School Calendar

Toronto eSchool
School Calendar 2025 - 2026

Table of Contents

Our Mission
Program Overview
Student Registration
Course Prerequisites
Tests and Assignments
Final Exam
Attendance and Code of Conduct
Late and Missed Assignments Policy
Reports
Assessment Rubric for Online Collaboration
Parental Role
Hardware and Software Requirements
Guidance Support
Plagiarism
Appropriate Use of Technology
Program and Planning
Types of Secondary School Courses
Ontario Secondary School Diploma Requirements
What is a Credit?
Substitutions for Compulsory Courses
Community Involvement Requirement
Grade 10 Literacy Requirement
Online learning graduation requirement
Ontario Secondary School Certificate
Certificate of Accomplishment
Prior Learning Assessment and Recognition (PLAR)
Assessment and Evaluation
The Achievement Chart
Reporting on Student Achievement
Ontario Student Transcript (OST)
Course Withdrawal
Ontario Student Record (OSR)
Access to OSR
Courses available at Toronto eSchool
Programs for Exceptional Students
Reaching Ahead
References
Forms

Our Mission

To provide top quality, highly interactive and engaging online learning experiences for Ontario High School students. Toronto eSchool recognizes the value and importance of completing a secondary education and is committed to providing an equitable and accessible learning platform that maximizes each student’s chances for success in their secondary school experience.

2. Program Overview

Toronto eSchool offers students the opportunity to earn Ontario High School credits online using a combination of online video instruction, online assessments and evaluations, regular personal teacher-student support, and a variety of opportunities for student-student interactions. Our school seeks to maximise the flexibility of our students’ learning using the most modern and effective learning technology and resources available, while carefully ensuring that all the expectations and policies of the Ontario Ministry of Education are completely met.

Students can enrol in one or more courses at any time of the year and can move through the material as slowly or as quickly as they like. The course instructor guides students through the curriculum using well designed and professionally presented online instructional videos and multimedia resources. Learning is asynchronous: lessons, activities, assignments and tests can be accessed 24 hours a day, 7 days a week.

Students are strongly advised to complete a course within 4 months of starting it. Students who have not completed a course within 4 months need to apply to the principal to have their time extended and will be asked to provide reasons for the request. The school reserves the right to not extend the deadline for a course.

Instructors provide valuable feedback through assignments, regular weekly online conferencing sessions, discussion forums, and direct email. Students interact and learn with one another through open conferencing times, discussion forums, peer reviews and assessments, and collaborative assignments and presentations. Students have direct access to their marks and can easily track their own progress.

All course material is online, no textbook is required. Assignments are submitted electronically. Tests are completed online at a time convenient for the student, and every course ends in a final exam which the student writes under the supervision of a proctor approved by Toronto eSchool at a predetermined time and place. The final mark and report card are then forwarded to the student’s home school.

Students must achieve the Ministry of Education learning expectations of a course and complete 110 hours of planned learning activities, both online and offline, in order to earn a course credit.

The chart below indicates some general examples of online and offline activities, but each course will involve different specific activities.

Online Learning Activities	Offline Learning Activities
Watching instructional videos	Reading materials for course
Watching additional resources videos	Studying instructional material
Completing online timed assignments	Practicing skills
Contributing to Forums	Completing assignments
Uploading video presentations	Completing essays
Communicating with instructor	Preparing presentations
Participating in live conferences	Reviewing for tests and exams
Practicing through online quizzes	Researching topics on internet
Reviewing peer submissions
Assessing peer presentations
Completing online timed exam

Students must keep a learning log throughout their course which outlines the activities they have completed and their total learning hours.

Students are expected to access and participate actively in course work and course forums on a regular and frequent basis. This interaction with other students is a major component of every course and there are minimum requirements for student communication and contribution.

Toronto eSchool online courses require planning, self-discipline and mature organizational and time-management skills. These essential learning skills, developed through successful online study, will provide students with definite advantages in their future academic and professional lives.

Student Registration

Student enrolment in TES is open and continuous. Registration is available online 24 hours a day through www.Toronto eSchool.com. Proof of Ontario residency in the form of an OEN number, birth certificate, transcript, or report card from an Ontario School is required to complete registration.

If the student has an existing IEP (Individual Education Plan), then a copy of this IEP must accompany registration. The school will then attempt to address these learning expectations through appropriate accommodations within the online course.

Course Prerequisites

Students must submit proof that they have successfully completed the prerequisite for any course in which they intend to enrol after they have registered.

Students who do not have a course prerequisite yet and can provide reasonable evidence of prior equivalent study or work experiences may apply for a prerequisite waiver. Students will be required to submit their school grades and all relevant work/school experience before their request is reviewed. The final decision to waive a prerequisite is determined by the Principal.

Tests and Assignments

The number of tests and assignments within a course can vary, but all together will always constitute 70% of a student’s final mark. As well, the type of tests assignments vary and may include labs, projects, discussion board participation, short answer questions as well as essays, audio recordings and video presentations. Assignments can be uploaded online or scanned and attached as an email. Video presentations by students will be uploaded to the private TES YouTube channel.

Students are given suggested timelines in each of their courses to help them complete the course credit in a reasonable amount of time. However, students may establish their own schedule for regularly submitting assignments and writing tests. Course instructors return assignments with grades and comments consistent with the assessment and evaluation policies of the Ontario Ministry of Education.

Final Exam

All courses will have a final examination or evaluation worth 30% of a student’s final mark, unless otherwise agreed to by the Principal.

Ten days prior to the preferred examination date, students will submit a supervisor approval form. The selected supervisor must be approved by TES before their exam date can be finalized. Examinations must take place in a professional environment, they may not be held at a private residence. Acceptable supervisors require a work email address and may be asked to produce a copy of their diploma or certificate of qualification or practicing license in order to validate an exam application.

Acceptable supervisors include Ontario Certified Teacher, lawyer, registered family physician, registered nurse, government social worker, registered psychologist and professional registered counsellor. Relatives, supervisors without a professional email address and hired tutors will not be approved to proctor a student exam. The approved supervisor is sent a password that is to be entered at the time of the exam allowing the student access. The supervisor ensures the security and integrity of the exam process.

Students who have not submitted acceptable proof of prerequisite can not take the exam. After the exam has been written no assignments can be submitted and no tests can be taken, and all outstanding work will receive a mark of zero.

Attendance

Student participation and online attendance is monitored by each course instructor and the learning management software. It is important that students spend regular and significant amounts of time logged into their courses if they wish to be successful in their courses. Due to the continuous entry model of our eLearning school, there is no semester timetable to follow. It is expected that a typical online course will take approximately 4 months for the student to complete. Toronto eSchool expects students to log into their course weekly (assuming a minimum of 6 hours per week online participation), but this time may start or end arbitrarily.

Inactivity beyond 2 weeks will trigger an automatic email reminder, 3 weeks of inactivity will be recorded as an absence on report card, and student will be contacted by the course instructor for an explanation. In the case where the student has not logged in to their course for over one month both student and parent will be contacted. Continued absence from the course will result in a credit not being awarded and the student removed from the course.

Tracking Attendance:

Logs: The LMS system will track the time spent on the course.
Assignment: Timely submission of assignments will be monitored by online instructor.
Discussion: Online participation of discussion forum will be tracked.
Learning Progress: Progress through course lessons will be checked.

Code of Conduct

Toronto eSchool is a place of learning and as such, there must be an atmosphere based on mutual respect. Students are expected to be courteous and to respect the personal rights and feelings of others. Insults, disrespect, and other hurtful acts disrupt learning and teaching in a school community. Toronto eSchool is committed to the protection and well-being of all students and staff. As part of this commitment, our school has a zero tolerance policy on harassment, intimidation, threatening behaviours (verbal or otherwise) and/or conduct injurious to the moral tone of the school. Profanity, harassment or aggressive behaviours are not acceptable and may result in student suspension or expulsion. Threats, distasteful remarks, abuse of any kind or harassment by any individual which impairs the health and welfare of any student or staff member is to be reported to the Principal immediately.

