The secondary school program is designed to provide all students with the fundamental knowledge and skills they will need in any area of endeavour, as well as the opportunity to specialize in and/or explore areas related to their postsecondary goals and personal interests. This program keeps options open for students in the earlier grades and prepares them in senior grades for their postsecondary destinations, including apprenticeship training, college, community living, university or the workplace.

Course selection for students under the age of 18 must be made with parental approval, except in the case of 16- or 17-year-old students who have withdrawn from parental control. Students are supported in making informed decisions about their secondary school program through the development of their Individual Pathways Plan (see section 2.4).

7.1 Secondary school credits

Credits are granted to students by a principal on behalf of the Minister of Education for the successful completion of courses developed or authorized by the ministry.

Specifically, one credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours. A half-credit may be granted for each 55-hour part of a 110-hour ministry-developed course in accordance with the curriculum policy.

Most courses are offered as single-credit courses. Some courses, such as technological education, interdisciplinary studies and cooperative education courses, may be offered as multiple-credit courses.

To earn a credit for a course, a student must complete the course with a final mark of 50% or higher.

For the purpose of granting a credit, “scheduled time” is defined as the time during which students participate in planned learning activities designed to lead to the achievement of the curriculum expectations of a course. Planned learning activities include interaction between the teacher and the student and assigned individual or group work (other than homework) related to the achievement of the learning expectations in the course. Planned learning activities will be delivered through classroom or online instruction and activities and/or through community placements related to work experience and cooperative education.

7.2 Secondary school courses in the Ontario Curriculum

Secondary school courses in the Ontario Curriculum are organized by discipline, grade, and course type.

In Grade 9 the course types offered are de-streamed, academic, and open. In Grade 10 the course types offered are academic, applied, and open.

In Grades 11 and 12 the courses are destination related (university, college, workplace and open). See sections 7.2.1 and section 7.2.2 for more information.

In the current Ontario Curriculum, there is a clear distinction between course types. Depending on the subject and/or discipline, students may earn credit for the successful completion of more than one course in the same subject at any given grade level if the course type is different.

All schools must offer a range of courses and course types to enable students to meet the diploma requirements. Schools are not expected to offer all courses in all course types, but they must provide a range of choices appropriate to the needs and interests of their students.

Course selection for students under the age of 18 years must be made with parental approval, except in the case of 16- or 17-year-old students who have withdrawn from parental control. Students are supported in making informed decisions about their secondary school program through the development of their Individual Pathways Plans (see section 2.4).

7.2.1 Grade 9 and 10 courses

In Grades 9 and 10, students will select an appropriate combination of courses to build their knowledge and skills, and to explore their interests before determining the courses and course types they will undertake in Grades 11 and 12.

When selecting their courses in Grades 9 and 10, students are not expected to make binding decisions about a particular educational or career pathway. (See section 7.2.3 on course type changes.)

In Grade 9, all courses are offered in a single stream - either as de-streamed, academic, or open course types. In Grade 10, the course types offered are academic, applied, and open.

Course types are as follows:

  • Academic courses develop students’ knowledge and skills through the study of theory and abstract problems. They focus is on the essential concepts of a subject and explore related concepts. They incorporate practical applications as appropriate.
  • Applied courses focus on the essential concepts of a subject and develop students’ knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas and students are given more opportunities to experience hands-on applications of the concepts they study.
  • De-streamed courses equip every student with the knowledge and skills they need to prepare for senior secondary courses.
  • Open courses, which comprise a set of expectations that are appropriate for every student, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college or the workplace in mind.

See section 7.3.1 for more information on locally developed compulsory credit courses.

7.2.2. Grade 11 and 12 courses

In Grades 11 and 12, students will focus increasingly on their individual interests as they identify and prepare for their initial postsecondary destinations. These grades also offer more opportunities for learning experiences beyond the school. These may include cooperative education, work experience and specialized programs such as the Ontario Youth Apprenticeship Program, specialist high skills major programs, school-work transition programs and dual credit programs (see sections 8 and 9).

