1. education
2. school

Welcome 2 Secondary School
Beginning high school is a very exciting time in your life. It is a time when your horizons are
expanding, and you are beginning your transition into adulthood and the world of work. Secondary
schools in the Avon Maitland District School Board offer a variety of programs designed to meet your
needs and assist you in reaching your full potential. All schools strive to maximize student outcomes
by providing opportunities for all students to gain competency in the following areas: collaboration,
communication, creativity, critical thinking and problem solving.
When you first enter your secondary school, it may appear much larger than your elementary
school. You may feel worried about finding your way around and meeting the expectations of a
challenging high school program. Be assured that your secondary school has much in common with
your elementary school: caring and supportive teachers, a variety of co-instructional activities, and
friendly students. Each secondary school offers students an orientation program to help make the
transition a smooth one.
This booklet provides you with important information to help you and your parents prepare for
secondary school and plan your secondary school pathway.
The Avon Maitland District School Board provides students with a program designed to ensure all
students experience success as they move into, through and beyond secondary school. The Success
for Life program utilizes web-based and school-based resources to support students and their parents
with identifying personal strengths, mapping out secondary school course selection, and exploring
options in each pathway (Apprenticeship, College, Work, University and Community Living). This
transition guide is a valuable part of the Success for Life program.
More specifically, this program helps students and their parents learn about:
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Skills & Interests
Future Career Options
Pathways
Opportunities for Getting Work Experience
For more information visit:
www.successforlife.ca
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Common questions From Teens...
Before They Get to Secondary School
I am used to an elementary school. What will I do if I get lost in such a huge high school?
Secondary schools organize a Grade 8 open house and a Grade 9 orientation. Try to attend these
events with your parents/guardians so you can get more familiar with the school. It may take you a
few days before you get used to the school and its layout. If you can’t find a room, ask a teacher or
another student and they will be happy to help you.
I am worried about the number of people at the high school. How will I meet friends?
In grade 9, many students are new to the school and are looking for a friend or group of friends.
Introduce yourself to other students in your classes and to students who have lockers near yours.
Join a team or club – you will meet many new people by participating in these activities.
What will I learn? Will it be more difficult than my grade 8 school work? How will I keep up?
The material you learn in grade 9 builds on your learning from grade 8. If you don’t understand
something, ask teachers or other students and they should be able to help. You may feel shy asking
a question; however, it is important that you do as there are likely other students in the class who
are wondering the same thing.
Especially for Parents
Get Involved
The Benefits to Parental Involvement?
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You get to know the teaching staff and administrative team
You become comfortable communicating with the teachers and administrators
You get to know your child’s friends and classmates
Your Support at the School
For academic concerns, contact the teacher of the subject for which you have concerns. Use the
directory in this guide to find your school’s website and contact information. For all non-academic
concerns and help with course selection, contact a guidance counsellor. The guidance counsellor will
assist with timetables and provide support for issues that arise. They can also assist in accessing
additional community or board-based supports if required. For attendance concerns, speak to the
vice-principal. As part of the education and career/life planning process explained for your son/
daughter in this guide, you have an important role to play. Students can link their MyBlueprint.ca
account to you simply by entering your email address. MyBlueprint.ca is a planning tool that you can
explore together throughout your son/daughter’s time in Grades 7-12.
Students are more successful in school when their parents take an active
part in their education.
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Here are some suggestions:
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Attend parent/teacher interviews
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Join the school council
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Attend special events at the school
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As as a parent supervisor at school events or school trips
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Talk to your son/daughter about their day at school
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Manage your time well so there is adequate time to complete homework
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Make sure there is a quiet place in your home to do homework
We Believe, Model and Practise the Following Character
Attributes in all Avon Maitland Schools:
Respect
Honesty
Empathy
Optimism
Courage
Integrity
Responsibility
Compassion
Perseverance
Valuing self, others and our world
Choosing to be positive
Being trustworthy, sincere and
truthful
Facing the challenge
Being reliable and accountable
Fairness
Treating everyone in a just and
accepting manner
Showing care and consideration
Understanding how someone
else feels
Doing what is right and
honourable
Staying purposeful and
committed
“Character attributes are the basis
of healthy relationships“
What to do About Bullying
Bullying is NOT Tolerated in AMDSB Schools.
If you believe your child is being bullied, contact the school immediately
Regardless of the age of your child, you can help by encouraging your child to talk to you about
bullying and by giving your child the following advice:
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Walk away from the situation
Do not respond, don’t talk back, don’t email back, don’t hit back
Tell an adult whom you trust about the situation – a bus driver, teacher, coach, principal
Find a friend to be with in places where you do not feel safe
be a
For more information about bullying and what you can do to
support your child, access the following:
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The Huron-Perth Bully Prevention website at www.bullyprevention.ca
Kids Help Phone by calling 1-800-668-6868,
or visit www.kidshelpphone.ca
B E Y O N D -T H E- B U L LY
Community Involvement Hours must be completed, unpaid, outside normal school hours
beginning in the summer following the completion of Grade 8. The 40 Hour Community
Involvement Record is included in this booklet. Students can seek opportunities in the
community by offering assistance to service clubs, community groups, charities, conservation
groups, health agencies, not-for-profit activities, and others. Student activities are not to
displace workers or to be during scheduled classroom time. Use the form provided in this
booklet to record your hours.
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New to an Avon Maitland School?
If you are new to the community and want to register your child in an Avon Maitland school, contact
your local secondary school to find out the dates for registration and to make an appointment with a
guidance counsellor. Contact your local school for a registration form.
Bring the Following Information to Your Meeting
Student’s Birth Certificate or Canadian Citizenship Document
Contact the Avon Maitland DSB office at 519-527-0111 OR
1-800-592-5437 for more information or clarification on proof of citizenship.
