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ACADEMIC CALENDAR

2026–27

HILLFIELD STRATHALLAN COLLEGE SENIOR SCHOOL

LAND ACKNOWLEDGMENT Hillfield Strathallan College is situated upon the traditional territories of the Erie, Neutral, Huron-Wendat, Haudenosaunee and Mississaugas. This land is covered by the Dish With One Spoon Wampum Belt Covenant, which was an agreement between the Haudenosaunee, Anishinabek and other Indigenous nations to share and care for the resources around the Great Lakes. As members of the learning community at HSC, we are committed to honouring this covenant by working alongside our Indigenous neighbours and building a sustainable relationship with the land that we all cherish.

CONTENTS School Policies, Practices & Procedures HSC’s Overall Goals & Philosophy........................4

Curriculum The Academic Program...........................................20 Curricular Opportunities......................................20

Land Acknowledgment

Experiential Learning

Mission

E-Learning

Guiding Educational Principles

Advanced Placement

Our Ideals

The Senior School...................................................5

Senior School Leadership Team

Timetable, Daily Schedule & Flex Time

2026–2027 Key Academic Dates

Expectations for Students...................................8

Code of Conduct & Safe School Policy

Recognition of Academic Achievement •

HSC Honour Pins

•

Ontario Scholars

Attendance Policy

Student Academic Conduct •

Academic Integrity Policy

•

Policy on the Timely Submission of Work

•

Acceptable Use Agreement

The Ontario Secondary School Diploma Ontario Secondary School Graduation Diplomas and Certificates......................................................16 Ontario Secondary School Diploma Requirements...........................................................17

Credit Requirements

Ontario Secondary School Literacy Requirement

Community Involvement Requirement & Procedures

Online Learning Graduation Requirement

Assessment, Evaluation & Reporting..................22

Assessment of Student Achievement

Evaluation of Student Achievement

The Calculation of Final Grades

Final Examinations

Reporting Student Achievement

Ontario Student Transcript •

Prior Learning & Recognition

Ontario Student Record

Supports & Resources Academic Support...................................................27 The Intervention Process for At-Risk Students

Learning Services

English Language Learner Support

IT Services

Senior Learning Commons

Student Success Centre........................................29 Student Success Counsellors

Planning a Pathway/Career Education

Post-secondary Requirements, Applications and Admissions Process

Course Selection Course Selection Process......................................32

Course Add & Drop Procedures

Understanding your Course Options

List of Course Codes................................................35 Course Descriptions...............................................36

OUR IDEALS INTEGRITY • • • • •

RESPECT • •

SCHOOL POLICIES, PRACTICES & PROCEDURES HSC’S OVERALL GOALS & PHILOSOPHY MISSION

Learn with Joy. Live with Purpose. Our core mission is to develop joyful and engaged students who live life with purpose. The best learning happens when students are happy to come to school, have opportunities to follow their passions and participate in deep learning experiences that challenge them. Joyful, engaged students develop strong relationships with their peers and with the caring adults who spark and support their learning both inside the classroom and beyond. A students journey at HSC prepares them to live with purpose – to understand their world, inspire, lead, act and make a difference in their own unique ways.

GUIDING EDUCATIONAL PRINCIPLES

We learn: • with an understanding of ourselves as learners; • with each other, and from each other; • with a blend of challenge and support; • with an expectation, and the encouragement needed, to lead; • with excellence honoured and demonstrated; • through creativity and an entrepreneurial spirit to think critically; • with resiliency in mind and body; • an awareness of, and engagement in, global, cultural, economic, social and environmental issues.

OUR IDEALS

A unique element of our strategic plan renewal is the engagement of all HSC students to define the values that should guide our College community. We believe that living these ideals position community members to be well-rounded leaders with a sense of purpose. The chart adjacent outlines the HSC ideals developed by our students.

4 Senior School Academic Calendar 2026–2027

We are honest not only with our peers and colleagues, but with ourselves We stand up for what we believe in We take responsibility for our actions We are true to our word We allow actions to speak louder than words

• • •

We understand the importance of being humble We think beyond ourselves through empathy and kindness We are courteous and compassionate We find a sense of worth and value in others and ourselves We are conscious and responsible for our own and the College’s environmental sustainability

COMMUNITY • • • • • •

We build friendships through inclusivity and the celebration of individual differences We foster positive relationships at HSC and beyond our gates We educate ourselves and each other of issues beyond the College We guide and support each other through mentorship We create equitable and inclusive spaces for all groups We learn alongside each other

DETERMINATION • • • •

We are committed and optimistic We encourage individuals to strive for their own excellence We persevere when faced with adversity We learn from our missteps

INDIVIDUALITY • • • •

We inspire and encourage individuals to express themselves positively in the pursuit of their own unique passions We value creativity and innovative thinking We are confident in who we are and who we will become We celebrate our diverse experiences and their influence on us

THE SENIOR SCHOOL SENIOR SCHOOL LEADERSHIP TEAM The Senior School Leadership Team is always happy to assist you. Please do not hesitate to contact us. 905-389-1367 hsc.on.ca

MARC EDGAR

Senior School Vice Principal, 11–12 marc.edgar@hsc.on.ca 905-389-1367, ext. 220

NINA LEE

Senior School Vice Principal, 9–10

TAYA CICCHETTI

nina.lee@hsc.on.ca 905-389-1367, ext. 142

Senior School Principal taya.cicchetti@hsc.on.ca 905-389-1367, ext. 229

ALLAN GAUMOND

Senior School Vice Principal, School Life allan.gaumond@hsc.on.ca 905-389-1367, ext. 141

JAN MORRISON

Vice Principal, Academic Administration (Grades 5-12) jan.morrison@hsc.on.ca 905-389-1367, ext. 233

HEATHER RODRIGUEZ

Senior School Administrator heather.rodriguez@hsc.on.ca 905-389-1367, ext. 196

YVONNE TESTA

Guidance and Post-Secondary Director yvonne.testa@hsc.on.ca 905-389-1367, ext. 266

Senior School Academic Calendar 2026–2027 5

TIMETABLE, DAILY SCHEDULE & FLEX TIME TIMETABLE HSC’s Senior School operates in a semestered timetable where students take up to four courses in Semester 1 and then switch to a different four courses in Semester 2. Our timetable is also a tumbling block timetable; this means that students do not have the same courses at the same time every day. If, for example, a student has their English class during block A, then during each eight-day cycle that student would have English twice during period one, twice during period two, twice during period three, and twice during period four. The courses tumble according to the following schedule:

DAILY SCHEDULE In instances where there are special events or activities, such as Remembrance Day for example, that day’s unique schedule will be posted on the myHSC calendar. Otherwise, each school day operates according to the following schedule: 8:40 a.m. – 9:50 a.m.

Period 1

9:55 a.m. – 10:35 a.m.

Flex Time

10:35 a.m. – 11:45 a.m.

Period 2

11:45 a.m. – 12:50 p.m.

Lunch

12:50 p.m. – 2:00 p.m.

Period 3

2:05 p.m. – 3:15 p.m.

Period 4

Period 1

Period 2

Period 3

Period 4

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

FLEX TIME

TUTORIAL GROUP MEETINGS (MONDAYS)

Flex time is an important feature of the daily schedule and contains valuable programming that often transcends all areas of the curriculum. In a typical week, flex time will happen according to the following schedule:

The tutorial program aims to cultivate connection, community and belonging by providing a supportive network for students and fostering both personal and academic growth. This network consists of a lead teacher and grade level peers who will be together throughout their Senior School journey. The program aims to develop the whole student with an emphasis on inclusivity, social-emotional learning and skill development, ultimately preparing students for success in postsecondary studies and beyond.

Monday

Tutorial Group Meetings

Tuesday

Academic Support/ Wellness Activities

Wednesday

Academic Support/ Wellness Activities

Thursday

Academic Support/ Wellness Activities

Friday

Chapel

ACADEMIC SUPPORT (TUESDAYS, WEDNESDAYS AND THURSDAYS) To recognize the unique needs of individual learners, and to help students develop executive functioning skills, students choose how to best spend this time in pursuit of their curricular goals. This can include seeking extra help in a particular subject, studying quietly in the Senior Learning Commons, or finding a space to collaborate on a group project. Teachers and classrooms from all subject departments are available during this time. Vice-Principals supervise the hallways to ensure all students are engaged in an academic endeavour.

WELLNESS ACTIVITIES (TUESDAYS, WEDNESDAYS AND THURSDAYS) According to the Ontario Ministry of Education, “Students’ health and wellbeing contribute to their ability to learn in all disciplines, and that learning in turn contributes to their overall wellbeing. A well-rounded educational experience prioritizes wellbeing and academic success for all students by promoting physical and mental health, social-emotional learning and inclusion”. For this reason, we ensure that each student engages in a wellness activity of their choice at least once per week. The activities available vary by term, but always include a variety of physical activities, creative pursuits and mindfulness activities.

CHAPEL (FRIDAYS) Chapel is a longstanding tradition at HSC, and while it dates back to the school’s Protestant roots, over the years this weekly occasion has evolved into a special opportunity to gather as a College to reflect and celebrate. While some traditional elements of “original” Chapel remain, such as story-telling and singing, these items are inspirational rather than religious, reflective rather than worshipful. Chapel is also one way that HSC celebrates its own diversity and delivers a culturally responsive and relevant pedagogy. According to the Ontario Ministry of Education, “In an inclusive education system, students must see themselves reflected in the curriculum, their physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning experiences”. Through educational and artistic/musical presentations by various cultural and/or affinity groups throughout the academic year, the College collectively learns about Indigenous Truth and Reconciliation, Black Excellence, and the annual religious celebrations of many different faith groups.

2025–2026 KEY ACADEMIC DATES Please take note of the following key dates in the academic year: Date

Event

Wednesday, September 16, 2026

Course change request due at 9:00 a.m. for Semester 1 and 2

Thursday, October 22, 2026 and Tuesday, October 27, 2026

Semester 1 parent-teacher-student interviews

Thursday, November 12, 2026

Mid-semester report cards available in myHSC

Monday, November 23, 2026

Last day to drop a course for Semester 1*

Monday, January 18, 2027 through to Wednesday, Jan 27

Semester 1 final examinations

Monday, February 8, 2027

Last day to add a course for Semester 2

Thursday, February 11, 2027

Semester 1 final report cards

Thursday, March 4, 2027 and Tuesday, March 9, 2027

Semester 2 parent-teacher-student interviews

Friday, April 16, 2027

Mid-semester report cards available in myHSC

Monday, April 26, 2027

Last day to drop a course for Semester 2*

Tuesday, June 8, 2027 through to Monday, June 14, 2027

Semester 2 final examinations

Tuesday, June 29, 2027

Semester 2 final report cards

* If a student in Grade 11 or 12 receives permission from the Senior School Principal to withdraw from a course after this time, the student’s percentage grade at the time of the withdrawal will be entered in the OST and a “W” will appear in the “credit earned” column of the OST, in accordance with provincial guidelines.

Senior School Academic Calendar 2025–2026 7

EXPECTATIONS FOR STUDENTS HSC CODE OF CONDUCT & SAFE SCHOOL POLICY HILLFIELD STRATHALLAN COLLEGE ENDEAVOURS TO FOSTER A SAFE, RESPECTFUL AND NURTURING ENVIRONMENT FOR ALL MEMBERS OF OUR COMMUNITY, AT ALL TIMES. BECOMING A MEMBER OF THE HSC COMMUNITY MEANS COMMITTING TO FAIR AND EQUITABLE TREATMENT FOR ALL, REGARDLESS OF RACE, RELIGION, ETHNICITY, NATIONALITY, ECONOMIC OR SOCIAL STATUS, GENDER, GENDER IDENTITY OR EXPRESSION, OR ABILITY/DISABILITY. HSC TAKES THIS COMMITMENT SERIOUSLY, AND TRANSGRESSIONS AGAINST THIS EXPECTATION WILL RESULT IN APPROPRIATE DISCIPLINARY ACTION AS OUTLINED BELOW. TRANSGRESSIONS MAY INCLUDE, BUT ARE NOT LIMITED TO, MICROAGGRESSIONS, DIGITAL AND ONLINE OFFENCES, AND DIRECT OR INDIRECT INTERACTIONS INVOLVING AN INDIVIDUAL OR GROUP. The Code of Conduct at HSC outlines the social and behavioural norms that every member of the College community is expected to follow in order to ensure that the school can meet its mission of being a safe, respectful, accepting and engaging learning environment. To this end, the College is committed to fostering leadership, academic excellence and community involvement in an environment that prepares students for academic and personal success and active citizenship. The College believes that all students should enjoy our school equally and feel safe and accepted and that each student, teacher, staff member, and parent has the responsibility to contribute in a positive way to the broader learning community at HSC. By enrolling at Hillfield Strathallan College, students and parents automatically assume the obligation to comply with the Code of Conduct. At the heart of the Code of Conduct is the understanding that each member of the HSC community will follow certain standards of behaviour. Honesty, respect, integrity, tolerance, self-discipline, and a willingness to accept responsibilities for one’s actions are all central tenets underlying HSC’s Code of Conduct.

8 Senior School Academic Calendar 2026–2027

In order to help promote a culture of care at HSC, the School Life Coordinators and Administrative Leadership Teams in each of the four school divisions actively work to promote and develop a values education program that provides students with opportunities for community gatherings, global awareness, social responsibility, active citizenship, service-learning and positive leadership development. At the core of the program is the expectation that all members of the community will develop awareness for the needs and sensitivities of others and that they will exhibit behaviours that support mutual respect. The complete Code of Conduct is published on myHSC and can be found under HSC's Policies and Procedures resource board.

RECOGNITION OF ACADEMIC ACHIEVEMENT HSC HONOUR PINS The HSC Honour Pin recognizes academic excellence over the course of a school year and is awarded to students who achieve an overall average of 85 per cent over the academic year; an explanation of how that average is calculated is listed below. Please be advised that in order to be eligible for an HSC Honour Pin, students must maintain the minimum course load. Only courses taught by HSC, or courses taught through the eLearning Consortium of Canada will be considered in determining a student’s average towards their HSC Honour Pin status. Courses taken at other schools, including online providers, will not be included as “courses credited by HSC.” Students entering Senior School in September 2025 and beyond must complete their required English credit at HSC to be eligible for an honour pin. Grades 9 and 10: » The average consists of eight full credit courses credited by HSC over the academic year. Grade 11 students: » The average consists of seven full credit courses credited by HSC over the academic year. Grade 12 students: » The average consists of six full credit courses credited by HSC over the academic year. Note: This Honour Pin policy has been in effect since September of 2020.

ONTARIO SCHOLARS Ontario Scholars are high school graduates who attain an average of 80 per cent or greater in their six best Grade 12 courses, regardless of which academic year the credit was awarded, or which institution (HSC or another provider) awarded it. It may be awarded as a graduate, or a post-graduate and thus include students who have completed courses following their departure from HSC. The Ontario Scholar recognition is the broadest recognition of academic work completed, regardless of the institution in which it is taken.

Senior School Academic Calendar 2026–2027 9

ACCEPTABLE USE AGREEMENT - GRADE 5 - 12 Please read through the policy to be sure you understand your obligations as a student using HSC’s IT resources. This policy applies to all students in grades 5 to 12 attending Hillfield Strathallan College. Student Expectations: 1.

