Menu Fort Frances High School


Mr. W. C. Daley, Principal

Mr. D. J. Bird, Vice Principal      Ms. J. E. Leishman, Vice Principal    

Ms. C. Magisano, Vice Principal





Welcome to Fort Frances High Schooland to your course selection journey. Our online course selection will allow you to do more research into your choice of career path and the courses required to get there. The decision surrounding which courses to study is an important one.  As a school we value academic achievement, providing a positive school climate and a variety of programs.  We want all of you to experience a dynamic learning environment, challenging curriculum and success in personal growth. You should select courses at the appropriate level of difficulty and whenever possible, courses where you have an interest. Fort Frances High School staff is committed to assisting every student in achieving a successful outcome from their secondary school experience. Through various pathways at the Workplace, College and University level, as well as Co-op, work experience, Specialist High Skills Majors, Advanced Placement, dual credits and OYAP programs, Fort Frances High School strives to provide students with opportunities for high quality learning situations which are customized to students’ skills and interests. Fort Frances High School will endeavor to provide the best learning opportunities for our students and to create an inclusive and safe environment to help all students succeed.

Have a great year. 




1.     Make sure your online course selections and Course Request Sign Off Sheet are submitted on time. 

2.   If you are a graduating student and undecided as to whether or not you will come back for a fifth year, complete your course selections online and return your Course Request Sign Off Sheet.  As a potential returning graduate you should refer to the “Returning Graduate Policy” in this guide.

3.   The timetable at Fort Frances High School is mainly student driven.  That means the decision on what courses run is largely based on how many students sign up for each course.

4.     Understand that all courses you wish to take may not run or may not run when you want to take them.  The needs of every individual must be considered.

5.     Choose the courses at the right level so that they are challenging, interesting, and leading you to your future destination.

6.     Consult with your teachers, parents/guardian, and guidance personnel and check industry councils, trade certifications and college and university handbooks.  Be proactive and prepare for the end in mind.  You want your decisions to be informed decisions.

7.     New students to the district wanting to attend Fort Frances High School must bring with them a copy of their last school report card and/or a transcript of marks.  An entry meeting will be scheduled with the student, parent/guardian, and an administrator.




 To help each student to:

· Develop a responsiveness to the dynamic process of learning.

· Develop resourcefulness, adaptability, and creativity in learning.

· Acquire the basic knowledge and express ideas through words, numbers and other symbols.

· Develop physical fitness and good health.

· Gain satisfaction from participating and from sharing the participation of others in various forms of artistic expression.

· Develop a feeling of self-worth.

· Develop an understanding of the role of the individual within the family and the role of the family within society. 

· Acquire skills that contribute to self-reliance in solving practical problems in everyday life.

· Develop a sense of personal responsibility in society at the local, national, and international levels.

· Develop esteem for the customs, cultures, and beliefs of a wide variety of societal groups.

· Acquire skills and attitudes that will lead to satisfaction and productivity in the world of work.

· Develop respect for the environment and a commitment to the wise use of resources.

· Develop values related to personal, ethical, or religious beliefs and to the common welfare of society.



      The school environment is one of the major agents of socialization in our society and is of vital importance in the growth and development of our young people.  It is essential, therefore, that the school provides every opportunity to maximize the potential of all students.  In order to give all students the chance to develop in the direction of their talents, the school has designed its curriculum and directed its teaching methods, materials and counselling services to create a learning environment that is free from gender bias.

      All students, regardless of their career plans, are encouraged to take a wide variety of courses.  They must be adequately prepared for the highly competitive environment beyond secondary school.  Educators and parents must help them come to terms with the changing roles, values, and attitudes towards all genders.


This Program & Course Calendar reflects the most current information available at time of publication.  The school administration reserves the right to establish or cancel courses depending upon the course enrolment, availability of facilities and/or availability of qualified teachers, subsequent to the publication of this guide.