Proof of the Student’s Address
Including 911 civic address (fire number), lot, concession, township, county, postal code, telephone
number and a utility bill.
Proof of Immunization
Custody Information
If applicable.
Parents’ Place of Employment
Including daytime telephone number.
Emergency contact person
Including name and telephone number.
The Avon Maitland District School Board is committed to ensuring students have the opportunity to
graduate secondary school in four years and to ensuring a variety of course offerings for our students.
In order to achieve both goals efficiently students need to be registered full time in each
semester. Students in Avon Maitland District School Board secondary schools are required to
register with a sufficient number of courses to be considered full time for each semester in which
they attend our schools.
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Teaching and learning can happen through a range of settings. Avon Maitland District School
Board is fortunate to have many secondary courses offered on-line via the Avon Maitland District
eLearning Centre (AMDEC). Students can take an online course along with their face-to-face
classroom based course.
Learning in the on-line environment develops skills and confidence that will prepare students
for post-secondary opportunities where this type of course delivery is becoming more and more
common. Ask your Student Services Counsellor for more information.
What Does it Take?
For an OSSD, it’s easy as...
(Ontario Secondary School Diploma)
1
2
3
30 credits
in total
40 hours of
community
involvement
completion
of the literacy
reuirement
Let’s Break it Down
18 compulsory credits
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4 credits in English (one credit per grade)*
3 credits in mathematics
(at least one credit in grade 11 or 12)
2 credits in science
1 credit in Canadian history
1 credit in Canadian geography
1 credit in the arts
1 credit in health and physical education
1 credit in French as a second language
0.5 credit in career studies
0.5 credit in civics
* A maximum of 3 credits in English as a second language (ESL) or English literacy development (ELD) may be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a grade 12 compulsory English course.
** A maximum of 2 credits in cooperative education can count as compulsory credits.
*** The 12 optional credits may include up to 4 credits earned through approved dual credit courses. What Does it Take?
Plus one credit
from each of the
following groups:
Group 1
1 additional credit in English,
or French as a second
language, ** or a Native
language, or a classical or
an international language,
or social sciences and the
humanities, or Canadian and
world studies, or guidance
and career education, or
cooperative education***
Group 2
1 additional credit in health
and physical education, or the
arts, or business studies, or
French as a second language,
or cooperative education
Group 3
1 additional credit in
science (Grade 11-12), or
technological education, or
French as a second language,
** or computer studies, or
cooperative education***
A credit is the way the Ministry of Education recognizes the successful completion of a course.
One credit is earned based on 110 hours of instruction. A credit can only be granted by the
principal of a secondary school.
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For an OSSC
(Ontario Secondary School Certificate)
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2
1
1
1
1
1
credits in English
credit in mathematics
credit in science
credit in Canadian history or Canadian geography
credit in the arts, computer studies or technical education
credit in health and physical education
For an OSSCA
(Ontario Secondary School Certificate of Accomplishment)
This certificate recognizes the achievement of students who plan to pursue certain vocational
programs or other kinds of community integration.
Tristan Jones - Workplace
Tristan Jones attends CHSS and lives with his parents and an older brother on a farm
just outside of Clinton. He has always lived on his family’s chicken farm where they
raise the birds for their eggs and meat.
From a very young age, Tristan has been involved in working on the farm. He can
remember going to the barn with his dad at the age of 5 and helping to pick eggs.
Tristan has continued to help in the chicken barn after school and on weekends
throughout his high school years. Having a positive attitude at school with his peers and teachers is one
of Tristan’s most positive attributes. He likes attending school to learn new things and to interact with his
friends. He particularly has enjoyed studying history courses taught by Mr Yates and environmental science
classes taught by Ms Durnin.
Tristan loves being physically active and played basketball as an extracurricular activity in elementary school,
however, upon entering high school he developed a passion for a new sport - skateboarding. Tristan thanks
his dad for introducing him to this extreme sport. When he was very young and in a stroller, Tristan’s dad
would push him in the stroller up and down the skateboard ramps. With his dad’s keen interest in boarding,
a half pike was built in their shed and eventually it was replaced with a skateboarding bowl, better known to
Tristan and his friends as the “chicken bowl”. Tristan and his dad have spent many hours boarding together
and challenging each other to new moves. Tristan and his friends have enjoyed hours of fun on one of the
best skateboard facilities around.
Tristan plans to graduate this coming June and has decided to work full-time on the family farm. He is
confident that with his years of experience, he will be a valuable addition to the staff. He also takes pride
in being able to work on the family farm as he will be working with 4 generations of family members. He is
proud to say that he will be working with his great great grandfather who is still alive and picking eggs!
The literacy test is based on the Ontario curriculum expectations for reading and writing in all
subjects up to the end of Grade 9. Students who are unsuccessful will be able to write the test
again or to take the equivalent OSSLC. Students write the test in Grade 10.
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The Ontario Secondary School Literacy Course (OSSLC) is available to students who are
unsuccessful in passing the literacy test. OSSLC can count as the Grade 12 Compulsory
English credit.
The Choice is Yours
It is important that young people find work that is rewarding, dignifying, and allows them to become
valuable contributors to our communities. This search may lead directly to work, an apprenticeship,
college or university. Which pathway will you choose?
A pathway is designed to lead a student to a particular destination. This does not mean the student
will always end up at that destination. Students should be free to make new choices as they develop
new interests, skills and abilities. Thoughtful course selection with a realistic examination of interests
and abilities is an important aspect of a successful pathway. Sometimes, parents and students
are influenced by how society views success in secondary school. Often, success is perceived to
be completion of college or university. It is important to realize that these goals may not match
the strengths and needs of all students. Many students will find rewarding opportunities in direct
entry to the world of work or apprenticeship. We need only to look at our own communities to see
entrepreneurs and skilled trades people who have expanded their knowledge base.
