2017 - 2018

SECONDARY SCHOOLS COURSE SELECTION & PLANNING GUIDE

.on.ca 2017-2018

Our Mission is to enable all students to reach high levels of achievement and to acquire the knowledge, skills and values they need to become responsible members of a democratic society.

We Value Each and every student A strong public education system A partnership of students, schools, family and community The uniqueness and diversity of our students and our community The commitment and skills of our sta Equity, innovation, accountability and accessibility Learning environments that are safe, nurturing, positive and respectful

Strategic Directions Make every school an e ective school Build leadership within a culture of adaptability, openness and resilience Form strong and e ective relationships and partnerships Build environmentally sustainable schools that inspire teaching and learning Identify disadvantage and intervene e ectively

.on.ca

ACKNOWLEDGEMENTS

Project Manager: Choices 2017-2018 Special thanks to: Design and Layout: Claudine Tyrell Peter Gazzezcone TDSB Marketing & Design Program Coordinator Elementary Itinerant Counsellor Communications & Public Affairs Guidance, Career & Adolescent Development

CHOICES© Toronto District School Board January, 2016 Disclaimer: Every effort has been made to ensure that all information in this guide is as accurate as possible as of time of publishing. Introduction

Dear Student, High school is an exciting time in your educational career, as you explore new opportunities, begin planning for your future and prepare to graduate. Completing your Ontario Secondary School Diploma is an important milestone in your life and will prepare you for success as you move forward along whatever post-secondary path you choose. Throughout your time in high school, your parents/guardians, teachers and guidance counsellors are all here to help and to provide you with the information and tools you need to make informed decisions and achieve success. This Choices guide is full of comprehensive information about the variety of learning opportunities available to you at the TDSB and includes an outline of the step-by-step course selection process. Please use this resource for assistance as you research and determine your path forward in high school and beyond. I wish you great success for the future.

John Malloy Director of Education

Table of Contents

PAGE PAGE

Getting Started...... 5 The Arts ...... 40 Creating Pathways to Success ...... 6 Creating/Exploring the Arts & Integrated Arts ...... 40 Building Character...... 9 Dance ...... 40 Build Your Future...... 10 Dramatic Arts ...... 40 Media Arts ...... 40 Policies & Practice ...... 11 Music ...... 40 Special Education...... 12 Visual Arts...... 41 Assessment & Evaluation of Student Achievement ...... 13 Business Studies ...... 41 Reporting ...... 14 Canadian and World Studies...... 41 Alternative Learning Opportunities ...... 15 Classical Studies and International Languages...... 43 Re-Engagement Opportunities...... 19 Computer Studies...... 43 Specialized Programs...... 22 English ...... 42 Specialized Skills Programs...... 24 English as a Second Language and English Literacy Development ...... 42 Other Programs...... 25 First Nations, Métis and Inuit Studies...... 42 Specific Program Information...... 26 French as a Second Language...... 42 Apprenticeship (OYAP)...... 27 Guidance and Career Education...... 42 Technology...... 28 Health and Physical Education ...... 45 Secondary School Locations...... 30 Interdisciplinary Studies...... 45 Diploma & Certificate Requirements...... 34 Mathematics ...... 44 Native Languages...... 44 Understanding Course Codes and Descriptors...... 36 Science...... 43 Course Types...... 37 Social Sciences and the Humanities...... 43 Course Descriptors & List of Course Codes...... 39 Technological Education...... 45 Alternative (Non-Credit) Courses...... 39 Communications Technology ...... 45 Community and World Exploration ...... 39 Computer Technology ...... 45 Computers Skills ...... 39 Construction Technology...... 45 Creative Arts ...... 39 Exploring Technologies (Grade 9)...... 46 Language Development...... 39 Green Industries...... 46 Money Management and Personal Banking ...... 39 Hairstyling and Aesthetics ...... 46 Numeracy and Numbers ...... 39 Health Care ...... 46 Personal Life Skills...... 39 Hospitality and Tourism ...... 46 Personal Health and Fitness...... 39 Manufacturing Technology...... 46 Technological Design...... 46 Social Skills Development ...... 39 Transportation Technology...... 47 Translations...... 48

4 Choices 2017–2018 Getting Started

Choices: Secondary Schools Course Selection & Planning Guide is published annually to encourage parents/guardians* and students to keep themselves informed about the opportunities available to them, both in and beyond secondary school. It is the goal of this publication to provide information that will help with the decision-making process that must occur around the course selection process.

Planning Guide Ontario Guidance Program

At the centre of this book, there is a course selection planning Ontario Schools, Kindergarten to Grade 12: Policy and Program guide to assist students and their parents/guardians with Requirements, 2016 (often referred to as OS), describes the the course selection process. Students are encouraged to three areas of learning that constitute the Ontario guidance use this guide and keep it, where possible, in their career/life and career education program, as follows: portfolio. Also visit www.myBlueprint.ca/tdsb. • Student development – the development of habits and skills necessary for learning. Course Selection Process • Interpersonal development – the development of the Course selection for students under the age of 18 must be knowledge and skills needed in getting along with made with parental approval. Therefore, keeping in touch others. with the school’s guidance counsellor is of great importance. • Career development – the development of the Consideration of the student’s achievement for the past knowledge and skills needed to set short-term and several years and the advice of the school, aid in choosing long-term goals in planning for the future. (Creating a program. Pathways to Success, page 4) Course Selection Sheet or Creating Pathways to Success: An Education and Career/Life myBlueprint Online Planning Program for Ontario Schools – Policy and Program Requirements, Kindergarten to Grade 12, 2013 (referred to as CPS) Program selection for September will be made in January is designed to support all three areas of learning as they relate or February. Course selection will take place either via to education and career/life planning. This is a school-wide myBlueprint (online) or by course selection sheet. Courses program delivered through instruction linked to the curriculum offered at your secondary school will be listed on myBlueprint and through broader school programs and activities. This and on the course selection sheet (if being used). Planning program is designed to support students in becoming on myBlueprint or on a course selection sheet is important competent, successful and contributing members of society. and students should take it seriously. An Individual Pathway The focus of the program enables students to complete Plan (IPP) needs to be completed each year and regularly secondary school in four years and make a successful transition reviewed, as plans and destinations may change over time. It is to their initial postsecondary destination. the responsibility of all students and their parents/guardians The program’s effectiveness will be determined by monitoring to complete course selections by the date prescribed by the the implementation and finding evidence of the program in school. Subsequent modifications to a student’s program will students’ Individual Pathways Plan (IPP), gauging students’ be made for sound educational reasons only. Please note that awareness of personal strengths and needs and gathering where enrolment is insufficient, a course may be withdrawn evidence from exit surveys completed by students. (Creating or cancelled. Pathways to Success, page 40) Learning to 18 For additional information, visit www.tdsb.on.ca/HighSchool/Guidance Ontario Ministry of Education requires students to attend school until they reach the age of 18 or until they have obtained an Ontario Secondary School Diploma (OSSD).

Choices 2017 - 2018 Secondary Schools Course Selection & Planning Guide is available at www.tdsb.on.ca/choices

* Where parent/guardian is found, it is inclusive of caregivers and a significant adult.

Toronto District School Board 5 Creating Pathways to Success

An Education and Career/Life Planning Program Framework Program to Support Student Success* The framework of the Education and Career/Life Planning Program Goals Program is a four-step inquiry process based on four questions linked to four areas of learning—Who am I? (Knowing Yourself); What students believe about themselves and their What are my opportunities? (Exploring Opportunities); Who opportunities, and what their peers and the adults in do I want to become? (Making Decisions and Setting Goals); their lives believe about them, significantly influences the and What is my plan for achieving my goals? (Achieving choices they make and the degree to which they are able Goals and Making Transitions). The steps are not necessarily to achieve their goals. The new education and career/life sequential—throughout their school years and throughout planning policy for Ontario schools is based on the belief their lives, students will continually explore, assess, and reassess that all students can be successful, that success comes in their knowledge of themselves, their opportunities, their many forms, and that there are many different pathways goals, and their plans for achieving their goals. to success. The policy is founded on a vision in which all students leave secondary school with a clear plan for Individual Pathways Plan (IPP) their initial postsecondary destination— whether it be apprenticeship training, college, community living, Students will need to create and maintain an Individual university, or the workplace—and with the confidence Pathways Plan (IPP) during Grades 7 to 12. The IPP becomes that they can revise their plans as they, and the work the planning tool for course selection, goal setting and around them, change. This vision sees students as the postsecondary destination planning. architects of their lives. The Toronto District School Board has provided its The goals of the Education and Career/Life Planning students with an electronic version of the IPP through Program are to: www.myBlueprint.ca/tdsb. The IPP Tracker provides grade-specific activities to complete in order to build an • ensure that students develop the knowledge and skills effective education plan annually. they need to make informed education and career/life choices; Postsecondary Transition Planning • provide classroom and school-wide opportunities for this learning; and As students move through secondary school, they need to begin to focus on an initial destination with regard to education, • engage parents and the broader community in the training, the workplace or community living. During the course development, implementation, and evaluation of the selection process, students research and select their courses program, to support students in their learning. in order to reach this initial destination. Their plan needs to reflect their achievement, information on postsecondary opportunities, a financial plan, employment opportunities, job search skills and career exploration and experiential learning opportunities.

Who am I?

What is my plan EDUCATION What are my for achieving AND CAREER/ opportunities? my goals? LIFE PLANNING

Who do I want to become? * Creating Pathways to Success: An Education and Career/Life Planning Program for Ontario Schools– Policy and Program requirements, Kindergarten to Grade 12, 2013 (referred to as CPS)

6 Choices 2017–2018 Creating Pathways to Success

Message to Parents/Guardians Use these four inquiry questions to have conversations with your child. Encourage them to discover their interests, explore opportunities open to them, create future goals and construct a plan for how to achieve them. EDUCATION AND CAREER/LIFE PLANNING: A FOUR-STEP INQUIRY PROCESS Inquiry Question Area of Learning (Knowledge and Skills) Knowing Yourself Who am I? To help answer the question “Who am I?”, students will: • identify the characteristics that describe who they are, and create and maintain a personal profile that reflects those characteristics (e.g., interests, strengths, intelligences, accomplishments, values, and skills, including the learning skills and work habits evaluated on the provincial report cards and the Essential Skills described in the Ontario Skills Passport); • identify factors that have shaped who they are and that are likely to shape their profile over time; • reflect on how the characteristics described in their profile influence their thoughts and actions, and how those thoughts and actions may in turn affect their development as a learner, their relationships, and their education and career/life choices. Exploring Opportunities What are To help answer the question “What are my opportunities?”, students will: my • explore the concept of “opportunity” and how the choices they make can open pathways for them; opportunities? • identify co-curricular and community-based opportunities (e.g., recreational, social, leadership, volunteer, part-time employment); • investigate a variety of fields of work, occupations, and jobs, as well as the potential impact of local and global trends (e.g., demographic, technological, economic, social) on the opportunities available to them; • investigate the preparation required for a variety of co-curricular and community- based opportunities, occupations, and jobs (i.e., acquiring the necessary experience, education/training, and specific skills, including the Essential Skills and work habits documented in the OSP) and how this preparation can be obtained. Making Decisions and Setting Goals Who do To help answer the question “Who do I want to become?”, students will: I want • identify the demands, rewards, and other features of the various opportunities they have explored, and reflect on the fit between those features and the characteristics to become? they have described in their personal profile; • based on the connections they identify, use a decision-making process to determine personal and interpersonal goals as well as education and career/life goals; • review and revise their goals in light of any changes that may arise in their personal profile and in the opportunities that are available to them. Achieving Goals and Making Transitions What is To help answer the question “What is my plan for achieving my goals?”, students will: my plan for • create a plan that identifies in detail the steps required to achieve the goals they have set; achieving • identify the resources required to implement their plan; • identify potential obstacles and challenges they may encounter in implementing my goals? their plan, and devise possible solutions. (Creating Pathways to Success, page 15)

Toronto District School Board 7 The Journey: myBlueprint

myBlueprint* is an online resource available to all TDSB students (Grade 7 to 12) and families that lets you plan high school courses, complete the Individual Pathways Plan (IPP), research postsecondary opportunities and occupations, build a resume or cover letter, discover interests and learning styles and lots more.

*as provided by myBlueprint

8 Choices 2017–2018 Building Character

Build Character Character development at the TDSB is about helping students learn and practice positive character attributes. When we build good character, we build strong communities. In the school community, character development is woven into programs and practices and it becomes a way of life. Student success is dependent on a safe, caring and inclusive learning environment where all students feel valued. This starts by teaching our students about the value of character – respecting themselves and each other, making positive contributions to their school and community and thinking critically and creatively. Character Development: • Develops the whole student • Engages students in their learning • Contributes to a healthy, safe and orderly school environment • Is Universal • Creates a collaborative school where the teaching and learning • Is Respectful can be the focus • Strives for an ever growing depth of self-awareness, • Provides high expectations for learning and behaviour self-discipline and understanding Go to: www.tdsb.on.ca/Character Student Success Student Success is about meeting the individual learning needs of each and every student. This includes understanding their learning style, capitalizing on their strengths, abilities and interests. Schools are providing students with more opportunities to customize their high school experience. Every secondary school in Ontario now has a team comprised of a principal, a Student Success teacher, special education teacher, and a guidance counsellor. Together, they: • Identify and support students • Provide more options for learning • Monitor student progress Other opportunities to support Student Success include:

Grade 8 to 9 Transition Student Success Teams Credit Recovery/Rescue Dual Credit Program Expanded Co-op Credits/OYAP Specialist High Skills Major Student Voice How do I find out more? If you are interested in any of these programs contact your guidance counsellor and/ or Student Success Teacher to find out which opportunity may be available at your school.

More information is available at: www.edu.gov.on.ca/ MoreStudentSuccess Toronto District School Board 9 Build Your Future

Career/Life Development What is a Job? A career is your path through life. It includes education, A job is the position a person holds doing specific duties. learning, different jobs, work (paid and unpaid), family life, For example, consider the occupation of a doctor. The doctor’s friendships, community activities and leisure activities. Career job is working at Toronto General Hospital. People usually development requires students to understand themselves change jobs more often than they change occupations. and opportunities in both the world and workplace so that when presented with opportunities they are prepared to make decisions about their future. What is an Occupation? Career development requires students to learn how to An occupation is similar work for which people usually have make informed choices to ensure their successful transition similar responsibilities and develop a common set of skills from elementary to secondary school and from secondary and knowledge. Occupational titles include: cashier, chef, school to further education, training, and work. It involves insurance agent, nurse, teacher, etc. understanding self, goal setting, decision making and opportunity awareness. What is a Career? The workplace is rapidly changing. As existing jobs become more complex and new jobs demand increased levels of A career is your life path or life story in progress. It includes, education, career development is more critical than ever before. learning, work (paid and unpaid), family life, friendships, The reality is that the challenges and opportunities faced by students community and leisure activities. in this century are unlike those of any previous generation, and that all students today require specific knowledge and skills in education Go to and career/life planning to support them in making sound choices www.tdsb.on.ca/BUILDYOURFUTURE throughout their lives. (Creating Pathways to Success, page 6) High Five

Change Learning Focus on the Follow Access 1 Is Constant 2 Is Ongoing 3 Journey 4 Your Heart 5 Your Allies We change constantly, Graduating from Travelling through Dreaming about your The journey of life is and so does the world high school or a life is like travelling future can help you not taken alone. Life around us — including post-secondary down a road: having to understand what is like a team sport, and the working world. program doesn’t mean a destination gives you really want in life. your team members Chances are that a that your education is direction, but most Knowing what you are your friends, single occupation will complete. Education of the time is spent want and keeping it family, teachers, and no longer take workers is not limited to moving along. Pay in mind can give you neighbours. Any of from the beginning to classrooms in a school. attention to the the motivation you them can be willing the end of their working Opportunities to learn journey, with all of need to deal with life’s and helpful allies lives. Adaptability is an are everywhere! Learn its pitfalls, sidetracks, challenges. Listen to when it comes to important skill to carry to recognize them and into the world of work. make your learning a opportunities, and your inner voice. deciding what steps lifelong experience. highways to new to take on life’s path. destinations.

10 Choices 2017–2018 Policies & Practice

Equity & Inclusion in Education The Toronto District School Board has policies and procedures to ensure that students have equity of access to learning opportunities. For students to achieve their full potential, the education system must be free from discrimination and must provide all students with a safe and secure environment so that they can participate fully and responsibly in the educational experience. The implementation of these principles influences all aspects of school life. It promotes a school climate that encourages all students to strive for high standards, affirms the worth of all students, and helps them strengthen their sense of identity and develop a positive self-image. It encourages staff and students to value and show respect for diversity in the school and in the larger community. Learning activities are designed to help students develop a respect for human rights and dignity and to develop a sense of personal, social, and civic responsibility. These activities reflect diverse points of view and experiences and enable students to learn about the contributions of a variety of peoples, in the past and the present, to the development of Canada. Students are encouraged to think critically about aspects of their own and their peers’ backgrounds and to become more sensitive to the experiences and perceptions of others. TDSB Equity All TDSB Schools Adhere to the Foundation Statement Following Ministry Policies: The TDSB values the contribution • Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2016 (OS), of all members of our diverse which outlines all policy related to secondary education in the province of community of students, staff, parents Ontario. and community groups to our • Creating Pathways to Success: An Education and Career/Life Planning Program for mission and goals. We believe that Ontario Schools, 2013 (CPS), which describes the career development policy equity of opportunity, and equity designed to help students achieve their personal goals and become competent, of access to our programs, services, successful and contributing members of society (page 2). and resources are critical to the • Curriculum policy documents, which outline the requirements for study in achievement of successful outcomes each subject available in Grades 9 and 10 and Grades 11 and 12. for all those whom we serve, and for • Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, those who serve our school system. Covering Grades 1 to 12 (2010). • Ontario First Nation, Métis and Inuit Education Policy Framework (2007) Caring & Safe Schools The diploma requirements for students is carefully outlined in the centre section The Toronto District School Board is of this publication called 2017-2018 Choices Planning Guide. Students and their committed to creating school learning parents/guardians are responsible for ensuring that they adhere to these requirements, environments that are caring, safe, and that they give careful consideration each year to the educational planning peaceful, nurturing, positive, and process. All Ministry of Education documents are available at www.edu.gov.on.ca. respectful and that enable all students to reach their full potential. TDSB Aboriginal Education Centre When a school has a positive climate, all The Aboriginal Education Centre offers a range of services for First Nation, members of the school community Métis and Inuit students and families, including wholistic approaches that feel safe, included and accepted; positive enhance Aboriginal student success and well-being. It also behaviours and interactions with each provides ongoing guidance and support for TDSB staff that other are actively promoted. Students work with Aboriginal students and communities. The Centre are expected to demonstrate respect utilizes a wholistic approach to enhance the overall achievement for human rights and social justice and of First Nation, Métis and Inuit students throughout the TDSB. promote the values they need to become It also provides ongoing guidance and support for TDSB staff responsible members of society. that work with Aboriginal students and community members. Caring & Safe Schools information is The Aboriginal Education Centre seeks to create more inclusive teaching and available on the Toronto District School learning environments that enhance the education of all students in the TDSB Board website at: www.tdsb.on.ca click by promoting the infusion of Aboriginal perspectives, histories and cultures on High School and go to Caring and across the curriculum for all students. Safe Schools. For more information: www.tdsb.on.ca/AboriginalEducation The Board code of Conduct is available at: www.tdsb.on.ca/AboutUs/Polices,procedures Forms/Detail.aspx?docid=1714 Toronto District School Board 11 Policies & Practice

Special Education Programs Students who have an IEP or an IPRC designation Recognizing the needs of exceptional students and designing programs that respond generally receive the effectively to these needs are important and challenging aspects of program planning following support: to which the Toronto District School Board staff are committed. The Board provides a wide range of program options for students with special needs, including the Learning ACCOMMODATION Strategies Course (GLE) for students with an Individual Education Plan (IEP). The process of changing, for After an Identification, Placement, and Review Committee (IPRC) identifies a student individual students, the way the as exceptional, an Individual Education Plan (IEP) is developed and maintained for that curriculum is delivered to them in student. An IEP may also be prepared for students who are receiving Special Education ways that are appropriate to their programs and services but who have not been formally identified as exceptional by identified learning needs. These an IPRC. may be in the form of individualized teaching and The IEP is based on a thorough analysis of the student’s strengths, needs, and interests. assessment strategies, human It will identify what the student is expected to learn and will explain how the Special supports, and/or individualized Education program and services will help him or her achieve those learning goals and equipment. Accommodations expectations. The IEP will also outline a coordinated plan for supporting students when allow the student to participate making transitions. Further information can be obtained from the secondary school in learning without any changes Special Education personnel or from the Guidance or Student Services department or to the knowledge and skills www.tdsb.on.ca/HighSchool/SpecialEducation. the student is expected to demonstrate.