Any use of any Learning Management System (LMS) tool within course for any other purpose other than the intended educational purpose is prohibited. If the LMS is used inappropriately or in a prohibited manner, the Principal reserves the right to terminate the registration or suspend the user. There is the possibility of further disciplinary action including legal prosecution, if the appropriate laws, regulations, or contracts deem it necessary. The security of the online environment is only as effective as the practices of its users. Therefore, it is important that the student user never attempt to access unauthorized material or to impersonate another user. Any attempt to vandalize, harm or destroy data of another user is prohibited. Any attempt to vandalize the data of the course or school is also prohibited.

Late and Missed Assignments Policy

At Toronto eSchool, students are encouraged to complete their assignments in a timely manner. However we recognize that online flexible, asynchronous learning model allows students to work at their own pace. The following outlines expectations for assignment completion and procedure for late and missed assignments in a non-deadline-based environment.

Students are encouraged to make a study plan to complete a course in 4-6 months.
Students are encouraged to finish and submit assignments regularly.
Online instructor may provide suggested timelines to help guide students, even though there is no specific deadline for assignment submission. Teachers will provide feedback on completed work to support ongoing learning.
Students have to make sure that there are no missed assignments before taking the final exam, otherwise the missed assignments will be marked Zero.
Online teacher will monitor student’s progress and may reach out if a student has not submitted work for a period of time to offer support and encouragement.
Teachers will work with students to keep up with the coursework and offering additional support if needed.

Reports

Students receive a midterm report when approximately 50% of the course material has been completed. Teachers at TES use criterion-referenced assessment and evaluation; student work is assessed and evaluated in a balanced manner with reference to established criteria for the four levels of achievement that are standard across Ontario, rather than by comparison with work done by other students, or through the ranking of student performance.

Assessment Rubrics for Online Collaboration, Discourse, and Knowledge Building

Communication and discussion are essential for successful learning across all disciplines.

TES courses provide for a variety of assessment strategies over the duration of the course that may include:

Contributions to online discussion groups
Completion of online assignments
Portfolio submissions
Projects and video presentations
Peer review of student submissions or presentations

Instructors use the Assessment Rubric for Online Collaboration presented below as a reference to help them guide the learning, assessment and evaluation of their students.

Indicators	Demonstrates Exemplary Progress/Performance	Displays Strong Progress/Performance	Demonstrates Adequate Progress/Performance	Lacks Adequate Progress - Needs Practice/Support
Contribution (New Notes)	Timely, thoughtful, insightful. Initiates extended thinking or original ideas on a regular basis (i.e. almost daily). Builds toward the knowledge acquisition and learning of the greater community. http://www.bostonballet.org/swanlake/	Fairy timely and thoughtful. Initiates some new ideas for discussion on a regular basis (i.e. 2-3x/wk). Often builds toward the advancement of the community.	Thoughtful responses to mostly existing discussions. Sometimes initiates new ideas on a more sporadic basis (i.e. 1-2x/wk). Sometimes builds toward the advancement of the community.	Few thoughtful contributions to existing discussions. Rarely to never initiates new ideas. Contributes less frequently, may lurk too often, contributes irregularly.
Interaction (Build-Ons/ New Notes) Methodology may vary- deconstruction, critique, exemplars, research, opinion, experience, probing…	Regular interaction with peers and builds-on ideas to advance thought or deepen the knowledge. Listens to varied views and provides reflective, constructive and/or meaningful i.e. John your reflection seemed to show…	Usually interacts with peers and builds-on by extending ideas while listening. Always constructive, reflective and meaningful. i.e. John, I had a similar situation…	Usually interacts with peers by responding to questions posed or when prompted. Somewhat reflective and constructive or meaningful. i.e. Good Job John…	Rarely interacts with peers or responds to questions posed. Limited involvement with questions or ideas. May lurk too often. i.e. Logs in to read note
Inquiry (Build-Ons/New Notes)	Asks questions that reflect and extend thinking on the topic or learning for self and the community.	Asks questions which reflect and/or clarify. Sometimes extends thoughts for self and the community.	Asks relevant questions which enhance the learning of self and others.	Seldom asks relevant questions.
Connecting Theory with Resources and/or Personal Experiences	Refers and elaborates on required readings. Provides links and connects theory to other resources/research as well as personal experiences	Often refers and elaborates on required readings. Often provides links and connects theory to other resources and/or personal experiences	Often refers to required reading. Less often connects theory with other resources and/or personal experiences.	Seldom refers to required reading and little effort to connect theory with other resources or personal experiences.
Understanding Core Course Concepts and Content	Thorough understanding of course content and concepts. Responses reflect detailed, comprehensive and broad shape comments on material and processes.	Good understanding of content and key course concepts. Responses reflect comprehensive comments on material and processes.	Some understanding of content and key course concepts. Responses tend to reflect broad approach to material and processes.	Limited understanding of content and key course concepts.
Social Skills	Always encouraging, positive, sensitive, friendly tones. Feedback, views and opinions are constructive, meaningful and collaborative. Netiquette applied	Usually encouraging, positive, sensitive, friendly tones. Feedback, views and opinions are constructive, meaningful and collaborative. Netiquette applied.	Fairly encouraging, positive, sensitive, friendly tones but may struggle with meaningful and constructive comments or feedback at times.	Little effort to be sensitive, positive and encouraging and/or allow for meaningful or constructive feedback. May verge on the border of inappropriate commentary.
Language	Almost always clear, precise, relevant, organized, free of major language errors	Usually clear, precise, relevant, organized, free of major errors	Fairly clear, precise, relevant, organized, some language errors on a consistent basis	Often unclear, or unorganized, may be irrelevant to topic at hand and/or responses regularly contain language errors.
Support and Contribution to the Collective	On a continuous basis, will quickly support and/or offer time to help the learning community with extra curricular items (i.e. technical help, humour, building rapport)	Regularly supports and/or offers time to help the learning community with issues and items that come up.	Sometimes supports the learning community with issues and items that come up.	Rarely or never offers support to learning community with issues and items that come up.

Parental Role

Parents are encouraged to monitor and support the learning of their children by helping them create a studying schedule, and checking on assignment completion and submission. Parents are free to contact the school with any comments or concerns.

Hardware and Software Requirements

Hardware

A PC running Windows XP or higher
A Mac running OS X with 2GB of RAM
High speed internet connection
A sound card with speakers or headphones
Integrated webcam and microphone

Software

Adobe Reader
Adobe Shockwave
Adobe Flash Player
Java
A typical Office Suite including a word processor application, equation editor and spreadsheets
Please note that assignments are available in Word documents-you must be able to open them

Browser

Internet Explorer 7 or higher
Safari 5 or higher
Google Chrome 11 or higher
In some cases, a scanner or camera may be used to submit handwritten assignments

Students should have access to a stable high-quality internet connection and an up to date laptop or desktop computer with a microphone and video camera.

Recommended software includes Adobe Acrobat Reader and word processor and spreadsheet applications such as Microsoft Word and Excel.

Students will need a Gmail account to access Google+ Hangouts for video conferencing and whiteboard applications.

Students registered in Mathematics courses may need access to a scanner or camera to submit assignments with complex mathematical notion.

Guidance Support

TES students are encouraged to direct any specific questions regarding course selection, marks or general guidance support questions through email.

Plagiarism

Plagiarism is a serious academic offence. Students must acknowledge visual or written sources when using the words or the ideas of any other person, or group of persons, for any assignment or project. The first offence of any work that is concluded as being plagiarized will result in an academic warning. The teacher will notify the office of the offence and only one assignment of the work will be redone by the student, but a penalty to a maximum of 30% of the total value of the assignment will be applied. Upon a second offence, the work will be given a mark of zero. A third offence will result in a zero for the submitted work and an academic review by the principal which may result in removal from the course without refund. The parents/guardians will be notified.