School boards must ensure that students in Grades 11 and 12 have access to appropriate destination-related courses in English, mathematics, and science, in accordance with the course types included in the curriculum for these disciplines.

The following five types of courses are offered in Grades 11 and 12:

  • College preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for most college programs or for admission to specific apprenticeship or other training programs.
  • University preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs.
  • University/college preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programs offered at universities and colleges.
  • Workplace preparation courses are designed to equip students with the knowledge and skills they need to meet the expectations of employers (if they plan to enter the workforce directly after graduation) or the requirements for admission to certain apprenticeship or other training programs.
  • Open courses, which comprise a set of expectations that are appropriate for every student, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college or the workplace in mind.

7.2.3 Procedures for students who wish to change course types

Students may change their educational goals as they proceed through secondary school. When they decide to embark on a new pathway, they may find that they have not completed all of the prerequisite courses they may need. Schools must make provisions to allow students to make such changes of direction and must clearly describe these provisions in their school program/course calendars.

In Grades 10 to 12, a student may change to a different type of course in a given subject provided that the student has taken any course specified as a prerequisite for that course. If the student has not done so, they may take one of the specified prerequisite courses through summer school, night school, online learning, the Independent Learning Centre or independent study (see section 10).

If the principal believes that a student can succeed in a particular course without having taken the specified prerequisite course, the principal may waive the prerequisite.

7.2.4 Prior learning assessment and recognition

Prior learning includes the knowledge and skills students have acquired, in both formal and informal ways, outside of Ontario’s secondary school system. The prior learning assessment and recognition (PLAR) process evaluates skills and knowledge against the overall expectations of the Ontario Curriculum. Students transferring into an Ontario secondary school, including continuing education, the Independent Learning Centre and inspected private schools, may have their skills and knowledge evaluated in order to earn credits toward the Ontario Secondary School Diploma. PLAR procedures are carried out under the direction of the school principal, who grants the credits.

The implementation of PLAR is mandatory. The PLAR process involves two components:

  • Challenge is the process of assessing students’ prior learning for the purpose of granting credit from the Ontario Curriculum.
  • Equivalency involves assessing credentials from other jurisdictions.

For mature students, the challenge and equivalency processes are slightly different (see section 7.2.4.2).

7.2.4.1 Prior learning assessment and recognition for adolescent students

PPM 129: Prior learning assessment and recognition (PLAR): implementation in Ontario secondary schools provides direction to school boards regarding PLAR for regular day school students.

For students who are transferring from home schooling, a non-inspected private school or a school outside Ontario, principals will grant equivalency credits for placement purposes based on their evaluation of students’ previous learning (see section 4.3.2).

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7.2.4.2 Prior learning assessment and recognition for mature students

PPM 132: Prior Learning Assessment and Recognition for Mature Students – Revised Mandatory Requirements provides direction to school boards regarding PLAR for mature students who are enrolled in Ontario schools.

Because of the broader life experience of mature students, PLAR requirements are different than for adolescent students.

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7.2.4.3 Prior learning assessment and recognition for financial literacy

Students who successfully complete the Grade 9 and 10 individual assessment for mathematics as part of the Prior Learning Assessment and Recognition (PLAR) for Mature Students process, will be deemed to have met the Grade 10 financial literacy graduation requirement.

7.3 Other courses and programs authorized for credit

7.3.1 Locally developed courses

Locally developed courses are developed by a board for students in a particular school or region to accommodate educational or career preparation needs that are not met through the Ontario Curriculum. These courses must be approved by the ministry, with the exception of religious education courses developed by Roman Catholic school boards (see section 7.3.2.1).

Boards may develop courses locally that can be counted as optional credits in Grades 9 to 12 in any discipline. They may also develop locally and offer one Grade 9 course each in English, mathematics, science and French as a second language, as well as one Grade 10 course each in English, mathematics, science and Canadian history. These courses may be counted as compulsory credits in their respective disciplines. Students may count no more than seven locally developed courses as compulsory credits. Students who successfully complete eight locally developed compulsory credit courses may count the eighth course as an optional credit.

