6. Diploma and certificate requirements and related procedures for secondary schools

6.1 Ontario Secondary School Diploma

To earn an Ontario Secondary School Diploma (OSSD):

• Students who entered Grade 9 in September 2023 or earlier must earn a minimum of 30 credits, including 18 compulsory credits and 12 optional credits with at least two of the 30 credits earned online
• Students entering Grade 9 in 2024-25 onwards must earn a minimum of 30 credits, including 17 compulsory credits and 13 optional credits with at least two of the 30 credits earned online
• meet the provincial secondary school literacy requirement
• meet the Financial Literacy Graduation Requirement*
• complete 40 hours of community involvement activities

*Note: Starting in the 2026-2027 school year, students who enter Grade 9 in the 2025-2026 school year and onwards must meet a Financial Literacy Graduation Requirement to earn an Ontario Secondary School Diploma (OSSD). See section 6.1.4 Financial Literacy Graduation Requirement.

Students who complete a specialist high skills major (SHSM) program as part of the requirements for their OSSD will receive a diploma with an SHSM seal (see section 8.5).

For more information on the OSSD requirements for students transferring between schools within Ontario, including those transferring between English- and French-language schools, see section 4.3.1. For more information on the requirements for students transferring from home schooling, a non-inspected private school, or a school outside Ontario, see section 4.3.2.

For more information on the requirements for students who began their secondary program before the 1999–2000 school year, see section 6.1.7

A student who is enrolled in an SHSM program in one school and transfers to a new school should be supported by the board, when possible, to complete the requirements for the SHSM program from the previous school.

Read more: Earning your high school diploma

6.1.1 Compulsory credits in English-language schools

Students who entered Grade 9 in 2023 or earlier must earn a total of 18 compulsory credits, and students entering Grade 9 in 2024-25 onwards must earn a total of 17 compulsory credits to obtain their Ontario Secondary School Diploma (OSSD). The courses students can take to meet the compulsory credit requirements are described in the curriculum policy for the various disciplines (see section 2.2).

6.1.1.1 Entry into Grade 9 in 2023-24 or earlier

For students who entered Grade 9 in September 2023 or earlier, the compulsory credits are to be distributed as follows:

• 4 credits in English (1 per grade)
  • the Ontario Secondary School Literacy Course (OSSLC) may be used as either the Grade 11 or the Grade 12 compulsory English credit
  • the Grade 11 course “Understanding Contemporary First Nations, Métis and Inuit Voices” may be used as the Grade 11 compulsory English credit
  • for English language learners, a maximum of three compulsory English credits may be earned from English as a second language (ESL) or English literacy development (ELD) courses. The fourth credit must be a Grade 12 compulsory English course
• 3 credits in mathematics (at least 1 in Grade 11 or Grade 12)
• 2 credits in science
• 1 credit in the arts
  • the Grade 9 course “Expressions of First Nations, Métis and Inuit Cultures” may be used as the compulsory arts credit
• 1 credit in Canadian geography (Grade 9)
• 1 credit in Canadian history (Grade 10)
• 1 credit in French as a second language
  • students who have taken Native languages in place of French as a second language in elementary school may use a Level 1 or 2 Native languages course as the compulsory credit for French as a second language
• 1 credit in health and physical education
• 0.5 credits in career studies
• 0.5 credits in civics and citizenship
• 3 additional credits, consisting of 1 credit from curricula within each of the following groups:

Group 1:

• English (including the OSSLC
• French as a second language
• Native languages
• First Nations, Métis and Inuit studies
• classical and international languages
• social sciences and the humanities
• Canadian and world studies
• guidance and career education
• cooperative education
• American Sign Language as a second language
• Langue des signes québécoise langue seconde

Group 2:

• health and physical education
• the arts
• business studies
• French as a second language
• cooperative education
• American Sign Language as a second language
• Langue des signes québécoise langue seconde

Group 3:

• science (Grade 11 or 12)
• technological education
• French as a second language
• computer studies
• cooperative education
• American Sign Language as a second language
• Langue des signes québécoise langue seconde

The following conditions apply to selections from the above three groups:

• a maximum of 2 credits in French as a second language may be used as additional compulsory credits: 1 credit from Group 1 and 1 credit from either Group 2 or Group 3
• a maximum of 2 credits in cooperative education may be used as additional compulsory credits, selected from any group

Please note, the Langue des signes québécoise langue seconde course is only available in French-language schools.

6.1.1.2 Entry into Grade 9 in 2024-25 onwards

For students entering Grade 9 in 2024-25 onwards, the compulsory credits are to be distributed as follows:

• 4 credits in English (1 per grade)
  • the Ontario Secondary School Literacy Course (OSSLC) may be used as either the Grade 11 or the Grade 12 compulsory English credit
  • the Grade 11 course “Understanding Contemporary First Nations, Métis and Inuit Voices” may be used as the Grade 11 compulsory English credit
  • for English language learners, a maximum of three compulsory English credits may be earned from English as a second language (ESL) or English literacy development (ELD) courses. The fourth credit must be a Grade 12 compulsory English course
• 3 credits in mathematics (Grade 9, Grade 10 and 1 credit in Grade 11 or 12)
• 2 credits in science
• 1 credit in the arts
  • the Grade 9 course “Expressions of First Nations, Métis and Inuit Cultures” may be used as the compulsory arts credit
• 1 credit in Canadian geography (Grade 9)
• 1 credit in Canadian history (Grade 10)
• 1 credit in French as a second language
  • students who have taken Native languages in place of French as a second language in elementary school may use a Level 1 or 2 Native languages course as the compulsory credit for French as a second language
• 1 credit in health and physical education
• 0.5 credits in career studies^{footnote 1[1]}
• 0.5 credits in civics and citizenship
• 1 credit in technological education (Grade 9 or 10)
• 1 additional credit from curricula in the following STEM-related group:
  • Business Studies
  • Computer Studies
  • Cooperative Education
  • Mathematics (in addition to the 3 compulsory credits currently required)
  • Science (in addition to the 2 compulsory credits currently required)
  • Technological Education (in addition to the 1 compulsory credit required)

The school board and principal may recommend that students take certain courses in addition to the compulsory credits. However, they may not identify additional courses as compulsory for the OSSD.

