Pathway Planner
Preparing for Success in High School and Beyond
2008-2009
The W. Ross Macdonald School
The Impossible is only the Untried
Table of Contents
The Choice is Yours
Principal’s Message
Terms and Definitions
Career Planning
Destinations
Exit Information
Occupational Chart
Learning and Essential Skills
Experiential Learning
Graduation Requirements
Planning Your Courses
FAQ’s
Losing Sight, Finding Vision
Credit Tracker
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2
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9
10
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15
The Choice is Yours
It is important that young people find work that is dignifying, rewarding, and
allows them to become valuable contributors to our communities and society.
This search may lead directly to work, to an apprenticeship, to college, or to
university. Which pathway will your child choose?
A pathway is designed to lead a student to a particular destination. This does not
mean, however, that the student will always end up at that destination. Students
should be free to make new choices as they develop new interests and develop
new 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
in our society, success is perceived to be completion of university or college. It is
important to realize that these goals may not match the strengths and needs of
all students. Many individuals will find rewarding opportunities in direct entry into
the world of work.
A successful pathway results in a smooth transition from elementary school to
secondary school and then to the next stage in life.
Principal’s Message
The transition to grade 9 can be overwhelming for many students as it is the first
step in the journey to the working world. What is critically important is that your
son/daughter is in the proper pathway for success, so that their secondary school
years are filled with positive experiences. As you read through this document you
will see that there are many choices for students today that can lead to post
secondary success and we hope that you will take the time needed to talk to your
son/daughter about where they see themselves after secondary school.
If you have any questions about pathways, courses or the potential of your
son/daughter please contact the school.
Don Neale
Principal
Terms and Definitions
Community Hours
Students must complete 40 community service hours, at any time during high
school, as part of their OSSD requirement.
Compulsory Course
Refers to a specific course students must take and which fulfills part of the
Ontario Secondary School Diploma (OSSD) requirements.
Credit
A credit value of 1.0 is granted upon successfully completing a 110-hour course
with a minimum of 50%.
Destination Course
Compulsory grade 11 or 12 courses can be taken in the university,
university/college, college or workplace destinations.
EQAO Grade 9 Assessment of Mathematics
The math assessment is written in grade 9. Successful completion of the test is
not required to earn an OSSD.
Optional Courses
Students will select 12 courses that are of specific interest to them and which will
count towards the 30-credit OSSD requirement.
OSSC
The Ontario Secondary School Certificate is granted to students earning a
minimum of 14 credits, including 7 compulsory credits.
OSSD
The Ontario Secondary School Diploma is granted after fulfilling all necessary
credits, literacy and community hour requirements.
OSSLT
The Ontario Secondary School Literacy Test is written in grade 10. A student
must pass the literacy requirement to earn the OSSD.
Streamed Courses
Compulsory grade 9 and 10 courses can be taken in the academic, applied or
locally developed streams.
FIGURING OUT A COURSE CODE
Every course in secondary school has a unique course code. All courses have
the first five characters as mandated by the Ministry of Education.
ENG 1P
ENG: These 3 letters identify the subject.
A=arts
B=business
C=Canadian and World Studies
E=English
F=French
G=Guidance
H=Humanities and Social Sciences
L=International Languages
M=Mathematics
P=Physical Education
S=Sciences
T=Technological Studies
1: This number identifies the grade.
1=Grade 9
3=Grade 11
2=Grade 10
4=Grade 12
P: This letter identifies the stream/destination.
D=Academic P=Applied L=Locally Developed
O=Open U=University C=College E=Workplace
M=University/College
Career Planning
The future depends on what we do in the present. -Mahatma Gandhi
In today’s changing world, there is a wide variety of meaningful career choices.
Students need to look at their strengths and interests to best determine their
success as contributing members of society. What is important is that students
are capable of doing well and their skills are recognized as being valuable and
beneficial. Parents, you can guide your child through the following steps to help
him/her make the best decision. This is your opportunity to help your child learn
to make decisions and to take responsibility for the outcomes. Talk positively with
your child about his/her skills and abilities and how they may relate to the
workplace.