SEAC - Special Education Advisory Committee MODIFICATION This committee consists of representatives from local associations, community Modifications are changes representatives, and trustees all appointed by the TDSB. SEAC members are made in the age-appropriate available as a resource for parents of students with exceptional needs. All interested grade-level expectations for parents, guardians and members of the public are invited to attend SEAC meetings. a subject or course in order to Further information concerning SEAC can be obtained by visiting: meet a student’s learning needs. Such changes may reflect a www.tdsb.on.ca/HighSchool/Special Education > click We’re Here to Help > decrease in the number or Special Education Advisory Committee (SEAC) complexity of expectations.

Student Planners Many schools use student planners as important communication vehicles. Planners contain valuable information regarding upcoming events, Code of Conduct, examination protocol and information regarding co-curricular and extra-curricular activities. These publications are extremely useful time management tools and where available, their use needs to be encouraged. Student planners also contain TDSB common pages about the homework policy, code of online conduct, etc. For more information, visit www.tdsb.on.ca/AboutUs/Calendar/StudentPlanners

TDSB Student SuperCouncil Captivate • Motivate • Initiate The TDSB Student SuperCouncil is a group of 20 democratically elected students from all over TDSB. The SuperCouncil's main goal is to bring a student voice to the Boardroom. There are monthly regional meetings in the TDSB regions/quadrants. Through these meetings students can voice their opinions and ideas. The student voice then goes through the SuperCouncil and into the Boardroom through two Student Trustees. SuperCouncil also hosts events, such as the Elections Conference and Grade 9 and 10 Leadership Retreat. The SuperCouncil and student voice has initiated items including the Student Leadership Policy, SAC Handbook, Homework Moratorium Policy.

Get involved! Attend the meetings and events and learn more about the opportunities that SuperCouncil can offer. Visit www.supercouncil.ca or join the TDSB Student SuperCouncil Facebook group.

12 Choices 2017–2018 Assessment & Evaluation of Student Achievement

Levels of Achievement Not all things that count can be counted. The achievement chart identifies Not all things that are counted count. four levels of achievement, defined as follows: Our responsibility as educators is to be accountable for things that count. Level 4 (80 to 100%) identifies Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, achievement that surpasses the Covering Grades 1 to 12 (2016) clarifies, coordinates, and consolidates the various provincial standard. The student aspects of the policy, with the aim of maintaining high standards, improving demonstrates the specified student learning, and benefiting students, parents/guardians and teachers in knowledge and skills with a high elementary and secondary schools across the province. degree of effectiveness. The Seven Fundamental Principles of Assessment and Evaluation: Level 3 (70 to 79%) represents the provincial standard for achievement. To ensure that assessment, evaluation, and reporting are valid and reliable, and The student demonstrates the that they lead to the improvement of learning for all students, teachers use specified knowledge and skills practices and procedures that: with considerable effectiveness. • are fair, transparent, and equitable for all students; Level 2 (60 to 69%) represents • support all students, including those with special education needs, those achievement that approaches who are learning the language of instruction (English or French), and the provincial standard. The those who are First Nation, Métis, or Inuit; student demonstrates the specified knowledge and skills • are carefully planned to relate to the curriculum expectations and learning with some effectiveness. Students goals and, as much as possible, to the interests, learning styles and performing at this level need to preferences, needs, and experiences of all students; work on identified learning gaps • are communicated clearly to students and parents/guardians at the to ensure future success. beginning of the school year or course and at other appropriate points Level 1 (50 to 59%) represents throughout the school year or course; achievement that falls much • are ongoing, varied in nature, and administered over a period of time to below the provincial standard. The provide multiple opportunities for students to demonstrate the full range student demonstrates the specified of their learning; knowledge and skills with limited • provide ongoing descriptive feedback that is clear, specific, meaningful, effectiveness. and timely to support improved learning and achievement; Below 50: The student has not demonstrated the required • develop students’ self-assessment skills to enable them to assess their own knowledge and skills. Extensive learning, set specific goals, and plan next steps for their learning. remediation is required. Assessment & Evaluation The primary purpose of assessment and evaluation is to improve student learning. Assessment is the process of gathering information that accurately reflects how Academic Honesty well a student is achieving the curriculum expectations in a subject or course. It is the intention of the TDSB to Assessment is seen as both assessment for learning, a process which determines provide a consistent and fair approach where students are in their learning and where they need to go, and assessment to dealing with instances of academic as learning which focuses on the explicit fostering of students’ capacity over time dishonesty, specifically with plagiarism to be their own best assessors. and cheating. To ensure academic honesty and avoid instances of Evaluation refers to the process of judging the quality of student learning on the plagiarism, it is the student’s basis of established performance standards and assigning a value to represent responsibility to understand what that quality (Note Levels of Achievement). Evaluation accurately summarizes and actions constitute plagiarism, as communicates to parents/guardians, other teachers, employers, institutions of well as the penalties that correspond further education, and students themselves what students know and can do with to academic dishonesty and plagiarism. respect to the overall curriculum expectations. Evaluation is based on assessment Direction to staff and students on this of learning that provides evidence of student achievement at strategic times issue are described in the Academic throughout the grade/course, often at the end of a period of learning. Honesty Procedure (PR 613) found at As referenced from Growing Success. For the entire document, visit the Policies, Procedures and Forms www.edu.gov.on.ca/eng/policyfunding/GrowSuccess.pdf. www.tdsb.on.ca/AboutUs/ Policies,ProceduresForms

Toronto District School Board 13 Reporting

The Credit System is includedOntario for student Student and parent/guardian Transcript comment. A credit is granted when a course that has been scheduled for a minimum of 110 hours is successfully completed (a • The Ontario Student Transcript (OST) is a provincially mark of 50% or more). “Scheduled time” is defined as the standardized document which provides a comprehensive time during which students participate in planned learning record of a student’s achievement in secondary school. activities designed to lead to the achievement of the curriculum Copies are available to students upon request. expectations of the course. • The credits that a student has earned towards fulfillment of the requirements for the graduation diploma will be Failure to Complete Courses recorded on the OST, regardless of how or where the credits were earned. If a student has completed a course, but has failed to achieve the curriculum expectations at a passing level, no credit will • In Grades 9 and 10 only the successfully completed be granted. At this time, staff will determine the best way courses are recorded on the OST. to enable the student to earn a credit for the course, in • In Grades 11 and 12 all withdrawals, repeats and consultation with the student and parents/guardians. This successful courses are recorded on the OST. may be done at summer school, through an individualized remediation program, credit recovery or by repeating the entire course. Attendance Withdrawal from a Course Regular attendance at school is critical for If a student in a Grade 11 or 12 course withdraws after five students’ learning and achievement of course ! instructional days following the issue of the second to last expectations. Students are required to attend school provincial report card, the withdrawal is recorded on the until they reach the age of 18 or graduate. Where, in the Ontario Student Transcript (OST). The percentage grade at Principal’s judgment, a student’s frequent absences the time of the withdrawal is recorded. If a student withdraws from school are jeopardizing his or her successful before the five instructional days following the issue of the completion of a course, staff will communicate with second to last provincial report card, the withdrawal is not the student and parents/guardians to explain the recorded on the OST. (The Ontario Student Transcript (2010), potential consequences of the absences, and to page 12) discuss steps that could be taken to improve student attendance. Provincial Report Card The standard Provincial Report Card includes the following information: • each course that the student is studying; Ontario Student Record • the student’s mark expressed as a percentage grade, along • The Ontario Student Record folder (OSR) is the official with the course median; record for a student. The OSR is created when a student enters the Ontario school system and moves with the • number of classes missed and times late for class; student from school to school. Every Ontario school • the student’s achievement in six learning skills; keeps an OSR for each student enrolled. • an anecdotal comment from each subject teacher • The OSR is created under the authority of the Education with a focus on what students have learned, including Act, and the contents of the OSR are protected under the significant strengths, and identified next steps. Freedom of Information and Protection of Privacy Act. The report card will include information with respect to a Parents/guardians and the student may examine the student’s Individual Education Plan (IEP) where appropriate. contents of the OSR on request, with the assistance of The report card will also indicate whether a course has been the principal or designated administrator. adapted to meet the needs of students who are • The OSR folder contains achievement results, credits learning English as a Second Language or need assistance earned, and other information important to the with English Literacy Development. education of the student. Student progress is generally reported at mid-term or mid-semester and completion of the year. A Response Form is included for student and parent/guardian comment. A summary of credits earned to date, including a break-down of compulsory and optional credits, is provided at the end of the final report card of the year or semester.

14 Choices 2017–2018 Alternative Learning Opportunities

School Profiles Alternative Schools on the web: The following chart provides an overview of the alternative learning experiences available to students in the www.tdsb.on.ca TDSB. The environments vary and are aimed at providing students with an alternative educational experience suited to their learning styles/preferences and/or needs. Each of the schools and programs Click on differs in their approach to student learning and program structure. Some admission criteria has been Find Your School included to help guide interested students to an appropriate choice. For more specific admission requirements, please contact the school or program directly or access school profiles. For more Alternative Schools information, go to www.tdsb.on.ca click on Find Your School and then Alternative Schools. Alternative Learning Environments Phone Learning Profile Centres ALPHA II Alternative School 416-393-0501 LC4 Student directed learning; Grades 7 to 12 (ASE I) Alternative Scarborough Education 416-396-6914 LC3 Self-directed and motivated learners; semestered Grades 11 to 12 Avondale Secondary Alternative School 416-395-4542 LC3 Flexible, individualized program for self-directed students; non semestered Grades 9 to 12 EdVance Adolescent Program - BCALC 416-394-7130 LC2 18 to 20 year olds; out of school at least CALC 416-393-9740 LC2 6 months; earned a minimum of 5 credits EALC 416-395-3225 LC2 YALC 416-395-3350 LC2 SCAS 416-396-6921 LC2 City School 416-393-1470 LC3 Student-centered, small, supportive community of academic learners; semestered; Grades 9 to 12 Contact Alternative School 416-393-1455 LC3 Retention and re-entry program; 16 years and older Grades 9 to 12; quadmestered Delphi Secondary Alternative School 416-396-6919 LC3 Problem-based learning for highly motivated students; Grades 9 to 12; semestered East York Alternative Secondary School 416-396-2925 LC3 Small, flexible, student-centered, restorative, community school; for 16-20 year olds; Grades 10 to 12; semestered Inglenook Community School 416-393-0560 LC3 Small, intimate, community-focused environment; semestered; Grades 10 and 12 Oasis Alternative Secondary School a) Oasis Arts and Social Change Program 416-393-9830 LC3 Several unique continuous-intake programs, b) Oasis Triangle Program 416-393-9830 LC3 meeting a variety of needs; 16 to 20 years old; c) Oasis Skateboard Factory 416-393-9830 LC3 Grades 9 to 12; semestered Parkview Alternative School 416-396-5592 LC3 Quadmester program; for 16 to 20 year olds; Co-op Program 416-396-3321 Limited Applied/College Courses; Grades 9 to 12 (S.E.E.) School of Experential Education 416-394-6990 LC3 Blended learning, relevant and challenging courses for students who seek personal meaning in their studies; Grades 9 to 12; semestered SEED Alternative School 416-393-0564 LC3 Small, highly academic program; university and college preparation for Grades 11 and 12; semestered. (S.O.L.E.) School of Life Experience 416-393-0756 LC4 Semestered academic personalized alternative; Grades 10 to 12; Blended and e-Learning options Subway Academy I 416-393-9466 LC3 Academic focus, wide range of compulsory and interest courses, small school community; Grades 9 to 12; semestered Subway Academy II 416-393-1445 LC3 Flexible individualized program for senior students; semestered; minimum 18 credits The Student School 416-393-9639 LC4 Semestered blended learning model with individual support; Grades 11 and 12 West End Alternative School 416-393-0660 LC3 Semestered; minimum 8 credits; Grades 10 to 12 Year Round Alternative Centres a) Etobicoke - 160 Silverhill Dr. 416-394-2120 LC3 Grades 9 to 12 courses are offered (dependent b) North East - 2900 Don Mills Rd. 416-395-5300 LC3 on need) in 9 to 10 week quads throughout the c) North West - 425 Patricia Ave. 416-395-4824 year for students 16 to 18 years old; quad- LC3 mestered d) South East - 720 Midland Ave. 416-396-4552 LC3 Toronto District School Board 15 Alternative Learning Opportunities

requires day school students to obtain Credit Recovery permission from the day school to enrol Summer School Students may enroll in a credit recovery in night school credit courses. The Toronto District School Board program if one is offered at the school Credit courses are open to all high offers credit courses under the through a referral from the Student school students and adults with current OSS curriculum guidelines. Course Success Team. Credit Recovery provides pre-requisites. Students may take a new selections must be made in accordance opportunity to get a credit without credit, or re-take a course previously with the Ministry of Education repeating the entire course. Credit taken to upgrade a mark. Students curriculum guidelines. Parents and Rescue provides support to students cannot enrol in a course if they are taking students must consult with their day by way of intervention to attempt to the course in day school. school guidance counsellor regarding rescue the credit before the student fails. course selections and pre-requisite courses. Adults wishing to enrol in See your guidance counsellor for details. For more information, go to summer school courses at our two www.CreditPrograms.ca Music Certification adult high schools must have earned the pre-requisite in Ontario. Courses The Ministry of Education allows Other Ways of Meeting taken out of province or in Ontario students who complete appropriate prior to 2004 are not accepted as Royal Conservatory of Music (RCM), Diploma Requirements pre-requisites in summer school. “Certificates” to be granted credits Although most students complete the The following types of courses are under OS, section 7.3.4. majority of their studies in a secondary offered: The two external credits pertaining to school, credits towards the Ontario Regular Credit Courses: Open to all RCM - Toronto are as follows: Secondary School Diploma may be high school students and adults with RCM Grade 8 Practical & Grade 2 earned in a variety of other ways. These current pre-requisites. Students may Theory = AMX4M (1 credit) include e-Learning, Continuing Education, take a new credit, or re-take a course RCM Grade 7 Practical & Grade 1 Independent Learning Centre (ILC), previously taken to upgrade a mark. Theory = AMX3M (1 credit) private schools , etc. See your guidance counsellor for more information. Remedial Credit Courses: Open to all Please note the following: high school students who completed • External credits cannot be used as the the course during the 2015-16 school compulsory art credit requirement. Prior Learning Assessment year and earned a final mark of at least • A maximum of two external credits & Recognition (PLAR) 35% but below 50%. Students who can be awarded to students taking have successfully completed the credit music programs outside the school. The PLAR “challenge process” allows with a mark of 50% or higher are not • The mark assigned for AMX3M or adolescent students who have gained eligible for remedial credit courses. AMX4M is the average of the RCM knowledge and skills outside secondary practical and the RCM theory/ school, in both formal and informal ways rudiments marks. to obtain credits (OS, section 7.2.5). The For Summer School information, prior learning is evaluated against the • There are restrictions on the number visit www.CreditPrograms.ca expectations outlined in the provincial of additional in-school music credits click on Going to High School curriculum policy documents for the a student can earn in Grade 12 and/or through PLAR. Students should purpose of granting credit. The PLAR check with a guidance counsellor. policy states: • Students may earn a maximum of four credits, including a maximum Night School of two credits in any one discipline. The Toronto District School Board offers • Students can only challenge courses night school credit courses under the that are taught in TDSB schools. OSS curriculum guidelines. Course • Students may challenge only Grades selections must be made in accordance 10, 11 and 12 courses. with the Ministry of Education • The PLAR challenge process includes curriculum guidelines. Parents and a formal test (70%) and other students must consult with their day assessments (30%). school guidance counsellor regarding • PLAR occurs annually each winter. course selections and pre-requisite • For more information about the courses. The Ministry of Education PLAR application and process, see your guidance counsellor.

