Choices 2013 2014

Choices
Table of Contents
20132014
2014
PAGE
PAGE
Getting Started .............................................................. 5
The Arts ..................................................................... 40
Building Character ......................................................... 6
Integrated Arts/Exploring & Creating Arts .............. 40
Building Careers............................................................. 7
Dance ................................................................... 41
The Journey: myBlueprint.ca .......................................... 8
Dramatic Arts ........................................................ 40
Fields of Work.............................................................. 10
Policies & Practice ........................................................ 12
Special Education .................................................. 12
Media Arts ............................................................ 41

Music .................................................................... 40
Visual Arts ............................................................ 41
Business Studies ........................................................ 41
Alternative Learning Opportunities............................... 16
Canadian and World Studies.................................... 42
Re-Engagement Opportunities ..................................... 21
Classical Studies and International Languages ...... 44
Specialized Programs ................................................... 22
Computer Studies ..................................................... 43
Specialized Skills Programs (SHSM) ............................... 24
English ....................................................................... 42
Other Programs ........................................................... 25
English as a Second Language and

English Literacy Development .......................... 42
Specific Program Information ....................................... 26
French as a Second Language .................................. 43
OYAP .................................................................... 27
Guidance and Career Education............................... 43
Technology ........................................................... 28
Health and Physical Education ................................. 45
Secondary School Locations ......................................... 30
Interdisciplinary Studies ........................................... 44
Diploma & Certificate Requirements............................. 34
Mathematics. ............................................................. 44
Course Types................................................................ 36
Native Languages ..................................................... 44
Understanding Course Codes and Descriptors .............. 38
Native Studies ........................................................... 44

Science ....................................................................... 45
Course Descriptors &

List of Course Codes............................ 39
Alternative (Non-Credit) Courses ............................ 39
Business Studies .................................................... 39
Social Sciences and the Humanities ........................ 43

Technological Education ........................................... 45
Grade 9 Exploring Technologies ............................ 45
Communications Technology ................................ 45
Community and World Exploration ....................... 39
Computer Technology ........................................... 45
Creative Arts ......................................................... 39
Construction Technology ....................................... 46
Guidance and Career Exploration .......................... 39
Green Industries .................................................... 46
Health and Physical Education ............................... 39
Hairstyling and Aesthetics ..................................... 46
Language Development ........................................ 39
Health Care........................................................... 46
Numeracy and Numbers ........................................ 39
Hospitality and Tourism ......................................... 46
Science ................................................................. 39
Manufacturing Technology .................................... 47
Social Skills Development ...................................... 40
Technological Design ............................................. 47
Technological Studies: Computers ......................... 40
Transportation Technology .................................... 47
Choices
20132014
Choices
Getting Started
20132014
Choices is published annually to encourage parents/guardians* and students to keep

themselves informed about the opportunities available to them, both in and beyond
secondary school. It is the goal of this publication to provide information that will help
with the decision making process that must occur around the course selection process.
Planning Guide
At the centre of this book, there is a course selection
planning guide to assist students and their parents/
guardians with the course selection process. Students
are encouraged to use this guide and keep it, where
possible, in their academic or career portfolio. Also visit
www.myBlueprint.ca/tdsb to create an education plan.
Course Selection Process

The final decision on course selections for students under
18 years of age rests with parents/guardians. Therefore,
keeping in touch with the schools guidance counsellor is
of great importance. Consideration of the students
achievement for the past several years and the advice of the
school, aid in choosing a program within reasonable reach.
Course Selection Sheet or

myBlueprint.ca Online
Program selection for September will be made in January
or February. Course selection will take place either via
myBlueprint (online) or by course selection sheet.Courses
offered at your secondary school will be listed on
myBlueprint and on the course selection sheet (if being
used). Planning on myBlueprint or on a course selection
sheet is important and students should take it seriously.
The educational planning process should be reviewed each
year, as plans and destinations can change over time. It is
the responsibility of all students and their parents/guardians
to complete course selections by the date prescribed by the
school. Subsequent modifications to a students program
will be made for sound educational reasons only. Please
note that where enrolment is insufficient, a course may be
withdrawn or cancelled.
* Where parent/guardian is found it is inclusive of caregivers and a
significant adult.
Choices 2013 - 2014 Secondary Schools

Course Selection & Planning Guide
is available at www.tdsb.on.ca/choices
Creating Futures: Guidance and

Career Education Program
Choices Into Action, Guidance and Career Education
Program Policy for Ontario Elementary and Secondary
Schools, 1999, is the basis for delivery of guidance and
career education programs, grades 1 12. By the end of
secondary school, students are expected to:
understand the concepts related to life-long learning,
interpersonal relationships, responsible citizenship, and
career planning;
develop learning skills, social skills, a sense of social
responsibility, and the ability to formulate and pursue
educational and career goals;
apply this learning in their daily lives, both at school and
in the larger community.
Guidance and Career Education is a school-wide program
which:
provides all students with the opportunity to understand,
develop and apply the concepts in three areas of learning:
Student Development, Interpersonal Development and
Career Development.
provides structures and processes which identify the
unique needs of all students.
provides supportive settings, programs and resources to
prepare students for life-long learning and responsible
citizenship in a global environment.
The Guidance and Career Education program is
comprehensive, developmental and applied and offers
learning opportunities where students can Build Character,
Build Careers, Build Success. This is accomplished with clearly
stated competencies for grades 1 to 6, grades 7 and 8, and
grades 9 to 12. The development of the competencies is
accomplished through a range of program delivery
components including the Ontario curriculum, orientation
and exit programs, the academic and career portfolios,
career exploration activities, workshops, seminars, and small
groups, mentorship programs, peer assistance programs
and individual assistance and short-term counselling.
The programs effectiveness is determined by students
achievement of competencies and ongoing communication
with parents/guardians and community partners.
For additional information on Choices Into Action, please
refer to: www.tdsb.on.ca/programs/guidance
Toronto District School Board
Choices
Building Character
20132014
Building Success
Student Success is about meeting
the individual learning needs of
each and every student. This includes
understanding their learning style,
capitalizing on their strengths,
abilities and interests. Schools are
providing students with more
opportunities to customize their
high school experience and build on
their strengths and interests through
a variety of new and enhanced
learning options. Every secondary
school in Ontario now has a team
comprising a principal, a Student
Success teacher or teachers, special
education teachers, and a guidance
counsellor. Together, they:
Identify and support struggling
students
Provide more options for learning
Monitor student progress
Other strategies included in Student
Success are:
Student Success Teams
Expanded Co-op Credits
Specialist High Skill Majors
Dual Credit Program
Grade 8 to 9 Transitions
How do I find out more? If you are
interested in any of these programs
contact your guidance counsellor to
find out which opportunity may be
available at your school.
More information is available at:
www.edu.gov.on.ca/
morestudentsuccess
Building Character
The Character Development Initiative
in the TDSB recognizes that academic
achievement, character development,
and civic engagement are inextricably
linked and must be interwoven into
a students educational experience. It
provides students with the tools for
increasing academic achievement, a
solid foundation for ethical decision
making, and more opportunities to
use their voice to influence outcomes.
This initiative is based on Finding
Common Ground: Character Development in Ontario Schools, K-12.
Character attributes will provide
students with high standards for
behaviour, making decisions that are
personally empowering, and creating
quality relationships. This translates
ethical knowledge, skills, and attitudes
into action. Positive action and
decision making provide society with
individuals who have attained the
Is a cornerstone of a civil, just,

and democratic society
Provides the foundation of our
publicly funded education
system
Develops the whole student
(heart, head, and hands)
Contributes to a healthy, safe,
and orderly school environment
Creates a collaborative school
where teachers spend less time
disciplining and more time
teaching
Engages students in their

learning
Is embedded in what we do
Is about community
development
Choices
20132014
Go to: www.tdsb.on.ca/character
Key Beliefs and Principles of Character Development:
Provides high expectations for

learning and behaviour
knowledge, skills, and values they

need to become responsible members
of a democratic society.
Character development is about
community development. It is about
helping our students learn and
practise character attributes, which
will help them not only do their best,
but also be their best.
Character development is a shared
responsibility. At its best, it permeates
the entire life of the school as it is
woven into policies, programs,
practices, procedures, and interactions.
It recognizes that a respectful, safe,
and orderly school climate enhances
learning.
Students need to develop self-discipline
and personal management skills that
will enhance their communities, workplaces, and lives. Together, schools and
communities can make this happen.
Is universal and transcends

racial, ethnocultural, linguistic,
religious, gender, physical and
intellectual ability, sexual
orientation, gender identity, and
demographic or socio-economic
factors
Respects Constitutional rights,
federal and provincial
legislation, curriculum guidelines, and, in particular, the
grounds outlined in the Ontario
Human Rights Code and TDSB
Human Rights Policy
Strives for an ever-growing
depth of self-awareness, selfdiscipline, and understanding
Encourages sharing the
responsibility to model the
universal attributes upon which
we find common ground
Choices
Building Careers
20132014
Career Development
A career is your path through life. It includes education,
learning, different jobs, work (paid & unpaid), family
life, friendships, community activities and leisure activities. Career development requires students to understand
themselves and opportunities in both the world and world
of work so that when presented with opportunities they are
prepared to make decisions about their future.
Career development requires students to learn how to
make informed choices to ensure their successful transition
from elementary to secondary school and from secondary
school to further education, training, and work. It involves
understanding self, goal setting, decision making and
opportunity awareness.
The world of work is rapidly changing. As existing jobs
become more complex and new jobs demand increased
levels of education, career development is more critical than
ever before. Through career awareness student engagement
is enhanced because they are taught the relevance of what
they learn in school to the world and make connections to
their hopes, aspirations and future plans.
What is a Job?
A job is the position a person holds doing specific duties.
For example, consider the occupation of a doctor. The
doctors job is working at Toronto General Hospital.
People usually change jobs more often than they change
occupations.
What is an Occupation?
An occupation is similar work for which people usually have
similar responsibilities and develop a common set of skills
and knowledge. Occupational titles include: Cashier, Chef,
Insurance Agent, Nurse, Teacher, etc.
What is a Career?
A career is your life path or life story in progress. It includes,
learning, work (paid and unpaid), family life, friendships,
community and leisure activities.
High Five Plus One

Change Is Constant
We change constantly,
and so does the world
around us including
the working world.
Chances are that a single occupation
will no longer take workers from the
beginning to the end of their working
lives. Adaptability is an important skill
to carry into the world of work.
Learning Is Ongoing
Graduating from high school or a
post-secondary program doesnt
mean that your education is complete.
Education is not limited to classrooms
in a school. Opportunities to learn are
everywhere! Learn to recognize them and
make your learning a lifelong experience.
No matter what career path

is chosen, there are some
things that remain constant
for all people. Canadian
career development
specialists originally called
these constants the
High Five. Some children
have already learned about
the High Five in school.
A sixth principle has been
recently added, giving us
the High Five Plus One.
Focus on the Journey

Travelling through life is like travelling
down a road: having a destination
gives direction, but most of the time is
spent moving along. Pay attention to the
journey, with all of its pitfalls, sidetracks,
opportunities, and highways to new destinations.
Follow Your Heart

Dreaming about your future
can help you to understand
what you really want in life.
Knowing what you want and keeping
it in mind can give you the motivation
you need to deal with lifes challenges.
Listen to your inner voice.
Access Your Allies
The journey of life is not taken alone.
Life is like a team sport, and your team
members are your friends, family,
teachers, and neighbours. Any of them
can be willing and helpful allies when
it comes to judging what steps to take
on lifes path.
Know Yourself
The career planning constant or
principle Know Yourself is the
latest addition to the High Five
Plus One. Knowing your true self by
examining your values, beliefs, and
interests in as much detail as possible
will help you with career decisions as
you travel along your career path.
Choices
The Journey: myBlueprint.ca
20132014
2014
2.0
Video Tutorials
www.myBlueprint.ca/support
The easiest way to plan your education and career

myBlueprint is a resource available to all TDSB students
in Grades 7 to 12 that helps plan courses, research postsecondary opportunities and discover occupations that
relate to the courses taken in secondary school and gives
students a clear advantage for the future.
INDIVIDUAL PATHWAYS PLAN (IPP)
Tracker provides grade-specific
activities to complete in order to
build an effective education plan
for the year.
High School Planner

Use the High School Planner to design four- or five-year
course plans. Create more than one plan for different
destinations and what-if plans.
Ensure you are taking the courses you need by tracking
your progress towards graduation requirements with the
GRADUATION INDICATOR
My Profile
myBlueprint allows you to save information
Upload important documents to safely store certificates,
letters of recommendation, cover letters, resumes and
more in a folder that is accessible from any computer at
any time.
Experiences and Rsum

Create your personal resume by including contact
information, personal profile, education, work experience,
extra-curricular activities, volunteer experience, skills and
abilities, achievements, certificates, hobbies and interests
and references.
Record your COMMUNITY INVOLVEMENT HOURS in
the volunteer experience.
Goal Setting
Create S.M.A.R.T. goals and a plan of action to stay
on track
Decide which type of goals you want to set career,
community, financial, extra-curricular and more
Instantly discover your PATHWAY ELIGIBILITY that

includes the post-secondary options available to you
across Canada in all four major pathways apprenticeship,
college, university and workplace.
Post-Secondary Planner
Instantly identify the opportunities available to you in
every pathway
Search the most extensive database of post-secondary
information across Canada
Occupation Planner
Compare extensive information on occupations across
Canada
Filter the search by skill type, education, prospects and
estimated annual salary
HOW DO I GET STARTED?
www.myBlueprint.ca/tdsb
Select your school from the dropdown, then click Create Account.
8
Choices
20132014
Choices
The Journey: Career Cruising
20132014
What is Career Cruising?

Career Cruising (www.careercruising.com)
is an internet-based career exploration and
planning tool, available in French and English,
that each Ontario student is able to use to
explore possible career and educational
options. You are able to find which college,
university and apprenticeship programs in
Canada provide the education and training required for
those occupations that peak your interests. Every career
and education planning idea can be organized and saved
into the Career Portfolio. Career Cruising can be accessed
from school, from home or wherever there is access to the
Internet.
Career Matchmaker
Career Matchmaker is a great place to start the career
exploration process. Career Matchmaker consists of
116 questions in total, but you may answer as little as 39
questions to get an initial list of occupational suggestions.
By clicking on a suggested occupation, you can receive
clear feedback on exactly why this occupation is considered
to be a good match for you. You are also able to compare
your results with occupations that do not appear on your
list and narrow your list down according to the level of
education you plan to pursue.
Explore Careers
The Careers section gives you several different ways to
search for career information including a keyword search,
search by school subject, search by career cluster, and the
Career Selector. Each Career Profile includes a job
description plus information on working conditions,
earnings, the education and training required including
direct links to related college, university, and apprenticeship
programs, a sample career path, and more. Two multimedia
interviews with individuals working in this occupation are
also included as part of each Career Profile.
Career Cruising
Explore Education & Training
The Education & Training section provides comprehensive
school and program profiles for the colleges, universities,
and apprenticeship programs across Canada. You are able
to search for school information directly by name or
province, or search by program. You are also able to
search for apprenticeship program information throughout
Canada or in a specific province. If you are looking
for American education, there is a database of American
two- and four-year colleges.
Career Portfolio Tool

The Career Cruising Portfolio tool is a place where you
can save everything you have done in Career Cruising that
you would like to document or that you may want to go
back to at a later date, such as occupations and schools of
interest, or your Career Selector and Matchmaker results.
The portfolio also allows you to create a high school
education plan, enter any career goals and plans for the
future, as well as build a customized resume.
How Do I Access Career Cruising?

Each school has its own username and password to
access Career Cruising. Career Cruising can be accessed
at www.careercruising.com from your school or home
computer, or anywhere with Internet access. If you are
not sure of your schools username and password ask
your guidance counsellor or contact Career Cruising at
support@careercruising.com
MAZEMASTER
www.mazemaster.on.ca
The one stop shop for youth employment designed for:
Job seekers Youth@bilities Employers Career counsellors Newcomers Aboriginal Youth
Funded by: Human Resources and Skills Development Canada
Choices
Fields of Work
www.careercruising.com
(see Guidance for passwords)
20132014
2014
www.schoolfinder.com
www.osca.ca
Message to Students and Parents/Guardians

The world of work is rapidly changing, as existing jobs
become more complex and new jobs demand increased
levels of education.
The course selection process requires a cooperative

effort involving students, parents/guardians, teachers,
and guidance counsellors. Students need to explore an
occupation that blends with their interests and abilities
and leads to the achievement of personal, educational,
social and career goals. Students need to be encouraged
to explore all available opportunities without being
locked into a specific program of study.
For their educational, social and career success

in the twenty-first century, students will require
effective work habits and the ability to make sound
decisions, solve problems, plan effectively,
work independently, communicate well, research,
evaluate themselves realistically, and explore
new education and career opportunities.
(Source: Choices Into Action, 1999)
Entry Level or
On-The-Job
Training
Field of Work
These identified Fields of Work illustrate occupations.