The following seven locally developed compulsory credit courses have been approved by the ministry for use by school boards across the province:

  • Grade 9 English
  • Grade 10 English
  • Grade 9 mathematics
  • Grade 10 mathematics
  • Grade 9 science
  • Grade 10 science
  • Grade 10 Canadian history

These courses are identified in the prerequisite charts of the relevant curriculum policies, along with the courses to which they might lead. Boards wishing to offer these courses must still go through the approval process outlined in the “Guide to Locally Developed Courses, Grades 9 to 12”, but the process will be expedited.

Locally developed compulsory credit courses may be used only to meet the compulsory credit requirements they have been designed to meet. They may not be substituted for courses that meet any other compulsory credit requirements (see section 6.2).

If universities, colleges or employers recognize a board’s Grade 11 or 12 locally developed course for admission purposes, this information must be stated clearly in the board’s program/course calendar. It must also be made clear to students that some postsecondary institutions or employers may not recognize a locally developed course.

The policy for locally developed courses also applies to inspected private schools.

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7.3.2 Religious education courses

Credits earned for the religious education courses that are outlined in sections 7.3.2.1 and 7.3.2.2 may be counted toward the 12 optional credits required for an Ontario Secondary School Diploma.

7.3.2.1 Roman Catholic schools

Roman Catholic school boards are responsible for developing credit courses in religious education. A Roman Catholic board that develops such courses does not have to seek ministry approval for them. Students may earn up to four credits in religious education.

7.3.2.2 Inspected private schools

Credit courses may be developed in religious education by inspected private schools. These locally developed courses require ministry approval (see section 7.3.1). Students may earn up to four credits in religious education.

7.3.3 Dual Credits

Students may earn up to four optional credits through successful completion of college-delivered dual credit courses (see see section 8.6).

Notes:

  • These credits may not be used to meet compulsory credit requirements.
  • These credits may not be used to satisfy the related course requirement for a cooperative education program.
  • A maximum of four credits earned through a combination of college-delivered dual credit programs (see section 8.6) and a program in music taken outside of school may be used to meet the optional credit requirement for the OSSD (see section 7.3.3).

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7.3.4 Programs in music taken outside of school

A student may be awarded a maximum of two optional credits for music programs taken outside of school through one or both of the following options:

Option 1

For music programs completed outside of school (as identified below), the principal of a secondary school may award a maximum of two university/college preparation credits (one Grade 11 credit and one Grade 12 credit) toward the Ontario Secondary School Diploma (OSSD). The course titles and codes for these credits are:

  • Music – External (Conservatory), AMX3M
  • Music – External (Conservatory), AMX4M

The credits will be awarded upon presentation of the official forms or certificates documenting the required achievement. They are optional credits and may not be used to meet the compulsory credit requirement in the arts or the additional compulsory credit requirement for Group 2. They may be awarded in addition to any other music credits from Ontario Curriculum courses delivered in school.

Notes:

  • These credits may not be used to satisfy the related course requirement for a cooperative education program.
  • A student awarded two external music credits may not earn additional Grade 10 to 12 music credits through a prior learning assessment and recognition (PLAR) process (see section 7.2.4).
  • A maximum of four credits earned through a combination of college-delivered dual credit programs (see section 8.6) and a program in music taken outside of school may be used to meet the optional credit requirement for the OSSD (see section 7.3.3).
Music certificates accepted for credits

A maximum of one Grade 11 university/college preparation music credit may be awarded toward the Ontario Secondary School Diploma (OSSD) for the successful completion of one of the following:

  • Level 7 Practical and Level 7 Theory of the Royal Conservatory of Music (Toronto, Ontario)
  • Grade VII Practical and Grade III Theory of Conservatory Canada (London, Ontario)
  • Collegial I Practical and Collegial I Theory of any conservatory of music in the province of Quebec
  • Grade V Practical and Grade III Theory of Trinity College (London, England)
  • Grade VII Practical and Grade VI Theory of the Royal Schools of Music (London, England)

