EQUIVALENT CREDITS
REFERENCE GUIDE
Peel District School Board — Equivalent Credits Reference Guide
Acknowledgements
Shawn Moynihan, Superintendent, Curriculum and Instruction Support Services
Karen Robertson, Instructional Co-ordinator, Guidance and Career Education
Writers
Kim Burroughs
Counsellor
Stephen Lewis Secondary School
Jill Robinson
Secondary Resource Teacher
ESL/ELD Programs
Peel District School Board — Equivalent Credits Reference Guide
Page 2
Table of Contents
Introduction ............................................................................................... 4, 5
Elementary Students in Transition to the Peel District School Board
1. Students arriving from another country or province ................................................................ 6
2. Students arriving during second half of the grade 8 year .......................................................... 6
Secondary Students in Transition to the Peel District School Board
3.
4.
5.
6.
7.
Student
Student
Student
Student
Student
arriving from another country ............................................................................ 7,8
arriving from another province in Canada ................................................................. 9
arriving from a non-inspected private school in Ontario ................................................ 9
arriving from a home schooling environment ........................................................... 10
is transferring from a non-semestered school........................................................... 11
Supporting the Successful Completion of Secondary School for Newcomer Students with
Consideration of the new Ministry 34-credit Threshold .......................................... 12
SIS instructions ............................................................................................. 13
How to Determine/Enter Equivalent Credits (with examples) ................................ 15-17
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Equivalent Credits Reference Guide
Introduction
This reference guide is designed to provide a framework for granting equivalent credits. Equivalencies are often granted to students
arriving from:
 Other regions or provinces in Canada
 Other countries
 Non-inspected private schools
 Home schooling environments
 Non-semestered schools (in Ontario or other provinces, countries) in mid-year.
This reference guide is intended to support a consistent, equitable process for determining equivalent credits for students new to
Peel Schools. Equity refers to the fair, inclusive and respectful treatment of all people. Equity does not mean that people are
treated the same without regard for individual differences (Growing Success, p. 147).
Equivalent credits recognize and value previous educational experiences and achievements. Equivalent credits count towards the
OSSD/OSSC and are entered in SIS through the “Equiv Credits” tab. Equivalent credits can be assigned a credit value and category,
but are not assigned a mark. Detailed instructions for entering equivalent credits in SIS are found later in this guide.
On behalf of the principal, counsellors may need to reference numerous policy documents and use informed professional judgement
to recommend equivalent credits and appropriate programs to support students arriving from outside of the Peel District School
Board. Aspects of informed professional judgment include considering each student individually, engaging in collaborative
discussions with other educators, and referencing the following:
 relevant Ministry policies
 school documents including report cards, certificates of attendance, and/or school leaving certificates
 the considerations for equivalencies on the We Welcome the World report (where applicable) which may include years of high
school completed in the student’s home country, placement recommendations based on assessment at WWtW Centre, etc.
 factors for consideration from this document where appropriate
 demonstrated performance in their timetabled courses throughout the year
Peel District School Board — Equivalent Credits Reference Guide
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Accessing as much information as possible about the student’s educational background is essential to appropriate program
placement. In some cases, secondary school placement of grade level or courses may be independent of equivalent credits granted
(English Language Learners, ESL and ELD Programs and Services Policies and Procedures, K - 12 (2.4.2b). In other words, students
may be placed in courses that do not match age or years of previous schooling, in order to develop the necessary skills and
knowledge that will enable the student to be successful in future courses and in their chosen pathway.
Refer to http://www.edu.gov.on.ca/eng/document/esleldprograms/esleldprograms.pdf for more information.
This guide references appropriate policy for particular situations (with links) and provides factors for consideration with contact
information. “Factors for consideration” are provided in this guide to support the counsellor, vice-principal or principal who will
be recommending or granting equivalent credits. It is important to note that ultimately, granting of equivalencies is the
responsibility of the principal.