For further research students are encouraged to explore
the websites indicated above in the red box.
Apprenticeship
College
University
Arts
Communications
and Recreation People attracted
to occupations in this
field like to sketch, draw, paint,
play musical instruments, write
stories, poetry and music, sing,
dance, act, take photos and
be physically active. This career
path includes programs related
to the humanities and to the
performing, visual, literary,
media arts and recreation.
Actors/Comedians/
Disc Jockeys, Dancers
Artisan/Crafts person
Fashion Models
Fitness Instructors
Library Assistants
Musical Band Players/
Singers
Photographers
Props Persons/Promoters
Set Builders/Dressers
Ski Lift Operators
Theatre/Stage Technicians
Video Camera Operators
Window Display
Designers
Gemsetters
Goldsmiths
Painters and
Decorators
Hairstylists
Native Clothing
and Crafts Artisans
Plastic Mould
Designers
Draftspersons
Horse Grooms
Ski Life Mechanics
Pool & Hot Tub/Spa
Service Technicians
Recreational Vehicle
Technician
Actors, Media Announcers

Athletes, Coaches,
Referees
Community Program
Planners
Copywriters
Fitness Instructors
Archive and Museum
Technicians
Media Consultants
Multimedia Designers
Photographers, Graphic
Artists, Animators
Public Relations Officers
Recreational Facilities
Managers
Writers, Journalists
Actors
Choreographers, Dancers
Conductors, Composers,
Arrangers
Curators, Archivists
Directors, Producers
Librarians, Conservators
Musicians, Singers
Painters, Sculptors
Public Relations Officers
Recreational Facilities
Managers
Translators, Interpreters
Writers, Editors, Journalists
Business, Finance,
Sales and Service
- People attracted
to occupations in
this field like to influence, persuade, perform, lead
or manage to meet organizational goals for economic gain.
They like to make decisions,
meet people, initiate projects,
give talks or speeches, organize
activities or lead a group. Other
people attracted to careers
in this field like to work with
data using clerical or numerical
ability, carry out tasks in detail
and follow through on others
instructions.
Airline Tickets/Cargo/
Sales Clerks
Bank Tellers, Cashiers
Business Messengers/
Letter Carriers
Cleaners, Janitors,
Housekeepers
Dry Cleaning and
Laundry Workers
Food & Beverage Servers
Mail Room Clerks and
Sorters
Security Guards
Shippers/Receivers
Street Vendors, Door-toDoor Salespersons
Telephone Survey/
Solicitation Operators
Tour and Travel Guides
Travel Counsellors
Cooks
Bakers
Conference and
Event Planners
Special Events
Coordinators
Retail Meat Cutters
Bookkeepers, Payroll
Officers
Chefs, Restaurant
Managers
Conference and Event
Planners
Cooks, Bakers
Customer Service
Representatives
Human Resource Officers
Insurance and Real
Estate Agents
Managers, Supervisors
(all sectors)
Police Officers and
Firefighters
Property Managers
Retail Sales Persons
Secretaries,
Administrative Clerks
Accountants
Conference and Event
Planners
Financial Auditors
Investment Analysts
Investment Dealers
and Brokers
Personnel and
Recruitment Officers
Public Relations
Consultants
Securities Agents
Senior Managers,
Supervisors
Specialists in Human
Resources
10
Choices
20132014
Choices
Fields of Work
20132014
Field of Work
Entry Level or
On-The-Job
Training
Apprenticeship
College
University
Health, Natural and

Applied Sciences
and Information
Technologies People attracted to
occupations in this field like to
work with people. This field
includes programs related to the
promotion of health as well as
the treatment of injuries,
conditions and diseases. These
may include medicine, engineering, dentistry, nursing, therapy
and rehabilitation, nutrition,
fitness, and hygiene. They like
to observe, learn, analyze,
investigate, evaluate, or solve
problems. They like to work
independently, do research, deal
with abstractions, explore a
variety of ideas, perform lab
experiments, do complex
calculations and understand
scientific methods and theories.
Animal Care Workers

and Pet Grooming
Computer Support
Technicians
Conservation Fishery
Workers
Dental Receptionists
Funeral Assistants
Healthcare Aides
Home Support Workers
Landscape and
Horticultural Workers
Nurses Aides/Orderlies
Personal Support Workers
Water Plant Workers
Network Support
Technicians
Information
Technology
Technician
Hardware
Help Desk
Operators
Arborists
Agriculture- Fruit
Growers
Horticultural
Technicians
Network Cabling
Specialists
Biomedical Equipment
Technicians
Civil, Mechanical, Industrial,
Electrical, Manufacturing,
Computer Engineering
Technicians and Technologists
Computer and Information
Systems Professionals
Dental Hygienists
Environmental Consultants
Horticulturalists
Internet Technicians
Laser Technicians
Massage Therapists
Nuclear Medical Technicians
Paramedics
Veterinarian Technicians
Architects, Urban Planners

and Land Surveyors
Audiologists, Physical and
Occupational Therapists
Biologists, Foresters,
Agriculturists
Computer and Information
Systems Professionals
Industrial, Metallurgical,
Aerospace, Computer,
and other Engineers
Mathematicians,
Statisticians
Nurse Supervisors and
Registered Nurses
Pharmacists, Dieticians
and Nutritionists
Physicians, Dentists,
Veterinarians
Physicists, Astronomers,
Chemists, Geologists,
Meteorologists
Social Sciences,
Government and
Human Services People attracted to
occupations in this
field like to work with people.
This field includes programs
related to economic, political,
and social systems.
Aboriginal Outreach
Workers
Community Service
Workers
Day Care Workers
Drop-in Center Workers
Elections Office Workers
Government Couriers/
Messengers
Law Office Workers
Nannies or Babysitters
Real Estate Agents
Security Guards
Womens Shelter Workers
Early Childhood
Educators
Child and Youth
Workers
Hairstylists
Education
Assistants
Correctional Workers
Customs and Immigration
Officers
Early Childhood Educators
Ergonomists
Human Resource Specialists
Immigration Workers
Paralegals
Police Officers
Social Services Planners
Special Needs Support
Workers
Youth and Childcare Workers
College and other

vocational instructors
Economists, Economic
Development Officers
Social Policy Researchers
Educational
Administrators
Judges, Lawyers
Other Social Science
Researchers, Consultants
and Program Officers
Secondary & Elementary
School Teachers and
Guidance Counsellors
University Professors
Trades, Transport
and Industrial
Technologies People attracted to
occupations in this
field like to work with
things. They like to work with
their hand with objects, machines, tools, plants or animals.
This field includes programs
related to the technologies
necessary
to design, develop, install or
maintain physical systems.
Cable Television Service

and Maintenance
Technicians
Carpet Installers
Construction Trades,
Helpers and Labourers
Foundry Furnace Workers
Industrial Butchers,
Meat Cutters and
Poultry Preparers
Labourers in Processing
and Manufacturing
Logging and Forestry
Labourers
Mechanical/Electrical
Assemblers
Motor Vehicle and
Transit Drivers
Oil and Gas Drilling
Workers
Machinists
Welders
Plumbers
Pipefitters
Gas Fitters
Automotive
Service
Technicians
Autobody and
Collision Damage
Repairers
Brick and Stone
Masons
Carpenters
Refrigeration and
Air Conditioning
Mechanics
Tractor-Trailer
Commercial
Drivers
Air Traffic Controllers

Automotive Service Technicians
Construction Engineering
Technologists
Contractors and Trade
Supervisors
Industrial Instrumentation
Technicians
Logging and Forestry
Supervisors
Machinery and Transportation
Equipment Mechanics
Machinists, Welders
Numerical Computerized
Control Operators or
Programmers
Plumbers, Pipefitters and
Gas Fitters
Transportation (logistics)
Supervisors
Airport Managers
Distribution Managers
Logistics Managers
Plant Managers
Primary Industry
Managers (Mining,
Fisheries, Forestry,
Agriculture)
Railway Managers
Transit Managers
Warehouse Managers
11
Choices
Policies & Practice
20132014
All TDSB Schools Adhere to the Following Ministry Policies:

Equity in Education
The Toronto District School Board has
policies and procedures to ensure
that students have equity of access to
learning opportunities. For students
to achieve their full potential, the
education system must be free from
discrimination and must provide all
students with a safe and secure
environment so that they can
participate fully and responsibly in
the educational experience. The
implementation of these principles
influences all aspects of school life.
It promotes a school climate that
encourages all students to work to
high standards, affirms the worth of
all students, and helps them
strengthen their sense of identity
and develop a positive self-image.
It encourages staff and students to
value and show respect for diversity
in the school and in the larger
community.
Learning activities are designed to
help students develop a respect for
human rights and dignity and to
develop a sense of personal, social,
and civic responsibility. These activities
reflect diverse points of view and
experiences and enable students to
learn about the contributions of a
variety of peoples, in the past and the
present, to the development of
Canada. Students are encouraged to
think critically about aspects of their
own and their peers backgrounds
and to become more sensitive to the
experiences and perceptions of others.
Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements,

2011 (OS), which outlines all policy related to secondary education in the
province of Ontario;
Choices Into Action: Guidance and Career Education Program Policy for
Elementary and Secondary Schools, 1999, which describes the approaches
that principals and teachers are expected to take when teaching students
learning skills in the three areas of: student; interpersonal; and career
development.
Curriculum Policy Documents, which outline the requirements for study in
each subject available in Grades 9 and 10; and Grades 11 and 12.
Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools,
First Edition, Covering Grades 1 to 12 (2010).
The diploma requirements for students is carefully outlined in the centre section
of this publication called Secondary Schools Course Selection & Planning Guide.
Students and their parents/guardians are responsible for ensuring that they
adhere to these requirements, and that they give careful consideration each year
to the educational planning process.
All Ministry of Education documents are available at www.edu.gov.on.ca
Special Education Programs

Recognizing the needs of exceptional students and designing programs that
respond effectively to these needs are important and challenging aspects of
program planning to which the Toronto District School Board staff are
committed. The Board provides a wide range of program options for students
with special needs, including the Learning Strategies Course (GLE).
After an Identification, Placement, and Review Committee (IPRC) identifies a
student as exceptional, an Individual Education Plan (IEP) is developed and
maintained for that student. An IEP may also be prepared for students who
are receiving Special Education programs and services but who have not been
identified as exceptional by an IPRC.
The IEP is based on a thorough analysis of the students strengths, needs, and
interests. It will identify what the student is expected to learn and will explain
how the Special Education program and services will help him or her achieve
those learning goals and expectations. For those exceptional students who are
14 years of age or older, the IEP will also outline a coordinated plan for transition
to post-secondary activities, including education, work, or adaptation to
community living. Further information can be obtained from the secondary
school Special Education personnel or from the Guidance/Student Services
Department.
SEAC Special Education Advisory Committee

The Toronto District School Board has established a Special Education Advisory Committee.
The committee consists of voluntary representatives from local associations, community representatives
and trustees. SEAC members are available as a resource to parents/guardians of students with special needs.
Further information concerning SEAC can be obtained by visiting:
www.tdsb.on.ca/specialeducation > Who can help? > Special Education Advisory Committee
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Policies & Practice
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Safe School Policy
Foundation Statement
The mission of the

Our schools are safe, nurturing, positive
and respectful learning environments
Toronto District School
that enable all students to succeed and
Board is to provide
reach their full potential. Our schools and
learning environments
program sites are places that promote
that
are safe, nurturing,
peaceful problem solving, academic
positive and respectful.
excellence and a sense of belonging for
all students. Students are expected to
demonstrate respect for human rights and social justice and promote the values
they need to become responsible members of society.
Safe Schools information is available on the Toronto District School Board web
site at: www.tdsb.on.ca click on Students tab > Caring and Safe Schools.
Student Planners
Many schools in the TDSB use student planners or agendas as important
communication vehicles. Planners often contain valuable information regarding
upcoming events, the schools Code of Conduct, examination protocol, and
information regarding co-curricular and extra-curricular activities offered in the
school. These publications are also extremely useful time management tools and
where available their use should be encouraged.
TDSB Aboriginal Education Centre

The Centre offers a range of services for First Nation, Metis
and Inuit students and their families. The centre utilizes a
holistic approach to enhance the overall achievement of First
Nation, Metis and Inuit students throughout the TDSB. It also
provides ongoing guidance and support for TDSB staff that
work with Aboriginal students and community members.
The Aboriginal Education Centre seeks to create more inclusive learning
environments that will enhance the education of all students in TDSB by
promoting the infusion of Aboriginal perspectives across the curriculum.
For more info: www.tdsb.on.ca/aboriginaleducation
TDSB Student SuperCouncil
NOTE
Students who have an
IEP or an IPRC designation
generally receive the
following support:
ACCOMMODATION
The process of changing,
for individual students, the
way the curriculum is delivered
to them in ways that are
appropriate to their identified
learning needs. These may be
in the form of individualized
teaching and assessment
strategies, human supports,
and/or individualized
equipment. Accommodations
allow the student to
participate in learning without
any changes to the knowledge
and skills the student is
expected to demonstrate.
MODIFICATION
Modifications are changes
made in the age-appropriate
grade-level expectations for
a subject or course in order to
meet a students learning needs.
Such changes may reflect a
decrease in the number or
complexity of expectations.
Captivate Motivate Initiate
The TDSB Student SuperCouncil is a group of 20 democratically elected students from all over
TDSB. The SuperCouncil's main goal is to bring a student voice to the Boardroom.
One of the ways to do this is to host regional meetings in each of the four TDSB regions.
Through these meetings students can voice their opinions and ideas. The student voice then
goes through the SuperCouncil and into the Boardroom through two Student Trustees.
SuperCouncil has many Staff Advisors who hold positions of responsibility within TDSB who
are there to help the Student Executives to do the best job they can.
SuperCouncil also hosts events, like the Elections Conference and Leadership Retreat. On top of this, student
voice has brought us initiatives and policies like: the Student Leadership Policy, SAC Handbook, Homework
Moratorium Policyetc.
You can help to bring student voice to the Boardroom! Get involved! Attend the meetings and events.
To learn more about opportunities that SuperCouncil can offer join the TDSB Student SuperCouncil
Facebook group and visit the website at www.supercouncil.ca. SuperCouncil needs you!
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Levels of Achievement
The achievement chart also
identifies four levels of
achievement, defined as follows:
Level 4 (80 100%) identifies
achievement that surpasses the
provincial standard. The student
demonstrates the specified
knowledge and skills with a high
degree of effectiveness.
Level 3 (70-79%) represents the
provincial standard for achievement. The student demonstrates
the specified knowledge and skills
with considerable effectiveness.
Level 2 (60-69%) represents
achievement that approaches the
provincial standard. The student
demonstrates the specified
knowledge and skills with some
effectiveness. Students performing at this level need to work on
identified learning gaps to ensure
future success.
Level 1 (50-59%) represents
achievement that falls much
below the provincial standard.
The student demonstrates the
specified knowledge and skills
with some effectiveness.
Below 50: The student has
not demonstrated the required
knowledge and skills. Extensive
remediation is required
It is the intention of the TDSB to
provide a consistent and fair
approach to dealing with
instances of academic dishonesty,
specifically with plagiarism and
cheating. To ensure academic
honesty and avoid instances of
plagiarism, it is the students
responsibility to understand
what actions constitute as
plagiarism, as well as the penalties
that correspond to academic
dishonesty and plagiarism.
Direction to staff and students
on this issue are described
in the Academic Honesty
Procedure (PR 613) found at the
Policies, Procedures and Forms
(www.tdsb.on.ca/ppf).
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Assessment & Evaluation of

Student Achievement
Not all things that count can be counted.
Not all things that are counted count.
Our responsibility as educators is to be accountable for things that count.
Beginning in September 2010, assessment, evaluation, and reporting in Ontario
schools will be based on the policies and practices outlined in, Growing Success:
Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering
Grades 1 to 12 (2010). This document updates, clarifies, coordinates, and
consolidates the various aspects of the policy, with the aim of maintaining high
standards, improving student learning, and benefiting students, parents/
guardians and teachers in elementary and secondary schools across the province.
The Seven Fundamental Principles of Assessment and Evaluation:
To ensure that assessment, evaluation, and reporting are valid and reliable, and
that they lead to the improvement of learning for all students, teachers use
practices and procedures that:
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, Mtis, or Inuit;
are carefully planned to relate to the curriculum expectations and
learning goals and, as much as possible, to the interests, learning styles
and preferences, needs, and experiences of all students;
are communicated clearly to students and parents/guardians at the
beginning of the school year or course and at other appropriate points
throughout the school year or 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 & Evaluation
The primary purpose of assessment and evaluation is to improve student learning.