Plagiarism includes presenting the work of other students as your own, or using AI to produce work/assignments as your own.

Appropriate Use of Technology

In the case that a student is found to use technology in an unacceptable manner, the student and parent (if under the age of 18) will be contacted. The consequences of such actions may result in the removal of the student from the course without refund. Unacceptable behaviours may include, but may not be limited to the following:

creation and transmission of offensive, obscene, or indecent document or images;
creation and transmission of material which is designed to cause annoyance, inconvenience or anxiety;
creation of defamatory material;
creation and transmission that infringes copyright of another person;
transmission of unsolicited commercial or advertising material and deliberate unauthorized access to other services accessible using the connection to the network/Internet.;
causing technical staff to troubleshoot a problem for which the user is the cause, corrupting or destroying other user's data;
violating the privacy of others online;
using the network in such a way that it denies the service to others;
continuing to use software or other system for which the user has already been warned about using;
and any other misuse of the network such as introduction of viruses;

Program and Planning

In Ontario, students are required to stay in secondary school until they reach the age of eighteen or until they obtain an Ontario Secondary School Diploma (OSSD).

TES understands the importance and value of completing a secondary education and is committed to reaching every student and helping them achieve a successful outcome form their secondary school experience.

Below is a summary and discussion of the relevant policies set out in Ontario Schools, Kindergarten to Grade 12: Policies and Program Requirements, 2011 (OS) as set out by the Ministry of Education.

Available online: https://www.ontario.ca/document/ontario-schools-kindergarten-grade-12-policy-and-program-requirements-2024

Types of Secondary School Courses

The curriculum is organized into several types of courses, intended to enable students to choose courses suited to their strengths, interests, and goals. In Grades 9 and 10, three types of courses are offered: academic, applied, and open. Courses in Grades 11 and 12 are designed to prepare students for a postsecondary destination which may include university, college, apprenticeship training, or the workplace. A credit is granted by the Principal on behalf of the Ministry of Education in recognition of the successful completion of the expectations of a 110-hour course that has been developed or approved by the Ministry of Education.

The common course code of all courses consists both of a five code character and a course title component, as designated by the Ministry of Education and Training in Ontario:

For example: MPM2D Principles of Mathematics

MPM	2	D
Course Descriptor	Grade of Course	Course Type
MTH MPM MCR ENG BOH	1 - Grade 9 2 - Grade 10 3 - Grade 11 4 - Grade 12	W D U C M O	De-streamed Academic University College University or College Open

Outlines of Courses of Study for all courses offered at Toronto eSchool can be found online at https://ossd.torontoeschool.com .

Grades 9 and 10

De-streamed "W": A new de-streamed math course, which replaces the Grade 9 academic and applied courses, is being taught in Ontario’s publicly funded schools beginning in September 2021.

It is designed to provide a learning experience for all students to engage in rich complex mathematics, including new areas like coding, data literacy, and financial literacy. This course also emphasizes connections among mathematical concepts, real-life applications and students’ lived experiences.

Academic "D": Academic courses develop a student's knowledge base and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate.

Open"O": Open courses are the only type of course offered in most subjects other than those listed above. They are designed to prepare students for further study in a subject, and to enrich their education generally. Open courses comprise a set of expectations that are appropriate for all students.

Students in Grades 9 and 10 will make the choice between de-streamed, academic, applied and open courses primarily on the basis of their strengths, interests, and needs. Their parents or guardians, the Principal and teachers, will help them make their choices, which will be reflected in their Annual Education Plan. Grade 10 academic courses prepare students for Grade 11 University or College preparation courses; Grade 10 applied courses prepare students for Grade 11 College or Workplace preparation courses.

Changing Course types: Students who are successful in any De-streamed course in Grade 9 will have the opportunity to enter either the academic or applied course in the same subject in Grade 10.

Grades 11 and 12 Courses

In Grades 11 and 12, students will choose from among destination-related course types: university preparation, university/college preparation, college preparation, workplace preparation, and open courses. Students will make their choices based on their interest, achievement, and career goals. Prerequisites are specified for many of the courses offered in Grades 11 and 12. These prerequisites are identified in the Course of Study document for each course.

University "U" courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs.

University/College "M" 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.

College "C" courses are designed to equip students with the knowledge and skills they need to meet the requirements for entrance to most college programs or for admission to apprenticeship or other training programs.

Workplace "E" 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 workplace directly after graduation, or the requirements for admission to certain apprenticeship or other training programs.

Open "O" courses are designed to broaden students’ knowledge and skills in subjects that reflect their interests and to prepare them for active and rewarding participation in society. They are not designed with the specific requirements of universities, colleges, or the workplace.

Changing Course types: Changing course types in grades 11 and 12 will require the completion of the appropriate prerequisite. In some cases the student my request that the Principal waive the prerequisite. The decision to waive the prerequisite will be made by the Principal in consultation with the student and parents.

Cooperative Education and Other Workplace Experiences.

Cooperative education programs allow students to earn secondary school credits while completing a work placement in the community. These programs complement students' academic programs and are valuable for all students, whatever their postsecondary destination. A cooperative education program comprises, at a minimum, one cooperative education course and its related course, on which the cooperative education course is based. Any course from an Ontario curriculum policy document or any ministry-approved locally developed course may serve as the related course for a cooperative education program.

Toronto eSchool does not operate a Cooperative Education Program at this time.

Ontario Secondary School Diploma Requirements

What you need to earn an Ontario Secondary School Diploma depends on the year you started Grade 9.

If you started Grade 9 in 2023 or in prior years, you must earn:

If you started Grade 9 in 2024 or in later years you must earn:

Everyone needs 40 hours of community involvement activities (volunteering) to get their high school diploma.

If you started Grade 9 in or before Fall 2023

If you started Grade 9 in 2023 or earlier, you need the following to get your OSSD.

Compulsory credits

You need the following 18 compulsory credits to get your OSSD:

4 credits in English (1 credit per grade)
3 credits in mathematics (at least 1 credit in Grade 11 or 12)
3 credits for group 1, 2 and 3 courses (1 credit in each group)
2 credits in science
1 credit in Canadian history (Grade 10)
1 credit in Canadian geography (Grade 9)
1 credit in the arts
1 credit in health and physical education
1 credit in French as a second language
0.5 credit in career studies
0.5 credit in civics and citizenship

The following also apply to compulsory credit selections.

You can use the Grade 11 English: Understanding Contemporary First Nations, Métis and Inuit Voices course to meet the Grade 11 English compulsory credit requirement.
You can use the Grade 9 Expressions of First Nations, Métis, and Inuit Cultures course to meet the compulsory credit requirement in the arts.

Group 1, 2 and 3 compulsory credits

Of the 18 compulsory credits, you must complete 1 from each of the following groups:

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 (family studies, philosophy, world religions), or Canadian and world studies, or guidance and career education, or cooperative education***

Group 2: 1 additional credit in health and physical education, or the arts, or business studies, or French as a Second Language**, or cooperative education***

Group 3: 1 additional credit in science (Grade 11 or 12) or technological education (Grades 9 to 12), or French as a Second Language**, or computer studies, or cooperative education***

The following conditions apply to compulsory credit selections from the above 3 groups.

In groups 1, 2, and 3, you can count a maximum of 2 credits in French as a second language as compulsory credits, 1 from group 1 and 1 from either group 2 or group 3.
- If you have taken Native languages in place of French as a second language in elementary school, you may use a Level 1 or 2 Native languages course to meet the compulsory credit requirement for French as a second language.
You can count a maximum of 2 credits in cooperative education as compulsory credits from any of the above 3 groups.

The Langue des signes québécoise langue seconde course is only available in French-language schools.