16 Choices 2017–2018 Alternative Learning Opportunities

Dual Credit Programs School Within A College Program (SWAC) The Dual Credit Programs provide students the unique SWAC is a Ministry initiative partnering the Toronto District School Board with local community colleges to offer opportunity to experience new and varied learning that secondary students the opportunity to earn secondary appeals to their interests, strengths, and learning profile. school credits and dual credit ‘General Education’ college Upon successful completion of the college-delivered course, credits with the continued goal for our students to students earn both a college and secondary school credit. complete an Ontario Secondary School Diploma (OSSD). A maximum of four optional credits may count toward the OSSD for approved college courses or Level 1 in-school To be eligible for this program, students must be between apprenticeship training. the ages of 17 to 20, have completed 22 or more credits, passed the Literacy Test and be in a position to graduate. For more details on program offerings and the application Students must have the potential to succeed in college and process, please contact your school Student Success Team, will be choosing the apprenticeship or college pathway guidance counsellor or visit upon graduation. www.tdsb.on.ca/programs/dualcredit Students spend a semester in secondary school courses Below are the proposed courses for the 2017-2018 school (including credit recovery) as well as college-delivered dual year pending SCWI (School-College-Work Initiative) Ministry credit courses. Students participate in this comprehensive funding and approval. program five days per week for one semester on a college campus. For more information, please contact your Arts/Communications Technology Student Success Team and/or Guidance Counsellor. George Brown 2D Digital Art Humber Acting for Film and Television Centennial Art and Design Portfolio Development Humber College Seminar (Educational Planning) Humber Broadcast Equipment Centennial College Success Seneca Composition and Creativity Centennial Dynamics of Global Tourism Seneca Computer Applications George Brown Forensic Psychology George Brown Digital Art and Design Humber Indigenous Perspectives (on Music, Film & Media) Seneca Digital Art and Design Seneca Interpersonal Communication Skills Centennial Digital Photography and Image Editing George Brown Introduction to Psychology Seneca Drawing Seneca Introduction to Psychology Seneca Fashion Design (& Illustration) George Brown Introduction to Sociology George Brown Fashion Design (Intro to Sewing & Drafting) Seneca Introduction to Sociology George Brown Film Studies Humber Introduction to Sociology George Brown Good Vibrations: The Evolution of Popular Music Seneca Leadership in Society Centennial Growing Up Digital Humber Popular Culture Humber Illustration (Life Drawing) Centennial Principles of Psychology Humber Introduction to Studio Production Seneca Principles of Psychology Humber Lighting Technology Humber Psychology George Brown Modelling and Animation Seneca Psychology and Group Dynamics Humber Modelling and Animation Humber Skills for Success (Digital Culture) Centennial Network Technologies Centennial Sociology (Exploring Identity) George Brown Performing Arts Career Studies George Brown Speaking with Confidence Seneca The Beat Generation George Brown Visual Gestural Communication Seneca Theory and Practice of Film and Television Trades/Transport and Industrial Technologies Centennial Web Page Design Seneca Aeronautics Business/Finance/Sales and Service Centennial Automotive Basic Skills Seneca Accounting Basics Humber Baker Seneca Accounting Basics II George Brown Baking and Pastry Centennial Customer Service Centennial Baking Techniques (Principles & Practices) Humber Introduction to Business Humber Blueprint Reading Seneca Introduction to Marketing Humber Building Systems George Brown Project Management Seneca CAD Fundamentals Humber Child Development Health/Natural and Applied Sciences Seneca CNC Manual Programming Seneca Anatomy and Physiology (Nursing) George Brown Construction Health, Safety Awareness Centennial Body Treatments (Makeup/Pedicures & Manicures) Humber Cook Seneca Forensic Science Humber Culinary Techniques Centennial Health Care in Canada Seneca Engineering Drawing George Brown Health Literacy: From Individual to Communities George Brown General Machining Principles and Practice Humber Introduction Spa Management Centennial Heavy Duty Equipment Technician Seneca Make-Up (Beauty and Glamour Makeup Techniques) Humber Home Renovation (Safety) Humber Make-Up (Cosmetic Application) Humber Horticulture Seneca Nutrition: Making Better Choices Humber Hospitality and Tourism Humber Promoting Health and Safety (ECE) George Brown Mathematics for Building Technology Humber Sociology of Sport Humber Methods of Construction George Brown Special Event Planning and Delivery Social Sciences and Human Services Seneca Sprinklers (Fire Protection) George Brown Trends and Issues in Tourism George Brown Aboriginal People and Canadian Society - Introduction Centennial Truck and Coach Technician Centennial Canadian Criminal Justice Systems George Brown Welding Humber Canadian Criminal Justice Systems Toronto District School Board 17 Alternative Learning Opportunities

TDSB secondary students are eligible to apply for one TDSB’s e-Summer School is available to all Ontario e-Learning day school course per semester. Students remain residents, age 14-20. This free high school credit program at their day school and course requests require approval from is for Ontario secondary school students who wish to the student’s guidance counsellor. pursue secondary school credit courses online in either a July or August session! The online classroom provides an innovative, relevant and engaging learning environment where students work During the e-Summer school students are expected to: independently and collaboratively. • login daily to the classroom; The eLearning courses have been developed by the Ministry • participate regularly in classroom discussion threads, of education and are delivered by TDSB day school teachers. tutorials and lessons These courses are part of TDSB student’s timetable, appear • complete and submit assignments as required on the student’s transcript upon completion and are fully Registration includes making an online course request, compliant with TDSB and Ministry expectations and policies. printing the permission form attached to the e-Summer Benefits of e-Learning school confirmation email, getting parent/guardian • access to courses that may not be available at the signature and giving it to your guidance counsellor. student’s TDSB school; • enables students to learn in a flexible, engaging Students are eligible to take one course per session. environment; [The only exception is half credit courses (GLC2OE/ • may help to resolve timetable conflicts. CHV2OE) which can both be taken in one session] Is e-Learning for You? Important Students who are successful in an online course are usually: All enrolled students must attend an orientation • self-directed, self-motivated and able to plan, organize session (face to face or online) to meet their teacher time and complete assignments and activities; at the beginning of each session (end of June and end • comfortable with technology, i.e. email, attachments, of July). In addition, if the e-summer course has a final internet research, etc; examination (most grade 11 and 12 courses do), students • capable of working independently; must attend a supervised face to face exam at a central • able to regularly use a computer with internet access. location at the end of each session (July and August). Important We look forward to having you during the summer All enrolled students must attend an orientation session to sessions of 2017. Visit http://schoolweb.tdsb.on.ca/ meet their teacher at the beginning of each semester elearning/e-SummerSchool.aspx after April 1, 2017 for (September and February). In addition, if the e-Learning more information. course has a final examination, students must attend a supervised face to face exam at a central location at the end of each semester (January and June).

Students need to spend an equal amount of time with their online coursework as they would in a face-to-face classroom course. Interested in learning more? • Please visit http://schoolweb.tdsb.on.ca/elearning/ e-LearningDaySchool.aspx for a full list of courses offered • Select your course online and follow the online registration process • Make an appointment with your guidance counsellor to submit your signed parental permission form, review your course selection and obtain approval

18 Choices 2017–2018 Re-Engagement Opportunities

Credit Courses +18

Continuing Education The e-Credit 18+ program is for adult learners age 18 and over who are no longer attending school full time and want to earn credits online to complete their high and school diploma. Community Opportunities Important All enrolled students must attend an orientation session to meet their teacher at www.tdsb.on.ca the beginning of each session (September and February). In addition, if the e-credit Adult Learners or Community course has a final examination (most grade 11 and 12 courses do), students must at- tend a supervised face to face exam at a central location at the end of each session (January and June). Our eligibility criteria require that students enrolled in the e-Credit Course Program must not be attending another TDSB or Ontario secondary school simultaneously. If you are enrolled in a full-time day school program you will be removed from your e-Credit Course. For more information on how to register please visit our website: http://schoolweb. tdsb.on.ca/elearning/e-Credit18.aspx

The Toronto District School Board Eligibility is the community's key provider Students must: of alternative, life-long • be 18 years of age or older; opportunities for learning. • not attending a publicly funded day school; Continuing Education and • provide an official transcript; Community programs include • meet the necessary prerequisites for course eligibility. the following: Adult High Schools • Adult Credit Programs - Adult High Schools Toronto District School Board has five adult high schools for students 21 years of age and older, wishing to complete their diploma or upgrade their skills for - e-Learning 18+ post-secondary opportunities or transition to work. For complete program offerings • Community Programs and admission requirements please contact the appropriate school directly or visit - General Interests (Learn 4 Life) www.adultschoolstoronto.ca. • Learn English - LINC (Language Instruction for Newcomers to Canada) - ESL Programs • Skills Development - Essential Skills Upgrading

For more information, visit:

www.tdsb.on.ca Click on Adult Learners or Community

Toronto District School Board 19 Re-Engagement Opportunities

EdVance and Adult High Schools

The Toronto District School Board offers five EdVance schools, a program that enables learners 18-20 years old to complete their high school diploma or change career paths at an accelerated rate. Each EdVance school is attached to an adult high school offering credit courses for students 21 years of age and older. Students may complete their diploma, improve their language skills, upgrade for post-secondary opportunities or transition to work. For complete program offerings and admission requirements, please contact the appropriate school directly or visit www.adultschoolstoronto.ca.

School Phone Learning Profile Network

Burhamthorpe Adult 416-394-7130 LN29 Burnhamthorpe offers students the opportunity to Learning Centre consolidate their senior level high school preparation to ensure success in postsecondary and other endeavors. Our programs include ESL and Co-op. We are located in Toronto's west end at Burnhamthorpe and the 427. www.burnhamthorpe.org

City Adult Learning Centre 416-393-9740 LN29 CALC offers a wide range of credit courses at the college (CALC) and university levels, and specialty programs including Personal Support Worker (PSW), Practical Nursing, Culinary Arts, Police Foundations, Co-op and ESL Credit. In addition CALC has many community partners providing support to our learners. We are conveniently located downtown at Broadview subway station. www.calconline.net

Emery Adult Learning 416-395-3225 LN29 At Emery our EdVance and adult programs boast a caring, Centre supportive and nurturing environment, designed to meet your unique learning needs. We offer academic credit courses leading to university, college, trades and the workplace. Learning at Emery is complimented by the only integrated arts programme in adult high schools. We are located in the north west part of the city on Weston Rd near Finch Ave. www.emeryadult.com

Scarborough Centre for 416-396-6921 LN29 SCAS offers credit courses leading to university, Alternative Studies (SCAS) college, and the work place. Our programs include ESL, Medical Office Administration, Licensed Hairstyling, Pre-Apprenticeship Carpentry and Co-op. Many of our business students qualify for advanced standing at Centennial College. At SCAS, we focus on our students’ success. SCAS is located on Midland Ave. near Eglinton Ave. East. www.scasonline.com

Yorkdale Adult Learning 416-395-3350 LN29 At Yorkdale we believe in your success. Our EdVance Centre programs include Co-op, ESL, Culinary Arts, Hairstyling, Woodworking, Technology, Business and Arts. Our adult speciality programs include Co-op, ESL, Business I.T., Personal Trainer, Pathway to Nursing, Personal Support Worker (PSW), Hairstyling and Child Care. Yorkdale is located on Orfus Rd. near the 401 & Dufferin. www.yorkdale.net

20 Choices 2017–2018 Re-Engagement Opportunities

The following opportunities are available within the Toronto District School Board (TDSB) for students aged 18 to 21 who have left school and are looking to re-engage in their education.

Alternative Schools EdVance PLAR for Mature Students These schools provide an alternative, EdVance programs allow students (Prior Learning Assessment unique learning experience in each ages 18 to 21 years old to complete a Recognition) If you are 18 to 21 years school (see page 18). The environments high school diploma in a flexible, old and have been out of school for vary and provide an educational personalized program in an adult one year, you may be eligible for the experience suited to individual learning environment. The program focuses Grade 9 and 10 PLAR Individual styles/preferences and/or need. on strengthening literacy skills, Assessment and Equivalency Process. Admission criteria, age and grade for accumulation of credits (2 to 3 in a The assessment may grant up to 16 entry differ for each school. nine-week term and 8 to 10 in a full Grade 9 and 10 credits through the year) and valuable work experience completion of individual subject-based Continuous Intake Co-op through cooperative education. assessments. Contact Continuing Students who are eligible have achieved Education for more information about Continuous Intake Co-op (CIC) provides a minimum of 5 credits, have been out the equivalency process or visit an opportunity to earn credits while of school, but have demonstrated www.tdsb.on.ca/AdultLearners/ gaining work experience. Students dedication to earning their diploma, AdultCreditPrograms/AdultHighSchools complete the co-op curriculum, learn and can attend regularly. about workplace safety, human rights, resume writing, interview skills, Night School Year Round Schools employment standards and other work-related topics. You can join the Continuing Education offers an These four schools assist students to program at any time during the school Academic Credit Night School Program get back on track and then transition to year and may earn one, two, three or two nights per week in two 15-week other opportunities. There are four four credits. This program is open to semesters. Night School is open to TDSB different entry points annually; each 17 to 20 year olds. day school and non-TDSB adolescent session being approximately 10 weeks. students who are working towards These schools offer: Grade 9 and 10 their secondary school diploma and Locally Developed (LDCC) and applied who meet the criteria. level courses, dual credits, credit recovery, access to a child and youth worker, a nutrition program and expanded cooperative education opportunities. See page 18.

General Educational Development (GED) Testing

Earn your ONTARIO HIGH SCHOOL EQUIVALENCY Toronto District School Board’s GED Program will assess CERTIFICATE from the Ministry of Education. how close you are to passing and, if needed, will coach The GED is for adults 18 years or older and out of you through practising your skills to maximize your school for one full year who have gained the lasting success on the tests. skills of a Grade 12 graduate through life-long learning GED Achievement offers you a two-part program: and on-the-job experiences. GED Readiness Assessment: 2.5 hours (1 session) The Independent Learning Centre (ILC) is the sole GED Coaching and Practice: 18 hours (7 sessions) provider of the GED testing services for the province. Location: Central Technical School, 725 Bathurst Street For information, visit www.ilc.org.

Visit the website at www.gedcanada.net. Call 416-481-6043 for information and registration.

Toronto District School Board 21 Specialized Programs

Interested in Specialized Schools and Programs?

Below is information outlining specific specialized programs. You will need to follow the Optional Attendance guidelines if you intend to apply to these schools/programs or any other school you may be interested in. See pages 32 to 35 for specific program locations and call each school program for specific admission requirements. Research these opportunities at www.tdsb.on.ca/HighSchool/GoingtoHighSchool and click on Specialized Schools and Programs. If you are considering a change, ask your guidance counsellor. www.tdsb.on.ca Art Focus/Program Secondary Specialized Find Your School Schools and Programs These programs are for students who wish to pursue visual and In addition to its regular secondary Specialized Schools & Programs performing arts at a professional level. school programs, schools may offer This program consists of intensive special emphasis packages/programs Integrated Technology subject to Board approval. The criteria programs within select schools as well for specialized schools and programs as specialized schools focused solely In this program, students are are as follows: on the arts. The specialized facilities encouraged to use math, science and within these schools enable them to tech skills in all subject areas. It • A written, clearly articulated offer a unique learning experience for specific program focus (e.g., the encourages students to combine the students who want to specialize in knowledge of traditional academic arts, athletics, information their elective courses in the arts. technology) is required. To be disciplines with a problem solving designated a specialized school, Cyber Arts/Studies approach to change. this focus must apply to the whole school. These programs combine computers International Baccalaureate and art in small classroom settings The International Baccalaureate (IB) • In secondary schools, students where students may learn animation, must take a minimum of seven program is a world-renowned graduation sound and design technology, courses directly related to the diploma which is recognized for integrated computer studies and school’s particular program focus. admission to universities throughout applications. With the exception of professional the world. Students participating in performing arts students or gifted Entrepreneurship the program will: athletes. Students are not required • demonstrate and maintain This program features an enhanced to take the minimum number of superior academic achievement; courses related to their areas of core curriculum designed to develop focus. However, timetable the entrepreneurial characteristics of • grasp new information quickly accommodation must be made innovation, flexibility and self-reliance and retain it; by the school to allow these required to be successful in a • be persistent and self-motivated; students to pursue their area of business-driven environment. • demonstrate excellence; focus. Elite Athletes/Arts • show commitment to community The admission criteria, age service; and, appropriateness and entry dates These programs accommodate the • study at least two languages and differ for each of these programs. special needs of provincial or national increase their understanding of athletes by constructing special time cultures, including their own. tables and unusual arrangements Africentric Secondary to complement coaching and travel All external examinations, certificates and diplomas are prepared, graded Program schedules. TDSB schools provide programs that bring athletes together and awarded by the Geneva-based This program offers students the for curriculum contact, leadership and International Baccalaureate Office. opportunity to learn in some of their mutual support. Similar programs For more information regarding the IB courses through an Africentric lens. exist for actors. program, refer to the Specific Program This program provides an alternative Location Chart and contact the schools way of learning while still being part directly. of the Winston Churchill CI and This program is designed to provide Downsview SS community. a global perspective, as part of these programs you will study a variety of disciplines from business and commerce to languages. 22 Choices 2017–2018 Specialized Programs

Leadership Pathway Media Arts Optional Attendance The Leadership Pathway program These programs often integrate helps students assume ownership television and media arts technologies All students have the right to for their leadership development. or graphic design. They can focus on attend the school designated to Students must take the initiative to production, live production or print serve their residential address. become involved in a variety of media. The TDSB Optional Attendance in-school and community leadership Policy (P013) governs the opportunities. Students develop and Pre-Advanced procedures for students who expand their leadership skills through Placement (Pre-AP) wish to attend a school involvement in clubs and councils, beyond their designated A specialized enrichment program specialized classes, additional community attendance area. involvement hours, guest speaker focusing on mathematics, computers, sessions and workshops. sciences, arts and humanities. These programs prepare students for the Maps showing the secondary Advanced Placement program. Math, Science school(s) designated by address can be found at & Technology www.tdsb.on.ca/ These programs are designed for students Findyour/School/ByMap who express a deep understanding and interest of these subjects.