Assessment is the process of gathering information that accurately reflects how
well a student is achieving the curriculum expectations in a subject or course.
Assessment is seen as both assessment for learning, a process which determines
where students are in their learning and where they need to go, and assessment
as learning which focuses on the explicit fostering of students capacity over
time to be their own best assessors.
Evaluation refers to the process of judging the quality of student learning on the
basis of established performance standards and assigning a value to represent
that quality (Note Levels of Achievement). Evaluation accurately summarizes
and communicates to parents/guardians, other teachers, employers, institutions
of further education, and students themselves what students know and can do with
respect to the overall curriculum expectations. Evaluation is based on assessment
of learning that provides evidence of student achievement at strategic times
throughout the grade/course, often at the end of a period of learning.
For the entire Growing Success Document please visit www.edu.gov.on.ca/
eng/policyfunding/growSuccess.pdf
Reporting
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Failure to Complete Courses

If a student has completed a course but has failed to
achieve the curriculum expectations at a passing level,
staff will determine the best way to enable the student
to earn a credit for the course, in consultation with the
student and parents/guardians. If possible, the student
should be allowed to repeat only the material relating to
the expectations not achieved. This may be done at
summer school, through independent study, through an
individualized remediation program, credit recovery, by
distance education or he or she may be required to, or
choose to, repeat the entire course.
Withdrawal from a Course

If students in Grade 11 or 12 courses withdraw within five
instructional days following the issue of the second to last
provincial report card in a semestered or non-semestered
school, the withdrawal is not recorded on the Ontario
Student Transcript (OST). If a student withdraws after five
instructional days following the issue of the second to last
provincial report card, the withdrawal is recorded on the
OST. The percentage grade at the time of the withdrawal
is recorded. Although this is unlikely to occur, a withdrawal
for Grade 9 or 10 courses is not recorded on the OST.
Provincial Report Card

The standard Provincial Report Card, includes the following
information:
each course that the student is studying;
the students mark expressed as a percentage grade,
along with the course median;
number of classes missed and times late for class;
Ontario Student Record

The Ontario Student Record folder (OSR) is the official
record for a student. The OSR is created when a student
enters the Ontario school system and moves with the
student from school to school. Every Ontario school keeps
an OSR for each student enrolled.
The OSR is created under the authority of the Education
Act, and the contents of the OSR are protected under the
Freedom of Information and Protection of Privacy Act.
The parents/guardians and the student may examine the
contents of the OSR on request, with the assistance of the
principal or designated administrator.
The OSR folder contains achievement results, credits
earned, and other information important to the education
of the student.
the students achievement in six learning skills;

an anecdotal comment from each subject teacher
with a focus on what students have learned, including
significant strengths, and identified next steps.
The report card will include information with respect to a
students Individual Education Plan (IEP) where appropriate.
The report card will also indicate whether a course has
been adapted to meet the needs of students who are
learning English as a Second Language or need assistance
with English Literacy Development.
Student progress is generally reported at mid-term or midsemester and completion of the year. A Response Form is
included for student and parent/guardian comment.
A summary of credits earned to date, including a breakdown of compulsory and optional elective credits, is
provided at the end of the final report card of the year or
semester.
! Attendance
Regular attendance at school is critical for students
learning and achievement of course expectations.
Students are required to attend school until they
reach the age of 18 or graduate. Where, in the
Principals judgement, a students frequent absences
from school are jeopardizing his or her successful
completion of a course, staff will communicate with
the student and parents/guardians to explain the
potential consequences of the absences, including
failure to gain credits, and to discuss steps that
could be taken to improve student attendance.
Ontario Student Transcript

The Ontario Student Transcript (OST) is a
provincially standardized document which
provides a comprehensive record of a students
achievement in secondary school. Copies are
available to students upon request.
The credits that a student has earned towards
fulfillment of the requirements for the
graduation diploma will be recorded on the
OST, regardless of how or where the credits
were earned.
In Grades 9 and 10 only the successfully
completed courses are recorded on the OST.
In Grades 11 and 12 all withdrawals, repeats
and successful courses are recorded on the OST.
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Alternative Schools
School Profiles
on the web:
www.tdsb.on.ca
Click on
Find Your School
Alternatives
The following charts provide an overview of the alternative learning experiences

available to students in the TDSB. The environments vary and are aimed at providing
students with an alternative educational experience suited to their learning styles/
preferences and/or needs. Each of the schools and programs differs in their approach
to student learning and program structure. The admission criteria, age, and/or grade
for entry differs for each Alternative School and Program although a student profile
has been included to help guide interested students to an appropriate choice. For
more specific admission requirements, please contact the school or program directly
or access school profiles. For more information, go to www.tdsb.on.ca click on
Alternative Schools.
Alternative Learning Environments Phone
Region Student Profile
ALPHA II Alternative School
416-393-0501
ASE 1
416-396-6914 ER-14
Self-directed and motivated learners; grades 11-12
Avondale
416-395-3130 ER-17
Flexible, individualized program for self-directed students; non semestered
Ed Vance Adolescent Program BALC

CALC
YALC
SCAS
416-394-7130 WR-4 18 to 20 year olds who are out of school at least 6 months and have
416-393-9740 WR-10 earned 5-15 credits in a quad semester system
416-395-4417 WR-3
416-396-6992 ER-12
City School
416-393-1470
WR-7
Student-centred, small, supportive community of enthusiastic learners;

semestered; grades 11-12
Contact School
416-393-1455
WR-7
Retention and re-entry program
Delphi Secondary Alternative School
416-396-6919 ER-19
Problem-based learning for highly motivated students; grades 9-12
East York Alternative High School
416-396-2927 ER-11
Inglenook Community School
416-393-0560
WR-9
Small, intimate, community-focused environment; semestered
Oasis Alternative Secondary School
416-393-9830
WR-7
Several unique continuous-intake programs,meeting a variety of

student needs
Overflow Centre
a) Youth Co-op Program
b) Overflow Program
ER-15
416-396-3321
416-396-5592
Trimester program; cooperative model for 16-20 year olds with a minimum
of grade 9 applied and some grade 10 courses
Continuous-intake model for 17-20 year olds who need redirection and
refocus to continue schooling
SEE
416-394-6990
WR-4
Integrated, innovative courses for self-motivated learners; grades 10-12
S.E.E.D Alternative
416-393-0564 WR-10 Small, highly academic program, committed to individual growth and
expression; semestered
S.O.L.E.
416-393-0756 WR-10 Flexible individualized program for senior students
Subway Academy I
416-393-9466 WR-10 Academic level small group seminars with one-on-one support
Subway Academy II
416-393-1445
WR-9
Flexible individualized program for senior students
The Student School
416-393-9639
WR-7
Warm supportive atmosphere for retention/re-entry of senior students
West End Alternative School
416-393-0656
WR-9
Year Round Alternative Schools

a) Year Round - 640 Lawrence Ave. W.
b) Etobicoke - 160 Silverhill Dr.
c) South East - 720 Midland Ave.
d) North East - 2900 Don Mills Rd.
416-395-4824 WR-3
416-394-2120 WR-6
416-396-4552 ER-12
416-395-5300 ER-18
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WR-7
Student directed learning
Program for 16-18 year olds to earn grades 9-11 credits.

Four entry points throughout the school year.
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Other Ways of Meeting

Diploma Requirements
Although most students complete the
majority of their studies in a secondary
school, credits towards the Ontario
Secondary School Diploma may also
be earned in a variety of ways.
These include:
Independent Learning Centre
(ILC) courses
Independent Study
Music Certification
Summer School
See your Guidance Counsellor for
more information.
Credit Recovery
Students may enroll in a credit
recovery program designed for a
group of students if one is offered at
his or her school through a referral
from the Student Success Team. Credit
Recovery provides opportunity to
get a credit without repeating the
entire course. N.B. Credit Rescue
provides support to students by way
of intervention to attempt to rescue
the credit before the student fails. See
your Guidance Counsellor for details.
Five-Year Option
Although OS organizes courses
into four grade categories, students
may take longer than four years to
complete their diploma without
repercussions to their future
educational plans. For students
wanting to maintain strong academics
and/or explore cooperative or
technological education, the Arts,
French Immersion, OYAP, etc., or to
build their own leadership potential,
a five-year option may be preferred.
Music Certification
The Ministry of Education allows
students who complete appropriate
Royal Conservatory of Music (RCM),
Certificates to be granted credits
under OS, section 7.3.4.
Music Certification continued

The two external credits pertaining
to RCM - Toronto are as follows:
RCM Grade 8 Practical & Grade 2
Theory = AMX4M (1 credit)
RCM Grade 7 Practical & Grade 1
Theory = AMX3M (1 credit)
Please note the following:
External credits cannot be used
as the compulsory art credit
requirement.
A maximum of two external credits
can be awarded to students taking
music programs outside the school.
The mark assigned for AMX3M or
AMX4M is the average of the RCM
practical and the RCM theory/
rudiments marks.
There are restrictions on the
number of additional in-school
music credits a student can earn in
Grade 12 and/or through PLAR.
Students should check with a
Guidance Counsellor.
Prior Learning Assessment

& Recognition (PLAR)
PLAR (Prior Learning Assessment and
Recognition) Policy (OS, section 7.2.5)
recognizes the knowledge and skills
that students have acquired, in both
formal and informal ways, outside
secondary school evaluated against
the expectations outlined in provincial
curriculum policy documents for the
purpose of granting credit. With
regard to the challenge process,
the PLAR policy states that:
Students may challenge and earn a
maximum of four credits for prior
learning, including a maximum of
two credits in any one discipline.
The PLAR challenge process
includes a formal test (70%) and
other assessment strategies (30%).
Students can only challenge courses
that are taught in TDSB schools.
This process occurs annually each
winter. For more information on the
PLAR process or an application, see
your school Guidance Counsellor.
Summer School
Summer School is available to
qualifying TDSB students. There are
strict prerequisite requirements and
attendance criteria. Students must
register for Summer School through
their school Guidance Counsellor
where a list of specific courses will
be available through the following
options:
Full Credit:
1. Grade 11 and 12 Full Credit courses
for qualifying students who may
register for one full credit course.
Full disclosure rules apply.
2. Grade 9 and 10 Full Credit courses
are open to students 17 years of
age or older.
Remedial Credit:
Students must have completed the
course in the preceding school year
and earned a final mark between
35% but less than 50%. Students
may take one or two remedial credit
courses.
Transfer Course:
Students must have successfully
completed the course they are
transferring from in the preceding
school year.
The Grade 9 Math Transfer course
is open to students who have
successfully completed MFM1P
during the school year.
Non-Credit Literacy and Numeracy:
This program offers students the
opportunity to develop literacy and
numeracy skills and concepts. All
students currently registered in
Grades 9 to 12, including students in
ESL programs, are eligible to attend.
No credits are granted.
For additional information and full
course offerings visit
www.tdsb.on.ca > Students
> Continuing Education
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2014

Dual Credit Programs
The Dual Credit Programs (see page 37) provide students

the unique opportunity to experience new and varied
learning that appeals to their interest, strengths and
learning profile. Upon successful completion of the
college-delivered course, students earn both a college
and secondary school credit. A maximum of four optional
credits may count toward the OSSD for approved college
courses or Level 1 in-school apprenticeship training.
ARTS/COMMUNICATIONS AND RECREATION
CENTENNIAL: Art & Design Portfolio Development
CENTENNIAL: Camerawork I plus Editing
CENTENNIAL: Growing Up Digital, Living & Working in Canada
CENTENNIAL: Web Design I
GEORGE BROWN: 2D Digital Art I
GEORGE BROWN: College English
GEORGE BROWN: Digital Art and Design
GEORGE BROWN: Good Vibrations: The Evolution of Popular Music
GEORGE BROWN: Performing Arts Career Studies
GEORGE BROWN: Special Event Planning and Delivery
GEORGE BROWN: World of Fashion
HUMBER: Animation Art I
HUMBER: Design One (Graphic Design)
HUMBER: Digital Culture
HUMBER: Life Drawing I (Animation)
HUMBER: Lighting Technology
HUMBER: Theory and Practice of Film and Television
SENECA: Composition and Creativity
BUSINESS/FINANCE/SALES AND SERVICE
CENTENNIAL: Exploring Customer Service
GEORGE BROWN: Essentials of Marketing 1
GEORGE BROWN: Project Management
SENECA: Accounting Basics I
SENECA: Accounting Basics II
SENECA: Introduction to Marketing
HEALTH/NATURAL AND APPLIED SCIENCES AND INFORMATION TECH
CENTENNIAL: Network Security
CENTENNIAL: Network Technologies
CENTENNIAL: Transcultural Health
GEORGE BROWN: Computer Skills and Applications
For more details on program offerings and the application

process, please contact your school Guidance Counsellor
or visit www.tdsb.on.ca/programs/dualcredit.
Below are the proposed courses for the 2013-2014 school
year, pending Ministry/School-College-Work Initiative
funding and approval, are:
GEORGE BROWN: Health Literacy: From Individual to Communities
SENECA: Anatomy & Physiology for the Practical Nurse
SENECA: Introduction to Computer Applications
SENECA: Introduction to Forensic Science
SENECA: Nutrition
SOCIAL SCIENCES/GOVERNMENT AND HUMAN SERVICES
CENTENNIAL: Exploring Identity: Values and Societal Trends
CENTENNIAL: Foundation of Community and Child Studies
GEORGE BROWN: Aboriginal People and Canadian Society
GEORGE BROWN: Forensic Psychology
GEORGE BROWN: Introduction to Psychology
GEORGE BROWN: Visual Gestural Communication
HUMBER: Introduction to Canadian Criminal Justice Systems
HUMBER: Promoting Health and Safety (ECE)
HUMBER: Social Psychology
SENECA: Introduction to Psychology
TRADES/TRANSPORT AND INDUSTRIAL TECHNOLOGIES
CENTENNIAL: Automotive Measurements and Calculations
CENTENNIAL: Drive Train Systems
GEORGE BROWN: Health and Safety
(Construction and Engineering Technologies)
GEORGE BROWN: Math for Building Technologies
GEORGE BROWN: Steamfitting Welding
GEORGE BROWN: Trends and Issues in Tourism
HUMBER: Basic Contemporary Culinary Skills and Techniques II
HUMBER: Blueprint Reading
HUMBER: Introduction to Spa Management
HUMBER: Safety (for Home Renovation)
HUMBER: Sustainable Horticulture Practices 1
SENECA: Aeronautics I
SENECA: CAD Fundamentals
SENECA: CNC Manual Programming
SWAC School Within A College Program

SWAC is a Ministry initiative partnering the Toronto District
School Board with local community colleges to offer
secondary students the opportunity to earn secondary
school credits and dual credit General Education college
credits with the continued goal for our students to
complete an Ontario Secondary School Diploma (OSSD).
To be eligible for this program, students must be between
the ages of 17 to 19, have completed 16 or more credits,
passed the Literacy Test and attend an interview.
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Students must have the potential to succeed in college

and will be choosing the apprenticeship or college
pathway upon graduation.
Students spend a semester in secondary school courses
(including credit recovery) as well as two collegedelivered dual credit courses. Students participate in
this comprehensive program 5 days per week for one
semester on a college campus. For more information,
please see your Guidance Counsellor.
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Continuing Education
www.tdsb.on.ca
Students > Continuing Education
The Continuing Education

Department is the community's
key provider of alternative,
life-long opportunities for
learning. Their mission is to
enable and equip learners to
develop personal skills, build
relationships and have fun
through flexible, accessible and
responsive programming.
Continuing Education includes
the following programs:
Community Programs
Secondary School Programs
Adult English as a Second
Language
Elementary Literacy and
Numeracy Programs
International Languages
Programs
Parent Workshops
Global Education Camps
and Programs
Summer Camps
Contact by email
coned@tdsb.on.ca
or call 416-338-4000
Night School
The academic secondary Night School
program is offered 2 nights per week
in a 15-week semester to both
Toronto District School Board day
school students and non-Toronto
District School Board adult and
adolescent students who are working
towards their secondary school
diploma and who meet the criteria.
University and college students
requiring an upgrade, and who have
the required prerequisites are also
eligible. Priority for night school
programs is given to adult students.
Credit Program
The International Languages
secondary program is designed to
give students the opportunity to study
the oral and written components of
the language as well as study the
literature and practice speaking skills.
Grade 9 and 10 students are eligible
for this program. Most International
Language courses are one night per
week for a 30-week semester.
Adult Continuing Education