Mark Metcalfe - College to University
Like many students, Mark had no idea what he wanted to be when he was younger;
however, his high school years have been rich with experiences that have helped him
define his interests and future career choice.
Mark has always had a love for the great outdoors. Whether it was the 49 km of
the Maitland Trail that he hiked last summer, days spent camping or at the family
cabin near Algonquin Park, or time spent out on his mountain bike, Mark has learned
to recognize that he is happiest when he is outside in the natural environment. At Madill, his favourite
courses were with Mr. Klassen in Gr. 9 Geography and Gr. 12 Environment & Resource Management. These
experiences helped Mark to feel confident in choosing his career path.
Mark is excited by the Natural Environment Technician program offered through Sault College. The handson technical skills he would learn while out in the natural wilderness of the Lake Superior region appeal
to Mark. Following this 2-year diploma step, Mark plans to take his skills to Lakehead University for their
Environmental Management program. His goal is to achieve his Bachelor of Science in Forestry and then
pursue a career in environmental conservation and management.
Mark’s advice to younger students would be to involve yourself in a wide variety of activities. While at Madill,
Mark participated in cross-country running, curling, badminton, track & field, Reach for the Top, Students’
Council, and he played trumpet in the school band. These experiences have given Mark a broader range of
skills, made high school lots of fun, and have helped him develop into a well-rounded person. Mark’s future
experiences are sure to be just as rich as his past ones!
Student Success
Every secondary school has a Student Success Team which works to ensure that every student
has a successful secondary school experience. Members of the SS Team include the Principal (or
vice-Principal), Guidance counsellors, Student Success and Special Education teachers. Student
Success Teams develop credit rescue, credit recovery and transitional plans with students. They
make sure that programs and activities are in place to help every student be successful.
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It’s Time to Plan
Follow these steps to make decisions about your pathway
Parents, you can guide your child through the following steps to help them make the best decision
and to take responsibility for the outcomes. Talk positively to your child about their interests, skills
and abilities and how they may relate to the workplace.
Build a pathway to success
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Research about you
●● What is your learning style? What careers interest you? Use MyBlueprint.ca to find out how you learn best and what interests you.
●● Look at your report card marks, and other test/
evaluation results.
●● Gather information from your teachers, past and present. In which type of course do they think you will be most successful?
Informed decisions
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Decide what type of course matches your learning
style best.
Remember, one course type is not better than the other. They just lead to different destinations based on different learning styles.
Reflect... time for a reality check
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Review your results from MyBlueprint.ca, talk to your
teachers and check the chart to see the job that interests you is in line with your learning style and your current achievement.
Make any necessary changes to your plan.
Set goals at least twice a year in your Individual Pathways Plan (IPP) in MyBlueprint.ca.
Conference with and adult
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Talk to a guidance counsellor in your secondary school to discuss possibilities of your possible destination (apprenticeship , college, community living, university, work)
Special Education
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Talk to parents, family members and friends about different kinds of work.
Look at the Career and Educational Pathway Planner chart on the centerfold to find possible jobs that may interest you.
Be sure to examine a variety of possibilities.
Use the chart to identify the high school courses
appropriate to realize your goals and to discover the type(s) of post-secondary education, if any, that your choices require.
A wide variety of programs and services are available for students with special education
needs. These programs and services focus on specific needs of students and create
opportunities to develop their individual potential. They are developed in partnership with
parents and guardians in an atmosphere of cooperation and respect. Parents and students,
please contact your secondary school’s Special Education Department for more information
about specific school programs.
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Career Pathway
Description
Laser Technician
Environment Consultant
Biomedical Equipment
Technician
Civil, Mechanical, Industrial,
Electrical
Manufacturing, Computer
Engineering Technician &
Technologist
Paramedic, Dental Hygienist &
Technologist
Horticulturist/Landscape
Technician
Agricultural Technologist
Farm Manager
Message Therapist
Veterinarian Technician
Energy Specialist
Physicist, Astronomer, Chemist,
Geologist, Meteorologist
Biologist, Forrester, Agriculturist
Audiologist, Physical &
Occupational Therapist
Appliance Service Technician
Assistant Cook
Automotive Parts Person
Baker
Chef
Cook
Gem-setter/Goldsmith
Hairstylist
Interior Decorator
Locksmith
Automotive Parts Person
Retail Meat Cutter
Pool & Hot Tub & Spa Installer
