Senior School Academic Handbook 2026-2027 by kcs-expandpossible

Table of Contents Message from Head of School KCS Mission, Vision and Values Our Commitment to Students Learning Framework Experiential Learning Engagement with External Learning Partners Offsite, Place-Based Learning Student Leadership and KCS By Design Community Building and Contribution Global Experience Program The School Year and Timetable Week A Week B Earning the Ontario Secondary School Diploma Requirements Compulsory and Optional Credits Understanding Course Codes and Types Course Types Process for Selecting and Switching Courses Recognizing External Music with Credits Prior Learning Assessment and Recognition (PLAR) Process Compulsory Course Substitution Policy Withdrawal from Courses in Grades 11 and 12 Reach Ahead Credits Credits Earned Outside the KCS Senior School The Ontario Secondary School Literacy Requirement The Ontario Secondary School Financial Literacy Requirement Community Service Requirement Online Learning Requirements Ontario Secondary School Certificate (OSSC) Ontario Certificate of Accomplishment Earning the KCS Diploma of Distinction Assessment and Evaluation Guiding Principles Types of Assessment and Evaluation Reporting Periods and Report Cards Ontario Student Transcript (OST)

4 5 6 6 9 9 9 11 13 13 14 15 16 17 17 17 19 20 20 21 21 21 21 21 22 22 22 22 23 23 23 24 25 25 26 27 27

Ontario Scholar Designation Policy for Late Assignments and Missed Assessments Academic Integrity Policy Acceptance Use of Technology Policy General Guidelines Internet and Electronic Communication Student Responsibilities Engagement Best Effort Homework Problem-Solving and Advocacy Attendance Behaviour Support, Counseling, and Advisory Advisory Well-Being Support Academic Support Course and Post-Secondary Planning Support Technology and Other Resources Community Resources English Language Learner (ELL) Support Course Offerings and Descriptions Course Prerequisites Changing Course Types Course Change Procedures

28 28 29 31 31 32 36 36 36 36 36 37 37 38 38 38 39 39 40 40 41 41 41 41 41

Message from Head of School Welcome to a new year of learning, of experiences, challenge, support and leadership. Leadership of yourself, and yourself with others. I am wishing you a great year ahead, and one that sees you take advantage of all of our dynamic offerings, both in and outside of the classroom, on and off our incredible campus, with our faculty and community partners. Thanks to KCS staff, our community of Learning Partners, and the amazing facilities and greenspaces within our reach you, our students have the opportunity to: ● ● ● ● ● ● ● ● ●

Live our values of Community, Compassion, Curiosity, Courage, Excellence and Integrity. Aspire to achieve in ways that are meaningful to them. Exercise their agency to shape their world now and in the future. Meet and learn from external experts in every course and co-curricular. Engage in regular excursions outside the classroom so they can learn about the world by being in it. Receive the time, guidance, resources, and access to expertise to independently learn about the topic of their choosing, from a variety of perspectives, as part of our unique KCS Path Program. Develop leadership and critical thinking skills in our KCS By Design program, choosing to make a difference within and beyond our school community. Are introduced to the skills and mindsets of entrepreneurship and are supported in authentic student-led ventures. Help us build a school experience that honours wellbeing, passion-driven learning, and the ability of students to apply growing knowledge and skills by making a difference in the communities around them.

We’re proud of our students and look forward to their ongoing leadership as we welcome new students to our Grade 9 -12 classes in 2026-2027. Every student joining us, like those already here, will have the opportunity to be an active school leader, by design. Every student can play a role in shaping the KCS Senior School, revealing what’s possible when students are supported in doing so. It’s with much anticipation that we await the new school year and your participation in making it a great one. Garth Nichols, Head of School

KCS Mission, Vision and Values

Our Commitment to Students Grounded in world-class research and developed alongside global thought leaders, the KCS Senior School delivers the definitive secondary experience that answers the call to be prepared for the demands of the future. We bridge core academics with real-world application - amplifying student voice, driving personal passion, and connecting learning directly to a changing world. Through our signature KCS Path Program and network of Learning Partners, our students collaborate directly with impactful leaders across every sector. They build authentic networks, cultivate deep intrinsic motivation, and lead with integrity, insight, and ingenuity to navigate an evolving landscape. Our graduates stand out. Curious, purposeful, and equipped with a proven track record of leadership, KCS students enter post-secondary life prepared to achieve, act with purpose, and shape the future. Our graduates are attending top universities and exceptional programs that are challenging them to be driven life-long learners, ethical and responsible leaders, and to make an impact. This is the KCS Senior School where students lead, passions drive, and impact begins.

Learning Framework How We Learn at KCS Senior School Learning at KCS Senior School is intentionally designed to transform students into independent, intrinsically-driven learners and leaders who are ready to thrive in post-secondary life and beyond. Rather than viewing the Ontario curriculum and learning skills as standalone requirements, we believe that these are the floor, and we build upon that the structure of our learning experiences that inspire our students and provide them the opportunity to learn about, develop through practice, and reflect on the KCS Portrait of a Graduate.

1. Driven Lifelong Learners: Building Academic & Intellectual Capacity We learn by mastering foundational knowledge and developing deep intellectual habits. Students build essential academic capacity by engaging directly with core content through critical thinking, effective communication, and real-world application, and extend their learning through our Path, KCS By Design, and other extensions that challenge our students' academic growth. 2. Responsible Risk-Takers & Leaders: Developing Work Habits & Creative Capacity We learn by taking ownership of our habits, taking intellectual risks, and solving complex problems. Student growth happens when students step out of their comfort zones, both in and outside of the classroom. Powered by our Mission, Vision, and Values, responsible risks are where students get to understand, with depth, who they are as learners and as citizens. 3. Empathetic Citizens & Respectful Leaders: Cultivating Character & Collaborative Capacity We learn best in a community grounded in trust, empathy, and meaningful collaboration. Students take on true leadership when they apply self-awareness and care for others. Through our 4 Doors of Learning (Academics, Arts, Athletics, and Citizenship), students experience a diverse, rich environment where they learn, develop, and reflect on their capacity for empathy, action, impact, and leadership beyond their own lived experiences. 4. Future-Ready & Healthy Individuals: Sustaining Post-Secondary Success We learn with the future in mind. By integrating rigorous academic standards with personal well-being, KCS ensures that the learning process produces grounded, confident individuals. Our graduates learn throughout each and every grade in an age- and stage-appropriate way, and will graduate from KCS not only with strong academic credentials, but as adaptable, difference-making leaders who are prepared to add value wherever they go.

Experiential Learning Learning becomes real, and unforgettable, when part of a deeply engaging experience. On a regular basis and wherever it is relevant to do so, KCS students engage in experiential learning in all subjects and in co-curriculars. Notable elements of experiential learning at the KCS Senior School include:

Engagement with External Learning Partners All students engage with external Learning Partners in every course and in their Path Program as well as By Design. KCS is building an extensive and ever-growing roster of experts, the KCS Learning Community, in a limitless array of fields. These individuals, vetted and managed through faculty oversight, have agreed to serve as a Learning Partner in a variety of possible ways, from as small as agreeing to be interviewed by a student, and as large as hosting co-op students. All KCS parents will be invited to join this roster and be available to share, to whatever extent they choose, their knowledge, passions, and areas of expertise. Teachers, as part of their course planning, will reach out to individuals and organizations of all kinds, local and beyond, so these experts can bring their perspective ‘from-the-field’ to student learning. And our students will be challenged to get to know the world around them, and find their own experts who can help them learn in greater breadth and depth than any textbook could provide. One type of Learning Partner plays a distinct role in informing and inspiring students. As part of the Path Program, all students are assigned a Mentor in the area of each student’s interest or passion. This Mentor is an external expert who can connect with the student a few times over the year, virtually or in person, to share insights and provide feedback and suggestions as each student pursues their Path Project. The engagement between students and Mentors is overseen by each student’s Faculty Advisor.

Offsite, Place-Based Learning Students and teachers will take advantage of offsite facilities and greenspaces to further enrich learning in all course areas. Where possible, these excursions will focus on authentic engagement with spaces over prepackaged workshops and tours. Unearthing archival data at libraries or the City of Toronto Archives, collaborating on a design project to support local organizations, and participating in citizen science along the lakeshore are examples of the off-site learning possibilities that will be woven into the student experience. Personalized off-site learning will additionally be a feature of the KCS Path Program, where all students are required to find and engage in at least one off-site learning experience related to their Path topic each year from Grade 9 to 11. These experiences can be local, national, or global. A written account and reflection is required to document this learning.

The KCS Path Program The PATH Program is unique to KCS because it gives students dedicated time within the school day to lead their own learning in a structured, accountable, and meaningful way. From Grades 9 to 11, students choose an area of interest or a big, audacious question to explore—anything from sport, aviation, environmental sustainability, architecture, or entrepreneurship—and are paired with mentors who bring real-world expertise to their journey. This is not unstructured “free time”; KCS provides the learning environment, guardrails, protocols, mentor connections, and weekly accountability needed for students to develop agency, resilience, self-advocacy, and the ability to navigate ambiguity. Through modules on resume-building, personal branding, interview skills, and networking, students also build practical readiness for life beyond school. Their inquiry is examined through KCS’s Four Doors—Academics, Arts, Athletics, and Citizenship—so they connect their interests to curriculum, creativity, health and well-being, and their capacity to make a positive difference. Students make their thinking visible through weekly sessions, a Winter Showcase, and a final Spring Learning Showcase, where they present to an authentic audience of families, faculty, peers, mentors, and community members. PATH is powerful because students do not simply complete assignments; they learn how to direct their effort, explain their growth, and take ownership of a meaningful learning journey. We believe that this learning is the path to developing students that are future-ready. Students begin Grade 9 being formally guided and empowered to pursue learning related to a chosen interest or passion, to connect their passion to their coursework in relevant ways, to benefit from an external mentor with expertise in their area of interest, and to lead a creative, impactful application of their learning by the end of Grade 11. Specifically, the Path Program includes the following elements: 1. A dedicated Faculty Advisor who will oversee each student’s Path Program from Grades 9 to 12. 2. A dedicated external Path Mentor who will provide expertise in the student’s chosen area of interest. 3. Wednesday mornings with time dedicated for Advisory and Path for all students - while some of this time will be structured and teacher-led, significant time will be provided for student-led learning and initiatives related to their Path portfolio and culminating project. 4. An e-portfolio where students will capture learning about their interest from an academic, artistic, athletic, and citizenship perspective; observations from related offsite learning; and reflections on their learning journey. 5. Annual Path Presentations of Learning to an audience including faculty, students, parents, and Learning Partners. 6. A creative and impactful application of their learning as a capstone project in Grade 11. 7. In Grade 12, an opportunity to serve as a Path mentor to a Grade 9 student.

8. KCS Learning Partner/student events: - Grade 9: Growing Partnerships - an event during which Grade 9 students meet with several Learning Partners to learn about various career paths - Grade 10: Growing Purpose - students workshop their e-portfolios and begin the process of building their personal brands - Grades 11 and 12: Growing Possibilities - students choose from a variety of future-ready skills-focused workshops led by KCS Learning Partners A sample student experience in Path is shared in Appendix A.