§   4 English - one credit per grade

§   1 French as a second language

§   3 Mathematics - at least one in Grade 11 or 12

§   2 Science

§   1 Canadian history

§   1 Canadian geography

§   1 Arts (music, art, drama, guitar)

§   1 Physical Education and Health

§   1 Civics (0.5) and Career Studies (0.5)

§   GROUP 1 - additional credit in  English, or French as a second language, or a Native language, or a classical or an international language, or social sciences and the humanities, or Canadian and world studies, or guidance and career education, or cooperative education.*

§  GROUP 2 - additional credit in health and physical education, or the arts, or business studies, or French as a second language*, or cooperative education*

§  GROUP 3 - additional credit in science, or computer studies, or technological education, or French as a second language*, or cooperative education.*

*a maximum of 2 credits in French as a second language or in cooperative education can count as compulsory credits (revised 2010.03.08).

And in addition:


Selected from available courses to complete the 30 credit requirement.




      A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours.  Students repeating a course for which they have already received a credit will have all marks recorded, but only one credit granted.  (Some exceptions may apply.)




      In order to allow flexibility in designing a student’s 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.  This can be done using courses from the remaining courses offered by the school that meet the requirements for compulsory credits.  To meet individual students’ needs, the principal may replace up to three of these courses (or the equivalent in half courses) with courses from the remainder of those that meet the compulsory credit requirements.  Substitutions should be made to promote and enhance student learning or to meet special needs and interests.




      A student who has successfully completed the requirements for the following may count a maximum of one Grade 11 university/college preparation music credit towards the OSSD in addition to any other Grade 11 university/college preparation music credits earned in the school:


· Grade VII Practical and Intermediate Rudiments (Royal Conservatory of Music, Toronto) or Grade VII Practical and Grade III Theory (Conservatory Canada, London, Ontario)

      A student who has successfully completed the requirements for the following may count a maximum of one Grade 12 university/college preparation music credit towards the OSSD in addition to a maximum of one other Grade 12 university/college preparation credit in music earned in the school:


· Grade VIII Practical and Advanced Rudiments (Royal Conservatory of Music, Toronto) or Grade VIII Practical and Grade IV Theory (Conservatory Canada, London, Ontario)

Other recognised programs include the Conservatory of Music in Quebec, Trinity College London, England, and Royal Schools of Music, London, England.

Students who have completed the requirements for the above music programs should submit proof to the Guidance office. 




      All students must successfully complete the OSSLT in order to earn a secondary school diploma.  The test is based on the Ontario curriculum expectations for communication up to and including Grade 9.  It is usually written when the student is in Grade 10.

      The test serves both to determine whether students have acquired the reading and writing skills considered essential for literacy and to provide confirmation that those students who have completed the test successfully have attained the provincial standards for literacy.  The test identifies those students who have not demonstrated the required skills and identifies areas in which these students need remediation.  School boards provide remedial assistance for students who do not complete the test successfully.  This assistance is designed to help students to improve their skills so that they are better prepared to retake the literacy test.

      Students who have an Individual Education Plan may be provided with accommodations for the literacy test according to Ministry definitions and procedures.  Deferrals and exemptions may be granted to those students who have not acquired the level of proficiency in English to complete the test successfully or who are not working toward a secondary school diploma.

      In June 2004, the ministry introduced an adjudication process.  School boards may now establish adjudication panels at the end of the school year to provide certain students with an additional opportunity to meet the literacy graduation requirement.  These students include those who would otherwise be eligible to graduate in June but, through no fault of their own, have not been able to take advantage of the normal opportunities to write the OSSLT and/or have not been able to enrol in or complete the Ontario Secondary School Literacy Course, owing to unforeseen circumstances.   Also eligible for the adjudication process are students who were receiving special education programs or services, and who had an IEP documenting required accommodations, but, owing to unforeseen circumstances, did not have access to these accommodations when they were taking the OSSLT.




      This is defined by the Ministry of Education.  Every student who begins secondary school during or after the 1999-2000 school year must complete community involvement activities as a part of the requirements for an Ontario Secondary School Diploma (OSSD).


Key Elements:

  • A minimum of 40 hours
  • Completed outside of scheduled class time
  • Not part of a credit course
  • Must be unpaid activities
  • May not begin until a student has graduated from Grade 8
    Must be completed by the end of Grade 12


  • Develop a positive self-image and a sense of worth in the community
  • Develop civic responsibility
  • Begin developing links/contacts within the community

Student Responsibilities:

  • Make sure the activity is on the approved activity list prior to involvement (if unsure, see a V.P. or a Guidance Counsellor)
  • Obtain a “Community Involvement Activity” form from the Guidance office or from the RRDSB website
  • At the end of each activity, the student, the supervisor of the activity and a parent/guardian must sign the form
  • The completed form should be submitted to the Guidance office.