I will use Information and Communications Technology (ICT) for learning purposes as directed by my teachers and coursework. 2. I will be responsible for the activities conducted with my account credentials 3. I will keep my passwords private and not let anyone else log in with my username 4. I will not search, create or send materials that may offend, harass or humiliate others. 5. I will not impersonate a member of the HSC community online or share personal information related to them. 6. I will not use my cell phone or wearable device during school hours (unless sanctioned by my teacher) in order to maintain a focused and productive learning environment. 7. I will only use AI tools responsibly under the direction of a teacher to enhance my learning experience. 8. I will not use search engines to retrieve inappropriate content. 9. I will not share anyone’s personal information without their consent. 10. I will seek permission from individuals, including teachers, before taking photos, recording sounds or filming them. 11. I will only use online sites which are appropriate and follow their terms of service. 12. I will abide by copyright and intellectual property regulations. 13. I will not tamper with the College’s network systems or security. 14. I will not log into any HSC or other account using another person’s credentials. 15. I will use HSC’s ICT for educational purposes at school and at home. 16. I will bring a charged digital device with a power adapter/charger to school each day. 17. I will be respectful of others and not use my device to download or stream content that is not relevant to my learning. 18. I will abide by the student expectations regarding my online behaviour as outlined in the College Handbook. 19. I will seek permission before posting photos and videos created on campus or wearing HSC-branded clothing unless assigned and approved by a teacher.

10 Senior School Academic Calendar 2026–2027

20. I will be responsible for any hardware borrowed from the College, and my account will be charged the replacement amount in the event of loss or damage. 21. I will notify a teacher or administrator if I witness inappropriate online behaviour online. Student Use of Social Media: Social Media includes websites and applications that allow users to share content with others online. This includes platforms such as Instagram, TikTok, X, Facebook, Snapchat, etc. 22. I will not use social media during school hours for non-school-related activities. 23. I will not use the College’s network to access social media, even outside of school hours for non-school-related activities. 24. I will not create or manage schoolaffiliated social media accounts. 25. I will not use the HSC name, logo, or images (such as a student uniform) on social media without permission. 26. I will communicate with HSC employees using only schoolapproved platforms such as Gmail and Google Chat. 27. I will not request to follow any employee personal accounts.

IT Services will have access to all user accounts, including email and will monitor user accounts randomly to ensure reliability, stability and accepted use of HSC’s resources. IT Services may close an account at any time due to an infraction to the agreed use, as approved by the Director of Technology Integration & Innovation and/or the School Principal. STUDENT As a responsible user of the school’s technology, I agree with the rules outlined above. I understand that I may lose my access privileges if I do not abide by the terms of this AUA. PARENT/GUARDIAN By signing this AUA on behalf of your child, you agree to provide authorization for teachers to set up accounts for students to provide access to online resources for educational purposes. Please note that parents/guardians are responsible for supervising their child’s access to the HSC account when it is used outside of school. You agree that you have read and your child will comply with the terms of accepted use and standards of behaviour listed above. I understand that my child is responsible for any hardware borrowed from the College, and my account will be charged the replacement amount in the event of loss or damage.

Senior School Academic Calendar 2026–2027 11

ATTENDANCE POLICY ABSENCES

ONLINE AND OUT-OF-TIMETABLE COURSES

In the event that a student will not attend school, a parent or guardian must contact the Senior School Assistant at ext. 196, before 9:00 a.m.

A small number of courses run outside of a block in the timetable. Examples include the two online courses, Career Studies and Civics and Citizenship, as well as Cooperative Education. Students in out-of-timetable courses are expected to login to myHSC at least twice per week: once when they will visit the course Bulletin Board to find out which tasks need completed that week and once when they will submit those tasks.

The College assumes that when a student is absent from school in the morning, that student will not be returning to school for any co-curricular clubs, programs, competitions or varsity sports. If students are too ill to be in class, they should not be participating in co-curricular activities. The exception to this policy would occur if the morning absence is due to a medical or previously scheduled appointment.

EXTENDED ABSENCES Absences due to non-medical, non-school-related functions must seek permission from the Grade Level Vice-Principal a minimum of two weeks in advance. The College does not encourage parents to take students out of school for extended periods. To ensure adequate academic support, students must complete the Extended Absence Form prior to leaving.

SIGN IN/OUT PROCEDURES Senior School students who arrive late must sign in with the Senior School Assistant. Senior School students leaving campus for appointments during normal school hours must sign out with the Senior School Assistant. Students must have either: 1. an explanatory email communication by a parent/guardian; OR 2. verbal permission from a parent/guardian for the student to scan out (contact the Senior School Assistant at ext. 196). Students who wish to leave for the day, must scan out and need written or verbal permission from a parent/guardian. Students who wish to sign out due to illness must see a College Nurse. If the College Nurse is not available, see the Senior School Assistant. A parent/guardian will be contacted before a student is permitted to leave school due to illness.

GRADE 11 AND 12 STUDENTS ONLY Grade 11 students with strong academic standing may scan out during their spare period without a note from their parents as long as they ensure they are back on campus on time for their next required class and/or appointment. Grade 12 students may scan themselves out of school on their spare periods and during the lunch hour. Grade 12 students with a period one spare are excused from being on campus at 8:40 a.m. They must arrive at school in time for their first academic time of the day and must scan in at the Senior School Office. On Mondays, students with a spare are expected to attend Tutorial Flex at 9:55 a.m. For both Grade 11 and 12 students, if lateness is persistent, then this privilege will be removed.

12 Senior School Academic Calendar 2026–2027

If a student does not submit the required tasks for the week, the teacher will follow up with a series of escalating communications, as follows: » The teacher will email the student and the student’s tutorial leader; » The student will be marked absent from class in the attendance system for that week and that absence will appear on the report card; » The teacher will contact the students’ parent(s) or guardian(s) and request the student attend an upcoming academic flex time/extra help session with the teacher; » The teacher will ask the Grade Level Vice-Principal to speak to the student; » The student will be required to attend face-to-face flex time and/or detention with the teacher and will continue to do so until the teacher has determined that the student has completed all assigned work and spent sufficient time engaged in the course.

PUTTING STUDENT ACHIEVEMENT FIRST (ONTARIO BILL 101) STUDENT ATTENDANCE, PARTICIPATION AND IN-PERSON ASSESSMENT POLICY

3. Essential requirements of HSC’s program

1. Purpose

Attendance at school and participation in HSC’s in-person instructional program are bona fide and essential requirements of enrolment and continued enrolment. HSC’s program is designed and delivered on the basis that students attend regularly, participate actively, and are available for instruction, supervision, feedback, support, assessment, and evaluation under conditions established by the College.

Hillfield Strathallan College (the “College” or “HSC”) believes that regular in-person attendance, active participation, and assessment under verifiable conditions are integral to student learning, wellbeing, academic integrity, and achievement. This Policy establishes clear and equitable expectations for attendance, participation, missed learning, and inperson assessment. 2. Scope and guiding principles This Policy applies to all HSC students. Sections dealing with the calculation of final course marks and mandatory written examinations apply to secondary school credit courses, including credit courses taken by students in earlier grades and HSC summer academic programs where applicable. » HSC will apply this Policy consistently, transparently, and in accordance with applicable Ministry of Education requirements. » The treatment of attendance and participation will be construed and applied in accordance with HSC’s duty to accommodate protected grounds under the Ontario Human Rights Code. » An excused absence will not, by itself, negatively affect a student’s attendance-and-participation grade or final course mark. » The College will distinguish between academic evaluation, attendance intervention, accommodation, and discipline. A student will not receive duplicative penalties for the same conduct. » This Policy forms part of HSC’s rules and procedures governing student attendance, participation, assessment, discipline, continued enrolment, and re-enrolment. It must be read together with the applicable enrolment contract, Code of Conduct, Academic Calendar, Academic Integrity Policy, accommodation procedures, and other published HSC policies. » Where this Policy conflicts with applicable law or a binding Ministry requirement, the law or Ministry requirement prevails.

HSC will consider individual circumstances and provide accommodation to the point required by law. Accommodation may change how a student accesses, participates in, or demonstrates learning, but does not necessarily remove the obligation to meet the essential requirements of a course or program. 4. Attendance records and absence reporting » Teachers will record attendance and lateness for every scheduled class in myHSC, which is the College’s official attendance record. » A parent or guardian must notify HSC of an absence as soon as possible, explain the reason accurately, and follow the College’s attendancereporting procedures. » When HSC has not received an explanation for an absence within 24 hours, the College will follow up with the parent or guardian as soon as practicable.

Senior School Academic Calendar 2026–2027 13

» Teachers will record only the attendance information reasonably required by HSC’s procedures and will not enter diagnoses, accommodation details, religious information, or other unnecessary sensitive information in general attendance notes. » School Administration, not the classroom teacher, determines whether an absence is excused or unexcused for attendance, assessment, credit-completion, promotion, discipline, and re-enrolment purposes. » A parent or guardian’s authorization may permit a student to leave campus, but does not by itself determine that the resulting absence is excused. » Senior School Office records actual arrival and departure information. Student lates and early departures are tracked centrally and shared with teachers. 5. Excused absences Excused absences are generally unavoidable or otherwise approved by HSC. The circumstances below are examples; School Administration will make an individualized determination at its own discretion. 5.1 Examples » Personal illness, injury, disability-related need, or necessary health appointment that could not reasonably be scheduled outside instructional time. » Compassionate leave, bereavement, or a serious family circumstance for a reasonable period. » Observance of a religious or creed-based holiday or practice. » School-authorized activities, including approved athletics, arts, leadership duties, field trips, or other HSC programming. » A circumstance connected to a protected ground under the Ontario Human Rights Code that requires consideration through HSC’s accommodation process. » Another circumstance that School Administration determines amounts to good and sufficient cause. 5.2 Documentation and functional information HSC may request medical or other documentation where reasonably necessary, including where absences are frequent, prolonged, patterned, continue beyond the period previously addressed, or interfere with meaningful participation. HSC will ordinarily seek functional information about restrictions, limitations, expected duration, ability to attend, ability to participate, and ability to complete assessments rather than a diagnosis that is not required for the decision. Documentation supports but does not automatically determine whether an absence is excused, whether a student can meet essential program requirements, or what accommodation is appropriate. The College may request updated information when circumstances materially change or the period covered by earlier documentation has expired. 5.3 Effect on learning and evaluation An excused absence does not automatically exempt a student from demonstrating learning, completing required assessments, meeting course expectations, or satisfying essential program requirements. Depending on the course, grade level, Ministry requirements, fairness, and HSC’s accommodation duties, the College may provide a rescheduled assessment, alternative assignment, alternate demonstration of learning, modified evaluation method, or a “not applicable” treatment. Where an excused absence prevents a student from completing a 14 Senior School Academic Calendar 2026–2027

participation activity, the teacher will use other available evidence or an appropriate alternate opportunity. The excused absence itself will not reduce the student’s mark. 6. Unexcused absences Unexcused absences are generally avoidable, not approved, or insufficiently supported. Examples include: » Vacations, travel, extended weekends, recreational trips, or family events scheduled during instructional or examination time. » Non-essential appointments that could reasonably be scheduled outside school hours. » Student refusal or unwillingness to attend school or particular classes despite being able to do so, unless the circumstances are connected to a protected ground or otherwise require consideration through HSC’s support or accommodation process. » Non-HSC athletics, arts, performance, training, competitions, tournaments, rehearsals, or travel that have not received prior written approval from School Administration. » Patterned absences mean a recurring or identifiable pattern of missed instructional time that reasonably warrants further review. Examples include repeated absences on test days, assignment due dates, Mondays or Fridays, or around holidays, unless adequately explained and supported. » An absence for which required information is not provided after reasonable notice and an opportunity to respond. 6.1 Exceptional outside commitments School Administration may approve a specific learning arrangement for high level performers in athletics, performing arts, or a comparable commitment. Approval may include limits on missed instructional time, academic conditions, make-up expectations, advance notice, and confirmation that the activity will not compromise the student’s ability to meet course and program requirements. Approval must be obtained in writing before the absence wherever reasonably possible.

6.2 Intervention and consequences HSC will respond to unexcused absences through early communication, counselling, support, and progressive intervention. Repeated or significant unexcused absences may be addressed under the HSC Code of Conduct, enrolment contract, accommodation process, and re-enrolment process. Before a material disciplinary or enrolment decision, HSC will consider the student’s circumstances, any protected-ground needs, the support and accommodation steps taken, notice to the family, and proportionality. Frequent, prolonged, or patterned absences—whether excused or unexcused—may affect a student’s ability to meet essential program requirements and may require an administrative review, parent or guardian meeting, documentation, accommodation planning, modified programming, or another appropriate response. Note: “Frequent” or “prolonged” absences are absences that individually, or cumulatively, reasonably raise concerns about the student’s access to instruction, ability to provide sufficient evidence of learning, or ability to meet essential course requirements. These terms identify circumstances requiring review and do not, by themselves, determine whether an absence is excused or justify an academic or disciplinary consequence. 7. Attendance and participation in final course marks Course grade

Combined component

HSC attendance

HSC participation

Grades 9–10

15%

10%

Grades 11–12

10%

7.1 Ministry percentages Beginning in the 2026–27 school year, attendance and participation form part of the final mark in secondary school credit courses: All other components of the final mark, including the weight and form of final evaluations, will follow current Ministry course requirements, the approved course outline, and the HSC Academic Calendar. If future Ministry direction prescribes a different allocation, rubric, calculation method, or course exemption, that direction will prevail. 7.2 Attendance component » The attendance component is calculated separately for each credit course using the official myHSC record for that course. » Only unexcused absences and late or early-departure equivalents defined in the published attendance procedure may negatively affect the attendance component. » Excused and HSC-authorized absences are excluded from any negative calculation. » The denominator is the number of scheduled instructional meetings for the course during the applicable marking period, adjusted where necessary for approved timetable changes. » Senior School Administration will approve and publish a common attendance rubric before the start of the school year. Any bands must be non-overlapping, cover the full range of possible results, and assign a determinate mark. » A student or parent may request correction of an attendance record promptly after becoming aware of a possible error. School Administration will decide the classification and document any correction.

7.3 Active participation component “Active participation” means meaningful engagement in HSC’s instructional program. It may include attending prepared and on time; remaining present and engaged; participating in discussions, activities, group work, laboratories, presentations, performances, and other learning tasks; completing classwork and assessments honestly and independently; responding to feedback; and demonstrating learning under the supervision and conditions established by the College. » Participation will be evaluated using a common HSC rubric and courseappropriate indicators approved through the Instructional Chair process. » Participation may be demonstrated verbally, in writing, practically, collaboratively, reflectively, or through another accessible mode appropriate to the course. The rubric will not reward personality type or extroversion. » Teachers will use multiple observations and records over time, applying professional judgment with attention to consistent and more recent evidence. » Course-specific indicators may clarify what participation looks like in laboratories, studios, performance courses, physical education, technology, or other settings, but may not change the common criteria or Ministry percentage. » A curriculum expectation or behaviour already evaluated elsewhere will not be counted again. Academic-integrity consequences, attendance consequences, participation evaluation, and penalties for late work must remain distinguishable and defensible. » When an excused absence or accommodation affects the ordinary mode of participation, the teacher will use alternative evidence, an alternate opportunity, or a not-applicable treatment. » Teachers will communicate participation expectations in the course outline and provide students with timely feedback before the final mark is assigned.