The granting of Prior Learning Equivalent Credits is the responsibility of the principal of the school holding
the OSR. The principal will also determine the number of hours of community involvement activities that the
student will have to complete to fulfill graduation requirements. (Ontario Schools Kindergarten to Grade 12: Policy
and Program Requirements (2011), 4.3 (Page 45) and Appendix 2 (Page 90,91))
When Should Equivalent Credits Be Entered in SIS?
1. It is recommended the principal/counsellor review and grant equivalent credits following the completion of at least one
semester (or more).
This will allow time:
 for the family and the student to gain an understanding of the Ontario school system, credits and pathways
 to confirm appropriate placement in a secondary education program
 to determine appropriate equivalencies based on OSSD or OSSC requirements and post-secondary plans
 for receipt of previous school documents from other countries if not currently available
2. For those students who leave schools prior to the completion of the OSSD/OSSC, equivalencies must be reviewed and
granted as part of their exit plan.
Resources: Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements (2011), p. 44, 45, 90
Link: http://www.edu.gov.on.ca/eng/document/policy/os/ONSchools.pdf
Peel District School Board — Equivalent Credits Reference Guide
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EQUIVALENT CREDITS REFERENCE CHART
Elementary Students in Transition to the Peel District School Board
Student
Situation
Equivalency
Credits
1.
2. 1. Elementary Placement:
age student
Age – Grade
arriving from: appropriate
 out of
province
 another
country
 noninspected
private
school
 homeschooled
2. Student
arriving in
Peel during
second half of
grade eight
year.
Placement:
Age-Grade
appropriate
Factors for Considerations and Policy Links
Factors for Consideration
It is recommended that all students attend an orientation interview at the We Welcome the World Centers
(WWtWC).
 Elementary students will be registered immediately upon their visit to WWtWC site, but may not have an
orientation interview until an appointment is available.
 Flexibility in programming is required until after the orientation interview and again, after observation in a
classroom setting
 A referral to the school settlement worker may be appropriate to support the student and family with
settlement issues
Resources:
For more detailed information on programming, please refer to The Ontario Curriculum, Grades 1-8:English as a
Second Language and English Literacy Development – A Practical guide (2008)
http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf
Parent tip sheets and information regarding Peel programs are available on the Peel website and can be
downloaded and printed in many languages. Follow upper right hand corner link from
http://www.peelschools.org/Pages/default.aspx
Factors for Consideration
It is recommended that all students attend an orientation interview at WWtWC, so that the receiving secondary
school has information regarding the student’s educational background and recommendation for placement in
secondary mathematics, ESL, English, or regional ELD programs. Consider the following questions to support the
student in transition:
 Would the completion of a student transition profile support the student’s transition into the secondary program?
 Has the student and parent/guardian been informed of the range of programs available in Peel secondary
schools?
Resources:
English Language Learners ESL and ELD Programs and Services, Policies and Procedures for Ontario Elementary
and Secondary Schools, Kindergarten to Grade 12, 2.4.2 Placement of English Language Learners
http://www.edu.gov.on.ca/eng/document/esleldprograms/esleldprograms.pdf
Peel District School Board — Equivalent Credits Reference Guide
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Secondary Students in Transition to the Peel District School Board
Student
Equivalency
Factors for Considerations and Policy Links
Situation
Credits
3. Student
Placement:
Factors for Consideration
arriving from
another
country
WWtWC
assessors will
recommend
English and
math
placement.
They will also
review any
academic
records
available and
indicate the
total years of
secondary
school
completed.
This report can
be accessed
through SIS or
on the hard
copy available
in student’s
OSR.
All secondary students entering Peel from outside the province should be directed to a We Welcome the
World Centre for an orientation interview. The orientation interview includes a family interview to gather
information regarding settlement needs and prior schooling. The student will also complete an assessment of
prior learning for placement purposes.