Optional credits

You must earn 12 optional credits by successfully completing courses from your school’s program and course calendar.

Optional credits may include up to 4 credits earned through approved dual credit programs.

If you started Grade 9 in Fall 2024 and after

Note: Starting in September 2025, you must earn a new financial literacy graduation requirement as part of your compulsory Grade 10 mathematics course. You will need to achieve a mark of 70% or higher to pass this new requirement and earn your high school diploma.

If you started Grade 9 in 2024 or in later years, you need the following to get your OSSD.

Compulsory credits

You need the following 17 compulsory credits to get your OSSD:

4 credits in English (1 credit per grade)
3 credits in mathematics (Grade 9, Grade 10 and 1 credit in Grade 11 or 12)
2 credits in science
1 credit in technological education (Grade 9 or Grade 10)
1 credit in Canadian history (Grade 10)
1 credit in Canadian geography (Grade 9)
1 credit in the arts
1 credit in health and physical education
1 credit in French as a second language
0.5 credit in career studies
0.5 credit in civics and citizenship
1 credit from the STEM-related course group

The following apply to compulsory credit selections.

You can use the Grade 11 English: Understanding Contemporary First Nations, Métis and Inuit Voices course to meet the Grade 11 English compulsory credit requirement.
You can use the Grade 9 Expressions of First Nations, Métis, and Inuit Cultures course to meet the compulsory credit requirement in the arts.

Of the 17 compulsory credits, you must complete 1 from the following 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)

Optional credits

You must earn 13 optional credits by successfully completing courses from your school’s program and course calendar.

Optional credits may include up to 4 credits earned through approved dual credit programs.

What is a credit?

A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours. Credits are granted by the principal on behalf of the

Minister of Education and Training for courses that have been developed or approved by the ministry. A half-credit may be granted for each 55-hour part of a 110-hour ministry developed course. Half-credit courses must comply with ministry requirements as outlined in the curriculum policy documents.

TES students' learning is self directed so the number of hours scheduled for the course will be determined by logging the number of hours the student is logged on to the learning site and the number of hours spent on course work, discussion, assignments, tests, projects and presentations.

Substitution for Compulsory Courses

In order to allow flexibility in designing a student’s program and to ensure that all students can qualify for the Ontario Secondary School Diploma (OSSD), substitutions may be made for a limited number of compulsory credit courses. The school principal may replace up to three compulsory courses (or the equivalent in half courses) with courses from the remainder of those that meet the compulsory credit requirements. In all cases, however, the sum of compulsory and optional credits will not be less than thirty for students aiming to earn the OSSD and not less than fourteen for those aiming to earn the Ontario Secondary School Certificate. Substitutions will be made to promote and enhance student learning or to meet special needs and interests.

The decision to make a substitution for a student will be made only if the student’s educational interests are best served by such substitution. If a parent or an adult student requests a substitution, the principal will determine whether or not a substitution should be made. The principal may also initiate consideration of whether a substitution should be made. The principal will make his or her decision in consultation with the parent or adult student and appropriate school staff. Each substitution will be noted on the student’s Ontario Student Transcript. See the end of this document to view a sample form.

Community Involvement Requirement

Students must complete a minimum of 40 hours of community involvement activities as part of the diploma requirements. The purpose of this requirement is to encourage students to develop an awareness and understanding of civic responsibility and of the role they can play and the contributions they can make in supporting and strengthening their communities. Students will plan and select their community involvement activities in consultation with their parents. For mature students, the principal will determine the number of hours of community involvement activities required. See the end of this document to view a sample form.

Grade 10 Literacy Requirement

The Ontario Secondary School Literacy Test (OSSLT) measures whether students are meeting the minimum standard for literacy across all subjects up to the end of Grade 9. Successful completion of the literacy test is one of the requirements to earn an Ontario Secondary School Diploma.

All students are required to meet the secondary school literacy graduation requirement in order to earn an Ontario Secondary School Diploma (OSSD). Most students complete this requirement by successfully completing the Ontario Secondary School Literacy Test (OSSLT), an online assessment that must be administered in person.

Students Residing in Ontario:

Students who reside in Ontario and take courses online through an inspected Ontario private school must take the OSSLT.
Schools may arrange for students to take the OSSLT in the following ways:

1) They may take the Ontario Secondary School Literacy Test (OSSLT) onsite at the inspected Ontario online private school if the school has the facilities for students to come onsite or if the student lives within proximity to the school; or
2) They may take the OSSLT onsite at another inspected Ontario private school or public school. Schools will need to make arrangements using the GUEST student instructions.

Additional information is available on the EQAO website. https://www.eqao.com/the-assessments/osslt/

The OSSLT is a computer-based assessment that comprises two 60 minutes sessions (Session A and Session B) containing a total of 33 questions: 31 multiple-select questions (e.g., multiple-choice, drag and drop, drop-down menu, checklist, text selection) and two constructed open-response questions. The OSSLT uses a test let-based linear on-the-fly (tLOFT) design. In this method, test forms are generated in real time through the selection of pre-constructed and pre-equated groups of questions and, where applicable, the associated reading selections.

All students in Grades 10 and 11 and non-graduating students, including those who are learning remotely, must work toward the literacy graduation requirement by participating in the OSSLT or completing the Ontario Secondary School Literacy Course (OSSLC).

Parents and/or principals may decide it is in a student’s best interest to defer writing the test until a later date. For example, an ESL student may need more time to develop language skills before writing the test.

If a student has had two opportunities to take the OSSLT and has been unsuccessful at least once, the student is eligible to enroll in the OSSLC. Principals have the discretion to allow a student to enroll in the OSSLC before they have had a second opportunity to take the OSSLT if the principal determines that it is in the best interest of the student. For graduating students, the best option is to take the Grade 12 Literacy Course and receive direct instruction in needed areas while earning an additional credit towards graduation. Mature students may enroll directly in the OSSLC.

Students Residing Outside of Ontario

To meet the literacy graduation requirement, students who reside outside of Ontario may enrol directly into the Ontario Secondary School Literacy Course (OSSLC) without attempting the OSSLT.

Memo-OSSLT for online school 202412

Accommodations, Special Provisions, Deferrals and Exemptions

Accommodations

Accommodations for Students with Special Education Needs is based on the student's IEP and in consultation with the student and parents or the adult student, and with the appropriate teaching staff. Additional time to a maximum of double the time can be allotted.
ESL students can have additional time to a maximum of double the time to write the test. The school will keep all documentation on file.

Deferrals

The student is working toward an OSSD but will not participate in the current administration of the test for one of the following reasons:
The student is an English language learner and has not yet acquired a level of proficiency in English sufficient to participate in the test.
The student has been identified as exceptional by an Identification, Placement and Review Committee and would not yet be able to participate in the test even if all permitted accommodations were provided.
The student has not yet acquired the reading and writing skills appropriate for Grade 9.
The student has a temporary condition or is new to the school and appropriate accommodations cannot be provided.
The principal may suggest a deferral in consultation with the parent(s) or adult student. The school will keep all documentation related to the decision to grant a deferral in the student's Ontario Student Record.

Exemption

The student's IEP indicates that he or she is not working toward an OSSD. The school will keep all documentation related to the decision to grant an exemption in the student's Ontario Student Record.

Online learning graduation requirement

Beginning with students that entered Grade 9 in the 2020-21 school year, students must earn at least two online learning credits to get their Ontario Secondary School Diploma.

The online learning graduation requirement also applies to adult learners that will be entering the Ontario secondary school system starting in 2023-24 school year.

Credits earned during COVID-19

Students can count one secondary school credit that was earned during the province wide school closures (from April 2021 to June 2021) towards the two online learning credits that they need to graduate. This applies to all Grade 9 students who were learning remotely due to the province wide school closures.