Senior School Academic Calendar 2026–2027 15

7.4 Consistency and review Instructional Chairs and Senior School Administration will support consistency across sections and semesters through common rubrics, calibration, review of exemplars, and documentation expectations. Concerns about an attendance or participation mark should first be raised with the teacher; unresolved concerns may be reviewed through HSC’s published academic-review process. 8. Written examinations and in-person assessment 8.1 Mandatory written examinations Students enrolled in non-exempt secondary school credit courses must attend in person and complete written examinations during HSC’s designated examination period, subject to current Ministry requirements. HSC will publish examination dates in the Academic Calendar. Families are expected to keep students available for the entire examination period and avoid booking travel or other avoidable commitments. Current Ministry-exempt course categories identified in the CIS Ontario guidance provided to HSC are listed below. Ministry direction, including any later amendment, prevails: » » » » » » »

Grades 9 and 10 locally developed compulsory credit courses. Grades 11 and 12 workplace-preparation courses. Grades 11 and 12 open courses. Guidance and Career Education. Co-operative Education. Interdisciplinary Studies. American Sign Language as a Second Language.

8.2 Missed examinations A possible absence from a scheduled examination must be reported to a Vice-Principal or designate as soon as the conflict is known. The absence will be classified under this Policy. Illness, compassionate circumstances, religious or creed observance, disability-related needs, and other documented or exceptional circumstances will be considered individually along with any requested supporting documentation. Excused absences may result in a deferred examination or another Ministry-compliant evaluation arrangement. Travel or other avoidable commitments will normally be unexcused.

8.3 Online and external courses HSC does not guarantee proctor examinations for any course taken outside HSC unless there are extenuating circumstances requiring the course to be taken outside of HSC. 8.4 Verifiable assessment conditions Students must complete tests, examinations, financial-literacy modules where applicable, and other designated assessments under the conditions established by HSC. Remote submission, parent supervision, or completion outside those conditions does not replace an in-person requirement unless HSC has provided prior written approval or an accommodation. Unauthorized materials or assistance will be addressed under the HSC Academic Integrity Policy and Code of Conduct. 9. Missed instruction, coursework, and alternative evidence » Students remain responsible for communicating with teachers and completing missed learning and assessment requirements within timelines and conditions established by HSC. » Teachers will identify essential missed learning, reasonable make-up expectations, and any assessment that must be rescheduled or replaced. » Make-up requirements will be proportionate and will not create unnecessary additional work where existing evidence is sufficient. » No coursework or culminating-task due date may be placed inside the formal examination period unless permitted by HSC’s approved assessment calendar. » Where the student cannot provide sufficient evidence to meet course expectations, HSC will determine the appropriate academic outcome in accordance with Ministry requirements and its accommodation obligations. 10. Progressive attendance support and administrative review HSC’s response will be timely, proportionate, documented, and focused first on improving attendance and access to learning.

16 Senior School Academic Calendar 2026–2027

10.1 Early response » Verify the absence record and contact the student and parent or guardian. » Clarify whether the absence is excused, unexcused, or requires further information. » Communicate via myHSC missedlearning expectations for absent students 10.2 Ongoing or patterned concern » Arrange a student and parent or guardian meeting. » Review patterns by course, day, assessment date, or other relevant factor. » Consider health, disability, creed, family, safety, school-refusal, and other circumstances that may require support or accommodation. » Develop and monitor an attendance, learning, or accommodation plan where appropriate. 10.3 Significant or unresolved concern » Conduct an administrative review of the student’s ability to meet essential course and program requirements. » Consider additional documentation, revised supports, Code of Conduct consequences for unexcused absence, enrolment-contract implications, or re-enrolment review as appropriate. » Provide the student and parent or guardian with notice of the attendance concerns and the potential consequence, a reasonable opportunity to provide relevant information and identify any support or accommodation needs, and a written decision setting out the principal reasons, expectations, and available review process.

11. Responsibilities 11.1 HSC and School Administration » Maintain accurate attendance procedures and records for every student and class. » Follow up on unexplained absences and notify families of attendance concerns early. » Determine absence classifications and maintain records of communications, decisions, documentation, and accommodation steps. » Request only information reasonably required for the decision and safeguard confidential information. » Provide accommodation where required and coordinate attendance, academic, counselling, health, and Student Success supports. » Publish the attendance procedure, common participation rubric, examination schedule, and review routes before they are applied. 11.2 Teachers » Record attendance and lateness accurately for each scheduled class. » Communicate concerns promptly and refer classification or documentation questions to School Administration. » Explain participation expectations, provide timely feedback, and maintain sufficient evidence to support the mark assigned. » Implement approved accommodations and arrange reasonable makeup or alternate evidence where required. 11.3 Instructional Chairs » Support common interpretation of the participation rubric and equitable application across sections, subjects, and semesters. » Review course-specific indicators to prevent double counting and ensure alignment with Ministry expectations and HSC’s Ensuring Equity framework. 11.4 Parents and guardians » Support regular in-person attendance, punctuality, active participation, and availability during assessment and examination periods. » Avoid scheduling vacations, non-essential appointments, or other avoidable commitments during instructional or examination time. » Notify HSC promptly and accurately, provide documentation reasonably requested, and cooperate with attendance, support, and accommodation planning. » Support academic integrity and ensure that assistance at home does not replace or materially assist work intended to assess the student’s independent learning. 11.5 Students » Attend school and each scheduled class regularly and punctually, participate actively and appropriately, and attend required assessments and examinations. » Seek help promptly when experiencing difficulty attending, participating, or completing work. » Communicate regarding missed instruction and complete required work honestly, independently, and under the conditions established by HSC. 12. Records, privacy, and reporting Attendance records, documentation, accommodation information, participation evidence, and related decisions will be collected, used, disclosed, retained, and safeguarded in accordance with applicable law Senior School Academic Calendar 2026–2027 17

and HSC policy. Access will be limited to individuals who require the information for educational, administrative, health, safety, accommodation, or legal purposes, subject to applicable law and any legitimate restrictions protecting confidential or third-party information. HSC will report attendance, lateness, and final course marks using current Ministry forms and requirements. Internal records may distinguish excused and unexcused absences even where the provincial report card does not display that distinction. Records will be retained only for the period required by law, Ministry requirements, the Ontario Student Record requirements, or HSC’s records-retention schedule, and will thereafter be securely destroyed or anonymized. HSC will use reasonable administrative, technical, and physical safeguards appropriate to the sensitivity of the information. 13. Review and appeal A student or parent or guardian may ask School Administration to review an attendance classification, attendance record, examinationdeferral decision, or application of this Policy. Academic-mark concerns follow HSC’s academic-review process; Code of Conduct or enrolment decisions follow the review process applicable to those decisions. HSC will correct confirmed factual errors promptly and document the outcome of a review. A student or parent or guardian may appeal a material decision made under this Policy to the Deputy Head of College. The appeal must be made in writing within ten school days and must identify the decision challenged, the alleged error, and the requested outcome. The appeal will be considered by the Deputy Head of College, and a person who was not substantially involved in the original decision, where reasonably practicable. The decision-maker may confirm, vary, reverse, or return the decision for reconsideration and will provide the outcome and brief reasons in writing. The appeal decision is HSC’s final internal decision, subject to any rights that cannot lawfully be excluded. 14. Authority and related requirements » Education Act, R.S.O. 1990, c. E.2, as amended, including the Putting Student Achievement First Act, 2026. » Applicable Ontario Ministry of Education policies, program requirements, assessment and evaluation directions, and inspection requirements for inspected private schools. » Ontario Human Rights Code and HSC accommodation procedures. » HSC Code of Conduct, Academic Calendar, Academic Integrity Policy, Ensuring Equity framework, enrolment contract, and reenrolment procedures. » Drafting reference: CIS Ontario and Borden Ladner Gervais, Student Attendance — Beyond Compliance draft policy, August 2026. This guidance is non-binding. 15. Effective date and review This Policy takes effect for the 2026–27 school year. Senior School Administration will review it after the first semester of implementation and at least annually thereafter, or sooner when Ministry requirements or applicable law change.

STUDENT ACADEMIC CONDUCT ACADEMIC INTEGRITY POLICY All academic dishonesty should be reported to the appropriate grade-level VP to review. Academic honesty requires students to acknowledge the efforts, thoughts or ideas of others that have been used to complete a task. At all levels where research is required, appropriate acknowledgment and documentation methods are taught so that students can clearly distinguish their own work from that of others. Academic dishonesty/plagiarism is the failure to acknowledge this distinction by submitting any work representing that student’s effort and thought that was entirely or in part produced by some other person or means, including professional scholars, other students, parents, purchased services and electronic reproduction. The use of direct quotation or indirect paraphrase without appropriate citation and copyright infringement is also included in this definition. Sharing files or folders of work to be submitted between students without permission from the teacher is not permitted and can be considered academic dishonesty. Students are expected to keep their individual work confidential unless group work is assigned. The academic integrity policy aims to set students up for success, allow students to learn from their mistakes, and ensure fairness between students in evaluations. The Senior School remains invested in our students' learning by providing educational sessions at the start of the year and integrating lessons into our curriculum that support and aid in the understanding of what academic integrity stands for.

THE PROCESS: All academic dishonesty should be reported to the appropriate grade-level VP to review. 1.

2. 3. 4. 5.

The teacher will notify the student’s tutorial leader and Grade Level Vice-Principal (GLVP) via email if they encounter a suspected case of plagiarism. This notification should only occur after the teacher has spoken privately with the student to gain insight and feedback from the student in question. For consistency across subjects, sections and disciplines, all cases must be referred to the GLVP. The student is given the opportunity to speak to their parent/guardian before the steps below take place. The teacher will provide the GLVP with a copy of the plagiarized assignment, highlighting the areas of dishonesty from which the student plagiarized. Once the facts have been established in collaboration with the subject teacher, the GLVP will determine the infraction's severity and administer consequences appropriate to the offence level. Depending on the severity, the teacher or GLVP will communicate to the student, parent/guardian, and the TL outlining the consequences, next steps, and details about the infraction. The final step is for the GLVP to meet with the student to discuss the matter.

ACCOUNTABILITY MEASURES: 1. In the case of a minor infraction, communication with the student’s family will be undertaken by the teacher involved, cc’d to the GLVP and the tutorial leader. 2. If the incident represents a clear major case of academic dishonesty, the teacher or the GLVP (depending on the circumstances) will communicate with the student’s parents/guardians, copying the TL, explaining the incident and outlining the consequences. 3. In each major case, the student will meet with the GLVP to discuss the consequences, details of what happened, what was unethical about the behaviour, and what they have learned from the process. 4. Should the same student be caught with repeated academic dishonesty, the situation will be managed as a “Major Infraction of Code of Conduct,” thus formally involving parents and imposing consequences.

ACADEMIC CONSEQUENCES: 1. First offence: Based on their professional judgement, the teacher can opt to give the student a redo assignment or complete a modified version of that assignment on the student's own merits to demonstrate to the teacher that they have grasped the learning expectations assessed via the particular assignment. The work will be awarded up to 50 per cent of the original assignment mark. 2. Second offence: The work will be assigned a penalty of up to 100 per cent of the mark, meaning the student can expect a mark of 0, without being allowed to re-do the work. 3. If there are further incidents of plagiarism, the student will receive an automatic zero (0), and progressive consequences will be put into place, which could result in an Academic Agreement for the student. Please note, when assigning consequences, the Grade Level VicePrincipal will factor in a number of considerations. The goal is to assist students in developing academic integrity.

THE GRADE LEVEL VICE-PRINCIPAL WILL CONSIDER: » The circumstances surrounding each case. » The extent of the violation: a. Inevitably, the actions that constitute specific offences of academic honesty (e.g., plagiarism, cheating) vary in terms of severity. b. Some instances of academic dishonesty constitute only minor infractions while others represent the most extreme form of violation. c. Penalties should correspond to the nature of the offence. d. Penalties may be imposed singularly or in combination for any offence. » The level of the student's academic experience. » Whether or not the student admits guilt, accepts responsibility for their action, and is amenable to educative remedies. » Prior/multiple incidents: If the offence is a second (or subsequent) one for the student and/or is in combination with another offence, then a more severe penalty should be considered.

UNAUTHORIZED MATERIALS AND SMART DEVICES DURING ASSESSMENTS Timed written evaluations are intended to assess a student’s independent mastery of course content and skills. Students may use only materials and devices expressly authorized by the teacher. Before an evaluation begins, students must turn off and store all unauthorized materials and devices in their lockers. Unauthorized items include but are not limited to mobile phones, smartwatches, smartglasses, earbuds, headphones, notes, tablets, electronic translators, recording or communication devices, and any other device capable of storing, generating, displaying, receiving, or transmitting information. Calculators may be used only when expressly permitted. After an evaluation begins, knowingly possessing, wearing, accessing, or keeping an unauthorized item within immediate reach constitutes academic dishonesty, whether or not the item is used. HSC is not required to prove that the student obtained information or gained an academic advantage. A student who inadvertently retains an unauthorized item must immediately stop working and notify the teacher. HSC will consider the student’s explanation, the item’s location and accessibility, any prompt disclosure, the communicated instructions, and other relevant circumstances before determining the appropriate outcome. HSC will follow the academic integrity policy, which may include invalidating the evaluation and requiring a new or alternative assessment where its integrity has been or could reasonably have been compromised. Any additional disciplinary consequence will be determined separately and proportionately under the Code of Conduct. This provision does not apply to an assistive, medical, or accessibilityrelated device approved by HSC.

POLICY ON THE TIMELY SUBMISSION OF WORK The purpose of this policy is to cultivate a culture of responsibility in which students learn to manage their time and effort to facilitate their 20 Senior School Academic Calendar 2026–2027

learning. It recognizes the importance of setting students up for success by facilitating the timely completion of work, acknowledges extenuating circumstances of individual students, emphasizes the importance of timely and detailed communication between parents, students and teachers, and allows teachers to exercise their professional judgement in choosing the course of action to set the student up for success. Preventative Measures There are several structures and practices in place to help facilitate the timely completion of work, as follows: » Due dates for major assignments and dates for major tests are posted in the myHSC assignment center at least one week in advance. » Success criteria for major assignments are posted in myHSC, whether in the form of a rubric, a marking scheme, a test outline, or a link to a myHSC topic page with more details. This ensures that students have a clear understanding of what is expected of them. » When setting due dates, teachers consider the broader student experience, including the number of other major assessments happening in that grade level at the time, the amount of class time provided, the commitments of students to HSC-based extracurricular activities including the athletics schedule, and other major school life events at the time, including the post-secondary application process. Where appropriate and to the extent possible, teachers will allow students to play a part in negotiating reasonable timelines. » Teachers and teaching assistants are available for academic support during academic flex time and after school; the schedule for this availability is published on myHSC. » Larger/lengthier assignments, at all grades, are divided into sections and/or have progress checkpoints to ensure a well-managed plan is in place for timely assignment completion. » Teachers may set the class expectation that all work-in-progress assignments are stored in the student’s course Google Drive folder, allowing the teacher to easily check in on their progress at any time.

