’s document supersedes , community living, Success Initiative. This Ontario Secondary Schools, , or the workplace strategy to improve high Grades 9-12: Program and (Ontario Ministry of school student retention Diploma Requirements, Education, 2016a, page 70). was developed following 1999, which outlined policy concerns that, in 2003-2004, direction only for secondary In secondary / high school nearly a third of students schools / high schools. education (14- to 18-year- were not completing high The consolidated (2016) olds), the Government has school education. It also document, which aims introduced changes with a took account of the results to reflect the continuity view to helping students to of a Canadian Council of ‘customise their learning’ on Learning report that governing programmes and, as a result, help more highlighted the potential for all students, states that students to graduate. loss of income – over their is: The Government’s goal lifetime - to students who is to have 85 per cent of don’t complete the high designed to provide students graduating from school diploma; the cost on all students with the high school within five society of providing social fundamental knowledge years of beginning their assistance to such students; Upper Secondary Education in Ontario 2 Full Review

and the fact that students who drop out are overly represented in the prison population (Canadian Council on Learning, 2009).

Achieving Excellence

Achieving Excellence – the Ontario Government’s vision for education (, 2014) - was developed by policymakers working with individuals and organisations across the province (parents and students, teachers, support staff, school and system leaders, individuals outside the education sector, businesses and non-profit organisations) to ‘renew’ the vision for education in Ontario and ensure that it is future-focused. The aim was to ensure that those leaving high school in Ontario are prepared for today’s increasingly competitive, globally connected and technologically engaged world.

The vision seeks to ensure the success and well-being of every student and child, and that learners in the province’s education system develop the knowledge, skills and characteristics that will lead them to become personally successful, economically productive and actively engaged citizens. It is based on four interconnected goals for education which are:

■■ Achieving excellence: ensuring that children and students of all ages achieve high levels of academic performance, acquire valuable skills and demonstrate good citizenship.

■■ Ensuring equity: all children and students are inspired to reach their full potential, with access to rich learning experiences that begin at birth and continue into adulthood.

■■ Promoting well-being: all children and students develop enhanced mental and physical health, a positive sense of self and belonging, and the skills to make positive choices.

■■ Enhancing public confidence: Ontarians continue to have confidence in a publicly funded education system that helps develop new generations of confident, capable and caring citizens.

Achieving Excellence aims further to:

■■ uncover and develop the potential of all learners

■■ reveal learners’ hidden gifts and spark new passions for future careers

■■ develop compassionate and actively engaged citizens who graduate from high school equipped for the technology-driven, globalised world and who are well-rounded individuals with strong basic skills complemented by the critical thinking skills, imagination and resilience to excel in – and create – the new jobs of tomorrow. Upper Secondary Education in Ontario Full Review 3

In terms of secondary education in particular, the plan of action in Achieving Excellence proposes to:

■■ give students more flexibility and ownership in their learning, allowing them, for example, to determine whether they want to spend more time on e-learning or on learning outside of the classroom

■■ expand relevant new learning opportunities, including the Specialist High Skills Major (SHSM) Program and the Dual Credit Program and increase participation in these programmes (see the subheading ‘Available pathways / programmes’

■■ foster more young entrepreneurs in Ontario schools by increasing training in innovation, creativity and entrepreneurship for Specialist High Skills Major (SHSM) students and ensuring that programmes meet student demand

■■ increase student engagement in mathematics, science and technology by expanding opportunities for students to explore the relevance of these areas to their future pathways

■■ promote the value of the arts, including the visual and performing arts, in developing critical and creative thinking skills that support success in school and in life

■■ expand learning opportunities outside school to include community-based, civic, humanitarian, scientific and artistic activities, as well as cross-cultural and international experiences

■■ explore different models of learning, such as project-based learning or learning across multiple subject areas

■■ explore opportunities to partner with community organisations and businesses to provide students with more experiential learning opportunities (see the subheading ‘Available pathways / programmes’). Upper Secondary Education in Ontario 4 Full Review

Structure of the education system

■■ How is upper secondary provision for students structured, e.g two-year / three-year / varied approach; around subjects or broad areas of learning; broad/comprehensive or specialised / narrow in focus?

■■ When does compulsory education end?

■■ What is the age profile of students in this stage of education?

■■ How well does the structure of the system reflect the stated aim as outlined above

Upper secondary education in Ontario is provided as secondary / high school education for students aged 14-18, in Grades 9-12, within the framework summarised in the table below. In line with the Education Act, education is compulsory between the ages of 6 to 18 and most students follow a programme leading to the Ontario Diploma (OSSD) (the high school graduation diploma) on completion.

Publicly funded high schools in Ontario are of four main types – English-language high schools, Catholic English-language high schools, French-language high schools and French-language Catholic high schools. Canada’s two official languages, English and French, are the languages of instruction in English-language and French-language schools across Ontario.

Year Age range School Level Junior Kindergarten Age 4-5 Optional (non-compulsory) Kindergarten programme in elementary school Senior Kindergarten Age 5-6 Optional (non-compulsory) Kindergarten programme in elementary school Grade 1 Age 6-7 Elementary school Grade 2 Age 7-8 Elementary school Grade 3 Age 8-9 Elementary school Grade 4 Age 9-10 Elementary school Grade 5 Age 10-11 Elementary school Grade 6 Age 11-12 Elementary school Grade 7 Age 12-13 Elementary school Grade 8 Age 13-14 Elementary school Grade 9 Age 14-15 Secondary school / high school Grade 10 Age 15-16 Secondary school / high school Grade 11 Age 16-17 Secondary school / high school Grade 12 Age 17-18 Secondary school / high school Upper Secondary Education in Ontario Full Review 5

Although students usually complete high school and their OSSD in four years, some students take a fifth year or an additional semester. Extending their studies in this way allows them to take fewer credit courses towards their OSSD each year which can help them to achieve high school graduation. It can also allow them the flexibility / time to explore their interests in other school subjects and so ensure that they are adequately prepared for their future. Upper Secondary Education in Ontario 6 Full Review

Available pathways / programmes

■■ What pathways / programmes are available to students - academic / vocational / professional / flexible?

■■ Where reform is taking place, how is the reform being prepared / what is happening now to prepare the ground for this reform?

■■ At what stage are decisions about the student choice of pathway finalised and who has an input into these decisions?

■■ Where do these pathways lead - entry to higher education; accreditation for professional life; further training?

■■ What percentage of the overall cohort of students progress through each pathway?

■■ How many students progress to higher education / / workforce / apprenticeships?

Most students in high school follow a programme leading to the Ontario Secondary School Diploma (OSSD), but the specific courses they take and the pathways they follow towards achieving the OSSD vary depending on year of study and individual student choice. There is an increasing range of alternative study options / programmes which can contribute credits towards achievement of the OSSD.

In Grades 9 and 10 (ages 14-16), three types of courses are usually offered to students:

■■ Academic courses: which develop students’ knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts. They incorporate practical applications as appropriate.

■■ Applied courses: which focus on the essential concepts of a subject and develop students’ knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas, and students are given opportunities to experience hands-on applications of the concepts and theories they study.

■■ Open courses: which comprise a set of expectations that are appropriate for all students and are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college, or the workplace in mind.

In Grades 9 and 10, students select an appropriate combination of academic, applied, and open courses in order to add to their knowledge and skills, explore their interests, and determine the type of educational programme they are best suited to undertake Upper Secondary Education in Ontario Full Review 7

in Grades 11 and 12. When selecting their courses in Grades 9 and 10, students are not expected to make binding decisions about a particular educational or career pathway. They are, however, expected to try to ensure that they have the prerequisites required for the future courses they plan to take (see below). In order to meet the needs of their student community, school boards must offer both academic and applied courses in the areas of English, mathematics, science, history, geography, and French as a second language. (Note: in French-speaking schools, English is taught as a second language.)