Adult daytime continuing education
classes are for students 21 years of
age and older, wishing to complete
their diploma or upgrade their skills
for post-secondary opportunities
or transition to work. For complete
program offerings and admission
requirements please contact the
appropriate school directly.
e-Learning Summer School
e-Summer School provides students

with quality education in a flexible
and collaborative environment,
enhancing their ability to develop the
necessary skills that are critical for
success in todays society.
The e-Summer School program gives
students an opportunity to earn
credits online. Students and teachers
access Ministry of Education courses
and the online classroom provided by
e-Learning Ontario.
Due to the rigorous nature of the
online courses and the short duration
of each e-summer school session, on
a daily basis students are expected to:
login to the classroom;
participate in classroom
discussion threads;
complete and submit
assignments as required.
Students are eligible to take one
e-Summer school course or one
face-to-face Summer School course.
Session I: June 24 July 26, 2013
Session II: July 24 August 23, 2013
Note: Students must attend a
mandatory orientation session.
Date TBD
See your Guidance Counsellor for
details.
Adult Day Schools
Phone
Region
Address
Website
Burnhamthorpe Adult Learning Centre
416-394-7130
WR-4
500 The East Mall
www.burnhamthorpe.org
City Adult Learning Centre (CALC)
416-393-9740
WR-10
1 Danforth Avenue
www.calconline.net
Emery Adult Learning Centre
416-395-3225
WR-1
3395 Weston Road
www.emeryadult.com
Scarborough Centre for Alternative Studies 416-396-6921
ER-12
720 Midland Avenue www.scasonline.com
Yorkdale Adult Learning Centre
WR-3
38 Orfus Road
416-395-3350
www.yorkdale.net
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Expanding opportunities
Possible course offerings include:
GRADE 10
CHV2O Civics
GLC2O Career Studies
GRADE 11
BAF3M- Financial Accounting Fundamentals
EMS3O - Media Studies
HSP3M - Intro. to Anthropology, Psychology...
MEL3E - Math for Work & Everyday Life
PPZ3O - Health for Life
SVN3E - Environmental Science
GRADE 12
BAT4M - Financial Accounting Principles
BBB4M - International Business Fundamentals
BOH4M - Business Leadership: Management...
CGR4M - The Environment & Resource...
CGW4U - Canadian & World Issues:...
CHI4U - Canada: History, Identity & Culture
CHY4U - World History: The West and...
ENG4C - English College
ENG4U - English University
ETS4U - Studies in Literature
EWC4U - The Writers Craft
FSF4U - Core French
HHS4M - Individuals & Families in Diverse Society
e-Learning has become an important part of all educational career

paths. The TDSB offers e-Learning credit courses to TDSB day school
students during the school year. e-Summer School is also available in
July & August (see page 19).
The online classroom provides an innovative, relevant and engaging
learning environment. Students work both independently and
collaboratively.
The courses and online classroom are provided by the Ministry of
Education through e-Learning Ontario. These on-line courses:
are taught by TDSB secondary school teachers;

are part of the TDSB students timetable;
appear on the students transcript upon completion;
are fully compliant with TDSB and Ministry expectations and policies.
Benefits of e-Learning
Includes:
access to courses that may not be available at his/her TDSB school;
enables students to learn in a flexible, engaging environment;
uses technology to provide students current, accurate information;
provides students access to their first choice courses;
may help to resolve timetable conflicts.
Is e-Learning for You?
Students who are successful in an online course are usually:
self directed, self motivated and able to plan, organize time and
complete assignments and activities;
comfortable with technology, i.e. email, attachments, internet
research, etc.;
capable of working independently in a responsible and honest
manner;
able to regularly use a computer with internet access.
HNB4O - The Fashion Industry
Students need to spend at least as much time with their online course
work as they would in a face-to-face classroom course.
HSB4M - Challenge & Change in Society
Interested?
HZT4U - Philosophy: Questions & Theories
Please:
visit our website for a full list of courses offered;
select your course online and follow the registration process;
make an appointment with your school Guidance Counsellor to;
- submit your signed parental permission form,
- review your course selection, and
- obtain approval.
MDM4U - Mathematics of Data Management

SES4U - Earth & Space Science
SNC4M Science
www.tdsb.on.ca/elearning
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20132014
is available in July and August

Some restrictions apply.
Please visit the website for further information and full details.
Choices
Re-Engagement Opportunities
The following lists opportunities within the Toronto District School Board (TDSB) for students
ages 18 to 21 who have previously left school and are looking to re-engage in their education.
Alternative Schools
These schools provide an alternative
learning experience for students in
the TDSB. The environments vary and
provide an educational experience
suited to individual learning styles/
preferences and or need. Admission
criteria, age and grade for entry differ
for each school.
Continuous Intake Co-op

Continuous Intake Co-op (CIC)
provides an opportunity for students
to earn school credits while gaining
real-life work experience. The program
provides a co-op pre-placement and
follow-up integration classes in a
classroom with a full-time teacher.
CIC helps students get back into
school, earn and learn, and decide on
future career plans.
Credit Courses
The e-Credit Course Program offers
online courses for mature students no
longer attending school, who require
a flexible learning opportunity and an
age-appropriate setting to support
and enhance their learning experience.
Students must attend a face-to-face
orientation session for enrolment,
login daily, meet the teacher on a
regular basis throughout the session

face-to-face, Adobe Connect or
telephone, and complete a supervised
final exam. For more details visit
www.tdsb.on.ca/elearning.
Ed-Vance
Ed-Vance programs allow students
(18-20 years old) to complete a
high school diploma in a flexible,
personalized program in an adult
environment. The program focuses
on strengthening literacy skills,
accumulation of credits (2 3 in a
nine-week term and 8 10 in a full
year) and valuable work experience
through cooperative education.
Students are eligible who have
achieved between 5 and 16 credits
and have been out of school for at
least one semester and have a
demonstrated dedication to earning
their diploma and attend regularly.
Night School
Continuing Education offers an
Academic Credit Night School Program
2 nights per week in two 15 week
semesters to both TDSB day school
and non-TDSB adolescent students
who are working toward their
secondary school diploma and who
meet the criteria.
20132014
PLAR Individual Assessment

and Equivalency Process
(Prior Learning Assessment
Recognition) If you are 18-21 and
have been out of school for one year,
you may be eligible for the Grade 9
and 10 Individual Assessment/
Equivalency Process. This is a process
for the purpose of granting up to
16 Grade 9 and 10 credits through
the completion of individual subjectbased assessments in order to earn
equivalent credits. Contact
Continuing Education (see page 19).
Year Round Schools

These schools offer four distinct entry
points annually, each session being
three months long. The schools offer:
transition from and to other schools,
the workplace or an apprenticeship;
grade nine and ten courses at the
Locally Developed (LDCC) and applied
level; access to a Child and Youth
Worker and Nutrition Program; co-op
opportunity and generally have close
access to child care facilities.
For more information call

Secondary School Placement
Centre 416-393-9300
General Educational Development (GED) Testing

Earn your ONTARIO HIGH SCHOOL EQUIVALENCY
CERTIFICATE from the Ministry of Education.
coach you through practising your skills to maximize

your success on the tests.
The GED is for adults 18 years or older and out of

school for one full year who have gained the lasting
skills of a grade 12 graduate through life-long learning
and on-the-job experiences.
GED Achievement offers you a two-part program:

GED Readiness Assessment: 2.5 hours (1 session)
GED Coaching and Practice: 18 hours (7 sessions)
The Independent Learning Centre (ILC) is the sole

provider of the GED testing services for the province.
For information about the GED Tests you can visit the
ILC website at www.ilc.org.
Toronto District School Boards GED Program will tell
you how close you are to passing and, if needed, will
Pass the GED Tests and this certificate can get you a new
or better job, closer to the college or university program
of your dreams, or simply a proud feeling to enjoy.
Location: Central Technical School, 725 Bathurst Street
Visit the web site at www.ged.on.ca.
CALL 416-481-6043 for information and registration.
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Specialized Programs
20132014
Interested in Specialized Schools and Programs?

School Profiles on the Web:
www.tdsb.on.ca
Find Your School
Below you will find information outlining specific specialized programs. You will
need to follow the Optional Attendance guidelines if you intend to apply to these
schools/programs or any other school you may be interested in. See pages 3033
for specific program locations and call schools for admission requirements.
If you are considering a change, ask your counsellor. To research these and/or
other school course offerings, go to: www.tdsb.on.ca
Click on Find Your School > Specialized Schools and Programs
All Secondary
Africentric Program
Secondary
Specialized Schools
and Programs
In addition to its regular
secondary school programs,
schools may offer special
emphasis packages/programs
subject to Board approval. The
criteria for Specialized Schools
and Programs is as follows:
A written, clearly articulated
specific program focus (e.g.,
the arts, athletics, information
technology) is required. To
be designated a Specialized
School; this focus must apply
to the whole school.
In secondary schools, students
must take a minimum of
seven courses directly related
to the schools particular
program focus. In the case of
professional performing arts
students or gifted athletes,
students are not required to
take the minimum number of
courses related to their areas
of focus. However, timetable
accommodation must be
made by the school to allow
these students to pursue their
area of focus.
The admission criteria, age
appropriateness and entry differ
for each of these programs.
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This program offers Grade 9 students

the opportunity to learn through an
africentric lens for 6 out of 8 courses.
This program provides an alternative way
of learning while still being a part of
the Winston Churchill C.I. community.
Art Focus
These programs are for students
who wish to pursue visual and
performing arts at a professional level.
This program consists of intensive
programs within select schools as well
as specialized schools focused solely
on the arts. The specialized facilities
within these schools enable them to
offer a unique learning experience for
students who want to specialize in
their elective courses in the arts.
Cyber Arts/Studies
These programs combine computers
and art in small classroom settings
where students may learn animation,
sound and design technology,
integrated computer studies and
applications.
Dental Assistant
This program beginning in Grade 11
prepares students who have an
interest in preparing for the work of
a dental assistant.
Entrepreneurship
This program features an enhanced
core curriculum designed to develop
the entrepreneurial characteristics of
innovation, flexibility and self-reliance
required to be successful in a
business-driven environment.
Exceptional Athletes/Arts
These programs accommodate the
special needs of provincial or national
athletes or by allowing special timetables and unusual arrangements
to coexist with coaching and travel
schedules. TDSB schools provide
programs that bring athletes together
for curriculum contact, leadership and
mutual support. Similarly, programs
exist for actors.
Integrated Technology
In this program students are
encouraged to use math, science and
tech skills in all subject areas. It allows
students to combine the knowledge
of traditional academic disciplines
with a problem solving approach to
change.
International Baccalaureate
The Baccalaureate program is a worldrenowned graduation diploma which
is recognized for admission to universities throughout the world. Students
participating in the program will:
demonstrate and maintain
superior academic achievement;
show a keen interest in the
International field;
grasp new information quickly
and retain it;
be persistent and self-motivated;
demonstrate excellence;
show commitment to community
service.
All external examinations, certificates
and diplomas are prepared, graded
and awarded by the Geneva-based
International Baccalaureate Office.
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Specialized Programs
20132014
For more information regarding the

Baccalaureate program refer to the
Specific Program Location Chart and
contact the schools directly.
International Studies/
Languages Programs
These programs may involve the study
of varying disciplines that include
business and commerce, languages
etc., all designed to give students a
global perspective.
Leadership Pathway
The Leadership Pathway program
helps students assume ownership for
their leadership development in that

they must take the initiative to
become involved in a variety of in
school and community leadership
opportunities. Students develop and
expand their leadership skills through
involvement in clubs and councils,
specialized classes, additional
community involvement hours, guest
speaker sessions and workshops.
Math, Science & Technology

These programs are designed for
students who express a deep
understanding and interest of these
subjects. Some of these programs
include TOPS and MACS for example.
Specialized Skills Programs

Skills Enhanced Programs
The Board deems Specialized Programs Skills Enhanced based on
embedded criteria for specialized school/program status. The additional
criteria are as follows:
All four destinations, workplace, university, apprenticeship and
college, must be addressed in programming and marketing.
There is an established or potential partnership with local
community colleges, universities or other post-secondary training
institutions and related sector councils.
Cooperative education and other experiential-based programming
are integral parts of the program.
Courses in English, Mathematics and Science are available on-site
with learning activities/units related to the skills-enhanced program.
Components of industry recognition and external accreditation
opportunities are available to students.
Students are admitted to Specialized Programs Skills Enhanced to
a maximum number as space allows, once local school community
needs are met.
Students must apply to programs. Selection criteria are clearly
established to help ensure appropriate student placement for
success. Each school has developed specific admission criteria.
Check with them for details.
Skills Enhanced Programs include:
Construction Technology
Hospitality
Hairstylist
Metal Machining
Transportation
Media Arts
These programs often integrate
television and media arts technologies
or graphic design. They can focus on
production, live production or print
media.
Pre-Advanced Placement
A specialized enrichment program
with focus on mathematics,
computers, sciences, arts and
humanities. Programs like JUMP and
RUSH, prepare students for the
Advanced Placement program.
Optional
Attendance
Schools in the Toronto
District School Board must
enroll students from their
designated attendance areas
as a first priority. If a schools
enrollment capacity has not
been reached, the school may
then enroll students from
other attendance areas in
Toronto. The TDSB Optional
Attendance Policy governs
the procedures for students
who wish to attend a school
beyond their designated
attendance area.
Maps showing the secondary
schools located in the Board
are included in this book.
In order to assist you, the
TDSB has also provided a
search page on its web site.
Go to:
www.tdsb.on.ca and click on
Find Your School
23
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Specialized Skills Programs
20132014
Specialist High Skills Major (SHSM)

Specialist High Skills
Majors include:
Aerospace & Aviation
Georges Vanier SS
Arts & Culture
Albert Campbell CI
Central Commerce CI
George Harvey CI
Georges Vanier SS
Oakwood CI
R.H. King Academy
Thistletown CI
Western Technical-CS
Westview SS
Business
LAmoreaux CI
Lakeshore CI
Scarlett Heights
Entrepreneurial Academy
Construction
Central Technical School
Environment
Malvern CI
SATEC @ W.A. Porter CI
Sir John A. Macdonald CI
Health & Wellness
A.Y. Jackson SS
Central Commerce CI
David & Mary Thomson CI
Lester B. Pearson CI
Martingrove CI
Newtonbrook SS
Westview Centennial SS
Horticulture & Landscaping
Bendale BTI/
Parkdale CI
Hospitality & Tourism
Danforth C&TI
Stephen Leacock CI/Sir Wm Osler HS
Sir Wilfrid Laurier CI
Thistletown CI
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20132014
Specialist High Skills Major (SHSM) are Ministry approved programs.

Every SHSM must include the following five components, which are
outlined in detail in ministry-approved frameworks developed for each
area of specialization:
1. A package of 612 required credits that constitute a pathway to
one of four possible destinations: apprenticeship training, college,
university, or the workplace.
The package must include:
four credits called the major credits for courses that provide
knowledge and skills closely related to the particular sector of
specialization, which are specified in each of the frameworks;
three or four additional required credits for courses in English and
other relevant disciplines (e.g., science, mathematics, or business
studies), as specified in each of the frameworks, which include
units of study that are customized to the particular sector. Some
credits (e.g., English) may be used to meet compulsory credit
requirements for the OSSD;
two cooperative education credits, which may be used to meet
two of the 18 compulsory credit requirements for the OSSD;
one-half credit for the Grade 10 Career Studies course (which also
meets a compulsory half-credit requirement for the OSSD).
2. Compulsory certifications, which are identified in each SHSM
framework.
3. Experiential learning through job shadowing, work experience, and
a minimum of two credits earned through cooperative education.
4. Use of the Ontario Skills Passport (OSP) to document demonstration
of essential skills and work habits.
5. Reach ahead opportunities, which allow students to experience
learning in their intended post-secondary destination and which
can range from a day of attendance at a college, a university, a
workplace experience or to the completion of a dual credit.
Information Communication
Technology
George Harvey CI
Georges Vanier SS
LAmoreaux CI
Marc Garneau CI
Northview Heights SS
SATEC @ W.A. Porter CI
Justice, Community Safety, and
Emergency Services
John Polanyi CI
Manufacturing
East York CI
Western Technical-CS
Weston CI
Non-Profit
Harbord CI
Malvern CI
Sports
Oakwood CI
Weston CI
Transportation
Emery CI
How do I find more

information about SHSM?
http://www.edu.gov.on.ca/
morestudentsuccess/
SHSM.asp
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Other Programs
20132014
Newcomer Reception Centres

At the Newcomer Reception Centres, students new to Canada receive
a warm welcome, an orientation to the school system, and an in-depth
assessment, before registering in the school and program that will
best meet their needs.
Greenwood Reception Centre (WR-10) call 416 393-0750
West End Reception Centre (WR-7) call 416 393-0542
Georges Vanier Reception Centre (ER-17) call 416 395-9440
Advanced Placement
The Advanced Placement Program (AP)
allows students to earn a Grade 12,
University Preparation credit and
pursue university level work while
still in high school. In partnership with
the College Board, schools offer AP
exams which are compiled by the
Development Committee which
consists of representatives from a
wide range of well known universities.
These exams are graded by university
professors and experienced AP
teachers from different parts of the
world by using scoring standards.
Successful completion of the AP exam
results in the opportunity to earn
placement into second year university
courses.
Cisco/Nortel Systems
These programs provide specialized
equipment and staff training so that
Technology departments in several
schools can offer selected students
the opportunity to earn CISCO/ Nortel
Networking certification through
the completion of successive
Communications Technology credits.
new educational careers with a visit to

the Newcomer Reception Centres,
for advice on starting school and
choosing courses.
ESL and ELD PROGRAMS
Credit courses in English as a Second
Language (ESL) help students to learn
English and develop the academic
skills they need for success in Ontario
schools. Credit courses in English
Literacy Development (ELD) are for
students whose education has been
interrupted and who need help in
developing their literacy skills. Special
credit courses for newcomers are
available in other subject areas, such
as Geography, History, or Science.
LEAP
The Literacy Enrichment Academic
Program (LEAP) is for newcomers who
need intensive upgrading in literacy,
mathematics, and study skills. To
enter these programs, students must
have an assessment at one of the
Newcomer Reception Centres.
French Language Learning
English Language Learning
The secondary schools of the Toronto

District School Board provide a variety
of programs in French as a Second
Language.
Toronto schools are proud to serve the

most multicultural city in the world.
Most Toronto secondary schools offer
special programs for newcomers
from other countries, so they can
learn Standard Canadian English and
continue their education at the same
time. Newcomers may begin their
CORE LANGUAGE PROGRAMS

These courses are designed as
continuations of the French programs
begun in elementary schools. A
special Introductory French course for
students who have not studied French
in the elementary grades is also
available in many schools. All students

are required to complete one credit in
French as a graduation requirement,
unless specific arrangements have
been made for students with special
circumstances.
EXTENDED FRENCH PROGRAMS
These courses have been designed
for students who have had 1,080 to
1,440 hours of instruction in French
in elementary school. The program
includes French, plus other subjects
studied in the French language.
Effective 2003, students who have
completed 7 credits in Extended
French and other subjects taught in
French will earn a Certificate of
Bilingual Studies in Extended French.
Four of these credits must be
Extended French. See Secondary
School Locations pages 30-33 for
selected schools.
IMMERSION FRENCH PROGRAMS
These courses have been designed
for students who have had 3,000 to
6,000 hours of instruction in French
in elementary school. This program
includes French, plus other subjects
studied in the French language.
Effective 2003, to earn a Certificate
of Bilingual Studies in Immersion
students will be required to complete
10 credits in French of which four
must be in Immersion French. See
Secondary School Locations pages
30-33 for selected schools.
Specialized Tech/Co-op
OYAP Programs
These programs offer students
opportunity to take concentrated
senior tech courses combined with
co-operative education experiences
that will help them find paid
employment in the workplace. For
more information go to www.
oyaptdsb.com. See pages 27-29 for
schools that offer these programs.
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20132014
How Does Co-op Work?