Toronto District School Board 23 Specialized Skills Programs Specialist High Skills Majors include: Specialist High Skills Major (SHSM) Aviation & Aerospace Specialist High Skills Major (SHSM) are Ministry approved programs. Every SHSM Georges Vanier SS program must include the following five components. Arts & Culture 1. A package of 8 to 10 required credits earned in Grade 11 or 12 that constitute Albert Campbell CI a pathway to one of four possible destinations: apprenticeship training, col- George Harvey CI lege, university, or the workplace. Georges Vanier SS The package must include: Oakwood CI R.H. King Academy • four credits – called the “major” credits – these courses provide knowledge Silverthorn CI and skills closely related to the particular sector of Thistletown CI specialization, which are specified in each of the SHSM sectors. Western Technical School • two to four additional required credits for courses in English and other rel- Westview Centennial SS evant disciplines (e.g., science, mathematics, or business studies), as Business specified in each of the SHSM sectors which include a minimum of 6 hours A.Y. Jackson CI of learning that contextulalizes the subjects curriculum expectations for a Agincourt CI particular SHSM sector. John Polanyi CI • two cooperative education credits. L’Amoreaux CI Lakeshore CI 2. Certifications and training, which are identified in each SHSM sector. Scarlett Heights Entrepreneurial Academy Sir Wilfrid Laurier CI 3. Experiential learning through job shadowing, job twinning, work experience, Construction and career exploration activities. Albert Campbell CI Cedarbrae CI 4. Use of the Ontario Skills Passport (OSP) to document the demonstration of Central Technical School the development of essential skills and work habits. Lakeshore CI Westivew Centennial SS 5. “Reach ahead” opportunities, which allow students to experience learning Lester B. Pearson CI in their intended postsecondary destination. Environment Malvern CI SATEC @ W.A. Porter CI Information Communication Non-Profit Sir John A. Macdonald CI Technology A.Y. Jackson CI Health & Wellness Bloor CI Central Toronto Academy A.Y. Jackson CI Lakeshore CI Harbord CI Bloor CI Runnymede CI Malvern CI David & Mary Thomson CI Stephen Leacock CI Western Technical School David & Mary Thomson CI George S. Henry SS Sports George Harvey CI Lester B. Pearson CI Oakwood CI Georges Vanier SS Martingrove CI Weston CI Newtonbrook SS L’Amoreaux CI Westview Centennial SS Marc Garneau CI Transportation Birchmount CI Northview Heights SS Central Technical School Central Technical School SATEC @ Porter Danforth C and TI West Humber CI Emery CI Horticulture & Landscaping John Polanyi CI Parkdale CI Justice, Community Safety, and Emergency Services West Hill CI Sir Wilfrid Laurier CI Westivew Centennial SS John Polanyi CI Hospitality & Tourism Winston Churchill CI Central Technical School Manufacturing Danforth C and TI Birchmount CI Lakeshore CI East York CI Lawrence Park CI Etobicoke CI Northview Heights SS Western Technical School Sir Wilfrid Laurier CI Weston CI Stephen Leacock CI/Sir William Osler HS Thistletown CI Western Technical School How do I find more information about SHSM? www.edu.gov.on.ca/morestudentsuccess/SHSM.asp 24 Choices 2017–2018 Other Programs

Newcomer Reception Centres French Language Learning At the Newcomer Reception Centres, students new to Canada receive a warm The secondary schools of the Toronto welcome, an orientation to the school system, and an in-depth assessment of their District School Board provide a variety of English and mathematical skills, before registering in the school and programs in French as a Second Language. program that will best meet their needs. CORE LANGUAGE PROGRAMS • West End Reception Centre call 416-393-0542 These courses are designed as a • Georges Vanier Reception Centre call 416-395-9440 continuation of the Core French program begun in elementary schools. A special • Don Mills CI Advanced Placement (AP) Introductory French course for students • East York CI who have not studied French in the The Advanced Placement Program (AP) • John Polanyi CI elementary grades is also available in allows students to earn a Grade 12, • Lake Shore CI many schools. All students are required University Preparation credit and pursue • Lester B. Pearson CI to complete one credit in French as a university level work while still in high • Marc Garneau CI graduation requirement, unless alternative school. In partnership with the College • Northern SS arrangements have been made for students Board, schools offer AP exams which are • SATEC @ W A Porter CI with special circumstances. compiled by the Development Committee • Sir Wilfred Laurier CI which consists of representatives from EXTENDED FRENCH PROGRAMS a wide range of well known universities. • Stephen Leacock CI These courses have been designed for These exams are graded by university • Thistletown CI students who have had 1,080 to 1,440 professors and experienced AP teachers • West Hill CI hours of instruction in French in elementary from different parts of the world by using • Western Technical- school. The program includes French, common scoring standards. Successful Commercial School plus other subjects studied in the French completion of the AP exam may result in the • Westview Centennial SS language. Effective 2003, students who opportunity to earn placement into second • Winston Churchill CI have completed several credits in Extended year university courses. French and other subjects taught in French English Language Learning will earn a Certificate of Bilingual Studies in Cisco/Nortel Systems Toronto schools are proud to serve the most Extended French. Four of these credits must multicultural city in the world. Most Toronto be Extended French. See Secondary School These programs provide specialized secondary schools offer special programs Locations pages 30 to 33 for equipment and staff training so that for newcomers from other countries, so selected schools. Technology departments can offer selected they can learn English and continue their IMMERSION FRENCH PROGRAMS students the opportunity education at the same time. Newcomers These courses have been designed for to earn CISCO/ Nortel Networking begin their new educational careers with a students who have had 3,000 to 6,000 certification through the completion visit to a Newcomer Reception Centre for an hours of instruction in French in elementary of successive Communications assessment and advice on starting school school. This program includes French, Technology credits. and choosing courses. plus other subjects studied in the French The Centres of Innovation ESL and ELD PROGRAMS language. Effective 2003, to earn a Credit courses in English as a Second Certificate of Bilingual Studies in Immersion for Skills and Technologies Language (ESL) help students to learn students will be required to complete 10 credits in French of which four must be in The Centres of Innovation for Skills and English and develop the academic skills they Immersion French. See Secondary School Technologies feature customized learning need for success in Ontario schools. Credit Locations pages 30 to 33 for selected hubs which respond to current and courses in English Literacy Development schools. emerging economies supported within (ELD) are for students whose education has the framework of Science, Technology, been interrupted and who need help in developing their literacy skills. Special credit Engineering and Mathematics (STEM). Specialized Tech/Co-op Students will be engaged in the engineering courses for newcomers are available in other design process through real-world subject areas, such as geography, history, OYAP Programs applications and will make seamless or science. transitions to the world of post-secondary LEAP These programs offer students the learning. In the 2017/18 school year, The Literacy Enrichment Academic Program opportunity to take concentrated students will have the opportunity to (LEAP) is for newcomers who need intensive senior tech courses combined with apply to one of the following Centres of upgrading in literacy, mathematics, and cooperative education experiences that Innovation for Skills and Technologies via study skills due to restricted educational will help them find employment. the current Optional Attendance process: opportunity in their previous country. • Albert Campbell CI Currently, LEAP is offered in 18 secondary • Bloor CI schools. • Central Technical School • Danforth Collegiate and Technical Institute Toronto District School Board 25 Specific Program Information:Cooperative Education

How Does Co-op Work? All secondary schools offer Cooperative Education. Cooperative Education is a unique program for students, integrating academic A company agrees to provide a placement for a student and designates study with practical experience in business and industry. an employee to supervise the learning This learning experience helps students make informed decisions in a one-on-one mentoring relationship. about future careers. Students also develop the work habits, A scheduled interview determines the attitudes and job skills necessary for a successful transition from student’s acceptance. secondary school to the workplace or postsecondary education. Work schedules vary: half, full, consecutive, alternate days, and summer employment. Learning opportunities Sample Timetables Experiential Learning at the placement are linked with the student’s academic studies, education A Grade 11 student in a non-semestered Experiential learning is planned plan, personal goals and abilities through school is interested in fashion design. learning experiences that take place the Personalized Placement Learning The student’s schedule, spending a in the community. It includes job Plan (PPLP) developed by the teacher in half-day in a placement, could look shadowing, job twinning, work collaboration with the supervisor and like this: experience, school-to-work and OYAP student. – all of which can be a part of ANY Period Day 1 Day 2 course in secondary school. The teacher regularly monitors to Experiential learning: assess student progress with the 1 AWI3M1 HNC301 • Engages students in active work supervisor’s input. Credits are awarded 2 ENG3C1 AVI3M1 experience; upon successful completion of the 3 AWI3MC MBF3C1 program. All placements are assessed • Provides a framework for making 4 AWI3MC for educational suitability as well as SBI3C1 career decisions; half-day placement in • Develops knowledge skills and health and safety. fashion store 2 credit Co-op attitudes that are essential in today’s Who Takes Co-op? A Grade 12 student in a semestered society; school is interested in journalism. The • Gives students a connection to the Cooperative Education students are student’s schedule, spending a full-day community; and, typically in senior grades, have a variety in placement, could look like this: • Promotes problem-solving and of postsecondary destinations: critical thinking and maximizes apprenticeship, college, university, Period Sem 1 Sem 2 student growth and development. work, and may be studying in any subject area. Cooperative Education MEL4E1 ENG4EC Ask your teacher for details! and OYAP are also available to students ENG4E1 ENG4EC with special needs through alternative Experiential Learning SNC4E1 GLN40C programs. Job Shadowing and Job Tuning GLN401 GLN40C - Students may accompany a coop- Central Programs full-dayfull-day placement placement in community in community newspa - erative educatin student to his/ newspaperper 4 Co-op 4 Co-op credits credits her placement for a half or full day Some placements are coordinated to learn more and observe what through central staff. These someone does in their job, one-on- opportunities include drama and one. You can participate in more dance, health care, uniformed services NOTE than one job shadowing or ______(Toronto Fire, Toronto Police, Military) credit experience and as part of and more. See your Co-op teacher for • Co-op can count towards two anytime more information. compulsory credits. • There is no limit to the number of optional co-op credits that a For more information about student can take. cooperative education, contact • Co-op credits cannot be used for your co-op teacher or substitution of a compulsory guidance counsellor. course credit.

26 Choices 2017–2018 Choices Planning Guide 2017-2018

How to use the Planning Guide: Step #1 - Getting Ready – Gather the resources you may need from your school: Credit Counselling Summary, supplementary materials, Course Selection Sheet, myBlueprint login, OEN (Ontario Education Number) and CHOICES publication. Step #2 - Access Your Allies – You need to meet and consult with teachers, guidance counsellor, parent/guardian and others about your choices and your plan for achieving your goals. Step #3 - Course Planning - Record the names and codes of courses that you might want to take in 2016-2017. Using the back cover, record your courses and codes for next year. Step #4 - Research - Review Diploma Requirements, Pathways, Things to Consider and your IPP. Using the Planning Guide, gather the information needed to complete your course selections. Step #5 - Course Selection - Complete the Online Course Selection on myBlueprint.ca/tdsb or the school's course selection sheet. When finished, print and hand in a copy to your guidance counsellor or teacher.

.on.ca Diploma Requirements

RESOURCES YOU MAY NEED: Ontario Secondary School LITERACY • Course Selection Sheet Diploma Requirements REQUIREMENT • Choices publication Students must write the Ontario • Successful completion of literacy requirement • www.tdsb.on.ca/Choices Secondary School Literacy Test • Supplementary materials from • 40 hours of community involvement (OSSLT), which is created your school • 30 credits: (18 compulsory and 12 optional) and marked by EQAO. • Credit Counselling Summary 4 English, one per grade level sheet Students who write the 1 French as a second language OSSLT and who have been • myBlueprint login 3 Mathematics, at least one in Grade 11 or 12 unsuccessful at least once are • OEN (Ontario Education Number) eligible to take the Ontario 2 Science Secondary School Literacy 1 Canadian geography Course (OLC4O). WHAT DO YOU NEED TO GRADUATE? 1 Canadian history • 30 Credits (18 compulsory) 1 Arts (dance, drama, media, music, visual arts) • Literacy requirement 1 Health and physical education COMMUNITY • 40 hours of Community 0.5 Civics INVOLVEMENT involvement 0.5 Career studies Plus one credit from each of the following groups: Students must complete a minimum of 40 hours of Group 1: an additional English credit Recommended Courses community involvement prior or French as a second language* GRADE 9 GRADE 10 to graduation. or a third language • English • English or a Social Sciences and Humanities • An indication of completion • Mathematics • Mathematics credit will be entered on the student’s • Science • Science or a Canadian and World Studies credit Ontario Student Transcript • Canadian • Canadian when the 40 hours have been or a Guidance and Career Education Geography History submitted. • Health & Physical • Civics/Career credit Education Studies or a Cooperative Education credit * • The selection and management of the involvement is to be • French • ______Group 2: a Business Studies credit directed by the student and • Arts • ______or a credit in Health and Physical approved by the secondary • ______• ______Education school. or a credit in the Arts • Activities may take place or a credit in Cooperative Education * inside or outside the school. COMMUNITY or French as a second language * If inside, activities may not be INVOLVEMENT Group 3: a Grade 11 or 12 Science credit part of a credit program. or a Technological Education credit • The student may not displace 40 HOURS – Get Started! or a Computer Studies credit a worker who would normally Keep a record – Get Proof: or a Cooperative Education credit * have been paid to perform the same function. • dates or French as a second language * • hours plus 12 optional credits • Community involvement may begin in the summer after • organization/contact * A maximum of two credits in Cooperative Grade 8. Education and two credits in French can count as compulsory credits. • For more information, go to Choices 2016 on page 35.

For volunteer Learning to 18 opportunities check: Students must attend school until age 18 or graduation. www.volunteertoronto.ca

B Choices 2017–2018 Begin with an End in Mind

Where are you going first after secondary school?

PLAN AHEAD ACCESS YOUR ALLIES • What courses will you need to graduate? • Visit the Guidance Office • What courses will you need to get into • Talk to your... a postsecondary program, e.g. training - parents/guardians program or college or university? - teachers - guidance counsellor - friends COMMUNITY LIVING? • What skills do I need to obtain? What is your destination? • What community connections have I made? SUPPORTED COMMUNITY LIVING q APPRENTICESHIP q COLLEGE q • Ensure that you develop community UNIVERSITY q WORK q connections through volunteer and participation in programs

UNIVERSITY? WORK? APPRENTICESHIP? COLLEGE? • What marks do they use Check out: • Learn a skilled trade by What marks do they use for for early admission? • TDSB Job Fair – Work combining courses early admission? 4U or 4M Finals from Connections with paid on-the-job • Gr. 11 & 1st semester Grade 12 training first semester and • Community Employment • Average in College courses Mid-Terms from second Centres • Check out Co-op as 70%+ semester an OYAP Opportunity • myBlueprint.ca > • University & Mixed courses • Cut-offs Resume & Cover Letter 60%+ www.electronicinfo.ca > JOB FINDER

ONtransfer.ca - A website to help you plan post-secondary education, whether you want to go straight to your educational goal or make some stops along the way. Also, looks at transfers between college and university programs.

Is OYAP for you? Cooperative Education Internet research sites • Enjoy learning by doing? • Links academics with work experience • www.apprenticesearch.com • Earn while you learn • Usually a separate application • www.electronicinfo.ca • Make future connections • Interview is required • www.ontariocolleges.ca • Become a skilled professional • Interested? See your guidance • www.ouac.on.ca • See a counsellor or co-op counsellor. • www.careercruising.com teacher • Apprenticeship: www.tcu.gov. on.ca/eng/employmentontario/ OYAP training Ontario Youth Apprenticeship Program • myBlueprint.ca/tdsb • Enables students in Grade 11 or 12 to complete OSSD requirements while starting their apprenticeship training NEED TO SEE A COUNSELLOR? in one of the skilled trades Counsellors are available to assist you. Examples: Early Childhood Education, Make an appointment or follow the Carpentry, Automotive, Culinary Arts, protocol that your school uses during Plumbing. course selection time. www.oyaptdsb.com

Toronto District School Board C Things to Consider

DID YOU KNOW? SEMESTERED AND FULL-YEAR SCHOOLS • Secondary schools are generally organized on either a full-year • There are many pathways to the same model (non-semestered) or a half-year model (semestered). destination and sometimes it is more • Students in a full-year, non-semestered secondary school usually beneficial to build self-esteem, confidence study eight courses from September to June. The year is and a sense of hope by being successful divided into two or three terms for examination and reporting first and foremost. purposes. • Students who select courses that are • Students in a half-year semestered secondary school usually consistent with their interests, most study four courses from September to January, and four courses from February to June, with examinations and recent achievement, strengths, needs reports at the end of each semester. or preferred learning style(s) create a foundation for success.

FIND YOUR DESTINATION COURSES • There are many opportunities to build on success and change pathways at Grade 9/10 Grade 11/12 many points on your secondary path. APPLIED (P) COLLEGE (C) • If you are interested in changing your pathway to a new destination, see your guidance counsellor. ACADEMIC (D) UNIVERSITY/COLLEGE (M)

LDCC (L) UNIVERSITY (U) Locally Developed Compulsory

5-YEAR PLAN OPTION OPEN (O) WORKPLACE (E) • Is it part of your plan to take five years in secondary school? K-COURSES (N) OPEN (O) • Do you want to do co-op, apprenticeship Alternative Non-Credit training (OYAP) and explore more options? K-COURSES (N) Although courses are organized into four grade Alternative Non-Credit categories, some students may take longer than four years to complete their diploma without repercussions to their future plans. SPECIAL NEEDS STUDENTS Students who have had an IPRC have the opportunity to take For students who have an IEP or have credits Learning Strategies courses (GLE) in secondary schools in the TDSB. in ESL or want to explore cooperative or Students requiring a more individualized program or self-contained technological education, OYAP, etc, a five-year classes need to consult the Special Education teacher in your school option may be another planning option. to access additional supports your school may offer.

FULL DISCLOSURE NO GUARANTEES • All Grade 11 and 12 final • All course offerings are MATHEMATICS TRANSFER COURSE course marks, withdrawals subject to availability. • Required to change from Math Grade 9 Applied and repeats are recorded on • Successful completion to Grade 10 Academic transcripts. of a diploma does not • Credit value is 0.5 (half credit) • WITHDRAWAL – Dropped guarantee admission to • Available through Continuing Education course after second to last training programs or at summer school report card. postsecondary institutions • REPEAT course(s) – both such as colleges and/or mark attempts are shown, universities. but only one credit issued for highest mark.

D Choices 2017–2018 Pathways These charts map out all the courses in the discipline and show the link between courses and the possible prerequisites for them. They do not attempt to depict all possible movements from course to course.

PATHWAYS IN ENGLISH Indicates alternative pathway

English ENG1D English ENG2D English ENG3U English ENG4U Grade 9, Academic Grade 10, Academic Grade 11, University Grade 12, University

English ENG1P English ENG2P English ENG3C English ENG4C Grade 9, Applied Grade 10, Applied Grade 11, College Grade 12, College

English English English ENG3E English ENG4E Grade 9, LDCC Grade 10, LDCC Grade 11, Workplace Grade 12, Workplace

PATHWAYS IN MATHEMATICS T Mathematics Foundations of Principles of Math MAT1L Math MFM1P MPM1D MPM1HT Grade 9, LDCC Grade 9, Applied Grade 9, Academic Transfer Course T required from MFM 1P to Mathematics Foundations of Principles of Math MPM 2D MAT2L Math MFM2P MPM2D Credit value: 0.5 Grade 10, LDCC Grade 10, Applied Grade 10, Academic indicates Functions and alternative pathway Workplace Math Foundations for Applications MCF3M Functions for Everyday Life College Math Grade 11, University/ MCR3U Note: MHF4U MEL3EGrade 11, MBF3C College Preparation Grade 11, University must be taken prior Workplace Grade 11, College to or concurrently with MCV4U

Math for Foundations for Math for College Advanced Calculus and Math of Data Man- Everyday Life College Math Technology Functions MHF4U Vectors MCV4U agement MDM4U MEL4E MAP4C MCT4C Grade 12, University Grade 12, University Grade 12, University Grade 12, Workplace Grade 12, College Grade 12, College

Earth & Space Science SES4U Biology SBI3U PATHWAYS IN SCIENCE Grade 12, University Grade 11, University Biology SBI4U Chemistry SCH3U Grade 12, University Science SNC2D Grade 11, University Grade 10, Academic Chemistry SCH4U Science SNC1D Physics SPH3U Grade 12, University Grade 9, Academic Grade 11, University Physics SPH4U Any Grade 11 university, university/college, or college Grade 12, University Science SNC1P preparation course in science. Grade 9, Applied Science SNC4M Environmental Science SVN3M Grade 12, University/College Science SNC2P Grade 11, University/College Grade 10, Applied Chemistry SCH4C Biology SBI3C Grade 12, College Grade 11, College Physics SPH4C Grade 12, College Environmental Science SVN3E Science SNC1L Science SNC2L Grade 11, Workplace Science SNC4E Grade 9, LDCC Grade 10, LDCC Grade 12, Workplace

Toronto District School Board E Completing Your Online Course Selection

1) Get Started In your browser go to www.myBlueprint.ca/tdsb.