Pool & Hot Tub/Spa Service
Technician
Manager, Supervisor (all
sectors)
Human Resources Officer
Customer Service
Representative
Insurance & Real Estate Agent
Bookkeeper, Payroll Officer
Secretary, Administrative Clerk
Property Manager
Retail Sales Person
Chef, Restaurant Manager
Police Officer and Firefighter
Conference & Event Planner
Senior Manager, Supervisor
Financial Auditor
Accountant
Securities Agent
Investment Analyst
Draftsperson - Mechanical
Draftsperson - Plastic & Mould
Design
Special Events Coordinator
Entertainment Industry Electrical Technician
Facilities Mechanic
Designer
Carpenter
Horse Harness Maker
Native Clothing & Crafts Artisan
Saddlery
Gem Setter/Goldsmith
Hairstylist
Chef
Baker/Pattisier
Librarian, Archive & Museum
Technician
Photographer, Graphic Artist,
Animator
Copywriter
Fitness Instructor
Recreational Facilities Manager
Multimedia Designer
Actor, Media Announcer,
Community Program Planner
Public Relations Officer
Writer, Journalist
Media Consultant
Graphic Designer
Interior Designer
Librarian, Conservator
Curator, Archivist
Writer, Editor, Journalist
Public Relations Officer
Translator, Interpreter
Arborist
Dairy Herdsperson
Swine Herdsperson
Fruit Grower
Horticultural Technician
Utility Arborist
Horse Groomer
Do you like to:
Work with plants or animals
Perform lab experiments and do
complex calculations
Work in a hospital or clinic
Understand scientific methods
and theories
Observe, learn, analyze,
investigate, evaluate or solve
problems
Help people with their health
Do you like to:
Give talks, presentations or
speeches
Work with budgets and
numbers
Organize information,
materials or files
Lead or manage people o meet
goals
Serve people or help them find
information
Work at a hotel, restaurant or
tourist attraction
Carry out tasks in detail, follow
instruction
Do you like to:
Sketch, draw, paint, take
photos
Play musical instrument, sing,
dance or act
Communicate with people
Write stories, articles, poetry
or music
Be physically active
Coach others to perform sports
or the arts
Work in radio, television or
advertising
Health, Natural and
Applied Sciences
Business, Finance,
Sales and Service
Arts, Communication
and Recreation
Computer & Information
Systems Professional
Information Systems Analyst &
Consultant
Database Analyst & Data
Computer & Network Operator
& Web Technician
User Support Technician
Systems Testing Technician
Internet, Web Site Technician
Help Desk Technician
Database Administrator
Broadcast Technician
Information Technology
Support Analyst - Hardware
Information Technology
Support Analyst - Help Desk
Information Technology
Support Analyst - Network
Network Cabling Specialist
Optics Technician
Telecommunications Installer
& Repairer
Turf Equipment Technician
Do you like to:
Work with computers & learn
more about them
Work independently at times
Help people understand
technology
Explore ideas, do research
with calculations & analyze
data
Design web sites, software and
games
Solve problems
Information
Technology
Judge, Lawyer
Educational Administrator
University Professor
College & Other Instructor
Secondary & Elementary
Airport Manager
Railway Manager
Transit Manager
Distribution Manager
Logistics Manager
Contractor & Trade Supervisor
Transportation (Logistics)
Supervisor
Air Traffic Controller
Industrial Instrumentation
Technician
Heating & Cooling Technician
Logging & Forestry Supervisor
Computerized Numerical
Control (CNC) Operator or
Programmer
Technologist: Chemical,
Petroleum Refining,
Manufacturing, Construction
and Engineering
College Teacher
Auto Body Repairer
Automotive Service Technician
Truck & Coach Technician
Motorcycle Mechanic
Small Engine Technician
Farm Equipment Technician
Brick & Stone Mason
Construction Trades
General Carpenter
Refrigeration & Air
Conditioning Mechanic
Plumber, Steamfitter, Drywall,
Acoustic & Lathing Applicator
Mould Maker
Tool & Die Maker, Machine
Tool Builder Integrator
Aboriginal Early Childhood
Educator
Child & Youth Worker
Early Childhood Educator
Educational Assistant
Special Events Coordinator
Developmental Services
Worker
Hairstylist
Early Childhood Educator
Special Needs Support
Worker
Paralegal
Ergonomist
Religious Worker
Immigrant Worker
Child & Youth Worker
Social Services Planner
Human Resources Specialist
Police Officer
Customs & Immigration
Officer
Correctional Worker
Do you like to:
Work with objects, machine
or tools
Understand how a product or
system works
Improve products or systems
Like to make or fix things
Manage projects or factories
Work as a team to build or
manufacture something
Trade, Transport
and Industrial
Technologies
Do you like to:
Help people learn
Know about laws &
regulations
Work with children
Counsel people with a
Problem
Study society’s problems
and get involved in politics
Social Sciences,
Government and
Human Services
Career & Educational Pathway Planner
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Grade 9 Suggested
Electives
Grade 10 Suggested
Electives
Investment Dealer & Broker
Specialist in Human Resources
Personnel & Recruitment
Officer
Conference & Event Planner
Public Relations Consultant
Teacher
Financial Advisor
Telephone Survey/Solicitations
Operator
Mail Room Clerk and Sorter
Business Messenger/Letter
Carrier
Travel Counselors
Airline Tickets/Cargo/Sales
Clerk
Tour & Travel Guide
Street Vendor/Door-to-Door
Salesperson
Food & Beverage Server
Cleaner, Janitor, Housekeeper
Security Guard
Dry Cleaning & Laundry
Worker
Shipper/Receiver
Bank Teller, Cashier
Information & Communication
Technology in Business
Dramatic Arts
Instrumental Music
Visual arts
Integrated Technologies
Healthy Active Living
Learning strategies
Introduction to Business
Introduction to Business
French