Student Leadership and KCS By Design KCS by Design is a signature Senior School program that gives students structured opportunities to practise authentic leadership by solving real problems that matter to their school and wider community. We believe leadership is not simply a title, a speech, or a position on a council; it is the ability to notice a need, understand people, work with others, test ideas, respond to feedback, and create something of value. KCS by Design exists because students need more than traditional classroom learning to prepare for a changing world—they need guided practice in initiative, collaboration, problem-solving, communication, and follow-through. Through KCS by Design, every Senior School student joins a leadership committee connected to an area of interest and an identified need within the school or broader community. These committees meet weekly and are guided by faculty members who provide structure, accountability, and coaching. Students follow a Design Thinking process: a human-centred, iterative approach used in many leading organizations to solve complex problems. This means students learn to ask better questions, understand the people they are designing for, generate ideas, test solutions, receive feedback, and improve their work over time. For parents who value traditional leadership development, KCS by Design does not replace responsibility, discipline, or high expectations—it deepens them. Beyond our House program, students are expected to contribute meaningfully, meet deadlines, work as part of a team, and make their thinking visible. Some students may initiate and host learning opportunities for others, such as arranging a workshop with an invited expert in an area of interest. Others may create a new club, design a community initiative, launch a student-led business, or improve an aspect of school life. In each case, students are not simply being told about leadership; they are being coached to practise it in authentic ways, with real audiences, real feedback, and real responsibility.

Outdoor and Experiential Education Outdoor Education at KCS is rooted in a simple belief: students learn deeply when they are challenged to connect their learning across the 4 doors beyond the classroom, connect with the natural world, and discover what they are capable of in dynamic settings. The evidence around outdoor education is clear and growing—time in nature supports learning, physical health, empathy, confidence, resilience, and well-being. For KCS, outdoor learning is not an “extra.” It is a deliberate part of how we help students develop personal strength, environmental responsibility, teamwork, and the ability to navigate new experiences with courage and care. KCS offers a graduated, age-appropriate outdoor education program from Junior Kindergarten through Grade 12. Our youngest students begin with outdoor play, local exploration, and full-day experiences that build curiosity, confidence, and connection to place. As students grow, the program expands into overnight trips beginning in Grades 5 and 6, and then into longer residential camp experiences in Grades 7 through 12. By the Senior School years, students engage in three-to-five-day outdoor experiences, with opportunities for more advanced overnight camping beginning in Grades 10 or 11. At each stage, students are supported to embrace challenges, understand their strengths, build emotional intelligence, and practise leadership through workshops, shared responsibilities, and hands-on learning. This work is supported by strong outdoor education partners, including ALIVE Outdoors, Camp Arowhon, Norval Outdoor Centre, and Camp Onondaga. Just as importantly, outdoor learning happens throughout the school year in the spaces around us: the lakeshore, High Park, the Humber River, Humbertown Park, the Junior School Outdoor Classroom, the Argonaut Rowing Club, the Humber River Paddling Centre, and The Boulevard Club. These settings allow teachers to connect outdoor experiences to science, physical education, art, language, geography, citizenship, and well-being, and more. Seen through both contemporary and Indigenous lenses, Outdoor Education at KCS fosters a deeper appreciation for the land, water, and natural systems that sustain us. Given our Senior School campus along the shores of Lake Ontario, freshwater health and sustainability are natural and important areas of focus. Students learn not only to enjoy the outdoors, but to understand their responsibility to care for it. Through hiking, camping, environmental stewardship, team-building, and place-based learning, students build problem-solving skills, critical thinking, grit, and collaboration. They return from these experiences not only with memories, but with a stronger sense of who they are, how they contribute, and how they can help make the world better.

Community Building and Contribution Relationships, kindness, and contribution to the community have long been hallmarks of KCS. The Senior School is no exception. In fact, it honours the independence and abilities of the Senior School students by giving them the time, location, resources, and the support they need to play a lead role in building community and in contributing, not only for the benefit of Senior School students and staff, but also for the Junior School community, West Toronto, and beyond. Both KCS By Design and the Path Program’s citizenship expectations will challenge students to make good things happen for others. With faculty guidance, they will be encouraged to collaborate with other students with similar interests so initiatives can grow in impact. They will be encouraged to organize events, bring in speakers, spearhead or deliver workshops, and more. They will be supported in engaging with the Junior School, whether through club support, a learning buddy initiative, or endless other ideas that offer value and connection.

Global Experience Program KCS is committed to preparing students to thrive in an increasingly interconnected and complex world by fostering curiosity about the world and its diverse peoples, cultures, and perspectives. We believe that Global experiences can be transformational for students to expand their perspective and can enhance their understanding of themselves in the world. Global Experiences are embedded across our academic and citizenship programs as well as throughout our school culture, where students are encouraged to develop the knowledge, skills, and dispositions needed to engage thoughtfully, ethically, and responsibly at local, national, and global levels. Through curriculum, co-curricular opportunities, and community partnerships, global education is intentionally woven across grade levels. Students are challenged to consider multiple perspectives, understand global interdependence, and reflect on their roles as active, compassionate global citizens. Students have opportunities to deepen their global understanding and develop global competencies beyond the classroom through a range of experiential learning programs. Over the years, students have taken part in trips to the European Battlefields, East Coast Canada, and Japan. These experiences are designed to build empathy, independence, academic curiosity, and a sense of global responsibility, while reinforcing classroom learning through real-world contexts. These experiences will be updated annually and communicated through Stay Connected and student information sessions. For more information, please contact the Principal, Senior School Student Life, Janelle Watson (jwatson@kcs.on.ca).

The School Year and Timetable Log in to the Parent Portal or visit the KCS website to access the full school calendar. Parents and students are advised to regularly check the online KCS Senior School calendar for additional important dates. Parents and students will also be notified through newsletters, assemblies, and other means. Timetable: In order to maximize our student choice and course offerings, the KCS Senior School uses a timetable that includes both full-year and semestered classes. Full-year courses include Grade 9 Math, Grade 9 Physical and Health Education, and Grade 10 Math. All other courses are scheduled by semester. Secondary School courses earn one full credit and have a minimum of 110 hours of dedicated instruction time. The exception to this is Grade 10 Civics and Careers, which are each a ½ credit course. First period begins at 8:45 a.m. and last period ends at 3:35 p.m., with the exception of Wednesdays, which follow an altered schedule. Wednesday morning classes begin at 9:15 a.m. The timetable consists of a two-week cycle that allows for each class to have a combination of 55-, 75-, and 150-minute periods. The 150-minute periods make it feasible for each course to extend learning out into the community in an authentic, regular, and ongoing manner. An Advisor period, Community Time, KCS By Design, and Homework Help are also embedded in the weekly schedule to support learning, leadership, and community-building. Every Monday, Tuesday, Thursday, and Friday, teachers also offer optional Homework Help from 8:00 a.m. - 8:40 a.m.

Week A Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00 8:40

Homework Help

PD - late start

Homework Help

8:45 10:0 0

10:0 511:2 0

11:2 512:0 0

Advisor

Homework Help

KCS by Design

Community Time

12:0 01:00

LUNCH

1:00 -2:1 5

2:20 3:35

9:15 - 10:10 D1 --------------------10:15 - 11:10 A --------------------ADVISOR/ PATH/PLF4M 11:15 - 12:30

LUNCH 12:30 - 1:30 A B 1:30 - 2:30 A C 2:35 - 3:35

Week B Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00 8:40

Homework Help

PD - late start

Homework Help

8:45 10:0 0

10:0 511:2 0

11:2 512:0 0

Advisor

Homework Help

KCS by Design

Community Time

12:0 01:00

LUNCH

1:00 -2:1 5

2:20 3:35

9:15 - 10:10 C --------------------10:15 - 11:10 B --------------------ADVISOR/ PATH/PLF4M 11:15 - 12:30

LUNCH 12:30 - 1:30 D1 A 1:30 - 2:30 D2 D2 2:35 - 3:35

Earning the Ontario Secondary School Diploma All students in Ontario are required to stay in school until they have reached the age of 18 or obtained an Ontario Secondary School Diploma (OSSD). Requirements To earn the OSSD, students who started Grade 9 in or before 2023 must complete 18 compulsory credits, 12 optional credits, 40 hours of community service, and successfully pass either the Ontario Secondary School Literacy Test (OSSLT) or the Ontario Secondary School Literacy Course. For students who started Grade 9 in the fall of 2024 and beyond, they must complete 17 compulsory credits, 13 optional credits, 40 hours of community service, and successfully pass either the Ontario Secondary School Literacy Test (OSSLT) or the Ontario Secondary School Literacy Course. While the Ontario Ministry of Education has stated that students earning the OSSD must also take a minimum of two online courses, the Head of School has decided to exempt students from this requirement since it strongly conflicts with our place-based school model. Individual students who wish to earn online credits may still do so. Starting in September 2026, students must earn a new financial literacy graduation requirement as part of their compulsory Grade 10 Careers Studies Course. Compulsory and Optional Credits Having met requirements established by the Ministry of Education, credits are granted by the Head of School on behalf of the Ministry. A full credit is granted following completion of a recognized course lasting 110 hours. Certain courses, considered half-credit courses, are granted following 55 hours of instruction. The following compulsory credits are required in order to earn the OSSD if you started Grade 9 in 2023 or prior years: 4 credits in English, with one from each grade 3 credits in mathematics, with at least one from grade 11 or 12 2 credits in science 1 credit in French as a second language 1 grade 10 credit in Canadian history 1 grade 9 credit in Canadian geography 1 credit in the arts 1 credit in health and physical education 0.5 credits in civics and citizenship 0.5 credits in career studies

Additionally, one credit from each of the three following areas must be included: Group 1: one 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: one additional credit in Health and Physical Education, or the Arts, or Business Studies, or French as a Second Language, or Cooperative Education Group 3: one additional credit in Science (Grade 11 or 12), or Technological Education, or French as a Second Language, or Computer Studies, or Cooperative Education (Note: In groups 1, 2 and 3, a maximum of two credits in French as a Second Language can count as compulsory credits, one from group 1 and one from either group 2 or group 3. A maximum of two credits in Cooperative Education can count as compulsory credits, selected from any of Groups 1, 2 or 3.) The following compulsory credits are required in order to earn the OSSD if you started Grade 9 in 2024 or in years later: 4 credits in English, with one from each grade 3 credits in mathematics, with at least one from grade 11 or 12 2 credits in science 1 credit in French as a second language 1 grade 10 credit in Canadian history 1 grade 9 credit in Canadian geography 1 credit in the arts 1 credit in health and physical education 1 credit in technological education (Grade 9 or 10) 0.5 credits in civics and citizenship 0.5 credits in career studies 1 credit from the STEM-related course group STEM-related course group credits may include credits from: Business studies Computer studies Cooperative education Mathematics (in addition to the 3 compulsory credits) Science (in addition to the 2 compulsory credits) Technological education (in addition to the 1 compulsory credit)

Students will be supported by their guidance counsellor in managing their choices so they qualify for courses in subsequent years and for the OSSD, and so they have the credits they need to earn entry into their desired post-secondary programs. Understanding Course Codes and Types Assigned by the Ministry of Education, Course Codes at the KCS Senior School will have five or six alphanumeric characters. Course code example: ENG2D 1. The first letter represents the major subject area. In the above example, E stands for English. Here are the first letters for all courses:

A = Arts B = Business Studies C = Canadian and World Studies E = English, English Literacy Development, and English as a Second Language F = French as a Second Language G = Guidance and Career Education H = Social Sciences and the Humanities I = Computer Studies and Interdisciplinary Studies K = Alternative (Non-Credit) L = Classical and International Languages M = Mathematics P = Health and Physical Education S = Science T = Technological Education W= De-Streamed 2. The second and third letters are specific to the course within each subject area. For example, ENG refers to an English course, CGC refers to the Geography of Canada course, and SNC refers to the Science course. 3. The fourth character is usually a number and refers to the grade level of the course.

