1. Welcome to Secondary School
General Information
and
Course Selection Process
For
Grade 8 Students & Parents/Guardians
You may want to change the title to the name of your school.

2. Information ???
The information contained in this presentation is available from the following:
York Region District School Board Regional Course Directory Available on line at
Our school’s course calendar
York Region District School Board web site –
York Region District School Board Guidance Services Website -
Ministry of Education web site -
for policy and curriculum documents
The folder contains the common information for all high schools in York Region.
The website allows you to obtain O.S.S. policy document, C.I.A. (Guidance and Career Education) policy and all of the subject curriculum documents.

3. Ontario Secondary School Diploma (OSSD) Requirements
18 Compulsory Credits +
12 Optional Credits
= Total Credits (110 hours each)
Successful Completion of the Ontario Secondary School Literacy Test
40 Hours of Community Involvement
OSS 3.1
Used to be 16 compulsory credits; now 18
Used to be 14 optional credits; now 12
Same total of 30 credits as in the past and still 110 hours per credit.
2 non-credit requirements under the new system
Completion of all of the credits without successful completion of the literacy test and/or community involvement results in no diploma.

4. 18 Compulsory Credits 4 credits in English (1 credit per grade)
1 credit in French as a second language
3 credits in mathematics (at least 1 in Gr. 11 or 12)
2 credits in science
1 credit in Canadian history
1 credit in Canadian geography
1 credit in the arts (music, visual arts, drama, dance)
1 credit in health and physical education
.5 credit in civics & .5 credit in career studies (grade 10) Plus…..

5. Compulsory Credits (continued)
Plus:
Group 1: 1 additional credit in English, or French as a second language, or a Native language, or a classical or an international language, or social sciences and the humanities, or Canadian and world studies, or Guidance and Career Education (including Learning Strategies), or Cooperative Education*
Group 2: 1 additional credit in health and physical education, or business studies, or the arts (music, art, drama), or Cooperative Education*
Group 3: 1 additional credit in science (grade 11 or 12) or technological education (grades 9-12), or Cooperative Education*
* A maximum of 2 credits in Cooperative Education can count as compulsory credits.

6. 12 Optional Credits
Optional credits allow students to build an educational program over the four years that suits their individual interests and meets university, college, apprenticeship or work requirements.
OSS 3.1.2
Students may choose to focus their courses in a certain area or balance them to learn about a variety of different areas.

7. The Grade 10 Literacy Test
a test based on language and communication expectations of curricula up to and including grade 9
if a student does not meet the standard in the first attempt, schools will provide remedial support; the test will be re-administered
and/or
the student can successfully complete the Grade 12 Literacy Course
OSS 3.1.4
The test is based on curriculum expectations from across the curriculum, not just English courses.
The test will serve both to determine whether students have acquired the reading and writing skills considered essential for literacy, and to provide confirmation that those students who have completed the test successfully have attained the provincial expectations for literacy. The test will identify those students who have not demonstrated the required skills and will identify areas in which these students need remediation.
We will provide remedial assistance for students who do not complete the test successfully. The assistance will be designed to help students improve their skills so that they are better prepared to retake the literacy test.
Accommodations - must be made to ensure that students who are receiving Sp. Ed. programs and who have an I.E.P. have a fair and equal opportunity to successfully complete the test; may or may not be IPRC; same accommodations as set out in the I.E.P.
Deferrals - may include students who have been identified as exceptional and students in ESL/ELD courses
Exemptions - students whose I.E.P. indicates that the student is not working towards attainment of a diploma may be exempted; should the I.E.P. be revised so as to allow the student to work towards the attainment of the diploma, then the student could take the literacy test

8. Community Involvement
a diploma requirement to complete 40 hours of service
encourages civic responsibility, promotes community values and reinforces importance of volunteerism
a good way to explore career interests
OSS 3.1.3
Activities may be completed at any time during a student’s years in the secondary school program.
Students, in collaboration with their parents, will decide how they will complete the community involvement requirement. They may use their annual education plan to identify possible activities.
May take place in a variety of settings - businesses, not-for-profit organizations, public sector institutions (hospitals), and informal settings; students may not fulfill the requirement through activities that are counted towards a credit, through paid work, or by assuming duties normally performed by a paid employee.
To be complete outside student’s normal instructional hours - can be in lunch hours, after school, on weekends or during school holidays.
Completion of the required hours must be confirmed by the organization or persons supervising the activities.
The ministry will provide a resource guide for community involvement.