2) Existing User? Enter your email and password. Need An Account? In the New Users box on the left of the page, select your Secondary School from the dropdown and click “Create Account”.

As a New User, you will require the following information before you begin: • Valid email address • Ontario Education Number (OEN) found on timetable Required once only • Your date of birth (DOB) Required once only

3) Your Official High School Plan Once you have completed the registration process, you can access your "Official High School Plan" by clicking on the "Submit Courses" button in the Course Selection box on the home page.

If the Course Selection box on If you do not see the Course Your marks are Red box indicates your Dashboard says "Currently Selection box, check the Course indicated for issue with course. Closed" you can plan your Selection Issue alert at the top all completed If a prerequisite is courses but you cannot submit right of Dashboard. courses. missing, fill it in. them until your school has opened course selection."

F Choices 2017–2018 Completing Your Online Course Selection

4) Add Your Courses for Next Year • In the High School Planner grid, click “Add [Course]”. • Add compulsories first, and if required use the first four spaces for Semester I prerequistes for Semester II courses. • In the "Courses tab", explore the courses available to you. • Click "Add Course" when you find the course you want. It is automatically saved.

The sixth position indicates program or credit Course Code’s fifth position indicates differentiation, or the focus of the course. ATTENTION the course type. In this case: 1 = Regular ! Course Type Program Differentiation for Non-Tech Courses CHOOSE WISELY! C = College M = College or University D = Academic O = Open 1 = Regular credit course A = Part 1 (0.5) • Think of your plan E = Workplace P = Applied 2 = Beginner or B = Part 2 (0.5) • Think of your future L = Locally Developed U = University Introductory course E = e-Learning course Compulsory N = Non-Credit 3 = Enriched course Health and Physical 4 = Extended French course Education 5 = French Immersion course F = course for females 6 = Gifted course M = course for males 7 = International 1 = co-ed courses 5) Look at Your Graduation Progress Baccalaureate course The Graduation Indicator will help you keep track of 8 = Self-contained ESL course your progress. Click “View Progress” for a list of specific 9 = Self-contained special education course Ontario Secondary School Diploma requirements. 0 = Advanced Placement Review this feature to ensure you are selecting courses French Immersion and other specialty programs have a that will keep you on track to graduate! unique sixth character indicated on individual school chart.

Program Differentiation for Tech Courses Tech credits sixth character indicate credit value: 1, 2 or 3 credits e.g. TTJ3C2 = 2 credits.

6) What can You do after High School? Before you submit your courses, it is important to understand the impact they will have on your future after secondary school. Plan ahead and build a full 30-credit plan to instantly discover the post-secondary opportunities available to you using the Pathway Eligibility Indicator.

Toronto District School Board G Completing Your Online Course Selection

7) Submit Your Courses 8) Review and Confirm You can only submit once! When you are ready to submit your course Carefully review the Submission selections, click “Review Course Selections”. Note: the “Submit” button Details page to ensure that you are will only appear if it is course selection time (as set by your school). meeting the requirements for the courses you have selected and that the courses that appear are correct. Once you have reviewed, click "Submit Course Selections”.

9) Print! Click on print Sign-Off Sheet and return a signed copy of your course selection sheet to your counsellor or teacher.

Note Review Details for any issues before submitting.

My online submission must be completed by:

Planning Ahead EDUCATION / CAREER PLANNER Fill in the courses you have taken, are presently Grade 9 Grade 10 Grade 11 Grade 12 5th Year

taking and plan to take on the chart. What English English English English compulsories do you need? Math Math Math

Science Science

Geography History

Phys. & Health Civics/Careers Education

French Electives (G1, G2, G3)

Arts Electives (G1, G2, G3)

Electives Electives (G1, G2, G3) (G1, G2, G3)

H Choices 2017–2018 myBlueprint’s privacy policy is located at www.myBlueprint.ca/privacy-policy Specific Program Information:Apprenticeship

What is OYAP? Specialized Co-op Programs

Ontario Youth Apprenticeship Specialized Co-op OYAP programs combine multiple credit specialized Program (OYAP) allows students to technology courses and cooperative education with a licensed acquire both apprenticeship hours tradesperson. Application deadline is in late May in most cases. and high school credits at the same time. This allows secondary school students to “try out” a potential choice Specialized Co-op OYAP Programs by going to work for part of a school Auto Collision Repair Danforth C&TI day, semester or year. Auto Service Technician Thistletown CI, John Polanyi CI, Danforth C&TI Construction Birchmount Park CI • Are you considering apprenticeship Cook/Baker Central Technical School, Danforth C&TI, Thistletown CI as a pathway to future employment? Electrician Central Technical School • Have you completed 16 credits? General Carpenter Central Technical School • Are you 16 years old? Hairstylist Bendale BTI, Thistletown CI, John Polanyi CI • Do you enjoy learning by doing? Plumber Central Technical School Transportation – Automotive, Central Technical School Students meeting the above criteria Truck & Coach/Heavy Equipment can enroll in a cooperative education program that will enable completion of the high school diploma while gaining skills and earning hours towards an Accelerated Program OYAP opportunities that include level 1 apprenticeship. “trade school” are open to TDSB students in their graduating year. Students must have completed all of their compulsory credits and prepare an application package for the competitive interview process. How Does OYAP Work? Application deadline is in early November. Students who are interested in participating in OYAP take cooperative education during Grade 11 and/or 12. Accelerated Programs Training Delivery Agent If the student and employer agree, Baker George Brown College – St. James Campus, an apprenticeship agreement can Brick and Stone Mason Ontario Masonry Centre (Kennedy & Derry Rd E.) be signed and the co-op hours then Carpentry College of Carpenters and Allied Trades- Woodbridge (Hwy 7 counted towards the apprenticeship. & Weston Rd),George Brown College Casa Loma Campus There are over 150 different skilled trades that qualify. Some Accelerated Child Development Practitioner (ECE) Seneca College – Newnham Campus Programs may also provide students CITI Motive Power Centennial College – Ashtonbee Campus with a Dual Credit opportunity (page 17). Construction Craft Worker Liuna Local 183 Training Centre (8700 Huntington Rd (Langstaff & Hwy 7) Get the OYAP Advantage: Cook Humber College – North Campus • Make future connections in job Electrician George Brown – Casa Loma, Humber – North Campus market Floor Covering Installer Local 27 – Woodbridge (Hwy 7 + Weston Rd) • Become a skilled professional Hairstylist Studio 500 – Burnhamthorpe CI/ALC • Have access to great jobs and Interior Finishing Systems Interior Finishing Systems Training Centre good wages Plumber George Brown – Casa Loma, Humber – North Campus OYAP: www.oyaptdsb.com Refrigeration Air Conditioning George Brown College – Casa Loma Campus Systems Mechanic Terrazzo, Tile & Marble Setter TT&M Trade School (Off Steeles E. of Keele)

For further information about this opportunity, prerequisites or other work placements, contact your school’s Cooperative Education Teacher, Technological Education Teacher or guidance counsellor. Visit www.oyaptdsb.com or call the OYAP Office at416 396-7483

Toronto District School Board 27 Specific Program Information: Technology

Communications Technology (TGJ) Construction Technology & Engineering (TCJ) Learning Centre 1 Learning Centre 3 Learning Centre 1 ER 11-15 Central Etobicoke CI Agincourt CI GI Central Etobicoke CI Albert Campbell CI Franke Oke SS Albert Campbell CI Etobicoke CI Bendale BTI CE CP George Harvey CI Birchmount Park CI North Albion CI Birchmount Park CI Kipling CI GG GV Cedarbrae CI GP Northern SS Cedarbrae CI WJ Lawrence Park CI Contact Alternative GG Thistletown CI WJ Lester B. Pearson CI Leaside HS GP David & Mary Thomson CI GG GV Weston CI Marc Garneau CI GI GG East York Alternative SS GG GI York Humber HS Maplewood HS WJ Martingrove CI GG GV Lester B. Pearson CI Sir Oliver Mowat CI North Albion CI GG Maplewood HS Learning Centre 2 Sir Wilfrid Laurier CI Northern SS GI GP GV R. H. King Academy GR GV C W Jefferys CI Sir William Osler HS CC CM Richview CI GG GP Sir Oliver Mowat CI Downsview SS West Hill CI Scarlett Heights EA Sir Wilfrid Laurier CI GI GG Drewry SS Wexford CI Silverthorn CI GI GG GV Sir William Osler HS Emery CI CP Winston Churchill CI Thistletown CI GP GGGV Subway Academy I GP L'Amoreaux CI Weston CI GG GV Wexford CI Northview Heights SS Learning Centre 4 Westview Centennial SS GG GP Winston Churchill CI GP Victoria Park CI York Humber HS Westview Centennial SS WJ Central Tech School CCWJ Yorkdale Secondary School WJ CHCP CE CC Learning Centre 2 Learning Centre 4 Danforth C & TI CCWJ CE A.Y. Jackson SS Bloor CI GG Lakeshore CI WJ CALC Central Tech School GR GI GP GG GV Oakwood CI Don Mills CI Danforth C & TI Western T- CS Downsview SS GG East York CI Drewry SS GG Eastdale CI Grade 9/10 Earl Haig SS GI GG GV Etobicoke School of Arts GI GG Green Industries (THJ) Emery CI Harbord CI Learning Centre 1 Learning Centre 3 George S. Henry Academy GP GV Lakeshore CI GI GP GG GV Bendale BTI Bendale BTI HL Georges Vanier SS GG Monarch Park CI Maplewood HS Maplewood HS L'Amoreaux CI GV GI Oakwood CI Sir William Osler HS Sir William Osler HS HH Newtonbrook SS GG Riverdale CI Northview Heights SS The Student School GI GP GR Learning Centre 2 Learning Centre 4 SCAS Western T- CS GP GR Burnhamthorpe CI Heydon Park SS HF Sir John A. Macdonald CI Don Mills CI Parkdale CI HD Stephen Leacock CI GV GI Drewry SS The Student School William Lyon Mackenzie CI SCAS

Computer Technology & Engineering (TEJ) Hairstyling and Aesthetics (TXJ) Learning Centre 1 Learning Centre 2 cont'd Learning Centre 1 Learning Centre 3 George Harvey CI EI EL Sir John A. Macdonald Central Etobicoke CI Bendale BTI XH John Polanyi CI Stephen Leacock CI George Harvey CI Maplewood HS Kipling CI Victoria Park CI John Polanyi CI Sir William Osler HS Lawrence Park CI Westview Centennial SS ER Thistletown CI XH Leaside HS William Lyon Mackenzie CI ER York Humber HS Learning Centre 4 Marc Garneau CI ER Central Tech School XH Martingrove CI Learning Centre 3 Learning Centre 2 Danforth C & TI North Albion CI Albert Campbell CI EC Downsview SS XA XH Eastdale CI Grade 9/10 Silverthorn CI Birchmount Park CI Earl Haig SS XH Heydon Park SS Thistletown CI David & Mary Thomson CI ER Westview Centennial SS Lakeshore CI Weston CI East York CI SCAS York Memorial CI Lester B. Pearson CI Yorkdale Secondary School XA XH York Mills CI R. H. King Academy EN ER SATEC @ W A Porter CI EN Learning Centre 2 Sir Oliver Mowat CI A.Y. Jackson SS Sir Wilfrid Laurier CI ER Health Care (TPJ) Don Mills CI West Hill CI EL Dr. Norman Bethune CI Winston Churchill CI Learning Centre 2 Learning Centre 4 Earl Haig SS Woburn CI Drewry SS Central Tech School OJ Emery CI SCAS Heydon Park SS George S. Henry Academy Learning Centre 4 Westview Centennial SS Georges Vanier SS EN EL Central Tech School EL Yorkdale Secondary School L'Amoreaux CI Harbord CI Northview Heights SS Malvern CI Runnymede CI ER Learning Centre 3 Western T- CS EN Lester B. Pearson CI Sir William Osler HS 28 Choices 2017–2018 Specific Program Information: Technology

= Specialized Tech/Co-op Hospitality & Tourism (TFJ) OYAP Programs Learning Centre 1 Learning Centre 3 Central Etobicoke CI FB FC Bendale BTI FB FC Emphasis Options Hairstyling and Aesthetics Franke Oke SS Maplewood HS FB FC Aesthetics XA Communications Technology Hairstyling XH Lawrence Park CI Native Learning Centre East Broadcast & Print Production* BC Health Care Marc Garneau CI Sir William Osler HS FB FC FE Digital Imagery & Web Design* DI Child Development & Gerontology OJ Thistletown CI Subway Academy I FN Interactive New Media Dental Assistant/Technician PD York Humber HS West Hill CI FC & Animation GI Photography & Digital Imaging GP Nursing/Medical PM Learning Centre 2 Learning Centre 4 Print & Graphic Communications GG Hospitality and Tourism CALC FR Central Tech School FB FR Radio, Audio & Sound Production GR Baking FB Drewry SS Danforth C & TI FB FR TV, Video & Movie Production GV Cooking FC Culinary Arts & Management FR Earl Haig SS Eastdale CI FC Computer Technology & Event Planning FE Northview Heights SS FB Heydon Park SS FB FE Engineering Manufacturing Technology & SCAS FE Lakeshore CI Computer Interfacing EI Electronics EL Engineering Westview Centennial SS FC Western T- CS FC Computer Networking EN Computer Aided Manufacturing MC Yorkdale Secondary School FB FC Computer Repair EC Mechanical Engineering MM Robotics & Control Systems ER Precision Machining MP Robotics & Control Systems MR Construction Technology & Engi- Welding Technician MY Manufacturing Technology & Engineering (TMJ) neering Carpentry CC Technological Design Learning Centre 1 Learning Centre 3 Civil Engineering CY Apparel/Textile Design DP Central Etobicoke CI Agincourt CI Construction Mngmt & Science CS Architectural Design DA Etobicoke CI MR Bendale BTI OYAP Custom Woodworking WJ Interior Design DV Mechanical & Industrial Design DM Silverthorn CI Birchmount Park CI Electrical/Network Cabling CE Heating & Cooling CH Robotics & Control System Design DR West Humber CI Cedarbrae CI Tech. Design & the Environment* DJ Weston CI MP David & Mary Thomson CI MM Masonry CM Plumbing CP Transportation Technology West Hill CI Auto Body TB Green Industries Auto Service TA Horticulture HH Heavy Duty & Agriculture Equip. TH Learning Centre 4 Landscaping Architecture HD Light Aircraft TL Central Tech School MY Landscaping Construction Small Engine/Recreational TS East York CI & Maintenance HL Vehicle Ownership/Maintenance* TJ Western T- CS MM MY * NO multiple credits are allowed for Grades 11 and 12 Open courses. * NO multiple credits are allowed for grade 11 and 12 Open level. Technological Design (TDJ) Learning Centre 1 Learning Centre 3 Transportation Technology (TTJ) Central Etobicoke CI Agincourt CI DA Etobicoke CI DM Albert Campbell CI DA DR Learning Centre 1 Learning Centre 3 George Harvey CI John Polanyi CI Bendale BTI Central Etobicoke CI Agincourt CI TA Marc Garneau CI Birchmount Park CI Etobicoke CI Albert Campbell CI Martingrove CI DR Cedarbrae CI George Harvey CI TL Bendale BTI North Albion CI DA David & Mary Thomson CI DA John Polanyi CI Birchmount Park CI Northern SS DA DM DR Marc Garneau CI Cedarbrae CI Scarlett Heights EA DA Lester B. Pearson CI Silverthorn CI DA R. H. King Academy Martingrove CI Lester B. Pearson CI Thistletown CI DA DR SATEC @ W A Porter CI North Albion CI Maplewood HS West Humber CI Sir Oliver Mowat CI Northern SS TA R. H. King Academy Weston CI DA DM Sir Wilfrid Laurier CI Silverthorn CI TA Sir Oliver Mowat CI TA York Mills CI Sir William Osler HS Thistletown CI TA Sir Wilfrid Laurier CI Learning Centre 2 Woburn CI West Humber CI Sir William Osler HS A Y Jackson SS Weston CI West Hill CI C W Jefferys CI DR York Humber HS Winston Churchill CI TA Learning Centre 4 Don Mills CI Woburn CI Central Tech School DP DA Downsview SS Danforth C & TI DA Dr. Norman Bethune CI DA Learning Centre 2 East York CI DR Earl Haig SS DA DM Downsview SS TA Learning Centre 4 Heydon Park SS Emery CI DR Dr. Norman Bethune CI Central Tech School TA TH TS Malvern CI Georges Vanier SS Emery CI Danforth C & TI TB TA Oakwood CI L'Amoreaux CI Georges Vanier SS TL Lakeshore CI TA Western T- CS Northview Heights SS Northview Heights SS Western T- CS TA TB SCAS Sir John A. Macdonald Sir John A. Macdonald CI Stephen Leacock CI TA Westview Centennial SS DP Victoria Park CI William Lyon Mackenzie CI DA Westview Centennial SS

Toronto District School Board 29 Secondary School Locations Steeles St W Learning Centre 1 12

20

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v Hwy 427 Hwy

25 26 A For School Profiles, go to Kipling 24

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LeslieS www.tdsb.on.ca>Find Your School 21 onge S 6 Y Hwy 401 eele S 8 7 K 16 >Secondary 1 22 11 15 23 Eglinton Ave W 3 13 14 For Course Offerings and Descriptors, 5 9 4 19 10 go to www.tdsb.on.ca/Choices 17 2