See also section 6.2 on substitutions for compulsory credit requirements and section 7.3.1 on locally developed courses.

6.1.2 Optional credits

In addition to compulsory credits, students must earn optional credits by successfully completing courses from the Ontario Curriculum.

Students who entered Grade 9 in 2023 or earlier are required to earn 18 compulsory credits and 12 optional credits.

Students entering Grade 9 in 2024-25 onwards are required to earn 17 compulsory credits and 13 optional credits.

6.1.3 Secondary school literacy graduation requirement

All secondary school students must meet the literacy graduation requirement to earn an Ontario Secondary School Diploma (OSSD). The requirement is based on the expectations for reading and writing throughout the Ontario Curriculum up to and including Grade 9. Its purpose is to ensure students have the reading and writing skills they will need to succeed in school, at work and in daily life.

To meet this requirement, students are expected to take and successfully complete the Ontario Secondary School Literacy Test (OSSLT)in Grade 10 in accordance with policies outlined in section 6.1.3.1. Once students have successfully completed the OSSLT, they may not retake it.

Students who do not successfully complete the OSSLT will have additional opportunities to meet the literacy graduation requirement in accordance with the policies related to the OSSLT (see section 6.1.3.1), the Ontario Secondary School Literacy Course (OSSLC) (see section 6.1.3.2) and the adjudication process (see section 6.1.3.3).

Mature students^{footnote 2[2]} may enrol directly in the OSSLC without first attempting the OSSLT. They may choose to meet the literacy graduation requirement by successfully completing the OSSLT.

Students whose Individual Education Plan indicates that they are not working toward an OSSD may, with parental consent and principal approval, be exempted from writing the OSSLT or taking the OSSLC.

Students who are working toward an OSSD under the revised edition of “Ontario Schools, Intermediate and Senior Divisions (Grades 7-12 OACs): Program and Diploma Requirement (1989)” or are working toward an earlier diploma, such as the Secondary School Graduation Diploma are not required to meet the literacy graduation requirement.

6.1.3.1 Ontario Secondary School Literacy Test

The Ontario Secondary School Literacy Test (OSSLT) is the usual means by which students meet the provincial secondary school literacy requirement for graduation. The test identifies students who have demonstrated the required skills in literacy as well as those who will need to do further work. Feedback provided on the Individual Student Report highlights areas of focus, as needed.

The administration period is determined by the Education Quality and Accountability Office (EQAO). Schools administer the test as per guidelines stated in the EQAO User Guide for the Administration of the OSSLT. The OSSLT is offered in the fall and spring. Students can attempt the OSSLT during the fall or spring session (or both, if desired, if they are not yet successful on their previous attempt).

Students usually take the OSSLT in the school year following Grade 9, unless granted a deferral by the principal. Deferrals may be granted by the principal in accordance with the policies described in section 6.3.1.4.

Students who do not successfully complete the OSSLT will have opportunities to retake the test, during the next administration period scheduled by the EQAO. Once students have successfully completed the OSSLT, they may not retake it.

English language learners may be entitled to special provisions listed in section 6.1.3.4. For students with special education needs, accommodations specified in their Individual Education Plan must be available on the day(s) of the test (see section 6.1.3.4). For students for whom required accommodations were not available on the day(s) of the OSSLT, see section 6.1.3.3.

Students take the OSSLT in the language of instruction of the school where they are enrolled at the time of the test. School boards should ensure students and parent(s)/guardian(s) are aware of this policy, particularly in those cases of students who may be transferring between the English-language system and the French-language system and who have not fulfilled the literacy graduation requirement. These students will be considered to have met the literacy requirement if they successfully completed the OSSLT in either English or French at their previous board. They will not have to retake the test in the other language after transferring to the receiving board.

School boards must provide remedial assistance for students who do not complete the OSSLT successfully. This remedial assistance could be designed to help students improve their skills so that they are better prepared to retake the literacy test. For example, a board could offer a credit course on learning strategies (see the guidance and career education curriculum) or a course on literacy skills (see the English curriculum) for these students.

For students who entered Grade 9 in the 1999–2000 school year, successful completion of the test was not required. However, for those students who took the field test of the OSSLT in 2000–2001, failed the test and chose to retake the OSSLT in October 2001, successful completion of the provincial literacy graduation requirement became a diploma requirement.

Read more:

• EQAO User Guide for the Administration of the Ontario Secondary School Literacy Test (OSSLT)

6.1.3.2 Ontario Secondary School Literacy Course

Policy requirements for taking the Ontario Secondary School Literacy Course (OSSLC) are contained in the curriculum policy document The Ontario Curriculum: English-The Ontario Secondary School Literacy Course (OSSLC) Grade 12. Students who pass the OSSLC are considered to have met the literacy graduation requirement.