In Grades 11 and 12, the upper secondary phase for 16- to 18-year-olds, five types of courses are offered to students:

■■ College preparation courses, which are designed to equip students with the knowledge and skills they need to meet the entrance requirements for most college programmes or for admission to specific apprenticeship or other training programmes.

■■ University preparation courses, which are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programmes.

■■ University / college preparation courses, which are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programmes offered at and colleges.

■■ Workplace preparation courses, which are designed to equip students with the knowledge and skills they need to meet the expectations of employers if they plan to enter the workforce directly after graduation, or the requirements for admission to certain apprenticeship or other training programmes.

■■ Open courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests, and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college, or the workplace in mind.

In Grades 11 and 12, students English, mathematics, and Grade 10 mathematics focus increasingly on science, in accordance with course is usually a Grade 9 their individual interests the course types included mathematics course; for a and identify and prepare in the curriculum policy Grade 11 English university for their post-secondary documents for these preparation course, it is a pathways. School boards are disciplines. Grade 10 English academic though required to ensure course. that students in Grades 11 Courses in Grades 10, and 12 have access to an 11, and 12 may have Experiential learning appropriate destination- prerequisites for enrolment, programmes may also be related course in at least e.g a prerequisite for a part of the delivery of the Upper Secondary Education in Ontario 8 Full Review

Achieving Excellence curriculum in all disciplines. and a post-secondary Cooperative education Such programmes provide certificate, diploma, or programmes (co-op students with opportunities degree, or a Certificate of programmes) allow to see how their classroom Apprenticeship. Students students to earn OSSD learning applies in a may earn up to four credits while completing workplace setting and optional OSSD credits for a work placement in allow them to explore a college-delivered dual the community. These career of interest as they credit courses. They may programmes complement plan a pathway through not though use college- students’ academic secondary school to their delivered dual credits to programmes and can be post-secondary destination. meet compulsory credit valuable for all students, Experiential learning requirements for the OSSD, whatever their post- programmes include job and Dual Credit Programs secondary destination. shadowing, which may start must be developed and A cooperative education in Grades 7 and 8 (ages implemented in accordance programme comprises, at a 12-14), and work experience with Ministry policy as minimum, one cooperative and cooperative education, outlined in Dual Credit education course which are offered in Programs: Policy and monitored by a cooperative secondary school (age 14+). Program Requirements education teacher, a (Ontario Ministry of related curriculum course In Grades 11 and 12, there Education, 2013b) (see the in any subject from the are increased opportunities subheading ‘Specified Ontario Curriculum, for learning experiences curriculum within pathways’ and a work placement. beyond the school offered for more information on the Cooperative education in specialist programmes. credit-based curriculum (co-op) placements are The main programmes for the OSSD). Dual Credit arranged for students by / pathways available are Programs are aimed at their secondary school and Dual Credit Programs, students who may need must follow (provincial) cooperative education, learning opportunities Ministry of Education policy the Ontario Youth outside of high school and and guidelines. Students Apprenticeship Program, who would benefit from a can earn a minimum of and Specialist High Skills college or apprenticeship one and a maximum of Major Programs. experience to complete two compulsory OSSD their OSSD. They can credits from co-op courses. Dual Credit Programs help students move from They can also earn any are Ministry-approved high school to college number of optional programmes that allow and apprenticeship credits. The classroom students, while they programmes, by enabling component of a cooperative are still in secondary them to contribute towards education course school, to take college or their OSSD at the same includes pre-placement apprenticeship courses time as giving them sessions and classroom that count towards both exposure to the college or integration sessions. The their Ontario Secondary workplace / apprenticeship pre-placement sessions School Diploma (OSSD) environment. prepare students for the Upper Secondary Education in Ontario Full Review 9

workplace and include (OYAP) courses are the practical and in-school instruction in areas of key cooperative education components, students importance, such as health programmes intended have the opportunity to and safety. The classroom for young people who gain their OSSD, and to integration sessions are at least 16 years old; gain credits towards an provide opportunities for have completed 16 credits apprenticeship and become students to reflect on and towards the OSSD prior to a registered apprentice. reinforce their learning starting the programme; Students can start OYAP in the workplace as the and are enrolled as full- courses in Grade 11 or Grade programme progresses. time students working 12. Local school boards are towards the completion expected to ensure that of all OSSD requirements. Specialist High Skills programmes are offered Through the programme, Major (SHSM) Programs through a variety of delivery they have an opportunity are Ministry-approved, models, such as full-day to start training in a skilled specialist, career-focused or half-day programmes, trade while completing their programmes that allow programmes that allow secondary school graduation students to acquire for continuous intake, or diploma. OYAP aims to technical knowledge and summer school or night enable students to make the skills in specific economic school programmes, in school-to-work transition sectors while meeting the order to meet the range of by possible direct entry into requirements of the OSSD. needs of students and their apprenticeship training on School boards and schools local community. All Ontario completion of the OSSD; may only offer SHSM school boards offer co-op provide employers with the Programs for which they programmes. opportunity to train the have Ministry approval. They skilled workers they need; are aimed at Grade 11 and 12 A personalised placement and to provide a solution students (aged 16-18) who learning plan (PPLP) to address the problem want to identify, explore must be developed for all of skilled tradespeople and refine their career goals students in a cooperative shortages in general and, and make informed choices education programme. specifically, the lack of about their next steps A student’s progress in young people joining the after secondary school. achieving the programme trades. It also gives young They enable students to expectations and in people completing their gain important skills on meeting the requirements OSSD a ‘taste’ of future the job with employers, identified in the PPLP working life in a specific in skills training centres must be assessed and skilled trade. Employers and at school and to evaluated by a teacher provide around 90 per attain valuable industry through regular workplace cent of apprenticeship certifications, including monitoring meetings training in the workplace. first aid qualifications, at with the student and The remaining 10 per the same time as their the student’s workplace cent involves classroom OSSD. They also support supervisor. instruction delivered at an students’ transition after approved training college high school graduation to Ontario Youth or training delivery agent. apprenticeship training, Apprenticeship Program On successful completion of college, university or Upper Secondary Education in Ontario 10 Full Review

the workplace. They are ■■ justice, community ■■ develop essential available in the following safety, and emergency skills and work habits sectors: services documented through the Ontario Skills ■■ agriculture ■■ manufacturing Passport (see below)

■■ arts and culture ■■ mining ■■ identify, explore and refine career goals and ■■ aviation / aerospace ■■ non-profit make informed decisions about their future ■■ business ■■ sports ■■ remain flexible, with the ■■ construction ■■ transportation. option to shift between The SHSM Program helps pathways, should their ■■ energy students to: goals and plans change.

■■ environment ■■ customise their Note: some public schools secondary school in Ontario specialise in ■■ food processing education to suit their particular areas of the interests and talents curriculum, such as the ■■ forestry arts, entrepreneurship, ■■ develop specialist technology, science, sports ■■ health and wellness knowledge and skills and athletics, business studies, or languages. They ■■ horticulture and ■■ earn credits that post- should not specialise to the landscaping secondary educational extent that they cannot institutions and the offer the full range of ■■ hospitality and tourism sector recognise courses to enable students to obtain the OSSD. Some ■■ information and ■■ gain sector-recognised schools also offer the communications certification and career- International Baccalaureate technology relevant training (IB) programme.