1 = Grade 9 2 = Grade 10 3 = Grade 11 4 = Grade 12 An exception to the above applies to Classical Studies and International Languages, where either a number or letter in the fourth position can be used to indicate the level of language.

4. The fifth character applies to the course type. It can include any of the following letters:

C = College D = Academic M = College or University O = Open P = Applied U = University W = De-streamed 5. In certain circumstances, a sixth character can indicate further differentiation. The Grade 9 PE course with a rowing focus, PPL1OR, has six characters. 6. Finally, all courses will include a hyphen followed by a number 1 or 2, indicating the section of the course.

Our example of ENG2D is the course code for Grade 10 Academic English. Course Types In grades 9 and 10, course types include Academic (D), Applied (P), De-streamed (W), and Open (O). Where the option of both Academic and Applied courses for a given subject is available, our core offering will be Academic. Applied courses may be available on a case-by-case basis, following approval from the Head of School. In grades 11 and 12, course types include University (U), College or University (M), College (C), and Open (O). Each student’s guidance counsellor will assist students in choosing their courses to maximize future options for post-secondary plans. Process for Selecting and Switching Courses Students will receive direct guidance from their guidance counsellor in selecting courses for the upcoming year. Student choices will also be shared with parents for their approval. Students who wish to change courses or course types once requested must do so according to a clear process. Students should immediately speak with their Faculty Advisor to learn about this process and related steps and restrictions. Once the requested course has started, switching courses must happen no later than the fifth period into that course. Prerequisites will be required, as per usual practice. The student will also be expected to catch up on any work missed from the first periods of the course. Additional recommendations may be made by the Faculty Advisor, Director of Guidance, or Principal, Senior School, Academics to set students up for success in their new course.

Recognizing External Music with Credits Students may earn up to two music credits, one for grade 11 and one for grade 12, for qualifying music programs completed outside of school. The granting of credits requires approval from the Head of School. Prior Learning Assessment and Recognition (PLAR) Process Students who have engaged in homeschooling, transferred from a non-inspected private school, or have moved from an out-of-province school may follow a process to have their learning recognized for placement purposes, and potentially as equivalency credits that count toward their OSSD. The PLAR process, as outlined by the Ministry of Education, consists of a challenge and equivalency process. For students with credits earned from other jurisdictions, those credits will be assessed individually. For students who were homeschooled or who transferred from a non-inspected private school, students will be required to demonstrate their acquisition of the required knowledge and skills in a comprehensive assessment designed for that purpose. Specifics of the challenge process will be determined by the Principal, Senior School Academics. Equivalency will be granted, and total credit equivalency determined, by the Assistant Head, Academics. The equivalency assessment will be kept in the student’s Ontario Student Record (OSR). Compulsory Course Substitution Policy A maximum of one credit earned for a learning strategies course may be used through substitution to meet a compulsory credit requirement. According to Ministry of Education policy, up to three courses can be used to substitute for compulsory courses. In future years, credits earned for cooperative education courses may not be used through substitution to meet compulsory credit requirements. Substitutions will be made following consultation that includes the student, parents, and the Principal, Senior School Academics. Documentation of compulsory course substitutions will include documented approval of the Assistant Head, Academics, and be stored in the student’s Ontario Student Record (OSR). Withdrawal from Courses in Grades 11 and 12 Significant effort will be made to support students in making sound course selection choices from grades 9 to 12. Should circumstances prompt a student to withdraw from a course when in grades 11 or 12, this must be initiated by the student no later than five instructional days following the issuing of the Mid-Year Report Card. Withdrawals must include consultation with parents and the Principal, Senior School, Academics. Students in grades 11 and 12 withdrawing from a course after this period will have this course withdrawal and the mark at the time of withdrawal included in the Ontario Student Transcript (OST), as per OST guidelines. Reach Ahead Credits Reach Ahead Credits will not be granted in the 2026-2027 school year.

Credits Earned Outside the KCS Senior School Given the integrated nature of the KCS Senior School model, students are strongly encouraged to complete their credits at the KCS Senior School. Exceptions that affect a student’s full-time enrollment at KCS must be discussed with and are subject to the approval of the Principal, Senior School, Academics. Accommodations for students with significant external responsibilities, such as those for elite athletes and performers, will be made to the extent that it is feasible for the school and responsible for the student. Students interested in pursuing online courses should speak with their guidance counsellor. In most circumstances, a course taken outside of KCS will be noted on the student transcript. The Ontario Secondary School Literacy Requirement The Ontario Secondary School Literacy Test (OSSLT) will be written by students in the fall or spring of their grade 10 year. The test is based on the Ontario curriculum expectations for reading and writing up to and including grade 9. As a standardized province-wide test, it is designed to ensure all Ontario graduates have the language skills that will allow them to participate fully and confidently in society and the workplace. Students have up to three opportunities to pass the test. Students who try and don’t pass the test up to two times can enrol in the Ontario Secondary School Literacy Course (OLC4O). Passing this course will provide students with a Grade 12 credit and will satisfy the graduation requirement. It does not count as a university or college prerequisite, however. Students with an Individualized Education Plan (IEP) can have multiple accommodations in place for the OSSLT. Specific accommodations for students with an IEP will be discussed with the student and parents in advance of taking the test. The Ontario Secondary School Financial Literacy Requirement Beginning in September 2026, students who began grade 9 in the 2025-2026 school year or later must meet a financial literacy graduation requirement in order to earn their high school diploma. Students will complete this requirement via their Grade 10 Career Studies course and must earn a grade of 70% on the modules, over a maximum of 2 attempts, to fulfill the requirement. Upon completion, the requirement will be recorded on their Ontario Student Transcript. Community Service Requirement KCS students are required to engage in at least 40 hours of community service. With support from parents and their Faculty Advisor, students are expected to play a lead role in determining how they will complete their community service hours. While not required, students will be encouraged to engage in eligible community service activities that also connect with their Path topic and program expectations. The accumulation of qualifying hours can begin the summer before grade 9 and must be completed by the end of May of their grade 12 year.

Sample qualifying community service activities include volunteer work with registered not-for-profits, charities, or public institutions; time devoted to charity fundraisers; or the provision of a qualifying no-fee service for a community in need, such as initiating and running an after-school homework club for a school seeking support. Activities for which students are paid, completed as part of a course, or completed during the regular school day do not qualify for community service hours. Students will be notified of additional ineligible activities through their Advisory program. Following completion of their act of service, the student will be responsible for updating their “Completion of Community Involvement Activities” form, including confirmation via signature from the community supervisor, plus signatures from the student and their parent/guardian. This completed form must be submitted for final approval to their Faculty Advisor and submitted to the KCS Senior School Registrar for official documentation. Online Learning Requirements All students at the KCS Senior School are exempt from the Ministry requirement for two full online credits before graduation. As an experiential school that embraces place-based learning and the regular connection of students with KCS Learning Partners, fully online courses are not aligned with our educational philosophy. All students have significant opportunities to develop skills and experience leveraging technology for learning that is intentional. Students who wish to take one or more credits online will be assisted by their guidance counsellor in doing so. Ontario Secondary School Certificate (OSSC) The OSSC is available to students, on request, who choose to leave secondary schooling once they have met the required age of eighteen and without meeting the requirements to receive the Ontario Secondary School Diploma. To earn the OSSC, students must have successfully earned a minimum of 14 credits, seven of which include the following: ● 2 credits in English ● 1 credit in mathematics ● 1 credit in science ● 1 credit in Canadian history or geography ● 1 credit in health and physical education ● 1 credit in arts, computer studies, or technological education The seven remaining credits can represent other available courses. The Compulsory Course Substitution Policy described above applies to students earning the OSSC. Ontario Certificate of Accomplishment Students leaving secondary school without earning the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate, having reached the age of 18, may do so with an Ontario Certificate of Accomplishment. This Certificate, accompanied by the Ontario Student Transcript and, if applicable, a student Individual Education Plan, may support student access to further training or work opportunities.

Earning the KCS Diploma of Distinction To earn the KCS Diploma of Distinction, students must complete the requirements for the OSSD and must also complete the KCS Path Program requirements: ● An e-portfolio of learning reflecting an academic, athletic, artistic, and citizenship perspective in each year from Grades 9 to 11 that a student is enrolled in the KCS Senior School. ● A documented off-site learning experience in the area of one’s chosen interest in each year from Grades 9 to 11 that a student is enrolled in the KCS Senior School. ● Annual Presentations of Learning in the area of one’s chosen interest and demonstrating reflection on their journey and growth in their KCS Leadership in Learning Skills. This occurs each year from Grades 9 to 11 that a student is enrolled in the KCS Senior School. ● A culminating Creative Impact Project in Grade 11 in the area of one’s chosen topic, such that the student applies their learning in a creative way of value to others. ● Serving as a Path mentor to a Grade 9 student in their Grade 12 year. Students who join the KCS Senior School in Grades 10 or 11 will fully participate in the KCS Path Program. Students joining in those grades who wish to catch up and complete all requirements can qualify for the Diploma of Distinction. Any students who participate in the KCS Path Program but do not complete all requirements above will earn a KCS Certificate of Distinction upon completion of the same grade-based requirements as their peers.

Assessment and Evaluation Guiding Principles The KCS Senior School faculty will follow the following guiding principles as outlined in Growing Success, 2010. The Seven Fundamental Principles 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: 1. are fair, transparent, and equitable for all students; 2. 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, Métis, or Inuit; 3. 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; 4. are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course; 5. 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; 6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; 7. develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning. (from the Ontario Ministry of Education, Growing Success, 2010) Student success is determined through Standards-Based Assessment, where student learning is measured against the overall expectations of the curriculum (standards) and not by comparing students to each other. These standards are transparent and clearly understood by students, parents, and teachers. This practice allows for effective teaching and learning, supports student agency, and encourages targeted academic support for each individual student. This also allows faculty to challenge and extend the curriculum in various ways. Mid-term and final grades are determined by faculty using a variety of tools at their disposal: observations, conversations, as well as tests, assignments, and project-based learning. Grades will reflect consideration for the most recent and most consistent level of student achievement. Our approach to Assessment and Reporting is aligned with the Ministry of Education and ensures that our students have agency in their learning.