A company agrees to provide a placement for a student and designates an
employee to supervise the learning in
a one-on-one mentoring relationship.
A scheduled interview determines the
students acceptance.
Work schedules vary: half, full,
consecutive, alternate days, night
and summer employment. Learning
opportunities at the placement are
linked with the students academic
studies, education plan, personal
goals and abilities through the
Personalized Placement Learning Plan
(PPLP) developed by the teacher in
collaboration with the supervisor and
student.
The teacher monitors regularly to
assess student progress with the
supervisors input. Credits are awarded
upon successful completion of the
program. All placements are assessed
for suitability as well as health and
safety.
Who Takes Co-op?

Cooperative Education students are
typically in senior grades, have a
variety of post-secondary destinations:
apprenticeship, college, university,
work, and may be studying in any
subject area. Cooperative Education
and OYAP are also available for
special needs students through
alternative programs.
Specific Program Information

Cooperative Education
All secondary schools offer Cooperative Education. Cooperative
Education is a unique program for students, integrating academic
study with practical experience in business and industry.
This learning experience helps students make informed decisions
about future careers. Students also develop the work habits,
attitudes and job skills necessary for a successful transition from
secondary school to the workplace or post-secondary education.
Sample Timetables
A Grade 11 student in a nonsemestered school is interested in
fashion design. The students
schedule, spending a half-day in a
placement, could look like this:
Period
Day 1
Day 2
AWI3M1
HNC3O1
ENG3C1
AVI3M1
AWI3MC
MBF3C1
AWI3MC
SBI3C1
half-day placement in
fashion store 2 credit Co-op
A Grade 12 student in a semestered

school is interested in journalism. The
students schedule, spending a fullday in placement, could look like this:
Period
Sem 1
Sem 2
MEL4E1
ENG4EC
ENG4E1
ENG4EC
SNC4E1
GLN4OC
GLN4O1
GLN4OC
full-day placement in community

newspaper 4 Co-op credits
Central Programs
In addition to what all secondary
schools offer, there are a variety of
centrally co-ordinated opportunities
such as drama, health care and
careers in hospitality and tourism.
See your Co-op teacher.
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20132014
NOTE
Co-op can now count towards
two compulsory credits!
There is no limit to the number
of elective co-op credits that a
student can take!
Co-op credits cannot be used
for substitution
Experiential Learning
Experiential learning is planned
learning experiences that take place
in the community. It includes job
shadowing, job twinning, work
experience, school-to-work and OYAP
all of which can be a part of ANY
course in secondary school.
Experiential learning:
Engages students in active work
experience
Provides a framework for making
career decisions
Develops knowledge skills and
attitudes that are essential in
todays society
Gives students a connection to the
community
Promotes problem-solving and
critical thinking and maximizes
student growth and development
Ask your teacher for details!
Benefits of taking Co-op

exploring tentative career
choices
increasing awareness of
workplace demands/needs
developing transferable skills
applying classroom theory
to workplace experience
earning credits for secondary
school diploma
building a network for
future employment
making a smoother
school-to-work transition
enhancing acceptance
possibilities to post-secondary
or training programs
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Specific Program Information

Apprenticeship
20132014
What is OYAP?
Specialized Co-op Programs
Ontario Youth Apprenticeship

Specialized Co-op OYAP programs combine multiple credit specialProgram (OYAP) allows students
ized technology courses and co-operative education with a licensed
to acquire both apprenticeship
tradesperson. Application deadline is in late May in most cases.
hours and high
Specialized Co-op OYAP Programs
school credits at the same time. This
allows secondary school students to
Auto Collision Repair
Danforth C&TI
try on a potential career choice by
Auto Service Technician
Thistletown CI, Westview Centennial SS
going to work for part of a school
Construction
Bendale BTI
day, semester or year.
Are you considering apprenticeship as a pathway to future
employment?
Have you completed 16 credits?
Are you 16 years old?
Do you enjoy learning by doing?
Students meeting the above criteria

can enroll in a cooperative education
program that will enable completion
of the high school diploma while
gaining skills and earning hours
towards an apprenticeship.
How Does OYAP Work?

Students who are interested in
participating in OYAP take cooperative
education during Grade 11 and/or 12.
If the student and employer agree,
an apprenticeship agreement can
be signed and the co-op hours then
count towards the apprenticeship.
There are over 150 different skilled
trades that qualify. Some Accelerated
Programs may also provide students
with a Dual Credit opportunity (p. 18).
Get the OYAP Advantage:

Make future connections in job
market
Become a skilled professional
Have access to great jobs and
good wages
OYAP: www.oyaptdsb.com
Cook/Baker
Electrician
General Carpenter
Hairstylist
Horticultural Technician
Hospitality
Power Sports
Plumber
Refrigeration Air Conditioning
Systems Mechanic
Transportation Automotive,
Truck & Coach/Heavy Equipment
Central Technical School, Danforth C&TI, Thistletown CI

Central Technical School, Thistletown CI
Central Technical School, Danforth C&TI
Bendale BTI, Thistletown CI
Bendale BTI
Bendale BTI
Bendale BTI
OYAP opportunities that include level 1

trade school are open to TDSB students in
their graduating year. Students must have
completed all of their compulsory credits and prepare an application package for
the competitive interview process. Application deadline is in early November.
Accelerated Programs
Accelerated Programs
Training Delivery Agent
Baker
George Brown College St. James Campus,

Humber College North Campus
Ontario Masonry Centre (Kennedy & Derry Rd E.)
Local 27 Woodbridge (Hwy 7 + Weston Rd)
Centennial College Ashtonbee Campus
Humber College North Campus
Seneca College Newnham Campus
George Brown Casa Loma, Humber North Campus
Local 27 Woodbridge (Hwy 7 + Weston Rd)
Studio 500 Burnhamthorpe CI/ALC
Interior Finishing Systems Training Centre
George Brown Casa Loma, Humber North Campus
George Brown College Casa Loma Campus
Brick and Stone Mason

Carpentry
CITI Motive
Cook
Early Childhood Educator
Electrician
Floor Covering Installer
Hairstylist
Interior Finishing Systems
Plumber
Refrigeration Air Conditioning
Systems Mechanic
Terrazzo, Tile & Marble Setter
TT&M Trade School (Off Steeles E. of Keele)
For further information about this opportunity, pre-requisites or other work placements, contact your
schools Cooperative Education Teacher, Technological Education Teacher or Guidance Counsellor.
Visit www.oyaptdsb.com or call the OYAP Office at 416 396-7483 or 416-394-7182
27
Specific Program Information: Technology

Communications Technology (TGJ)
WR 1-5
Central Etobicoke
Downsview
GG
Emery
Etobicoke CI
GI
George Harvey
John Polyani CI
Lawrence Park CI
Martingrove
GP GG GV
North Albion
GI GG GV
Northview Heights
GG
Richview
GP
Scarlett Heights
Entrepreneurial
GI GG GV
Silverthorn
Thistletown
GP GG GV
Weston
GG GV
Westview Centennial GP GG
William Lyon Mackenzie
WR 6-10
Bloor
GG
Central Tech
GI GP GG GR GV
Danforth C&TI
GI GP GV
Eastdale
Etobicoke S.A.
GI GP GG
Harbord
Heydon Park
Lakeshore
GI GP GG GV
Monarch Park
GI
Northern
GI GP GV
Oakwood
Western T-CS
GP
ER 11-15
Cedarbrae
David & Mary
Thomson
Don Mills
East York
George S. Henry
Maplewood
R.H. King
SATEC @ WA Porter
Sir Oliver Mowat
Sir Robert L. Borden
Sir Wilfrid Laurier
Wexford S.A.
Winston Churchill
Construction Technology & Engineering (TCJ)

GP
GG GV
GP GV
GR GV
GG
GI GG
GP GG
ER 16-20
AY Jackson
Agincourt
GI
Albert Campbell
Earl Haig
GI GG GV
Georges Vanier
GG
LAmoreaux
GI GV
Leaside
GP
Lester B. Pearson
Marc Garneau
GI GG
Newtonbrook
GG
Sir John A. Macdonald
Sir William Osler
Stephen Leacock
BC GI GV
West Hill
WR 1-5
C.W. Jefferys
Central Etobicoke
WJ
Downsview
Emery
CP
Etobicoke CI
Frank Oke
CC CE
George Harvey
Nelson A. Boylen
North Albion
Northview Heights
Silverthorn
Thistletown
WJ CE
Weston
Westview Centennial WJ
York Humber
WR 6-10
Central Tech
Danforth C&TI
Lakeshore
CC CS WJ CE
CH CP
CC WJ CE
CC WJ
WR 6-10
Central Tech
Monarch Park
Runnymede
Western T-CS
Choices
EN
ER
ER
EL
EN
ER 11-15
Birchmount
David & Mary Thomson
Don Mills
28
EN
ER
ER 11-15 cont'd
East York
George S. Henry
Malvern
R.H. King
SATEC @ WA Porter
Sir Wilfrid Laurier
Victoria Park
West Hill
Winston Churchill
Woburn
ER 16-20
AY Jackson
Albert Campbell
Dr. Norman Bethune
Georges Vanier
L'Amoreaux
Leaside
Lester B. Pearson
Marc Garneau
Stephen Leacock
York Mills
20132014
ER 11-15
Bendale
Birchmount
Cedarbrae
Maplewood
Sir Wilfrid Laurier
Victoria Park
Wexford S.A.
Winston Churchill
ER 16-20
Albert Campbell
LAmoreaux
Lester B. Pearson
Sir William Osler
West Hill
CC
CE
WJ
WJ
CC CM
Green Industries (THJ)

WR 1-5
Central Etobicoke
York Humber
WR 6-10
Parkdale
Western T-CS
Computer Technology & Engineering (TEJ)

WR 1-5
Emery
George Harvey
EI
John Polyani CI
Lawrence Park CI
Martingrove
Nelson A. Boylen
North Albion
Northview Heights
Silverthorn
Thistletown
Weston
Westview Centennial
William Lyon Mackenzie
York Memorial
WR 6-10 cont'd
Northern
Oakwood
Western T-CS
ER 11-15
Bendale
Don Mills
Maplewood
Sir Oliver Mowat
HD
ER 16-20
Albert Campbell
Marc Garneau
Sir William Osler
HH
Hairstyling and Aesthetics (TXJ)

EN ER
EN
EL
EL
EC ER
EL
EN EL
ER
WR 1-5
Downsview
XA XH
Emery
George Harvey
John Polyani CI
Thistletown
XH
Westview Centennial
York Humber
WR 6-10
Central Tech
Danforth C&TI
Eastdale Gr 9/10
XH
XH
WR 6-10 cont'd
Heydon Park
Lakeshore
ER 11-15
Bendale
Maplewood
ER 16-20
Sir William Osler
Earl Haig
Health Care (TPJ)

WR 1-5
Central Etobicoke
Etobicoke CI
PD
Thistletown
Westview Centennial
WR 6-10
Central Tech
OJ
ER 11-15
ER 16-20
Lester B. Pearson
Sir William Osler
XH
XH
Specific Program Information: Technology

= Specialized Tech/Co-op
OYAP Programs
Hospitality and Tourism (TFJ)

WR 1-5
Central Etobicoke
Frank Oke
Lawrence Park CI
Northview Heights
Thistletown
Westview Centennial
York Humber
WR 6-10
Central Tech
Danforth C&TI
Eastdale
Heydon Park
FB FC
WR 6-10 cont'd
Lakeshore
Western T-CS
FC
FC
FR
FC
FC
ER 11-15
Bendale
Maplewood
FB FC
FB FC
FB FC
ER 16-20
Earl Haig
Marc Garneau
Sir William Osler
FB FC FE
FR
FB FR
FB
Manufacturing Technology & Engineering (TMJ)

WR 1-5
Central Etobicoke
Downsview
Etobicoke CI
George Harvey
North Albion
West Humber
Weston
WR 6-10
Central Tech
Western T-CS
MR
MR
MP
MP MY
MC MP
ER 11-15
Bendale
Birchmount
East York
Malvern
West Hill
ER 16-20
Agincourt
Drewry
Newtonbrook
Sir William Osler
WR 6-10
Central Tech
Danforth C&TI
Lakeshore
Northern
Oakwood
DP DA DM
DA
DA DM DR
ER 11-15
Bendale
DP DV
Birchmount
Cedarbrae
David & Mary Thomson DA DM
East York
DR
R.H. King
SATEC @ WA Porter
DJ
Sir Oliver Mowat
DP DJ
Sir Wilfrid Laurier
Victoria Park
West Hill
Wexford S.A.
Woburn
DM
ER 16-20
AY Jackson
Agincourt
Albert Campbell
Don Mills
Dr. Norman Bethune
Earl Haig
Georges Vanier
LAmoreaux
Lester B. Pearson
Marc Garneau
Newtonbrook
York Mills
Communications Technology
Broadcast & Print Production*
BC
Digital Imagery & Web Design* DI
Interactive New Media
GI
& Animation
Photography & Digital Imaging GP
Print & Graphic Communications GG
Radio, Audio & Sound Production GR
TV, Video & Movie Production
GV
Computer Technology &
Engineering
Computer Interfacing
EI
Electronics
EL
Computer Networking
EN
Computer Repair
EC
Robotics & Control Systems
ER
Construction Technology &
Engineering
Carpentry
CC
Civil Engineering
CY
Construction Mngmt & Science CS
Custom Woodworking
WJ
Electrical/Network Cabling
CE
Heating & Cooling
CH
Masonry
CM
Plumbing
CP
Green Industries
Horticulture
HH
Landscaping Architecture
HD
Landscaping Construction
HL
& Maintenance
20122013
Hairstyling and Aesthetics

Aesthetics
XA
Hairstyling
XH
Health Care
Child Development & Gerontology OJ
Dental Assistant/Technician
PD
Nursing/Medical
PM
Hospitality and Tourism
Baking
FB
Cooking
FC
Culinary Arts & Management
FR
Event Planning
FE
Manufacturing Technology &
Engineering
Computer Aided Manufacturing MC
Mechanical Engineering
MM
Precision Machining
MP
MR
Welding Technician
MY
Technological Design
Apparel/Textile Design
DP
Architectural Design
DA
Interior Design
DV
Mechanical & Industrial Design DM
Robotics & Control System Design DR
Tech. Design & the Environment* DJ
Transportation Technology
Auto Body
TB
Auto Service
TA
Heavy Duty & Agriculture Equip. TH
Light Aircraft
TL
Small Engine/Recreational
TS
Vehicle Ownership/Maintenance* TJ
NO multiple
multiple credits
credits are
are allowed
allowed for
for grade
grade 11
11 and
and 12
12 Open
Open level.
level.
** NO
Technological Design (TDJ)

WR 1-5
C.W. Jeffreys
Central Etobicoke
Downsview
Emery
DR
DM
Etobicoke CI
George Harvey
John Polyani CI
Martingrove
Nelson A. Boylen
North Albion
DA
Northview Heights
Scarlett Heights
Entrepreneurial
DA
Silverthorn
DA
Thistletown
DA
Vaughan Rd
Weston
DA DM
Westview Centennial
DP
William Lyon Mackenzie DA
Emphasis Options
Choices
DA
DA
DA
DA DM
DR DJ
Transportation Technology (TTJ)

WR 1-5
Central Etobicoke
Downsview
Emery
Etobicoke CI
George Harvey
Martingrove
North Albion
Northview Heights
Silverthorn
Thistletown
West Humber
Weston
Westview Centennial
York Humber
WR 6-10
Central Commerce CI
Central Tech
Danforth C&TI
Lakeshore
Northern
Western T-CS
TJ
TA
TJ
TA TJ
TA
TA
TA TJ
TJ
TJ
TA TH TS
TB TA TS
TA
TA
TB TA
ER 11-15
TA
Bendale
Birchmount
Cedarbrae
David & Mary Thomson
Maplewood
R.H. King
Sir Oliver Mowat
TB
Sir Wilfrid Laurier
Victoria Park
Winston Churchill
Woburn
ER 16-20
Agincourt
Albert Campbell
Dr. Norman Bethune
Georges Vanier
Lester B. Pearson
Marc Garneau
Sir William Osler
Stephen Leacock
West Hill
TS
TA
TJ
TA
TA TS
TJ
TJ
TJ
TA
TL
TJ
TJ
TA
29
Choices
Secondary School Locations

West Region WR 1-5
20132014
2014
For School Profiles, go to www.tdsb.on.ca > Find Your School > All Secondary
For Course Offerings and Descriptors, go to www.tdsb.on.ca/Choices
Legend
Advanced Placement
Africentric Program
Alternative School
Cisco or Nortel Networking
Elite Athletes/Arts
Leadership Pathway
Entrepreneurship
Media Arts
Extended or French Immersion

Focus on The Arts
Gifted Program
Cyber Arts
Cyber Studies
Dental Assistant
Pre Advanced Placement
Specialty Math, Science & Technology
Specialist High Skills Major
For specific information regarding admission

requirements to specialized programs, please
contact the appropriate school directly.
International Studies / Languages
West Region (WR 1-5)

Central Etobicoke H.S.
10 Denfield St.
C.W. Jefferys C.I.