Learning Centre 1

Learning Centre 1 Advanced Placement Africentric Program Alternative Art Focus Centres of Innovation for Skills and Technologies Cisco/Nortel Systems Cyber Arts Cyber Studies Elite Athletes/ Arts Entrepreneurship Extended or French Immersion Gifted Integrated Technology International Baccalaureate Leadership Pathways LEAP Math and Science Focus Media Arts Pre-Advanced Placement Skills Enhanced Specialist High Skills Major School Name 1 Central Etobicoke H.S. 2 Etobicoke C.I. • 3 Forest Hill C.I. 4 Frank Oke S.S. 5 George Harvey C.I. • • • • 6 John Polanyi C.I. • • • • • 7 Kipling C.I. • • • • 8 Lawrence Park C.I. • 9 Leaside H.S. • 10 Marc Garneau C.I. • • • 11 Martingrove C.I. • • • 12 North Albion C.I. • • • 13 North Toronto C.I. 14 Northern S.S. • • 15 Richview C.I. • 16 Scarlett Heights EA • • 17 Silverthorn C.I. • 18 Thistletown C.I. • • • 19 West Humber C.I. • • 20 Weston C.I. • • • 21 York Humber H.S. 22 York Memorial C.I. • • 23 York Mills C.I. • 24 St. Andrew’s JHS 25 Windfields JHS •

30 Choices 2017–2018 Secondary School Locations 13 1 7 6

Learning Centre 2 Keele St 2 14 12 9 18 3 Finch Ave E Kennedy Rd 8 11 Hwy 400 Yonge St 15 19 16 Sheppard Ave W For School Profiles, go to 10 5 Ellesmere Rd www.tdsb.on.ca>Find Your School Hwy 401 17 >Secondary 4 Don Valley Pkwys For Course Offerings and Descriptors,

Victoria Ave Park go to www.tdsb.on.ca/Choices

LC2

Learning Centre 2 Learning Centre 2 Advanced Placement Africentric Program Alternative Art Focus Centres of Innovation for Skills and Technologies Cisco/Nortel Systems Cyber Arts Cyber Studies Elite Athletes/ Arts Entrepreneurship Extended or French Immersion Gifted Integrated Technology International Baccalaureate Leadership Pathways LEAP Math and Science Focus Media Arts Pre-Advanced Placement Skills Enhanced Specialist High Skills Major School Name 1 AY Jackson S.S. • • • 2 Avondale E.&S. Alt • 3 CW Je erys C.I. • • 4 Don Mills C.I. • • • 5 Downsview S.S. • • • 6 Dr. Norman Bethune C.I. • 7 Drewry S.S. 8 Earl Haig S.S. • 9 Emery C.I. • • • 10 George S. Henry Academy 11 Georges Vanier S.S. • • • • • 12 L’Amoreaux C.I. • • • 13 Newtonbrook S.S. • • 14 Northview Hts S.S. • • • • • • 15 Sir John A. Macdonald C.I. • • 16 Stephen Leacock C.I. • • • • • 17 Victoria Park C.I. • 18 Westview Centennial S.S. • • • 19 William Lyon Mackenzie C.I. • • •

Toronto District School Board 31 Secondary School Locations Steeles St E

2 d

Finch Ave E ale R Learning Centre 3 15 8 9 1 Hwy 401 Meadow v

d 19 3 16

17 4 Markham R 7 18 13 For School Profiles, go to 6 Lawrence Ave E www.tdsb.on.ca>Find Your School 10 14 >Secondary 12 11 d

For Course Offerings and Descriptors, e on R v Kingst go to www.tdsb.on.ca/Choices den A a r 5 W

Learning Centre 3

Learning Centre 3 Advanced Placement Africentric Program Alternative Art Focus Centres of Innovation for Skills and Technologies Cisco/Nortel Systems Cyber Arts Cyber Studies Elite Athletes/ Arts Entrepreneurship Extended or French Immersion Gifted Integrated Technology International Baccalaureate Leadership Pathways LEAP Math and Science Focus Media Arts Pre-Advanced Placement Skills Enhanced Specialist High Skills Major School Name 1 Agincourt C.I. • • 2 Albert Campbell C.I. • • • • 3 Alternative Scarborough Education 1 • 4 Bendale B.T.I. • • 5 Birchmount Park C.I. • • 6 Cedarbrae C.I. • • 7 David and Mary Thomson C.I. • • • 8 Delphi Secondary Alternative School • 9 Lester B. Pearson C.I. • • • 10 Maplewood High School 11 RH King Academy • • • 12 SATEC@ W.A Porter C.I. • • • • • 13 Sir Oliver Mowat C.I. 14 Sir Wilfrid Laurier C.I. • • • 15 Sir William Osler H.S. • 16 West Hill C.I. • • • 17 Wexford Collegiate School of the Arts • 18 Winston Churchill C.I. • • • • • 19 Woburn C.I. •

32 Choices 2017–2018 Secondary School Locations Learning Centre 4 t 21 26 alley Pkwy Du erin S 9 15 8 3132 Don V Bloor St W 33 Danforth Ave

e 7 t v 2/1 13 3 25 29 2712 For School Profiles, go to 4 17 20 19

14 onge S 10 11 30 Y 35 24 Kipling A www.tdsb.on.ca>Find Your Hwy 427 6 28 Queen St 23 16 Gardiner Expressway 22 School>Secondary 5 For Course Offerings and 18 Descriptors, go to www.tdsb.on.ca/Choices

Learning Centre 4

LC4

Learning Centre 4 Advanced Placement Africentric Program Alternative Art Focus Centres of Innovation for Skills and Technologies Cisco/Nortel Systems Cyber Arts Cyber Studies Elite Athletes/ Arts Entrepreneurship Extended or French Immersion Gifted Integrated Technology International Baccalaureate Leadership Pathways LEAP Math and Science Focus Media Arts Pre-Advanced Placement Skills Enhanced Specialist High Skills Major School Name 1 Alpha II Alternative • 2 Bloor C.I. • • • • 3 Central Technical School • • • • • 4 Central Toronto Academy • • • 5 City School • 6 Contact Alternative School • 7 Danforth C.T.I. • • • 8 East York Alternative S.S. • 9 East York C.I. • • 10 Eastdale C.I. 11 Etobicoke School of the Arts • 12 Greenwood S.S • 13 Harbord C.I. • 14 Heydon Park S.S. 15 Humberside C.I. • 16 Inglenook C.H.S. • 17 Jarvis C.I. • • 18 Lakeshore C.I. • • • • • 19 Malvern C.I. • • 20 Monarch Park C.I. • 21 Native Learning Centre 22 Oakwood C.I. • • 23 Oasis Alternative S.S. • 24 Parkdale C.I. • • • 25 Riverdale C.I. • 26 Rosedale Heights School of the Arts • 27 Runnymede C.I. • • • 28 S.O.L.E Alternative • 29 S.E.E.D Alternative • 30 Subway Academy I • 31 Subway Academy II • 32 THE STUDENT SCHOOL • 33 Ursula Franklin Academy • 34 West End Alternative • 35 Western Tech-Commercial School • • • • • •

Toronto District School Board 33 Diploma & Certificate Requirements Literacy Requirement Ontario Secondary School Diploma (OSSD) Requirements Ontario Secondary School Literacy Test (OSSLT) • 30 credits (18 compulsory and 12 optional) In the spring of their Grade 10 school year, students will write • 40 hours of Community Involvement the provincial literacy test, which is created and marked by the Education Quality and Accountability Office (EQAO). • Literacy Requirement • Students who pass the test fulfill the Literacy requirement. The 18 compulsory credits are: • School boards are required to provide remedial assistance 4 English, one per grade level for students who do not complete the test successfully. • If students have an Individual Education Plan (IEP) 1 French as a Second Language accommodations and/or modifications are available for 3 Mathematics, at least one in Grade 11 or 12 the test although content may not be altered. 2 Science • English Language Learners (ELL) only take the test when 1 Canadian Geography they have reached an appropriate language level of 1 Canadian History language ability. 1 Arts (Dance, Drama, Media, Music, Visual Arts) • Accommodations, deferral and exemption information is available at www.eqao.com/en/assessmentosslt/educators/ 1 Health and Physical Education pages/administer.aspx. 0.5 Civics 0.5 Career Studies Visit www.eqao.com for information about test date, eligibility criteria, practice versions of the test and tips. Plus one credit from each of the following groups: Group 1: additional credit in English or French as a Second Language * Ontario Secondary School Literacy Course or a third language or Social Sciences and the Humanities (OSSLC) or Canadian and World Studies Students who have been eligible to write the Ontario or Guidance and Career Education Secondary School Literacy Test (OSSLT) and who have been or Cooperative Education * unsuccessful at least once are eligible to take the Ontario Secondary School Literacy Course (OLC4O). Group 2: Business Studies credit Students who successfully complete this course will have or Health and Physical Education met the provincial literacy requirement for graduation, and or the Arts will earn one credit. The credit may be used to meet either or Cooperative Education * the Grade 12 English compulsory credit requirement or the or French as a Second Language * Group 1 additional compulsory credit requirement.

Group 3: a Grade 11 or 12 Science credit or Technological Education Adjudication Panel Opportunity or Computer Studies or Cooperative Education * Some students who have earned enough credits to graduate or French as a Second Language * in June but because of special circumstances have not completed their literacy graduation requirement will be Plus 12 optional credits. afforded the opportunity to acquire the literacy credential through an Adjudication Panel's accreditation of their literacy * A maximum of two credits in Cooperative Education and skills. This is sponsored by the Ministry of Education and is two credits in French can count as compulsory credits. managed by the TDSB English/Literacy Department. The eligibility criteria are very specific and accordingly few students are eligible. Contact your guidance counsellor for more information.

34 Choices 2017–2018 Diploma & Certificate Requirements Community Involvement • Students are encouraged to develop a sense of civic responsibility and strong community values during their secondary school years. To this end, all students are required to complete a minimum of 40 hours of mandatory Community Involvement prior to graduation. • An indication of completion will be entered on the student’s Ontario Student Transcript when the 40 hours have been submitted and approved. • Secondary school staff, will discuss appropriate types of community involvement activities and projects with students and may offer suggestions, but the selection and management of the involvement is to be directed by the student. • The Toronto District School Board publishes a list of “approved” and “non-approved” activities; students choosing an activity not on the approved list must apply for permission in writing to the school Principal. • Activities may take place inside or outside the school. If inside, activities may not be part of a credit program. • The student may not displace a worker who would normally have been paid to perform the same function or receive pay. • Community involvement may begin in the summer after Grade 8.

Ontario Secondary School Certificate (OSSC) Certificate of Accomplishment

Ontario Secondary School Certificate will be granted, on request, Students who leave school upon reaching the age of 18 to students who are leaving school upon reaching the age of 18 without having met the requirements for the OSSD or OSSC without earning the Ontario Secondary School Diploma. (OS, may be granted a Certificate of Accomplishment. This section 6.3) A student must have earned: certificate is a useful means of recognizing achievement for • 2 English students who plan to continue certain kinds of training or find employment. • 1 Canadian Geography or Canadian History A student may return to school and take additional credit • 1 Mathematics and non-credit courses and have their transcript (OST) • 1 Science updated. A new certificate will not be awarded, but an • 1 Health and Physical Education OSSD or OSSC will be granted when the returning student • 1 Arts, Computer Studies or Technological Education has fulfilled the requirements. (OS, section 6.4) • 7 optional credits selected by the student from available courses The provisions for substitution for compulsory credits applies to the OSSC.

School Virtual Library Website Every school in TDSB has its own Virtual Library site, a bold portal to provide students with: · Homework, inquiry/research and project help · Curated, relevant, free digital resources/tools · Subscription (paid) databases with enhanced read aloud, translation, integrated images/video and citation help features · Subscription (paid) encyclopedias, eBooks and streamed media in English and French · Access to search print resources, and view eBooks and streamed media when logged into the Library Catalogue with a TDSB network account · Alternative search options that do more than a simple Google search · Student Space and Read sections designed just for you · 24/7 access from any internet enabled device Three ways to find your school’s Virtual Library:

1. www.tdsb.on.ca > Find Your School > Your School Name > click on Virtual Library 2. AW: https://aw.tdsb.on.ca/sites > My Home tab > click on Virtual Library 3. Online for “your school name” Virtual Library Need help? Ask your Teacher-Librarian for remote access passwords and Virtual Library help.

Toronto District School Board 35 Understanding Course Codes & Descriptors

Courses MPM2D1 Sample Course Descriptor Principles of Mathematics, Grade 10, Academic Courses are available in many subject This course enables students to broaden their understanding of relationships areas in secondary school. Within a and extend their problem-solving and algebraic skills through investigation, the subject area, students can further effective use of technology, and abstract reasoning. Students will explore quadratic specialize their study, depending on relations and their applications; solve and apply linear systems; verify properties their interests. For example, within the of geometric figures using analytic geometry; and investigate the trigonometry of area of music, students might choose right and acute triangles. Students will reason mathematically and communicate to study one or more of instrumental their thinking as they solve multi-step problems. music, vocal music, and/or composition. Prerequisite: Grade 9 Mathematics, Academic, or Grade 9 Mathematics Transfer, Courses are offered in Grades 9, 10, 11, Applied to Academic and 12. The first three characters indicate the The fifth Credits Ministry approved course title. In this case: position indicates MPM = Principles of Mathematics the course type. A credit is granted when a course In this case: that has been scheduled for a Major Subject Areas D = Academic minimum of 110 hours is successfully Course Descriptors are alphabetically organized in Course Type completed. “Scheduled time” is the Course Descriptor section by major subject area. C = College defined as the time during which A = The Arts K = Alternative (Non-credit) students participate in planned learn- B = Business Studies L = Classical, International D = Academic ing activities designed to lead to the C = Canadian and and Native Languages E = Workplace achievement of the curriculum expec- World Studies M = Mathematics L = Locally E = English, English Literacy N = Native Studies Developed tations of the course. Planned learning Compulsory Development, English As P = Health and Physical activities include interaction between M = College or the teacher and student as well as as- a Second Language Education F = French University signing individual and/or group work, I = Computer Studies or G = Guidance and Interdisciplinary Studies O = Open excluding homework. Career Education S = Science P = Applied U = University Careful attention should be given H = Social Sciences T = Technological N = Non-Credit to these: and the Humanities Education

Prerequisite: A course which the Ministry of Education has designated Principles of Mathematics, as a requirement to be completed prior MPM 2 D 1 Grade 10, Academic to undertaking a course. The sixth position indicates program or credit Corequisite: A course which must The fourth differentiation, or the focus of the course. be studied at the same time as position indicates In this case: 1 = Regular another course. the grade or Program Differentiation for Non-Tech Courses Recommended Preparation: A course language level. 1 = Regular credit course A = Part 1 (0.5) which is highly recommended as In this case: 2 = Beginner or B = Part 2 (0.5) providing the necessary foundation Introductory course E = e-Learning course 2 = Grade 10 for another course but which is not 3 = Enriched course Health and Physical designated as mandatory preparation Grades 4 = Extended French course Education 5 = French Immersion course F = course for females by the Ministry of Education. 1 = Grade 9 6 = Gifted course M = course for males 2 = Grade 10 7 = International 1 = co-ed courses Interpretation of 3 = Grade 11 Baccalaureate course sample course codes 4 = Grade 12 8 = Self-contained ESL course 9 = Self-contained special ENG3U3 = English, Grade 11, Languages education course University preparation, A = Level 1 0 = Advanced Placement enriched, one credit B = Level 2 French Immersion and other specialty programs have a PPL2OF = Healthy Active Living, C = Level 3 unique sixth character indicated on individual school chart. Grade 10, Open, D = Level 4 female, one credit E = Level 5 Program Differentiation for Tech Courses Tech credits sixth character indicate credit value: 1, 2 or 3 credits e.g. TTJ3C2 = 2 credits. 36 Choices 2017–2018 Course Types

Grade 9/10 Grade 11/12 Transfer Course (Grade 9) APPLIED (P) COLLEGE (C) In mathematics, the sole prerequisite for the Grade 10 academic mathematics course is the Grade 9 academic ACADEMIC (D) UNIVERSITY/COLLEGE (M) mathematics course, so a student who is planning to move from the Grade 9 applied mathematics course to the Grade 10 academic mathematics course must take either the LDCC (L) UNIVERSITY (U) designated transfer course or the Grade 9 academic Locally Developed Compulsory mathematics course. (OS, Section 7.2.4) OPEN (O) WORKPLACE (E) Locally Developed Courses (Grades 9 to 12) K-COURSES (N) OPEN (O) Boards may develop other courses locally that are counted Alternative Non-Credit as optional credits. These may be created in any discipline. K-COURSES (N) These courses require the approval of the Ministry (OS, Alternative Non-Credit Section 7.3.1) Schools with specialized programs often include such courses in areas such as entrepreneurship, athletics and specialized arts. “Locally Developed” courses Academic Courses (Grades 9 and 10) are indicated with the use of the following characters in the (D in the 5th position) develop students’ knowledge and skills 5th position: through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and 1 = Academic 5 = Workplace 8 = Mixed explore related concepts as well. They incorporate practical 2 = Applied 6 = College (University/ applications as appropriate. (OS, Section 7.2.1) The emphasis 3 = Open 7 = University College) is on theory and abstract thinking as a basis for future learning and problem-solving. Open Courses (Grades 9 to 12) Alternative (Non-Credit) Courses (O in the 5th position) are designed to broaden students’ (Grades 9 to 12) knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in (N in the 5th position) are individualized courses, documented society. These courses, which comprise a set of expectations in a student’s Individual Education Plan (IEP), that comprise that are appropriate for all students, are not designed with alternative expectations – that is expectations not found in the specific requirements of university, college or the the Ontario curriculum (OS, Section 3.3.1). “K-Courses” focus workplace in mind. (OS, Section 7.2.2) on a developmental continuum of specific skill development which may be taken in preparation for credit courses. Applied Courses (Grades 9 and 10) Enrichment Opportunities (Grades 9 to 11) (P in the 5th position) focus on the essential concepts of a subject and develop students’ knowledge and skills (“3” in the 6th position) are offered in some secondary through practical applications and concrete examples. schools. These classes are based on the same course Familiar situations are used to illustrate ideas, and students expectations of the academic level, and student are given more opportunities to experience hands-on achievement is evaluated at that level. Enrichment applications of the concepts and theories they study. opportunities, are for students with a particular ability (OS, Section 7.2.1) and interest in a subject, offer challenging ways of exploring additional related materials and participating in Locally Developed Compulsory alternative activities related to the study of the subject. Credit Courses (LDCC) (Grades 9 and 10) (L in the 5th position) have been developed to meet students’ education needs not met by the existing provincial curriculum. For Course Offerings and Descriptors, go to Courses currently available in Grade 9 and 10 include: one www.tdsb.on.ca/Choices in English, mathematics, science and Canadian history and Grade 9 French as a second language. A student may count no more than seven as compulsory credits. Students who For access to Ontario curriculum policy documents, successfully complete eight LDCC courses may count the please visit: http://www.edu.gov.on.ca/eng/teachers/ eighth course as an optional credit. (OS, Section 7.3.1) curriculum.html

Toronto District School Board 37 Course Types

College Preparation Courses University/College Preparation Courses (Grades 11 and 12) (Grades 11 and 12) (C in the 5th position) are designed to equip students with (M in the 5th position) are designed to equip students with the knowledge and skills they need to meet the entrance the knowledge and skills they need to meet the entrance requirements for most college programs or for admission requirements for specific programs offered at universities and to specific apprenticeship or other training programs. (OS, colleges (often referred to as mixed courses). (OS, Section 7.2.2) Section 7.2.2) Teaching and learning will emphasize concrete Teaching and learning will emphasize both theoretical aspects applications of the theoretical material and the development and related concrete applications of the course content. of critical thinking and problem-solving skills. University Preparation Courses Workplace Preparation Courses (Grades 11 and 12) (Grades 11 and 12) (U in the 5th position) are designed to equip students with (E in the 5th position) are designed to equip students with the knowledge and skills they need to meet the entrance the knowledge and skills they need to meet the expectations requirements for university programs. (OS, Section 7.2.2) The of employers, if they plan to enter the workforce directly after courses will focus on the development of both independent graduation, or the requirements for admission to certain research skills and independent learning skills. apprenticeship or other training programs. (OS, Section 7.2.2)

Other Course Types - Dual Credit Other Course Types - Credit Recovery A dual credit program course is a Ministry approved course Credit recovery programs are designed to help regular that allows students who are still in secondary school to day school students meet the expectations of a course take college or apprenticeship courses that count towards they have completed but for which they have received both an OSSD and a postsecondary certificate, diploma or a failing grade. A credit for a course must be recovered degree or apprenticeship certification. (OS, Section 7.3.3) within two years from the time the student fails the course. For more information, see Choices 2017 page 20. Students may work on recovering more than one credit at a time through the credit recovery process, and there is no limit on the number of credits a student may recover. English Language Learners (OS, Section 7.5.1) • “8” in the 6th position of the course code • Some schools offer selected self-contained classes for ESL/ELD students. • Check with a guidance counsellor or ESL Department in your school.