      Each student in Grades 7 to 12 should prepare an Annual Education Plan.  Students will use the plan to set long-term and short-term goals and to review and revise them each year.  The Annual Education Plan for students in Grades 9 to 12 will identify the students’ goals, course selections, the extracurricular activities, cooperative education plans, and work experience opportunities in which the students will be participating in and a range of possible post secondary goals.




      The Rainy River District School Board will foster and maintain a safe environment for its students, staff and community through the implementation of effective measures to deal with violence in schools.  These measures include the establishment of preventive procedures, the provision of appropriate early intervention procedures and the administration of disciplinary action in accordance with Board Policy, the Education Act, the Safe Schools Act, the Ontario Schools Code of Conduct and other relevant legislation.

      The complete policy can be found on the Board website ( under approved policies 4.16.




      Every student at Fort Frances High School is expected to follow the guiding principles outlined in the Fort Frances High School Code of Conduct.  This can be found in the Student Handbook on the school website (




      Regular attendance and punctuality are essential components of success in all courses.  The detailed procedures of the school attendance policy are found in the Student Handbook on the school website (




      Fort Frances High School operates on a 2 semester system.  Each semester students take up to 4 classes a day at 75 minutes each.  The first semester is scheduled from September to the end of January and the second is from February to the end of June.




      Education is a process of learning that requires continuity in and exposure to learning experiences.  Students must learn to work not only as individuals but also with others.  This involves the students in listening, co-operating, sharing, interacting and experiencing peer evaluation.  Students are to be able, individually and in groups, to investigate, analyze, synthesize and generalize in the pursuit of knowledge, skills and values.  Students and teachers engage in educational processes that are mutually instructive, creative, and satisfying.  The ability to work with and for others - both adults and peers - is an essential ingredient of the learning process.




      Assessment and evaluation will be based on the provincial curriculum expectations and the achievement levels outlined in the secondary curriculum documents.  There will be two formal reports each semester: a mid-term and final report. 

      There is also an anecdotal progress report issued approximately six weeks into each semester followed by “Parents’ Night.”




      Recognizing academic excellence is the main purpose for establishing an Honour Roll at Fort Frances High School.  An Honour Roll will be determined four times a year based on marks achieved at Semester I – midterm, Semester I – final, Semester II – midterm and Semester II – final.   A student must be a full-time student at FFHS during the term for which Honour Roll status is being determined.  A full-time student is someone enrolled in a minimum of three credits in a term.

      The Honour Roll is a snapshot of a student’s progress at the end of each term.  The average of all subjects enrolled in at midterm or at the end of the semester is the basis for determining Honour Roll eligibility for students in Grades 10-12.  For students in Grade 9, taking full-year Math and English, only midterm marks (at the end of the first semester) and final marks (at the end of the second semester) in Math and English are used to determine honour roll eligibility.  At each term, a half-credit course (eg. Career Studies or Civics) is weighted equally with other courses for calculating the Honour Roll average.  A two-period course (eg. Co-op or Technology) is weighted twice that of other courses for calculating the Honour Roll average.

Any e-learning courses offered by the high schools within the Rainy River District School Board are to be included in the Honour Roll calculations.

      If a full-time Fort Frances High School student is enrolled in a provincially-recognized secondary school course, outside the Rainy River District School Board, and the student would like the midterm or final mark to be considered for Honour Roll status, then it is the responsibility of the student to provide verification of the mark to the Guidance Office before midterm or final reports are issued to students.  Examples of such courses include the external music credit, religious education courses offered by the Northwest Catholic District School Board, MNR Summer Stewardship Co-op and Independent Learning Centre courses.

Recovered credits earned in July and August are not eligible for the Honour Roll.

A minimum average of 80.0% is required to be on the Honour Roll.

      Students will be eligible to receive awards based on cumulative times they have been on the FFHS Honour Roll.  Awards are based on the first four years of attendance at FFHS.

Recognition will occur as follows:

      Honour Roll             Award

      3 times                    Crest

      7 times                    Medallion

      11 times                  Certificate and Pin

      14 times                  Pen  

      Note:  Actual awards are subject to change.