Communications Technology
Computer & information
Science
Discovering the Workplace
Learning Strategies
Hospitality
Director, Producer
Choreographer, Dancer,
Cinematographer
Conductor, Composer, Arranger
Musician, Singer
Actor, Painter, Sculptor
Recreational Facilities Manager
Teacher
Designer/Illustrator
Library Assistant
Musical Band Player/Singer
Actor/Comedian/Disc Jockey,
Dancer
Video Camera Operator
Theatre/Stage Technician
Set Builder/Dresser
Props Person/Prompter
Fashion Model
Window Display Designer
Artisan/Craftsperson
Photographer
Fitness Instructor
Ski Lift operator
Sign Maker
Dramatic Arts
Instrumental Music
Visual Arts
Healthy Active Living
Information & Communication
Technology in Business
Integrated Technologies
Learning Strategies
Dramatic Arts
Music
Visual Arts
Healthy Active Living
Languages
French
Technological Design
Communications Technology
Computer & Information
Science
Discovering the Workplace
Learning Strategies
Cosmetology
Construction Technology
Healthy Active Living
Technological Design
Computer & Information Science
Communications Technology
Discovering the Workplace
Learning Strategies
Introduction to Business
Food & Nutrition
Healthy Active Living
Dramatic Arts
Visual Arts
Information & Communication
Technology in Business
Learning Strategies
Introduction to Business
Integrated Technology
Animal Care Worker & Pet
Grooming/Kennel Worker
Funeral Assistant
Dental Receptionist
Health Care Aide
Landscape & Nursery Worker
Groundskeeper
Beef/Poultry/Sheep Producer
Conservation Fishery Worker
Water/Plant Worker
Home Support Worker
Nurse’s Aide/Orderlies
Developmental Service Worker
Architect, Urban Planner & Land
Surveyor
Mathematician, Statistician
Physician, Dentist & Veterinarian
Optometrist, Chiropractor,
Psychologist and Other Health
Professions
Pharmacist, Dietician *
Nutritionist
Nurse Supervisor & Registered
Nurse
Engineer: Industrial,
Metallurgical, Aerospace,
Computer
Computer & Information
Science
Computer Engineering
Technology
Communications Technology
Technological Design
Discovering the Workplace
Learning Strategies
Introduction to Business
Information & Communications
Technology in Business
Integrated Technologies
Healthy Active Living
Dramatic Arts
Instrumental Music
Visual Arts
Learning Strategies
Introduction to Business
Computer Support Technician
Data Entry Clerk
Retail - Computer Games
Retail - Computer Parts
Retail - Computer
Communications
Computer Support Technician
Multi-Media Sales & Support
Web Master
Web Site Design
Desktop Publisher
Telephone Line Installer/Repair
Worker
Administrator
Software Engineer
Computer Engineer
Computer Programmer &
Interactive Media Developer
Web Site Designer & Developer
Computer Security Expert
Healthy Active Living
Communications Technology
French
Discovering the Workplace
Learning Strategies
Food & Nutrition
Native Studies
Information &
Communications Technology
in Business
Integrated Technologies
Healthy Active Living
Dramatic Arts
Instrumental Music
Visual Arts
Learning Strategies
Introduction to Business
Law Office Worker
Real Estate Agent
Women’s Shelter Worker
Drop-in Care Worker
Community Service Worker
Aboriginal Outreach Worker
Nanny or Babysitter
Government Courier/
Messenger
Religious Assistant
Day Care Worker
Elections Officer/Worker
School Teacher
Psychologist, Social Worker,
Counselor, Clergy &
Probation Officer
Economist, Economic
Development Officer, Social
Policy Researcher
Other Social Science
Research Consultant *
Program Officer
Biblical, Pastoral, Theology
Studies
Technological Design
Computer Engineering
Technology
Computer & Information
Science
Communications Technology
Introduction to Business
Discovering the Workplace
Learning Strategies
Construction Technology
Horticulture
Transportation Technology
Manufacturing Technology
Integrated Technologies
Information &
Communications Technology
in Business
Healthy Active Living
Dramatic Arts
Instrumental Music
Visual Arts
Learning Strategies
Introduction to Business
Construction Trades Helper
and Labourer
Cable Television Service &
Maintenance Technician
Motor Vehicle & Transit Driver
Carpet Installer
Foundry Furnace Worker
Oil & Gas Drilling Worker
Logging & Forestry Labourer
Mechanical /Electrical
Assembler
Labourer in Processing &
Manufacturing
Industrial Butcher, Meat
Cutter & Poultry Preparer
Warehouse Manager
Plant Manager
Primary Industry Manager
(Mining, Fisheries, Forestry,
Agriculture)
Technology Teacher
Applied
Academic
Open
Alternative
Applied
Academic
Open
Alternative
Apprenticeship/College/
Workplace
Apprenticeship/Workplace
Apprenticeship/College/
Workplace
Apprenticeship/College/
University/Workplace
Apprenticeship/College/
University/Workplace
College
Workplace
College
University/College
University
(non credit)
Alternative
Community Living/Workplace
Apprenticeship/Workplace
Workplace
Open
Apprenticeship/Workplace
Post - Secondary
Workplace
Years 3,4, (5)
Ontario Secondary School Certificate of Accomplishment (OSSCA)
Ontario Secondary School Certificate (OSSC)
Ontario Secondary School Diploma (OSSD)
Depending on which pathway you choose in secondary school, you will be working your way towards:
More information is available from the Student Services Department in your secondary school.
Flexibility is possible in most subjects to allow students to make pathway changes.
(non credit)
Locally Developed
Locally Developed
(non credit)
Year 2
Year 1
Planning Your Pathway
Course Types Explained
You will need to select specific types of courses in grade 9. The information below will give you an
idea of what course type is best for you. If you are uncertain, ask your teacher for assistance, or
contact your secondary school Student Services Department.