When determining the granting of equivalent credits it is recommended to consider the following:
 The information noted on the WWtWC report (Considerations for Equivalencies)
 If the English and math recommended placements match the years of secondary school already completed,
it is possible to grant the corresponding number of equivalent credits immediately (Example: A grade 11
student recommended for ENG 3U0 and MCR 3U0 would be eligible for 16 equivalent credits). However, it
is suggested that equivalent credits are granted following the completion of at least one semester (or
more) to ensure appropriate placement and pathway.
 If the English and math recommended placements do not match the years of secondary school already
completed in the home country, the 34-credit threshold should be considered. (Example: A grade 11
student placed in ESL BO0 would need more time to complete the OSSD/OSSC and therefore granting 16
equivalent credits may result in this student exceeding the 34-credit threshold before graduation). It is
recommended to find a balance between recognizing previous schooling and maintaining the 34-credit
threshold. In a case such as this, it is strongly recommended the principal/counsellor review and grant
equivalent credits following the completion of at least one semester (or more).
 Have they studied in school full-time continuously since the grade 9 entry date?
 Do they have school records to confirm their success in the years since they began the grade 9 program?
(Note: Success is to be understood as success based on the criteria of the school attended. School systems
vary in the mark required to be successful in a particular program, for example from 35 to 60 per cent out
of 100.)
 If student records are not available, will school documents be arriving in the future? Can a copy be
obtained from the home country?
 If student records are not available, placement should be based on WWtWC placement assessment.
The
principal/counsellor will need to review and grant equivalent credits following the completion of at
least one semester(or more). In secondary school, equivalent credits for previous education, whether or
not this is supported by documentation, should be awarded in accordance with policy defined in Ontario
Schools, Kindergarten to 12: Policy and Program Requirements (2011), Appendix 2, Page 90
Peel District School Board — Equivalent Credits Reference Guide
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The table below should be used as a guideline for granting equivalent credits (Ontario Schools, Kindergarten to 12: Policy and
Program Requirements (2011), p.90:
Requirements to qualify for the OSSD, where the student has normally completed:
Grade 9
Grade 10
Grade 11
More than Grade 11
Number of years
successfully completed in a
secondary school program
1
2
3
More than 3
Minimum number of
credits, in total, still to be
earned towards the OSSD
22
14
7
Minimum number of
compulsory credits still to
be earned and requirements
to be met
English 3
Math
2
Science 1
English 2
Math
1
Science 0
English 1
Math
0
Science 0
The compulsory English
credit for Grade 12 if not
already earned
Literacy graduation
requirement
Required
Required
Required
Required
40
Principal to
determine
Principal to
determine
Principal to determine
Community involvement
4*
(must be Grade 11 or 12
credits)
*Note: A student who has no previous Ontario credits but who has successfully completed more than three years of secondary
school (including graduating from the school system in the home country) is required to earn a minimum of four Ontario
secondary school credits in Grade 11 or Grade 12 courses before being recommended for the OSSD.
Note the phrase “minimum number of credits” in the chart. This allows for flexibility in terms of granting equivalent credits.
Secondary school placement may be independent of previous years for schooling. For example, a student arriving from
another country who completed two years of a secondary program may still be required (based on WWtWC assessment
recommendations) to complete compulsory credits from grade 9 or 10 (e.g. math and/or science) to support the student’s
chosen pathway.
When programming for beginning English language learners who may require intensive ESL support, placement in an ageappropriate course for part of the day is recommended.
Resources:
English Language Learners ESL and ELD Programs and Services, Policies and Procedures for Ontario Elementary and
Secondary Schools, Kindergarten to Grade 12, 2.4 Placement of English Language Learners
Link: http://www.edu.gov.on.ca/eng/document/esleldprograms/esleldprograms.pdf
Ontario Schools Kindergarten to Grade 12: Policy and Program Requirements (2011), 4.3.2 (Page 45) and Appendix 2
(Page 90,91)
Link: http://www.edu.gov.on.ca/eng/document/policy/os/ONSchools.pdf
Peel District School Board — Equivalent Credits Reference Guide
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4. Student
arriving
from
another
province
in Canada
Placement:
Based on
previous
schooling and
WWtWC
recommended
placements if
applicable.