The 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 eighteen 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 required 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 required optional credits

7 credits selected by the student from available courses
The provisions for making substitutions for compulsory credits also apply to the Ontario Secondary School Certificate.

Certificate of Accomplishment

Students who are leaving secondary school upon reaching the age of eighteen without having met the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to take certain kinds of further training, or who plan to find employment directly after leaving school.

Prior Learning Assessment and Recognition (PLAR)

Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school. Where such learning has occurred outside Ontario classrooms, students may have their skills and knowledge evaluated against the expectations outlined in provincial curriculum policy documents in order to earn credits towards the secondary school diploma. This formal evaluation and accreditation process is known as Prior Learning Assessment and Recognition (PLAR). PLAR procedures are carried out under the direction of the school principal, who grants credits.

A student may "challenge" a specific course for credit or obtain credits through the "equivalency" process if they have credentials from schools outside Ontario.

The PLAR process involves two components: challenge and equivalency. The challenge process refers to the process whereby students' prior learning is assessed for the purpose of granting credit for a course developed from a provincial curriculum policy document. Assessment instruments for this process must include formal tests (70 per cent of the final mark) and a variety of other assessment strategies appropriate to the particular course (30 per cent of the final mark). Determining equivalency involves the assessment of credentials from other jurisdictions.

Equivalent Credit Assessment

Equivalent Credit Assessment For regular day school students transferring from home schooling, a non-inspected private school, or a school outside Ontario, the Principal will grant equivalency credits for placement purposes through the Prior Learning Assessment and Recognition (PLAR) process. Determining equivalency involves the assessment of the student credentials from other jurisdictions, as shown on their transcripts and/or report cards.

The Principal of TES will determine the total credit equivalency, as well as the number of compulsory and optional credits remaining to be completed in accordance with Ontario Schools.

PLAR for regular day school students

For regular day school students, a maximum of 4 credits may be granted through the challenge process for Grade 10, 11, and 12 courses; or for Levels 1, 2, and 3 in classical languages courses; for Levels 2, 3, and 4 in international languages courses; and for Levels 3, 4, and 5 in Native languages courses. No more than 2 of these credits may be granted in one discipline.

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 the student's previous learning .

PLAR procedures must also be available to exceptional students. Assessment strategies must be adapted for this group in keeping with their special needs; for example, extra time might be allowed for the completion of work, or a quiet environment might be provided for activities. While PLAR may be of benefit to some gifted students, it is not intended to be used as a replacement for or alternative to enriched or other special programs for gifted students.

PLAR for mature students

A mature student is a student who is at least 18 years of age on or after January 1 of the current school year and who is enrolled in a program for the purpose of obtaining an Ontario Secondary School Diploma (OSSD)

Principals are responsible for determining when the mature student was previously enrolled in the Ontario secondary school system on the basis of evidence (for example, the Ontario Student Transcript (OST), and/or the Ontario Provincial Report Card, Grades 9–12).

Prior Learning Assessment and Recognition (PLAR) for mature students is the formal evaluation and credit-granting process whereby mature students may obtain credits for prior learning. Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school. Students may have their knowledge and skills evaluated against the expectations outlined in provincial curriculum in order to earn credits towards the OSSD.

All credits granted through the PLAR process must represent the same standards of achievement as credits granted to students who have taken the courses.

After a review of the students’ existing documentation and evidence of prior learning, principals will determine the number of credits, including compulsory credits, that a mature student needs in order to meet diploma requirements, and determine how the PLAR process can best be applied.

The PLAR process for mature students involves two components: "equivalency" and "challenge".

Grade 9 and 10 credits

For Grade 9 or 10 credits the equivalency process is as follows:

students participate in individual assessment consisting of four subject based assessments, as needed, for the purpose of granting Grade 9 or 10 credits
up to 16 Grade 9 and 10 credits may be granted through the Grade 9 or 10 equivalency process at the discretion of the principal following individual assessment

There is no challenge process for Grade 9 and 10 credits.

Grade 11 and 12 credits

For Grade 11 or 12 credits both the equivalency process and the challenge process are as follows:

through the equivalency process, students participate in an evaluation of their credentials, other appropriate documentation and evidence from jurisdictions within and outside Ontario for the purpose of granting credit for Grade 11 or 12 courses developed from the most recent Ontario curriculum
through the challenge process, students' prior learning is evaluated using assessments for the purpose of granting credit for Grade 11 or 12 courses developed from the most recent Ontario curriculum
up to 10 of 14 Grade 11 and 12 credits may be granted through either the equivalency or challenge process.
a minimum of four Grade 11 and 12 credits must be earned by taking the necessary courses, with the following exception:
- at the discretion of the principal, mature students who present evidence of a completed postsecondary diploma and/or degree from an accredited Canadian postsecondary institution, as well as those with an Ontario Certificate of Apprenticeship and/or Qualification (see Appendix 3) may be granted up to 30 credits for the OSSD under Ontario Schools.

Following the equivalency or challenge process, any remaining required credits may be earned by taking the required courses.

Mature students who have previously accumulated 26 or more credits towards the diploma (excluding those with postsecondary credentials as noted above) must successfully complete the required number of courses to bring their total number of credits up to 30 before they will be eligible to receive the OSSD.

Assessment and Evaluation

Assessment and evaluation of student learning at TES is conducted in accordance with the Ontario Ministry of Education (2010) “Growing Success: Assessment, Evaluation and Reporting in Ontario Schools” seven fundamental principles:

are fair, transparent, and equitable for all students;
support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Metis, or Inuit;
are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles, preferences, needs, and experiences of all students;
are communicated clearly to students at the beginning of each course;
are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

Assessment

Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflect how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the overall curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices.

As part of assessment for learning, teachers provide students with descriptive feedback that guides their efforts towards improvement. Descriptive feedback helps students learn by providing them with specific information about what they are doing well, what needs improvement, and what specific steps they can take to improve. Multiple opportunities for feedback and follow-up are provided during a student’s course to allow for improvement in learning prior to assessment of learning (evaluation).

Evaluation

Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In Ontario secondary schools, the value assigned will be in the form of a percentage grade. Although all curriculum expectations in a course are accounted for in instruction, student evaluations focus solely on a student’s achievement of the overall curriculum expectations in his or her course. Evidence of student achievement for evaluation is collected over the duration of a course and is based on observations, conversations, and student products. Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout each course, typically at the end of a module of study.

Examples of Strategies for Assessment and Evaluation of Student Performance

Assessment as Learning	Assessment for Learning	Assessment of Learning
The student completes a short true/false quiz on a lesson recently completed. The results provide valuable feedback for the student to reflect on, and opportunities to advocate for, their own learning. The student can retry the quiz many times.	The student completes an assignment for a part of a particular unit. The instructor gives feedback on the student’s progress, and may adjust future learning activities where necessary.	The student completes an online multiple choice test at the end of the unit.
The student reviews a video presentation by another student. The presenting student will use the comments to reflect on their own learning and progress, and seek advice and guidance from the course instructor.	The student prepares a short video presentation on a piece of research completed. The instructor assesses the presentation and provides additional instruction for the student’s further learning.	The student prepares an essay for submission and it is evaluated by the instructor according to the Success Criteria defined for the Learning Goals for that particular topic.
The instructor assigns a unique short exercise to a particular student based on that student’s performance so far. The instructor uses the exercise to help identify areas of strength and need for that student, and provides feedback to the student. The student will comment on the feedback.	The student is assigned a topic to research and the work is presented in the course forum. The instructor provides valuable feedback on the student’s progress through that particular block of instruction. Students reading the forum can also gain insights into their own learning .	The student completes an end of unit assignment and the instructor assesses the work relative to the specific learning expectations.

The Achievement Chart

The achievement chart for each course is included in the curriculum policy document for each discipline of study/subject area. The chart provides a reference point for all assessment practice and a framework by which to assess and evaluate student achievement. Each chart is organized into four broad categories of knowledge and skills: Knowledge/Understanding, Thinking, Communication, and Application.