Extensions Depending on the circumstances, teachers may choose to extend the deadline or change the assignment details for the whole class. When the nature of an assessment is personalized, the teacher might opt to negotiate individualized checkpoints and due dates, in which case each student is accountable for what was negotiated. Also, a student with an Individual Learning Plan and/ or an English Language Learner may have an accommodation granting them an extension on some types of assignments, assuming they have followed the proper procedures laid out by the Learning Services team. Otherwise, an extension is a formal request, made via email in advance of the due date, for a reason that is either unforeseeable or unavoidable. Unforeseeable reasons might include sudden injury or illness, family emergencies, or an unexpected change in HSC’s athletic schedule. Unavoidable reasons might include specialist appointments booked well in advance, a school trip, or playing a key role in a major HSC event. Extensions will not be granted for combinations of things that ought to have been foreseeable and avoidable; students are expected to balance their time between their regular commitments of classes and extracurricular activities. An extension on a course summative assignment would only be granted for the same reasons a student would be allowed to write a final examination on an alternate date; this is detailed in the Final Examinations section of the Academic Calendar. Communication about Late Assignments Sometimes, despite the preventative measures listed above, students do not meet their assignment deadlines. In such situations, the teacher’s priority is to ensure that the lateness is suitably communicated and documented such that the appropriate interventions can take place. The ultimate goal is to work collaboratively with the student and parent to make a plan to get the assignment completed and submitted. The first step should always be for the teacher to communicate with the student to establish the reason the assignment is incomplete. If the reason is something unforeseen and unavoidable, the teacher may choose to grant a grace period. Otherwise, the teacher must choose one or more of the

following consequences. In either case, the parent, tutorial leader, Grade Level Vice Principal, and, if applicable, Learning Services faculty should be notified at this time. Consequences for Late Assignments These consequences are not an adequate answer for students who frequently struggle to meet their academic commitments. As such, habitual lateness with coursework, across several subject areas, will result in the formal intervention process, which is described elsewhere in the academic calendar. Also, in all cases of late work, students who miss deadlines will see that reflected in the learning skills indicators on their report cards. The teacher will use their professional judgement, work with the student, and act within these guidelines, to determine one or more consequences that will most benefit student learning on a case-bycase basis. Regardless of which consequence is chosen, the teacher’s intent is not to punish the student; the goal is always to get the student to complete and submit the work such that the teacher can meaningfully and equitably assess their achievement level. » Students may be required to attend academic detention on Mondays through Thursdays from 3:45 – 4:45 p.m. In most cases, this commitment would take priority over other school activities. A teacher would choose this option if they felt that the student simply needed structured time on task to complete the work. » Students may be required to attend academic flex or after-school help sessions until the assignment has been completed. In most cases, this commitment would take priority over other school activities; a teacher would choose this option if they felt the student needed ongoing academic support to complete the work. » Students can be penalized 5 per cent of the total marks available per school day up to a maximum of 20 per cent. Evaluated assignments will show both the mark before deduction and the recorded mark with the late penalty. A teacher would choose this option because the additional time a student takes to complete the assignment would prevent them from assessing the student’s knowledge and skills equitably using the same criteria as was applied to the other students in the class. If, despite the teacher having followed the above processes, the assignment has still not been handed in, the teacher may choose to mark the partially completed assignment from the student’s Google Drive or assess the student’s relevant knowledge and skills based on their conversations with and observations of the student during class time. Understandably, the resulting mark may be considerably lower than had the assignment been completed. When such an assessment is not possible, the teacher may ultimately, in consultation with the Grade Level Vice Principal, grant a mark of zero on the assignment. In such cases, the student, parent/guardian and tutorial leader will be notified. Missed Tests For missed tests, students are required to contact the teacher as soon as possible and should be prepared to write the test (or a modified version of it) the day they return to school or as early as the teacher can otherwise arrange. It is important to note that the making up of such tests takes priority over other school activities. Senior School Academic Calendar 2026–2027 21

22 Senior School Academic Calendar 2026–2027

THE ONTARIO SECONDARY SCHOOL DIPLOMA

CREDIT REQUIREMENTS FOR CURRENT GRADE 12 STUDENTS

ONTARIO SECONDARY SCHOOL GRADUATION DIPLOMAS AND CERTIFICATES In the province of Ontario, there are three different diplomas or certificates that secondary school students are capable of earning. The first two types are relevant only to those students who do not intend to study at the post-secondary level. For students who leave secondary school but have earned a minimum of 14 credits, as outlined in the Ontario Ministry of Education’s document Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2016 (OS) an Ontario Secondary School Certificate (OSSC) is presented. For students who depart secondary school prior to earning their OSSC, a Certificate of Accomplishment is presented. At Hillfield Strathallan College, the core of our educational mission is to prepare our students for post-secondary study. As such, the certificates listed above are not applicable to our students, as all are pursuing the Ontario Secondary School Diploma (OSSD). The OSSD is the most important requirement for post-secondary entrance and the details of this diploma are outlined below.

ONTARIO SECONDARY SCHOOL DIPLOMA REQUIREMENTS The program of study is referred to as the Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2016 (OS). In order to receive an Ontario Secondary School Diploma (OSSD), under the OS guidelines, the student must successfully complete a minimum of 30 credits from a variety of subject areas. There are 18 compulsory and 12 elective credits that comprise this mix of 30 credits. In order to earn the OSSD, 6 of these credits must have been at the Grade 12 4U or 4M level. If a student has not met the OSSD requirements, they are required to remain in school until age 18.

English (one credit in each grade level 9-12)

French

Mathematics (at least one credit in Grade 11 or 12)

Science

Canadian History (Grade 10 course taken in Grade 9 at HSC)

Canadian Geography (Grade 9 course taken in Grade 10 at HSC)

Arts

Health and Physical Education

Civics and Career Studies (1/2 credit each)

Additional credit in English, or French as a second language, or a Native language, or a classical or international language, or social sciences and the humanities, or Canadian and world studies, or guidance and career education, or cooperative education or American Sign Language as a Second Language

Additional credit in health and physical education, or the arts, or 1 business studies, or cooperative education, or French as a second language or American Sign Language as a Second Language

Additional credit in science (Grade 11 or 12), or technological education, or French as a second language, or computer studies, or cooperative education or American Sign Language as a Second Language

Compulsory Credits

Elective Credits

TOTAL

CREDIT REQUIREMENTS A credit is granted by a Principal on behalf of the Ministry of Education in recognition of the successful completion of a course which has a minimum of 110 hours of instructional time and has been developed, or approved, by the Ministry.

CREDIT REQUIREMENTS FOR CURRENT GRADE 9, 10 AND 11 STUDENTS

English (1 credit per grade)

Mathematics (Grade 9, Grade 10 and 1 credit in Grade 11 or 12)

Science

Technological Education (Grade 9 or Grade 10)

Canadian History (Grade 10)

Canadian Geography (Grade 9 course taken in Grade 10 at HSC)

Arts

Health and Physical Education

French

Career Studies

Civic and Citizenship

STEM-related course group (business studies, computer studies, cooperative education, or an additional mathematics, science, or technical education beyond those already required as compulsory)

Compulsory Credits

Elective Credits

TOTAL

ONTARIO SECONDARY SCHOOL LITERACY REQUIREMENT The successful completion of the Ontario Secondary School Literacy Test (OSSLT) is a graduation requirement. The literacy test evaluates students’ reading and writing skills based on curriculum expectations in language and communications developed by the end of Grade 9. At HSC, students normally complete the OSSLT during the spring of their Grade 10 year. Should an HSC student be unsuccessful at passing the OSSLT, they are expected to write the test again in a subsequent year (i.e., Grades 11 or 12). The overwhelming majority of HSC students successfully complete the OSSLT in their Grade 10 year. Students who did not receive a passing mark of 300/400 (75 per cent) on the OSSLT will be contacted by their guidance counsellor to discuss whether they should attempt the OSSLT again or seek out the Ontario Secondary School Literacy Course (OLC4O) from another provider. Hillfield Strathallan College does not offer the Ontario Secondary School Literacy Course.

COMMUNITY INVOLVEMENT REQUIREMENT & PROCEDURES As part of their diploma requirements, students must complete a minimum of 40 hours of community involvement activities. Relative to our mission, students are encouraged to support our local community and to reach out to others in faraway places from the early grades. By the end of Grade 12, the majority of our students surpass the 40 hours of community service. We advise our students to commit to involvement in all four years of Senior School. Involvement in the community encourages students to develop awareness and understanding of their civic responsibilities and often an understanding of their preferences for their future careers. Students either choose their own community service activities or they may participate in the activities initiated by the school through House activities, individual projects or peer endeavours. Students are responsible for keeping a record of their volunteer activities on a form which is posted on the Student Success Centre and for ensuring that this form is returned to the Senior School Assistant, so that volunteer hours can be logged with the school. For further information, please refer to: www.edu.gov.on.ca/communityservice.

FINANCIAL LITERACY GRADUATION REQUIREMENT Students who entered Grade 9 in the 2025-26 school year and onwards must complete a Financial Literacy Graduation Requirement to earn their Ontario Secondary School Diploma (OSSD). The requirement consists of learning modules and assessment questions developed by TVO and provided to schools to administer as part of the instructional program in the Career Studies course, typically completed in one class period. Students have two attempts during the Grade 10 Career Studies course to complete the Financial Literacy Graduation Requirement. To meet the requirement, students must earn a mark of 70% or higher on the financial literacy modules. Once a student meets the graduation requirement, this will be recorded on the Ontario Student Transcript. Results from the financial literacy modules will count for 5% of the student’s final grade in the Grade 10 Career Studies (GLC2O) course. Students who completed the GLC2O before the start of the 2026–2027 school year do not have to complete the financial literacy graduation requirement. Students in Grade 11 or beyond who have not yet completed the course, will not need to meet the requirement.

ONLINE LEARNING GRADUATION REQUIREMENT All Ontario students must earn a minimum of two online learning credits as part of the requirements for an Ontario Secondary School Diploma. The Ministry of Education has stated three purposes behind this requirement, as follows: » access a wider variety of courses no matter where they live or go to school, allowing them to shape their education based on their individual needs and goals; » learn in engaging new ways, such as through hands-on, interactive features, simulations and collaboration with peers across the province; » increase their digital fluency and gain transferable skills to support lifelong learning and employment opportunities. Principals of inspected private schools, like HSC, may exempt all students of the school from the online learning requirement if in the Principal’s opinion, the online learning graduation requirement strongly conflicts with the educational mission of the school. In these cases, the transcript of each graduating student would read “Online Learning Graduation Requirement - Non-Applicable.” There is no penalty to students because of this; it will not affect the marks on the transcript, their Ontario Scholar status, or their post-secondary acceptance. The Head of College and the Senior School Principal have elected to exempt all HSC students from the online learning graduation requirement for the following reasons: We are more than confident in our students' digital fluency as reflected in their daily use of Our Bring Your Own Device (BYOD) program and Learning Management System (myHSC), as well as interactions with classrooms equipped with smart devices and their use of a wide variety of course specific technologies and software tools. Our research tells us that the best online learning experiences combine both synchronous and asynchronous learning. HSC offers multiple high quality online learning opportunities: our online summer courses, our Career Studies and Civics and Citizenship courses, and our affiliation with the eLearning Consortium of Canada. We will continue to explore online learning opportunities that meet our standards, the needs of our students, and HSC’s Strategic Plan. Course offerings in the Senior School are reevaluated annually with a mind to the strengths and interests of current students and faculty. Our students also have access to the courses provided by the eLearning Consortium of Canada – the preferred online course provider for CIS schools. We will continue to ensure that our students have access to a wide variety of courses. HSC’s Strategic Plan emphasizes personal, authentic, and experiential learning, the reimagining of time and space, and local and global connection. Providing our students with new, engaging ways to learn is a basic expectation of our teaching faculty.

Senior School Academic Calendar 2026–2027 25

CURRICULUM/THE ACADEMIC PROGRAM

CURRICULAR OPPORTUNITIES FOR HSC STUDENTS

At HSC, we maintain a long tradition of teaching excellence and success in preparing young people to continue their formal studies at institutions of higher learning. Our community is a nurturing one which values the unique contributions of all and emphasizes service to others in graduating citizens who will contribute positively to the world around them.

EXPERIENTIAL LEARNING

HSC offers a comprehensive and challenging academic program, which aims to support all of its students. As a Ministry of Education and Training-inspected school, our courses follow the provincial curriculum expectations. As an independent school, we aim to meet and exceed these learning expectations. Considerable care and attention are invested in the design of our academic courses. We recognize, and support, the fact that all learners are different and, as such, they have varying needs that must be taken into consideration when designing curriculum, delivering instruction, and assessing student learning. The following areas are considered integral components in the program planning for HSC’s academic courses: 1.

Ensuring that clearly differentiated approaches in both instructional practices and the assessment of student learning are in place to support, engage and evaluate a wide spectrum of learning styles and preferences. Where possible, and when relevant, attention is drawn to environmental considerations and themes which impact the curriculum and learning outcomes in HSC’s academic courses. In order to build relevance and focus student effort, ample opportunities are taken to discuss career possibilities related to the course content in each of the credits offered.

Enrichment is personalized and offered within the classroom. Selection into some academic enrichment programs is limited and based on criteria such as interviews with the course instructors, written applications, final marks from the previous academic year, and the HSC entrance and scholarship exam results. In some cases, students and their families may feel that a fifth year of secondary school is prudent for the student to be fully prepared for further studies. Please contact the Senior School Principal to discuss this option. 26 Senior School Academic Calendar 2026–2027

COOPERATIVE EDUCATION This course provides students with opportunities to develop the workplace essential skills and work habits required for success in all types of workplaces. Students will explore occupations and careers of interest through participation in real workplace experiences. They will make plans for continued learning and work, collaborate with others to design learning experiences, and investigate the resources and support required to make a smooth transition to their postsecondary destination. Students will earn a GLN40C credit.

JUNIOR TEACHING ASSISTANT (JTA) The JTA program is an opportunity for students to develop their leadership skills and demonstrate their passion for a specific subject area. In addition to earning the GPP3O Leadership and Peer Support credit, JTA students are placed in a classroom setting in the Senior School to work with the teacher and the students in a subject area that they enjoy. The JTA program application process is a multi-step process. Interested students should choose the GPP course during course selection, complete and submit an application and attend an interview. Students who would like to continue as a JTA for a second year follow a similar application process and earn a IDC4U credit. E-LEARNING

ONLINE CIVICS & CAREERS The OSSD requirements include two half-credit courses: Civics and Citizenship (CHV2O,) and Career Studies (GLC2O.) At HSC, these courses are offered online and are not built into the Senior School timetable. Most HSC students take CHV2O during their Grade 9 year and GLC2O during their Grade 10 year.

HSC ONLINE SUMMER SCHOOL Our summer courses offer the flexibility of online courses with support and are taught by regular HSC faculty. Courses are delivered via myHSC. Teachers help keep students on track by posting daily announcements. Students collaborate using video-conferencing software, threaded discussion, and teamwork. Teachers are available daily (weekdays) via email and video-conferencing.

ELEARNING CONSORTIUM OF CANADA (ELCC) The ELCC is the only provider of virtual courses designed for independent and private schools in Canada. It uses a learning model that combines synchronous and asynchronous components, in which students collaborate with students and teachers from other independent schools while working in an online environment. Students interested in learning more about this opportunity should contact their guidance counsellor for information about availability. To learn more about the ELCC, please visit www.elcc.com.