Once a student has had two opportunities to take the OSSLT and has a result of “not yet successful”, at least once, the student is eligible to enrol in the OSSLC. Principals have the discretion to allow students to enrol in the OSSLC before they have had a second opportunity to take the OSSLT, if the principal determines that it is in the best educational interest of the student. Mature students may enrol directly in the OSSLC, as specified in section 6.1.3. They may also choose to meet the literacy graduation requirement by successfully completing the OSSLT.

The credit earned for successfully completing the OSSLC may also be used to meet the Grade 11 or the Grade 12 compulsory credit requirement in English or to meet the Group 1 compulsory credit requirement for the Ontario Secondary School Diploma. A student cannot be granted credit for the OSSLC through the challenge process from the prior learning assessment and recognition policy (see section 7.2.4).

For students with special education needs, accommodations specified in their Individual Education Plan (IEP) must be available throughout the course. However, because achievement of the expectations in this course represents fulfilment of the literacy requirement for graduation, no modifications of the expectations are permitted.

Students who are receiving special education programs and/or services and have an IEP documenting accommodation required during the taking of the OSSLT may be eligible to enroll directly in the OSSLC if the required accommodations are not available when the OSSLT is administered. The accommodations must be in accordance with those outlined in section 6.1.3.4. In such cases, the student must have been present to take the test but the required accommodations or a reasonable alternative to them, were unavailable during part or all of the test. Students in these circumstances in their graduating year may be eligible for the adjudication process established by their school board (see section 6.1.3.3).

Read more:

• The Ontario Curriculum: English – The Ontario Secondary School Literacy Course (OSSLC), Grade 12 (2003)

6.1.3.3 The Secondary School Literacy Graduation Requirement: Accommodations, Special Provisions, Deferrals and Exemptions

This section includes information about accommodations for students with special education needs; special provisions for English language learners; rules that apply to deferrals of the OSSLT; and rules that apply to exemptions from the literacy graduation requirement.

1. Accommodations for Students with Special Education Needs Pertaining to the OSSLT and the OSSLC

School boards must provide accommodations^{footnote 3[3]} that allow students with an Individual Education Plan (IEP) to receive a fair and equal opportunity to complete the OSSLT or OSSLC. Accommodations can change only the way the OSSLT is administered or the OSSLC is taught, or the way a student responds to the components of the test or course. They do not alter the content of the test or the expectations of the course, nor do they affect the validity or reliability of the test or the evaluation of student learning in the course.

To qualify for accommodations during the test or course, a student must have an IEP that outlines the accommodations to be provided. A student may have an IEP whether or not they have been formally identified as exceptional by an Identification, Placement and Review Committee (IPRC).

Accommodations may be necessary for some students with disabilities and/or special education needs to ensure their equitable participation in the course or test. Accommodation needs must be considered in advance, and principals must plan carefully to ensure they are provided.

(1a) Procedures for making accommodations

Certain basic procedures must be followed in planning and making accommodations to ensure maximum benefit to the student. Decisions about accommodations must:

• be made on an individual student basis
• be made by the principal in consultation with the student, their parent(s)/guardian(s) (if the student is under the age of 18) and appropriate staff (including special education and professional support services staff)
• be made before the student takes the OSSLT or enrols in the OSSLC
• take into consideration all accommodations included in the student’s IEP that are also permitted by this policy and by the EQAO (see Permitted accommodations subsection) and be consistent with regular classroom practice, including assessments
• be clearly communicated in writing to the parent(s)/guardian(s) or directly to the adult student before the student takes the OSSLT or enrols in the OSSLC
• be recorded, with all pertinent relevant details, in the e-assessment system for students writing the OSSLT

(1b) Permitted accommodations

Required accommodations for the OSSLT and OSSLC may take several forms. In each case, the accommodation must be specified in the student’s IEP.

Accommodations permitted for students with an IEP by the EQAO for the OSSLT include:

• adjustments to the format of the test (for example, alternative versions of the test)
• adjustments to the format of responses

Clarification of instructions for both the reading and the writing components of the OSSLT is permitted for every student before the test begins. Such clarification is not considered an accommodation.

If an accommodation described in a student’s IEP is permitted by the EQAO, the principal must ensure the accommodation is available to the student during the OSSLT.

If an accommodation that might be necessary is not included in the student’s IEP or if the student doesn’t have an IEP but might need an accommodation, they may submit a request for special consideration to the supervisory officer. Upon request, the EQAO will also consider other accommodations.

(1c) Requests for special consideration of accommodations

Permitted Accommodations listed in the EQAO Guide

When a parent, adult student or principal identifies the need for an accommodation that is listed in the EQAO User Guide for Administration of the Ontario Secondary School Literacy Test, one of the following procedures applies:

• If the accommodation is not described in the student’s IEP, the parent, adult student or principal may submit a request for consideration to the appropriate supervisory officer. The decision of the supervisory officer is final.
• If the student does not have an IEP because they recently transferred into the school from another jurisdiction, the parent, adult student or principal may make a request for accommodation to the appropriate supervisory officer. The decision of the supervisory officer is final.
• If a student who would not normally require accommodations requires one or more in order to take the test or course because of temporary circumstances, the principal may grant permission for use of any appropriate accommodations as permitted in the EQAO Guide. If the principal determines it is not possible to provide an accommodation, a deferral should be considered. If the parent or adult student disagrees with the principal’s decision, they may make an appeal to the appropriate supervisory officer. The decision of the supervisory officer is final.