      To graduate as an Ontario Scholar a student must obtain a sum of at least 480 marks in any combination of Grade 12 courses that provide a total of six credits.  Roughly speaking, a student has a minimum average of 80% in their best six Grade 12 courses.  Any combination of Grade 12 courses may be included in the calculation:  university preparation, university/college preparation, college preparation, workplace preparation, open courses and/or co-operative education courses.  A student is an Ontario Scholar the year they receive their Ontario Secondary School Diploma (OSSD) or the year following graduation.  A student is designated an Ontario Scholar only once.

      Ontario Scholars will be determined automatically at Fort Frances High School.




      The cumulative record of each student’s progress is maintained in the Ontario Student Record (OSR) folder.

      Students and parents/guardians should note the distinction between the Ontario Secondary School Diploma (OSSD) and the Ontario Student Transcript (OST) of marks issued by the school.

       The OST will include:

      All Grade 9 and 10 courses successfully completed by the student with percentage grades obtained and credits earned;

      All Grade 11 and 12 courses completed or attempted by the student, with percentage grades obtained and credits earned;

      Identification of compulsory credits, including credits that are substitutions for compulsory credits identified by the Ministry as diploma requirements.

It is an important document for employment purposes and for admission to post-secondary institutions.  Students and parents/guardians of students under 18 years of age may have access to this information by contacting a counsellor.

      The Ontario Secondary School Diploma is issued by the Ontario Ministry of Education and Training, and states that a student has successfully completed the minimum requirements for an OSSD.

      The Ontario Secondary School Certificate will be granted on request to students who leave school before earning the Ontario Secondary School Diploma, provided that they have earned a minimum of 14 credits distributed as follows:

Compulsory credits (total of 7)

      2 credits in English

      1 credit in Canadian Geography or Canadian History

      1 credit in Mathematics

      1 credit in Science

      1 credit in Health and Physical Education

      1 credit in the Arts or Technological Education

Optional credits (total of 7)

      7 credits selected by the student from available courses.

      Students who leave school before fulfilling the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment.  The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to take certain vocational programs or other kinds of further training, or who plan to find employment after leaving school.





·         The United Native Friendship Centre on Portage Avenue was established to provide an option for some students who have educational needs that cannot be met in a conventional way at the main campus and in response to needs expressed in the community.  Students at risk of not completing their diploma requirements are provided with opportunities to develop the skills and confidence they need to re-enter the regular system.  These programs can also benefit students who wish to take an individualized program. 

·         The Credit Recovery program helps some students earn certain credits they have previously failed to achieve, as they develop the learning skills needed for academic success.  Credit Recovery placement is made by the Credit Recovery Team.  The Team considers all factors that limited success in the initial program. 

·         E-learning is a Ministry initiative which offers individualized learning and engages students using the Desire2Learn internet learning system.  Course material, quizzes and assignments are provided through an internet connection.  Students interact with the material, their peers and their teacher through the computer.  The teacher and the other students of the course may be distanced physically by school and/or by time period within our board.  Students are required to report to a designated area of the school and attend the full-period just as in a regular classroom. They may also access the system after-hours from home. 

·       The School Within A College (SWAC) program is a School College Work Initiative that is offered by Confederation College in partnership with the Rainy River District School Board.  The program supports individuals in completing high school and considering postsecondary education.

      SWAC courses engage students in exposure to college programs, setting and culture, and support a smooth transition from secondary to postsecondary education.  Students are provided additional choices in course selection.  Evidence has shown that success in dual credit programs has provided greater likelihood of graduation success!

  • To be eligible for the SWAC program, students (at least 18 years of age) must be working toward an Ontario Secondary School Diploma (OSSD).

  • They can take up to 2 college courses per semester, but may only take 4 college delivered credits towards their OSSD.

  • They will attend college three days per week taking college and Secondary School Credits.  The focus of the Secondary School Credits will be on compulsory subjects they require to graduate.

  • There is also an opportunity to obtain coop credits if they are employed while attending school.

    For more information, contact your local high school or Confederation College.

·         Prior Learning Assessment and Recognition (PLAR)

What is PLAR?