340 Sentinel Rd.
416-395-3170
Downsview S.S.
7 Hawksdale Rd.
Emery C.I.
416-394-7090
2
416-395-3200
3395 Weston Rd.
1
416-395-3220
Etobicoke C.I.
Lawrence Park C.I.
155 Falstaff Ave.

550 Finch Ave. W.
416-394-3158
Richview C.I.
1738 Islington Ave.
1700 Keele St.
416-394-3180
John Polanyi C.I.

640 Lawrence Ave.
416-395-3300
Kipling C.I.
380 The Westway
30
Choices
3
4
416-394-7930
20132014
SEE
40 McArthur St.
Silverthorn C.I.
291 Mill Rd.
1
416-394-7550
4
416-394-7980
Thistletown C.I.
20 Fordwich Cr.
4
416-394-6990
1
416-394-7710
Vaughan Rd. Academy

529 Vaughan Rd.
West Humber C.I.

Weston C.I.
416-394-3222
1
416-394-7570
100 Pine St.
5
416-394-3250
Westview Centennial S.S.
755 Oakdale Rd.
W.L. Mackenzie C.I.

20 Tillplain Rd.
416-394-7750
4
416-394-7010
1675 Martin Grove Rd.
Scarlett Heights
Entrepreneurial Academy
15 Trehorne Dr.
416-395-3290
North Albion C.I.

2580 Kipling Ave.
5
416-395-3270
Northview Heights S.S.
416-394-7110
Nelson A. Boylen C.I.
Frank Oke S.S.

George Harvey C.I.
50 Winterton Dr.
416-394-7840
416-393-9500
Martingrove C.I.
86 Montgomery Rd.
500 Alliance Ave.
125 Chatsworth Dr.
2
416-395-3320
York Humber H.S.

100 Emmett Ave.
York Memorial C.I.

2690 Eglinton Ave. W.
416-395-3330
5
416-394-3280
416-394-3000
Choices

West Region WR 6-10
20132014
Legend
Advanced Placement
Africentric Program
Alternative School
Elite Athletes/Arts
Leadership Pathway
Entrepreneurship
Media Arts

Focus on The Arts
Gifted Program
Cyber Arts
Cyber Studies
Dental Assistant

West Region (WR 6-10)

ALPHA II Alternative School 7
1141 Bloor St. W.
Bloor C.I.
416-393-0501
1141 Bloor St. W.
416-393-1420
Central Commerce C.I.

570 Shaw St.
416-393-0030
730 Eglinton Ave. W.
416-393-1860
Greenwood S.S.
10
24 Mountjoy Ave.
Harbord C.I.
416-393-0744
286 Harbord St.
416-393-0060
800 Greenwood Ave.
10
Humberside C.I.
280 Quebec Ave.
Riverdale C.I.
416-393-1710
1094 Gerrard St. E.
7
416-393-0000
Jarvis C.I.
Eastdale C.I.
10
495 Jarvis St.
416-393-0140
701 Gerrard St. E.
416-393-9630
16 Phin Ave.
Etobicoke School
of the Arts
675 Royal York Rd.
10
416-393-0230
Lakeshore C.I.
350 Kipling Ave.
Monarch Park C.I.

1 Hanson St.
North Toronto C.I.

416-394-6910
70 Roehampton Ave.
991 St. Clair Ave. W.
416-393-1650
416-394-7650
10
416-393-0190
8
416-393-0270
Oakwood C.I.
209 Jameson Ave.
416-393-0620
Eastern Commerce C.I.
851 Mount Pleasant Rd.
Parkdale C.I.
Northern S.S.
Heydon Park S.S.

70 DArcy St.
725 Bathurst St.
Danforth C. & T.I.
Forest Hill C.I.
8
416-393-1780
7
416-393-9000
10
416-393-9820
Rosedale Heights
School of the Arts
711 Bloor St. E.
Runnymede C.I.
9
416-393-1580
569 Jane St.
6
416-394-3200
Ursula Franklin Academy

146 Glendonwynne Rd.
416-393-0430
Western Tech. C.S.
125 Evelyn Cr.
7
416-393-0500
416-393-9180
31
Choices

East Region ER 11-15
20132014
2014
Legend
Advanced Placement
Africentric Program
Alternative School
Elite Athletes/Arts
Leadership Pathway
Entrepreneurship
Media Arts

Focus on The Arts
Gifted Program
Cyber Arts
Cyber Studies
Dental Assistant

East Region (ER 11-15)

Bendale B.T.I.
1555 Midland Ave.
14
416-396-6695
Birchmount Park C.I.

3663 Danforth Ave.
12
416-396-6704
Cedarbrae C.I.
550 Markham Rd.
14
416-396-4400
David & Mary Thomson C.I. 14
2740 Lawrence Ave. E.
Don Mills C.I.
15 The Donway E.
East York C.I.
416-396-5525
15
416-395-3190
650 Cosburn Ave.
11
416-396-2355
George S. Henry Academy

200 Graydon Hall Dr.
32
Choices
15
416-395-3240
20132014
Malvern C.I.
55 Malvern Ave.
11
416-393-1480
Maplewood H.S.
120 Galloway Rd.
13
416-396-6765
Native Learning Centre E.

156A Galloway Rd.
R.H. King Academy
3800 St. Clair Ave. E.
SATEC@W.A. Porter

40 Fairfax Cr.
Sir Oliver Mowat C.I.

13
416-396-6765
13
416-396-5550
12
Sir Robert Borden B.T.I.

200 Poplar Rd.
416-396-6810
Sir Wilfrid Laurier C.I.
145 Guildwood Pkwy.
Victoria Park C.I.
15 Wallingford Rd.
Wexford Collegiate
School for the Arts
1176 Pharmacy Ave.
13
416-396-6802
Woburn C.I.
2222 Ellesmere Rd.
13
416-396-6820
15
416-395-3310
12
416-396-6874
Winston Churchill C.I.

416-396-3365
13
12
416-396-6883
14
416-396-4575
Choices

East Region ER 16-20
20132014
Legend
Advanced Placement
Africentric Program
Alternative School
Elite Athletes/Arts
Leadership Pathway
Entrepreneurship
Media Arts

Focus on The Arts
Gifted Program
Cyber Arts
Cyber Studies
Dental Assistant

East Region (ER 16-20)

Agincourt C.I.
19
2621 Midland Ave.
416-396-6675
Albert Campbell C.I.
1550 Sandhurst Circle
416-396-6684
Avondale E. & S. Alt.

171 Avondale Ave.
50 Francine Dr.
Don Valley J.H.S.
19
416-396-6919
18
416-395-3010
Dr. Norman Bethune C.I.

200 Fundy Bay Blvd.
Drewry S.S.
70 Drewry Ave.
17
416-395-3140
109A Chartland Blvd.

3100 Don Mills Rd.
17
416-395-3130
A.Y. Jackson S.S.

Delphi S. Alt.
19
18
416-396-8200
17
416-395-3262
Georges Vanier S.S.
18
1050 Huntingwood Dr.
3000 Don Mills Rd.
416-395-3250
Highland J.H.S.
17
201 Cliffwood Rd.
416-395-3040
LAmoreaux C.I.
2501 Bridletowne Circle
Leaside H.S.
416-396-6745
16
200 Hanna Rd.
416-396-2380
Lester B. Pearson C.I.

150 Tapscott Rd.
Marc Garneau C.I.
20
416-396-5892
16
135 Overlea Blvd.
Newtonbrook S.S.
416-396-2410
155 Hilda Ave.
Earl Haig S.S.

17
Claude Watson Arts Program
Sir John A. Macdonald C.I.
100 Princess Ave.
2300 Pharmacy Ave.
416-395-3210
18
19
2450 Birchmount Rd.
416-396-8000
West Hill C.I.
20
350 Morningside Ave.
Windfields J.H.S.
416-396-6864
375 Banbury Rd.
18
416-395-3110
490 York Mills Rd.
Zion Heights J.H.S.

5900 Leslie St.
16
416-395-3100
Woodbine J.H.S.
York Mills C.I.
18
416-395-3090
Stephen Leacock C.I.
17
416-395-3080
16
131 Fenn Ave.
416-395-3280
19
416-396-6830
St. Andrews J.H.S.
2900 Don Mills Rd.
Pleasant View J.H.S.

175 Brian Dr.
18
Sir William Osler H.S.
16
416-395-3340
17
416-395-3120
416-396-6793
33
Choices
20132014
2014
Diploma & Certificate

Requirements
Ontario Secondary School

Diploma (OSSD) Requirements
30 credits (18 compulsory and 12 optional)
40 hours of Community
Involvement
Literacy Requirement
The 18 compulsory credits are:
4 English, one per grade level
1 French as a second language
3 Mathematics, at least one in Grade 11 or 12
2 Science
1 Canadian Geography
1 Canadian History
1 Arts (Dance, Drama, Media, Music, Visual Arts)
1 Health and Physical Education
0.5 Civics
0.5 Career Studies
Plus one credit from each

of the following groups:
Group 1:
or
or
or
or
or
or
additional credit in English

French as a second language *
a third language
Social Sciences and the Humanities
Canadian and World Studies
Guidance and Career Education
Cooperative Education *
Group 2:
or
or
or
or
Business Studies credit

Health and Physical Education
the Arts
Group 3:
or
or
or
or
a Grade 11 or 12 Science credit

Technological Education
Computer Studies
Plus 12 optional credits.

* A maximum of two credits in Cooperative
Education and two credits in French
can count as compulsory credits.
34
Choices
20132014
Ontario Secondary School Literacy Test

(OSSLT)
In the spring of their Grade 10 school year, students will
write the provincial Literacy Test, which is created and
marked by the Ministry of Education and Training.
Students who pass the test fulfill the Literacy requirement.
School boards are required to provide remedial assistance
for students who do not complete the test successfully.
If students have an Individual Education Plan (IEP)
accommodations and/or modifications consistent with
students daily work, is available for the test although
content may not be altered.
Ontario Secondary School Certificate

(OSSC)
The Ontario Secondary School Certificate will be granted
upon request to students who leave school before earning
the Ontario Secondary School Diploma, provided that they
have earned a minimum of 14 credits, as follows:
2 English
1 Canadian Geography or Canadian History
1 Mathematics
1 Science
1 Health and Physical Education
1 Arts or Technological Studies
7 optional credits selected from any available courses in
the school.
The provisions for substitution for compulsory credits

applies to the OSSC.
The Certificate of Accomplishment

Students who leave school before fulfilling the requirements for the OSSD or OSSC may be granted a Certificate
of Accomplishment. This Certificate is a useful means
of recognizing a students participation in the secondary
school program, especially for those students who plan to
take certain types of vocational programs or further training
for employment after leaving school. A student may return
to school or take additional credit courses after having
received the Certificate. The students transcript (OST) will
be updated, but a new Certificate will not be awarded
when the student leaves again. A student who receives the
Certificate and chooses to return to study at the secondary
level may earn the OSSC and/or OSSD after fulfilling the
appropriate credit requirements for each.
Choices
Diploma & Certificate

Requirements
Community Involvement
Students are encouraged to develop a sense of civic
responsibility and strong community values during their
secondary school years. To this end, all students are
required to complete a minimum of 40 hours of
mandatory Community Involvement prior to graduation.
An indication of completion will be entered on the
students Ontario Student Transcript when the 40 hours
have been submitted and approved.
Secondary school staff, will discuss appropriate types of
community involvement activities and projects with
students and may offer suggestions, but the selection
and management of the involvement is to be directed by
the student.
The Toronto District School Board publishes a list of
approved and non-approved activities; students
choosing an activity not on the approved list must apply
for permission in writing to the school Principal.
Activities may take place inside or outside the school.
If inside, activities may not be part of a credit program.
20132014
The student may not displace a worker who would

normally have been paid to perform the same function
or receive pay.
Community involvement may begin in the summer
after Grade 8.
Ontario Secondary School

Literacy Course (OSSLC)
Students who have been eligible to write the Ontario
Secondary School Literacy Test (OSSLC) and who have
been unsuccessful at least once are eligible to take the
Ontario Secondary School Literacy Course (OLC4O).
Students who successfully complete this course will have
met the provincial literacy requirement for graduation,
and will earn one credit. The credit may be used to meet
either the Grade 12 English compulsory credit requirement
or the Group 1 additional compulsory credit requirement.
School Libraries Website

The website is a portal that helps you:
navigate to sites quickly within
a user-friendly design
find quality online resources and
Internet sites from dependable
and safe sources
explore sites that are rich in
content for Ontario schools
learn ways that Internet
information is organized
use web-based information
independently and responsibly
at home and school (24/7).
Every TDSB school has a friendly School Library Website created and maintained
by Library and Learning Resources teacher-librarians.
Go to www.tdsb.on.ca > Students > Library.
35
Choices
Course Types
20132014
2014
Locally Developed Compulsory

Credit Courses (Grades 9 and 10)
Academic Courses (Grades 9 and 10)
(D in the 5th position) focus on the essential concepts of
the discipline, and also explore related concepts. Course
work develops students knowledge and skills by
emphasizing theoretical and abstract applications of the
essential concepts and incorporating practical applications
as appropriate. The emphasis is on theory and abstract
thinking as a basis for future learning and problem solving.
Alternative (non) Credit Courses (Grades 912)

(N in the 5th position) have been developed to meet
students educational needs not met by existing credit
granting courses within the provincial curriculum.
K-Courses focus on a developmental continuum of
specific skill development which may be taken in
preparation for credit courses or in place of.
Applied Courses (Grades 9 and 10)

(P in the 5th position) focus on the essential concepts of
the discipline. Course work develops students knowledge
and skills by emphasizing practical, concrete applications of
these concepts and incorporating theoretical applications
as appropriate. Course work relates to familiar real-life
situations and provides students with the opportunity for
extensive hands-on applications of the concepts they study.
NOTE
Substitutions
In order to allow flexibility in designing a students
program and to ensure that all students can
qualify for the secondary school diploma,
substitutions may be made for a limited number
of compulsory credit courses using selections from
the remaining courses offered by the school.
The decision to make a substitution for a student
should be made only if the students educational
interests are best served by such substitution. If
a parent/guardian or an adult student requests a
substitution, the Principal will determine whether
or not this should be made. A Principal may also
initiate consideration of whether a substitution
should be made. The Principal will make his or her
decision in consultation with the parent/guardian
or adult student and appropriate school staff.
36
Choices
20132014
(L in the 5th position) have been developed to meet

students educational needs not met by the existing
provincial curriculum. Courses currently available in
Grade 9 and 10 include: one in English, Mathematics,
Science and Canadian History. Each of the courses may be
counted as compulsory credits. These particular courses will
provide additional support for students who experience
considerable difficulties in the study of one or more of
these subjects.
Locally Developed Courses (Grades 912)

Boards may develop other courses locally that are counted
as optional credits. These may be created in any discipline.
There are very strict guidelines for the development of such
courses, and all local courses require Ministry approval.
Schools with specialized programs often include such
courses in areas such as entrepreneurship, athletics, and
specialized arts. Other Locally Developed courses are
indicated with the use of the following characters in the
5th position:
1 = Academic
2 = Applied
3 = Open
5 = Workplace
6 = College
7 = University
8 = Mixed
Open Courses (Grades 912)

(O in the 5th position) allow students to broaden their skills
and knowledge in a subject that interests them and which
may or may not be related to their post-secondary path.
Open courses have one set of expectations for the subject,
appropriate for all students in a given grade. These courses
are designed to provide students with a broad educational
base that will prepare them for productive participation in
society.
Transfer Course (Grade 9)

A transfer course enables students to achieve the
expectations not covered in one course type, but required
for entry into a course in the next grade. Currently, the only
transfer course available is in Mathematics which is required
to change from Grade 9 Applied Mathematics to Grade
10 Academic. A transfer course can be taken as a summer
school course.
For Course Offerings and Descriptors,

go to www.tdsb.on.ca/Choices
Choices
Course Types
20132014
Dual Credit Programs

Dual Credit programs are intended to assist secondary
students in the completion of their Ontario Secondary
School Diploma (OSSD) and successful transition to college
and apprenticeship programs. The primary focus is on those
students facing the biggest challenges in graduating. This
includes disengaged and underachieving students (under
the age of 21) with the potential to succeed but who are at
risk of not graduating from high school, and students who
have left high school before graduating. Approved Dual
Credit Programs also include students in Specialist High
Skills Major (SHSM) programs and Ontario Youth
Apprenticeship Programs (OYAP). A maximum of four
optional credits may count toward the OSSD for approved
college courses or Level 1 Apprenticeship college-delivered
Dual Credit programs.
For specific program offerings see page 18. For more
information on the application process, please contact
your school Guidance Counsellor or visit www.tdsb.on.ca/
programs/dualcredit.
College Preparation Courses