ADVANCED PLACEMENT (AP)

AP COURSES OFFERED AT HSC:

The AP program operates through the College Board in the United States. This is the same group who developed and administers the PSAT and SAT testing. The full AP Program consists of 36 postsecondary-level courses and exams. Students report that they enjoy the challenges of the AP Program; high school faculty find that AP courses greatly enhance students’ confidence and academic interest; and university faculty find that these students are well prepared for postsecondary academic work. AP courses are offered in more than 20,000 secondary schools internationally and in every province in Canada.

AREAS OF STUDY

COURSE

CODE

Business Studies

Microeconomics

CIE3MT

Business Studies

Macroeconomics CIA4UT

English and Drama

English Literature ENG4UT & Composition

Languages

AP Chinese Language & Culture

LKBDUT

Mathematics and Computer Calculus AB Science

MCV4UT

Science

Biology

SBI4UT

Science

Chemistry

SCH4UT

Science

AP Physics 1: Algebra-based

SPH3UT

Science

AP Physics C: Mechanics

SPH4UT

Depending on the degree of success obtained by students in their AP courses (as determined by their score on a three-hour examination sat in May) many international universities and most universities throughout Canada will offer students either advanced placement or grant them a credit equivalent to a first-year course at their institution. That said, each university has its own policy regarding the acceptance of AP credits and students should view the AP website for additional information: www.collegeboard.com/ap. A standardized test in each subject is administered worldwide in the home school during the first and second weeks in May. Results of this test are coded on a 5-point scale and are defined as follows: 5 – Extremely Well Qualified, 4 - Well Qualified, 3 - Qualified, 2 - Possibly Qualified and 1 - No Recommendation. Results are published to the students and the school in July. The AP program at HSC began with one course in 2002 and has now grown to eight courses. New courses are considered annually based on faculty and student interest and potential. HSC AP courses are matched with provincial curriculum courses at the 4U level and students are awarded an Ontario credit upon successful completion of the course. Evaluations for the AP and credit courses are considered separately according to their own set of criteria. Many HSC graduates who have taken AP courses recommend the enrichment AP courses as they provide a solid preparation for workload and intellectual study at the university level.

Students are also offered the opportunity to challenge AP exams of their choice, whether or not the course is offered at HSC. For more information about the AP College Board, please visit www.collegeboard.com/ap, a comprehensive link to complete the details about AP.

ASSESSMENT, EVALUATION & REPORTING ASSESSMENT OF STUDENT ACHIEVEMENT The criteria for how a student’s learning is assessed, evaluated and reported are governed by the Ministry of Education policy document entitled Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools; First Edition, Covering Grades 1 to 12, 2010. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, self-directed learners who are able to set goals, monitor their own progress, determine next steps and reflect on their thinking and learning. Teachers obtain assessment information through a variety of means, which may include formal and informal observations, learning conversations and discussions, socratic questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays and tests. For Grades 9 to 12, assessment is based on evidence of student achievement of the provincial curriculum expectations. Teachers will ensure that a students’ demonstration of their achievement is considered within the appropriate categories. The use of assessment to improve student learning and to help students become independent learners requires teachers and students to acknowledge and enact a fundamental shift in how they perceive their roles in the learning process. In a traditional assessment paradigm, the teacher is perceived as the active agent in the process, determining goals and criteria for successful achievement, delivering instruction and evaluating student achievement at the end of a period of learning. The use of assessment for the purpose of improving learning and helping students become independent learners requires a culture in which students and teachers learn together in a collaborative relationship, each playing an active role in setting learning goals, developing success criteria, giving and receiving feedback, monitoring progress and adjusting learning strategies. The teacher acts as a “lead learner,” providing support while gradually releasing more and more responsibility to the student as the student develops the knowledge and skills needed to become an independent learner. 28 Senior School Academic Calendar 2026–2027

Quality assessment practices that enhance learning and build understanding occur when assessment is: » fair, transparent, and equitable for all students; » supportive to all students, including those with special education needs; » carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students; » communicated clearly to students and parents/ guardians at the beginning of the school year or course and at other appropriate points throughout the school year or course; » ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning; » providing ongoing descriptive feedback that is clear, specific, meaningful and timely to support improved learning and achievement; » developing students’ self-assessment skills to enable them to assess their own learning, set specific goals and plan next steps for their learning.

EVALUATION OF STUDENT ACHIEVEMENT

DETERMINATION OF FINAL GRADES

Evaluation refers to the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality. Evaluation accurately summarizes and communicates to parents/guardians, other teachers, institutions of further education and students themselves, what students know and can do with respect to the overall curriculum expectations. Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout the grade/course. All curriculum expectations must be accounted for in instruction and assessment, but evaluation focuses on students’ achievement of the overall expectations. A student’s achievement of the overall expectations is evaluated on the basis of their achievement of related specific expectations. The overall expectations are broad in nature, and the specific expectations define the particular content or scope of the knowledge and skills referred to in the overall expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of the overall expectations, and which ones will be accounted for instruction and assessment but not necessarily evaluated.

Teachers take various considerations into account before making a decision about the grade to be entered on the report card. The teacher considers all evidence collected through observations, conversations and student products (tests/exams, assignments for evaluation). The teacher then takes into account the evidence for tests/exams and assignments for evaluation that the student has completed, the number of tests/exams or assignments for evaluation that were not completed and the evidence of achievement that is available for each overall expectation for a subject in a particular grade or course. In addition, as part of this process teachers may weigh some evidence greater than other evidence. For example, some performance tasks are richer, and reveal more about a student’s skills and knowledge than others. Teachers weigh all evidence of student achievement in light of these considerations and use their professional judgement to determine the student’s report card grade. The grade represents a student’s achievement of overall curriculum expectations, as demonstrated to that point in time. Determining a report card grade involves teachers’ professional judgement and interpretation of evidence and should reflect the student’s most consistent level of achievement, with special consideration being given to more recent evidence. A student’s final report card marks are calculated according to weightings determined by the Province of Ontario for each subject.

Ontario, like a number of other jurisdictions, has moved from normreferenced to criterion-referenced assessment and evaluation. This means that teachers assess and evaluate student work with reference to established criteria for four levels of achievement that are standard across the province, rather than by comparison with work done by other students, or through the ranking of student performance, or with reference to performance standards developed by individual teachers for their own classrooms. In the past, assessment and evaluation performance standards varied from teacher to teacher and from school to school, and this led to results that were not always fair for all students. Criterion-referenced assessment and evaluation ensure that the assessment and evaluation of student learning in schools across the province are based on the application of the same set of well-defined performance standards. The goal of using a criterion-based approach is to make the assessment and evaluation of student achievement as fair, reliable and transparent as possible. Evidence of student achievement for evaluation is collected over time from three different sources: observations, conversations and student products. By using multiple sources of evidence, the reliability and validity of the evaluation of student learning increases. “Student products” may be in the form of tests or exams and/or assignments for evaluation. Assignments for evaluation include rich performance tasks, demonstrations, projects and/or essays. To ensure equity for all students, assignments for evaluation and tests or exams are to be completed, whenever possible, under the supervision of a teacher. Assignments for evaluation must not include ongoing homework that students do in order to consolidate their knowledge and skills or to prepare for the next class. Assignments for evaluation may involve group projects as long as each student’s work within the group project is evaluated independently and assigned an individual mark, as opposed to a common group mark. The evaluation of student learning is the responsibility of the teacher and must not include the judgement of the student or of the student’s peers.

In Grades 11 and 12, a student’s final mark will be based on:

CALCULATION OF FINAL GRADES In Grades 9 and 10, a student’s final mark will be based on: » 65% classroom work completed throughout the course » 20% mandatory final evaluations, broken down as described below » 15% attendance and participation The following table shows how the 20% final evaluations are broken down by subject.

» 65% classroom work completed throughout the course » 25% mandatory final evaluations, broken down as described below » 10% attendance and participation The following table shows how the 25% final evaluations are broken down by subject

SUBJECT

GRADE 9

GRADE 10

GRADE 11

GRADE 12

English

20% written exam

25% written exam

10% written exam 10% culminating task

10% written exam 15% culminating task

Canadian and World Studies

20% written exam (Geography)

20% written exam (History, Civics and Citizenship)

10% written exam 15% culminating task

Business Studies

10% written exam 10% culminating task

10% written exam 15% culminating task

10% written exam 10% culminating task

10% written exam 15% culminating task

Mathematics Science The Arts Computer Studies Health and Physical Education Technological Education

Social Sciences and Humanities Classical Studies and International Languages

Note: NBE3U and NBE3C require a 25% written exam.

French as a Second Language Native Languages First Nations, Métis, and Inuit Studies Guidance and Career Education

Grade 10 Career Studies (GLC2O) 5% financial literacy graduation requirement 15% culminating task

30 Senior School Academic Calendar 2026–2027

PARTICIPATION Participation in each course will be evaluated using this common HSC rubric as well as course-appropriate indicators approved by the Instructional Chairs.

ASSESSMENT CRITERIA & SAMPLE BEHAVIOURS Level 4 (80% to 100%) The student consistently demonstrates the 4 assessment criteria. Level 3 (70% to 79%) The student generally demonstrates the 4 assessment criteria. Level 2 (60% to 69%) The student occasionally demonstrates the 4 assessment criteria. Level 1 (50% to 59%) The student infrequently demonstrates the 4 assessment criteria. Below level 1 (less than 50%) The student does not demonstrate the 4 assessment criteria.

ASSESSMENT CRITERIA

SAMPLE BEHAVIOURS DEMONSTRATING THE ASSESSMENT CRITERIA

SAMPLE BEHAVIOURS DEMONSTRATING THE ABSENCE OF THE ASSESSMENT CRITERIA

•

Contributes meaningfully across multiple interaction formats (e.g., synchronous discussions, asynchronous posts etc). Engages actively through attentive listening and affirming non-verbal cues (e.g., nodding head). Arrives punctually and fully equipped with completed preparation (e.g., homework, readings, presentations, and equipment setup). Remains present for the duration of class time without taking inappropriate departures (e.g., wandering halls or taking extended bathroom breaks).

•

Formulates thoughtful questions focused on depth of understanding References available resources independently before seeking clarification (e.g., consulting myHSC pages, textbook, assignment rubrics and project guidelines). Times questions and requests for guidance proactively (e.g., seeking feedback well ahead of due dates rather than last-minute).

•

Demonstrates curiosity and open-mindedness toward differing points of view. Facilitates shared conversation by inviting peers to speak and waiting for appropriate conversational turns. Supports balanced group dynamics without taking over (e.g., starting discussions, distributing tasks equitably, and resolving conflicts constructively). Extends equal respect across learning modalities (e.g., treating online discussion posts with the same regard as in-person dialogue). Offers encouraging and constructive feedback while actively validating peer contributions.

•

Fosters an inclusive and emotionally safe learning space for diverse viewpoints. Models professional, respectful language and productive conduct. Handles tools and technology responsibly for academic purposes (e.g., digital devices and classroom equipment). Navigates interpersonal disagreements constructively and collaboratively.

•

Participates in class discussions and contributes ideas.

• •

Asks relevant questions •

• •

Respects the contributions of others and demonstrates positive leadership.

•

• • • •

Contributes to fostering a positive classroom culture.

• •

• • •

• • • •

• • •

Disengages from discussions and tasks, requiring frequent instructor intervention to begin or sustain participation. Succumbs to external distractions during instructional time. Fails to complete required preparation or arrive on time to support peer learning. Leaves the learning space unnecessarily during instructional periods (e.g., frequent or prolonged bathroom visits and hall wandering).

Interrupts instruction with unproductive or sidetracking questions. Exhibits learned helplessness rather than self-directed effort Delays asking essential clarifying questions until final deadlines Focuses inquiries strictly on expediency rather than understanding (e.g., seeking easy answers or shortcuts).

Disrupts communication by talking over others, holding side conversations, or using dismissive language. Dominates group activities and discussions, preventing peers from contributing or pressuring them to agree. Uses inappropriate humour or technology maliciously (e.g., mocking, making uncomfortable comments, or ridiculing peers). Escalates conflicts and directs criticism personally rather than addressing collaborative issues constructively. Abandons group responsibilities, expecting peers to shoulder the workload. Misuses technology and classroom tools for unauthorized purposes (e.g., off-task web browsing, accessing inappropriate content, or using cell-phone in class). Displays disruptive conduct or off-topic behaviour that distracts from the learning environment. Handles shared physical materials or equipment carelessly. Fails to modify improper behaviour despite repeated reminders and established guidelines.

Senior School Academic Calendar 2026–2027 31

FINAL EXAMINATIONS Most courses require a written exam as a percentage of the final course mark except for: » Grades 11 and 12 open courses (O courses) » Guidance and Career Education courses, except for Grade 10 Career Studies (GLC2O) » Co-operative Education courses » Interdisciplinary Studies courses These courses require a final evaluation (worth 20% for Grades 9-10 and worth 25% for Grades 11-12) that do not require mandatory written exams but may include in-class written evaluations or other final evaluations such as projects, presentations and portfolios. Many post-secondary institutions and even some professions rely on examinations to evaluate learning. For these reasons, we believe that students need to practice and develop the skills inherent in formal exam writing in order to be best prepared for their post-secondary education. Our alumni frequently report to us that the experience of writing a formal, common examination in a gym was instrumental in preparing them for that same experience during their post-secondary years. The dates for the two examination periods can be found in the Academic Year section of this document. The specific exam schedule will be communicated via myHSC before the December break for Semester 1 courses and before the Victoria Day long weekend for Semester 2 courses. The last day of each exam period is reserved for exam conflicts. An exam conflict is defined as two exams scheduled at once, three consecutive exam sittings, or an exam that cannot be written at its regular time due to an accommodation in the student’s ILP. Students with a scheduled exam conflict should contact the VicePrincipal of Academic Administration, who will let them know which exam will be written on the conflict day.

32 Senior School Academic Calendar 2026–2027

The following are three reasons we allow students to write an exam on an alternate date: » there is a documented medical reason the student cannot write at the scheduled time; or » there is a documented extreme sympathetic reason (such as a death in the family) that the student cannot write at the scheduled time; or » the Vice-Principal of Academic Administration and the Grade Level Vice-Principal have, in advance, approved an alternate exam date so that the student can take advantage of a unique, rare, high-level opportunity that cannot itself be rescheduled. An example of this would be a student who is competing in OFSAA track and field, which often occurs during the June examination period. Students appealing to the Vice-Principals for an alternate exam date for such an opportunity need to notify them as soon as they become aware of the opportunity and before they make any travel plans.

REPORTING STUDENT ACHIEVEMENT In the Senior School at HSC, two report cards are issued each semester. In Semester 1, the mid-semester report card is issued in November and the final report card is issued in February. In Semester 2, the two reports are released in April and June.

In addition to a mark representing the student’s achievement as described above, each report also includes the total number of absences and the number of times the student was late to class. The absences refer to missed classes rather than missed days and include excused, unexcused and even school-related absences, such as school trips. It is therefore important for parents/guardians to refer to myHSC for a more detailed breakdown. Learning skills are tracked and reported separately from marks and, to the extent possible, are not explicitly factored into the calculation of a grade, except when required by the curriculum of a particular course. The learning skills that are tracked and assessed are Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-regulation. Each learning skill is reported on with one of the following indicators: E (Excellent), G (Good), S (Satisfactory), N (Needs Improvement), or I (Insufficient Information). A copy of the February and June report cards are filed in the student's OSR.