For example, here is the Achievement Chart for Mathematics:

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
	The student:
Knowledge of content (e.g., facts, terms, definitions)	demonstrates limited knowledge of content	demonstrates some knowledge of content	demonstrates considerable knowledge of content	demonstrates thorough knowledge of content
Understanding of content(e.g., concepts, ideas, theories, procedures, processes, methodologies, and/or technologies)	demonstrates limited understanding of content	demonstrates some understanding of content	demonstrates considerable understanding of content	demonstrates thorough and insightful understanding of content
Thinking - The use of critical and creative thinking skills and/or processes
	The student:
Use of planning skills (e.g., focusing research, gathering information, organizing an inquiry, asking questions, setting goals)	uses planning skills with limited effectiveness	uses planning skills with moderate effectiveness	uses planning skills with considerable effectiveness	uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., inquiry process, problem-solving process, decision-making process, research process)	uses processing skills with limited effectiveness	uses processing skills with some effectiveness	uses processing skills with considerable effectiveness	uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processes (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process)	uses critical / creative thinking processes with limited effectiveness	uses critical / creative thinking processes with some effectiveness	uses critical / creative thinking processes with considerable effectiveness	uses critical / creative thinking processes with a high degree of effectiveness
Communication - The conveying of meaning through various forms
	The student:
Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, graphic, and written forms, including media forms	expresses and organizes ideas and information with limited effectiveness	expresses and organizes ideas and information with some effectiveness	expresses and organizes ideas and information with considerable effectiveness	expresses and organizes ideas and information with a high degree of effectiveness
Communication for different audiences (e.g., peers, adults)and purposes (e.g., to inform, to persuade) in oral, written, and visual forms	communicates for different audiences and purposes with limited effectiveness	communicates for different audiences and purposes with some effectiveness	communicates for different audiences and purposes with considerable effectiveness	communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions (e.g., conventions of form, map conventions), vocabulary, and terminology of the discipline in oral, written, and visual forms	uses conventions, vocabulary, and terminology of the discipline with limited effectiveness	uses conventions, vocabulary, and terminology of the discipline with some effectiveness	uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness	uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
Application - The use of knowledge and skills to make connections within and between various contexts
	The student:
Application of knowledge and skills (e.g., concepts, procedures, processes, and/or technologies) in familiar contexts	applies knowledge and skills in familiar contexts with limited effectiveness	applies knowledge and skills in familiar contexts with some effectiveness	applies knowledge and skills in familiar contexts with considerable effectiveness	applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills (e.g., concepts, procedures, methodologies, technologies) to new contexts	transfers knowledge and skills to new contexts with limited effectiveness	transfers knowledge and skills to new contexts with some effectiveness	transfers knowledge and skills to new contexts with considerable effectiveness	transfers knowledge and skills to new contexts with a high degree of effectiveness
Making connections within and between various contexts(e.g., past, present, and future; environmental; social; cultural; spatial; personal; multidisciplinary)	makes connections within and between various contexts with limited effectiveness	makes connections within and between various contexts with some effectiveness	makes connections within and between various contexts with considerable effectiveness	makes connections within and between various contexts with a high degree of effectiveness

The Achievement Chart also describes the levels of achievement of the curriculum expectations within each category. The descriptions associated with each level serve as a guide for gathering assessment information and enable teachers to make consistent judgments about the quality of student work and to provide clear and specific feedback to students and parents. The achievement chart provides a standard, province-wide method for teachers to use in assessing and evaluating their students’ achievement.

The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:

Achievement Chart
Percentage Grade Range	Achievement Level	Summary Description
80–100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70–79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60–69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50–59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
below 50%	Level R	Insufficient achievement of curriculum expectations. A credit will not be granted.

Students who are achieving at level 3 are well prepared for work in the next grade or the next course. An evaluation of achievement of Level 4 does not suggest that the student is achieving expectations beyond those specified for the course, but rather that he or she demonstrates a very high to outstanding level of achievement of the specified expectations, and a greater command of the requisite knowledge and skills than a student achieving Level 3. A student whose achievement is below 50% at the end of the course will not obtain a credit for the course.

Reporting on Student Achievement

Student achievement will be communicated formally to students and parents by means of a report card. The report card focuses on two distinct but related aspects of student achievement:

the achievement of curriculum expectations and
the development of learning skills.

To more clearly reflect these two aspects of student achievement, the report card contains separate sections for reporting on achievement of the curriculum expectations and for reporting on demonstrated skills required for effective learning. The report card also includes teachers' comments on the student's strengths, areas in which improvement is needed, and ways in which improvement might be achieved. Midterm report cards are issued once a student has completed the first 50% of their course. A final report card will be issued after the final exam.

Achievement of Curriculum Expectations

The report card provides a record of the student's achievement of the curriculum expectations in every course, in the form of a percentage grade. The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A final grade is recorded for every course, and a credit is granted and recorded for every course in which the student's grade is 50% or higher.

The final grade for each course in Grades 9-12 will be determined as follows:

70% of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student's most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
30% of the grade will be based on a final evaluation in the form of an examination and or performance essay and/or other method of evaluation suitable to the course content and administered towards the end of the course.

While all curriculum expectations must be accounted for in instruction and assessment, the evaluation focuses on students' achievement of the overall expectations. A student's achievement of the overall expectation is evaluated on the basis of their achievement of related specific expectations. Teachers will use their professional judgment to determine which specific expectations should be used to evaluate achievement of the overall expectations. Evidence of student achievement for evaluation is collected over time from three difference sources; observations, conversations and student products. Evaluation is the responsibility of the teacher and does not include the judgment of the student's peers.

Demonstrated Learning Skills

The report card provides a record of the learning skills demonstrated by the student in every course, in the following five categories: Works Independently, Teamwork, Organization, Work Habits, and Initiative. The learning skills are evaluated using a four-point scale:

E = Excellent G = Good S = Satisfactory N = Needs Improvement

Ontario Student Transcript (OST)

The Ontario Student Transcript (OST) is a comprehensive record of all coursework and diploma requirements achieved by a student. An OST must be established for each student enrolled in an Ontario secondary school course, whether or not he or she is taking the course for credit. All information recorded on the transcript must be kept up to date, either in print or electronic form, and must be copied onto an official OST form when a printed copy is required. Upon the student’s graduation or retirement, a current and accurate copy of the student’s OST must be stored in the OSR folder.

Course Withdrawal

Withdrawals occurring within 5 days of the issuing of the first report card from the TES course will result in the mark not being recorded on the OST. A withdrawal from a Grade 11 or 12 course after 5 days of the issuing of the first report card results in a "W" being entered in the "Credit" column of the OST along with the mark at the time of the withdrawal. Withdrawals at anytime from Grade 9 or 10 courses are not recorded on the OST If there are extraordinary circumstances relating to a student's withdrawal from a course, an "S" may be entered in the "Note" column on the OST. Only one credit is earned if course is repeated. In Grades 11 and 12, an "R" appears on the student's OST for the course with the lower mark

Ontario Student Record (OSR)

The Ontario Student Record is the official school record for a student registered in a school in Ontario. Every Ontario school keeps an OSR for each student enrolled at that school. The OSR contains achievement results, credits earned and diploma requirements completed, and other information important to the education of the student. These records are protected by the Education Act and Freedom of Information legislation.

If the student is currently attending another school - public or private - and is simply taking a single course from the TES, then that student's OSR will reside at the school where the student is attending. Where students registered in a publicly funded secondary school, earn a credit or credits with TES, the principal of the publicly funded secondary school is responsible for ensuring that the TES credit is recorded on the student's OST. TES establishes or obtains the student OSR containing the OST, only if the student becomes the sole responsibility of Toronto eSchool.