Start with the end in mind
Talk to parents, relatives, family and friends about different kinds of work. Be
sure to examine a variety of possibilities.
Research about YOU
What is your learning style? How are you best able to learn? Some learn best by
seeing, others by hearing and others by working directly hands-on with materials.
Look at your report card marks, EQAO tests, and other test/evaluation results.
Gather information from our teachers, past and present. In which type of course
do they think you will be most successful?
Make an honest, informed decision
Decide what type of course matches your learning style best. Remember, one
type of course is not better than the other. They just lead to different destinations
based on different learning styles.
Build your Pathway to Success
Once you’ve decided your probable destination after high school (work, college,
apprenticeship, university), refer to the Course Calendar & Career Pathways
chart, and talk to a guidance counsellor.
In Canada, there is large percentage of blind or visually impaired individuals who
are not gainfully employed. Students entering the workforce encounter a number
of challenges and are often not prepared for the realities of the working world.
Despite these challenges, there is a great deal of optimism surrounding the
potential and skills of our students. In the past 25 years there has been continued
effort at the school and in the community to increase the employability of blind
and visually impaired students. However, it is necessary to start the process
early and begin preparations for life beyond secondary school.
Resources
Career Cruising: Explore Careers (wross/otter) www.careercruising.com
Jobs, Workers, Training & Careers www.jobsetc.ca
Career Gateway (Ontario Ministry of Education)
www.edu.gov.on.ca/eng/career/
Career Matters www.careermatters.tvo.org
My Pathway www.mypathway.ca
Destinations
Where do you want to go after high school?
University
Offer undergraduate degrees, professional degrees and graduate degrees
Located throughout Ontario
Most training/learning is provided by professors in a lab or lecture room setting
General Admission Requirements
OSSD (Ontario Secondary School Diploma)
ENG4U plus 5 other grade 12 U (University) or M (university/college) courses
Some University programs require specific grade 12 courses
How to Apply
Apply online to the Ontario University Application Centre (OUAC)
www.ouac.on.ca
OUAC has application information and has links to all programs and universities
in Ontario
College
Offer diploma and certificate programs in Applied Arts, Business, Health and
Human Services and Technology
Located in major cities across Ontario
Most training/learning is provided by college instructors in a lab or classroom
setting
Many diplomas can transferred to a University program
General Admission Requirements
OSSD
ENG4C
How to Apply
Apply online to the Ontario College Application Service (OCAS)
www.ontariocolleges.ca
Work
Variety of opportunities exist in several sectors such as Sales and Service,
Construction, Manufacturing and Business
Specialized training and opportunities are available locally
Most training/learning is provided in the workplace by employers
Exit Information
Have you met with a guidance counsellor to discuss your plan?
University
Have you investigated university information sessions?
Do you know what the requirements are for the university program you are
interested in?
Do you have a copy of your Ontario Student Transcript and Ontario Secondary
School Diploma?
Have you explored scholarship opportunities?
Do you need financial assistance?
Have you visited the application centre www.ouac.on.ca?
Have you visited your local Career Resource Centre to get information on parttime and/or summer employment opportunities?
College
Have you investigated college programs related to your area of interest?
Have you attended any college information sessions?
Do you have a copy of your Ontario Student Transcript and Ontario Secondary
School Diploma?
Have you explored scholarship opportunities?
Do you need financial assistance?
Have you visited www.ontariocolleges.ca?
Have you visited your local Career Resource Centre to get information on parttime and/or summer employment opportunities?
Work
Have you applied for COOP or STEP to explore occupations related to your
interests?
Do you know which career area or occupation you would like to pursue?
Do you have additional certifications that would assist you in gaining employment
in your area/occupation of interest?
Are you aware of workplace health and safety?
Do you have a resume, cover letter and references available?
Do you have a copy of your Ontario Student Transcript and Ontario Secondary
School Diploma?
Did you visit your local Career Resource Centre to check out local employment
opportunities?
Occupational Chart
The very first step towards success in any occupation is to become interested in
it.