Student choice

All schools in Ontario are expected to have in place an education and career / life planning programme (Ontario Ministry of Education, 2017d) to help all students to achieve their personal goals and become competent, successful and contributing members of society. For students from Grade 7 (age 12, in elementary school) onwards this planning takes the form of a web-based Individual Pathways Plan (IPP) and involves preparation for key transitions, including the transition from elementary to secondary school (Grade 8 to Grade 9), from Grade 10 to Grade 11 (the upper secondary years, age 16+), and from secondary school to students’ initial post-secondary destinations. Upper Secondary Education in Ontario Full Review 11

The Individual Pathways activities. prerequisite is a course Plan (IPP) records a deemed essential for the student’s goals and learning Students and their parents successful understanding and is the main planning make decisions about their and completion of a tool as they move towards choice of secondary school subsequent course. Not all the next step after school. and their courses for Grades Grade 9-12 courses have It also gives students a 9 and 10 in Grade 8 (the prerequisite courses. valuable archive of their final year of elementary learning and planning school, aged around 13). Course selection for resources. Students are To facilitate this decision- students under the age responsible for building making, local school boards of 18 must be made with and updating their IPP and distribute information on parental approval, except schools must have a clear the programmes available in the case of 16- or 17-year- process in place to help in the secondary schools old students who have students in Grades 7–12 in their jurisdiction to each withdrawn from parental create their plan. Schools Grade 8 student and his control. Students are are also encouraged to or her parents. Boards supported in making help students review and must also inform Grade 8 informed decisions about revise their plan at least students and their parents their secondary school twice a year. Students how to contact guidance programme through the share the learning they personnel and / or other development of their IPP. record in their IPP with a appropriate personnel teacher and / or guidance in the secondary schools All students who have counsellor. They are also in their jurisdiction from successfully completed encouraged to share their whom they may seek Grade 8 are promoted from learning with their parent additional information. elementary school and or guardian. In developing Local school boards must admitted to a secondary their IPP, students may also ensure that Grade school. In exceptional also use the Ontario 8 students and their circumstances, an Skills Passport (OSP). This parents have access to individual student in Grade provides clear descriptions this information before 8, with parental consent, of the essential skills and decisions regarding may be given permission by work habits important for programme and / or school the principal of a secondary success in work, learning selection have to be made. school to ‘reach ahead’ and life. Learners can to take secondary school use the OSP tools and The Ministry of Education courses, either during resources to assess, build, publishes Grade 9-12 the school year or in the document and track their course descriptions and summer prior to entering skills which may facilitate prerequisites to help Grade 9 (high school their decision-making students and their parents education). on participation in, for in their choices (Ontario example, cooperative Ministry of Education, 2011a). Successful completion of education programmes, or The course descriptions are the Ontario Secondary other experiential learning one-paragraph summaries School Diploma (OSSD) opportunities, volunteer of what students will is the stepping stone into and extracurricular learn in each course. A the workplace or on to Upper Secondary Education in Ontario 12 Full Review

further education in college require students to have will not consider out-of- courses, apprenticeship passed a specific minimum school secondary course programmes, or university. number of OSSD courses components such as co-op University admission at specific levels (and often programmes (see above) requirements vary by at a minimum overall in their admissions criteria. individual institution and average grade). Individual There may also be ‘non- dependent on course programmes / courses academic’ requirements but admission is often will also usually stipulate for admission, such as the highly competitive. specific prerequisite subject provision of a portfolio, or The OSSD is the first, requirements – and grades an admission essay, or the minimum requirement for – which can vary each year successful completion of an admission but, in addition, dependent on competition, interview or audition. universities will usually and some universities

Statistics

In 2016:

■■ 86.5 per cent of students passed the OSSD, taking five years to do so

■■ 79.6 per cent passed the OSSD in four years.

In 2015:

■■ the percentage of students graduating within five years of starting high school in Grade 9 was 85.5 per cent

■■ the percentage of students graduating within four years was 78.3 per cent.

Note: Students usually take around eight credits each year towards their (30-credit) OSSD and complete secondary school in four years. Some students take a fifth year or an additional semester. Extending their studies in this way allows them to take fewer OSSD credit courses each year (or to explore their interests in other school subjects).

At the start of the 2015/16 academic year, more than 46,000 students were enrolled in 1,760 Specialist High Skills Major (SHSM) Programs in Ontario. In addition, 22,400 students were in over 570 Dual Credit Programs – the latter had grown from 2,865 in 2007/08 (Ontario Ministry of Education, 2015). In total in 2015/16, there were 635,760 students enrolled in secondary education in Ontario (Ontario Ministry of Education, 2017f).

Over 22,000 students participated in OYAP in 2013/14.

In 2014/15, of 822,465 students enrolled in post-secondary education in Ontario, 516,672 were enrolled in university; 305,793 in college (, 2016). Upper Secondary Education in Ontario Full Review 13

Specified curriculum within pathways

■■ How is the curriculum within these pathways organised? Is it broad / comprehensive / specialised / narrow?

■■ Are there core subjects that are central to the curriculum?

■■ What degree of choice is afforded to students within each pathway?

■■ Is the curriculum presented in subject specifications / syllabi / learning outcomes?

■■ Is there differentiation of learning outcomes in terms of stage and / or ability?

■■ What degree of autonomy do teachers / schools have in shaping and implementing the curriculum?

■■ What is the place of wellbeing / social, personal and (SPHE) / citizenship education within the curriculum?

■■ What competences / key skills are promoted in the curriculum?

■■ To what extent are skills and competences central to the curriculum structure? How do they feature i.e. are they embedded in learning outcomes?

■■ Where reform is taking place, how is the reform being prepared / what is happening now to prepare the ground for this reform?

The curriculum (high school offered in Grades 9 and of their students. School programme) in secondary 10 - academic courses, boards are though required education is determined applied courses, and open to ensure that, in Grades by the requirements of the courses, differ from those 9-10 (ages 14-16), they offer Ontario Secondary School offered in Grades 11 and 12 - students both academic Diploma (OSSD), which is destination-related courses and applied courses in a credit-based system. All and open courses (see the curriculum areas of schools offer a sufficient the subheading ‘Available English, mathematics, number of courses - and pathways / programmes’). science, history, geography, courses of appropriate and French as a second types - to students to allow Students select their language and that, in them to acquire the credits courses from those Grades 11 and 12, students required to meet the available to enable them to have access to an diploma requirements (see achieve the OSSD. Schools appropriate destination- below). Secondary school are not expected to offer all related course in at least courses in the Ontario courses in all course types, English, mathematics, and Curriculum are organised but must provide a range science. by discipline, grade, and of choices appropriate to course type. Course types the needs and interests Upper Secondary Education in Ontario 14 Full Review

Curriculum policy documents identify what students must know and be able to do at the end of every grade or course in every subject in Ontario publicly funded schools and are made up of three components:

■■ Front matter providing critical foundational information about the curriculum itself and about how learning connects to Ministry of Education policies, programmes, and priorities.

■■ Curriculum expectations (overall and specific expectations), which are the knowledge and skills that students are expected to demonstrate in each subject at each grade level by the end of the grade.

■■ Additional supports, glossaries and overviews which provide further guidance and information to support the implementation of the curriculum.

Courses that integrate more than one subject / discipline may also be developed. Schools may also offer locally developed courses, dual credit courses (see below), and alternative (non-credit) courses, which are not outlined in the curriculum policy documents (but must be Ministry-approved).