The OSR contains:

an OSR folder in Form 1A or Form 1
report cards
an Ontario Student Transcript, where applicable
a documentation file, where applicable
an office index card

Additional information identified as being conducive to the improvement of the instruction of the student.

Personal information in the OSR is maintained for at least one year after use. Report cards and

documentation files are maintained for five years after use. The OSR folder containing the OST and the Office Index Card will be maintained for fifty-five years after a student retires.

Access to OSR

Every student has the right to have access to his or her Ontario Student Record (OSR). The parents of a student have the right to have access to the student's OSR, until the student becomes an adult (age eighteen). Under both the Children's Law Reform Act and the Divorce Act, 1985, the legal right of a non-custodial parent to have access to a child includes the right to make inquiries and to be given information concerning the child's health, education, and welfare. A student or authorized parent of a student who wishes to view the student's OSR should send a written request to Toronto eSchool. Identification will be requested on the scheduled viewing date.

Courses available at Toronto eSchool

Grade 9	Grade 10	Grade 11	Grade 12	ESL
ENL1W	ENG2P	ENG3C	ENG4C	ESLAO
MTH1W	ENG2D	ENG3U	ENG4U	ESLBO
SNC1W	MPM2D	MCR3U	MAP4C	ESLCO
CGC1W	SNC2D	MCF3M	MHF4U	ESLDO
PPL1O	GLC2O	SBI3U	MCV4U	ESLEO
FSF1O	TGJ2O	SCH3U	MDM4U
AVI1O	CHC2D	SPH3U	SBI4U
	CHV2O	HSP3U	SCH4U
	AVI2O	HZB3M	SPH4U
	BEP2O	BDI3C	ICS4U
		ICS3U	CGW4U
		EMS3O	HSB4U
		BAF3M	HZT4U
		AVI3M	HHS4U
			CHY4U
			BAT4M
			BBB4M
			BOH4M
			LKBDU
			OLC4O
			AVI4M
			HFA4U

Click the link of each course for the course information, such as the course description and the required prerequisite.

ENL1W English Grade 9, De-streamed

Course Description:

Englsh (2023) Grade 9 - ENL1W course enables students to continue to develop and consolidate the foundational knowledge and skills that they need for reading, writing, and oral and visual communication. Throughout the course, students will continue to enhance their media literacy and critical literacy skills, and to develop and apply transferable skills, including digital literacy. Students will also make connections to their lived experiences and to society and increase their understanding of the importance of language and literacy across the curriculum.

Prerequisite: None

MTH1W Mathematics Grade 9, De-streamed

Course Description:

MTH1W Math 9 course enables students to consolidate, and continue to develop, an understanding of mathematical concepts related to number sense and operations, algebra, measurement, geometry, data, probability, and financial literacy. Students will use mathematical processes, mathematical modelling, and coding to make sense of the mathematics they are learning and to apply their understanding to culturally responsive and relevant real-world situations. Students will continue to enhance their mathematical reasoning skills, including proportional reasoning, spatial reasoning, and algebraic reasoning, as they solve problems and communicate their thinking.

Prerequisite: None

SNC1W Science Grade 9, De-streamed

Course Description:

SNC1W - The Grade 9 science curriculum focuses on the fundamental concepts of science and on science, technology, engineering, and mathematics (STEM) skills. It supports students in making connections between skills and concepts and the practical applications of science in their lives, and in learning about biology, chemistry, physics, and Earth and space science. This curriculum is designed to help students prepare for deeper levels of science as they continue in secondary school and beyond.

Prerequisite: None

CGC1W Canadian Geography Grade 9, De-streamed

Course Description:

CGC1W course builds on learning in Grades 7 and 8 in geography. Students will explore relationships within and between Canada’s natural and human systems and how they interconnect with other parts of the world. Students will also examine environmental and economic issues, and their impact related to topics such as natural resources and industries, careers, land use and responsible development, and sustainability. In addition, students will understand the connections that diverse communities and individuals have with the physical environment and each other throughout Canada, including First Nations, Métis, and Inuit perspectives. Students will apply geographic thinking, use the geographic inquiry process, and use geospatial technologies throughout their investigations.

Prerequisite: None

PPL1O Healthy Active Living Education Grade 9, Open

Course Description:

PPL1O course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

Prerequisite: None

FSF1O French as a Second Language Grade 9, Open

Course Description:

FSF1O course is an introductory course for students who have little or no knowledge of French or who have not accumulated the minimum of 600 hours of elementary Core French instruction. Students will begin to understand and speak French in guided and structured interactive settings, and will develop fundamental skills in listening, speaking, reading, and writing through discussing issues and situations that are relevant to their daily lives. Throughout the course, students will develop their awareness of diverse French-speaking communities in Canada and acquire an understanding and appreciation of these communities. They will also develop a variety of skills necessary for lifelong language learning.

Prerequisite: None

AVI1O Visual Arts Grade 9, Open

Course Description:

Visual Arts 9 - AVI1O course is exploratory in nature, offering an overview of visual arts as a foundation for further study. Students will become familiar with the elements and principles of design and the expressive qualities of various materials by using a range of media, processes, techniques, and styles. Students will use the creative and critical analysis processes and will interpret art within a personal, contemporary, and historical context.

Prerequisite: None

ENG2P English Grade 10, Applied

Course Description:

English Grade 10 - ENG2P course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in secondary school and daily life. Students will study and create a variety of informational, literary, and graphic texts. An important focus will be on the consolidation of strategies and processes that help students interpret texts and communicate clearly and effectively. This course is intended to prepare students for the compulsory Grade 11 college or workplace preparation course.

Prerequisite: ENL1W English Grade 9

ENG2D English Grade 10, Academic

Course Description:

English Grade 10 - ENG2D course explores a broad range of themes and ideas expressed through poetry, novels, plays, and short pieces of writing. Students will engage with the texts and analyze them through a lens that allows them to connect literature to real life issues, and explore how these themes can span over centuries to still be a reflection on today's society.

Prerequisite: ENL1W English Grade 9

MPM2D Principles of Mathematics Grade 10, Academic

Course Description:

MPM2D course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

Prerequisite: MTH1W Math Grade 9

SNC2D Science Grade 10, Academic

Course Description:

SNC2D course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid-base reactions; forces that affect climate and climate change; and the interaction of light and matter.

Prerequisite: SNC1W Science Grade 9

GLC2O Career Studies Grade 10, Open

Course Description:

Career Studies - GLC2O course teaches students how to develop and achieve personal goals for future learning,work, and community involvement. Students will assess their interests, skills, and characteristics and investigate current economic and workplace trends,work opportunities,and ways to search for work. The course explores postsecondary learning and career options,prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan.

Prerequisite: None

CHV2O Civics and Citizenship Grade 10, Open

Course Description:

Civics and Citizenship - Politics is about how societies are governed, how public policy is developed, and how power is distributed. Civics is a branch of politics that focuses on the rights and responsibilities associated with citizenship, the role of governments, and how people can get involved in the political process and take action on issues of civic importance. The study of civics supports students in becoming informed, engaged, and active citizens in the various communities to which they belong, whether at the local, national, or global level.

Prerequisite: None

TGJ2O Communications Technology Grade 10, Open

Course Description:

TGJ2O course introduces students to communications technology from a media perspective. Students will work in the areas of TV/video and movie production, radio and audio production, print and graphic communications, photography, and interactive new media and animation. Student projects may include computer-based activities such as creating videos, editing photos, working with audio, cartooning, developing animations, and designing web pages. Students will also develop an awareness of environmental and societal issues related to communications technology, and will explore secondary and postsecondary education and training pathways and career opportunities in the various communications technology fields.

Prerequisite: None

CHC2D Canadian History since World War One Grade 10, Academic

Course Description:

CHC2D course explores social, economic, and political developments and events and their impact on the lives of different groups in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada's evolving role within the global community, and the impact of various individuals, organizations, and events on Canadian identity, citizenship, and heritage. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.