For students in provincial and demonstration schools, requests for accommodation must be made to the appropriate superintendent. The decision of the superintendent is final.

For students in approved education programs in care or treatment, custody and correctional facilities, requests for accommodation must be made to the appropriate supervisory officer. The decision of the supervisory officer is final.

For students in ministry-inspected private schools and inspected First Nation/federally operated schools, requests for accommodation must be made to info@eqao.com.

Accommodations That Are NOT Listed in the EQAO Guide

A parent, adult student or principal can submit a request for consideration to EQAO when they identify a need for an accommodation that meets certain criteria. The decision of EQAO is final. To be considered, an accommodation must meet all of the following criteria:

• it must not be listed in the EQAO User Guide for Administration of the Ontario Secondary School Literacy Test
• it must conform to the definition of accommodations by the EQAO
• it must be described in the student’s IEP

(1d) Human resources required for the implementation of accommodations during the OSSLT

Any person who is engaged to support the accommodations of one or more students and is not a teacher must work under the direct supervision of a teacher. Only adult persons who are not relatives of students writing the OSSLT may assist during the test. These individuals should be given training and guidelines outlined in the EQAO User Guide for the Administration of the Ontario Secondary School Literacy Test (OSSLT).

• The role of individuals who support accommodations for students with special education needs is to ensure those students are properly supervised during the administration of the test and the accommodations are appropriately implemented.
• These individuals shall not provide students with any assistance that would compromise the validity of the test. That is, they shall not provide assistance that helps students understand the questions or formulate their answers, or give any instructions or suggestions (for example, about pacing their work) not given to every student writing the test.
• These individuals can provide prompts for students who are off task. A prompt can be a tap on the desk or a verbal signal (e.g., a word or phrase) to draw the student’s attention back to the test. Prompts do not include clarification, explanation or translation or any part of the test and may not be used to draw the student’s attention to a specific part of the OSSLT.
• Students are permitted to work with a scribe if they have this accommodation listed in their IEP or have an approved special consideration. School administrators are responsible for reviewing the guidelines with individuals who will be acting as scribes and follow the Guidelines for scribes as outlined in the EQAO User Guide.

Read More:

• the accommodation page in the EQAO User Guide for the Administration of the Ontario Secondary School Literacy Test (OSSLT)
• Guidelines for Scribes

2. Special Provisions for English-language Learners pertaining to the Ontario Secondary School Literacy Test

Special provisions are adjustments to the setting and/or timing of the writing of OSSLT for English language learners. (For a definition of English language learners, see section 3.1). These provisions do not affect the validity or reliability of the test.

Special provisions for English language learners may be provided for the test if the principal believes them to be in the best educational interest of the student. Decisions about special provisions must:

• be made on an individual student basis
• be made by the principal in consultation with the student, their parent(s)/guardian(s) (if the student is under the age of 18) and appropriate staff
• be made before the student takes the OSSLT
• conform to the permitted special provisions outlined by EQAO in the User Guide for the Administration of the Ontario Secondary School Literacy Test (OSSLT)
• be clearly communicated in writing to the parent(s)/guardian(s) or directly to the adult student before the student writes the test
• be recorded, with all relevant details, in the EQAO e-assessment system

3. Deferrals of the OSSLT

Deferrals are intended for students who are working toward an OSSD may be eligible for deferrals of the OSSLT under certain circumstances. Eligible students may include those who:

• have an IEP and would not be able to take the test even if all accommodations were provided
• are English language learners and have not yet acquired a high enough level of proficiency in English to take the test
• have not successfully acquired the reading and writing skills appropriate to Grade 9
• are unable to write the test at the scheduled time(s) because of illness^{footnote 4[4]}, injury or other extenuating circumstances
• are new to the school and cannot be provided with the appropriate accommodations in time

In all cases, documentation must be submitted to the principal of the school.

Deferrals to postpone the writing of the OSSLT until the following school year for students who are working toward an Ontario Secondary School Diploma (OSSD), are granted before the test, on an individual basis. Generally, deferrals are requested in writing by a parent (or adult student) or the school, in consultation with both parties. In some cases, a principal may also raise the possibility of a deferral with the parent or adult student.

The principal will make the decision in consultation with the parent or adult student and appropriate school staff. In cases of disagreement, the parent or adult student may ask the appropriate supervisory officer to review the matter. The decision of the supervisory officer is final.

Students who are granted a deferral will write the test at a scheduled sitting in the next school year, as prescribed by the EQAO. If an additional deferral is required, the principal must review the request again with the parent or adult student and appropriate school staff. While there is no limit on the number of deferrals that may be granted, the parent or adult student must be advised that each deferral reduces the number of opportunities to take the test. They must also be reminded that successful completion of the test, the OSSLC or an adjudication process is an OSSD requirement. A deferral is not considered an opportunity to write.

Students should be encouraged to write the test to enable the school to better understand their strengths and needs and develop an appropriate program or other forms of support to prepare them for their next attempt.

The decision to defer must be entered, with all pertinent details, in the EQAO e-assessment system. All documentation related to a decision must be kept in the student’s Ontario Student Record.

4. Exemptions from the literacy graduation requirement

To be eligible for an exemption from the literacy graduation requirement, a student must have an IEP. The IEP must include documentation to support an exemption and a clear indication that the student is not working toward an OSSD. Both parental consent and the approval of the principal are required for an exemption.