The term PLAR stands for Prior Learning Assessment and Recognition.  Simply stated, this is a process whereby students enrolled in regular day school can be given credit for prior learning.  Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school.  Students may  have their knowledge and skills evaluated against the expectations outlined in provincial curriculum policy in order to earn credits towards the Ontario Secondary School Diploma.  The PLAR process involves two components:  “challenge” and “equivalency”.  The “challenge” process is the process whereby students’ prior learning is assessed for the purpose of granting credit for a Grade 10, 11, or 12 course developed from a provincial curriculum policy document published in 1999 or later.  The “equivalency” process is the process of assessing credentials from other jurisdictions.  Before students decide to challenge a course for credit, they should make themselves very aware of the PLAR process.  Challenging a course is a lot more complicated that just “taking a shot”.  Students and parents should know beforehand that at the Grade 11 and 12 level, a “challenge” that receives a failing mark will appear as a failure on the student’s Ontario Student Transcript.  Students who are considering challenging a course should discuss the idea with their parents/guardians and their guidance counsellor.  Students may challenge a course for credit only if they can provide reasonable evidence to the Principal that they are likely to be successful in the challenging process, in accordance with criteria established by the Ministry of Education.  A student cannot challenge a course for credit which they have previously failed.

How Do I Get More Information?

If you have read this information and feel that you may be in a position to challenge a course, you should contact the Principal, Mrs. Keffer, who is responsible for PLAR.  She will be able to provide you with any other information you may need or will find the information for you.  You may also wish to visit the Ontario Ministry of Education website at


    In order to accomplish outcomes and objectives many courses are studied in a prescribed sequence.  Certain skills are learned in earlier work which may be required in more advanced work.  This is particularly applicable in studying English, Mathematics, Science and Languages and to some extent in all areas.  In practical terms if a student chooses mathematics 3U it is assumed that he/she has been successful in completing mathematics 2D.  A recommended prerequisite means it is advised that the student has or meets these requirements.



    The purpose of transfer courses is to enable students who alter their post secondary plans to transfer from one type of course to another in Grades 10, 11, and 12.  Transfer courses are designed to provide the knowledge and skills required to bridge the gap between two courses of different types.  In most cases, transfer courses are shorter and more focused than other types of courses, and can be delivered in a variety of ways.



      Fort Frances High School and Confederation College may enter into a dual credit agreement from time to time that allows students to earn 1 high school credit and 1 credit at Confederation College.  Students will be made aware of these programs as they become available.





Changes may be made only in the following instances:

   1.      The timetable is unacceptable due to a course being omitted.

   2.      Improper sequencing of courses.

   3.      Failure of a compulsory course.

   4.      Changes in career plans (post secondary prerequisites). 

            Whenever students are allowed to transfer or change courses, every effort is made to retain the coherence of their programs as well as the other characteristics involved in the initial planning.  Changes to a timetable will not be made until the appropriate paperwork, when required, is completed and handed back to a Guidance Counsellor.

            Where there is limited enrolment, first choice will be given to those who need it to complete a program.  If course changes are required for any of the above reasons, they must be completed within 5 school days of the start of classes in each semester.

            Students in Grade 9 and 10 will not be allowed to take spare periods.

            Students in Grade 11 will not be allowed to take a spare unless they have 16 credits.

            Students in Grade 12 will not be allowed to take a spare unless they have at least 23 credits.

A student can voluntarily withdraw from a Grade 11 or 12 course (with parental permission) up to 15 school days prior to the start of the formal exam period.  After this date, no classes will be dropped.


GRADE 9, 10, 11 & 12 ASSESSMENT


Student achievement must be communicated formally to students and parents by means of the Provincial Report Card, Grades 9 - 12.  The report card focuses on two distinct but related aspects of student achievement: the achievement of curriculum expectations and the development of learning skills and work habits.


(i) Reporting on Achievement of Curriculum Expectations

The report card provides a record of the student’s achievement of the curriculum expectations in the form of a percentage grade.  A final grade is recorded for every course, and a credit is granted and recorded for every course in which the student’s grade is 50% or higher. 


 (ii) Reporting on Demonstrated Learning Skills and Work Habits

The report card provides a record of the learning skills and work habits demonstrated by the student in the following six categories:  Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-Regulation.  The learning skills are evaluated using a four-point scale (E-Excellent, G-Good, S-Satisfactory, N-Needs Improvement).