Types of Assessment and Evaluation Assessment and evaluation at the KCS Senior School will be carried out according to the guidelines outlined in Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (2010). The primary purpose of assessment and evaluation is to improve student learning. Information that is gathered as assessment will inform the teacher about students’ strengths and weaknesses and how well a student is meeting curriculum expectations in a course. In order for students to develop an awareness of their achievement and guide their efforts towards improvement, frequent and descriptive feedback from the teacher will be given. Assessment is the ongoing process of gathering evidence for three purposes: 1. Assessment of learning, which is the practice of collecting evidence of student achievement of overall expectations with respect to established performance standards. 2. Assessment for learning, which is the practice of providing descriptive feedback and coaching for improvement. 3. Assessment as learning, in which students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. (Growing Success, p. 28; 39). Students will have the opportunity to demonstrate their learning frequently, in a variety of ways, and through a variety of evaluation strategies. Teachers will intentionally gather evidence of learning through observations, conversations, and student products. Common forms of assessment and evaluation will be: 1. Projects 2. Quizzes 3. Assignments 4. Student reflections 5. Conferencing 6. Tests 7. Exams 8. Performance Tasks Teachers will exercise their professional judgment in determining the various forms of assessment and evaluation that best suit their courses and allow students to demonstrate achievement of the course expectations. When appropriate, teachers will also invite and consider student input on their assessment and evaluation, providing student suggestions that are in line with the Fundamental Principles and Growing Success guidelines.

Students will receive ongoing feedback from their teacher to develop a clear understanding of their growth as a learner. The feedback will help students set specific goals and understand what is required for their own improvement. Assessment and evaluation will be fair to all students, accommodate the needs of exceptional students, and will accommodate the needs of students who are English language learners. Evaluation is the process of making a judgement regarding student demonstration of learning. This is the process that leads to a final grade in a course. Teachers will take into consideration all assessments of learning within their course, with particular attention to the most consistent and recent evidence of learning.

Reporting Periods and Report Cards Parents will receive a communication from their child’s Faculty Advisor by early October to share initial observations and answer parent questions. Parent-Teacher-Student Interviews will be scheduled prior to the first report card in each semester, with a focus on learning skills, student progress to date, and strategies for moving forward. Meetings and phone calls will be scheduled as needed. The reporting periods vary depending on the type of course. (Full-year vs. semestered courses) Full-year courses have three formal reporting periods. The first report card will be shared with parents in mid-Fall. The second report card will be a Mid-Year Report and will be shared in February. The final report card will be issued in June. Semestered courses have 2 reporting periods, consisting of a mid-term and final report card. Mid-term and Final Report Cards for both Full-Year and Semestered courses will include teacher comments, percentage grades, an assessment of Learning Skills, number of absences, and number of lates for each course. The Semester 1 mid-term report, Semester 2 mid-term report, and final report cards will include Faculty Advisor Comments. The Path Program is not subject to formal grading, so it is not an official part of student report cards, though it will be included in the Faculty Advisor comment.

Ontario Student Transcript (OST) The OST is an official and consistent record of the Ontario Secondary School courses successfully completed by a student, and includes the percentage grades, credits earned, confirmation that the student has completed the community service and provincial secondary school literacy requirements, in addition to other pertinent details related to their courses. It also includes any Grade 11 and 12 courses attempted unsuccessfully, including course withdrawals that take place following five instructional days after issuing the Mid-Year Report Card. The OST is maintained and kept current according to the guidelines outlined in the Ministry of Education Ontario Student Transcript Manual (2013).

Ontario Scholar Designation Students in Grade 12 who earn an overall average of 80% or higher on any six Grade 12 courses are eligible for an Ontario Scholar Award. This award is granted by the Ontario Ministry of Education.

Policy for Late Assignments and Missed Assessments Teachers and Faculty Advisors will work with students to help them develop the necessary time management skills expected of them. Regular communication between students and teachers will help ensure assignment deadlines and assessment dates are clear. Communication will also be clear among students, teachers, and parents when late assignments and missed assessments require intervention. Students who face exceptional circumstances and who know in advance they cannot meet assignment deadlines or prepare properly for assessments are strongly advised to speak with their teachers or Faculty Advisor in advance. While it is considered the responsibility of students to manage their time and meet their responsibilities, teachers and Faculty Advisors will provide support in this area as needed. After missing a deadline or assessment, students will be asked to clarify the reason for the late assignment or missed assessment. In the case of a significant deadline or assessment and/or the student has a pattern of missing important dates, parents will be notified and then will join faculty and the student in co-developing a plan so that the student can meet their responsibilities. Teachers will use their discretion to make adjustments in deadlines. Expected steps will include the student attending all available before and after school study periods to complete the missing work. Students who persist in not submitting assignments or completing missed assessments, despite multiple efforts on the part of the teacher and despite parent notification, can expect additional consequences such as: 1. Required in-school completion of the assignment or assessment, before or after school, until complete 2. A mark of ‘satisfactory’ or ‘needs improvement’ for the Learning Skill of ‘Responsibility’ on the following report card 3. An ‘incomplete’ recorded for the assignment. The student’s final grade could be impacted if they do not submit evidence of the curriculum expectations that were being measured in the assignment. 4. Engagement of the Principal, Senior School Academics or another senior administrator in overseeing a successful student growth plan 5. Possible removal from extra-curricular engagement, and in particular any engagement which would include the student missing class and extra help time

Academic Integrity Policy At Kingsway College School, our mission is to develop curious learners who aspire to achieve, act with purpose, and shape a changing world. In alignment with our core values of Curiosity, Community, Courage, Compassion, Excellence, and Integrity, KCS students are provided with organizational tools and strategies to manage their time, take intellectual risks, and build confidence through independent effort. Our value of Integrity means we strive to say what we do, and do what we say, uphold commitments, and uphold our promises to ourselves and others. Academic integrity means completing work to the best of one’s ability in the manner expected by the teacher. KCS teachers are committed to helping all students succeed. They will teach students the skills necessary for this success and will provide extra support to any student who needs it. Cheating and plagiarism are examples of academic dishonesty and are unacceptable at KCS. Specifically, the following are examples of cheating and plagiarism: ● Copying Assignments: Copying assignments from someone else and turning them in as original work. ● Testing Infractions: Copying during a test, either from someone else’s paper or from another inadmissible source (cheat notes, websites, cell phones, email, etc.). ● Plagiarism: Using published work and not properly referencing it. ● Unauthorized Tools: Using websites that help in inadmissible ways, such as translator sites for French assignments. ● Facilitating Dishonesty: Allowing others to copy your work. ● Sharing Test Answers: Sharing answers after a test without permission from the teacher (it should be assumed that the test may be used with more than one class, or that absent students may write the test the next day). ● Improper Use of Generative AI (GAI) to Complete Assignments: ○ Use of GAI requires the express permission of a teacher and can only be used in the ways specified by the teacher. ○ Generative AI must be used responsibly to improve learning, not as a substitute for core skill development, critical thinking, analysis, and originality. ○ Any submission of work created solely by AI is considered a form of plagiarism. Any submission that includes the support of AI must be acknowledged and cited appropriately as per teacher instruction, clearly distinguishing which sections are AI-generated. ○ GAI must be used ethically with human agency and oversight, and must not be used as a vehicle for bullying, harassment, or other behaviour contrary to the KCS Code of Conduct, the KCS Family Handbook, the Human Rights Code, or other relevant laws and policies. ○ When in doubt, students should ask their teacher about the use of Generative AI in their learning and assessments.

In the case of cheating or plagiarism, teachers and the Principal, Senior School, Academics will work with any offending students to ensure they learn from their actions. As part of that effort, students can expect the following consequences: Minimum Consequences Upon the First Offense ● A mark of zero for the assignment or test. ● In the case of a significant assignment or test receiving a zero (worth more than 10% of the term mark), extra marks can be earned with a new assignment or test that is greater in scope than the original. ● Parents or guardians are notified. ● A plan is established for the student to complete a reflection on cheating/plagiarism. Possible Additional Consequences for Repeat Offenses ● An ongoing plan is put in place to ensure the student is keeping up with their work. ● Removal from extra-curricular activities to ensure the student has enough time to complete homework and prepare for tests. ● Re-assessment of Learning Skills ● A parent or guardian conference with the Principal, Senior School, Academics. ● In-school suspension.

ACCEPTABLE USE OF TECHNOLOGY POLICY Educational technologies at Kingsway College School are integrated into the curriculum to promote learning, innovation, creativity, communication and collaboration among teachers and students. These technologies include: laptops, iPads, educational websites, WiFi, Google Drive, KCS accounts, etc. (KCS Network and Technology). Access to these resources is a privilege, not a right, and brings with it the need for responsible behaviour. Each student shall use KCS Network and Technology in a responsible and productive manner. Students and parents are expected to become familiar with this policy and to always adhere to it. General Guidelines ● At all times, the three KCS rules apply: Respect, Manners and Try Your Best. Be a responsible digital citizen. ● Personal mobile devices - including, but not limited to, smartphones and smartwatches - must be kept in the student’s locker throughout the school day unless direct permission from a teacher to use it for learning purposes, when on school property or at a school-related event, is granted. If not, the device will be kept by a staff member for the remainder of the day. ● In support of student learning and a healthy balance of screen time, students are not permitted to use their cell phone while in the school unless a teacher allows them to do so. Students who bring their phones are expected to keep them turned off or set to ‘do not disturb’ and in their lockers. ● Any personal accommodations for a phone during instruction or other times when the school has designated no phone use must first be discussed and subsequently approved by the Principal, Senior School, Student Life, or the Director of Guidance. ● Senior School students are encouraged to stay off of all devices over the lunch hour, taking advantage of time with friends, joining clubs and teams, or getting outside to enjoy activity along the waterfront. Those who choose to work on homework during the lunch hour will have a designated classroom in which to do so. ● Caution must be exercised when carrying, setting down, storing, or moving any KCS Technology. These shall remain on school property unless authorized by the IT Department. ● Students should not tamper or intend to tamper with KCS Network and Technology (i.e., creating, modifying, or transmitting software which has the effect of damaging any part of the KCS Technology systems). Desktop and network settings are not to be altered. ● Only KCS-related data is to be stored on KCS technologies. Files will not be downloaded unless permission is provided by the IT Department. ● Students do not have a reasonable expectation of privacy in their use of KCS technology. ● Only KCS devices are allowed on the KCS Wi-Fi network, unless authorized by the IT Department. 31