Exemptions are provided on an individual basis, as part of the IEP process. The principal decides on the basis of the student’s learning expectations and in consultation with the parent or adult student, whether the student is working toward the OSSD. If it is decided that the student is not working toward the OSSD, the principal decides, again in consultation with the parent or adult student, whether to grant the student an exemption from writing the OSSLT or taking the OSSLC. The final decision must be communicated in writing to the parent or adult student as part of the IEP development process.

In cases of disagreement:

• If the principal decides the student should be exempted from writing the test or taking the course, but the parent or adult student disagrees with this decision, the student must be allowed to write the test or take the course.
• If the principal decides the student should write the test or take the course, but the parent or adult student disagrees with this decision, the matter will be referred to the appropriate supervisory officer. The supervisory officer’s decision is final.

Where it is determined that an exemption does not apply and that a student who has an IEP and is receiving a special education program and/or services is to take the test or course, the principal must ensure the student has a fair and equal opportunity to successfully complete the test or course. Necessary accommodations are to be provided in accordance with the policies outlined in this section, section 6.1.3.1, and section 6.1.3.2. If the learning expectations in a student’s IEP are revised at any point and the student begins to work toward the OSSD, the student must successfully complete the OSSLT, the OSSLC or the adjudication process to be eligible for the OSSD.

All documentation related to the decision to grant an exemption from taking the test or course must be kept in the student’s Ontario Student Record.

Read more:

• EQAO User Guide for the Administration of the Ontario Secondary School Literacy Test (OSSLT).

6.1.4 Financial Literacy Graduation Requirement

Making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world; therefore, students need to be equipped with essential financial skills and knowledge for their future success.

Starting in the 2026-2027 school year, students who enter Grade 9 in the 2025-2026 school year and onwards must meet a Financial Literacy Graduation Requirement to earn an Ontario Secondary School Diploma (OSSD).

Students will complete this requirement as part of their compulsory Grade 10 Career Studies course. The requirement consists of learning modules and assessment questions developed by TVO and provided to schools to administer. The Financial Literacy Graduation Requirement assesses core financial literacy concepts found in the Grades 1 to 9 curriculum and complements the Grade 10 Career Studies course.

Students have 2 attempts during the Career Studies course to complete the Financial Literacy Graduation Requirement. To meet the requirement, students must earn a mark of 70% or higher on the financial literacy modules. Once a student meets the graduation requirement, this will be recorded on the Ontario Student Transcript.

Results from these modules will count for 5% of the student’s final grade in the Career Studies course. For students requiring multiple attempts to meet the requirement, the highest attempt mark will be used as part of the final mark in the Careers Studies course.

Final course marks for the Career Studies course for students that have previously completed the Financial Literacy Graduation Requirement (i.e., in a prior attempt) or who are exempt, will not include the 5%.

Exceptions

Students who took the Grade 10 Career Studies course prior to the start of the 2026-2027 school year are exempt.

Students who have taken a locally developed Grade 9 Mathematics course as their compulsory Grade 9 Mathematics credit in lieu of the Grade 9 MTH1W course before September 2027 will not have to complete the Financial Literacy Graduation Requirement. Students who take a locally developed Grade 9 Mathematics course will be required to complete the Financial Literacy Graduation Requirement beginning with students taking the Grade 10 Careers Studies course in September 2028 and beyond. This provides more time for school boards to ensure the locally developed Grade 9 Mathematics course has financial literacy as part of students’ learning.

Students who enroll in Ontario schools in Grades 11 or 12 from outside Ontario will not be required to complete the Financial Literacy Graduation Requirement if they are granted Grade 9 and 10 credits, through the equivalency process under the discretion of their principal.

Unsuccessful First Attempt

Students will have the opportunity to review additional resources available on TVO Learn, in addition to supports available through the school, if they are unsuccessful in completing the requirement after the first attempt. A second attempt will be completed within the course time frame and administered by the teacher for any students that require a second attempt.

Alternative Options to Complete the Financial Literacy Graduation Requirement

Students unsuccessful in meeting the Financial Literacy Graduation Requirement after two attempts within the Grade 10 Career Studies course must be provided with alternative options as soon as possible, no later than the subsequent semester. These alternatives include:

• re-attempting the modules again outside of the course under the supervision of a designated staff member and achieving a mark of 70% or higher
• receiving additional instructional support prior to re-attempting the modules (e.g. through student success, credit recovery model, tutoring supports, etc.) and achieving a mark of 70% or higher
• completing a set of financial literacy learning activities developed by TVO and administered by the school or TVO as an equivalency to the assessment (available starting in February 2027)

These options may remain available to the student repeatedly until they successfully complete the requirement. Parents will be provided with a recommendation on the alternative options and the principal or designate will be available to discuss these options with parents. Final decisions on the alternative option(s) selected will be made by the student’s parent.

If a parent has not responded after 15 business days and following multiple attempts by the school during that time by email and phone to reach the parent for confirmation of their choice, the principal may proceed with their recommendation.

For students who are unsuccessful in both the Career Studies course and the Financial Literacy Graduation Requirement, retaking the course may be necessary. Completing the course again provides two new opportunities to meet the requirement. Once a student meets the graduation requirement, they do not need to do it again, even if they do not pass the Career Studies course.

In extenuating circumstances, including students close to graduation, students can complete the Financial Literacy Graduation Requirement through an adjudication process.

Operational Information

Timing

Educators will administer the Financial Literacy Graduation Requirement within the first half of the Career Studies course (e.g., weeks 3-5 in a semestered schedule).

For students who require a second attempt, educators will administer the Financial Literacy Graduation Requirement a second time within the third-quarter of the course (e.g., weeks 6-7 in a semestered schedule).