High school graduation requirements

To graduate from high school and receive an Ontario Secondary School Diploma (OSSD) students must:

■■ earn a minimum of 30 credits - 18 of which are compulsory

■■ pass the Ontario Secondary School Literacy Test (OSSLT) (or Ontario Secondary School Literacy Course (OSSLC)) and so meet the secondary school literacy requirement

■■ complete 40 hours of community involvement activities (volunteer work).

Students receive one credit for every 110-hour course completed. Upper Secondary Education in Ontario Full Review 15

Students select their 18 compulsory credit courses from a list of required subjects. The required (compulsory) credit subjects are:

Subject Credits English 4 credits (one in each year of high school) Mathematics 3 credits (one must be gained in Grade 11 or 12) Science 1 credit Canadian history 1 credit Canadian geography 1 credit The arts 1 credit Health and 1 credit French as a second language 1 credit* Career studies 0.5 credit Civics 0.5 credit

*French is an official language in Canada.

In addition, students must select a further one compulsory credit course from the following three subject groups:

Group 1 English or French as a second language** A native language A classical or international language Social sciences and the humanities Canadian and world studies Guidance and career education Cooperative education (see the subheading ‘Available pathways / programmes’) ***

Group 2 Health and physical education The arts Business studies French as a second language** Cooperative education (see the subheading ‘Available pathways / programmes’) *** Upper Secondary Education in Ontario 16 Full Review

Group 3 Science (Grade 11 or 12) Technological education French as a second language** Computer studies Cooperative education (see the subheading ‘Available pathways / programmes’) ***

**In Groups 1, 2, and 3, a maximum of 2 credits in French as a second language can count as compulsory credits, one from Group 1 and one from either Group 2 or Group 3. ***A maximum of 2 credits in cooperative education can count as compulsory credits. Cooperative education courses combine school (curriculum-based courses) and a work placement.

In order to provide the needs that are not met such as co-op programmes flexibility to tailor an through courses within the and the Ontario Youth individual student’s Ontario Curriculum policy Apprenticeship Program programme to his or her documents. Such courses (OYAP). Up to 4 optional needs and to support his require the approval of the credits can also be / her progress through Ministry, with the exception earned through courses secondary school, principals of approved under the Dual may substitute up to courses developed by Credit Program (see the three compulsory credits Roman Catholic schools. subheading ‘Available with courses from other Note: Ministry-approved pathways / programmes’). subject areas specified locally developed courses in the list of compulsory in Grade 9 English, Students usually take credit requirements mathematics, science around eight credits (including Groups 1, 2 and and French as a second each year and complete 3). Substitutions should language, and Grade 10 secondary school in four be made to promote and English, mathematics, years. Some students take enhance student learning science and Canadian a fifth year or an additional or to respond to special history can also count as semester. Extending their needs and interests. compulsory credits in that studies in this way allows discipline. A student may them to take fewer OSSD The remaining 12 credits are count no more than seven credit courses each year (or optional. Students choose such locally developed to explore their interests their optional courses from courses as compulsory in other school subjects). the full range of courses credits, and some post- Some students also that their school offers. secondary institutions take more courses than This may include locally or employers may not necessary or take courses developed courses. These recognise locally developed during the summer and are courses developed courses. finish faster. by a school board for students in a particular A student’s 12 optional In addition to achieving school or region. They credits may include their 30 credits, students accommodate educational credits earned through must meet the secondary and / or career preparation alternative programmes school literacy requirement Upper Secondary Education in Ontario Full Review 17

by passing the Ontario and understanding of activities can include, for Secondary School Literacy civic responsibility and of example, volunteering at a Test (OSSLT) or Ontario the role they can play and local church, library, hospital Secondary School Literacy the contributions they or with a wide range of Course (OSSLC), and can make in supporting registered agencies and complete a minimum of and strengthening their organisations, and students 40 hours of community communities. Students plan begin accumulating their involvement activities. The and select their community hours in the summer before subheading ‘Assessment involvement activities in they enter high school and reporting’ provides consultation with their (in Grade 9, age 14). Each further information on the parents and as part of school board is responsible OSSLT and OSSLC. The the Individual Pathways for developing a list of purpose of the community Plan (IPP) process (see community involvement involvement requirement the subheading ‘Available activities that the board is to encourage students pathways / programmes’). considers acceptable. to develop an awareness Community involvement

The curriculum for students following the Specialist High Skills Major (SHSM) Program consists of five components:

■■ a defined package of credits consisting of eight to ten Grade 11 and Grade 12 credits, including two cooperative education credits (see the subheading ‘Available pathways / programmes’)

■■ certification and training recognised within the sector of study

■■ experiential learning and career exploration activities appropriate to the sector

■■ ‘reach-ahead’ experiences connected to the student’s post-secondary plans

■■ essential skills and work habits required in the sector and recorded in the Ontario Skills Passport.

(Further information on the SHSM Program is provided under the subheading ‘Available pathways / programmes’.)

Well-being

Promoting well-being is one of the four goals of the Ontario Ministry of Education outlined in Achieving Excellence – the Ontario vision for education (Government of Ontario, 2014) (see the subheading ‘Aim and purpose’ in addition). The goal is based on the principle that the education system needs to help students to build the knowledge and skills associated with well-being so that they can become healthy, active and engaged citizens. The action plan for well-being outlined in Achieving Excellence aims to help: Upper Secondary Education in Ontario 18 Full Review

■■ children and young people to have more interest in being physically active and to be motivated to live healthy, active lives

■■ parents, guardians and caregivers to be engaged and involved in their children’s learning

■■ students and staff to find ways to be leaders and contributors to the school and broader community

■■ education sector initiatives to contribute towards Ontario’s Mental Health and Addictions strategy

■■ children, young people and families to have access to services and ongoing health supports (through the combined working of education and health organisations).

The principle behind the vision for well-being in education is that well-being is fundamental to overall student success and that:

■■ Students are better able to learn when they feel safe and welcome at school, and have the tools and the motivation to make healthy, active choices, whenever they can.

■■ Children and students who have strong relationships and a positive sense of self are most likely to reach their full potential and thrive, and to develop into confident, capable and caring citizens.

To promote well-being in schools, the Ministry of Education is focusing on four key areas: Equity and inclusive education:

■■ identifying and removing discriminatory biases and barriers in the system with a view to supporting student achievement and well-being by demonstrating respect for diverse identities and strengths.

■■ Safe and accepting schools: all school boards provide safe, inclusive and accepting learning environments that support the achievement and well-being of every student. These expectations include addressing and preventing bullying and creating a positive school climate.

■■ Healthy schools: establishing the learning conditions necessary to help students to reach their full potential.

■■ The Mental Health Strategy: which aims to help school boards to develop and implement mental health and addiction strategies, and to work with staff to support positive mental health for all students, including supporting those with mental health needs or addictions. Upper Secondary Education in Ontario Full Review 19

Promoting student well-being and achievement centres around fostering learning environments that develop students’ self or spirit by connecting physical, cognitive, emotional and social elements:

■■ Physical elements focus on the growth and development of the body, physical activity, healthy eating, and healthy life choices.

■■ Cognitive elements highlight the development of abilities and skills such as critical thinking, problem solving, creativity and the ability to be flexible and innovative.

■■ Emotional elements focus on the ability to learn about and experience emotions and understand how to recognise, manage and cope with them, and include developing a sense of empathy, confidence, purpose and resilience.

■■ Social elements highlight the development of self-awareness, including the sense of belonging, collaboration, relationships with others and communication skills.