      The Fort Frances High School Guidance Department offers assistance to students in a wide variety of areas under the umbrellas of (1) Educational Planning, (2) Career Planning and (3) Personal Development.  In Grade 9, students will be seen for a routine appointment with additional interviews available on request.  Grade 10, 11 and 12 students may also be seen routinely but more emphasis is placed on the student to request appointments when needed.  The Guidance Department maintains a comprehensive file of calendars, and first year view books for post secondary institutions in Ontario, the rest of Canada and the United States.  Career information is readily available in hard copy and on programs via the internet.  Information on the offering of courses through other means is also available.  Students and parents are encouraged to seek the assistance of a counsellor at any time. The Guidance staff is composed of teacher counsellors and Native Education counsellors.



      The LSC provides an opportunity for some students to complete locally developed, applied, open and college level courses independently.  Students are referred through special education, the guidance office and administration.  A limited variety of courses is available at all grade levels, and they are designed to assist students in the completion of their secondary diploma or certificate.  Students are considered for this class on a case by case basis.  Although consideration is extended for some situations, it should be clearly understood that regular attendance and a strong work ethic are mandatory.



Open daily from 11:35-12:30, the AAP lunch program is available tostudents in all grades and levels (applied, academic, locally developed, open, university, college, university/college, workplace) who are looking for a place where they may eat their lunch and complete their assignments in a comfortable and welcoming environment.  In AAP, academic assistance is provided through tutors, Educational Assistants, and the on-site teacher, and several computers are also available for student use.  Often a teacher will refer students whose marks appear to be in jeopardy, with the expectation that they attend AAP to benefit from the help available.   



      The library-resource centre is open for study, research, leisure reading and preparation of assignments.  Students must use their student I.D. card to sign out books (fiction and non-fiction) and audio-visual materials.  These resources may be renewed unless they have been reserved by another student.  Encyclopedias, magazines, and other reference materials may not be signed out, but students may photocopy single copies of articles for research purposes at no cost.  Students are required to pay for personal photocopying.  The computers have many software programs, on-line databases, internet access and printers available for student use.  The library staff is available to help students research, find materials and prepare assignments.


      Co-operative Education is a career-oriented program open to all senior students, and affords each the opportunity to explore career goals or interests while still in school.  Co-op allows students to relate classroom instruction to the workplace; observe and operate equipment not available at school; develop job skills; gain practical experience which is essential in today’s competitive job market; acquire confidence, self-reliance, appropriate expectations and attitudes in preparation for permanent employment; enhance opportunities for summer work and job placement after graduation; enter apprenticeship and other post-secondary education programs more easily.

      Co-op courses are offered to students in grades 11 and 12.  Enrolment in Co-operative Education courses is subject to timetable limitations and availability of job placements.  Acceptance into the program depends in part upon an interview with the Co-op teacher.  All students must complete a Co-op Application Form before they will be considered for the program.

      Continuous Intake Co-op is an alternative pathway for students to earn credits.  The program is generally reserved for students who have left school, or who are currently enrolled in school but need a modified day.  Continuous Intake Co-op can start and end on flexible dates rather than fixed times in our semester system.  This type of placement can be paid or non paid depending on students’ particular situations.   Students can be referred to the program by an administrator, a guidance counsellor or a member of the Student Success team.  This type of placement is designed to meet the goals and needs for a unique segment of the student population who have a genuine desire to participate in the program.

      Evaluation of each participant is a combined effort of the Co-op teacher and workplace supervisor.  The on-the-job evaluation is based on the student’s reliability, initiative and ability to work in a practical situation.  The remainder is based on assignments, weekly logs and pre-employment orientation. 

      Opportunities for students interested in apprenticeships are expanding.  A limited number of senior students may have placements arranged to satisfy both requirements for Co-op and for Ontario Youth Apprenticeship.      


    The Ontario Youth Apprenticeship Program (OYAP) is a specialized program that enables students who are 16 years of age or older to meet diploma requirements while participating in an occupation that requires apprenticeship.  This is done through an agreement between the student who wants to learn a skilled trade, the employer who provides the training, the Ministry of Education, the high school and the Ministry of Training, Colleges and Universities.


All students participating in OYAP must: 

·         Complete sixteen credits towards the OSSD prior to starting the program.  An OYAP student earns co-operative credits for work experience in an apprenticeship occupation.