Summer school or alternative timetables will take into account scheduling the Financial Literacy Graduation Requirement in such a way as to maximize time to prepare students and ensure sufficient time between attempts prior to the end of the course.

Online and Remote Learning

For the Grade 10 Career Studies course delivered in an online or remote learning format, the Financial Literacy Graduation Requirement is to be administered in person at the student’s home school location, or another school location identified by the student’s school board if required, unless the course includes online proctoring with security and integrity.

School boards will coordinate amongst online and/or remote educators and principals to determine the timing and location of in-person administrations of the Financial Literacy Graduation Requirement and communicate this to students and parents at the start of the course.

It is the responsibility of the parent/guardian to ensure their child is able to attend in person on the days the Financial Literacy Graduation Requirement is being administered.

TVO’s Independent Learning Centre and inspected private schools may administer the Financial Literacy Graduation Requirement through online proctoring.

Parent Communication

Throughout the course, parents will receive communications in a clear and timely manner:

• Before or within the first 5 days of the course, schools are to provide parents with information about the administration of the Financial Literacy Graduation Requirement. This communication must clearly outline when the requirement will be administered (including the date available for the second attempt) and what options are available if a student is unsuccessful in completing the requirement after 2 attempts as outlined in “Alternative Options”.
• Schools are to provide parents the results of their child’s first attempt of the Financial Literacy Graduation Requirement within 5 days of the attempt.
  • If their child is unsuccessful after the first attempt, the communication is also to include a reminder on when the second attempt will occur.
• Schools are to provide parents the results of their child’s second attempt of the Financial Literacy Graduation Requirement within 5 days of completion.
  • If their child is unsuccessful after the second attempt, the communication is also to include information on “Alternative Options” with the principal’s recommendation and an offer to meet for any follow-up discussions. Parents should be asked to provide their choice within 5 days.
  • If a parent has not responded after 15 business days and following multiple attempts by the school during that time by email and phone to reach the parent for confirmation of their choice, the principal may proceed with their recommendation.
• Please see 6.7 Appendix for sample communications for school board use on:
  • 6.7.1 Initial Communication Regarding Financial Literacy Graduation Requirement
  • 6.7.2 Successful Completion of the Financial Literacy Graduation Requirement
  • 6.7.3 Unsuccessful First Attempt
  • 6.7.4 Unsuccessful Second Attempt

6.1.5 Adjudication

School boards may establish adjudication panels at the end of the school year to provide students with an additional opportunity to meet graduation requirements for both the Secondary School Literacy Graduation Requirement and the Financial Literacy Graduation Requirement.

The process is designed for students who are otherwise eligible to graduate, but through no fault of their own, have not been able to meet:

• The Secondary School Literacy Graduation Requirement, by:
  • writing the Ontario Secondary School Literacy Test (OSSLT)
  • enrolling in or completing the Ontario Secondary School Literacy Course (OSSLC) because of unforeseen circumstances
• The Financial Literacy Graduation Requirement, by:
  • Completing the Financial Literacy Graduation Requirement

Students who are otherwise eligible to graduate in a given school year are eligible for adjudication to obtain their graduation literacy requirement if they meet one or more of the following criteria:

• The student was never able to complete the applicable requirement because of illness, injury or other circumstances.
• The student was receiving special education programs and/or services and had an Individual Education Plan documenting required accommodations but, because of unforeseen circumstances, the required accommodations, or a reasonable alternative to them, were not available to the student on the day when attempting the applicable graduation requirement. (The accommodations must be in accordance with those outlined in section 6.1.3.4, under the Permitted Accommodations heading).
• In addition to the criteria above, students may be considered for adjudication for the Secondary Literacy Graduation Requirement if:
  • The student was eligible to enrol in the OSSLC but the school did not offer the OSSLC or make arrangements for the student to take it in another school.
  • The student was enrolled in the OSSLC but, because of illness, injury or other extenuating circumstances, was not able to complete the OSSLC.

Please note that private schools and First Nation/federally operated schools are not able to offer adjudication for the Literacy Graduation Requirement and instead are to make use of the Ontario Secondary School Literacy Course. These schools may offer adjudication for the Financial Literacy Graduation Requirement.

More information on the process for adjudication will be shared in advance of the 2026-2027 school year.

6.1.6 40-hour community involvement graduation requirement

PPM 124: Ontario Secondary School Diploma requirement: community involvement activities

Requires students to complete a minimum of 40 hours of community involvement activities as part of the Ontario Secondary School Diploma (OSSD) requirements and sets out the responsibilities of principals, school boards, parents/guardians, and the supervising individual or organization; as well as procedures for students and ineligible activities.

Read more:

• PPM 132: Prior Learning Assessment and Recognition for Mature Students – Revised Mandatory Requirements

6.1.7 Online learning requirement

PPM 167: Online learning graduation requirement provides direction to Ontario schools on the implementation of the online learning graduation requirement and opt-out process.

Read more:

• PPM 167: Online learning graduation requirement

6.1.8 EQAO Grade 9 Assessment of Mathematics

Currently, all students enrolled in the Grade 9 mathematics course (MTH1W) are required to participate in the EQAO Grade 9 Assessment of Mathematics. The purpose of this assessment is to assess students’ knowledge and skills as defined by the course expectations. There are no deferrals or exemptions for the Grade 9 Assessment of Mathematics for students in this course. 