Type of Course
Locally Developed
Description
Course Code (examples)
●●
●●
●●
●●
credit courses
available in Grades 9 and 10
cover key concepts of a subject with a focus on developing skills necessary
for success in secondary school and daily life
in particular, locally developed courses work towards preparing students for either direct entry into the workplace, or some apprenticeship training, following graduation
Grade 9 Math Course
Applied
●●
●●
●●
●●
available in Grades 9-10
cover essential concepts of a subject
the focus will be on primary applications
familiar, real-life situations will be used to illustrate concepts and students will be given more opportunities to experience hands-on application of the concepts being studied
Grade 10 English Course
Academic
●●
●●
●●
●●
credit courses
available in Grades 9-10
cover essential concepts of a subject and explore related materials as well
although knowledge and skills in the subject will be developed through both
theory and practical applications, the emphasis will be on theory and abstract thinking as a basis for future learning and problem solving
Grade 9 Integrated
Technologies Course
●●
●●
●●
●●
●●
credit courses
available in Grades 9-12
provide opportunities for further study and enrichment in a subject
have one set of expectations
examples of open courses in Grade 9 include, arts, healthy active living, technology, business, social sciences and the humanities, etcetera
Grade 9 Integrated
Open
MAT1L
MAT = Mathematics
1 = Grade 9
L = Locally Developed
ENG2P
ENG = English
2 = Grade 10
P = Applied
TIJ1O
TIJ = Int. Tech
1 = Grade 9
O = Open
Technologies Course
TIJ1O
TIJ = Int. Tech
1 = Grade 9
O = Open
Special Education
●● students with special education needs access a variety of types of courses based upon the individual needs of the student as documented in the student’s Individual Education Plan (IEP). Special Education supports and services are available at each secondary school.
Non-Credit “K“
Courses
●●
●●
●●
●●
●●
●●
●●
non-credit courses consist of alternative expectations, which are documented in the student’s Individual Education Plan(IEP)
available in Grades 9-12
non-credit courses are designed to meet alternative curriculum expectations (those that vary from the Ontario curriculum) emphasizing individualized programming
programming focuses on developing skills essential for success in functional academics, communications, interpersonal relations, independence, leisure activities, and vocational skills (supported and independent) and independent living skills
student achievement is evaluated and grades recorded on the Provincial Report Card, Grades 9-12, and on the Ontario Student Transcript
course codes starting with the letter “K“ will be assigned to such courses
course availability is specific
Grade - Year 1 of 7
Numeracy and Numbers
KMM1N
KMM = Numeracy and
Numbers
1 = Grade 9
N = non-credit
Course Codes Explained
ENG 1P
subject
pathway
grade
Pathways
Subject Codes
Grades
The first letter in the course code stands for
the course’s department area
A = Arts
B = Business
C = Canadian & World Studies
E = English
F = French as a Second Language
G = Guidance and Career Education
H = Social Sciences and the Humanities
I = Computer Studies
K = Non-Credit Courses
L = International Languages
M = Mathematics
N = Native Studies
P = Health and Physical Education
S = Sciences
T = Technological Studies
1
2
3
4
=
=
=
=
Grade
Grade
Grade
Grade
Grade 9-10
D = Academic
P = Applied
L = Locally Developed
O = Open
9
10
11
12
Grade 11-12
E = Workplace
U = University
C = College
M = University/College
O = Open
Section Indicator
Sample Timetable
Period 1
Period 2
Lunch
Period 3
Period 4
ENG1 P a
Mr. L. Jackson
301
MFM 2Pc
Ms. J. VanCamp
259
PPL3O Fb
Ms.C Lee
250
TIJ4Oe
Mr. B Sanderson
126
Pathway
Course Code
Room Number
Gender Specific Course
Period Number
Teacher Name
Every course in secondary school has a unique COURSE CODE
All courses have the first five (5) characters as mandated by the Ministry of Education
Kimberly Hendrick - Workplace
Kimberly grew up on a cash crop farm just outside of Dashwood. She has 3 siblings; an older brother and
sister as well as a younger brother. She is actively involved at school with sports including basketball in
grades 9, 10 and 11, soccer in grade 10 as well as hockey and baseball all through high school.
Kimberly shows a strong interest in carpentry and also in heavy equipment. She is in a coop course and
construction class working at a Habitat for Humanity build in Exeter to gain experience in the carpentry
trade. By working and learning there, she is developing skills for a possible career. Since she has grown
up on a farm, Kimberly has also developed the skills to run heavy equipment. She is a main combine
operator at harvest season and can also drive tractors, backhoes, and much more. She knows the
basics of most equipment, so she is also considering a career in heavy equipment after high school.
14
Specialist High Skills Major
A SHSM is a ministry approved specialized program
that allows students to focus their learning on
a specific economic sector while meeting the
requirements of the OSSD. It also assists their
transition after graduation to apprenticeship, college,
university or the workplace.
There are five main components
1. Bundled Credits: Consists of 8 to 10 grade 11 and 12 credits and must include two co-op credits
2. Certifications Recognized by sector
3. Reach Ahead Experiences: Learning experiences connected to student’s post secondary destination
4. Experiential Learning and Career Exploration:
Activities connected to the sector
5. Essential Skills and Work Habits: Develop and track essential skills and work habits related to the sector through the Ontario Skills Passport.
SHSM currently being offered in the Avon
Maitland District School Board
Agriculture at MDHS
Arts & Culture at SCSS
Construction at LDSS, FEMSS
Energy at SNSS
Environment at GDCI, DCVI
Health & Wellness at SNSS, FEMSS, CHSS
Hospitality & Tourism at SNSS, MDHS, GDCI
Information & Communications
Technology at CHSS & SCSS
Manufacturing at SNSS and LDSS
Transportation at SNSS and SHDHS
Cooperative Education
OYAP
An option for all secondary school students,
including exceptional students, who are
working towards an OSSD. OYAP allows
students to enter an apprenticeship
while enrolled in secondary school under
an agreement between the Ministry of
Education and the Ministry of Training,
Colleges and Universities. It is an extension
of the cooperative education program,
providing workplace training that allows
students to register as apprentices in over
200 Ontario trades.
Who can participate in OYAP?