ONTARIO STUDENT TRANSCRIPT/ FULL DISCLOSURE POLICY The Ontario Student Transcript (OST) was developed in 1983 to provide an official and consistent record of the Ontario secondary school credit courses successfully completed by a student. The OST is kept in the student’s Ontario Student Record (OSR) which is maintained in the School Administration Office. All withdrawals after the course drop date from any Grade 11 or 12 course must be recorded on the OST. According to the Ministry of Education, the official course withdrawal date is always five (5) school days following the receipt of the second official report card. The actual course withdrawal date is listed in the Academic Year chart at the beginning of this document, and posted on the Senior School myHSC calendar for student and parent/guardian reference. As well, any repeat of a course must also be recorded on the OST and the credit awarded to the course attempt with the highest grade upon completion. The OST will include the following: » all Grade 9 and 10 courses successfully completed by the student, with percentage grades obtained and credits earned; » all Grade 11 and 12 courses completed successfully or attempted by the student, with percentage grades obtained and credits earned; » all equivalent credits granted through the Prior Learning Assessment and Recognition

(PLAR) equivalency process under Ontario Schools (OS); » all Grade 10 courses for which the student successfully challenged for credit through the PLAR challenge process, with percentage grades obtained and credits earned; » all Grade 11 and 12 courses for which the student successfully or unsuccessfully challenged for credit through the PLAR challenge process, with percentage grades obtained and credits earned; » identification of compulsory credits, including credits that are substitutions for compulsory credits identified by the Ministry as diploma requirements; » confirmation that the student has completed the 40 hours of community involvement; » confirmation that the student has successfully completed the Ontario Secondary School Literacy Test (OSSLT); » confirmation that the principal has exempted all HSC students from the online learning graduation requirement by indicating “Online Learning Graduation Requirement - Non-Applicable”. Since September 1, 1999, the OST has also had to include a record of the achievement of exceptional students who have alternative learning expectations in an individualized, non-credit program. A full policy document, describing the Ontario Student Transcript, can be found at: www.edu.gov.on.ca/eng/general/elemsec/ost/ost.html

PRIOR LEARNING AND RECOGNITION (PLAR) PLAR is the formal evaluation and credit-granting process whereby students may obtain credits for prior learning. Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school. Students may have their knowledge and skills evaluated against the expectations outlined in provincial curriculum policy documents in order to earn credits towards the secondary school diploma. The PLAR process involves two components: “challenge” and “equivalency”. The “challenge” process is the process whereby students’ prior learning is assessed for the purpose of granting credit for a Grade 10, 11 or 12 course developed from a provincial curriculum policy document published in 1999 or later. HSC does not currently offer challenge credits. The “equivalency” process is the process of assessing credentials from other jurisdictions. Students who are eligible for equivalency credits are those who transfer to HSC from a school outside Ontario. Equivalency credits are thus granted for placement only.

SUBSTITUTIONS FOR COMPULSORY COURSES In order to allow flexibility in designing a student’s program and to ensure that all students can qualify for the OSSD, substitutions may be made for a limited number of compulsory credits. In consultation with the Senior School Principal, students may replace up to three credits with courses selected from those remaining courses offered by the school that meet the requirements for compulsory credits. Substitutions may only be made to promote and enhance student learning, or to meet special needs and interests. Each substitution will be noted in the student’s Ontario Student Record.

Senior School Academic Calendar 2026–2027 33

PRIOR LEARNING CREDITS Students who have earned high school credits outside Ontario, or in a non-inspected private school in Ontario, may be granted equivalency credits for their prior learning experience. Students are granted equivalency credits after they have completed a full semester and must provide documentation including an official transcript from their previous high school. The Director of Student Success will determine as equitably as possible the total credit equivalency of the student’s previous learning, and the number of compulsory and optional credits still to be earned, as well as other diploma requirements that the student must satisfy in order to qualify for the secondary school diploma.

EXTERNAL MUSIC CREDITS A student who has successfully completed the practical and theoretical requirements for Grades VII and VIII of the Royal Conservatory of Music certificates may count a maximum of two document credits towards the OSSD in addition to any other music credits earned in the school. Please submit these documents to the Director of Student Success so that the appropriate notation can be made on the Ontario Student Transcript (OST).

ONTARIO STUDENT RECORD An information file called the Ontario Student Record (OSR) is maintained by Hillfield Strathallan College for each student enrolled in the school. This file contains final report cards, an up-to-date transcript and other material pertinent to the student's academic achievements. Upon graduation from secondary school, Hillfield Strathallan College is responsible for the retention, storage and eventual destruction of information contained in a student’s OSR. Under Ministry of Education policy, the College will use the following timeline to manage the contents of the OSRs of students who have graduated (or ‘retired’) from secondary school: One year post-retirement: Regulations under the freedom of information legislation require personal information that has been used by an institution be retained by the institution for at least one year after use, unless the individual to whom the information relates consents in writing to its earlier disposal. Therefore, any personal information placed in an OSR should be retained by HSC for at least one year after use, unless the Principal receives written consent to its earlier disposal. The following components of the OSR will be retained for five years after a student retires from school: 1. report cards; 2. the documentation file, where applicable; and 3. additional information that is identified by Hillfield Strathallan College as appropriate for retention. The following components of the OSR will be retained for fifty-five years after a student retires from school: 1. the OSR folder; 2. the Ontario Student Transcript (OST); and 34 Senior School Academic Calendar 2026–2027

3. the office index card (available online). The destruction of all or any part of the OSR when its retention is no longer required under the Ministry of Education’s OSR Guidelines will be affected under conditions that ensure the complete and confidential disposal of the record. A full policy document, describing the Ontario Student Record, can be found at: www.edu.gov. on.ca/eng/document/curricul/osr/osr.html A parent/guardian request to review the OSR (with or without the student in attendance) may be made to the Senior School Principal.

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SUPPORTS AND RESOURCES ACADEMIC SUPPORTS If a student is encountering some academic challenges, HSC offers a variety of supports through the classroom teacher, their Tutorial Leader and the Student Success Centre (SSC) including: » extra help with subject teacher » support from Tutorial Leader » extra help during academic flex time and after school in the SSC with teaching assistants (with a range of subject expertise) » peer tutors When a student is experiencing academic difficulty in one or more of their courses, a comprehensive intervention plan is developed and implemented.

THE INTERVENTION PROCESS FOR STUDENTS AT RISK At HSC, a student at risk is defined as, “A student who is brought to the intervention team after a faculty member or administrator has filled out the Noticing a Student form for experiencing academic, behavioural, social, and/or emotional challenges”. There are escalating stages of intervention for students at risk. The lowest level of intervention involves only the classroom teacher and the student. The next level adds the involvement of the parent(s) or guardian(s), Tutorial Leader, and Learning Service Specialist (if needed.) The third level brings in the Guidance Counsellor and the Grade Level Vice-Principal. Finally, an intervention plan is developed and monitored weekly by the Intervention Team. The Intervention Team is made up of the Principal, Grade Level Vice-Principals, Guidance Counsellors, Learning Service Specialists, and Health Services staff including the College Nurse and Social Worker. Intervention plans may include an academic plan, support from the Social Worker, Health Services, or Learning Services, academic and/or behavioural agreements, and academic holds or withdrawal of services.

LEARNING SERVICES & LEARNING ACCOMMODATIONS Jessica Harding Learning Services Specialist jessica.harding@hsc.on.ca Ext. 183

Tracy Noon Learning Service Specialist tracy.noon@hsc.on.ca Ext. 283

In recognition that all learners are unique and have their own set of learning strengths and challenges, HSC offers a Learning Services program to help students leverage their strengths, address their weaknesses and self-advocate to become more independent learners. The program strives to further develop a students’ understanding of their learning preferences, helps to improve learning strategies and executive function skills, and strengthens and reinforces their academic growth. Students who require accommodations or provisions, as recommended by an psychoeducational assessment and/ or registered professional, are strongly encouraged to submit documentation to the Learning Services Specialists for consideration. This assists the College in supporting students and allows for the development, and ongoing maintenance of individual learning profiles. It is in the students’ best interests that all documentation and assessments are kept current, especially after Grade 10, in preparation for post-secondary studies. It is important to note that, while HSC is able to enact various accommodations for identified students, the College does not modify or remove academic program requirements based on special needs Providing accommodations to support the learning needs of the identified students in each course, as per the mandates in that particular student’s Individual Learning Plan (ILP), is a fundamental consideration in program planning. The specific types of accommodations that a student can expect to have access to at HSC may vary based on the nature of the student’s diagnosed learning challenges and the individual needs of that student. In consultation with the student, their parents/guardians and any external medical professionals or paraprofessionals, the College reserves the right to deny access to any recommended accommodation that falls outside the scope of HSC’s announced academic program and/or any accommodations that would present undue hardship to the College to implement. Nonetheless, common assessment accommodations at HSC may include: test away (alternative testing space), extra time (1.5x), computer use, assistive technology, and question clarification.

Senior School Academic Calendar 2026–2027 35

ENGLISH LANGUAGE LEARNER SUPPORT Eric Bailey International Student Specialist eric.bailey@hsc.on.ca ext. 124

SUPPORT FOR DIVERSITY, EQUITY & INCLUSION As a diverse and inclusive community, all HSC courses are thoughtfully designed to actively dismantle discrimination and promote the celebration of ethnic, cultural, linguistic, and religious differences. Our program aims to foster an environment of mutual respect and understanding, recognizing and valuing both individuality and community.

INFORMATION TECHNOLOGY (IT) SERVICES English Language Learners (ELL) receive ongoing support inside and outside the classroom. They are granted additional time to complete assessments, such as tests and exams, and can use a dictionary in their first language during testing. If needed, students undergo further inschool language testing to understand their progress better and identify areas for improvement in their language learning. Additionally, students can meet with the ELL support teacher for assistance with assignments. The ELL support teacher also communicates with parents or guardians to ensure additional support is provided if necessary.

The integration of technology into the learning environment to extend opportunities for students and enrich the classroom experience when appropriate, is a core element in each of our courses. The HSC Senior School is a Bring-Your-Own-Device (BYOD) environment. Students are required to purchase a device and bring their device fully charged every day. Before purchasing a device, parents should review the minimum standards available on myHSC. At times, students are also required to purchase software that is specific to the course. If a student’s device is temporarily unavailable to them, there are a limited number of loaner laptops available for day-use through the Senior Learning Commons. Any student requiring a long-term loan must have a parent complete the loan agreement, available from the Learning Commons. IT support is available by emailing itservicerequest@hsc.on.ca or Ext. 299.

SENIOR LEARNING COMMONS Kim Ayotte Learning Commons Coordinator kim.ayotte@hsc.on.ca Ext. 144

Liz Gross Senior School Librarian liz.gross@hsc.on.ca Ext. 242

The support services of the Learning Commons (Library) faculty are actively considered in helping to design course units and/or projects. Digital literacy and effective research skills, including the appropriate use of citations to ensure academic integrity, are a part of every course’s design.

36 Senior School Academic Calendar 2026–2027

Senior School Academic Calendar 2025–2026 36

STUDENT SUCCESS CENTRE Yvonne Testa Guidance and Post-Secondary Director - Pine/Yre yvonne.testa@hsc.on.ca Ext. 266 Barbara Pernar Guidance Counsellor - Cedar/More barbara.pernar@hsc.on.ca Ext. 216

Colleen Petch Guidance Counsellor - Maple/Tay colleen.petch@hsc.on.ca Ext. 240

Jordan Frost Guidance Counsellor - Birch/Earn jordan.frost@hsc.on.ca Ext. 215

Yogyata Suri Student Success Officer yogyata.suri@hsc.on.ca Ext. 173

PLANNING A PATHWAY/CAREER EDUCATION The Student Success program spans all grade levels of the Senior School and addresses a wide variety of learning needs. The program is designed to manage the important decisions the students will need to make in their pursuit of post-secondary pathways.

37 Senior School Academic Calendar 2026–2027

FOCI FOR GRADES 9 AND 10: » Supporting the transition from Middle School. » Each year students prepare an Individual Pathways Plan (IPP) in consultation with their parents/ guardians, teachers and Tutorial Leaders (TL). » Self-discovery assessments designed to help students understand their learning styles, personality type, skills and intelligence. » Tracking community service requirements. » Academic counselling for effective decision-making (courses and career planning). » Compulsory credit career course. » Career planning tools in Naviance. » Resources for summer opportunities: school courses/ enrichment programs and summer school.

FOCI FOR GRADES 11 AND 12: » Building on discoveries and interests of the program in Grades 9 and 10. » Continued completion of annual IPP. » Academic support and resources, including teaching assistants that students can access during their spare period. » Exploring options for post-secondary pathways. » Post-secondary application process (for the graduating students). » Post-secondary events and programming. » Student profile and university lists on Naviance. » Completing Ministry expectations for Community Involvement hours as needed. » Scholarship resources. » Counselling for summer school courses.

PLANNING AHEAD FOR POST-SECONDARY APPLICATIONS The course selection process is a time when students are faced with making important decisions as they consider and select their high school courses. Students should meet with their Guidance Counsellor and research university/ college websites for further information. Subject selection is of particular importance as students move into Grade 11 where there are fewer compulsory courses and more elective options available. Students at this level are advised to build flexibility, depth and breadth into their choices, and to become knowledgeable about admission requirements to post-secondary programs. Grades 11 and 12 students are urged to assess their areas of strength and areas of interest. It is important for students to know themselves well and to enter their senior years with the confidence to excel in the courses which allow them to attain their academic goals. A student’s academic performance at the Grade 9 and 10 levels is taken into consideration when they select Grades 11 and 12 courses. Prerequisite credits should be in place and the student should demonstrate a solid academic background in the disciplines they wish to pursue in Grade 11 and 12. Senior School Academic Calendar 2026–2027 37

STRATEGIES & RESOURCES FOR STUDENTS/PARENTS Parents and students are encouraged to support their child’s pathway planning and course selection process by taking advantage of the many interactive learning opportunities offered by the Student Success Centre. All of these opportunities are communicated through myHSC and include:

In addition to the above opportunities, the following resources are always available to students to support in their pathway planning. Students are strongly advised to make regular use of all of these resources.

» Alumni Panels organized by the Alumni Committee and hosted in the Student Success Centre – Events that bring together recent and not-so-recent alumni from a featured industry to connect with current students, and introduce students to different career pathways. Previous topics have included engineering, medicine, and business. » Coffee with Counsellors – Virtual dropin sessions for parents to answer any questions. » Post-secondary Dialogues – Virtual panel presentations with postsecondary representatives during the fall term. All Grade 12 students are expected to attend, and Grade 11 students are encouraged to join. » Post-secondary representative visits – Scheduled throughout the year. Students actively participate in a variety of information sessions and workshops. » Parent information evening sessions – Hosted by the SSC and tailored to the concerns of individual grade levels. » Post-secondary fairs – Open to both parents and students of all grade levels.