Skills and competences are embedded in the curriculum expectations for all subjects / courses in the Grade 9-12 curriculum. Each curriculum document sets out – in an ‘achievement chart’ - the required knowledge and understanding in the particular subject area, along with the thinking skills (the use of critical and creative thinking skills and / or processes); communications skills; and application skills (the use of knowledge and skills to make connections within and between contexts) to be acquired.

The individual subject curriculum documents also highlight expectations for curriculum planning which include making links with financial literacy; numeracy; literacy, critical literacy and research / inquiry skills; information and communications technology; ; equity and inclusive education; ethics; health and safety; and education and career life planning. Upper Secondary Education in Ontario 20 Full Review

Inclusion

■■ How is inclusion addressed?

■■ How are the learning needs of all students catered for, including students who have completed a reduced curriculum at lower secondary school, students with challenging behaviour patterns who find it difficult to function in larger classes, international learners for whom the language of instruction is not their first language, students with special educational needs?

■■ Where reform is taking place, how is the reform being prepared / what is happening now to prepare the ground for this reform?

Inclusion is a focus in Achieving Excellence – Ontario’s vision for education (Government of Ontario, 2014), one of the four strands of which is ensuring equity, i.e. that all students are inspired to reach their full potential (see the subheading ‘Aim and purpose’ for more information on Achieving Excellence).

The Policy and Program Requirements for Kindergarten to Grade 12 education in Ontario (Ontario Ministry of Education, 2016a) state that all schools must:

■■ intervene in a timely and effective way to help children and students who are struggling

■■ support the accurate and up-to-date identification of young people with special needs

■■ increase the integration of education services with services delivered by other ministries and community partners for young people with special needs

■■ increase academic support and provide engaging programmes for young people in care.

The requirements state also that schools must:

■■ support and respect the cultural and linguistic needs of First Nation, Métis and Inuit communities, and francophone communities

■■ increase knowledge and understanding of First Nation, Métis and Inuit cultures and histories to enhance the learning experience of both Aboriginal and non-Aboriginal students

■■ provide greater support for First Nation students when they transition from on-reserve schools to provincially funded schools

■■ monitor graduation rates and achievement gaps for groups of students such as First Nation, Métis and Inuit students*, children and young people in care, and students with needs Upper Secondary Education in Ontario Full Review 21

■■ set measures of student engagement for all students, especially those who may be at risk of lower achievement.

*The Ontario First Nation, Métis, and Inuit Education Policy Framework (Ontario Ministry of Education. Aboriginal Education Office, 2007) and the Ontario First Nation, Métis, and Inuit Education Policy Framework Implementation Plan (Ontario Ministry of Education, 2014) focus on improving student achievement and well-being among First Nation, Métis, and Inuit students.

Students with special The IEP is a written plan may be provided with educational needs resulting, describing the special alternative (non-credit) for example, from physical, education programme and courses or programmes. intellectual, behavioural, / or services required by a These are individualised communication or multiple particular student, and is courses, documented challenges, may require based on an assessment in a student’s IEP, that the provision of special of the student’s strengths comprise programmes and needs that affect his expectations to those of or services, such as an / her ability to learn and the Ontario Curriculum educational programme demonstrate learning. It (see the subheading that is modified above or must be developed with ‘Specified curriculum within below the age-appropriate input from a student’s pathways’), such as social grade-level expectations parent(s) / guardian(s) and skills, communication, and for a particular subject from the student if he or behaviour management, or course, or the use of she is 16 years of age or and are usually designed assistive technology. Some older. Students identified to prepare students for students have their special as gifted will have an IEP. A daily living, including educational needs formally student’s IEP typically has employment (supported recognised through an a direct progress reporting or independent) and / or Identification Placement link to the Provincial community living. and Review Committee Report Card (see the (IPRC) and recorded in an subheading ‘Assessment Regulations governing Individual Education Plan and reporting’), and the the identification and (IEP). Where students’ IEP for an exceptional placement of exceptional special needs are recorded student who is 14 years of students require the IPRC in this way, they are formally age or older, and who is not to consider the integration known as ‘exceptional identified solely as gifted, of such students in students’. must also contain a plan regular classes before for his / her transition to considering the option School boards also have the post-secondary education, of placing a student in a discretion to develop an IEP or the workplace, or to special education class. for students who have not help the student live as For students whose needs been formally identified as independently as possible cannot be met entirely in exceptional but who are in the community. the regular classroom, a receiving special education range of placement options programmes and / or Learners with special is available, including: special education services. educational needs Upper Secondary Education in Ontario 22 Full Review

■■ a regular class with indirect support, where the student is placed in a regular class for the entire day, and the teacher receives specialist consultative services

■■ a regular class with resource assistance, where the student is placed in a regular class for most or all of the day and receives specialist instruction, individually or in a small group, within the regular classroom from a qualified special education teacher

■■ a regular class with withdrawal assistance, where the student is placed in a regular class and receives instruction outside the classroom, for less than 50 per cent of the school day, from a qualified special education teacher

■■ a special class with partial integration, where the student is placed by the IPRC in a special education class for at least 50 per cent of the school day, but is integrated with a regular class for at least one instructional period daily

■■ a full-time special education class for the entire school day.

The IPRC may also consider Accommodations change Schools may also make referring the student to a only the way in which the special provisions for the provincial committee for OSSLT is administered OSSLT for English language consideration of his / her or the OSSLC is taught, learners (students who do eligibility for admission to or the way in which the not speak English as their one of the provincial schools student responds to the first language, or who speak for blind, deaf or deaf-blind components of the test a dialect of English that is students, or to one of the or the course. They do not different from that used in provincial ‘demonstration alter the content of the test Ontario schools), or provide schools’ for students with or the expectations of the such students with English severe learning disabilities. course or affect the validity as a second language or reliability of the test or (ESL) classes in Ontario Students with special the evaluation of student secondary schools. Schools educational needs learning in the course. To (or newcomer reception must have a fair and qualify for accommodations centres for immigrant equal opportunity to during the test or the students) assess a student’s successfully complete the course, a student must language skills to establish Ontario Secondary School have an IEP that outlines if they require ESL classes Diploma (OSSD). This may accommodations to be necessitate schools making provided. A student whose Schools and school boards accommodations to the IEP indicates that he or she may also develop specialist Ontario Secondary School is not working towards the programmes to address Literacy Test (OSSLT) or the attainment of the OSSD the needs of groups of Ontario Secondary School may, with parental consent students with a particular Literacy Course (OSSLC) – and the approval of the curriculum or career the literacy requirement principal, be exempted interest. Such programmes to pass the OSSD (see the from taking the OSSLT or assist students in making subheading ‘Assessment OSSLC. the transition to post- and reporting’ below). secondary destinations Upper Secondary Education in Ontario Full Review 23

(apprenticeship training, to assist them with this students in Ontario college, community living, transition. have a knowledge and university, or the workplace). appreciation of First Nation, Specialist programmes The Ontario First Nation, Métis, and Inuit cultures, are intended primarily for Métis, and Inuit Education histories, traditions, and students in Grades 11 and Policy Framework (Ontario 12 (ages 16-18), but may perspectives. Ministry of Education. also be designed to meet the needs of students in Aboriginal Education As French is an official Grades 9 and 10 (ages 14-16). Office, 2007) and the language in Canada These programmes may Ontario First Nation, (alongside English), some be helpful for meeting the Métis, and Inuit Education schools in Ontario offer needs outlined in students’ Policy Framework French immersion for IEPs and related transition Implementation Plan plans and may, for example, students who want to learn (Ontario Ministry of focus on the development and be educated in the of students’ particular Education, 2014) focus . These strengths with a view to on improving student French-language schools helping them to achieve achievement and well- teach the entire curriculum their educational and being among First Nation, in French, except for English career goals. School boards Métis, and Inuit students; language courses and must provide specialist closing the achievement programmes for students have a mandate to protect, gap between Indigenous intending to go directly enhance and transmit into the workforce after students and all students; the French language secondary school in order and ensuring that all and culture. Upper Secondary Education in Ontario 24 Full Review

Assessment and reporting

■■ How is the curriculum assessed?