(Grades 11 and 12)
(C in the 5th position) provide students with the knowledge
and skills to meet entrance requirements for most college
programs; they have been developed in consultation with
community college staff. Teaching and learning will
emphasize concrete applications of the theoretical material
covered in the course and the development of critical
thinking and problem-solving skills. The courses will focus
on the development of independent research skills and
independent learning skills.
University/College Preparation Courses

(Grades 11 and 12)
(M in the 5th position) include content that is relevant
for both university and college programs. They provide
students with the knowledge and skills they need to meet
the entrance requirements for specific university and college
programs. The range of courses offered and the content
of these courses will allow students to prepare for college
and university programs and related occupations. Teaching
and learning will emphasize both theoretical aspects and
related concrete applications of the course content.
Workplace Preparation Courses

(Grades 11 and 12)
(E in the 5th position) prepare students to move directly
into the workplace or to be admitted to apprenticeship or
other training programs in the community. These courses
emphasize practical workplace skills.
Credit Recovery Courses

Students may enroll in a credit recovery program designed
for a group of students if one is offered at his or her
school through a referral from the Student Success Team.
Credit Recovery provides the opportunity to get a credit
without repeating the entire course.
N.B. Credit Rescue provides support to students by way
of intervention to attempt to rescue the credit before the
student fails. See your Guidance Counsellor for details.
University Preparation Courses

(Grades 11 and 12)
(U in the 5th position) provide students with the knowledge
and skills needed to meet entrance requirements for
university study. Teaching and learning will emphasize
theoretical aspects of the course content, with supporting
applications. The courses will focus on the development of
both independent research skills and independent learning
skills.
NOTE
Students receive a percentage
grade of which 50% is required
for a credit to be granted.
NOTE
Enrichment Opportunities (Grade 911)
(3 in the 6th position) are offered in some
secondary schools. These classes are based on the
same course expectations of the academic level,
and student achievement is evaluated at that
level. Enrichment opportunities, are for students
with a particular ability and interest in a subject,
offer challenging ways of exploring additional
related materials and participating in alternative
activities related to the study of the subject.
37
Understanding Course Codes & Descriptors

COURSES
Courses are available in many subject
areas in secondary school. Within a
subject area, students can further
specialize their study, depending on
their interests. For example, within the
area of music, students might choose
to study one or more of instrumental
music, vocal music, and composition.
Courses are offered in Grades 9, 10,
11, and 12.
CREDITS
A credit is granted when a course
that has been scheduled for a
minimum of 110 hours is successfully
completed. Scheduled time is
defined as the time during which
students participate in planned
learning activities designed to lead
to the achievement of the curriculum
expectations of the course. Planned
learning activities include interaction
between the teacher and student as
well as assigning individual and/or
group work, excluding homework.
Careful attention
should be given to
these:
Prerequisite: A course which the
Ministry of Education has designated
as a requirement to be completed
prior to undertaking a course.
Co-requisite: A course which must
be studied at the same time as
another course.
Recommended Preparation: A
course which is highly recommended
as providing the necessary foundation
for another course but which is not
designated as mandatory preparation
by the Ministry of Education.
Interpretation of
sample course codes
ENG3U3 = English, Grade 11,
University preparation,
enriched, one credit
PPL2OF = Healthy Active Living,
Grade 10, Open,
female, one credit
38
Choices
20132014
MPM2D1
Sample Course Descriptor
Principles of Mathematics, Grade 10, Academic
This course enables students to broaden their understanding of relations, extend
their skills in multi-step problem solving, and continue to develop their abilities
in abstract reasoning. Students will pursue investigations of quadratic functions
and their applications; solve and apply linear systems; solve multi-step problems
in analytic geometry to verify properties of geometric figures; investigate the
trigonometry of right and acute triangles; and develop supporting algebraic skills.
Prerequisite: Principles of Mathematics, Grade 9, Academic or Grade 9 transfer
course
The first three characters indicate the

Ministry approved course title. In this case:
MPM = Principles of Mathematics
Major Subject Areas

Course Descriptors are alphabetically organized in
the Course Descriptor section by major subject area.
A = The Arts
K = Alternative (Non-credit)
B = Business Studies
L = Classical, International
and Native Languages
C = Canadian and
World Studies
M = Mathematics
E = English, English Literacy N = Native Studies
Development, English
P = Health and Physical
As a Second Language
Education
F = French
I = Computer Studies or
G = Guidance and
Interdisciplinary Studies
Career Education
S = Science
H = Social Sciences
T = Technological
and the Humanities
Education
MPM 2 D 1
The fifth
position indicates
the course type.
In this case:
D = Academic
Course Type
C = College
D = Academic
E = Workplace
L = Locally
Developed
Compulsory
M = College or
University
O = Open
P = Applied
U = University
N = Non-Credit
Principles of Mathematics
The fourth
position indicates
the grade or
language level.
The sixth indicates program or credit differentiation,

or the focus of the course. In this case: 1 = Regular
In this case:
1 = Regular credit course

9 = Self-contained special
2 = Beginner or
education course
Introductory course
0 = Advanced Placement
3 = Enriched course
A = Part 1 (0.5)
4 = Extended French course
B = Part 2 (0.5)
5 = French Immersion course E = eLearning course
6 = Gifted course
Health and Physical
7 = International
Education
Baccalaureate course
F = course for females
8 = Self-contained ESL
M = course for males
course
1 = co-ed courses
French Immersion and other specialty programs have
a unique sixth character to indicate male and female
Phys. Ed. Credit value is usually one unless otherwise
indicated on an individual school chart.
2 = Grade 10
Grades
1 = Grade 9
2 = Grade 10
3 = Grade 11
4 = Grade 12
Languages
A = Level 1
B = Level 2
C = Level 3
D = Level 4
E = Level 5
Program Differentiation for Non-Tech Courses
Program Differentiation for Tech Courses

Tech credits sixth character indicate credit value:
1, 2 or 3 credits e.g. TTJ3C2 = 2 credits.
Course Descriptors &

List of Course Codes (alphabetical by code)
Choices
20132014
Course Descriptors
Course descriptors originate in the curriculum policy documents from the Ontario Ministry of Education.
Descriptors for courses offered in Grades 9 to 12 within the Toronto District School Board are available at:
www.tdsb.on.ca/choices > click on School Profile Pages
www.myBlueprint.ca/tdsb as course selections are made
Since it is not possible for all schools to offer all available courses listed below, the school administration, in
consultation with the community, decides which courses will be offered in each secondary school. These decisions
are based on the needs and interests of the students in each community. If there is insufficient demand for a course
in a particular year, it may not be possible to offer the course in that year. In this case, the students affected will be
notified and asked to amend their program choices accordingly.
List of Course Codes (alphabetical by code)

MINISTRY
COURSE CODE
MINISTRY
COURSE CODE
MINISTRY GUIDELINE AND COURSE TITLE
ALTERNATIVE (Non-credit) COURSES
KGLCN
Personal Life Skills
KALAN
Creative Arts for Enjoyment and Expression
KGLDN
KALBN
KGLEN
KALCN
KGWAN
Exploring the World of Work
KALDN
KGWBN
KALEN
KGWCN
KBBAN
Money Management and Personal Banking
KGWDN
KBBBN
KGWEN
KBBCN
KHDAN
Social Skills Development
KBBDN
KHDBN
KBBEN
KHDCN
KCCAN
Transit Training and Community Exploration
KHDDN
KCCBN
KHDEN
KCCCN
KHIAN
Culinary Skills
KCCDN
KHIBN
Culinary Skills
KCCEN
KHICN
Culinary Skills
KCWAN
Exploring Our World
KHIDN
Culinary Skills
KCWBN
Exploring Our World
KHIEN
Culinary Skills
KCWCN
Exploring Our World
KMMAN
Numeracy and Numbers
KCWDN
Exploring Our World
KMMBN
KCWEN
Exploring Our World
KMMCN
KENAN
Language and Communication Development
KMMDN
KENBN
KMMEN
KENCN
KNAAN
First Canadians
KENDN
KNABN
First Canadians
KENEN
KNACN
First Canadians
KGLAN
KNADN
First Canadians
KNAEN
First Canadians
KGLBN
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2014
List of Course Codes

(alphabetical by code)
MINISTRY
COURSE CODE
MINISTRY
COURSE CODE
KPFAN
Personal Health and Fitness
ADA4M4/5
Art dramatique
KPFBN
ADA4O4/5
Art dramatique
KPFCN
KPFDN
KPFEN
KPHAN
Choice Making for Healthy Living
KPHBN
KPHCN
Dramatic Arts Focus Options grades 11 and 12
KPHDN
ADF3M/4M1
Directors Craft
KPHEN
ADG3M/3O/4M1
Dramatic Arts - Acting/Improvisation
KPPAN
Self Help and Self Care
ADP3M/3O/4M/4O1
KPPBN
Dramatic Arts - Playwriting/

Theatre Development
KPPCN
KPPDN
KPPEN
KSNAN
Exploring Our Environment
KSNBN
KSNCN
KSNDN
KSNEN
KTTAN
Computer Skills
Music Focus Options grades 9 to 12
KTTBN
Computer Skills
AMB1O/2O/3M/3O/4M1
Instrumental Music Brass
KTTCN
Computer Skills
AMC1O/2O/3M/3O/4M1
Music for Creating
KTTDN
Computer Skills
AMD1O/2O/3M/3O/4M1
Electronic Music
KTTEN
Computer Skills
AME1O/2O/3M/3O/4M1
Small Ensemble
AMG1O/2O/3M/3O4M1
Guitar Music
AMH1O/2O/3M/3O/4M1
Stage - Band Music
THE ARTS
Dramatic Arts Focus Options grades 9 to 12

ADB1O/2O/3M/4M1
Dramatic Arts - Music Theatre
ADD1O/2O/3M/3O/4M/4O1
Dramatic Arts - Production
ADV1O/2O/3M/3O/4M/4O1
Dramatic Arts - Film/Video
Music
AMU1O1
Music
AMU2O1
Music
AMU3M1
Music
AMU3O1
Music
AMU4E1
Music
AMU4M1
Music
AEA3O1/4O1
Exploring & Creating the Arts
AMI1O/2O/3M/3O/4M1
Instrumental Music - Band
ALC1O1/2O1
Integrated Arts
AMJ1O/2O/3M/3O/4M1
Vocal Jazz
AMK1O/2O/3M/3O/4M1
Keyboard Music
AMK1O/2O/3O/4M4/5
Clavier
AMM1O/2O/3M/3O/4M1
Music and Computers
AMO1O/2O/3M/3O/4M1
Instrumental Music - Orchestra
AMP1O/2O/3M/3O/4M1
Instrumental Music - Percussion
AMQ1O1/2O/3M/3O/4M1
Steel Drum - Music
AMR1O/2O/3M/3O/4M1
Repertoire
AMS1O2O/3M/3O/4M1
Instrumental Music - Strings
AMT1O2O/3M/3O/4M1
Music Theatre
AMV1O/2O/3M/3O/4M1
Music - Vocal/Choral
AMW1O/2O/3M/3O/4M1
Music - Woodwinds
Dramatic Arts
ADA1O1
Dramatic Arts
ADA1O4/5
Art dramatique
ADA2O1
Dramatic Arts
ADA2O4/5
Art dramatique
ADA3M1
Dramatic Arts
ADA3M4/5
Art dramatique
ADA3O1
Dramatic Arts
ADA3O4/5
Art dramatique
ADA4E1
Drama
ADA4M1
Dramatic Arts
40
Choices
20132014
Choices

MINISTRY
COURSE CODE
20132014
MINISTRY
COURSE CODE
Media Arts
AWG1O/2O/3M/3O/4M1
Visual Arts - Environmental Design
ASM2O1
Media Arts
AWH1O/2O/3M/3O/4M1
Visual Arts - Interior Design
ASM3O1
Media Arts
AWI1O/2O/3M/3O/4M1
Visual Arts - Fashion & Textile Design1
ASM3M1
Media Arts
AWJ1O/2O/3M/3O/4M1
Visual Arts - Stage Design
ASM4E1
Media Arts
AWK1O/2O/3M/3O/4M1
Visual Arts - Illustration
ASM4M1
Media Arts
AWL1O/2O/3M/3O/4M1
Visual Arts - Drawing
AWM1O/2O/3M/3O/4M1
Visual Arts - Drawing and Painting
Dance
ATC1O1
Dance
ATC2O1
Dance
ATC3M1
Dance
ATC3O1
Dance
ATC4E1
Dance
ATC4M1
Dance
ATX3M4/5
Danses
AWN1O/2O/3M/3O/4M1
Visual Arts - Painting
AWO1O/2O/3M/3O/4M1
Visual Arts - Printmaking
AWP1O/2O/3M/3O/4M1
Visual Arts - Sculpture
AWQ1O/2O/3M/3O/4M1
Visual Arts - Photography
AWR1O/2O/3M/3O/4M1
Visual Arts - Film/Video
AWS1O/2O/3M/3O/4M1
Visual Arts - Digital Media
AWT1O/2O/3M/3O/4M1
Visual Arts - Non-Traditional
AWU1O/2O/3M/3O/4M1
Visual Arts - Cultural/Historical Studies
Dance Focus Options grades 9 to 12

ATB1O/2O/3M/3O/4M1
Dance - Ballet
BUSINESS STUDIES
ATD1O/2O/3M/3O/4M1
Dance - Composition
BAF3M1
Financial Accounting Fundamentals
ATF1O2O/3M/3O/4M1
Dance - African
BAI3E1
Accounting Essentials
ATJ1O/2O/3M/3O/4M1
Dance - Jazz
BAN4E1
Accounting for a Small Business
ATK1O/2O/3M/3O/4M1
Dance - Caribbean
BAT4M1
Financial Accounting Principles
ATM1O/2O/3M/3O/4M1
Dance - Modern
BBB4E1
International Business Essentials
ATP1O/2O/3M/3O/4M1
Dance - Performance Practice
BBB4M1
International Business Fundamentals
BBI1O/2O1
Introduction to Business
Visual Arts
Visual Arts
BDI3C1
Entrepreneurship: The Venture
AVI1O4/5
Arts visuels
BDP3O1
Entrepreneurship: The Enterprising Person
AVI2O1
Visual Arts
BDV4C1
AVI2O4/5
Arts visuels
Entrepreneurship: Venture Planning in an

Electronic Age
AVI3M1
Visual Arts
BMI3C1
Marketing: Goods, Services, Events
AVI3M/O4/5
Arts visuels
AVI3O1
Visual Arts
AVI4E1
Visual Arts
AVI1O1
AVI4M1
Visual Arts
AVI4M4/5
Arts visuels
BMX3E1
Marketing: Retail and Service
BOG4E1
Business Leadership: Becoming a Manager
BOH4M1
Business Leadership: Management Fundamentals
BTA3O1
Information and Communication Technology:

The Digital Environment
BTT1O/2O1
Information and Communication Technology

in Business
BTX4C1
Information and Communication Technology:

Multimedia Solutions
BTX4E1
Information and Communication Technology

in the Workplace
Visual Arts Focus Options grades 9 to 12

AWA1O/2O/3M/3O/4M1
Visual Arts - Crafts
AWC1O/2O/3M/3O/4M1
Visual Arts - Ceramics
AWD1O/2O/3M/3O/4M1
Visual Arts - Visual Design
AWE1O/2O/3M/3O/4M1
Visual Arts - Information/

Consumer Design
41
Choices
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2014
MINISTRY
COURSE CODE

MINISTRY
COURSE CODE
CANADIAN AND WORLD STUDIES
CIE3M1
The Individual and the Economy
CAS331
History of Africa and Peoples of African Descent
CLN4U1
Canadian and International Law
CGC1D1
Geography of Canada
CLU3E1
Understanding Canadian Law
CGC1D4/5
Principes de gographie du Canada
CLU3M1
Understanding Canadian Law
CGC1P1
Geography of Canada
CLU3M4/5
Comprendre le droit canadien
CGD3M1
The Americas: Geographic Patterns and Issues
CPC3O1
Canadian Politics and Citizenship
CGF3M1
Geography: Patterns, Processes, and Interactions
CPW4U1
Canadian and World Politics
CGG3O1
Travel and Tourism: A Regional Geographic

Perspective
ENGLISH
CGG3O4/5
Voyages et tourisme: une perspective

gographique rgionale
EBT4O1
Communication in the World of Business

and Technology
CGO4M1
Geomatics: Geotechnologies in Action
ELS2O1
Literacy Skills
CGR4E1
The Environment and Resource Management
EMS3O1
Media Studies
CGR4M1
The Environment and Resource Management
ENG1D1
English
CGT3E1
Geographics: The Geographers Toolkit
ENG1L1
English (LDCC)
CGU4C1
World Geography: Urban Patterns

and Interactions
ENG1P1
English
World Geography: Human Patterns

and Interactions
ENG2D1
English
ENG2L1
English (LDCC)
English
CGU4U1
CGW4U1
Canadian and World Issues: A Geographic

Analysis
ENG2P1
ENG3C1
English
CHA3U1
American History
ENG3E1
English
CHC2D1
Canadian History Since World War I
ENG3U1
English
CHC2D4/5
Histoire du Canada depuis la Premire Guerre