Students must:
●●
be at least 16 years of age
●●
complete sixteen credits towards
the OSSD prior to starting
the program
●●
be enrolled as full-time students
during the program
●●
complete all compulsory credits
required for the OSSD
Dual Credits
School College Work Initiative (SCWI)
Dual credits are specialized programs that
students can take through a college and
earn high school credits and college credits
at the same time. Currently the AMDSB
offers “Day Away“ dual credits through the
following colleges:
Conestoga College -Stratford Campus,
Knox Church and YMCA Stratford
Fanshawe College– London Campus
Lambton College – Sarnia Campus
REACH in Clinton and Mitchell District
High School
Co-op is a great opportunity to work during the school day in your desired field and see if this is the
career for you. It is usually best to do this in your senior years, and you will need to see your co-op
teacher at your school to see what jobs are available in different fields. Don’t miss out on a chance to
test-drive your future!
SPECIALIST HIGH SKILLS MA JORS
Skills for Success
Parents, you can help your child
experience success by encouraging
the development of these skills.
●●Attend school each day
●●Arrive for class on time
If you
Student Services
Attendance Recommendations
●●Miss school
●●Have more absences noted on report card than expected
Then
●●Discuss your attendance record with school administration
●●Develop a plan to ensure regular attendance
●●Ensure school work for absences is brought home, completed and submitted
Homework & Assignment Submission
Recommendations
●●Determine the amount of time spent on assigned homework based on student’s needs, subject, school schedule, proximity to tests, exams and assigned homework due dates
●●Complete and submit all assignments for assessment
If you
Guidance counsellors are teachers
with special training who provide
assistance with choosing courses,
postsecondary planning and personal
issues. Parents and students are
encouraged to seek the support of
the Student Services Department.
Involving Your Parents
Parental involvement in planning
your future is important. You
are encouraged to link your
MyBlueprint.ca account to your
parent/guardian. You can do
so by going to “My Links“ in
MyBlueprint.ca and simply adding
their email address.
●●Do not complete assigned homework regularly
●●Do not submit assignments for assessment
Then
●●Be sure you understand the homework or assignment
●●Seek additional help from your teacher
●●Visit www.gsc2.amdsb.ca for homework help
Organization & Time Management
Recommendations
●●Take accurate notes and keep your binder well organized
●●Use an agenda to plan assignments, projects and tests
●●Manage study time and begin to prepare well in advance
If you
●●Do not use your school planner issued to you
●●Have disorganized or incomplete notes
Then
●●Use the planner provided for you
●●Seek help to set up a time management and organizational plan
●●Monitor use of your planner and notebook
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Get Connected Resources
MyBlueprint - Individual Pathways Plan (IPP)
www.myblueprint.ca
MyBlueprint is a resource that allows students to complete interest inventories, set goals, track
accomplishments, plan their education as well as choose their high school courses online. Both
secondary school and post-secondary pathway planning must be done using myblueprint.ca.
Success for Life
www.successforlife.ca
This is a comprehensive website from the Avon Maitland District School Board that addresses all
destinations: apprenticeship, college, university, and work. There are links to many other informative
and interactive sites including: myblueprint.ca
Career Cruising: Explore Careers
www.careercruising.com
This is a comprehensive and interactive career guidance resource.
Apprenticeships
www.oyap.com
www.apprenticesearch.com
iQuizzes
www.jobsetc.ca
Glossary
OSR – Ontario Student Record
This is the official school record for a student. The OSR contains achievement results, credits earned,
diploma requirements completed and other information important to the education of the student.
OST – Ontario Student Transcript
This document is an official summary of a student’s achievement in Ontario secondary school courses.
A current, accurate and complete copy of the OST is included within the Ontario Student Record.
Prerequisite
A prerequisite course is a course that you must successfully complete before taking the next course.
OYAP – Ontario Youth Apprenticeship Program
OYAP is a special cooperative education program which enables senior students to register as Ontario
apprentices and gain secondary school credits while enrolled in Avon Maitland secondary schools.
Students must be 16 years of age and be enrolled full-time in grades 11 or 12.
Scott Baan
Apprenticeship
Scott Baan is a grade 12 student who attends CHSS and lives with his family
on a farm in Walton, Ontario. Scott is involved in many extracurricular activities
outside of school including having a weekend part time job with a local drainage
company. In his free time he enjoys trout and bass fishing on Lake Erie. He also
is a 4-H club member and participated in ploughing competitions this summer where he was successful in winning 1st place in 3 of 4 competitions. Scott gives credit to his Grandpa for his success and for teaching him everything he knows about ploughing.
Scott’s future career plans were influenced by technology courses studied in high school as well as by
family members. He was grateful for the opportunity to take Transportation Technology and felt that
the hands on experience offered in this course played an important role in helping him to decide to
become a Farm Machinery Mechanic. Family members encouraged him to learn more about care and
repair of farm equipment. Scott often worked along with his Dad repairing tractors and other types of
farm machinery. His grandpa is a diesel mechanic and taught Scott the basics of small motors.
Scott has enjoyed his time at CHSS, made some good friends and had the opportunity to take hands
on courses such as Transportation Technology. Now he feels it is time to move on and pursue his
mechanical interests and hopefully earn an apprenticeship. He is grateful to his family for always
being supportive of his interests. They encouraged him to take coop, find a trade he is interested in
and complete his high school diploma. Next semester Scott is enrolled in a co-op placement at John
Deere Tractor where he is hoping his experience leads to an Apprenticeship.
Scott is finally one step closer in seeing his dream of becoming a licensed farm equipment mechanic
and taking over the family farm come true. The staff at CHSS wishes you all the best!
Sam Moore
Workplace
“There is No Life Like It!” The Canadian Forces slogan rings true for Sam as she
prepares for a career in the military. A graduate of Central Perth Elementary, she
values the education she received at Stratford Northwestern. She looks forward to
her future and hopes to be a life long learner as a member of the Canadian Forces. Eventually, she would like to be a meteorologist, providing detailed weather reports to our troops on land, sea or in the air. As a proud Canadian, Sam has chosen this pathway because “she loves the idea of serving her country”. Her experiences as a cadet have helped her solidify her career decision.