38 Senior School Academic Calendar 2026–2027

» Guidance Counsellors – Students will meet individually with their Guidance Counsellor in the Student Success centre to discuss their course selection including summer school choices. Counsellors will also provide guidance and support regarding post-secondary options and applications to institutions in Ontario, out-of-province, the US, the UK, and beyond. Guidance counsellors will also assist students in seeking out and applying for Gap year experiences. » The Student Success Resource Page on myHSC – This database covers a wide variety of topics from course descriptions, summer school, wellness, study skills, tips to stay organized, and career exploration. » Naviance – Grade 10 to 12 students have access to this postsecondary international platform which provides students with personality/career and leadership self-exploration surveys, links to post-secondary school websites and statistical data. The platform is also used to submit US post-secondary applications for most US institutions. Students are introduced to Naviance in Grade 10 and are introduced to different activities each year. » The Ontario Universities’ Application Centre – A central location for information pertaining to the Ontario university admissions process and procedures and can be accessed at www.ouac.on.ca. » Ontario Colleges website – Resource to investigate applied degrees granted by Colleges in Ontario, accessible at www. ontariocolleges.ca. » Students are also strongly advised to refer to the websites for their post-secondary institutions of interest for the most up-to-date information.

Senior School Academic Calendar 2025–2026 38

POST-SECONDARY REQUIREMENTS, APPLICATIONS AND ADMISSIONS PROCESS Entrance criteria and admission requirements differ depending on the student’s program choice and institution.

NOTES

Students seeking admission to Ontario universities must use an online application service developed by the Ontario Universities Application Centre (OUAC). Entrance to all Ontario universities is based upon a student’s six highest Grade 12 marks, including English and any required courses. Universities will refer to Grade 11 final marks are taken into consideration until Grade 12 U/M midterm and final marks are made available. Students should be sure to research prerequisites specific to their program as they can vary and will be part of the calculated admissions average. Some programs require an additional supplemental application or portfolio. Students seeking admission to Ontario colleges must use an online application service developed for Ontario colleges called the Application Service for Ontario Public Colleges (OCAS). Entrance requirements will vary based on school and program. There are Certificate, Diploma and Degree programs at most colleges. Certificate programs are typically one year, Diploma programs are two years and Degree programs are four years in length. Outside of Ontario, entrance criteria differ from province to province and country to country. For example, students applying to most colleges in the United States are required to submit a Standardized Achievement Test (SAT or ACT) result. There are usually five SAT testing days during the year and HSC is an approved SAT testing centre. American colleges generally require information on the student’s rank and conversion of marks to a grade point average (GPA). Such ranking is not a part of the Ontario education system, and assessment of a student considers their entire student profile. We recommend that students interested in attending American colleges write the SAT in May of their Grade 11 year. Some UK universities will require students to write specific tests such as the BMAT or UCAT. Registration for the tests opens in June and students often write in the summer before Grade 12. For professional programs in Ontario, and for most colleges in the United States, students will also be asked to submit a personal profile, which includes information about academic goals, leadership experiences, extracurricular activities and letters of support from references. The process is extensive and it is important for students to budget ample preparation time to gather the required documentation. The student’s Tutorial Leader and Guidance Counsellors are key sources of support and can help facilitate this process. We highly recommend that students who are considering scholarship applications as part of their university admissions process, begin to investigate the various opportunities in Grade 11, well in advance of their graduating year. Scholarship research and the subsequent application work are time-consuming endeavours. Students need to allocate the appropriate amount of time to explore the scholarship process if they wish to meet the appropriate deadlines. Only school nominated scholarships will be announced with school specific deadlines to ensure time for revision and selection. All other scholarships and deadlines are the responsibility of the student. Guidance Counsellors are available to help guide and direct students as they investigate potential scholarship opportunities. Senior School Academic Calendar 2026–2027 39

COURSE SELECTION

COURSE LOAD

Course selection details are explained to students in grade-level meetings with a guidance counsellor in the fall. Students will then meet with their guidance counsellor to discuss their pathway planning and choices and make their selections. Students are encouraged to consult with their parents/guardians, tutorial leader, teachers, and guidance counsellor, as necessary, to ensure that thoughtful and appropriate choices are made. On the Student Success Centre Course Planning page on myHSC, there are topics pages which include course descriptions, elective course options and pathway charts.

All students are expected to carry a full course load as follows: Grades 9 and 10 – eight courses required in each year; Grade 11 – a minimum of seven courses is required; Grade 12 – a minimum of six courses is required. Students wishing to carry a reduced load must have the permission of the Senior School Principal or designate.

Near the start of Semester 2, these course choices are reviewed by the guidance counsellors and Instructional Chairs to ensure that students have the required prerequisite courses. Following this, the guidance counsellors will follow up with students should there be any concerns. During the spring, students may decide to alter their course selection for the following school year based on a change of pathway or their semester two achievement. There is a course change request process for students to follow should they wish to request a course change.

COURSE AVAILABILITY HSC believes in a program which offers both depth and breadth in learning options. At present, we offer over 100 different courses to students. HSC reviews its course offerings annually based upon department reviews, balance across areas of study, monitoring graduate patterns and trends, ensuring core knowledge and offering elective choices. HSC has every intention of delivering the courses listed and described in this calendar. On occasion, due to student course selection, timetabling and staffing constraints, it is not possible to guarantee that all courses will have sufficient student enrolment to be included in the master schedule for September. We therefore reserve the right to determine whether or not a course will actually run. To meet the needs of our students, we base our staffing and scheduling decisions on an analysis of the best use of academic resources (faculty and facility) with student enrolment per course as our guide.

COURSE REPETITION Students in Grade 11 and 12 who repeat a course that they have previously completed successfully earn only one credit for the course. However, each attempt and the percentage grade obtained are recorded on the OST, and an “R” is entered in the “Credit” column for the course(s) with the lower percentage grade.

40 Senior School Academic Calendar 2026–2027

ELIGIBILITY TO REPEAT A COURSE Students may not enroll in a course at HSC if they have already earned that credit. Students may only repeat a course at HSC if they received a failing grade (below 50%) on their prior attempt(s) and they complete the approval process outlined below. Students seeking to improve a grade for any reason—including GPA recalculation or college admissions—must pursue external credit-bearing opportunities (e.g., accredited summer programs, online platforms.) Approval Process To repeat a failed course, students must: » Submit a Course Repetition Request Form to the Guidance Counsellor. » Obtain approval from the Counsellor and designated school administrator. » Work with their Counsellor to ensure that repeating the course aligns with their academic plan and graduation requirements.

EXTERNAL COURSE POLICY

STUDENT AND FAMILY RESPONSIBILITY

Hillfield Strathallan College is committed to providing a rigorous, cohesive, and academically supportive program. Students are expected to complete the majority of their courses through the HSC day school program, where instruction, assessment, and academic support are aligned to prepare students for post-secondary success.

Once a family chooses to take an external course, the student and family are responsible for managing all aspects of the course.

While there may be valid reasons for taking a course outside of HSC, external courses should be considered a limited and strategic exception, not a standard academic pathway.

DEFINITION OF AN EXTERNAL COURSE An external course is any secondary school credit course taken outside of HSC, including: » Online or e-learning courses » Private school or third-party provider courses » Courses taken through another school board or institution All external courses must be offered through an inspected private school authorized to grant OSSD credits.

APPROVAL REQUIREMENT Families must notify the Student Success Centre in advance if a student intends to take a course outside of HSC by completing the Outside Course Google Form; this allows the student’s guidance counsellor to fully understand the student’s progress towards their OSSD. Students and families must receive written approval from the Student Success Centre before enrolling in an external course. Approval may be considered when there is a clear academic rationale, such as: » A timetable conflict that cannot be resolved » A course not offered at HSC » Documented medical or extenuating circumstances » A specific post-secondary program requirement Note that, beginning in the 2026-27 school year, the vast majority of courses in Ontario must hold an in-person written final examination. HSC will only proctor those exams for an external credit if said credit was approved in advance by the Student Success Centre. Otherwise, families will have to work with their provider to arrange a time and place to sit the in-person written final examination.

This includes: » » » » » »

Registering with the external provider Confirming the course is accredited Completing the course requirements Ensuring all required documentation is submitted Monitoring relevant deadlines Confirming that marks are reported to the appropriate institutions, where applicable

HSC is not responsible for coordinating, monitoring, or following up on courses taken outside of the school. Additionally, students completing external courses will not have access to HSC coursebased academic supports for those courses, including teacher assistance, tutorial support, or Teaching Assistant support. Academic support for an external course must be arranged directly through the external course provider.

DOCUMENTATION REQUIREMENTS Students must provide official proof of completion once the external course is finished. Documentation may include an official report card, transcript, or other official record showing the final mark and credit earned. Final documentation must be emailed to ssc@hsc.on.ca by the deadline communicated by the Student Success Centre. For graduating students, documentation must be received before graduation for the credit to be reviewed for the transcript and graduation purposes. HSC will only add a course to a student's transcript once it receives complete documentation from an Ontario Ministry of Education inspected private school authorized to issue OSSD credits.

COMPULSORY COURSES AND PREREQUISITES Students taking a compulsory graduation course or required program prerequisite externally will not be enrolled in a subsequent HSC course that requires an external prerequisite until official proof of successful completion has been received and verified. Placement in the subsequent course will be subject to course availability and timetable feasibility. HSC is committed to maintaining the integrity and rigour of our core academic streams for post-secondary success. As we cannot speak to the level of preparation from external providers, it is not recommended to begin coursework in subjects such as mathematics or science through an external provider with a plan to return to those subjects at HSC.

Senior School Academic Calendar 2026–2027 41

GRADE 12 REPORTING RESPONSIBILITIES

LIMITS AND RECOGNITION

For Grade 12 students, it is the sole responsibility of the student and family to ensure that external providers submit all required midterm and final grades to OUAC, OCAS, or other post-secondary application systems by the published deadlines.

To maintain the integrity of the HSC academic program, HSC strongly recommends that students limit the number of external credits they pursue, especially core courses at the Grade 11 and 12 levels.

The Guidance Department does not coordinate, monitor, or manage submissions from outside providers. Failure to meet documentation or reporting deadlines may impact admission eligibility. Students must accurately report all schools attended and all external courses where required by postsecondary application systems. Credits earned at HSC versus those taken externally will be differentiated on forms to ensure transparency and to provide accurate context for post-secondary institutions, scholarship committees, and other organizations reviewing a student’s academic record.

POST-SECONDARY ADMISSION CONSIDERATIONS Students and families should carefully consider the potential impact of external credits on post-secondary admissions. This is especially important when the course is a core or prerequisite subject. Some Canadian and international universities may review external credits differently, particularly for highly competitive programs. In some cases, universities may place additional weight on courses completed within the day school program. Because admission practices vary by institution and program, HSC cannot definitively predict how an external credit will be viewed in every case. Our goal is to work in partnership with families by sharing the information and considerations available to us, so that each family can make an informed decision that best supports their child’s pathway.

TRANSPARENCY AND DISCLOSURE Students must disclose external courses where required, including: » » » »

University and college applications Scholarship and bursary applications Reference letter requests Leadership and internal award applications

HSC will provide accurate contextual information in school documentation and references where appropriate.

42 Senior School Academic Calendar 2026–2027

A pattern of external course use may impact eligibility for certain HSC honours, awards, leadership positions, or other distinctions. Beginning with the graduating class of 2029, students seeking Honour Pin distinction must complete all English credits within the HSC day school program as of September 1, 2026.

FINAL STATEMENT External courses should be approached thoughtfully and only when there is a clear academic need. Families are strongly encouraged to speak with the Student Success Centre before making any decisions so that course planning remains aligned with HSC expectations, graduation requirements, and postsecondary goals.

Grading and Transcript Impact

COURSE CODES & TYPES Course codes are adopted from the Ontario Secondary School Curriculum guidelines and can be interpreted as follows:

EXPLANATION OF ENG1D: » The first three characters are from the Ministry’s list of common course codes ENG (English) » The fourth character denotes the grade level 1 - Year 1 (Other options: 2-Grade 10; 3-Grade 11; 4-Grade 12; or for some language courses: B = Grade 10; C = Grade 11; D = Grade 12 » The fifth character describes the academic level D – Academic (Other options: see below)

D – Academic courses develop students’ knowledge and skills by emphasizing theoretical, abstract applications of the essential concepts and incorporating practical applications as appropriate.

P – Applied Courses focus on practical

applications and concrete examples of educational concepts.

W – Destreamed courses resulted from the combination of the Academic and Applied streams, began in 2021.

U – University Preparation Courses equip students with knowledge and skills for university entrance.

M – University/College Preparation Courses equip students with knowledge and skills for university or college entrance.

O - Open Courses

Prepare students for further study in certain subjects and to enrich their education generally.

Repeated Course Grades: In grades 9 or 10 courses, the repeated grade would replace the original grade on the transcript. In the case of a grade 11 or 12 course, both marks would be recorded on the transcript, but the lower of the two grades would not have a credit value and would be designated with the note *R* for repeat. Add: These reporting practices are consistent with Ontario’s Full Disclosure Policy for the Ontario Student Transcript. Course Add and Drop Procedures Timetable change requests should be made to support the student’s academic plan. If changes are required, students are to complete an online course change request form which opens between semesters, in the spring and again in August. Students can meet with their guidance counsellor to discuss options. The last day in each semester on which a student may add a course is indicated in the table on the Academic Year section of this calendar. In either semester, the last day a student may only drop a course, without it being registered on the OST, is the fifth instructional day of class after the mid-semester report card. It is too late for the student to add a course at this time. Note: If a student in Grade 11 or 12 receives permission from the Senior School Principal to withdraw from a course after this time, the student’s percentage grade at the time of the withdrawal will be entered in the OST and a “W” will appear in the “credit earned” column of the OST, in accordance with provincial guidelines.

PREREQUISITE AND RECOMMENDED PREPARATION As mandated by the Ontario Ministry of Education, prerequisites must be completed before the course can be taken. Where applicable, we have listed in the course descriptions additional recommended preparation which, in our experience, indicates the desired level of academic background needed to succeed in the given course. Note: In exceptional circumstances, a prerequisite may be waived by the Senior School Principal. This may be as a result of limited course offerings or evidence of suitable background knowledge that has been demonstrated by a student. Subject proficiency will be assessed in consultation with the Instructional Chair. Appropriate documentation will be placed in the OSR when prerequisites are waived.

E – Essential Courses focus on literacy,

numeracy, essential job skills and essential concepts. (HSC does not offer Essential Courses at this time).

Senior School Academic Calendar 2026–2027 43

SENIOR SCHOOL

COURSES 2026-2027

For more information about the courses, an Outline of the Course of Study is available in myHSC and parents and students are encouraged to investigate the following resources. Ontario Ministry of Education and Training www.edu.gov.on.ca A gateway to Ontario Education policies, curriculum and standards. Ontario Ministry of Education Course Curriculum www.dcp.edu.gov.on.ca/en/curriculum#secondary Access the provincial curriculum documents from the Ontario Ministry of Education for detailed information about the curricular expectations of each course 44 Senior School Academic Calendar 2026–2027

GRADE 9

math pathways

>65%

Mathematics DESTREAMED

GRADE 11

GRADE 10

Principles

Functions

Academic

University

mPm2D

>65%

GRADE 12 calculus and calculus and vectors vectors University

mcv4u mcv4ut

mcR3u

>90%

advanced functions

mth1w

foundations

Functions and applications

applied

college/university

mfm2P

>90%

University

mhf4u

mcf3m data management

Note from the Math department

mdm4uD

*Foundations for College Mathematics

big data challenge

College

mdm4u University

mBF3C

Students planning to take more than two Grade 12 math courses are strongly encouraged to enroll in both Functions and Advanced Functions during Grade 11. This sequence promotes continuity in learning, providing a solid foundation that supports academic stability and improved outcomes.