·         Be enrolled as full-time students during the program.

·         Complete all compulsory credits required for the OSSD.


OYAP is available at all Secondary Schools in the Rainy River District School Board.

      Please see a guidance counsellor, co-op teacher, or Mr. Donaldson (OYAP co-ordinator), for more information or go to (page 12).



    The Specialist High Skills Major (SHSM) is a ministry-approved specialized program that allows students to focus their learning on a specific economic sector while meeting the requirements for the Ontario Secondary School Diploma (OSSD).  This career-focused program is also designed to help prepare students to make the transition from secondary school to apprenticeship training, college, university or the workplace.  An SHSM enables students to gain sector-specific skills and knowledge in the context of engaging, career-related learning environments and helps them focus on graduation and on pursuing their post-secondary goals.  Students will receive a special SHSM red seal on their diploma and detailed accomplishments on their SHSM record.

    The Manufacturing SHSM provides students with a strong foundation for a variety of careers in the manufacturing sector, including those focusing on the service, repair, and modification of vehicles and vehicle systems.


Required Components for the Manufacturing SHSM:

1.       A bundle of 9 Grade 11 and Grade 12 credits that includes:

a.   4 manufacturing major credits that provide sector-specific knowledge and skills;

b.   3 other required credits from the Ontario curriculum, in English, mathematics and science, in which some expectations are met through learning activities contextualized to the manufacturing sector;

c.   2 cooperative education credits that provide authentic learning experiences in a workplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills.

2.         6 sector-recognized certifications and/or training courses/programs (3 compulsory and a choice of 3 electives from a list of additional certifications and training courses/programs)

3.         Experiential learning and career exploration activities within the sector

4.         “Reach ahead” experiences connected with the student’s postsecondary pathway

5.         Development of Essential Skills and work habits required in the sector, and the documentation of them.

The Business SHSM provides students with a strong foundation for a variety of careers in the business sector.


Required Components for the Business SHSM:

1.       A bundle of 9 Grade 11 and Grade 12 credits that includes:

a.    4 business major credits that provide sector-specific knowledge and skills;

b.  3 other required credits from the Ontario curriculum, in English, and mathematics, in which some expectations are met through learning activities contextualized to the business sector;

c.   2 cooperative education credits that provide authentic learning experiences in a workplace setting, enabling students to refine, extend, apply, and practise sector-specific knowledge and skills.

2.         6 sector-recognized certifications and/or training courses/programs (4 compulsory and a choice of 2 electives from a list of additional certifications and training courses/programs)

3.         Experiential learning and career exploration activities within the sector

4.         “Reach ahead” experiences connected with the student’s postsecondary pathway

5.         Development of Essential Skills and work habits required in the sector, and the documentation of them.

The Health and Wellness SHSM provides students with a strong foundation for a variety of careers in the health and wellness sector.

Required Components for the Health and Wellness SHSM:

1.    A bundle of nine Grade 11 and Grade 12 credits that includes:

              a.  four health and wellness major credits;

              b.  three other required credits from the Ontario curriculum, in English, mathematics,    

                   and a choice of science or social sciences and humanities;

              c.  two co-operative education credits tied to the sector.

2.   7 sector-recognized certifications and/or training courses/programs (4 compulsory and a choice of 3 electives)

3.   Experiential learning and career exploration activities within the sector

4.   "Reach ahead" experiences connected with the student's postsecondary pathway

5.   Development of Essential Skills and work habits required in the sector, and documentation of them.



      Special Education Services encompass the facilities, resources and programs, including support personnel, equipment and adaptive technology, necessary for developing and implementing an individual education plan  An individual education plan (IEP) is developed when a student has been identified as exceptional through the identification, placement and review committee (IPRC) process.  In addition, an IEP may be developed when a student regularly requires accommodations for instructional or assessment purposes; and/or the school principal determines that a student will be assessed on the basis of modified expectations.  A small number of students may require alternative expectations  that are not derived from the expectations in provincial curriculum policy documents.  Students will not be granted a credit for the successful completion of a course (K-level) that consists of alternative expectations.  Descriptions of the K-level courses follow.

      A wide range of services are provided through Special Education including:  individual counselling, assistance with course selection, support from educational assistants, test/exam accommodations, support for adaptive technology, assessments and consultative assistance to teachers.