● All print jobs must be confirmed by a teacher. ● All audio, visual, or video images taken using KCS technology or personal devices shall be for educational purposes related to the KCS learning program only, with permission from the teacher. ● Personal headphones or earbuds may be used during a class with permission from a teacher for learning purposes only. They are not to be used during transition periods or recesses. ● KCS shall not be responsible for the theft, loss, or damage to any personal mobile/electronic devices brought to KCS by a student. ● By accessing certain third-party services, the student is deemed to consent to the terms of service of the third party. The school does not have any control over third-party terms of service. ● KCS subscribes to a variety of online educational resources, which may require the use of a student’s first name, last name, and KCS email address in order to access the educational resource. ● KCS strives to ensure high standards of data security and privacy for all KCS users and computers when we configure access to our online platforms such as Google G-Suite for Education and Microsoft 365. KCS prioritizes data privacy and security, ensuring compliance with the Family Educational Rights and Privacy Act (FERPA) and Canadian laws such as PIPEDA. Internet and Electronic Communication (KCS email, Schoology, social media: Discord, Instagram, Snapchat, etc.) ● Teacher’s permission is required for the use of the Internet and electronic communication. This communication shall be for educational purposes only and directly relate to the learning program at KCS. ● KCS email is accessible both at school and at home. Do not open suspicious emails, attachments, or hyperlinks. A student’s KCS email address (or login using KCS Google credentials) shall only be used to access educational applications as instructed by a teacher. ● The KCS Code of Conduct must be followed when using the KCS Network and Technology: ○ When writing online, it is acceptable to disagree with someone else’s opinion. However, it must be done in a respectful way. Follow writing conventions that include proper grammar, capitalization, and punctuation. Editing someone else’s work must be done in the spirit of improving the writing. ○ Be careful what you link and repost to. Do not repost, reblog, retweet, or reproduce content on your social media profile

without first reading it. The KCS Code of Conduct policy regarding malicious, defamatory, or infringing content may apply to your posts and what you hyperlink to as well. When using a hyperlink, be sure that the content is appropriate and adheres to this Code of Conduct. ○ “Think before you post”. The internet and social media apps are public places where users leave a digital footprint. You should not post anything online that you do not want your friends, parents, teachers, grandparents, coaches or future employers to see. Consider whether any posting may reflect poorly on you, your friends or KCS. Do not post any defamatory, abusive, obscene, threatening, intimidating, racially offensive, homophobic or sexist material. ○ Cyberbullying of any form will not be tolerated (harassing, teasing, intimidating, etc.). You should alert your teacher if you or others are being threatened, intimidated, or bullied online. Impulsive, inappropriate, or heated online comments should be avoided. ○ If you run across inappropriate material that makes you feel uncomfortable, you should tell the teacher right away. You should not respond to any messages that are threatening or intimidating. ○ Ensure that privacy settings are appropriate and set limits as to what other users can/cannot do. Ask others to remove any undesirable content related to you. Do not “troll” other people or organizations online. ○ Each year, you will be given a new network password, which is not to be shared. Impersonating another user is unacceptable. You will use your true identity at all times on the KCS Network and Technology and during any At-Home program. ○ Personal information such as home addresses, telephone numbers, or birth dates should not be shared online. Respect the privacy and confidentiality of personal information regarding other members of the KCS community. ○ Follow teachers’ guidelines with respect to video conferencing ● Copyright laws shall be respected when posting any material online. Cite sources and obtain permission where required, and adhere to the KCS Academic Honesty Policy.

● To enhance learning and collaboration, KCS provides students access to Google services, such as Google Docs, Slides, Sheets, Maps, Bookmarks, etc., for completing school assignments and participating in classroom activities. These tools offer opportunities to develop skills in communication, creativity, and teamwork while adhering to privacy and security standards. ● Generative Artificial Intelligence (GAI) technology (ex., chatbots, ChatGPT, and a growing number of other tools) must be used responsibly to improve learning, not as a substitute for core skill development, critical thinking, analysis, and originality. ○ Use of GAI requires the express permission of a teacher and can only be used in the ways specified by the teacher. ○ GAI is an assistant, not a replacement in the completion of a task or assignment. ○ Any submission of work created solely by AI is considered a form of plagiarism and will fall under the guidelines of the Academic Honesty Policy. ○ Any submission of work that includes the support of AI must be acknowledged and cited appropriately as per teacher instruction. The submission must clearly distinguish which sections are AI-generated. ○ GAI must be used ethically and include human agency and oversight. Students must be mindful of the limitations and bias inherent when using GAI. ○ GAI should not be used as a vehicle for bullying, harassment, or other behaviour contrary to the KCS Code of Conduct, the KCS Family Handbook, the Human Rights Code, or other relevant laws and policies. (e.g. use of GAI for nudification of KCS users)

● Internet traffic is logged and monitored by teachers and the IT department. KCS reserves the right to monitor and/or inspect data associated with any KCS technology at any time to ensure the safety and security of all users. Any violation of this AUP may result in the loss of the privilege to use KCS technology for a period of time deemed to be appropriate. Additional disciplinary action, as outlined in the Developing Self-Discipline section of the KCS Family Handbook, may also be imposed. The Student Acceptable Use Policy (AUP) will need to be read and agreed to before students can use KCS technology, including access to KCS WiFi. It will also be referenced as part of the back-to-school forms. The full KCS Student Acceptable Use Policy (AUP) 2026-2027 can be viewed here.

Student Responsibilities Engagement The KCS Senior School is designed to deeply engage students. Hands-on learning, engagement with experts, community-based projects, student-driven inquiry, and authentic leadership will be woven into each day. Flexibility and active listening on the part of teachers and administrators will allow students to engage in ways that are meaningful to them.

Contribution Students have tremendous abilities to contribute to the school community and beyond. Doing so will develop the knowledge and skills that directly link to their success at school and beyond. The KCS Senior School is designed to ignite and support authentic opportunities to make a difference.

Best Effort Real learning is challenging and begins with mistakes and failures. We want students to be challenged to put forth their best effort, which means they have applied all they know to the best of their ability. The Ministry Learning Skills have been exercised throughout elementary school. Best effort includes bringing their best to each new experience, opportunity, and task.

Homework Homework supports the kind of knowledge and skill development that is best done independently, such as reading, note-taking, studying, solo creative work, ‘flipped instruction’ (for example, watching assigned instructional videos in advance), and independent practice. School time will prioritise teaching and learning that is best done at school in the presence of the teacher and students. Collaborative projects, off-site activities, engaging with KCS Learning Partners, and hands-on application of learning will be regular features of the school day. Teachers will monitor homework demands so that students can manage expectations along with other responsibilities outside of school as well as their need for personal time. Faculty Advisors will help students learn to manage their time so they develop a reliable routine for independent work. Students experiencing difficulty with homework demands are expected to let their Faculty Advisor and/or individual teachers know so they can discuss and support a positive strategy.

Problem-Solving and Advocacy The KCS Senior School students will be encouraged to exercise independence in managing the challenges that come with growing up and meeting responsibilities. Independent efforts, successful or not, coupled with the right intentions and done in ways that are respectful, reflect best effort, and demonstrate integrity, will be positively received and supported. Students who have concerns are encouraged to bring them to the attention of faculty and/or administration at any time.

The weekly KCS By Design period is a regular opportunity for all students to engage in making the KCS Senior School the best it can be. Faculty and administration will be part of KCS By Design and will actively listen and support student efforts to improve the school experience.

Attendance Students are expected to attend school each day, all day, unless excused for necessary reasons, such as illness. Students who must occasionally miss school for external commitments, such as competitive sports or performance, are responsible for notifying their teachers in advance and ensuring they catch up on missed work. Unless otherwise arranged, due dates will remain the same for all students, whether an individual misses class or not. When students have external commitments that mean they will regularly miss certain school days, a meeting with the student, their parent(s), and the Principal, Senior School, Academics will allow for development of a case-specific plan. The number of lates and absences in each course, whether excused or not, will be reported on each report card.

Behaviour The KCS Senior School is designed to honour students as capable, well-meaning individuals who wish to be their best selves, be recognized for their strengths, and be respected for their efforts to navigate the challenges of this stage of life. They will receive guidance and support so that choices behind their behaviour will help them achieve their goals. When mistakes happen, teachers will treat the situation as an opportunity for learning. If a poor choice in behaviour affects others, the student will be guided by their Faculty Advisor or Teacher in accepting responsibility for their mistake and acting to make amends. As part of our school program, Senior School students will regularly venture out into the local community, across the GTA and, when more extensive travel is permitted, beyond. Students will also be allowed to leave the school at lunch and exercise their independence during the lunch break. How to be respectful neighbours and citizens will be an area of focus at the start of Grade 9 and will be regularly exercised and, if needed, reviewed so our school builds a broad network of positive relationships beyond our walls. It is expected that students will learn from their mistakes. Students who persist in making poor choices with their behaviour can expect increasing attention and support from their teacher, Faculty Advisor, and/or the Principal, Senior School, Student Life. Likewise, consequences for persistent challenging behaviour would increase in seriousness. Decisions on appropriate consequences will be made by the teacher, faculty advisor, and/or the Principal, Senior School, Student Life; they will take into consideration the details of each situation; and they will always have student learning, in this case learning to make better choices, as the intended outcome.

The KCS School Code of Conduct provides more detail on the expectations and procedures that will govern our efforts.

Support, Counseling, and Advisory Advisory All KCS Senior School students will be assigned to an Advisory class, a small group of students and a dedicated Faculty Advisor, who may remain together from Grades 9 to 12. Advisory is scheduled to meet twice/week in the timetable. The Advisory Program is designed to achieve the following: 1. Establish core relationships that will carry students and their Advisor from Grades 9 to 12. 2. Provide time for students and their Faculty Advisor to focus on student well-being and growth as leaders in learning (through instruction, discussion, conferencing, collaborative problem-solving, etc.) 3. Provide time for Faculty Advisors to guide and monitor student progress with the Path Program 4. Support students in exercising leadership in their learning, monitoring course-related progress, working on their Path Project, and pursuing related initiatives. This time will include helping students make connections between their Path topic and their courses’ overall expectations and assignments. 5. Provide guidance-related learning and activities, including creation and regular reflection on one’s Individual Pathways Plan in the My Blueprint online resource; course selection; post-secondary planning; documenting community service; etc. 6. Provide students and parents with a steady contact and source of support who can help students navigate challenges and opportunities related to their secondary school experience.

Well-Being Support Student and community well-being are priorities at KCS. Under the guidance of the Assistant Head of School, Student Life, who is a certified counsellor, the KCS Senior School program has been designed with these priorities in mind. Physical, social, and emotional well-being will be supported both directly and indirectly, through dedicated instruction and activities, as well as a learning experience that honours student strengths and passions and provides distinct opportunities for personalized learning. Individual support will be available through each student’s faculty advisor, the Director of Guidance, Guidance Counsellor, and the Assistant Head of School, Student Life. The school intentionally includes regular student engagement in building a school experience that honours well-being. In addition, mandatory training in Mental Health First Aid is a requirement for all Senior School staff.

Academic Support Academic Support is a commitment that involves all academic staff. The Principal, Senior School, Academics oversees a faculty culture that supports student success in all aspects of school. Regular meetings among faculty review student success and identify any students who require further support. When students demonstrate a pattern of difficulty in one or more subjects or areas of school life, the Learning Support Specialists and faculty will create and oversee a Learning Support Plan as an intervention that is customized to help the student overcome their difficulties. The faculty advisor will be informed and engaged in the development of all Learning Support Plans for their students. Elements of these plans would likely include the student meeting with the teacher for extra help. It could also include the use of supplementary instructional resources/programs, alternative ways for students to practice and demonstrate their skills, as well as consideration of a tutor. Regular collaboration among faculty and ongoing professional development will nurture creative lesson planning to engage and develop skills in all students. A broad collection of resources will also be made available so students have what they need to learn. Differentiated instruction and assessment will be employed to support student success. Extra help times will be available for all courses. Learning Strategies teachers will provide extra oversight for students with an Individual Education Plan (IEP). Students with an IEP and who are exempt from taking Grade 9 French will have that credit substituted with the Learning Strategies credit GLE1O. Curriculum expectations for this course are designed to provide students with support in core language, math, and learning skills. Students with IEPs will have a psycho-educational report to identify appropriate accommodations. Common accommodations supported at the school include preferential seating, provision of notes, extended time for assessments, as well as use of a calculator and other assistive IT. IEPs will be developed at the start of each school year and overseen by the Learning Support Specialist teacher and the Director of Guidance. Parents will be engaged in the IEP development and review process.