–William Osler
Arts, Communication and Recreation
People attracted to careers in this pathway like to sketch, draw, paint, play
musical instruments, write stories, poetry and music, sing, dance, act, take
photos and be physically active. This career path includes programs related to
the humanities and to the performing, visual, literary, media arts and recreation.
These include architecture, creative writing, film and cinema studies, fine arts,
graphic design and production, journalism, foreign languages, radio and
television broadcasting, advertising, public relations, coaching, instructors in
recreation and sport.
Business, Administration, Sales and Service
People attracted to careers in this pathway like to influence, persuade, perform,
lead, or manage to meet organizational goals for economic gain. They like to
make decisions, meet people, initiate projects, give talks or speeches, organize
activities or lead a group. Other people attracted to careers in this pathway like to
work with data using clerical or numerical ability, carry out tasks in detail and
follow through on others’ instructions. Programs may include entrepreneurship,
sales, marketing, hospitality and tourism, computer information systems, finance,
accounting, personnel, economics, and management.
Health, Natural and Applied Sciences and
Information Technologies
People attracted to careers in this pathway like to work with people. This career
path includes programs related to the promotion of health as well as the
treatment of injuries, conditions and diseases. These may include medicine,
engineering, dentistry, nursing, therapy and rehabilitation, nutrition, fitness, and
hygiene. They like to observe, learn, analyse, investigate, evaluate, or solve
problems. They like to work independently, analyse data, do research, deal with
abstractions, explore a variety of ideas, perform lab experiments, do complex
calculations, and understand scientific methods and theories.
Social Sciences, Government and Human Services
People attracted to careers in this pathway like to work with people. This career
path includes programs related to economic, political, and social systems. These
programs may include education, law and legal studies, law enforcement, public
administration, child and family services, religion, and social services.
Trades, Transport and Industrial Technologies
People attracted to careers in this pathway like to work with things. They like to
work with their hands with objects, machines, tools, plants, or animals. This
career path includes programs related to the technologies necessary to design,
develop, install, or maintain physical systems. These may include engineering
and related technologies, mechanics and repair, manufacturing technology,
precision production, electronics, construction, fisheries management and
forestry.
Learning and Essential Skills
LEARNING SKILLS
In grade 9, learning skills will be assessed on the report using the following
headings:
Works Independently
Teamwork
Organization
Work Habits/Homework
Initiative
ESSENTIAL SKILLS
Through research and interviews with over 3,000 Canadian workers,
Human Resources Canada has identified the following 14 skills as
"essential". These skills are used to varying degrees by Canadians in a
wide variety of occupations and are not the technical skills required by
specific occupations.
Read text in sentences and paragraphs
Write for a variety of purposes
Use documents including labels, lists, signs, graphs, charts, tables, forms, and
other similar materials
Use computers
Handle money math and make financial transactions
Schedule, budget and plan for the best use of time and money
Measure and calculate quantities, areas, volumes, and/or distances
Collect and analyze data in numerical form
Estimate numerically
Communicate orally in a variety of situations
Plan and organize one's work
Make appropriate decisions based on available information
Identify and solve problems
Find information using a variety of sources
Experiential Learning
For the things we have to learn before we can do them, we learn by doing them.
-Aristotle
Planned learning experiences that take place in the community, including job
shadowing, job twinning, work experience, virtual work experience, and
cooperative education, provide students who are enrolled in courses of all types
and in all disciplines with the opportunity to enhance their school programs.
Experiential learning will assist all students, including exceptional students, who
are bound for university, college, or the workplace, in making career decisions as
well as in developing the knowledge, skills, and attitudes that are essential in
today’s society.
COOP
Senior students going into their graduating year at W. Ross Macdonald apply in
the spring for the following September.
Coop students receive instruction on a wide range of work related topics
including: Health and Safety, Communication Skills, Job Readiness, Team Work,
Problem Solving, Rights and Responsibilities, Workplace Opportunities /
Challenges, Self Advocacy Skills, Stress Management, Personal Grooming, Time
Management
STEP
The W. Ross Macdonald School introduced the Skills Training Education
Program into the curriculum in September 2003 for students working towards an
OSSC in their last two years. This program will prepare students for the transition
from school to work. The goal of the program is to provide work experience in the
community to develop job skills, a good work ethic, communication and social
skills required for successful future employment.