■■ What variety of assessment modes and methods are in evidence? For example, external assessment / internal assessment / online assessment / portfolios / formative / summative / synoptic etc.?

■■ How does the system recognise varied learning / skills / competences?

■■ How does assessment link to certification / qualifications / a qualifications framework / selection for further and higher education?

■■ How is vocational / technical education assessed and accredited?

■■ How is achievement reported? What is reported?

■■ Where reform is taking place, how is the reform being prepared / what is happening now to prepare the ground for this reform?

Assessment in secondary Minister of Education for defined as the time during education in Ontario links to courses that have been which students participate the awarding of credits for developed or authorised by in planned learning the successful completion the Ministry. A half-credit activities designed to lead of courses for the Ontario may be granted for each to the achievement of the Secondary School Diploma 55-hour part of a 110-hour curriculum expectations (OSSD). In addition, Ministry-developed course. of a course. Planned students must complete Most courses are offered learning activities include the Ontario Secondary as single-credit courses, interaction between the School Literacy Test (OSSLT) although civics, for example, teacher and the student or the Ontario Secondary is a half-credit course and and assigned individual School Literacy Course others, such as courses in or group work (other than (OSSLC) to meet the literacy technological education, homework) related to requirements for the OSSD. interdisciplinary studies, the achievement of the and cooperative education learning expectations in the A credit is granted courses, may be offered course. Planned learning in recognition of the as multiple-credit courses activities are delivered successful completion (that (see the subheading through classroom or is, completion with a final ‘Specified curriculum e-learning instruction and percentage mark of 50 per within pathways’ for further activities and / or through cent or higher) of a course information on the range community placements that has been scheduled and variety of available related to work experience for a minimum of 110 hours. courses / pathways). For and cooperative education Credits are granted by a the purpose of granting a (see the subheading principal on behalf of the credit, scheduled time is ‘Available pathways / Upper Secondary Education in Ontario Full Review 25

programmes’). expectations up until the in the test; students who end of Grade 9 (age 15), have not been successful in The final percentage identifies students who acquiring the and grade for each course in have demonstrated the writing skills appropriate Grades 9–12 is determined required skills in literacy to Grade 9; or students in relation to the learning as well as those who have who are unable to write expectations of the course, not demonstrated the the test at the scheduled as follows: required skills and will time owing to illness, need to do further work; injury, or other extenuating ■■ 70 per cent of the grade it identifies the specific circumstances. Students is based on evaluations areas in which these latter who do not successfully conducted throughout students need remediation. complete the OSSLT have the course. This portion The OSSLT is scheduled by opportunities to retake the of the grade reflects the and administered through test in subsequent years, student’s most consistent the Education Quality on dates scheduled by the level of achievement and Accountability Office EQAO. Once students have throughout the course, (EQAO) once each year, successfully completed although special usually in the spring (March the OSSLT, they may not consideration is given to / April), and all students retake it, e.g. to achieve the most recent evidence across the province take it a better mark. Note: the of achievement. on the same day, receiving OSSLT takes place in the their results in June of language of instruction ■■ 30 per cent of the the same year – in a form of the school in which grade is based on a similar to this example the student is enrolled final evaluation in the Individual Student Report (which may be English form of an examination, (ISR). Students usually take or French). It is based performance, essay, and the OSSLT in the school year on two question papers / or other method of following the school year in and includes reading evaluation suitable to which they enter Grade 9 comprehension tests with the course content and (Grade 10), unless a deferral multiple-choice answers administered towards is granted by the principal. (there are machine-scored,) the end of the course. Deferrals are intended for and writing tasks which students who are working are externally marked by The Ontario Secondary towards an OSSD but who subject specialist markers School Literacy Test (OSSLT) have not yet acquired a level employed by the EQAO. is the usual method for of proficiency in English assessing the literacy skills that would allow them to School boards are required of students in Ontario for successfully complete the to provide remedial the purpose of determining test. Such students could assistance for students who whether they meet the include students with do not complete the OSSLT provincial secondary school special educational needs; successfully. This remedial literacy requirement for students who are English assistance should be high school graduation. language learners and have designed to help students The test, which measures not yet acquired a level improve their skills so that basic levels of literacy of proficiency in English they are better prepared and is based on literacy sufficient for participation to retake the literacy test, Upper Secondary Education in Ontario 26 Full Review

which they can do the next competencies for students programmes, or university. year. For example, a board who successfully complete The OSSD is the first, could offer a credit course it to have met the provincial minimum requirement for on learning strategies, or literacy requirement for university admission but, one on literacy skills for graduation. They earn one in addition, universities these students. credit for the course. will usually require students to have passed If a student has had two School boards may also a specific minimum opportunities to take the establish adjudication number of OSSD courses OSSLT and has failed it panels at the end of the at specific levels (and often at least once, he / she is school year to provide at a minimum overall eligible to enrol in the students with an additional average grade). Individual Ontario Secondary School opportunity to meet programmes / courses Literacy Course (OSSLC). the literacy graduation will also usually stipulate Principals also have the requirement. The process specific prerequisite discretion to allow a student is designed for students subject requirements – and to enrol in the OSSLC who, through no fault of grades – which can vary before he or she has had a their own, have not been each year dependent on second opportunity to take able to take advantage of competition, and some the OSSLT, if the principal the normal opportunities universities will not consider determines that this is to take the OSSLT and out-of-school secondary in the best educational / or students who have course components such interest of the student. not been able to enrol in as co-op programmes (see The OSSLC aims to provide or complete the OSSLC the subheading ‘Available students who have been because of unforeseen pathways / programmes’) unsuccessful on the OSSLT circumstances. in their admissions criteria. with an alternative means There may also be ‘non- of demonstrating their Successful completion of academic’ requirements literacy skills. It is a Grade the Ontario Secondary for admission, such as the 12 course offered as part of School Diploma (OSSD) provision of a portfolio, or the English programme in is the stepping stone into an admission essay, or the Ontario secondary schools the workplace or on to successful completion of an and includes the required further education in college interview or audition. reading and writing courses, apprenticeship