Course and Post-Secondary Planning Support Students are supported in course and post-secondary planning as part of their Advisory Program. Beginning in Grade 9, students are introduced to My Blueprint, an online resource for course and post-secondary planning. Under the direction of the Guidance Team and with added support from their Faculty Advisor, students are made aware of the different courses and pathways available to them in their secondary school experience and how they lead to various options for post-secondary and beyond. The nature of the KCS Senior School’s enriched experiential program aims to help students regularly learn about the many post-secondary and career pathways that are available for consideration.

Navigating high school and the post-secondary admissions landscape requires both dedication and thoughtful planning. Guidance on course and post-secondary planning increases from Grades 9 to 12. The combination of our demonstrated history of acceptances with an uncompromising commitment to student development, our proven and dedicated Guidance Team ensures every student succeeds. By incorporating personalized mentorship with the Youthfully platform to help with interviews and applications, students are provided with a structured pathway and ample experienced and caring support.

Technology and Other Resources KCS Senior School students are responsible for bringing their own laptop, power cord, and headset to school for use each day. Important details related to student devices can be found here. Students and parents are responsible for the maintenance and repair of the student’s laptop and headset, as needed. Loaner laptops will be available for use at school should there be an unforeseen technical problem with a student’s laptop. KCS recommends using Google Chrome, Mozilla Firefox, or Microsoft Edge browsers for the best experience with Microsoft 365. Students have the option (but are not required) to purchase Microsoft 365 desktop applications for Mac OS or Windows 10 for a more feature-rich experience. These applications will work with their KCS Microsoft 365 account resources. All KCS Senior School students will be assigned a Microsoft 365 account. This includes a KCS email address, access to OneDrive to store files, and access to various Microsoft 365 web applications such as Word, Excel, PowerPoint, and more. Students will be able to access all of these resources from various browsers on Mac OS or Windows 10. Students will also be assigned a Google G Suite for Education account, which provides access to Google Drive. KCS email accounts powered by Gmail are not available. KCS uses Microsoft 365 to provide email services to staff and students. The Google Chrome browser is recommended for all Google resources.

Community Resources The KCS Senior School is designed to intentionally leverage community resources for enriched, experiential learning. Students will regularly engage with KCS Learning Partners, adults who have joined the KCS Learning Community and are willing to share their knowledge and expertise with curious students and faculty. Learning Partners will include individuals and organisations, charities and private businesses. Engagement among students, faculty, and Learning Partners will be both virtual and in-person. All students will use their Toronto Public Library (TPL) cards to regularly access print and/or online materials, including the many databases available for card-holders. Additional access to online books and databases will be available through subscriptions secured by the KCS Teacher-Librarians. Students will receive guidance in the use of both KCS and TPL resources so they can use them as desired.

English Language Learner (ELL) Support Students joining the KCS Senior School will have demonstrated through the admissions assessment process that their English language skills are sufficient to succeed in their courses. ELL students requiring extra help will be encouraged to attend extra help sessions. Their Faculty Advisor and one or more teachers may also choose to develop a Learning Support plan that is customized to provide any additional support that would be beneficial.

Course Offerings and Descriptions The KCS Senior School offers mandatory courses and a wide array of elective courses to support current and post-secondary plans for all students. Course Prerequisites In accordance with Ministry curriculum documents, courses in grades 10 to 12 may have prerequisites. The student's guidance counsellor will support students in their choice of courses so that they have the necessary prerequisites for future courses of interest. Parents and students who wish to request that a prerequisite be waived must meet with their guidance counsellor. Approval for waiving the prerequisite requirement will be made by the Assistant Head, Academics, and only if there is evidence to support the student’s ability to be successful in the course without it. The request for waiving prerequisites, the evidence supporting the decision, and documentation of the final decision will be kept in the student’s OSR. Changing Course Types Students will be supported from grade 9 to 12 in choosing the course type that is best aligned with their secondary and post-secondary goals. Students may change their minds and seek to change courses or course types (for example, changing from a University level course to an Open course) as long as they have the required prerequisites. Changes made after a course has started must be discussed with their guidance counsellor, and the change must be made by the fifth instructional period of the course. Course Change Procedures Timetable change requests should be made to support the student's academic plan. If changes are required, students are to meet with their guidance counsellor to discuss options. Students may change a semester class during the first 2 weeks of classes, and a full-year course during the first 3 weeks of classes. In either semester or full-year courses, the last day a student may drop a course, without it being registered on the OST, is the 5th instructional day of class after the mid-semester report card. Note: If a student in Grade 11 or 12 receives permission from the Head of School to withdraw from a course after this time, the student’s percentage grade at the time of the withdrawal will be entered in the OST and a “W” will appear in the “credit earned” column of the OST, in accordance with provincial guidelines.

Exploring Canadian Geography, Grade 9, De-streamed (CGC1W) This course builds on learning in Grades 7 and 8 in geography. Students will explore relationships within and between Canada’s natural and human systems and how they interconnect with other parts of the world. Students will also examine environmental and economic issues, and their impact related to topics such as natural resources and industries, careers, land use and responsible development, and sustainability. In addition, students will understand the connections that diverse communities and individuals have with the physical environment and each other throughout Canada, including First Nations, Métis, and Inuit perspectives. Students will apply geographic thinking, use the geographic inquiry process, and use geospatial technologies throughout their investigations. Prerequisite: None 1.0 credit English, Grade 9, De-streamed (ENL1W) This course enables students to continue to develop and consolidate the foundational knowledge and skills that they need for reading, writing, and oral and visual communication. Throughout the course, students will continue to enhance their media literacy and critical literacy skills, and to develop and apply transferable skills, including digital literacy. Students will also make connections to their lived experiences and to society and increase their understanding of the importance of language and literacy across the curriculum. Prerequisite: None 1.0 credit Core French, Grade 9, Academic (FSF1D) This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning. Prerequisite: Minimum of 600 hours of French instruction, or equivalent 1.0 credit

Fitness Healthy Active Living, Grade 9, Open (PAF1O) This course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. Prerequisite: None 1.0 credit Fitness Healthy Active Living- Rowing Focus, Grade 9, Open (PAF1OR) This course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. Please note there is a fee for this course, and it will run based on enrollment. Prerequisite: None 1.0 credit Mathematics, Grade 9, De-streamed (MTH1W) This course enables students to consolidate and continue to develop an understanding of mathematical concepts related to number sense and operations, algebra, measurement, geometry, data, probability, and financial literacy. Students will use mathematical processes, mathematical modelling, and coding to make sense of the mathematics they are learning and to apply their understanding to culturally responsive and relevant real-world situations. Students will continue to enhance their mathematical reasoning skills, including proportional reasoning, spatial reasoning, and algebraic reasoning, as they solve problems and communicate their thinking. Prerequisite: None 1.0 credit

Science, Grade 9, De-streamed (SNC1W) This course enables students to develop their understanding of concepts related to biology, chemistry, physics, and Earth and space science, and to relate science to technology, society, and the environment. Throughout the course, students will develop and refine their STEM skills as they use scientific research, scientific experimentation, and engineering design processes to investigate concepts and apply their knowledge in situations that are relevant to their lives and communities. Students will continue to develop transferable skills as they become scientifically literate global citizens. Prerequisite: None 1.0 credit Communication Technology and the Skilled Trades, Grade 10, Open (TGJ2O) This course introduces students to communications technology from a media perspective. Students will work in the areas of TV/video and movie production, radio and audio production, print and graphic communications, photography, and interactive new media and animation. Student projects may include computer-based activities such as creating videos, editing photos, working with audio, cartooning, developing animations, and designing web pages. Students will also develop an awareness of environmental and societal issues related to communications technology, and will explore secondary and postsecondary education and training pathways and career opportunities in the various communications technology fields. Prerequisite: None 1.0 credit Learning Strategies 1: Skills for Success in Secondary School, Grade 9, Open (GLE1O) This course focuses on learning strategies to help students become better, more independent learners. Students will learn how to develop and apply literacy and numeracy skills, personal management skills, and interpersonal and teamwork skills to improve their learning and achievement in school, the workplace, and the community. The course helps students build confidence and motivation to pursue opportunities for success in secondary school and beyond. Enrollment in this course requires approval from the Assistant Head, Academics, and is intended for students with Individual Education Plans. Prerequisite: None 1.0 credit

Music, Grade 9, Open (AMU1O) This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life. Prerequisite: None 1.0 credit Visual Arts, Grade 9, Open (AVI1O) This course is exploratory in nature, offering an overview of visual arts as a foundation for further study. Students will become familiar with the elements and principles of design and the expressive qualities of various materials by using a range of media, processes, techniques, and styles. Students will use the creative and critical analysis processes and will interpret art within a personal, contemporary, and historical context. Prerequisite: None 1.0 credit Drama, Grade 9, Open (ADA1O) This course provides opportunities for students to explore dramatic forms and techniques, using material from a wide range of sources and cultures. Students will use the elements of drama to examine situations and issues that are relevant to their lives. Students will create, perform, discuss, and analyse drama, and then reflect on the experiences to develop an understanding of themselves, the art form, and the world around them. Prerequisite: None 1.0 credit

Canadian History, Grade 10, Academic (CHC2D) This course explores social, economic, and political developments and events and their impact on the lives of different individuals, groups, and communities, including First Nations, Métis, and Inuit individuals and communities, in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on identities, citizenship, and heritage in Canada. Students will develop an understanding of some of the political developments and government policies that have had a lasting impact on First Nations, Métis, and Inuit individuals and communities. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914. Prerequisite: None 1.0 credit Civics and Citizenship, Grade 10, Open (CHV2O) This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate, and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them. This course also includes learning on digital literacy and critical-thinking skills, the mechanisms of government, Indigenous governance systems and structures, the historical foundations of the rights and freedoms we enjoy in Canada, ways in which government policy affects individuals’ lives and the economy, and ways for students to serve their communities. Prerequisite: None 0.5 credit

Career Studies, Grade 10, Open (GLC2O) This course gives students the opportunity to develop the skills, knowledge, and habits that will support them in their education and career/life planning. Students will learn about global work trends and seek opportunities within the school and community to expand and strengthen their transferable skills and their ability to adapt to the changing world of work. On the basis of exploration, reflective practice, and decision-making processes, students will make connections between their skills, interests, and values and their postsecondary options, whether in apprenticeship training, college, community living, university, or the workplace. They will set goals and create a plan for their first postsecondary year. As part of their preparation for the future, they will learn about personal financial management – including the variety of saving and borrowing tools available to them and how to use them to their advantage – and develop a budget for their first year after secondary school. Prerequisite: None 0.5 credit English, Grade 10, Academic (ENG2D) This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. This course is intended to prepare students for the compulsory Grade 11 university or college preparation course. Prerequisite: ENG 1D 1.0 credit Core French, Grade 10, Academic (FSF2D) This course provides opportunities for students to communicate in French about personally relevant, familiar, and academic topics in real-life situations with increasing independence. Students will exchange information, ideas, and opinions with others in guided and increasingly spontaneous spoken interactions. Students will develop their skills in listening, speaking, reading, and writing through the selective use of strategies that contribute to effective communication. They will also increase their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning. Prerequisite: FSF1D 1.0 credit