Prerequisite: None

BEP2O Launching and Leading a Business Grade 10, Open

Course Description:

BEP2O course introduces students to the world of business and what is required to be successful, ethical and responsible in today’s economy. Students will develop the knowledge and skills needed to be an entrepreneur who knows how to respond to local and global market opportunities. Throughout the course, students will explore and understand the responsibility of managing different functions of a business. This includes accounting, marketing, information and communication technology, financial management, human resources, and production.

Prerequisite: None

ENG3C English Grade 11, College Preparation

Course Description:

College English 11 - ENG3C course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will study the content, form, and style of a variety of informational and graphic texts, as well as literary texts from Canada and other countries, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity. The course is intended to prepare students for the compulsory Grade 12 college preparation course.

Prerequisite: ENG2P or ENG2D English Grade 10

ENG3U English Grade 11, University Preparation

Course Description:

English 11 - ENG3U course extends students' experience with the English language. Students will further investigate literatures from multiple time periods and in various genres including prose fiction, poetry, drama and mixed media. They will explore the connections between form and content in literature while improving critical thinking skills. Students will learn the specifics of rhyme, meter, writing formal argumentative and editorial style pieces, as well as creative writing. This course will help students develop the skills required at the university level.

Prerequisite: ENG2D English Grade 10

MCR3U Functions Grade 11, University Preparation

Course Description:

MCR3U course introduces the mathematical concept of the function by extending students' experiences with linear and quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions; investigate inverse functions; and develop facility in determining equivalent algebraic expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

Prerequisite: MPM2D Principles of Mathematics, Grade 10

MCF3M Functions and Applications Grade 11, University/College Preparation

Course Description:

MCF3M course introduces basic features of the function by extending students' experiences with quadratic relations. It focuses on quadratic, trigonometric, and exponential functions and their use in modeling real-world situations. Students will represent functions numerically, graphically, and algebraically; simplify expressions; solve equations; and solve problems relating to applications. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

Prerequisite: MPM2D or MFM2P Mathematics Grade 10

SBI3U Biology Grade 11, University Preparation

Course Description:

Biology Grade 11 - SBI3U course furthers students' understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.

Prerequisite: SNC2D Science Grade 10

SCH3U Chemistry Grade 11, University Preparation

Course Description:

Chemistry 11 - SCH3U course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.

Prerequisite: SNC2D Science Grade 10

SPH3U Physics Grade 11, University Preparation

Course Description:

SPH3U course develops students' understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves & sound; & electricity & magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyse the interrelationships between physics & technology, & consider the impact of technological applications of physics on society & the environment.

Prerequisite: SNC2D Science Grade 10

HSP3U Introduction to Anthropology, Psychology and Sociology Grade 11, University Preparation

Course Description:

HSP3U course provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science research, and to become familiar with current thinking on a range of issues within the three disciplines.

Prerequisite: Grade 10 academic English course, or Grade 10 academic History course

HZB3M Philosophy: The Big Questions Grade 11, University/College Preparation

Course Description:

HZB3M course encourages exploration of philosophy's big questions, such as: What is a meaningful life? What separates right from wrong? What constitutes knowledge? What makes something beautiful? What is a just society? Students will develop critical thinking and philosophical reasoning skills as they identify and analyze the responses of philosophers to the big questions and formulate their own responses to them. Students will explore the relevance of philosophical questions to society and to their everyday life. They will develop research and inquiry skills as they investigate various topics in philosophy.

Prerequisite: None

BDI3C Entrepreneurship: The Venture Grade 11, College Preparation

Course Description:

BDI3C course focuses on ways in which entrepreneurs recognize opportunities, generate ideas, and organize resources to plan successful ventures that enable them to achieve their goals. Students will create a venture plan for a school-based or student-run business. Through hands-on experiences, students will have opportunities to develop the values, traits, and skills most often associated with successful entrepreneurs.

Prerequisite: None

ICS3U Computer Science Grade 11, University Preparation

Course Description:

Computer Science 11 - ICS3U course introduces students to computer science. Students will design software independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computer-related fields.

Prerequisite: None

EMS3O Media Studies Grade 11, Open

Course Description:

Media Studies 11 - EMS3O course emphasizes knowledge and skills that will enable students to understand media communication in the twenty-first century and to use media effectively and responsibly. Through analysing the forms and messages of a variety of media works and audience responses to them, and through creating their own media works, students will develop critical thinking skills, aesthetic and ethical judgement, and skills in viewing, representing, listening, speaking, reading, and writing.

Prerequisite: ENG2P or ENG2D English Grade 10

BAF3M Financial Accounting Fundamentals Grade 11, University/College Preparation

Course Description:

BAF3M course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and ethics and current issues in accounting.

Prerequisite: None

AVI3M Visual Arts Grade 11, University/College Preparation

Course Description:

Visual Arts 11 - AVI3M course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, information design).

Prerequisite: Visual Arts, Grade 9 or 10

ENG4C English Grade 12, College Preparation

Course Description:

ENG4C English Grade 12 course emphasizes the consolidation of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a variety of informational and graphic texts, as well as literary texts from various countries and cultures, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity and developing greater control in writing. The course is intended to prepare students for college or the workplace.

Prerequisite: English Grade 11

ENG4U English Grade 12, University Preparation

Course Description:

ENG4U - English 12 course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.

Prerequisite: ENG3U English Grade 11

MAP4C Foundations for College Mathematics Grade 12, College Preparation

Course Description:

MAP4C course enables students to broaden their understanding of real-world applications of mathematics. Students will analyse data using statistical methods; solve problems involving applications of geometry and trigonometry; solve financial problems connected with annuities, budgets, and renting or owning accommodation; simplify expressions; and solve equations. Students will reason mathematically and communicate their thinking as they solve multi-step problems. This course prepares students for college programs in areas such as business, health sciences, and human services, and for certain skilled trades.

Prerequisite: MCF3M Functions and Applications Grade 11

MHF4U Advanced Functions Grade 12, University Preparation

Course Description:

MHF4U - Advanced Functions course extends students' experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs.

Prerequisite: MCR3U Functions, Grade 11

MCV4U Calculus and Vectors Grade 12, University Preparation

Course Description:

MCV4U - Calculus and Vectors course builds on students' previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university-level calculus, linear algebra, or physics course.

Prerequisite: Advanced Functions MHF4U Grade 11 (may be taken concurrently)

MDM4U Mathematics of Data Management Grade 12, University Preparation

Course Description:

MDM4U - Mathematics of Data Management course broadens students' understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analyzing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest.

Prerequisite: MCR3U or MCF3M Mathematics Grade 11

SBI4U Biology Grade 12, University Preparation

Course Description:

Biology - SBI4U course provides students with the opportunity for in depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields.

Prerequisite: SBI3U Biology Grade 11

SCH4U Chemistry Grade 12, University Preparation

Course Description:

Chemistry 12 - SCH4U course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.

Prerequisite: SCH3U Chemistry Grade 11

SPH4U Physics Grade 12, University Preparation

Course Description:

Physics 12 - SPH4U course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.

Prerequisite: SPH3U Physics Grade 11

ICS4U Computer Science Grade 12, University Preparation

Course Description:

Computer Science 12 - ICS4U course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyze algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.

Prerequisite: ICS3U Computer Science Grade 11

CGW4U World Issues: A Geographic Analysis Grade 12, University Preparation

Course Description:

In CGW4U course, students will address the challenge of creating a more sustainable and equitable world. They will explore issues involving a wide range of topics, including economic disparities, threats to the environment, globalization, human rights, and quality of life, and will analyse government policies, international agreements, and individual responsibilities relating to them. Students will apply the concepts of geographic thinking and the geographic inquiry process, including the use of spatial technologies, to investigate these complex issues and their impacts on natural and human communities around the world.