Benefits for the Student: develops good work habits, explores career choices,
provides job experience and references to be include on a resume, develops
maturity, independence and social skills, allows students to practice work skills
developed at school, increase confidence and self esteem
OYAP
OYAP is a School-to-Work program that opens the door for students to explore
and work in apprenticeship occupations starting in Grade 11 or 12 through the
Cooperative Education program.
Pursuing a skilled trade takes interest, specific aptitude, skills and pride in your
work. Students who are 16 years of age, have successfully earned 16 credits
and are working towards an Ontario Secondary School Diploma are eligible for
the program.
To find out more about more ways to succeed in high school visit
www.Ontario.ca/MoreStudentSuccess
Graduation Requirements
Students must complete the following to earn an OSSD.
18 Compulsory Credits
English (1 per grade)
Math (3, at least 1 in Grade 11 or 12)
Science
French (Grade 9)
Canadian Geography (Grade 9)
Canadian History
The Arts
Health and Physical Education
Civics (Grade 10)
Careers (Grade 10)
Credits Required
4
3
2
1
1
1
1
1
.5
.5
Group 1-Choose one from
Additional English
A third language
Social Sciences and Humanities
Canadian and World Studies
Guidance and Career Education
Cooperative Education
1
Group 2-Choose one from
Additional Physical Education
Additional Arts
Business
Cooperative Education
1
Group 3-Choose one from
Additional Science (Grade 11 or 12)
Technology (Grade 9-12)
Cooperative Education
1
12 Optional Credits
12
Other
Ontario Secondary School Literacy Test
40 Community Volunteer Hours
The Ontario Secondary School Certificate (O.S.S.C.) Will be granted upon
request to qualifying students who leave school before earning the Ontario
Secondary School Diploma. To qualify, students must earn a minimum of 14
credits distributed as follows:
Compulsory credits (Total of 7)
2 English
1 Canadian geography OR Canadian history
1 mathematics
1 science
1 health and physical education
1 arts OR technological education
Optional credits (Total of 7)
7 selected by the student from courses offered at their school.
The Certificate of Accomplishment may be granted to those students who
leave school before fulfilling the requirements for the O.S.S.D. or the O.S.S.C.
This certificate may be a useful means of recognizing achievement for students
who plan to take certain vocational programs or other kinds of training, or who
plan to work after leaving school.
Planning Your Courses
Before beginning, plan carefully.
-Marcus T. Cicero
Academic
In an academic course, students will learn the essential concepts of a subject
and explore related material 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.
Applied
An applied course covers the essential concepts of a subject. Knowledge and
skills will be developed through both theory and practical applications, but the
focus will be on practical applications. In applied courses, familiar, real-life
situations will be used to illustrate ideas, and students will be given more
opportunities to experience hands-on applications of the concepts studied.
Locally Developed
A locally developed course covers the necessary compulsory credits
requirements. Real-life situations and practical applications are use throughout
the course. The focus of this course is to prepare students with essential skills to
be successful in the school-to-work pathway.
Pathway Chart
Grade 9 and 10 courses/Grade 11 and 12 courses/Destination after High School
Locally Developed/Workplace/Work
Applied/College or Workplace/College or Work
Academic/University or College or Workplace/University or College or Work
Non-Credit/Non-Credit/Community Living or Workplace
Credit Tracker
Keep track of your credits by recording which credits you earn.
(see last page)
FAQs
Frequently Asked Questions
What is the difference between Academic, Applied and Locally Developed
Courses?
Academic, Applied and Locally Developed Courses give students the opportunity
to experience different ways of learning. Academic courses draw more heavily
on theory and abstract examples and problems. Applied courses focus more on
practical applications and concrete examples. Locally Developed courses are
intended for students who require a measure of flexibility and support in order to
meet the compulsory credit requirements of Mathematics, Science and English
for an OSSD or OSSC.
For which Grade 9 subjects will my child have to make a choice between
Academic or Applied or Locally Developed?