Principles of Mathematics, Grade 10, Academic (MPM2D) This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Prerequisite: MTH1W 1.0 credit Science, Grade 10, Academic (SNC2D) This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter. Prerequisite: SNC1W 1.0 credit Launching and Leading a Business, Grade 10, Open (BEP2O) This course introduces students to the world of business and what is required to be successful, ethical, and responsible in today’s economy. Students will develop the knowledge and skills needed to be an entrepreneur who knows how to respond to local and global market opportunities. Throughout the course, students will explore and understand the responsibility of managing different functions of a business. This includes accounting, marketing, information and communication technology, financial management, human resources, and production Prerequisite: None 1.0 credit

Healthy Living and Personal Fitness Activities, Grade 10, Open (PAF2O) This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. Prerequisite: None 1.0 credit Fitness Healthy Active Living- Rowing Focus, Grade 10, Open (PAF2OR) This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. Please note there is a fee for this course, and it will run based on enrollment. Prerequisite: None 1.0 credit Communication Technology, Grade 11, University/College (TGJ3M) This course examines communications technology from a media perspective. Students will develop knowledge and skills as they design and produce media projects in the areas of live, recorded, and graphic communications. These areas may include TV, video, and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students will also develop an awareness of related environmental and societal issues, and will explore college and university programs and career opportunities in the various communications technology fields. Prerequisite: None 1.0 credit

Visual Art, Grade 10, Open (AVI2O) This course enables students to develop their skills in producing and presenting art by introducing them to new ideas, materials, and processes for artistic exploration and experimentation. Students will apply the elements and principles of design when exploring the creative process. Students will use the critical analysis process to reflect on and interpret art within a personal, contemporary, and historical context. Prerequisite: None 1.0 credit Music, Grade 10, Open (AMU2O) This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices, and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities, and cultures. Prerequisite: None 1.0 credit Drama, Grade 10, Open (ADA2O) This course provides opportunities for students to explore dramatic forms, conventions, and techniques. Students will explore a variety of dramatic sources from various cultures and representing a range of genres. Students will use the elements of drama in creating and communicating through dramatic works. Students will assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences. Prerequisite: None 1.0 credit Digital Technology and Innovations in the Changing World, Grade 10, Open (ICD2O) This course will help students develop cutting-edge digital technology and computer programming skills that will support them in contributing to and leading the global economic, scientific, and societal innovations of tomorrow. Students will learn and apply coding concepts and skills to build hands-on projects and investigate artificial intelligence, cybersecurity, and other emerging digital technologies that connect to a wide range of fields and careers. Using critical thinking skills with a focus on digital citizenship, students will investigate the appropriate use and development of the digital technologies that they encounter every day, as well as the benefits and limitations of these technologies. Prerequisite: None 1.0 credit

Learning Strategies 1: Skills for Success in Secondary School, Grade 10, Open (GLE2O) This course focuses on learning strategies to help students become better, more independent learners. Students will learn how to develop and apply literacy and numeracy skills, personal management skills, and interpersonal and teamwork skills to improve their learning and achievement in school, the workplace, and the community. The course helps students build confidence and motivation to pursue opportunities for success in secondary school and beyond. Enrollment in this course requires approval from the Assistant Head, Academics, and is intended for students with Individual Education Plans. Prerequisite: None 1.0 credit English, Grade 11, University Preparation (ENG3U) This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course. Prerequisite: English, Grade 10, Academic 1.0 credit Functions, Grade 11, University Preparation (MCR3U) This course introduces the mathematical concept of the function by extending students’ experiences with linear and quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions; investigate inverse functions; and develop facility in determining equivalent algebraic expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Prerequisite: Principles of Mathematics, Grade 10, Academic 1.0 credit Functions and Applications, Grade 11, University/College Preparation (MCF3M) This course introduces basic features of functions by extending students’ experiences with quadratic relations. It focuses on quadratic, trigonometric, and exponential functions and their use in modelling real-world situations. Students will represent functions numerically, graphically, and algebraically; simplify expressions; solve equations; and solve problems relating to applications. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Prerequisite: Principles of Mathematics, Grade 10, Academic, or Foundations of Mathematics, Grade 10, Applied 1.0 credit 51

Communications Technology, Grade 12, University/College Preparation (TGJ4M) This course enables students to further develop media knowledge and skills while designing and producing projects in the areas of live, recorded, and graphic communications. Students may work in the areas of TV, video, and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students will also expand their awareness of environmental and societal issues related to communications technology, and will investigate career opportunities and challenges in a rapidly changing technological environment. Prerequisite: Communications Technology, Grade 11, University/College Preparation 1.0 credit Technological Design, Grade 11, University/College Preparation (TDJ3M) This course examines how technological design is influenced by human, environmental, financial, and material requirements and resources. Students will research, design, build, and assess solutions that meet specific human needs, using working drawings and other communication methods to present their design ideas. They will develop an awareness of environmental, societal, and cultural issues related to technological design, and will explore career opportunities in the field, as well as the college and/or university program requirements for them. Prerequisite: None 1.0 credit Introduction to Computer Science, Grade 11, University Preparation (ICS3U) This course introduces students to computer science. Students will design software independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computer-related fields. Prerequisite: None 1.0 credit Core French, Grade 11, University Preparation (FSF3U) This course offers students extended opportunities to speak and interact in real-life situations in French with greater independence. Students will develop their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, through responding to and exploring a variety of oral and written texts. They will also broaden their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning. Prerequisite: Core French, Grade 10, Academic 1.0 credit 52

Biology, Grade 11, University Preparation (SBI3U) This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation. Prerequisite: Science, Grade 10, Academic 1.0 credit Chemistry, Grade 11, University Preparation (SCH3U) This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment. Prerequisite: Science, Grade 10, Academic 1.0 credit Physics, Grade 11, University Preparation (SPH3U) This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment. Prerequisite: Science, Grade 10, Academic 1.0 credit Financial Accounting Fundamentals, Grade 11, University/College Preparation (BAF3M) This course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and ethics and current issues in accounting. Prerequisite: None 1.0 credit

Marketing: Goods, Services, Events College Preparation, Grade 11, College Preparation (BMI3C) This course introduces the fundamental concepts of product marketing, which includes the marketing of goods, services, and events. Students will examine how trends, issues, global economic changes, and information technology influence consumer buying habits. Students will engage in marketing research, develop marketing strategies, and produce a marketing plan for a product of their choice. Prerequisite: None 1.0 credit Food and Culture, Grade 11, University/College Preparation (HFC3M) This course focuses on the flavours, aromas, cooking techniques, foods, and cultural traditions of world cuisines. Students will explore the origins of and developments in diverse food traditions. They will demonstrate the ability to cook with ingredients and equipment from a variety of cultures, compare food-related etiquette in many countries and cultures, and explain how Canadian food choices and traditions have been influenced by other cultures. Students will develop practical skills and apply social science research methods while investigating foods and food practices from around the world. Prerequisite: None 1.0 credit Introduction to Sociology, Anthropology and Psychology, Grade 11, University Preparation (HSP3U) This course provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science research, and to become familiar with current thinking on a range of issues within the three disciplines. Prerequisite: The Grade 10 academic course in English, or the Grade 10 academic history course (Canadian and world studies) 1.0 credit Understanding Canadian Law, Grade 11, University/College Preparation (CLU3M) This course explores Canadian law, with a focus on legal issues that are relevant to the lives of people in Canada. Students will gain an understanding of laws relating to rights and freedoms in Canada; our legal system; and family, contract, employment, tort, and criminal law. Students will develop legal reasoning skills and will apply the concepts of legal thinking and the legal studies inquiry process when investigating a range of legal issues and formulating and communicating informed opinions about them. Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied 1.0 credit

Visual Art, Grade 11, University/College Preparation, (AVI3M) This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, information design). Prerequisite: Visual Arts, Grade 9 or 10, Open 1.0 credit Music, Grade 11, University/College Preparation (AMU3M) This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis, and performance of music, including traditional, commercial, and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to, and analysing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers. Prerequisite: Music, Grade 9 or 10, Open 1.0 credit Healthy Living and Personal Fitness Activities, Grade 11, Open (PAF3O) This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities and exposure to a broader range of activity settings, students enhance their movement competence, personal fitness, and confidence. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. Prerequisite: None 1.0 credit

Advanced Learning Strategies: Skills for Success after Secondary School, Grade 11, Open (GLE3O) This course improves students’ learning and personal-management skills, preparing them to make successful transitions to work, training, and/or postsecondary education destinations. Students will assess their learning abilities and use literacy, numeracy, and research skills and personal-management techniques to maximize their learning. Students will investigate trends and resources to support their postsecondary employment, training, and/or education choices and develop a plan to help them meet their learning and career goals. Enrollment in this course requires approval from the Assistant Head, Academics, and is intended for students with Individual Education Plans. Prerequisite: None 1.0 credit English, Grade 12, University Preparation (ENG4U) This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace. Prerequisite: English, Grade 11, University Preparation 1.0 credit Advanced Functions, Grade 12, University Preparation (MHF4U) This course extends students’ experience with functions. Students will investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs. Prerequisite: Functions, Grade 11, University Preparation, or Mathematics for College Technology, Grade 12, College Preparation 1.0 credit

Calculus and Vectors, Grade 12, University Preparation (MCV4U) This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three-dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university-level calculus, linear algebra, or physics course. Prerequisite: Advanced Functions (MHF4U) must be taken prior to or concurrently with Calculus and Vectors (MCV4U). 1.0 credit Mathematics of Data Management, Grade 12, University Preparation (MDM4U) This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analysing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest. Prerequisite: Functions, Grade 11, University Preparation, or Functions and Applications, Grade 11, University/College Preparation 1.0 credit Communications Technology, Grade 12, University/College Preparation (TGJ4M) This course enables students to further develop media knowledge and skills while designing and producing projects in the areas of live, recorded, and graphic communications. Students may work in the areas of TV, video, and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students will also expand their awareness of environmental and societal issues related to communications technology, and will investigate career opportunities and challenges in a rapidly changing technological environment. Prerequisite: Communications Technology, Grade 11, University/College Preparation 1.0 credit

Communications Technology: Interactive New Media and Animation, Grade 12, University/College Preparation (TGI4M) This course enables students to produce original work in the areas of interactive media and animation. Emphasis is placed on 2D and 3D production skills within game design, architecture, motion design, AR/VR experiences, and traditional animated storytelling. Students may also develop knowledge working in a 3D environment, further expanding skills related to modelling, animating/rigging, texturing, and lighting, while also gaining the opportunity to demonstrate the process of preparing original 3D-printed work. Students will explore post-secondary & career opportunities and examine the ever-growing impact of this technology in a variety of industries and on an environmental and societal level. Prerequisite: Communications Technology, Grade 11, University/College Preparation 1.0 credit