Starting in September 2024, the results of the EQAO Grade 9 Assessment of Mathematics for any student who wrote the assessment are to be incorporated in the final evaluation of the Grade 9 math course, for at least 10% (up to 30%) of the final course mark. Teachers and school administrators access Individual Student Reports (ISRs) after students complete the assessment.

Read More: 

• EQAO User Guide for the Grade 9 Assessment of Mathematics
• EQAO Grade 9 Assessment of Mathematics Framework

6.1.9 Summary of diploma requirements, 1974 to 1999

Requirements for the Secondary School Graduation Diploma under Circular H.S.1, 1974–1984

The following table and associated notes are taken from and refer to Circular H.S.1, 1979–81.

Students who began their secondary school program between 1974 and the beginning of the 1984–85 school year may work toward the Secondary School Graduation Diploma (SSGD) under Circular H.S.1 or they may work toward the Ontario Secondary School Diploma (OSSD) under Ontario Schools.

Requirements for the Ontario Secondary School Diploma under OSIS, 1984–1999

The following table and associated notes are taken from and refer to Ontario Schools, Intermediate and Senior Divisions (Grades 7–12/OACs): Program and diploma requirements, 1989 (OSIS).

Students who began their secondary school program between 1984 and the beginning of the 1999–2000 school year^{footnote 5[5]} may work toward the OSSD under OSIS or under Ontario Schools.

6.2 Substitutions for compulsory credit requirements

Principals may substitute up to three compulsory credits with courses from other subject areas in order to provide the flexibility to tailor an individual student’s program to the student’s needs and to support their progress through secondary school. Substitutions should be made to promote and enhance student learning or to respond to special needs or interests.

Two half-credit courses may be substituted for one compulsory credit requirement, or one full-credit course may be substituted for the two compulsory half-credit requirements of civics and citizenship and career studies. Each of these substitutions is considered a single substitution.

Substitutions may be requested by parent(s)/guardian(s), an adult student or initiated by the principal. In consultation with parent(s)/guardian(s) or an adult student and appropriate staff, the principal will determine whether a substitution should be made. If a parent or adult student disagrees with the decision, they may ask the appropriate supervisory officer to review the matter.

The following limitations apply to substitutions for compulsory credits:

• English as a second language and English literacy development courses may not be used to substitute for compulsory credits. They may be used, however, to meet the compulsory credit requirements for three English credits (see section 6.1.1).
• No more than one learning strategies course from the guidance and career education curriculum may be substituted for a compulsory credit requirement.
• Credits earned for cooperative education courses may not be substituted for compulsory credit requirements.
• College-delivered dual credit courses may not be substituted for compulsory credit requirements.
• A locally developed compulsory credit course may not be substituted for a compulsory credit. These courses may be used only to meet the compulsory credit requirements they were designed to meet (see section 7.3.1).
• Senior English and math are compulsory for mature students per PPM 132: Prior Learning Assessment and Recognition for Mature Students – Revised Mandatory Requirements ” (see section 7.2.4.2)

All substitutions will be noted on the student’s Ontario Student Transcript.

6.3 Ontario Secondary School Certificate

The Ontario Secondary School Certificate (OSSC) will be granted, on request, to students who are leaving secondary school upon reaching the age of 18 without having met the requirements for the Ontario Secondary School Diploma. To be granted an OSSC, a student must have earned a minimum of 14 credits, distributed as follows:

• 7 compulsory credits
  • 2 credits in English
  • 1 credit in mathematics
  • 1 credit in science
  • 1 credit in Canadian history or Canadian geography
  • 1 credit in health and physical education
  • 1 credit in the arts, computer studies or technological education
• 7 optional credits, selected by the student from available courses

The provisions for making substitutions for compulsory credits described in section 6.2 also apply to the OSSC.

6.4 Certificate of Accomplishment

Students who are leaving secondary school upon reaching the age of 18 without having met the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. This certificate may be a useful way to recognize achievement for students who plan to take certain kinds of further training or find employment directly after leaving school. The Certificate of Accomplishment is to be accompanied by the student’s Ontario Student Transcript. For students who have an Individual Education Plan, a copy of the plan may also be included.

Students who return to school to complete additional credit and non-credit courses (including courses with modified or alternative expectations in special education programs) will have their transcript updated accordingly. However, they will not be issued a new Certificate of Accomplishment. An Ontario Secondary School Diploma or Ontario Secondary School Certificate will be granted when the student has fulfilled the appropriate requirements.

6.5 Granting of diplomas and certificates

On the recommendation of the principal, the Minister of Education grants diplomas and certificates at any time during the year to students who have successfully completed the necessary requirements.

If a student completes the requirements through private study, night school, summer school or online learning, the diploma or certificate will be issued by the principal of the school that holds the student’s Ontario Student Record when the final credit is earned. If the final credit is earned through the Independent Learning Centre (see section 10.4), the student may choose to have the diploma or certificate issued by the director of the Independent Learning Centre or the principal of the school last attended. The person issuing the diploma or certificate will submit the necessary report to the Ministry of Education.

6.6 Ontario Scholar Program

PPM 53: Ontario Scholar program

provides direction to school boards and schools concerning the designation of a student as an Ontario Scholar.

The Ontario Scholar Program recognizes students who have:

• earned an Ontario Secondary School Diploma in the current or previous school year
• attained an aggregate of at least 480 marks in any combination of ministry-approved courses that provide a total of six credits

Read more:

• PPM 53: Ontario Scholar program

6.7 Appendix

Please find sample communications for school board use to parents explaining the Financial Literacy Graduation Requirement.