Reporting

In Grades 9-12, student achievement of the quality of the student’s achievement must be curriculum expectations in overall achievement of communicated formally every course, at particular the expectations for the to students and their points in the school course and reflects the parents by means of the year or semester, in the corresponding level of Provincial Report Card. form of a percentage achievement as described The Report Card provides grade. The percentage in the achievement chart for a record of the student’s grade represents the the discipline. Achievement Upper Secondary Education in Ontario Full Review 27

charts are included as the Ontario Secondary the SHSM Program receive part of the curriculum School Literacy Test (OSSLT) a copy of their SHSM Record expectations for all subjects (or the Ontario Secondary with the notation ‘Partially in the Ontario Curriculum School Literacy Course Completed’. A copy is also documents for Grades 9-12. (OSSLC); and 40 hours of filed in the student’s OSR. A final grade is recorded for community involvement every course, and a credit activities receive the On request, students is granted and recorded for diploma. who reach the age of 18 every course in which the without having met the student’s grade is 50 per Students who complete OSSD requirements and cent or higher. the requirements for are leaving secondary the OSSD and for the school, can receive the In addition, all schools Specialist High School Ontario Secondary must produce an Ontario Major (SHSM) Program (see School Certificate (OSSC). Student Record (OSR) for the subheading ‘Available To receive the OSSC, a all students enrolled in pathways / programmes’) student must have earned the school. This Record, receive an OSSD embossed a minimum of 14 credits, which goes with a student with a red Specialist High including: when he / she transfers to Skills Major seal. Credits a different school, is the earned towards an SHSM ■■ 7 compulsory credits formal record of a student’s are also indicated on the (2 credits in English, 1 educational progress Provincial Report Card, and credit in mathematics, 1 through schools in Ontario. completion of an SHSM credit in science, 1 credit Students’ report cards Program is recorded on the in Canadian history or throughout compulsory Ontario Student Transcript, Canadian geography, education – including the OST. In addition, students 1 credit in health and Provincial Report Card for receive an SHSM Record physical education, Grades 9-12 – form part of outlining their achievement 1 credit in the arts, the OSR, along with the with respect to the five computer studies, or Ontario Student Transcript required components technological education) (OST), which is a cumulative (eight to ten Grade 11 and and continuous record 12 credits; sector training ■■ 7 optional credits of a student’s successful and certification; sector selected by the student completion of Grade 9 and experiential learning and from available courses. 10 courses, successful and career exploration activities; unsuccessful attempts at ‘reach-ahead’ experiences; Students who are leaving completing Grade 11 and and essential skills and secondary school at age 12 courses, and completion work habits required in the 18 without having met of other diploma sector), and a copy of the requirements. SHSM Record is filed in the the requirements for the student’s Ontario Student OSSD or the OSSC may Students meeting the Record (OSR). Students be granted a Certificate Ontario Secondary who do not complete all the of Accomplishment. This School Diploma (OSSD) requirements for an SHSM can be a useful means of requirements (30 credits; or who transfer to another recognising achievement successful completion of school before completing for students who plan Upper Secondary Education in Ontario 28 Full Review

to take certain kinds of education programmes) completed the necessary further training, or who have their transcript requirements. plan to find employment updated accordingly, directly after leaving but are not issued with The Ontario Scholar school. The Certificate a new Certificate of Program recognises of Accomplishment is Accomplishment. Students students who have earned accompanied by the who return to school an Ontario Secondary student’s Ontario Student to complete additional School Diploma in the Transcript (OST). For credit courses are granted current or previous school students with special the Ontario Secondary year and who have attained educational needs School Diploma or an aggregate of at least 480 who have an Individual Ontario Secondary School marks in any combination Education Plan (IEP), a copy Certificate when they have of Ministry-approved of the IEP may be included fulfilled the appropriate courses that provide a with the Certificate of requirements. total of 6 credits. Upon the Accomplishment. Students recommendation of their who return to school to On the recommendation of principal, these graduating complete additional credit the principal, the Minister of students receive a and non-credit courses Education grants diplomas certificate from the Minister (including courses with and certificates at any time of Education. modified or alternative during the year to students expectations in special who have successfully Upper Secondary Education in Ontario Full Review 29

Flexibility and transfer options

■■ What flexibility is inherent in the system for movement between or within pathways?

■■ What are the student transfer options?

■■ Can students combine study across schools / institutions?

■■ Can credits / certification be transferred?`

Some students may in Grade 9, although Secondary school students change their educational doing so may require who transfer from one goals as they proceed additional preparation, Ontario secondary school to through secondary school. as recommended by the another have their Ontario The essential principle principal. Secondary School Diploma behind the organisation of (OSSD) credits (as recorded secondary level education In Grades 10 to 12, a student on their Ontario Student and the various pathways may change to a different Transcript, OST) transferred which can offer credit type of course in a given with them, along with towards high school subject provided that he / information on their graduation is that options she has taken any course progress towards meeting for students remain specified as a prerequisite graduation requirements flexible, so that they can for that course. If the (i.e. whether they have met shift between pathways, student has not done so, the literacy graduation should their goals and plans he or she may take one of requirement; their change. the specified prerequisite accumulated community courses through summer involvement hours). The Should students decide to school, night school, principal of the receiving embark on a new pathway, e-learning, the may award credit for they may find that they Learning Centre (Ontario’s work started in the previous have not completed all of designated provider of school but completed in the the prerequisite courses distance education), or receiving school. they need. Schools must independent study. If the make provisions to allow principal believes that a If a student transfers students to make such student can be successful in from a French-language changes of direction and a particular course without to an English-language must clearly describe having taken the specified secondary school, he or she these provisions in their prerequisite course, he / she must successfully complete school programme / may waive the prerequisite. at least one compulsory course calendar. In most Note: the Ministry of Grade 12 English course in cases, a student may Education publishes Grade order to meet graduation enrol in a different type of 9-12 course descriptions requirements. If a student course in a given subject and prerequisites (Ontario transfers from an English- in Grade 10 than the type Ministry of Education, 2011a). language to a French- he or she completed language secondary school, Upper Secondary Education in Ontario 30 Full Review

he or she must successfully student fails the course. Grade 9. This is aimed at complete at least one Students may work on motivating, engaging and compulsory Grade 12 recovering more than one encouraging individual French course. A student credit at a time through students about to embark who transfers before having the credit recovery process, on their high school career. met the literacy graduation and there is no limit on Similarly, some students requirement will have to the number of credits a in Grade 8 can start meet the requirement in student may recover. Credit accumulating community the language of instruction recovery may be delivered involvement hours towards of the new school. as part of the regular day the OSSD requirement. school programme and Where a student does not / or at summer school In addition to having the achieve the curriculum and instruction must be flexibility to combine credits expectations of a course, delivered by a qualified from a range of alternative the principal and teaching teacher. Credit recovery study programmes (e.g. staff, in consultation programmes may also Dual Credit Programs; with the parents and the accommodate continuous cooperative education student, determine what intake and be delivered programmes; career- type of programme would through e-learning. Schools focused Specialist High best enable the student are similarly expected to School Major (SHSM) to meet the expectations enable students who fail to Programs, see the and earn credit for the achieve the OSSD literacy subheading ‘Available course. Schools are requirement through the pathways / programmes’), expected to make ‘credit Ontario Secondary School students completing recovery programmes’ Literacy Test (OSSLT) to their OSSD also have the available to their students. complete a Grade 12 Ontario flexibility to complete the These programmes are Secondary School Literacy diploma in four or five designed to help students Course (OSSLC) to achieve years. Students usually take to successfully demonstrate this requirement. around eight credits each any unmet expectations year towards their OSSD of courses they have Students who have and complete secondary completed but for which successfully completed school in four years. Some, they have received a failing Grade 8 (elementary school, however, take a fifth year grade. Students should aged 13/14) are admitted to or an additional semester. be allowed to repeat only a secondary school (high Extending their studies in the material relating to school). Under exceptional this way allows them to the expectations not circumstances, an take fewer credit courses achieved, providing that individual student in Grade towards their OSSD each the eligibility requirements 8, with parental consent, year which can help them for credit recovery are may be given permission by to achieve high school met. Alternatively, the the principal of a secondary graduation. It can also allow student may repeat the school to ‘reach ahead’ them the flexibility / time entire course. A credit (or to take secondary school to explore their interests in credits) for a course must courses, either during other school subjects and be recovered within two the school year or in the so ensure that they are years from the time the summer prior to entering adequately prepared for Upper Secondary Education in Ontario Full Review 31

their future. expectations outlined in also gain credits towards the Ontario Curriculum OSSD completion while A formal evaluation and documents and recognised in employment through accreditation process, as credits towards the adult cooperative education known as Prior Learning OSSD. PLAR procedures programmes. Students Assessment and are carried out under the submit assignments Recognition (PLAR), also direction of the school that cover the academic allows students to have principal, who grants component of the knowledge and skills credits. programme and, combined gained in both formal and with their employment informal ways, outside Adults who have not experience, this can earn Ontario secondary school completed their high school high school credits. classrooms, evaluated diploma and are no longer against the overall enrolled in high school can Upper Secondary Education in Ontario 32 Full Review

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■■ Ontario Ministry of Education (2011d). Policy / Program Memorandum No. 124a. Ontario Secondary School Diploma Requirement: Community Involvement Activities in English- Language Schools [online]. Available: http://www.edu.gov.on.ca/extra/eng/ppm/124a. html [13 June, 2017].