Factors for consideration:
 Did the student attend a full year of school in the province or did they arrive from another country within
the last year? (If the student did not complete a full year of schooling or the student would benefit from
an English language proficiency and/or math assessment, direct them to the We Welcome the World
Center.)
 Has the student attended a full-time secondary program in their home province (without interruption)?
 Are school records available to confirm success in a secondary program? If not, school records should be
requested?
 If the student was attending a non-semestered school and is arriving in mid-year, see the section on
students arriving from non-semestered schools.
Resources:
The Secondary Education in Canada: A Student Transfer Guide, 10 th Edition, 2008-2009.
Link: www.cmec.ca/docs/2008-09-transfer-guide-on.pdf
Ontario Schools, Kindergarten to Grade 12 Policy and Program Requirements, 4.3.2 (Page 45) and Appendix 2 (Page
90)
Link: http://www.edu.gov.on.ca/eng/document/policy/os/ONSchools.pdf
5. Student
arriving from
a noninspected
private
school in
Ontario
Placement:
Based on
previous
schooling and
WWtWC
recommended
placements if
applicable.
Factors for consideration:
 Did the school follow the Ontario curriculum? Student must provide proof.
 Was the school academic year, hours of instruction, and courses comparable to the Ontario secondary
school system?
 Are there school documents indicating the student was successful? Is there evidence of work completed
(example: an outline of units studied, completed writing pieces, etc.)?
 Did the student write the EQAO Math or OSSLT?
 If the student has been attending a non-inspected private school in Ontario, but does not have any
evidence of learning, an in-school assessment may be appropriate to confirm placement and assignment of
equivalency credits. The WWtWC will also assist schools with an initial English and/or math assessment in
response to a request from the principal.
If the “schooling” does not match the Ontario curriculum, Ministry officials suggest that in order to grant any
equivalent credits, the student must provide evidence of skills and outcomes that align with the skills and
outcomes of a student studying in an Ontario public school. The onus is on the student to provide
evidence. If credits are granted in this case, they would not be assigned a category but rather fall under the
Peel District School Board — Equivalent Credits Reference Guide
Page 9
“Other Credits” category when entering in SIS.
If the non-inspected private school indicates it is following the Ontario curriculum, the student may be
eligible for equivalent credits, and in some cases this could include required credits such as math, science,
English etc. (which would be assigned a category when entering in SIS), but it is the responsibility of the
student to provide detailed course descriptions and evidence of learning.
In the above cases, the placement of the student upon returning to an Ontario public school, may be
independent of the years of schooling. For example, a student who left a Peel secondary school after grade
9 and spent a year in a non-inspected private school in Ontario may be granted some equivalent credits, yet
still be enrolled in compulsory Grade 10 courses, in order to fulfill diploma requirements and to support the
chosen pathway and future academic success of the student.
Resources:
Ontario Schools, Kindergarten to Grade 12 Policy and Program Requirements, 4.3.2 (Page 45) and
Appendix 2 (Page 90)
Link: http://www.edu.gov.on.ca/eng/document/policy/os/ONSchools.pdf
6. Student
arriving
from a home
schooling
environment
Placement:
Based on
previous
schooling, inschool
assessments
and/or
WWtWC
recommended
placements if
applicable.
Factors for consideration:
 Did the parent(s)/guardian(s) notify the school board in writing of their intent to provide home schooling
for their child(ren)? If so, did they register with the Peel home schooling liaison officer?
Contact: Officer for Elementary or Secondary Home Schooling, Peel District School Board, (905) 890-1010
ext. 3729
 Was the instructional program based on the Ontario curriculum or on a different curriculum?

Did the student write the EQAO Math or OSSLT?
 Did the student take courses from the Independent Learning Centre or other correspondence courses?