Mondiale
ENG4C1
English
ENG4E1
English
CHC2L1
Canadian History Since World War I (LDCC)
ENG4U1
English
CHC2P1
Canadian History Since World War I
EPS3O1
Presentation and Speaking Skills
CHG381
Genocide and Crimes Against Humanity
ETC3M1
Canadian Literature
CHH3C1
Canadian History and Politics Since 1945
ETS4C1
Studies in Literature
CHI4U1
Canada: History, Identity, and Culture
ETS4U1
Studies in Literature
CHM4E1
Adventures in World History
EWC4C1
The Writers Craft
CHT3O1
World History Since 1900: Global and Regional

Perspectives
EWC4U1
The Writers Craft
OLC4O1
Ontario Secondary School Literacy Course
CHT3O4/5
Histoire mondiale depuis 1900
CHV2O1
Civics
CHV2O4/5
ducation la citoyennet
ENGLISH AS A SECOND LANGUAGE AND

ENGLISH LITERACY DEVELOPMENT
CHW3M1
World History to the Sixteenth Century
ELDAO8
English Literacy Development
CHW3M4/5
Histoire mondiale jusquau XVIe sicle
ELDBO8
CHY4C1
World History: The West and the World
ELDCO8
CHY4U1
World History: The West and the World
ELDDO8
CIA4U1
Analysing Current Economic Issues
ELDEO8
CIC3E1
Making Economic Choices
42
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Choices

20132014
MINISTRY
COURSE CODE
MINISTRY
COURSE CODE
ESLAO8
English as a Second Language
SOCIAL SCIENCES AND THE HUMANITIES
ESLBO8
HFA4M1
Food and Nutrition Sciences
ESLCO8
HFN1O/2O1
Food and Nutrition
ESLDO8
HFN1O4/5
Alimentation et nutrition
ESLEO8
HHG4M1
Issues in Human Growth and Development
HHS4M1
Individuals and Families in a Diverse Society
FRENCH AS A SECOND LANGUAGE
HHS4M4/5
Individus, familles et socits
FEF1D4
Extended French
HIF1O/2O1
Individual and Family Living
FEF2D4
Extended French
HIF1O4/5
Vie personnelle et familiale
FEF3U4
Extended French
HIP3E1
Managing Personal Resources
FEF4U4
Extended French
HIR3C1
Managing Personal and Family Resources
FIF1D5
French Immersion
HLS3O1
Living Spaces and Shelter
FIF2D5
French Immersion
HNB4O1
The Fashion Industry
FIF3U5
French Immersion
HNC3O1
Fashion and Creative Expression
FIF4U5
French Immersion
HPC3O1
Parenting
FSF1D1
Core French
HPD4E1
Parenting and Human Development
FSF2D1
Core French
HPW3C1
Living and Working with Children
FSF1P1
Core French
HRF3O1
World Religions: Beliefs and Daily Life
FSF1P2
Core French (introductory)
HRF3O4/5
tudes des religions
FSF2P1
Core French
HRT3M1
FSF3O1
Core French
World Religions: Beliefs, Issues, and

Religious Traditions
FSF3U1
Core French
HRT3M4/5
FSF4O1
Core French
tudes des religions: Croyances, sujets

contemporains, et tradition religieuses
FSF4U1
Core French
GUIDANCE AND CAREER EDUCATION
HSB4M1
Challenge and Change in Society
HSB4M4/5
Changements et dfis sociaux
HSP3M1
Introduction to Anthropology, Psychology,

and Sociology
HSP3M4/5
Introduction la psychologie, la sociologie

et lanthropologie
GLC2O1
Career Studies
GLC2O4/5
Exploration des choix de carrire
GLD2O1
Discovering the Workplace
HZB3O1
Philosophy: The Big Questions
GLE1O/2O9
Learning Strategies
HZT4U1
Philosophy: Questions and Theories
GLE3O/4O9
Advanced Learning Strategies
GLN4O1
Navigating the Workplace
COMPUTER STUDIES
GLS1O1
Learning Strategies I - Skills for Success

in Secondary School
ICS2O1
Introduction to Computer Studies
ICS3C1
Introduction to Computer Programming
GLS1O4/5
Stratgies dapprentissage I
ICS3U1
Introduction to Computer Studies
GLS4O1
Advanced Learning Strategies: Skills for

Success After Secondary School
ICS4C1
Computer Programming
ICS4U1
Computer Science
GPP3O1
Leadership and Peer Support
GWL3O1
Designing Your Future
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MINISTRY
COURSE CODE
MINISTRY
COURSE CODE
INTERDISCIPLINARY STUDIES
LWIAO/BO/CO/DO
Italian
IDC3O/4O1
LWJAD/BD/CU/DU1
Italian (previous knowledge)
IDC4U1/IDP4U1 Interdisciplinary Studies
LWOAD/BD/CU/DU1
Portuguese (previous knowledge)
IDP3O/4O1
LWOAO/BO/CO/DO1
Portuguese (previous knowledge)
LWPAD/BD/CU/DU1
Portuguese
CLASSICAL AND INTERNATIONAL LANGUAGES
LWPAO/BO/CO/DO
Portuguese
Classical Languages
LWSAD/BD/CU/DU1
Spanish
LVGAD1
Ancient Greek
LWSAO/BO/CO/DO
Spanish
LVGBU1
Ancient Greek
LYIAD/BD/CU/DU1
Hebrew (previous knowledge)
LVGCU1
Ancient Greek
LVLAD1
Latin
NATIVE LANGUAGES
LVLBU1
Latin
LNOAO/BO/CO/DO/EO1
LVLCU1
Latin
LVV4U1
Classical Civilization
Ojibwe
MATHEMATICS
MAP4C1
Foundations for College Mathematics
LBGAD/BD/CU/DU1
Greek
MAT1L1
Mathematics (LDCC)
LBGAO/BO/CO/DO1
Greek
MAT2L1
Mathematics (LDCC)
LBHAD/BD/CU/DU1
Greek (previous knowledge)
MBF3C1
Foundations for College Mathematics
LKAAD/BD/CU/DU1
Mandarin (previous knowledge)
MCF3M1
Functions and Applications
LKCAD/BD/CU/DU1
Cantonese
MCR3U1
Functions
LKCAO/BO/CO/DO
Cantonese
MCT4C1
Mathematics for College Technology
LKDAD/BD/CU/DU1
Cantonese (previous knowledge)
MCV4U1
Calculus and Vectors
LKIAD/BD/CU/DU1
Japanese (previous knowledge)
MDM4U1
Mathematics of Data Management
LKJAD/BD/CU/DU1
Japanese
MEL3E1
Mathematics for Work and Everyday Life
LKJAO/BO/CO/DO
Japanese
MEL4E1
Mathematics for Work and Everyday Life
LKMAD/BD/CU/DU1
Mandarin
MFM1P1
Foundations of Mathematics
LKMAO/BO/CO/DO
Mandarin
MFM2P1
Foundations of Mathematics
LKOAD/BD/CU/DU1
Korean (previous knowledge)
MHF4U1
Advanced Functions
LPWAD/BD/CU/DU1
Vietnamese (previous knowledge)
MPM1D1
LPWAO/BO/CO/DO1
Vietnamese (previous knowledge)
MPM2D1
LRRAD/BD/CU/DU1
Russian
LRRAO/BO/CO/DO1
Russian
NATIVE STUDIES
LRZAD/BD/CU/DU1
Russian (previous knowledge)
NAC2O1
Aboriginal Peoples in Canada
LWCAD/BD/CU/CU1
Gaelic
NBE3U1
English: Contemporary Aboriginal Voices
LWCAO/BO/CO/DO1
Gaelic
NBV3C1
LWEAD/BD/CU/DU1
Spanish (previous knowledge)
Aboriginal Beliefs, Values and Aspirations in

Contemporary Society
LWGAD/BD/CU/DU1
German
NDA3M1
Current Aboriginal Issues in Canada
LWGAO/BO/CO/DO
German
NDG4M1
Aboriginal Governance: Emerging Directions
NDW4M1
Issues of Indigenous Peoples in a Global Context
LWIAD/BD/CU/DU1
44
Choices
Italian
20132014
Choices

MINISTRY
COURSE CODE
20132014
MINISTRY
COURSE CODE
HEALTH AND PHYSICAL EDUCATION
SVN3E1
Environmental Science
PAD1O/2O/3O/4O
SVN3M1
Environmental Science
Outdoor Activities
PAF1O/2O/3O/4O
Personal and Fitness Activities
PAF1O/2O/3O/4O4/5
Activits personnelles et de
conditionnement (mixte)
PAI1O/2O/3O/4O
Individual and Small Group Activities
PAL1O/2O/3O/4O
Large Group Activities
PAQ1O/2O/3O/4O
Aquatics
PAR1O/2O/3O/4O
Rhythm and Movement
PAR1O/2O/3O4/5
Activits lies au rythme et au mouvement
PLF4C
Recreation and Fitness Leadership
PPL1OG
Vie active et sant (filles)
PPL1O
Healthy Active Living Education
PPL2O
PPL3O
PPL4O
PPL1OQ
Vie active et sant (garcons)
PPZ3O
Health for Life
PSE4U1
Exercise Science (co-ed)
SCIENCE
TECHNOLOGICAL EDUCATION
TIJ1O1
Exploring Technologies
TGJ1O1
Exploring Communications Technology
TGJ2O1
TGJ3M1
TGJ3O1
Communications Technology: Broadcast and

Print Production
TGJ4M1
TGJ4O1
Communications Technology: Digital Imagery

and Web Design
Emphasis Courses Grades 11 & 12
TGG3M/4M
Print and Graphic Communications
TGI3M/4M
Interactive New Media and Animation
TGP3M/4M
Photography and Digital Imaging
TGR3M/4M
Radio, Audio and Sound Production
TGV3M/4M
TV, Video and Movie Production
SBI3C1
Biology
SBI3U1
Biology
SBI4U1
Biology
TEJ1O1
Exploring Computer Technology
SCH3U1
Chemistry
TEJ2O1
Computer Technology
SCH4C1
Chemistry
TEJ3E1
Computer Technology
Chemistry
TEJ3M1
Computer Engineering Technology
SES4U1
Earth and Space Science
TEJ4E1
Computer Technology
SNC1D1
Science
TEJ4M1
Computer Engineering Technology
SNC1L1
Science (LDCC)
SNC1P1
Science
Computer Technology
SNC2D1
Science
TEC3E/4E
Computer Repair
SNC2L1
Science (LDCC)
TEI3M/4M
Interfacing
SNC2P1
Science
TEL3M/4M
Electronics
SNC4E1
Science
TEN3M/4M
Networking
SNC4M1
Science
TER3M/4M
Robotics and Control Systems
SPH3U1
Physics
TET3E/4E
Information Technology Support
SPH4C1
Physics
TEW3E/4E
Network Support
SPH4U1
Physics
SCH4U1
Computer Technology
45
Choices
20132014
2014
MINISTRY
COURSE CODE

MINISTRY
COURSE CODE
TCJ1O1
Exploring Construction Technology
TXJ1O1
Exploring Hairstyling and Aesthetics
TCJ2O1
TXJ2O1
TCJ3C1
Construction Engineering Technology
TXJ3E1
TCJ3E1
TXJ4E1
TCJ4C1
Construction Engineering Technology
TCJ4E1

TWJ3E1
Custom Woodworking
TXA3E/4E
Aesthetics
TWJ4E1
Custom Woodworking
TXH3E/4E
Hairstyling
TCC3E/4E
Carpentry
TCE3E/4E
Electrical/Network Cabling
TCH3E/4E
Heating & Cooling
TCM3E/4E
Masonry
TCP3E/4E
Plumbing
TCS3C/4C
Construction Management & Science
TCY3C/4C
Civil Engineering
Green Industries
Health Care
TOJ4C1
Child Development and Gerontology
TPJ1O1
Exploring Health Care
TPJ2O1
Health Care
TPJ3C1
Health Care
TPJ4C1
Health Care
TPJ4E1
Health Care: Support Services
TPJ3M1
Health Care
TPJ4M1
Health Care
THJ1O1
Exploring Green Industries
Health Care
THJ2O1
Green Industries
TPD3M/4M
Dental Services
THJ3E1
Green Industries
TPL3M/4M
Laboratory Services
THJ4E1
Green Industries
TPM3M/4M
Nursing/Medical Services
THJ3M1
Green Industries
TPP3M/4M
Pharmacy Services
THJ4M1
Green Industries
TPT3M/4M
Therapy Services
TOC4C
Child Development
TOG4C
Gerontology
Green Industries
Emphasis Courses Grades 11 &12
THA3M/4M
Agribusiness
THD3M/4M
Landscaping Architecture
THF3E/4E
Floristry
THG3E/4E
Agriculture
THH3E/4E
Horticulture
THL3E/4E
Landscape Construction & Maintenance
THO3E/4E
Forestry
THO3M/4M
Forestry
THS3M/4M
Horticulture Management & Science
46
Choices
20132014

TFJ1O1
Exploring Hospitality and Tourism
TFJ2O1
TFJ3C1
TFJ4C1
TFJ3E1
TFJ4E1
Choices

MINISTRY
COURSE CODE
20132014
MINISTRY
COURSE CODE

Emphasis Courses Grades 11 &12
TDJ1O1
Exploring Technological Design
TFB3E/4E
Baking
TDJ2O1
TFC3E/4E
Cooking
TDJ3M1
TFE3E/4E
Event Planning
TDJ3O1
Technological Design and the Environment
TFN3C/4C
Applied Nutrition
TDJ4M1
TFR3C/4C
Culinary Arts & Management
TDJ4O1
Technological Design in the Twenty-first Century
TFT3C/4C
Tourism and Travel Planning
Manufacturing Technology
TMJ1O1
Exploring Manufacturing Technology
TDA3M/4M
Architectural Design
TMJ2O1
TDM3M/4M
Mechanical & Industrial Design
TMJ3C1
TDP3M/4M
Apparel & Textile Design
TMJ3E1
TDR3M/4M
Robotics and Control System Design
TMJ3M1
Manufacturing Engineering Technology
TDV3M/4M
Interior Design
TMJ4C1
TMJ4E1
TMJ4M1
Manufacturing Engineering Technology
TTJ1O1
Exploring Transportation Technology
TTJ2O1
TTJ3C1
Transportation Technology: Motive Power
TTJ3O1
Transportation Technology: Vehicle Ownership
TMC3C/4C
Computer Aided Manufacturing
TTJ4C1
Transportation Technology: Power Management
TMI3C/4C
Industrial Maintenance
TTJ4E1
Transportation Technology: Vehicle Maintenance
TMM3M/4M
Mechanical Engineering
TMO3E/4E
Machine Operator
TMP3C/4C
Precision Machining
TMR3M/4M
TMS3E/4E
Sheet Metal
TMT3C/4C
Robotics and Control Technician
TMW3E/4E
Welder/Fitter
TMY3C/4C
Welding Technician
TTA3C/4C
Auto Service
TTB3C/4C
Auto Body
TTH3C/4C
Heavy Duty & Agricultural Equipment
TTL3C/4C
Light Aircraft
TTS3C/4C
Small Engine & Recreational
TTT3C/4C
Truck and Coach
47

Choices 2013 2014

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Choices

Getting Started .............................................................. 5

The Arts ..................................................................... 40

Building Character ......................................................... 6

Integrated Arts/Exploring & Creating Arts .............. 40

The Journey: myBlueprint.ca .......................................... 8

Dramatic Arts ........................................................ 40

Media Arts ............................................................ 41

Alternative Learning Opportunities............................... 16

Canadian and World Studies.................................... 42

Re-Engagement Opportunities ..................................... 21

Classical Studies and International Languages ...... 44

Specialized Programs ................................................... 22

Computer Studies ..................................................... 43

Specialized Skills Programs (SHSM) ............................... 24

Other Programs ........................................................... 25

English as a Second Language and

Specific Program Information ....................................... 26

French as a Second Language .................................. 43

Guidance and Career Education............................... 43

Health and Physical Education ................................. 45

Secondary School Locations ......................................... 30

Interdisciplinary Studies ........................................... 44

Diploma & Certificate Requirements............................. 34

Native Languages ..................................................... 44

Understanding Course Codes and Descriptors .............. 38

Native Studies ........................................................... 44

Course Descriptors &

Social Sciences and the Humanities ........................ 43

Community and World Exploration ....................... 39

Computer Technology ........................................... 45

Creative Arts ......................................................... 39

Construction Technology ....................................... 46

Guidance and Career Exploration .......................... 39

Green Industries .................................................... 46

Health and Physical Education ............................... 39

Hairstyling and Aesthetics ..................................... 46

Language Development ........................................ 39

Numeracy and Numbers ........................................ 39

Hospitality and Tourism ......................................... 46

Manufacturing Technology .................................... 47

Social Skills Development ...................................... 40

Technological Design ............................................. 47

Technological Studies: Computers ......................... 40

Transportation Technology .................................... 47

Choices is published annually to encourage parents/guardians* and students to keep

Course Selection Process

Course Selection Sheet or

Choices 2013 - 2014 Secondary Schools

Creating Futures: Guidance and

Toronto District School Board

Is a cornerstone of a civil, just,

Engages students in their

Key Beliefs and Principles of Character Development:

Provides high expectations for

knowledge, skills, and values they

Is universal and transcends

High Five Plus One

No matter what career path

Focus on the Journey

Follow Your Heart

Toronto District School Board

The Journey: myBlueprint.ca