Substitutions In order to allow flexibility in designing a student’s program and to ensure that all students can qualify for the secondary school diploma, substitutions may be made for a limited number of compulsory credit courses using selections from the remaining courses offered by the school. The decision to make a substitution for a student should be made only if the student’s educational interests are best served by such substitution. If a parent/guardian or an adult student requests a substitution, the principal will determine whether or not this should be made. A principal may also initiate consideration of whether a substitution should be made. The principal will make his or her decision In secondary school, students receive a in consultation with the parent/guardian or adult student percentage grade. A credit is granted with and appropriate school staff. a mark of 50% or higher.

38 Choices 2017–2018 Course Descriptors & List of Course Codes Course Descriptors Course descriptors originate in the curriculum policy documents from the Ontario Ministry of Education www.edu.gov.on.ca. Descriptors for courses offered in Grades 9 through 12 within the Toronto District School Board are available at:

www.tdsb.on.ca/Choices — use Browser or Search, www.myBlueprint.ca/tdsb — as course selections are made

Since it is not possible for all schools to offer all available courses listed below, the school administration decides which courses will be offered in each secondary school. These decisions are based on the needs and interests of the students in each community. If there is insufficient demand for a course in a particular year, it may not be possible to offer the course in that year. In this case, the students affected will be notified and asked to amend their program choices accordingly. List of Course Codes

Ministry Ministry Guideline and Course Title Ministry Ministry Guideline and Course Title Course Code Course Code ALTERNATIVE (Non-credit) COURSES KALAN Creative Arts for Enjoyment and Expression KHIAN Culinary Skills KALBN Creative Arts for Enjoyment and Expression KHIBN Culinary Skills KALCN Creative Arts for Enjoyment and Expression KHICN Culinary Skills KALDN Creative Arts for Enjoyment and Expression KHIDN Culinary Skills KALEN Creative Arts for Enjoyment and Expression KHIEN Culinary Skills KBBAN Money Management and Personal Banking KMMAN Numeracy and Numbers KBBBN Money Management and Personal Banking KMMBN Numeracy and Numbers KBBCN Money Management and Personal Banking KMMCN Numeracy and Numbers KBBDN Money Management and Personal Banking KMMDN Numeracy and Numbers KBBEN Money Management and Personal Banking KMMEN Numeracy and Numbers KCCAN Transit Training and Community Exploration KNAAN First Canadians KCCBN Transit Training and Community Exploration KNABN First Canadians KCCCN Transit Training and Community Exploration KNACN First Canadians KCCDN Transit Training and Community Exploration KNADN First Canadians KCCEN Transit Training and Community Exploration KNAEN First Canadians KCWAN Exploring Our World KPFAN Personal Health and Fitness KCWBN Exploring Our World KPFBN Personal Health and Fitness KCWCN Exploring Our World KPFCN Personal Health and Fitness KCWDN Exploring Our World KPFDN Personal Health and Fitness KCWEN Exploring Our World KPFEN Personal Health and Fitness KENAN Language and Communication Development KPHAN Choice Making for Healthy Living KENBN Language and Communication Development KPHBN Choice Making for Healthy Living KENCN Language and Communication Development KPHCN Choice Making for Healthy Living KENDN Language and Communication Development KPHDN Choice Making for Healthy Living KENEN Language and Communication Development KPHEN Choice Making for Healthy Living KGLAN Personal Life Skills KPPAN Self Help and Self Care KGLBN Personal Life Skills KPPBN Self Help and Self Care KGLCN Personal Life Skills KPPCN Self Help and Self Care KGLDN Personal Life Skills KPPDN Self Help and Self Care KGLEN Personal Life Skills KPPEN Self Help and Self Care KGWAN Exploring the World of Work KSNAN Exploring Our Environment KGWBN Exploring the World of Work KSNBN Exploring Our Environment KGWCN Exploring the World of Work KSNCN Exploring Our Environment KGWDN Exploring the World of Work KSNDN Exploring Our Environment KGWEN Exploring the World of Work KSNEN Exploring Our Environment KHDAN Social Skills Development KTTAN Computer Skills KHDBN Social Skills Development KTTBN Computer Skills KHDCN Social Skills Development KTTCN Computer Skills KHDDN Social Skills Development KTTDN Computer Skills KHDEN Social Skills Development KTTEN Computer Skills

Toronto District School Board 39 List of Course Codes (alphabetical by code) Find Course Descriptors at www.tdsb.on.ca/Choices

Ministry Ministry Guideline and Course Title Ministry Ministry Guideline and Course Title Course Code Course Code THE ARTS AMJ1O/2O/3M/3O/4M1 Vocal Jazz AEA3O1/4O1 Exploring & Creating the Arts AMK1O/2O/3M/3O/4M1 Keyboard Music ALC1O1/2O1 Integrated Arts AMK1O/2O/3O/4M4/5 Clavier AMM1O/2O/3M/3O/4M1 Music and Computers Dramatic Arts AMO1O/2O/3M/3O/4M1 Instrumental Music - Orchestra ADA1O1 Dramatic Arts AMP1O/2O/3M/3O/4M1 Instrumental Music - Percussion ADA1O4/5 Art dramatique AMQ1O1/2O/3M/3O/4M1 Steel Drum - Music ADA2O1 Dramatic Arts AMR1O/2O/3M/3O/4M1 Repertoire ADA2O4/5 Art dramatique AMS1O2O/3M/3O/4M1 Instrumental Music - Strings ADA3M1 Dramatic Arts AMT1O2O/3M/3O/4M1 Music Theatre ADA3M4/5 Art dramatique AMV1O/2O/3M/3O/4M1 Music - Vocal/Choral ADA3O1 Dramatic Arts AMW1O/2O/3M/3O/4M1 Music - Woodwinds ADA3O4/5 Art dramatique ADA4E1 Drama Media Arts ADA4M1 Dramatic Arts ASM2O1 Media Arts ADA4M4/5 Art dramatique ASM3O1 Media Arts ADA4O4/5 Art dramatique ASM3M1 Media Arts ASM4E1 Media Arts Dramatic Arts Focus Options grades 9 to 12 ASM4M1 Media Arts ADB1O/2O/3M/4M1 Dramatic Arts - Music Theatre ADC10/20 Drama in the Community Dance ADD1O/2O/3M/3O/4M/4O1 Dramatic Arts - Production ATC1O1 Dance ADV1O/2O/3M/3O/4M/4O1 Dramatic Arts - Film/Video ATC2O1 Dance ATC3M1 Dance Dramatic Arts Focus Options grades 11 and 12 ATC3O1 Dance ADF3M/4M1 Director’s Craft ATC4E1 Dance ADG3M/3O/4M1 Dramatic Arts - Acting/Improvisation ATC4M1 Dance ADP3M/3O/4M/4O1 Dramatic Arts - Playwriting/Theatre Development ATX3M4/5 Dances ADT3M/4M Canadian Theatre Dance Focus Options grades 9 to 12 Music ATB1O/2O/3M/3O/4M1 Dance - Ballet AMU1O1 Music ATD1O/2O/3M/3O/4M1 Dance - Composition AMU2O1 Music ATF1O2O/3M/3O/4M1 Dance - African AMU3M1 Music ATJ1O/2O/3M/3O/4M1 Dance - Jazz AMU3O1 Music ATK1O/2O/3M/3O/4M1 Dance - Caribbean AMU4E1 Music ATM1O/2O/3M/3O/4M1 Dance - Modern AMU4M1 Music ATP1O/2O/3M/3O/4M1 Dance - Performance Practice ATE 1O/2O/3M/3O/4M/4E Dance – Northern European/Asian Music Focus Options grades 9 to 12 ATG 1O/2O/3M/3O/4M/4E Dance – English/Irish/Scottish AMB1O/2O/3M/3O/4M1 Instrumental Music – Brass ATH 1O/2O/3M/3O/4M/4E Dance – History Development AMC1O/2O/3M/3O/4M1 Music for Creating ATI 1O/2O/3M/3O/4M/4E Dance – Indian/South Central Asian AMD1O/2O/3M/3O/4M1 Electronic Music ATL 1O/2O/3M/3O/4M/4E Dance – Central & South American AME1O/2O/3M/3O/4M1 Small Ensemble ATN 1O/2O/3M/3O/4M/4E Dance – Aboriginal Peoples (N.A.) AMG1O/2O/3M/3O4M1 Guitar Music ATO 1O/2O/3M/3O/4M/4E Dance – Pacific Rim AMH1O/2O/3M/3O/4M1 Stage - Band Music ATR 1O/2O/3M/3O/4M/4E Dance –Hip Hop AMI1O/2O/3M/3O/4M1 Instrumental Music - Band ATS 1O/2O/3M/3O/4M/4E Dance – Social ATT 1O/2O/3M/3O/4M/4E Dance – Tap 40 Choices 2017–2018 List of Course Codes (alphabetical by code) Find Course Descriptors at www.tdsb.on.ca/Choices

Ministry Ministry Guideline and Course Title Ministry Ministry Guideline and Course Title Course Code Course Code ATU 1O/2O/3M/3O/4M/4E Dance –Music/Theatre BBB4M1 International Business Fundamentals ATW 1O/2O/3M/3O/4M/4E Dance – Med/Mid East BBI1O/2O1 Introduction to Business ATX 1O/2O/3M/3O/4M/4E Dance – French BDI3C1 Entrepreneurship: The Venture ATZ 1O/2O/3M/3O/4M/4E Dance – World Cultures BDP3O1 Entrepreneurship: The Enterprising Person

Visual Arts BDV4C1 Entrepreneurship: Venture Planning in an Electronic Age AVI1O1 Visual Arts BMI3C1 Marketing: Goods, Services, Events AVI1O4/5 Arts visuels BMX3E1 Marketing: Retail and Service AVI2O1 Visual Arts BOG4E1 Business Leadership: Becoming a Manager AVI2O4/5 Arts visuels BOH4M1 Business Leadership: Management Fundamentals AVI3M1 Visual Arts BTA3O1 Information and Communication Technology: AVI3M/O4/5 Arts visuels The Digital Environment AVI3O1 Visual Arts BTT1O/2O1 Information and Communication Technology AVI4E1 Visual Arts in Business AVI4M1 Visual Arts BTX4C1 Information and Communication Technology: Multimedia Solutions AVI4M4/5 Arts visuels BTX4E1 Information and Communication Technology Visual Arts Focus Options grades 9 to 12 in the Workplace AWA1O/2O/3M/3O/4M1 Visual Arts - Crafts CANADIAN AND WORLD STUDIES AWC1O/2O/3M/3O/4M1 Visual Arts - Ceramics CGC1D Issues in Canadian Geography AWD1O/2O/3M/3O/4M1 Visual Arts - Visual Design CGC1D4/5 Enjeux géographiques du Canada AWE1O/2O/3M/3O/4M1 Visual Arts - Information/ CGC1P Issues in Canadian Geography Consumer Design CGD3M Regional Geography AWFIO/2O/3)/4M/4O Visual Arts - Industrial Design CGF3M Forces of Nature: Physical Processes and Disasters AWG1O/2O/3M/3O/4M1 Visual Arts - Environmental Design CGG3O Travel and Tourism: A Geographic Perspective CG- AWH1O/2O/3M/3O/4M1 Visual Arts - Interior Design G3O4/5 Voyages et tourisme: une perspective AWI1O/2O/3M/3O/4M1 Visual Arts - Fashion & Textile Design1 géographique régionale AWJ1O/2O/3M/3O/4M1 Visual Arts - Stage Design CGO4M Spatial Technologies in Action AWK1O/2O/3M/3O/4M1 Visual Arts - Illustration CGR4E Living in a Sustainable World AWL1O/2O/3M/3O/4M1 Visual Arts - Drawing CGR4M The Environment and Resource Management AWM1O/2O/3M/3O/4M1 Visual Arts - Drawing and Painting CGT3O Introduction to Spatial Technologies AWN1O/2O/3M/3O/4M1 Visual Arts - Painting CGU4M World Geography: Urban Patterns and AWO1O/2O/3M/3O/4M1 Visual Arts - Printmaking Population Issues AWP1O/2O/3M/3O/4M1 Visual Arts - Sculpture CGW4C World Issues: A Geographic Analysis AWQ1O/2O/3M/3O/4M1 Visual Arts - Photography CGW4U World Issues: A Geographic Analysis AWR1O/2O/3M/3O/4M1 Visual Arts - Film/Video CHA3U American History AWS1O/2O/3M/3O/4M1 Visual Arts - Digital Media CHC2D Canadian History since World War I AWT1O/2O/3M/3O/4M1 Visual Arts - Non-Traditional CHC2D4/5 Histoire du Canada depuis la Première Guerre AWU1O/2O/3M/3O/4M1 Visual Arts - Cultural/Historical Studies Mondiale CHC2L Canadian History Since World War I (LDCC) BUSINESS STUDIES CHC2P Canadian History since World War I CHE3O Origins and Citizenship: The History of a Canadian BAF3M1 Financial Accounting Fundamentals Ethnic Group BAI3E1 Accounting Essentials CHG381 Genocide and Crimes Against Humanity BAN4E1 Accounting for a Small Business CHI4U Canada: History, Identity, and Culture BAT4M1 Financial Accounting Principles CHM4E Adventures in World History BBB4E1 International Business Essentials

Toronto District School Board 41 List of Course Codes (alphabetical by code) Find Course Descriptors at www.tdsb.on.ca/Choices

Ministry Ministry Guideline and Course Title Ministry Ministry Guideline and Course Title Course Code Course Code CHT3O World History since 1900: Global and Regional ENGLISH AS A SECOND LANGUAGE AND Interactions ENGLISH LITERACY DEVELOPMENT CHT3O4/5 Histoire mondiale depuis 1900 : grands courants ELDAO8 English Literacy Development et évènements ELDBO8 English Literacy Development CHV2O Civics and Citizenship ELDCO8 English Literacy Development CHV2O4/5 Civisme et citoyenneté ELDDO8 English Literacy Development CHW3M World History to the End of the Fifteenth Century ELDEO8 English Literacy Development CHW3M4/5 Histoire mondiale jusqu’à la fin du quinzième siècle ESLAO8 English as a Second Language CHY4C World History since the Fifteenth Century ESLBO8 English as a Second Language CHY4U World History since the Fifteenth Century ESLCO8 English as a Second Language CIA4U Analysing Current Economic Issues ESLDO8 English as a Second Language CIC4E Making Personal Economic Choices ESLEO8 English as a Second Language CIE3M The Individual and the Economy CLN4C Legal Studies FRENCH AS A SECOND LANGUAGE CLN4U Canadian and International Law FEF1D Extended French CLU3E Understanding Everyday Law in Canada FEF2D Extended French CLU3M Understanding Canadian Law FEF3U Extended French CLU3M4/5 Comprendre le droit Canadien FEF4U Extended French CPC3O Politics in Action: Making Change FIF1D French Immersion CPW4U Canadian and International Politics FIF1P French Immersion FIF2D French Immersion ENGLISH FIF2P French Immersion EBT4O1 Communication in the World of Business FIF3U French Immersion and Technology FIF3O French Immersion ELS2O1 Literacy Skills FIF4U French Immersion EMS3O1 Media Studies FIF4O French Immersion ENG1D1 English FSF1D Core French ENG1L1 English (LDCC) FSF1O Core French ENG1P1 English FSF1P Core French ENG2D1 English FSF2D Core French ENG2L1 English (LDCC) FSF2O Core French ENG2P1 English FSF2P Core French ENG3C1 English FSF3O Core French ENG3E1 English FSF3U Core French ENG3U1 English FSF4O Core French ENG4C1 English FSF4U Core French ENG4E1 English ENG4U1 English GUIDANCE AND CAREER EDUCATION EPS3O1 Presentation and Speaking Skills GLC2O1 Career Studies ETC3M1 Canadian Literature GLC2O4/5 Exploration des choix de carrière ETS4C1 Studies in Literature GLD2O1 Discovering the Workplace ETS4U1 Studies in Literature GLE1O/2O9 Learning Strategies EWC4C1 The Writer’s Craft GLE3O/4O9 Advanced Learning Strategies EWC4U1 The Writer’s Craft GLN4O1 Navigating the Workplace OLC4O1 Ontario Secondary School Literacy Course GLS1O1 Learning Strategies I - Skills for Success in Secondary School