 Does the student have evidence of learning; for example, an ILC transcript?
 If the student has been home-schooled, but does not have any evidence of learning, an in-school
assessment may be appropriate to confirm placement and assignment of equivalency credits. The WWtWC
will also assist schools with an initial English or math assessment in response to a request from the
principal.
Resources:
Home Schooling Policy/Program memorandum 131
http://www.edu.gov.on.ca/extra/eng/ppm/131.html
Ontario Schools, Kindergarten to Grade 12 Policy and Program Requirements, 4.3.2 (Page 45) and
Appendix 2 (Page 90)
Link: http://www.edu.gov.on.ca/eng/document/policy/os/ONSchools.pdf
Peel District School Board — Equivalent Credits Reference Guide
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7. Student is
transferring
from a nonsemestered
school
Placement:
-Based on
previous and
current
schooling and
WWtWC
recommended
placements if
applicable.
Factors for consideration:
Efforts should be made to place the student in courses that “match” the courses they are were enrolled in at
their previous non-semestered school in order for them to finish some of their courses and earn the credits.
For the other courses that were started at the previous school but cannot be finished at the new school, an
Education Officer of the Ontario Ministry of Education indicated that granting no credits based on
incompletion would be “harsh” given that they have been in school. As well, Page 44 of the Ontario Schools,
Kindergarten to Grade 12 Policy and Program Requirements, 2011 states the following:
“The principal of the receiving school may award credit for work started in the previous school but completed
in the receiving school. Where this work cannot be completed in the receiving school, the receiving principal
may, in consultation with the principal of the sending school, award a partial credit in recognition of the
student’s achievement of some of the course expectations.” These partial credits can be combined and
awarded as “Other Credits” in SIS. Informed professional judgement and ultimately Principal discretion are
necessary.
Timing of transfer
 How many months of schooling did the student complete prior to transferring? (If the student is arriving
from out of the country, refer to school documents as the school year in many regions of the world follows
the calendar year (Jan. – Dec.) or a March to March schedule.)
 If the student arrives during Semester One, teachers should be advised of the situation and assist the
student to complete missed assignments and earn the four credits for the first semester.
 If the student arrives at the beginning or during Semester 2, counsellors should attempt to match courses
to support success in the four courses enrolled in Semester Two. If the student provides evidence of
successful work and regular attendance in term 1 and 2 of their non-semestered program, they may be
eligible for equivalencies at the principal’s discretion.
 Students arriving late in the Ontario school year having completed a full year in their home country would
benefit from auditing courses until the end of the year to confirm placement and assist with the transition
to the Ontario school system.
Grade Level Considerations
When determining equivalencies for mid-year non-semester transfers, it is recommended to consider a
number of factors, particularly the age and grade level of the student. What opportunities will the student
have to earn incomplete credits due to transferring? Students may earn additional credits through summer
school, full course loads in Grade 11 and 12, Credit Resource (Credit recovery, ILC, Peel e-learning) etc..
Peel District School Board — Equivalent Credits Reference Guide
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Supporting the Successful Completion of Secondary School for Newcomer Students
with consideration of the new Ministry 34-credit Threshold
The granting of equivalent credits to recognize previous schooling must be considered carefully in order to ensure that students
arriving from other countries and school systems have the opportunity to complete graduation requirements and meet entrance
requirements for their chosen post-secondary destination within the 34 credit threshold. In cases where placement matches years of
previous schooling refer to the OS, 2011 document and consider granting the maximum eligible equivalent credits. In cases where
placement does not match previous schooling or the student will need ESL courses to support developing academic language
proficiency in the language of instruction, the following factors should be considered when granting equivalent credits:
1. Is the academic placement as recommended by the WWtWC appropriate?
It is advised that principals/counsellors review and grant equivalency credits following the completion of at least one semester
(or more).
2. What OSSD requirements and post-secondary requirements still need to be completed and how many credits/how long
will this likely take?