Technological Design, Grade 12, College/University Preparation (TDJ4M) This course introduces students to the fundamentals of design advocacy and marketing, while building on their design skills and their knowledge of professional design practices. Students will apply a systematic design process to research, design, build, and assess solutions that meet specific human needs, using illustrations, presentation drawings, and other communication methods to present their designs. Students will enhance their problem-solving and communication skills, and will explore career opportunities and the postsecondary education and training requirements for them. Prerequisite: Technological Design, Grade 11, University/College Preparation 1.0 credit Computer Science, Grade 12, University Preparation (ICS4U) This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field. Prerequisite: Introduction to Computer Science, Grade 11, University Preparation 1.0 credit

Core French, Grade 12, University Preparation (FSF4U) This course provides extensive opportunities for students to speak and interact in French independently. Students will develop their listening, speaking, reading, and writing skills, apply language learning strategies in a wide variety of real-life situations, and develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts. They will also enrich their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning. Prerequisite: Core French, Grade 11, University Preparation 1.0 credit Biology, Grade 12, University Preparation (SBI4U) This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields. Prerequisite: Biology, Grade 11, University Preparation 1.0 credit Chemistry, Grade 12, University Preparation (SCH4U) This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment. Prerequisite: Chemistry, Grade 11, University Preparation 1.0 credit Physics, Grade 12, University Preparation (SPH4U) This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment. Prerequisite: Physics Grade 11, University Preparation 1.0 credit 59

International Business Fundamentals, Grade 12, University/College Preparation (BBB4M) This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for postsecondary programs in business, including international business, marketing, and management. Prerequisite: None 1.0 credit Financial Accounting Principles, Grade 12, University/College Preparation (BAT4M) This course introduces students to advanced accounting principles that will prepare them for postsecondary studies in business. Students will learn about financial statements for various forms of business ownership and how those statements are interpreted in making business decisions. This course expands students’ knowledge of sources of financing, further develops accounting methods for assets, and introduces accounting for partnerships and corporations. Prerequisite: Financial Accounting Fundamentals, Grade 11, University/College 1.0 credit Analysing Current Economic Issues, Grade 12, University Preparation (CIA4U) This course examines current Canadian and international economic issues, developments, policies, and practices from diverse perspectives. Students will explore the decisions that individuals and institutions, including governments, make in response to economic issues such as globalization, trade agreements, economic inequalities, regulation, and public spending. Students will apply the concepts of economic thinking and the economic inquiry process, as well as economic models and theories, to investigate and develop informed opinions about economic trade-offs, growth, and sustainability and related economic issues. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities 1.0 credit

World Issues: A Geographic Analysis, Grade 12, University Preparation (CGW4U) In this course, students will address the challenge of creating a more sustainable and equitable world. They will explore issues involving a wide range of topics, including economic disparities, threats to the environment, globalization, human rights, and quality of life, and will analyse government policies, international agreements, and individual responsibilities relating to them. Students will apply the concepts of geographic thinking and the geographic inquiry process, including the use of spatial technologies, to investigate these complex issues and their impacts on natural and human communities around the world. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities 1.0 credit Challenge and Change in Society, Grade 12, University Preparation (HSB4U) This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyse how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities 1.0 credit Canadian and International Law, Grade 12, University Preparation (CLN4U) This course explores a range of contemporary legal issues and how they are addressed in both Canadian and international law. Students will develop an understanding of the principles of Canadian and international law and of issues related to human rights and freedoms, conflict resolution, and criminal, environmental, and workplace law, both in Canada and internationally. Students will apply the concepts of legal thinking and the legal studies inquiry process, and will develop legal reasoning skills when investigating these and other issues in both Canadian and international contexts. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities. 1.0 credit

World History since the Fifteenth Century, Grade 12, University Preparation (CHY4U) This course traces major developments and events in world history since approximately 1450. Students will explore social, economic, and political changes, the historical roots of contemporary issues, and the role of conflict and cooperation in global interrelationships. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate key issues and ideas and assess societal progress or decline in world history. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities. 1.0 credit Introductory Kinesiology, Grade 12, University Preparation (PSK4U) This course focuses on the study of human movement and of systems, factors, and principles involved in human development. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sport, and the physiological, psychological, and social factors that influence an individual’s participation in physical activity and sport. The course prepares students for university programs in physical education and health, kinesiology, health sciences, health studies, recreation, and sports administration. Prerequisite: Any Grade 11 university or university/college preparation course in science, or any Grade 11 or 12 course in health and physical education 1.0 credit The Writer’s Craft, Grade 12, University Preparation (EWC4U) This course emphasizes knowledge and skills related to the craft of writing. Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers. Prerequisite: English, Grade 11, University Preparation 1.0 credit

Visual Art, Grade 12, University/College Preparation (AVI4M) This course focuses on enabling students to refine their use of the creative process when creating and presenting two- and three-dimensional artworks using a variety of traditional and emerging media and technologies. Students will use the critical analysis process to deconstruct artworks and explore connections between art and society. The studio program enables students to explore a range of materials, processes, and techniques that can be applied in their own art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts. Prerequisite: Visual Arts, Grade 11, University/College Preparation 1.0 credit Music, Grade 12, University/College Preparation (AMU4M) This course enables students to enhance their musical literacy through the creation, appreciation, analysis, and performance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their life and careers. Prerequisite: Music, Grade 11, University/College Preparation 1.0 credit Recreation and Healthy Living Leadership, Grade 12, University/College Preparation (PLF4M) This course enables students to explore the benefits of lifelong participation in active recreation and healthy leisure and to develop the leadership and coordinating skills needed to plan, organize, and safely implement recreational events and other activities related to healthy, active living. Students will also learn how to promote the benefits of healthy, active living to others through mentoring and assisting them in making informed decisions that enhance their well-being. The course will prepare students for university programs in physical education and health and kinesiology and for college and university programs in recreation and leisure management, fitness and health promotion, and fitness leadership. This course will be run through our Grade 12 advisor program and will involve commitment to leadership outside of the classroom.

Prerequisite: Any health and physical education course 1.0 credit

Appendix A: Sample Student Path Program Each student's experience with Path will be unique. It will begin when students identify their area(s) of greatest interest. Honouring this interest, the Faculty Advisor will support their students in building an e-portfolio of their student-driven learning in that chosen area. The e-portfolio will include learning from an academic, artistic, athletic, and citizenship perspective. It will also include learning and reflections related to their interest that stem from an off-site activity. Examples of relevant off-site learning would include related field placements, job shadowing, volunteer work, a job, engagement in a community organization, a language or cultural immersion, and travel that includes relevant learning and engagement. Annual presentations plus a culminating extended essay and Creative Impact Project in grade 11 are additional features of Path. Where relevant, elements of a student’s Path may count for course assignments if they are consistent with assessment expectations. Successful completion of the KCS Path Program will lead to students earning the KCS Diploma of Distinction (for grade 9 to 12 participation) or the KCS Certificate of Distinction (for completing one complete school year of Path expectations) when graduating in grade 12. Here’s an example of how Path might unfold for a student, Catrina, with a passion for hockey and interest in sports medicine.

Steps

Description

Examples

Launch

Students are asked to identify a topic of particular interest or passion. This topic can change if desired. Students receive a full orientation to Path and begin.

Catrina identifies hockey as her passion as well as a growing interest in sports medicine. Catrina meets with her Grade 12 mentor monthly.

Grade 9 Path

Students begin building a portfolio of learning in the area of their passion, demonstrating deep learning from the perspective of each of the following: academics, arts, athletics and citizenship. Following a process, and only where applicable, students are invited to enhance a course assignment by adding a dimension that would count for their Path portfolio. Offsite study related to their topic is secured by the student. The year concludes with a presentation on their learning and related reflection.

Items added to Catrina’s portfolio include: 1. A persuasive essay on the urgency to change the rules of football to prevent lifelong brain injury, meeting requirements for an English class assignment (academics) 2. A mixed-media artwork representing persistence in sport, meeting requirements for an art assignment (arts) 3. A “Year in the Life” documentary of her life as an elite athlete (athletics) 4. Photos and text to capture her engagement with Right to Play International (citizenship) Catrina’s offsite study was her service with Right to Play, working with children and educators to promote play as a healthy part of lifelong learning. Catrina’s presentation captured her reflections on all the learning she initiated, the partners she engaged, the challenges she faced, and the attributes she exercised.

Grade 10 Path

Students continue building a portfolio of learning in the area of their passion, demonstrating deep learning from the perspective of each of the following: academics, arts, athletics and citizenship.

With assistance from her Faculty Advisor, Catrina is partnered with a mentor in the area of sports medicine.

Following a process, and only where applicable, students are invited to enhance a course assignment by adding a dimension that would count for their Path portfolio.

1. After co-organising a panel on business and sport, Catrina wrote a report capturing what she learned, exceeding requirements for a business assignment (academics)

Offsite study related to their topic is secured by the student.

2. Catrina assembled a portfolio of hockey photos, taken by her following guidance from a professional sports photographer, exceeding requirements for an art assignment (arts)

The year concludes with a presentation on their learning and related reflection.

Items added to her portfolio include:

3. Catrina created a video report of a “Welcome to Skating” event she co-led for newly arrived immigrants to Canada (athletics and citizenship) Catrina’s offsite study included a field placement at a private health centre for sports rehab. She was tasked with identifying creative new ways to reach and support young athletes. Catrina gave a presentation capturing reflections on all the learning she initiated, the partners she engaged, the challenges she faced, and the attributes she exercised.

Grade 11 Path

Students continue building a portfolio of learning in the area of their passion, demonstrating deep learning from the perspective of each of the following: academics, arts, athletics and citizenship. Following a process, and only where applicable, students are invited to enhance a course assignment by adding a dimension that would count for their Path portfolio. Offsite study related to their topic is secured by the student. Students plan and complete their culminating Path project, a creative project of value in the area of their interest. Students give their final presentation.

Items added to Catrina’s portfolio include: 1. A report Catrina wrote on a design thinking process she engaged in with interested others seeking potential innovations in sport, exceeding requirements for an entrepreneurship assignment (academics). 2. Catrina took a brief course in sketching, received feedback and tips from an artist, and created sketches of the body systems, exceeding requirements for a biology assignment (arts). 3. Catrina co-led an expanded and improved “Welcome to Skating” opportunity. She raised funds and collected skates for newly arrived immigrants (athletics and citizenship). Catrina returned to her previous field placement at a private health centre for sports rehab. She was tasked with delivering on one of her ideas for engaging youth that was approved during her field placement the previous year.

Culminating project

A creative application of student learning, addressing a real problem and/or of demonstrable benefit to others, along with a written report describing the biography of the idea, justifying its value, and reflecting on it after completion. Examples: 1. an entrepreneurial venture 2. a service learning initiative 3. an artistic exhibit 4. a new athletic activity that is taught to others 5. a scientific inquiry or innovation 6. A book written for publication

Catrina will take the idea she developed for the health centre and make it available to the public: a gamified app “I Am Power” directed at youth so they can learn about sources of injury, training to avoid injury, what to do if injured, and how to advocate for oneself as an athlete. Her app was developed with guidance from a KCS Learning Partner in the game development industry. She is applying for a seed grant from the Ontario government.