6.7.1 Initial Communication Regarding Financial Literacy Graduation Requirement

School Letterhead

[Date]

[First Name/Surname] 
[Title] 
[Room/Suite/Unit/Floor] 
[Street address] 
[City], [Province], [Postal Code]

Dear [Parents/Guardians]:

Making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world. The Ontario Ministry of Education is taking steps to equip students with essential financial skills and knowledge for their future success.

Starting in the 2026-27 school year, students across the province who enter Grade 9 in the 2025-26 school year and onwards must meet a Financial Literacy Graduation Requirement to earn an Ontario Secondary School Diploma (OSSD). Your child will complete this requirement as part of their compulsory Grade 10 Career Studies course.

The Financial Literacy Graduation Requirement was developed by TVO for all students and consists of learning modules and assessment questions that typically take less than one-class period to complete. It assesses core financial literacy concepts found in the Grades 1 to 9 curriculum and complements the Grade 10 Career Studies course.

[For students taking in-person Career Studies course: This requirement will take place during the instructional period with their teacher].

[For students taking Career Studies course online or remote: Students are required to complete the Financial Literacy Graduation Requirement in-person].

Specific details of the assessment for your child are:

• Date of the assessment: [X]
• Time: [X]
• [Location if different from regular classroom/online experience]: [X]

Students will have 2 attempts during the course to complete the requirement and must earn a mark of 70% or higher on the module to pass. Results from these modules will also count for 5% of the student’s final grade in their Career Studies course.

The timing identified for students who may require second attempt in addition to the above is:

• Date of the assessment: [X]
• Time: [X]
• [Location if different from regular classroom/online experience]: [X]

Students who are absent for the assessment will be provided an opportunity to complete the assessment once they return to school.

You will receive a letter with your child’s results within 5 days of writing the assessment.

Students who have an Individual Education Plan (IEP) will have the necessary assessment accommodations as noted in their IEP so the assessment reflects their learning.

Please note: Personal information, including your child’s name, Ontario Education Number, and assessment results, will be collected and stored by the assessment platform to administer the assessment.

For more information about the Financial Literacy Graduation Requirement, please visit Financial literacy education in schools | ontario.ca. If you have any questions or concerns, please contact us.

Sincerely,

[First Name/Surname]
[Title]
[School]

6.7.2 Successful Completion of the Financial Literacy Graduation Requirement

School Letterhead

[Date]

[First Name/Surname] 
[Title] 
[Room/Suite/Unit/Floor] 
[Street address] 
[City], [Province], [Postal Code]

Dear [Parents/Guardians]:

I am pleased to inform you that [Student Name] has successfully completed the Financial Literacy Graduation Requirement.

At the end of the Career Studies course, your child’s Ontario Student Transcript (OST) will be updated to reflect completion of this graduation requirement.

If you have any questions, please contact the school at [enter contact information].

Sincerely,

[First Name/Surname]
[Title]
[School]

6.7.3 Unsuccessful First Attempt

School Letterhead

[Date]

[First Name/Surname] 
[Title] 
[Room/Suite/Unit/Floor] 
[Street address] 
[City], [Province], [Postal Code]

Dear [Parents/Guardians]:

This letter is to inform you that [Student Name] did not successfully complete the Financial Literacy Graduation Requirement on their first attempt.

Your child will have an additional opportunity to retake the assessment within their Career Studies course. As previously communicated, the second attempt is scheduled for:

Date of the assessment: [X] 
Time: [X] 
[Location if different from regular classroom/online experience]: [X]

The school will follow up with you within 5 business days regarding your child’s results once the second attempt has been completed.

To support your child in preparing for a second attempt, we recommend that they review additional resources available on [TVO Graduation requirement link], in addition to supports available through the school.

If you have any questions, please contact the school at [enter contact information].

Sincerely,

[First Name/Surname]
[Title]
[School]

6.7.4 Unsuccessful Second Attempt

School Letterhead

[Date]

[First Name/Surname] 
[Title] 
[Room/Suite/Unit/Floor] 
[Street address] 
[City], [Province], [Postal Code]

Dear [Parents/Guardians]:

This letter is to inform you that [Student Name] has not yet successfully completed the Financial Literacy Graduation Requirement following 2 in-class opportunities.

The school is committed to supporting your child in successfully completing this graduation requirement.

There are 3 additional ways to complete this graduation requirement:

1. Re-attempting the modules again outside of the course under the supervision of a designated staff member and achieving a mark of 70% or higher.
2. Receiving additional instructional support prior to re-attempting the modules (e.g. through student success, credit recovery model, tutoring supports, etc.) and achieving a mark of 70% or higher. In the case of your child, the school would [enter information specific to school opportunity]
3. Completing a set of financial literacy learning activities developed by TVO and administered by [the school or TVO] as an equivalency to the assessment [available starting in February 2027].

We recommend that [Student name] completes this requirement through option [X]. [School to include brief rationale]. We kindly ask that you review these options and inform the school of your preferred choice within 5 business days of receiving this letter so that the next appropriate steps can be arranged.

If we have not had confirmation after 15 business days, we may proceed with the recommendation of the school that best supports your child in completing the requirement. Please confirm your preferred choice by contacting [enter contact information].

The school plans to continue to work with you and your child to ensure they complete the Financial Literacy Graduation requirement before graduation.

If you have any questions or would like to meet to discuss these options, please contact the school at: [enter contact information].

Sincerely,

[First Name/Surname]
[Title]
[School]