Sam credits her time at SNSS for giving her many of the attributes she will need in her chosen career
path. She has had the opportunity to develop skills in the areas of communication, mathematics
and science. Although she has liked so many of her teachers over the years, she mentioned two
specifically who have made a positive impact on her high school education: Ms. Hillery, her grade 10
Science teacher and Ms. Dunbar her grade 11 English teacher. While academics have been important,
Sam admits the best part of high school was “simply enjoying lunch with her friends”. She has made
so many good friendships in this building and she will miss their daily encounters as they embark on
their varied career paths.
Zac Vorstenbosch
University
Life is good for Zac at MDHS. He has had many positive experiences with teachers,
sports teams and musical performances. Zac knows he has benefited from joining
a wide variety of clubs and other activities and this exposure has widened his
perspective and has resulted in making many new friends along the way.
Zac loved being in classes with his friends and the opportunities he had playing volleyball, soccer,
curling and being part of the Envirothon, Reach for the Top, Concert Band, Jazz Ensemble, and the
Choir. He also played in the Mitchell Legion Band and the Stratford Concert Band. Physics, chemistry
and machine shop are favourite classes – because sciences are like the real world application of
math. Zac loves to work hands-on and make things that work. One of Zac’s best memories is building
the Rube Goldberg machine in physics. Music is a source of fun for Zac. He is proud of playing the
Last Post at our Remembrance Day assemblies. Mr. Agar is a favourite because he is always making
jokes, even in his videos and tests. Zac also appreciates Ms. Sinclair’s dedication to the bands and
the choir and the opportunities that he has had because of her. Zac’s most important influence for
success has been his mother since she has always encouraged him to try his best and to be whatever
he wanted to be. Zac intends to pursue opportunities in the aerospace industry after graduating from
the University of Waterloo in with a degree in Mechanical Engineering. He intends to earn a Masters
Degree and possibly a PhD as part of his long term goals. Zac is excited about the future – and about
contributing to the well-being of others. He dreams of one day receiving the Nobel prize for his work.
Isaac Nicholson
College
From the time of his earliest memories, Isaac has been interested in animals. In
his spare time, he would rather work with animals than do anything else. If the
secret to happiness is to find a career that feels like your favourite hobby, then
Isaac’s plan to become a Veterinarian Technician is a smart one!
When Isaac isn’t training horses or taking care of his pets or farm animals, he can be found lifeguarding at the Wingham pool or helping to organize numerous school events. As Students’ Council
President, Isaac has learned a lot about responsibility and organization. He would say his greatest
challenge has been overcoming his tendency to procrastinate. He now uses an agenda, which he
commits to checking nightly, and he involves his parents in his schedule so that they can assist him
in staying on top of his duties. While all these roles have been a lot of hard work, the pay-off of
advanced skills, great friendships, and fantastic memories have been well worth it.
These experiences, as well as classes like art and biology, have led Isaac to realize that he is a
hands-on learner who would rather be outside working than sitting at a desk. He encourages other
students to get to know their teachers better to enrich their learning experiences. He credits Ms.
Hayes’ similar passion for animals to his enjoyment of the two English classes he took from her. Isaac
would also advise younger students to stop worrying about whether or not people like you (as he
did when he was in Gr. 9). He encourages you to think about what is best for you and to learn more
about yourself so that you can find your pathway... chances are, people will like you just the same
whether you worry or not!
IPP
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WHERE DO I START WITH MY IPP ?
WHAT IS THE IPP?
INDIVIDUAL PATHWAYS PLAN
FOR ALL STUDENTS IN GRADES 7 TO 12
Starting in Grade 7, you will keep what you learn about
education and career/life planning in a web-based IPP. The
IPP is your planning tool as you move through Grades 7 to
12 towards your first post-secondary goal.
Our board uses the MyBlueprint program available at:
http://www.myblueprint.ca You should use your Google Ed
email as your user name. Your MyBlueprint account is also
what you use for course selection in high school, so it is
important to remember your user name and password. To
create a new account, you will need your school’s activation
key from your teacher the first time that you log in.
FOUR KEY AREAS
KNOWING YOURSELF
MAKING DECISIONS AND SETTING GOALS
ACHIEVING GOALS AND MAKING TRANSITIONS
Once you are logged in, you can find out more about your
learning style using the Learning Styles questionnaire. You
can explore your interests using the Discovery program if
you are in Grades 7 to 9, and the Explorations program
if you are in Grades 10 to 12. All the work you do in
MyBlueprint gets saved for the next time you log in.
IPPlan
Career
WHO AM I ?
Blue
WHAT IS MY
PLAN FOR
ACHIEVING
MY GOALS ?
EDUCATION AND
CAREER/LIFE PLANNING
Individual
EXPLORING OPPORTUNITIES
FEATURES OF MYBLUEPRINT
WHAT ARE MY
OPPORTUNITIES ?
WHO DO I WANT
TO BECOME ?
Get started with your IPP today!
http://www.myblueprint.ca
Click on the coloured boxes on your MyBlueprint homepage
to explore more features of the program such as the High
School Planner, the Post-Secondary Planner, and the
Financial Planner.
SET GOALS IN GOAL SETTING SECTION
CREATE MULTIPLE PATHWAY PLANS
EXPLORE DIFFERENT PROGRAMS
See your teacher or guidance counsellor if you have questions,
or would like some help getting started with
MyBlueprint and your IPP.
EXPLORE DIFFERENT OCCUPATIONS
AND RANK YOUR FAVOURITE ONES
CREATE BUDGETS AND PLAN SENSIBLY FOR YOUR FUTURE