A maximum of one Grade 12 university/college preparation music credit may be awarded toward the OSSD for the successful completion of one of the following:

  • Level 8 Practical and Level 8 Theory of the Royal Conservatory of Music (Toronto, Ontario)
  • Grade VIII Practical and Grade IV Theory of Conservatory Canada (London, Ontario)
  • Collegial II Practical and Collegial II Theory of any conservatory of music in the province of Quebec
  • Grade VI Practical and Grade IV Theory of Trinity College (London, England)
  • Grade VIII Practical and Grade VIII Theory of the Royal Schools of Music (London, England)

Notes:

  • The term practical refers to any musical instrument on which performance is examined. It includes voice (singing) but not speech arts.
  • The mark credited to the student is calculated by averaging the marks the student has earned in the practical and theory components.

Option 2

Students may be awarded up to two music credits in Grades 10 to 12 through a PLAR challenge process (see section 7.2.4). Music credits granted through the PLAR process may be used to meet the compulsory credit requirement in the arts or the additional compulsory credit requirement for Group 2. They may also be used to satisfy the related course requirement for a cooperative education program.

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7.4 Alternative (non-credit) courses

Alternative (non-credit) courses are individualized courses, documented in a student’s Individual Education Plan, that include expectations not outlined in the Ontario Curriculum. These courses are usually designed to prepare students for daily living, including employment (supported or independent) or community living. Course codes for alternative (non-credit) courses begin with “K”.

For more information, see section 3.3.1.

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7.5 Procedures for students who do not achieve course expectations

If a student does not achieve the curriculum expectations of a course, the school’s principal and teaching staff will consult with the student and their parent(s)/guardian(s) to determine how to best enable the student to meet those expectations and earn credit for the course. If possible, the student should be allowed to repeat the material relating only to the expectations not achieved, as long as the eligibility requirements for credit recovery are met (see section 7.5.1). Alternatively, the student may repeat the entire course.

A student who fails or withdraws from a compulsory credit course must be informed of the consequences and possible impacts on the Ontario Secondary School Diploma and Ontario Student Transcript. Program options available to meet the requirements should be outlined and possible alternative courses identified.

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7.5.1 Credit recovery

The credit recovery program helps secondary school students successfully demonstrate any unmet expectations of a completed course for which they received a failing grade. This may include the financial literacy graduation requirement in Grade 10 mathematics. Course credits must be recovered within two years from the time the student fails the course. A student may work on recovering more than one credit at a time and there is no limit on the number of credits a student may recover.

Boards and schools should make these programs available to their students as part of the regular day school program, through summer school or through online learning. Instruction must be delivered by qualified teachers. The credit recovery program may accommodate continuous intake.

With regards to credit recovery and its relation to the online learning graduation requirement outlined in PPM 167: Online learning graduation requirement, a student would be eligible to earn credits towards their online learning graduation requirement based on the original course taken by the student, irrespective of the modality of credit recovery. For example, a credit earned through credit recovery, where the original course that a student has failed was taken entirely through in-person instruction, blended learning, flipped classrooms or remote learning (as defined in PPM164: Requirements for remote learning), should not count towards the online learning graduation requirement. Alternatively, should the original course be taken entirely online, as defined in PPM 167: Online learning graduation requirement, then the credit earned through credit recovery, including through in-person instruction for example, should count towards the online learning graduation requirement.

This reflects the intent of the online learning graduation requirement provided in PPM 167: Online learning graduation requirement, along with the nature of the credit recovery program as a remediation strategy rather than a new learning opportunity.

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7.6 Specialized schools

School boards may establish schools that specialize in areas such as the arts, business studies, the environment, languages, pure and applied sciences, or technological education. A secondary school may also offer programs in subjects with low enrolment (for example, programs in some languages). However, a school should not specialize to the point where it cannot offer the full range of courses students need to obtain the Ontario Secondary School Diploma.

7.6.1 Alternative schools

School boards may establish alternative schools to provide an option for students who have educational needs that cannot be met in their existing schools or to respond to needs expressed in the community.