For example, if a student is recommended for placement in ESL A, B, or C, even though ESL credits are exempt from the 34
credit threshold, this student will likely have to take courses in their first year or two that will support English language
acquisition (and count toward the 34 credit threshold), but do not necessarily align with post-secondary plans. This student may
exceed the 34 credit threshold if granted the maximum number of equivalent credits for which they are eligible. In order to
meet the 34 credit threshold, determination of equivalencies will be based on a balance of honouring the student’s previous
schooling and the intended pathway plan. This will allow for flexibility in pathway planning while supporting the 34 credit
threshold policy
In some cases, a backward design approach may be helpful. This requires starting at post-secondary requirements and counting
back to determine number and type of credits still to be completed. Informed professional judgment and collaborative professional
discussions with administrators will ensure students are not disadvantaged or overlooked.
Peel District School Board — Equivalent Credits Reference Guide
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SIS INSTRUCTIONS
HOW TO ACCESS THE “We Welcome the World Center” (WWtWC) REPORTS




Login to SIS. Press F8
Access the student by pressing F7 to query and the student number or name. This will take you to the main screen for
that student
Click on the “Basic” tab located under “Demographics” on the right side of the screen. This will take you to the “Basic
Student Demographics Screen”
On the bottom of this screen is the “We Welcome the World Centre” tab. Click on this and the profile/report should
appear. There are a number of tabs that provide information regarding numeracy and literacy placement
recommendations as well as family and educational backgrounds. There will also be “considerations for equivalencies”
noted in the report.
ENTERING EQUIVALENT CREDITS IN SIS







Login to SIS. Press F8
Access the student by pressing F7 to query the student number or name. This will take you to the main screen for that
student.
On the right side of the Main SIS screen, click on “Equiv Credits”. This will take you to the Student Equivalent Credits
screen.
On the left side of the screen, fill in the “Assessment Date”. Use the date that you are entering the equivalent credits.
Use the drop down menu for “Purpose of Assessment” and select the appropriate one.
Move to the “Equivalent Credit Detail” chart in the center of the screen and begin assigning credit value based on
category.
Equivalent credits that are not being assigned are entered in “Other Credits” at the bottom.
Peel District School Board — Equivalent Credits Reference Guide
Page 13
How to Determine/Enter Equivalent Credits
Factors for Consideration:

It is recommended that the principal/counsellor review and grant equivalent credits following the
completion of at least one semester (or more).

The We Welcome the World Centre assesses English and Math which will determine placement and guide the
number of equivalent credits for those subject areas. For example, placement in Grade 11 math will allow for
two math equivalencies (for Grade 9 and 10).

When deciding to use a subject specific category or the “Other” category, it is helpful to review the educational
documents presented by the student. If the documents are not in English you may access the Centre for
Education and Training for interpretation and translation services.

In some cases, rather than assigning “Other Credits”, it may make sense to assign a category as the subjects
taken “match” a credit in the Ontario system. For example, if the student studied a language such as Urdu or Arabic,
it might make sense to grant a LAN credit. This would fulfill the Group 1 requirements for the OSSD. Likewise, if a
student took a business course in the previous school, the principal/counsellor may assign this credit as a BUS credit. This
would fulfill the Group 2 Requirements for the OSSD.

The age and number of equivalent credits granted will also be determining factors in how the credits are categorized. The
younger the student and the fewer equivalent credits, the more time/opportunity the student will have to complete all of
the compulsory credits. Flexibility will be necessary for senior students to ensure an appropriate number of equivalent
credits are assigned to subject specific categories as opposed to “Other Credits”. For example, a student being granted 23
equivalent credits who has never taken a business, technology, arts, or health and physical education credit will need
some of these granted as compulsory credits and assigned subject specific categories in SIS in order to fulfill OSSD
requirements.
The following is a guideline for assigning equivalent credits based on recommended equivalencies. These are just
samples as there are multiple variations.