      The Special Education Advisory Committee (SEAC) makes recommendations to the board in respect to all matters affecting the establishment, development and delivery of special education programs and services for exceptional pupils of the board.  The committee is invited to provide input to the board on all these matters, including the budgeting process as it relates to special education.

      For further information on individual education plans, the IPRC process, special education policies and procedures, and for the special education guide, please refer to Board Information on the board website at


Overview - K-Courses offer students an opportunity to investigate a variety of ways to enhance their independence.  The focus in all courses is to expand students’ communication and interpersonal ability in conjunction with life skills.  The content of the courses KTT, KEN, KPP and KMM will be combined and covered over both semesters. 



Creative Arts for Enjoyment and Expression KAL (non-credit) 

This course will assist students to acquire an appreciation for a variety of art forms.  Different creative art forms will be introduced and students will be encouraged to practise  fundamental level skills.



Language Communication Development KEN (non-credit)

This course builds on students’ previous education and language knowledge.  Students will develop functional skills using oral and written English for daily needs, further develop basic reading skills, and acquire basic conversation skills and vocabulary.



Exploring the World of Work - KGW (non-credit)

This course is designed to help improve students’ manual dexterity, social skills, and give the student a positive experience with success to help build self esteem.  The students work with many types of materials on a variety of projects.  This course will assist students to acquire basic skills required for the world of work.



Personal Health and Fitness - KPF (non-credit)

This course emphasizes regular participation in a variety of physical activities that promote lifelong healthy active living.   Students will explore ways of improving personal fitness while preventing injury.  An emphasis on team sports will also develop an understanding of cooperation and good sportsmanship.


Self Help and Self Care - KPP (non-credit)

This course will assist students in developing the self-help skills necessary for independent living.  Students will be encouraged to familiarize themselves with community resources such as health care, libraries and recreational facilities.


Numeracy and Numbers—KMM (non-credit)

This course is designed to expand students’ basic numeracy skills.  They will learn and use basic operations involving whole numbers in a variety of situations.  This course will emphasize practical application to real life situations.



Drama - KHD (non-credit)

Students will gain an understanding of the relationships with members of their personal community, acquire the basics involved in understanding and using the appropriate interpersonal skills when interacting with family, friends and others with whom they come in contact, discuss and practice strategies for communication, anger management and conflict resolution.  Students will use role play and drama to help develop these skills.


Culinary Skills - KHI (non-credit)

This course will assist students in acquiring fundamental culinary skills.  Students will learn basic terminology, operation, and safe use of kitchen equipment and appliances.  Students will be encouraged to follow simple recipes in the preparation of basic servings.



Computer Skills—KTT (non-credit)

Students will develop touch-typing skills on numerical and alphabetical keyboards, learn basic formatting through the use of a word processor, and explore the internet to search and retrieve information.


Questions about course selection and timetabling can always be directed to your guidance counsellor.



Follow this link for our Math Pathways Chart.




Follow this link for our Pathways to Destination Routes








An electronic guide to Ontario’s universities for high school students.

Ontario Colleges

An electronic guide to Ontario’s colleges for high school students.

Apprenticeship Websites or

Work Related Resources

Applying to a College or University NOT in Ontario

If you are going out-of-province to attend a post-secondary institution you must inform Guidance.  The only way that an out-of-province college or university will receive your marks is if the Guidance Department sends them out.  If we do not know you have applied, we cannot send the marks; your application will not be processed and you will not be accepted to college/university.


  • Local scholarships and bursaries are available the first week of May.  Listen for announcements.
  • Other scholarships and bursaries are not announced by the Guidance Department.  We do post in the Guidance Office any that are mailed to us.  It is your responsibility to stop by Guidance periodically to check these out.

      In addition, check out these websites:




  • Check with your parents/guardians/family to see if any are available through their employment, service clubs, religious or cultural affiliation, etc.  Also, if you are employed, ask if any are available through your employer.
  • Ontario Student Assistance Program.  Information available at

Listen to the announcements and check the whiteboard in the Guidance Office for college presentations.  If you want to attend a presentation, you must sign the list in the Guidance Office by the day prior to the presentation.


REMEMBER, the Guidance Counsellors are always available if you have any questions.