■■ Ontario Ministry of Education (2010). Policy / Program Memorandum No. 129: Prior Learning Assessment and Recognition (PLAR) [online]. Available: http://www.edu.gov. on.ca/extra/eng/ppm/129.html [5 June, 2017].

■■ Ontario Ministry of Education (2009a). Ontario Student Record (OSR) Guideline, 2000 [online]. Available: http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.html [5 June, 2017].

■■ Ontario Ministry of Education (2009b). Policy / Program Memorandum No. 53: Ontario Scholar Program [online]. Available: http://www.edu.gov.on.ca/extra/eng/ppm/53.html [5 June, 2017].

■■ Ontario Ministry of Education (2007). The Identification, Placement and Review Committee: Identifying the Needs of Exceptional Pupils [online]. Available: http://www. edu.gov.on.ca/eng/general/elemsec/speced/identifi.html [5 June, 2017].

■■ Ontario Ministry of Education (2003). The Ontario Curriculum: English. The Ontario Secondary School Literacy Course (OSSLC), Grade 12 [online]. Available: http://www.edu. gov.on.ca/eng/curriculum/secondary/english12curr.pdf [5 June, 2017].

■■ Ontario Ministry of Education. Aboriginal Education Office (2007). Ontario First Nation, Métis, and Inuit Education Policy Framework [online]. Available: http://www.edu.gov. on.ca/eng/aboriginal/fnmiFramework.pdf [5 June, 2017].

■■ Ontario Youth Apprenticeship Program (2017). Welcome to the Ontario Youth Apprenticeship Program (OYAP) [online]. Available: http://oyap.com/en/ [2 June, 2017]. Upper Secondary Education in Ontario Full Review 35

■■ Ottawa-Carleton District School Board (OCDSB) (2017). Adult Co-operative Education [online]. Available: http://www.ocdsb.ca/programs/continuweb/ nightNsummerSchoCredProg/Pages/qna.aspx [5 June, 2017].

■■ Statistics Canada (2016). Postsecondary Enrolments by Institution Type, Registration Status, Province and Sex [online]. Available: http://www.statcan.gc.ca/tables-tableaux/sum- som/l01/cst01/educ71a-eng.htm [2 June, 2017].

■■ Virtual High School (2017). Diplomas and Certificates [online]. Available: https://www. virtualhighschool.com/vhs_calendar/00011.asp [5 June, 2017]. Upper Secondary Education in Ontario 36 Full Review

Glossary of terms and abbreviations

Certificate of Students who are leaving secondary school at age 18 Accomplishment without having met the requirements for the Ontario Secondary School Diploma (OSSD) or the Ontario Secondary School Certificate (OSSC) may be granted a Certificate of Accomplishment. cooperative education co-op programmes Programmes that allow secondary students to gain a programmes maximum of two compulsory credits (and any number of optional credits) towards their high school graduation requirements through courses combining school (curriculum-based) courses and a work placement. Dual Credit Programs Programmes that allow students, while they are still in secondary school, to take college or apprenticeship courses that count towards both their Ontario Secondary School Diploma (OSSD) and a post-secondary certificate, diploma, or degree, or a Certificate of Apprenticeship. Students may earn up to four optional OSSD credits for college-delivered dual credit courses. EQAO Education Quality The independent agency that creates and administers the Accountability Ontario Secondary School Literacy Test (OSSLT) (and other Office large-scale assessments) in Ontario. ESL English as a second language exceptional students Students whose special educational needs are formally recognised through an Identification Placement and Review Committee (IPRC) and recorded in an Individual Education Plan (IEP) are formally known as exceptional students. experiential learning Learning based on experience and observation and on students being directly involved in the learning experience. high school Secondary school in Ontario providing compulsory phase education for students aged 14-18 in Grades 9-12. IEP Individual A written plan describing the special education Education Plan programme and / or services required by a particular student. It is based on an assessment of the student's strengths and needs that affect his / her ability to learn and demonstrate learning. IPP Individual Pathways A web-based plan developed by all students from Grade Plan 7 (age 12, in elementary school) onwards. This records their goals and learning and is the main planning tool for students as they move towards the next step after school. IPRC Identification The Committee which formally recognises a student’s Placement and special educational needs and requires that they are Review Committee provided with an Individual Education Plan (IEP). ISR Individual Student The report from the Education Quality Accountability Record Office (EQAO) recording a student’s results in the Ontario Secondary School Literacy Test (OSSLT). Upper Secondary Education in Ontario Full Review 37

locally developed Courses developed by a school board for students in a courses particular school or region. They accommodate educational and / or career preparation needs that are not met through courses within the Ontario Curriculum policy documents. OSP Ontario Skills The OSP provides descriptions of the essential skills Passport and work habits important for success in work, learning and life. Learners can use the OSP to assess, document and track their skills and help make decisions on their learning. OSR Ontario Student The formal record of a student’s educational progress Record through schools in Ontario. All students have one and it is transferred with them when they move school. OSSC Ontario Secondary Students who reach the age of 18 without having met the School Certificate requirements for the Ontario Secondary School Diploma (OSSD), and are leaving secondary school, can receive the Ontario Secondary School Certificate (OSSC). OSSD Ontario Secondary The high school graduation certificate usually achieved at School Diploma around age 18. OSSLC Ontario Secondary Students must pass this course (or the Ontario Secondary School Literacy School Literacy Test, OSSLT) as part of the requirements for Course the successful completion of the Ontario Secondary School Diploma (OSSD). OSSLT Ontario Secondary Students must pass this test (or the Ontario Secondary School Literacy Test School Literacy Course, OSSLC) as part of the requirements for the successful achievement of the Ontario Secondary School Diploma (OSSD). OST Ontario Student A cumulative and continuous record of a student’s Transcript successful and / or unsuccessful completion of secondary school courses (in Grades 9-12, ages 14-18), and of his / her completion of other diploma requirements. OYAP Ontario Youth A programme for students in Grades 11 and 12 (ages 16- Apprenticeship 18) which enables them to have the opportunity to start Program training in a skilled trade while completing their Ontario Secondary School Diploma (OSSD). PLAR Prior Learning Allows students to have knowledge and skills gained Assessment and in both formal and informal ways, outside Ontario Recognition secondary school classrooms, evaluated against the overall expectations outlined in the Ontario Curriculum documents and recognised as credits towards the Ontario Secondary School Diploma (OSSD). PPLP Personalised This must be developed for all students participating in a Placement cooperative education programme. Learning Plan SHSM Programs Specialist High Ministry-approved specialist, career-focused programmes Skills Major that allow senior secondary students to acquire technical Programs knowledge and skills in specific economic sectors while meeting the requirements of the Ontario Secondary School Diploma (OSSD).