9. The Annual Education Plan (AEP)
Students in high school will continue to prepare an annual education plan
Students will set and track their goals in the areas of academic achievement, career and education exploration, extracurricular and community involvement activities
OSS 5.2/7.2 and CIA pg. 16

10. Some Supports in Earning an OSSD
Transfer Courses
Crossover Courses
Substitutions of Compulsory Credits
ESL/ESD Programs
Supports for Special Education and Students at risk
Transfer Courses
available in grades 10, 11 and 12 (except for math which has only one transfer course from grade 9 applied to grade 10 academic)
offer students a means of transferring from one type of course to another if their interests and goals change during secondary school
credit-based and are counted towards the 30 required to meet diploma requirements
offered through continuing education in our board during the summer
Crossover Courses:
students who are successful in any academic or applied grade 9 course (except math) will have the opportunity to enter either the academic or applied course in the same subject in grade 10. Students wishing to transfer from 9 applied math to 10 academic math will be required to either take the transfer course through Continuing Education or take 9 academic math in day school. Students who take both 9 academic and 9 applied math will receive credit for each course.
students wishing to change course types from gr. 9 to gr.10 will be strongly encouraged to complete additional course work in order to demonstrate achievement of the learning expectations that are included in the one course but not the other
Substitutions for Compulsory Courses
allows flexibility in designing a student’s program and ensures all students can qualify for the O.S.S.D. or Certificate(s)
principals may replace up to three courses with courses from the remainder of those that meet the compulsory credit requirements
substitutions can be made to promote and enhance student learning or to meet special needs and interests
ESL/EDL Programs
ESL courses are provided to help students develop proficiency in English
ELD courses are intended to provide students with an accelerated literacy program
these are credit courses which are developed from the curriculum policy document
Supports for Special Education
Students who require special education support and services will receive this support according to the needs outlined in their I.E.P. Some may be:
modified curriculum expectations
alternative learning expectations
accommodations to the learning environment; monitoring/in-class resourcing
methods to review student’s progress
student transition plan to postsecondary education, work and/or community living
At risk Supports
Program options and strategies may include:
remedial courses/programs (i.e. Learning Strategies)
program which combines Gr. 9 credit courses and remedial skills programs
grouping of students in separate classes and for specialized programs
three essential skills courses in each of English, math and science in Grades 9 and 10 which meet compulsory credit requirements
individual support and guidance
other essential skills courses to meet optional credit requirements
enhanced opportunities for work experience and cooperative education programs
substitution of up to 3 compulsory credit courses
Certificates
development of an I.E.P. and possible referral to an I.P.R.C

11. Secondary School Certificates
The Ontario Secondary School Certificate:
for students who leave school before earning the O.S.S.D.
must earn at least 14 credits
The Certificate of Accomplishment:
for students who leave school before earning either the O.S.S.D. or the O.S.S.C.
OSS 3.3/3.4

12. System-Wide Programs in YRDSB
Aboriginal Education (AE)
Active Sport Profile and Intensive Sport Profile (ASP & ISP)
Arts Programs (Arts Huron and ArtsWest)
Arts York (AY)
Enriched Programs – Advanced Placement (AP), Gifted Programs (GP)
Exploring Opportunities Program (EOP)
More detailed information about each of these programs is available in the York Region District School Board Regional Course Directory Available on line at

13. System-Wide Programs in YRDSB (Continued)
French Immersion (FI)
High Performance Athlete (HPA)
International Baccalaureate (IB)
International Cooperative Education (ICE) Program to Ecuador
Personal Support Worker (PSW) Health Care Studies
Specialist High Skills Major (SHSM)
More detailed information about each of these programs is available in the York Region District School Board Regional Course Directory Available on line at

14. Making the Choice…??
Parents and students will select courses in collaboration with elementary school teachers, guidance counselors and administrators
It is important that students do some honest self assessment, matching their ability with their interests and aptitudes
Remember that initial decisions made in grade 8 are not “final” decisions. There are many pathways to the destination your child dreams of!
OSS 5.3
Keeping in mind that both types of courses are equally rigorous and both prepare the student for the next level of high school, decisions need to be based on the best type of learning for the student and on interests, not on ability.
Emphasize that being able to choose between two course types and two different approaches to learning should be based on which course will provide the student with better chances for SUCCESS in gr. 9.

15. Essential/Locally Developed
Types of Courses – Gr. 9 & 10
In grades 9 & 10, students will choose courses from four types:
Applied
Academic
Open
Essential/Locally Developed
OSS 4.1/4.2
The streaming or organization of courses is one of the most complex issues of secondary school organization. This is the key question that many countries and most provinces are faced with as they make decisions about how to develop and organize the curriculum in their high schools.
This model meets two goals: the need for students to have a firm foundation in the essential knowledge and skills and the need for students to also have the more specialized knowledge and skills which are essential for them to prepare for their first postsecondary destination

16. Gr. 9 & 10 – Definitions of Types
Grade 9 & 10 courses- focus is on establishing solid knowledge and foundation skills
Applied (P) - a real-life hands on approach with some theory
Academic (D) - theoretical in approach, utilizes abstract thinking
Open (O) – an opportunity to explore an area of interest for all students
Essential or Locally Developed (M) – courses intended for students whose educational needs are not met by the provincial courses in English, Mathematics and Science

17. Course Selection (continued)
All other selections for Grade 9 will be from the Open type courses. The electives to choose from vary from school to school. The following courses are available at our school for Grade 9:
Input the list of optional courses for Grade 9 at your school.