42 Choices 2017–2018 List of Course Codes (alphabetical by code) Find Course Descriptors at www.tdsb.on.ca/Choices

Ministry Ministry Guideline and Course Title Ministry Ministry Guideline and Course Title Course Code Course Code GLS1O4/5 Stratégies d’apprentissage I HSP3C4/5 Introduction à la psychologie, à la sociologie et à GLS4O1 Advanced Learning Strategies: Skills for l’anthropologie Success After Secondary School HSP3U4/5 Introduction à la psychologie, à la sociologie et à GPP3O1 Leadership and Peer Support l’anthropologie GWL3O1 Designing Your Future HZB3M Philosophy: The Big Questions SOCIAL SCIENCES AND THE HUMANITIES HZT4U Philosophy: Questions and Theories HFA4C Nutrition and Health COMPUTER STUDIES HFA4U Nutrition and Health ICS2O1 Introduction to Computer Studies HFC3E Food and Culture ICS3C1 Introduction to Computer Programming HFC3M Food and Culture ICS3U1 Introduction to Computer Studies HFL4E Food and Healthy Living ICS4C1 Computer Programming HFN1O/2O Food and Nutrition ICS4U1 Computer Science HFN1O4/5 Alimentation et nutrition INTERDISCIPLINARY STUDIES HHD3O Dynamics of Human Relationships IDC3O/4O1 Interdisciplinary Studies HHG4M Human Development Throughout the Lifespan IDC4U1/IDP4U1 Interdisciplinary Studies HHS4C Families in Canada IDP3O/4O1 Interdisciplinary Studies HHS4U Families in Canada HHS4C4/5 Familles au Canada CLASSICAL STUDIES AND INTERNATIONAL LANGUAGES HHS4U4/5 Familles au Canada Classical Studies HIF1O/2O Exploring Family Studies LVGBD Ancient Greek HIF1O4/5 Études familiales – une exploration LVGCU Ancient Greek HIP4O Personal Life Management LVGDU Ancient Greek HLS3O Housing and Home Design LVLBD Latin HNB4M The World of Fashion LVLCU Latin HNC3C Understanding Fashion LVLDU Latin HNL2O Clothing LVV4U Classical Civilization HPC3O Raising Healthy Children International Languages HPD4C Working with School-Age Children and Adolescents LBABD/BO/CU/CO/DU/DO Albanian HPW3C Working with Infants and young Children LDCBD/BO/CU/CO/DU/DO Amharic HRF3O World Religions and Belief Traditions in Daily Life LYABD/BO/CU/CO/DU/DO Arabic HRF3O4/5 Études des religions et croyances traditionnelles LYRBD/BO/CU/CO/DU/DO Armenian HRT3M World Religions and Belief Traditions: Perspectives, LDABD/BO/CU/CO/DU/DO Ashanti Issues, and Challenges LYSBD/BO/CU/CO/DU/DO Assyrian HRT3M4/5 Grandes religions et croyances traditionnelles: perspectives, enjeux et défis LPBBD/BO/CU/CO/DU/DO Bahasa Malaysian HSB4U Challenge and Change in Society LIBBD/BO/CU/CO/DU/DO Bengali HSB4U4/5 Changements et défis sociaux LBOBD/BO/CU/CO/DU/DO Bosnian HSC4M World Cultures LBBBD/BO/CU/CO/DU/DO Bulgarian HSE3E Equity, Diversity, and Social Justice LPDBD/BO/CU/CO/DU/DO Burmese HSE4M Equity and Social Justice: From Theory to Practice LKCBD/BO/CU/CO/DU/DO Cantonese HSG3M Gender Studies LKBBD/BO/CU/CO/DU/DO Simplified Chinese HSP3C Introduction to Anthropology, Psychology, and LKMBD/BO/CU/CO/DU/DO Traditional Chinese (Mandarin) Sociology LBCBD/BO/CU/CO/DU/DO Croatian HSP3U Introduction to Anthropology, Psychology, and LRCBD/BO/CU/CO/DU/DO Czech Sociology LLDBD/BO/CU/CO/DU/DO Danish

Toronto District School Board 43 List of Course Codes (alphabetical by code) Find Course Descriptors at www.tdsb.on.ca/Choices

Ministry Ministry Guideline and Course Title Ministry Ministry Guideline and Course Title Course Code Course Code LYDBD/BO/CU/CO/DU/DO Dari LRSBD/BO/CU/CO/DU/DO Slovak LDDBD/BO/CU/CO/DU/DO Dinka LBVBD/BO/CU/CO/DU/DO Slovenian LWDBD/BO/CU/CO/DU/DO Dutch LDMBD/BO/CU/CO/DU/DO Somali LLEBD/BO/CU/CO/DU/DO Estonian LWSBD/BO/CU/CO/DU/DO Spanish LYFBD/BO/CU/CO/DU/DO Farsi LDSBD/BO/CU/CO/DU/DO Swahili LLFBD/BO/CU/CO/DU/DO Finnish LLSBD/BO/CU/CO/DU/DO Swedish LWCBD/BO/CU/CO/DU/DO Gaelic LDTBD/BO/CU/CO/DU/DO Tamazight LWGBD/BO/CU/CO/DU/DO German LITBD/BO/CU/CO/DU/DO Tamil LBGBD/BO/CU/CO/DU/DO Greek LIEBD/BO/CU/CO/DU/DO Telugu LIGBD/BO/CU/CO/DU/DO Gujarati LPTBD/BO/CU/CO/DU/DO Thai LCCBD/BO/CU/CO/DU/DO Haitian-Creole LYTBD/BO/CU/CO/DU/DO Turkish LYHBD/BO/CU/CO/DU/DO Hebrew LRUBD/BO/CU/CO/DU/DO Ukrainian LIHBD/BO/CU/CO/DU/DO Hindi LIUBD/BO/CU/CO/DU/DO Urdu LPHBD/BO/CU/CO/DU/DO Hmong LPVBD/BO/CU/CO/DU/DO Vietnamese LRHBD/BO/CU/CO/DU/DO Hungarian LWYBD/BO/CU/CO/DU/DO Yiddish LDIBD/BO/CU/CO/DU/DO Igbo LDYBD/BO/CU/CO/DU/DO Yoruba LLIBD/BO/CU/CO/DU/DO Icelandic NATIVE LANGUAGES LWIBD/BO/CU/CO/DU/DO Italian LNOAO/BO/CO/DO/EO1 Ojibwe LKJBD/BO/CU/CO/DU/DO Japanese LPIBD/BO/CU/CO/DU/DO Karen MATHEMATICS LPKBD/BO/CU/CO/DU/DO Khmer MAP4C1 Foundations for College Mathematics LKKBD/BO/CU/CO/DU/DO Korean MAT1L1 Mathematics (LDCC) LYKBD/BO/CU/CO/DU/DO Kurdish MAT2L1 Mathematics (LDCC) LPLBD/BO/CU/CO/DU/DO Lao MBF3C1 Foundations for College Mathematics LLLBD/BO/CU/CO/DU/DO Latvian MCF3M1 Functions and Applications LILBD/BO/CU/CO/DU/DO Lisane Dawat MCR3U1 Functions LLTBD/BO/CU/CO/DU/DO Lithuanian MCT4C1 Mathematics for College Technology LBMBD/BO/CU/CO/DU/DO Macedonian MCV4U1 Calculus and Vectors LIABD/BO/CU/CO/DU/DO Malayalam MDM4U1 Mathematics of Data Management LBJBD/BO/CU/CO/DU/DO Maltese MEL3E1 Mathematics for Work and Everyday Life LIMBD/BO/CU/CO/DU/DO Marathi MEL4E1 Mathematics for Work and Everyday Life LPMBD/BO/CU/CO/DU/DO Mien MFM1P1 Foundations of Mathematics LKNBD/BO/CU/CO/DU/DO Nepali MFM2P1 Foundations of Mathematics LLNBD/BO/CU/CO/DU/DO Norwegian MHF4U1 Advanced Functions LPPBD/BO/CU/CO/DU/DO Pilipino MPM1D1 Principles of Mathematics LRPBD/BO/CU/CO/DU/DO Polish MPM2D1 Principles of Mathematics LWPBD/BO/CU/CO/DU/DO Portuguese FIRST NATIONS, METIS AND INUIT STUDIES LIPBD/BO/CU/CO/DU/DO Punjabi NAC10 Expressions of First Nations, Métis, and Inuit Cultures LYPBD/BO/CU/CO/DU/DO Pushtu NAC20 First Nations, Métis, and Inuit Peoples in Canada LROBD/BO/CU/CO/DU/DO Romanian NBE3U Contemporary First Nations, Métis, and Inuit Voices LRRBD/BO/CU/CO/DU/DO Russian NBE3C Contemporary First Nations, Métis, and Inuit Voices LBSBD/BO/CU/CO/DU/DO Serbian NBE3E Contemporary First Nations, Métis, and Inuit Voices LBRBD/BO/CU/CO/DU/DO Serbo-Croatian NDA3M Contemporary First Nations, Métis, and Inuit Issues LISBD/BO/CU/CO/DU/DO Sinhalese and Perspectives

44 Choices 2017–2018 List of Course Codes (alphabetical by code) Find Course Descriptors at www.tdsb.on.ca/Choices

Ministry Ministry Guideline and Course Title Ministry Ministry Guideline and Course Title Course Code Course Code NBV3C World Views and Aspirations of First Nations, Métis, TECHNOLOGICAL EDUCATION and Inuit Peoples in Canada TIJ1O1 Exploring Technologies NBV3E World Views and Aspirations of First Nations, Métis, and Inuit Peoples in Canada Communications Technology NDG4M First Nations, Métis, and Inuit Governance in Canada TGJ1O1 Exploring Communications Technology NDW4M Contemporary Indigenous Issues and Perspectives TGJ2O1 Communications Technology in a Global Context TGJ3M1 Communications Technology HEALTH AND PHYSICAL EDUCATION TGJ3O1 Communications Technology: Broadcast and Print Production PAD1O/2O/3O/4O Healthy Living and Outdoor Activities TGJ4M1 Communications Technology PAF1O/2O/3O/4O Healthy Living and Personal and Fitness Activities TGJ4O1 Communications Technology: Digital Imagery and Web Design PAI1O/2O/3O/4O Healthy Living and Individual and Small Group Activities Communications Technology Emphasis Courses Grades 11 & 12 PAL1O/2O/3O/4O Healthy Living and Large Group Activities TGG3M/4M Print and Graphic Communications PAQ1O/2O/3O/4O Healthy Living and Aquatics Activities TGI3M/4M Interactive New Media and Animation PAR1O/2O/3O/4O Healthy Living and Rhythm and TGP3M/4M Photography and Digital Imaging Movement Activities TGR3M/4M Radio, Audio and Sound Production PLF4M Recreation and Healthy and Active Living Leadership TGV3M/4M TV, Video and Movie Production PPL1O Healthy Active Living Education Computer Technology PPL2O Healthy Active Living Education TEJ1O1 Exploring Computer Technology PPL3O Healthy Active Living Education TEJ2O1 Computer Technology PPL4O Healthy Active Living Education TEJ3E1 Computer Technology PPZ3C Health for Life TEJ3M1 Computer Engineering Technology PSK4U Introductory Kinesiology TEJ4E1 Computer Technology SCIENCE TEJ4M1 Computer Engineering Technology SBI3C1 Biology Computer Technology Emphasis Courses Grades 11 & 12 SBI3U1 Biology TEC3E/4E Computer Repair SBI4U1 Biology TEI3M/4M Interfacing SCH3U1 Chemistry TEL3M/4M Electronics SCH4C1 Chemistry TEN3M/4M Networking SCH4U1 Chemistry TER3M/4M Robotics and Control Systems SES4U1 Earth and Space Science TET3E/4E Information Technology Support SNC1D1 Science TEW3E/4E Network Support SNC1L1 Science (LDCC) Construction Technology SNC1P1 Science TCJ1O1 Exploring Construction Technology SNC2D1 Science TCJ2O1 Construction Technology SNC2L1 Science (LDCC) TCJ3C1 Construction Engineering Technology SNC2P1 Science TCJ3E1 Construction Technology SNC4E1 Science TCJ4C1 Construction Engineering Technology SNC4M1 Science TCJ4E1 Construction Technology SPH3U1 Physics TWJ3E1 Custom Woodworking SPH4C1 Physics TWJ4E1 Custom Woodworking SPH4U1 Physics SVN3E1 Environmental Science SVN3M1 Environmental Science Toronto District School Board 45 List of Course Codes (alphabetical by code) Find Course Descriptors at www.tdsb.on.ca/Choices

Ministry Ministry Guideline and Course Title Ministry Ministry Guideline and Course Title Course Code Course Code Construction Technology Emphasis Courses Grades 11 & 12 Health Care Emphasis Courses Grades 11 & 12 TCC3E/4E Carpentry TPD3M/4M Dental Services TCE3E/4E Electrical/Network Cabling TPL3M/4M Laboratory Services TCH3E/4E Heating & Cooling TPM3M/4M Nursing/Medical Services TCM3E/4E Masonry TPP3M/4M Pharmacy Services TCP3E/4E Plumbing TPT3M/4M Therapy Services TCS3C/4C Construction Management & Science TOC4C Child Development TCY3C/4C Civil Engineering TOG4C Gerontology

Green Industries Hospitality and Tourism THJ1O1 Exploring Green Industries TFJ1O1 Exploring Hospitality and Tourism THJ2O1 Green Industries TFJ2O1 Hospitality and Tourism THJ3E1 Green Industries TFJ3C1 Hospitality and Tourism THJ4E1 Green Industries TFJ4C1 Hospitality and Tourism THJ3M1 Green Industries TFJ3E1 Hospitality and Tourism THJ4M1 Green Industries TFJ4E1 Hospitality and Tourism

Green Industries Emphasis Courses Grades 11 &12 Hospitality and Tourism Emphasis Courses Grades 11 &12 THA3M/4M Agribusiness TFB3E/4E Baking THD3M/4M Landscaping Architecture TFC3E/4E Cooking THF3E/4E Floristry TFE3E/4E Event Planning THG3E/4E Agriculture TFN3C/4C Applied Nutrition THH3E/4E Horticulture TFR3C/4C Culinary Arts & Management THL3E/4E Landscape Construction & Maintenance TFT3C/4C Tourism and Travel Planning THO3E/4E Forestry Manufacturing Technology THO3M/4M Forestry TMJ1O1 Exploring Manufacturing Technology THS3M/4M Horticulture Management & Science TMJ2O1 Manufacturing Technology Hairstyling and Aesthetics TMJ3C1 Manufacturing Technology TXJ1O1 Exploring Hairstyling and Aesthetics TMJ3E1 Manufacturing Technology TXJ2O1 Hairstyling and Aesthetics TMJ3M1 Manufacturing Engineering Technology TXJ3E1 Hairstyling and Aesthetics TMJ4C1 Manufacturing Technology TXJ4E1 Hairstyling and Aesthetics TMJ4E1 Manufacturing Technology TMJ4M1 Manufacturing Engineering Technology Hairstyling and Aesthetics Emphasis Courses Grades 11 & 12 TXA3E/4E Aesthetics Manufacturing Technology Emphasis Courses Grades 11 & 12 TXH3E/4E Hairstyling TMC3C/4C Computer Aided Manufacturing TMI3C/4C Industrial Maintenance Health Care TMM3M/4M Mechanical Engineering TOJ4C1 Child Development and Gerontology TMO3E/4E Machine Operator TPJ1O1 Exploring Health Care TMP3C/4C Precision Machining TPJ2O1 Health Care TMR3M/4M Robotics & Control Systems TPJ3C1 Health Care TMS3E/4E Sheet Metal TPJ4C1 Health Care TMT3C/4C Robotics and Control Technician TPJ4E1 Health Care: Support Services TMW3E/4E Welder/Fitter TPJ3M1 Health Care TMY3C/4C Welding Technician TPJ4M1 Health Care

46 Choices 2017–2018 List of Course Codes (alphabetical by code) Find Course Descriptors at www.tdsb.on.ca/Choices

Ministry Ministry Guideline and Course Title Course Code Notes Technological Design TDJ1O1 Exploring Technological Design TDJ2O1 Technological Design TDJ3M1 Technological Design TDJ3O1 Technological Design and the Environment TDJ4M1 Technological Design TDJ4O1 Technological Design in the Twenty-first Century

Technological Design Emphasis Courses Grades 11 & 12 TDA3M/4M Architectural Design TDM3M/4M Mechanical & Industrial Design TDP3M/4M Apparel & Textile Design TDR3M/4M Robotics and Control System Design TDV3M/4M Interior Design

Transportation Technology TTJ1O1 Exploring Transportation Technology TTJ2O1 Transportation Technology TTJ3C1 Transportation Technology: Motive Power TTJ3O1 Transportation Technology: Vehicle Ownership TTJ4C1 Transportation Technology: Power Management TTJ4E1 Transportation Technology: Vehicle Maintenance

Transportation Technology Emphasis Courses Grades 11 & 12 TTA3C/4C Auto Service TTB3C/4C Auto Body TTH3C/4C Heavy Duty & Agricultural Equipment TTL3C/4C Light Aircraft TTS3C/4C Small Engine & Recreational TTT3C/4C Truck and Coach

Toronto District School Board 47 Translations

“If you have any questions or require the assistance of an interpreter, please call the school principal.”

Information on the Ontario school system, is made available in many languages at www.settlement.org

48 Choices 2017–2018 Notes Find Course Descriptors at www.tdsb.on.ca/Choices Notes Find Course Descriptors at www.tdsb.on.ca/Choices Your Future at the TDSB

Important Websites www.tdsb.on.ca/goingtohighschool www.tdsb.on.ca/choices www.myBlueprint.ca/tdsb

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twitter.com/tdsb facebook.com/toronto.dsb pinterest.com/tdsb instagram.com/torontodsb Toronto District School Board Trustees

Avtar Minhas Chris Glover Pamela Gough Tiffany Ford Ward 1 – Etobicoke North Ward 2 – Etobicoke Centre Ward 3 – Etobicoke/Lakeshore Ward 4 – York West

Alexandra Lulka Chris Tonks * Robin Pilkey Jennifer Arp Marit Stiles Ward 5 – York Centre Ward 6 – York South/Weston Ward 7 – Parkdale/High Park Ward 8 – Eglinton/Lawrence Ward 9 – Davenport

Ausma Malik Shelley Laskin Alexander Brown Gerri Gershon ** Chris Moise Ward 14 – Toronto Centre/ Ward 10 – Trinity/Spadina Ward 11 – St. Paul’s Ward 12 – Willowdale Ward 13 – Don Valley West Rosedale

2017 - 2018

Jennifer Story Sheila Cary-Meagher Ken Lister Parthi Kandavel David Smith Ward 18 – Scarborough Ward 15 – Toronto/Danforth Ward 16 – Beaches/East York Ward 17 – Don Valley East Southwest Ward 19 – Scarborough Centre

Manna Wong Neethan Shan Jerry Chadwick Saad Wazir Shams Mehdi Ward 20 – Scarborough/ Ward 21 – Scarborough/ Agincourt Rouge River Ward 22 – Scarborough East Student Trustee Student Trustee

* Chair of the Board ** Vice-Chair