Students must choose between these different types of courses—Academic,
Applied or Locally Developed—in the core subjects of English, Mathematics and
Science. In disciplines such as the Arts, Health and Physical Education, and
Business Studies, all students will take the same type of course, called an Open
Course.
The Grade 8 teachers have made recommendations regarding appropriate
levels for Grade 9 on my child’s option sheet. What criteria were
considered for these recommendations?
The Grade 8 teacher’s recommendations are based on a number of criteria, such
as:
Student success in areas that are deemed critical for preparation for Grade 9
Amount of support student received in Grade 8
Work habits and study skills observed in Grade 8
Will my child’s post secondary options be limited by taking an Applied
course?
Over the course of their high school career, the interests and goals of a student
may change as they gain experience and learn about new career options. If
applied courses are taken in grade 9 and 10, then students have the option of
taking college or workplace courses in grade 11 and 12.
Can I choose to go against the recommendation of the grade 8 teachers?
Of course—the final decision is up to you. Our purpose in making the
recommendation is to help ensure your child is appropriately placed in their first
year of high school.
If my child would like further information about filling out the option sheet,
whom should he/she talk to?
Guidance Counsellors and Student Success Teachers make a visit to every
Grade 8 classroom to clarify the process and answer any questions your child
may have. In addition, students are free to make an individual appointment with
the Guidance Counsellor, COOP or Student Success Teacher.
Losing Sight, Finding Vision
I am a Grade 12 student at the W. Ross Macdonald School for blind and visually
impaired students. My journey in life, including my education, has been my own
personal trek up Mount Everest. I have slipped, tripped, and fallen many times,
my goal of reaching the top often clouded by the storms of life. When I was in
elementary school, I lost a significant portion of my vision, which forced me to
make changes in the way that I approached life and learning. Unfortunately, due
to pride and an unwillingness to accept my differences, I began to struggle in
school. When high school rolled around, I could not remain successful unless I
accepted my disability, yet I continued to resist. My emotional state began to
decline seriously, and I began to sink into a deep depression. Through Grade 10,
my marks started to drop, fuelling my poor self-esteem. My anxiety skyrocketed,
my depression intensified, and life felt trivial at best. Dropping out of school
seemed like the best thing to do, so I did … three times.
“I have come from totally isolating myself in my basement at home to
hyper-involving myself in whatever I can put my hands on.”
I have always known the importance of an education, but when high school,
postsecondary education, a career, and success in general seemed impossible
to achieve, I avoided trying. Since I have been at W. Ross Macdonald – I am now
in my third and final year – I have had to force myself to get involved and stay
focused, no matter how many times I fall flat on my face. I have had to change
my attitude about a great many things in order to achieve success. I have had to
learn to love to learn, to learn to love myself, and, most importantly, to love to
live. I have come from totally isolating myself in my basement at home to hyperinvolving myself in whatever I can put my hands on – student council president,
school newspaper editor, choir, outdoor education, wood shop, sports … the list
goes on. Success breeds success; overcoming depression and anxiety bred
success in my work habits, which bred success in my marks, which led to a
higher average than I have ever had before. Recently, I applied to a concurrent
teaching program at university – something I never thought I could do. All of my
success is due in part to a great deal of support from friends, family, and school
staff. Success cannot be rationed out, however; it comes from intimately
knowing oneself, loving who you are, and striving to conquer areas in which you
are lacking. Success is out there – you just have to go and find it.
Jonathan Wissink (WRMS Graduate 2006-2007)
W. Ross Macdonald School
350 Brant Avenue
Brantford ON
N3T 3J9
Phone: 519-759-0730
Fax: 519-759-4741
The Impossible is only the Untried
CREDITS
SUBJECT
Grade 9
Grade 10
Grade 11
Grade 12
Completed
4
English
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3
Math
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2
Science
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1
History
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1
Geography
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1
Arts
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1
P.E.
□
1
French
□
0.5
Careers
□
0.5
Civics
□
1
Group 1
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1
Group 2
□
1
Group 3
□
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12
Optional Credits
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40 hours of community
involvement
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Provincial Literacy
Requirement
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