18. Course Selection
In order to meet graduation diploma requirements, it is strongly recommended that students take the following 6 subjects in grade 9.
A student may choose all academic courses or all applied or a combination of the two.
1. English Applied, Academic or Essential
2. Mathematics “
3. Science “
4. Geography/History Applied or Academic
5. French “
6. Health & Physical Education - Open
OSS 4.2

19. Pathway Planning Important to know: how you learn best
diploma requirements to graduate
prerequisites for courses
how to plan for experiential learning opportunities
admission requirements for post-secondary opportunities
preparing for school-work

20. Organization of Grade 11 & 12
For grades 11 and 12, students will choose courses based on their intended pathway after high school. There are different destination or pathway type courses as well as the open type courses and transfer courses for students to choose from in these grades.
1. Workplace/
Apprenticeship Open Courses
2. College &
3. University/College Transfer Courses
4. University
OSS 4.3
Students focus more on their individual interests and identify and prepare for initial postsecondary goals.
The current model works well for the 30% of gr. 9 students who go to university; over the years, advanced level and OAC courses have been carefully connected to university expectations; students and parents recognize this curriculum route as a clear pathway.
70% of students do not go to university; there isn’t a clear pathway to other viable postsecondary opportunities - college and apprenticeship for example.
Stakeholders are working with the ministry to validate the pathways for college and the workplace as well as university. The exit outcomes will be in line with what is expected at the post-secondary institution or the workplace.
More opportunities in these grades for learning experiences beyond the school, including cooperative education, work experience, apprenticeship and school-to-work transition programs.
University/College stream - include content that is relevant for both university and college programs; designed to equip students with the knowledge and skills they need to meet the entrance requirements for SPECIFIC university and college programs

21. Planning for Experiential Learning Experiences
Grade 9
Grade 10
Grade 11
Grade 12
Compulsory
Credits
Optional
CO-OP
Education
CO-OP
CO-OP
CO-OP
Compulsory Credits
18 specific courses are mandated by the Ministry of Education to be elifible for the Ontario Secondary School Diploma (OSSD).

22. What is a Specialist High Skills Major (SHSM)?
A Unique Way to Learn!
Choose a focus for your learning in one of the following areas:
Manufacturing
Construction
Health and Wellness
SHSM is for everyone regardless of whether you are going to an apprenticeship, college, university, or directly to the workplace after high school
Explain that the SHSM programs incorporate experiential and authentic learning opportunities for students. Highlight that these programs are designed to lead to all post secondary destinations i.e. Workplace, University, College, and Apprenticeship

23. Employers love it and are looking for graduates with it!
SHSM’s Move You Ahead
You will receive specialized training and earn industry recognized certifications that will help launch your career after high school
You get experiential learning opportunities in a variety of workplaces and post secondary institutions allowing you to “reach ahead”
You earn a specially recognized diploma accompanied by an SHSM transcript record
Employers love it and are looking for graduates with it!
It may be helpful to provide examples to explain the required elements of an SHSM program.
Using the Manufacturing SHSM as an example:
Required credits – i.e. Manufacturing Major credits, 2 cooperative education credits
Sector recognized certificates i.e. WHMIS, CPR/First Aid training are required certificates. Examples of additional certifications are Fall Protection, Confined Entry, Lockout/Tag Safety Training, A CAD/CAM certificate.
Experiential Learning i.e. Cooperative Education, Job Shadowing, Job Twinning and work experience opportunities as well as participation in career talks and facility tours
Ontario Skills Passport – A resource used by the students for career exploration activities etc.
“Reach Ahead” experiences i.e. Skills Competitions, conferences, workplace tours, college and university visits

24. Exploring Opportunities Programs (EOP)
This program can serve as entry to a Specialist High Skills Major diploma
You work on an individualized timetable with one or two teachers
in a small group environment
You take a package of 4 courses and attend the program at a regional
location usually for one semester
You return to your home school, the workplace and/or apprenticeship
at the completion of the program
You get specialized industry training the certificates to prove it along with valuable workplace experience

25. The Pathways linked to Grade 11/12 Programming
Students in Ontario have many options for post secondary training
They can choose from 28 colleges, 19 universities, hundreds of private career colleges and over 140
apprenticeship opportunities