Peel District School Board — Equivalent Credits Reference Guide
Page 14
Examples of How to Determine/Enter Equivalent Credits
Years of
previous
secondary
schooling
WWtWC placement
recommendations
(if applicable)
1
(Grade 9)
ENG 2D/MPM2D
1
(Grade 9)
ESL DO/MFM1P
Possible Equivalencies with rationale
English and Math placement match the
previous secondary schooling. Student is
on track to complete OSSD within the 34Credit threshold. Granting 8 equivalent
credits is appropriate.
Math and English placements do not
match previous secondary schooling.
According to the OS, 2011 document, this
student is required to complete a
minimum of 22 credits (and therefore be
eligible for up to 8 equivalent credits).
However, this student may need at least
one more semester of day school beyond
the regular 4 years in order to earn the
OSSD and acquire the English language
skills to take courses for their postsecondary plans. In this case, granting 6
equivalent credits and providing
opportunities for students to earn a grade
9 mathematics credit and an ESL/English
credit at the grade 9 level is
recommended.
Peel District School Board — Equivalent Credits Reference Guide
Category
Credits
ENG
MAT
SCI
GEO
FRE
PHE
Other
1.0
1.0
1.0
1.0
1.0
1.0
2.0
TOTAL
8.0
SCI
GEO
FRE
PHE
Other
1.0
1.0
1.0
1.0
2.0
TOTAL
6.0
Page 15
Years of
previous
secondary
schooling
WWtWC placement
recommendations
(if applicable)
3
(Grade 11)
ENG 4U/MHF 4U0
3
(Grade 11)
ESL CO/MPM2D
Possible Equivalencies with rationale
English and Math placement match the
previous secondary schooling. Student is
on track to complete OSSD within the 34Credit threshold. Granting of 23
equivalent credits is appropriate.
Students requires ESL support in order to
be successful and math placement does
not match previous secondary schooling.
According to the OS 2011 document, this
student is required to complete a
minimum of 7 credits (and therefore is
eligible for 23 equivalent credits),
however, based on placement this
student will need more time in order to
catch up the math and English
requirements, not only for the OSSD but
most likely for post- secondary plans. In
this case, it would be best to work
backwards to determine the number and
type of credits the student still needs to
earn, keeping the 34-credit threshold in
mind.
Peel District School Board — Equivalent Credits Reference Guide
Category
Credits
ENG
MAT
SCI
GEO
HIS
CIV
CAR
FRE
PHE
ART
Cat.1/2/3/ and/or Other
3.0
3.0
2.0
1.0
1.0
0.5
0.5
1.0
1.0
1.0
9.0
TOTAL
23.0
ENG
MAT
SCI
GEO
HIS
CIV
CAR
FRE
PHE
ART
Cat.1/2/3 and/or Other
TBD
TOTAL
Page 16
Other Issues:
1. For students who are granted no subject specific equivalencies but are granted some equivalencies for time spent in school,
(for example, students arriving from non-semestered programs) credits may fall under “Other Credits” and would not be
assigned a category.
2. FRENCH: In schools which do not offer an introductory French course (FSF 1PL/1DL or FSF 2PL), and a student has not
completed a sufficient number of hours of French instruction in prior schooling to be eligible to take a grade 9 required
French course, an equivalent credit in French is granted. In the case where no equivalent credits have been granted (for
example, student is entering Grade 9), a substitution can be done in later years.
3. INTERNATIONAL LANGUAGES CREDITS: Credits for International Language Courses taken outside of Peel (Peel credits will
show up in SIS once they register and final marks are updated automatically) are entered in SIS upon receipt of the final mark
through “Credit Detail” (it is not considered an Equivalent Credit because it is assigned a mark). Key in the appropriate
course code - SIS should recognize these codes. You will then have to enter the mark, date completed, how taken (drop down
menu – choose Heritage Language), and under school replace your school’s code with 9999 to indicate that it was not taken
through Peel
Peel District School Board — Equivalent Credits Reference Guide
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