26. Apprenticeship & Skilled Trades Pathway
YRDSB has the Ontario Youth Apprenticeship Program (OYAP)! Students earn high school credits and competencies towards their apprenticeship
These high demand, highly skilled, highly practical careers are now referred to as “Gold Collar Careers”. Many trades people can earn $75,000 within 3-5 years of high school graduation
Various incentives and resources are available to OYAP students
For more information contact your Community Based Education/Co-op Department and visit
Students and parents need to pay more attention to this destination as a powerful means of obtaining practical experience and skills keeping in mind that over 50 % of Ontario’s Grade 9 students do not choose to pursue either a college diploma or a university degree

27. OYAP Requirements 16 years of age, 16 credits enrolled in Co-op
full time student
competencies in Math, English, Science
competencies in the related trade skills
a positive attitude and good work ethic

28. Benefits of OYAP
offers students a school-work destination with good job prospects
allows students to start their post-secondary training program while they earn their high school diploma
develops student connections with employers for post-secondary employment as apprentices
the destination of choice for experiential learners

29. College Pathway
Community college programs provide a valuable combination of academic and practical/technical skills training for a specific career
There are almost 600 programs to choose from at Ontario’s community colleges including Business Administration, Biomedical Technology, Computer Animation, Engineering Technology, Paramedic, and Social Worker
Seneca College tells us that York University is their biggest feeder school as University Grads discover that they require practical job skills in addition to theory

30. University  College
Program links between colleges and universities are increasing dramatically by offering joint programs that will provide students with both the theoretical and practical skills required for their career and earn them a degree and a diploma in four years
Multiple opportunities for transferability between colleges and universities exist
Applied degree programs are now granted by many colleges and universities

31. University Pathway
University programs provide theoretical academic training
In general, there are 4 main types of programs at most universities:
Arts/Humanities/Social Sciences
Life/Health Sciences
Physical/Engineering Sciences
Business/Commerce

32. The Workplace Pathway
We are all going to work but we enter the workforce at different times in our lives!
There are many viable entry-level job opportunities for students who have completed their OSSD and have workplace experiences
Students who are fast tracking into the workforce/community directly after high school should:
work with guidance, community-based education, subject teachers, employment centres to create a personal portfolio (resume, cover letters, letters of reference, successes, etc.) to present to prospective employers and be aware of the value of cooperative education for this preparation

33. Remember…. Pathways are changeable and flexible
As interests, skills and aptitudes develop and mature, there will be many opportunities to re-chart our journey

34. Programs for Students At Risk Of Not Meeting Diploma Requirements
Program options and strategies may include:
remedial courses/programs (i.e. Learning Strategies)
program which combines Gr. 9 credit courses and remedial skills programs
grouping of students in separate classes and for specialized programs
three essential skills courses in each of English, math and science in Grades 9 and 10 which meet compulsory credit requirements
individual support and guidance
OSS 5.4/5.5/7.12
“What about basic?” Curriculum is important but so is the whole approach to providing appropriate programs for these students. There are several ways to meet all students’ needs.
It is important that teachers identify those students who are experiencing difficulties as early as possible so that the appropriate remedial measures may be taken and support strategies chosen from the range of options available.
Parents and students need to be involved in discussions with elementary teachers and secondary teachers/special education teachers to make appropriate program decisions for students.

35. Continued...
other essential skills courses to meet optional credit requirements
enhanced opportunities for work experience and cooperative education programs
substitution of up to 3 compulsory credit courses
Certificates
development of an I.E.P. and possible referral to an I.P.R.C
OSS 7.1.2
Special education staff at the high school level will be able to answer questions about the program more specifically.

36. Identified Students and Those Receiving Special Education Programs and Services
Students who require special education support and services will receive this support according to the needs outlined in their I.E.P. Some may be:
modified curriculum expectations
alternative learning expectations
accommodations to the learning environment; monitoring/in-class resourcing
methods to review student’s progress
student transition plan to postsecondary education, work and/or community living

37. ESL/ELD Support Programs
ESL courses are provided to help students develop proficiency in English
ELD courses are intended to provide students with an accelerated literacy program
these are credit courses which are developed from the curriculum policy document
OSS 7.3.1
Learning opportunities to enable students to develop facility in English are to be integrated into the curriculum in all subject areas.
ESL (English As A Second Language) - courses for those who may enter an English-language school without the level of proficiency in English required for success.
ELD (English Literacy Development) - courses for those who may enter Ontario schools having had limited access to education.
Courses to be developed, for credit, from the curriculum policy document for ESL, ELD.

38. Guidance Services Website
For links to more information on high school programming, the YRDSB course directory, post-secondary options and career exploration visit
Check out the excellent section entitled
“About High School”

39. The End... Thank you for attending this presentation.
Questions can be directed to staff.