*Mathematics for Work & everyday life workplace

mel3e

science pathways

*Not currently offered at HSC

GRADE 10

GRADE 11

GRADE 12

science applied <70%

biology University

sbi4u

biology University

snc2p

sbi3u

>85%

biology ap

sbi4uT

GRADE 9

chemistry University

sch4u

chemistry University

sch3u

science

SNC1W

>85%

chemistry ap

sch4ut

>70%

science academic

physics University

physics ap preparation

physics ap

sph3u

snc2d >85%

sph3ut

sph4u

sph4ut Earth & Space Science University

SES4U

Senior School Academic Calendar 2026–2027 45

COURSE LIST ARTS

Dramatic Arts ADA1O ADA2O ADA3M ADA4M

History CHC2D CHA3U CHY4U Geography CGC1W

Integrated Arts ALC1O ALC2O

Economics CIE3M CIA4U

Music - Instrumental & Jazz AMI1O AMI2O AMI3M AMI4M

Law CLU3M CLN4U

CLASSICAL STUDIES

BUSINESS STUDIES

COOPERATIVE EDUCATION

COMPUTER STUDIES

Business Leadership Management Fundamentals BOH4M

ENGLISH

FRENCH AS A SECOND LANGUAGE

Sports and Entertainment Marketing IDC4U

FSF1D FSF2D FSF3U FSF4U

GUIDANCE AND CAREER EDUCATION

Learning Strategies GLE1O GLE2O 46 Senior School Academic Calendar 2026–2027

Italian LWIBD LWICU LWIDU

Exploring Technologies TAS1O Communications Technology TGJ2O TGJ3M TGJ4M

Spanish LWSBD LWSCU LWSDU

MTH1W MPM2D MFM2P MCF3M MCR3U MDM4U MHF4U MCV4U

SCIENCES 45 SNC1W

41 SNC2D

Biology SBI3U SBI4U

Philosophy HZT4U

TECHNOLOGY AND THE SKILLED TRADES 46

LKBCU LKBDU

MATHEMATICS

Anthropology, Psychology, Sociology HSP3U

Nutrition and Health HFA4U

Mandarin

Challenge and Change in Society HSB4U

40 LKBBD

ENL1W ENG2D ENG3U ENG4U EWC4U

International Business Fundamentals BBB4M

SOCIAL SCIENCE AND HUMANITIES

PPL1O PPL2O PPL3O PPL4O PLF4M PSK4U PAF4O

INTERNATIONAL LANGUAGES

ICD2O ICS3U ICS4U

Entrepreneurship - The Venture BDI3C

Civics CHV2O

GLN4OC

Accounting BAF3M BAT4M

CANADIAN AND WORLD STUDIES

HEALTH AND PHYSICAL EDUCATION

Classical Civilization LVV4U

Visual Arts AVI1O AVI2O AVI3M AVI4M

Physics SPH3U SPH4U

Junior Teaching Assistant GPP3O IDC4U

Politics CPW4U

Music - Vocal AMV1O AMV2O AMV3M AMV4M

Chemistry SCH3U SCH4U

GLS1O GLE3O GLE4O Career Education GLC2O

Communications Technology: Print and Graphic Communications TGG3M TGG4M Hospitality and Tourism TFJ2O TFJ3C TFJ4C Technological Design TDJ2O TDJ3M TDJ4M

COURSE DESCRIPTIONS THE ARTS » DRAMATIC ARTS Dramatic Arts Grade 9 | Open | ADA1O Prerequisite: None

This course provides opportunities for students to explore dramatic forms and techniques, using material from a wide range of sources and cultures. Students use the elements of drama to examine situations and issues that are relevant to their lives. Students create, perform, discuss, and analyze drama, and then reflect on the experiences to develop an understanding of themselves, the art form and the world around them. Dramatic Arts Grade 10 | Open | ADA2O Prerequisite: None

This course provides opportunities for students to explore dramatic forms, conventions and techniques. Students explore a variety of dramatic sources from various cultures and representing a range of genres. Students use the elements of drama in creating and communicating through dramatic works. Students assume responsibility for decisions made in the creative and collaborative processes and will reflect on their experiences. Dramatic Arts Grade 11 | U/C Preparation | ADA3M Prerequisite: ADA1O or ADA2O

This course requires students to create and perform in dramatic presentations. Students will analyse, interpret, and perform dramatic works from various cultures and time periods. Students will research various acting styles and conventions that could be used in their presentations, and analyse the functions of playwrights, directors, actors, designers, technicians, and audiences. Dramatic Arts Grade 12 | U/C Preparation | ADA4M Prerequisite: ADA3M

This course requires students to experiment individually and collaboratively with forms and conventions of both drama and theatre

from various cultures and time periods. Students will interpret dramatic literature and other texts and media sources while learning about various theories of directing and acting. Students will examine the significance of dramatic arts in various cultures, and will analyse how the knowledge and skills developed in drama are related to their personal skills, social awareness, and goals beyond secondary school.

» INTEGRATED ARTS Integrated Arts Grade 9 or 10 | Open | ALC10/ALC20 Prerequisite: None

This course integrates two or more of the arts (dance, drama, media arts, music, and visual arts), giving students the opportunity to produce and present integrated artworks created individually or collaboratively. Students will demonstrate innovation as they learn and apply concepts, styles and conventions unique to the various arts and acquire skills that are transferable beyond the classroom. Students will use the creative process and responsible practices to explore solutions to integrated arts challenges.

» MUSIC Music, Instrumental Grade 9 | Open | AMI1O

Music, Instrumental Grade 10 | Open | AMI2O Recommended Preparation: AMI1O

This course emphasizes the creation and performance of music at a level consistent with previous experience. Students develop musical literacy skills by using the creative and critical analysis processes in composition, performance and a range of reflective and analytical activities. Students develop their understanding of musical conventions, practices and terminology and apply the elements of music in a range of activities. They also explore the function of music in society with reference to the self, communities and cultures. Music, Instrumental Grade 11 | U/C Preparation | AMI3M Prerequisite: AMI1O or AMI2O

This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis and performance of music including traditional, commercial and art music. Students apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to live and recorded performances. Students consider the function of music in society and the impact of music on individuals and communities. They explore how to apply skills developed to their life and careers. Music, Instrumental Grade 12 | U/C Preparation | AMI4M

Prerequisite: None

Prerequisite: AMI3M

This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity and imagination. Students develop musical literacy skills by using the creative and critical analysis processes in composition, performance and a range of reflective and analytical activities. Students develop an understanding of the conventions and elements of music and of safe practices related to music, and develop a variety of skills transferable to other areas of their life.

This course enables students to enhance their musical literacy through the creation, appreciation, analysis and performance of music. Students perform traditional, commercial and art music, and respond with insight to live and recorded performances. Students enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students analyze how to apply skills developed in music to their life and careers. NOTE FOR INSTRUMENTAL COURSES: All instrumental courses are also offered with an emphasis on jazz (AMI1OJ, AMI2OJ, AMI3MJ, AMI4MJ). Enrolment is by instructor invitation following an audition.

Senior School Academic Calendar 2026–2027 47

Music, Vocal Grade 9 | Open | AMV1O Prerequisite: None

This program is intended to develop students’ understanding and appreciation of music through practical skills and creative work in vocal music. Through singing in ensembles and in solo work, students not only find in music a source of enjoyment and personal satisfaction, but also gain creative problem-solving skills, individual and cooperative work habits, knowledge of themselves and others, a sense of personal responsibility and connections to their communities and future careers. Music, Vocal Grade 10 | Open | AMV2O Prerequisite: None

This course emphasizes performance of vocal music at an intermediate level that strikes a balance between challenge and skill. Learning includes participating in creative activities, vocal ensemble, solo work and listening activities. Students are develop a thorough understanding of the language of music, including elements, terminology and history. Music, Vocal Grade 11 | Open | AMV3M Prerequisite: None

This course develops students’ artistic knowledge and skills through the performance of vocal music and the preparation of musical productions. Students will perform appropriate works from vocal ensemble repertoire and contemporary solo vocal works in popular styles. Independently and in groups, they will also plan, market and produce musical productions, using appropriate technology, and will evaluate results. Music, Vocal Grade 12 | U/C Preparation | AMV4M Prerequisite: AMV3M

This course develops students’ artistic knowledge and skills through the performance of vocal music. Students will perform appropriate works from vocal ensemble repertoire and contemporary solo vocal works in popular styles. Students apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical

analysis processes when reflecting on, responding to, and analyzing live and recorded performances. Students consider the function of music in society and the impact of music on individuals and communities. They explore how to apply skills developed to their life and careers.

» VISUAL ARTS Visual Arts Grade 9 | Open | AVI1O Prerequisite: None

This course is exploratory in nature, offering an overview of visual arts as a foundation for further study. Students become familiar with the elements and principles of design and the expressive qualities of materials by using a range of media, processes, techniques and styles. Students use the creative and critical analysis processes and interpret art within a personal, contemporary and historical context. Visual Arts Grade 10 | Open | AVI2O Prerequisite: None

This course enables students to develop their skills in producing and presenting art by introducing them to new ideas, materials and processes for artistic exploration and experimentation. Students apply the elements and principles of design when exploring the creative process. Students use the critical analysis process to reflect on and interpret art within a personal, contemporary and historical context. Visual Arts Grade 11 | U/C Preparation | AVI3M Prerequisite: AVI1O or AVI2O

This course enables students to further develop their knowledge and skills in visual arts. Students use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting and printmaking, as well as the creation of collage, multimedia works and works using emergent technologies. Students use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular artform (e.g., photography, video, computer graphics, information design).

48 Senior School Academic Calendar 2026–2027

Visual Arts Grade 12 | U/C Preparation | AVI4M Prerequisite: AVI3M

This course focuses on enabling students to refine their use of the creative process when creating and presenting two- and three-dimensional art works using a variety of traditional and emerging media and technologies. Students use the critical analysis process to deconstruct art works and explore connections between art and society. The studio program enables students to explore a range of materials, processes and techniques that can be applied in their own art production. Students also make connections between various works of art in personal, contemporary, historical and cultural contexts.

BUSINESS STUDIES » ACCOUNTING Financial Accounting Fundamentals Grade 11 | U/C Preparation | BAF3M Prerequisite: None

This course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis and current issues and ethics in accounting. Financial Accounting Principles Grade 12 | U/C Preparation | BAT4M Prerequisite: BAF3M

This course introduces students to advanced accounting principles that will prepare them for post-secondary studies in business. Students will learn about financial statements for various forms of business ownership and how those statements are interpreted in making business decisions. This course expands students’ knowledge of sources of financing, further develops accounting methods for assets and introduces accounting for partnerships and corporations. COURSE NOTE: HSC also offers this course

virtually through its affiliation with the eLearning Consortium of Canada. Entrepreneurship: The Venture Grade 11 | College Preparation | BDI3C Prerequisite: None

This course focuses on ways in which entrepreneurs recognize opportunities, generate ideas and organize resources to plan successful ventures that enable them to achieve their goals. Students will create a venture plan for a schoolbased or student-run business. Through hands-on experiences, students will have opportunities to develop the values, traits and skills most often associated with successful entrepreneurs. Business Leadership: Management Fundamentals Grade 12 | U/C Preparation | BOH4M Prerequisite: None

This course focuses on the development of leadership skills used in managing a successful business. Students will analyse the role of a leader in business, with a focus on decision-making, management of group dynamics, workplace stress and conflict, motivation of employees and planning. Effective business communication skills, ethics and social responsibility are also emphasized. International Business Fundamentals Grade 12 | University/College Preparation | BBB4M Prerequisite: None

This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for post-secondary programs in business, including international business, marketing, and management. Sports & Entertainment Marketing Grade 12 | University Preparation | IDC4U Prerequisites: any university or university/ college preparation course;

This course will help students develop and consolidate the skills required for and knowledge of different subjects and disciplines to solve problems, make

decisions, create personal meaning and present findings beyond the scope of a single subject or discipline. Students will apply the principles and processes of inquiry and research to effectively use a range of print, electronic and mass media resources; to analyze historical innovations and exemplary research; and to investigate real-life situations and career opportunities in interdisciplinary endeavours. They will also assess their own cognitive and affective strategies, apply general skills in both familiar and new contexts, create innovative products and communicate new knowledge.

CANADIAN AND WORLD STUDIES » CIVICS Civics and Citizenship Grade 10 | Open | CHV2O Prerequisite: None

This course explores rights and responsibilities associated with being an active citizen in a democratic society. Students will explore issues of civic importance and the influence of social media, while developing their understanding of the role of civic engagement and of political processes in the local, national, and/or global community. Students will apply the concepts of political thinking and the political inquiry process to investigate, and express informed opinions about, a range of political issues and developments that are both of significance in today’s world and of personal interest to them. This course also includes learning on digital literacy and critical-thinking skills, the mechanisms of government, Indigenous governance systems and structures, the historical foundations of the rights and freedoms we enjoy in Canada, ways in which government policy affects individuals’ lives and the economy, and ways for students to serve their communities. COURSE NOTE: This ½ credit course is taken online at HSC during the Grade 9 year. Alternatively, it is also offered online during summer for an additional fee.

» HISTORY Canadian History since World War I Grade 10 | Academic | CHC2D Prerequisite: None

This course explores social, economic, and political developments and events and their impact on the lives of different individuals, groups, and communities, including First Nations, Métis, and Inuit individuals and communities, in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on identities, citizenship, and heritage in Canada. Students will develop an understanding of some of the political developments and government policies that have had a lasting impact on First Nations, Métis, and Inuit individuals and communities. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914. COURSE NOTE: This course is also available online during summer for an additional fee. World History since 1900: Global and Regional Interactions Grade 11 | Open | CHT3O Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied, or a locally developed compulsory course (LDCC)

This course focuses on major developments in world history from 1900 to the present. Students will explore the causes and consequences of global and regional conflicts, the impact of significant individuals and social movements and the effects of social, economic and political developments around the world. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the analysis of evidence, when investigating interactions within and between nations and other historical developments and events, including those that continue to affect people in various parts of the world.

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American History Grade 11 | University Preparation | CHA3U

Prerequisite: Canadian History since World War I, Grade 10 Academic or Applied

This course explores key aspects of the social, economic and political development of the United States from pre-contact to the present. Students will examine the contributions of groups and individuals to the country’s evolution and will explore the historical context of key issues, trends and events that have had an impact on the United States, its identity and culture and its role in the global community. Students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating various forces that helped shape American history. World History Since the Fifteenth Century Grade 12 | University Preparation | CHY4U

Prerequisite: Any university or university/ college preparation course in Canadian and world studies, English, or social sciences and humanities

This course traces major developments and events in world history since approximately 1450. Students will explore social, economic, and political changes, the historical roots of contemporary issues as well as the role of conflict and cooperation in global interrelationships. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate key issues and ideas and assess societal progress or decline in world history.

» GEOGRAPHY Exploring Canadian Geography Grade 9 | De-streamed | CGC1W Prerequisite: None

This course builds on learning in Grades 7 and 8 in geography. Students will explore relationships within and between Canada’s natural and human systems and how they interconnect with other parts of the world. Students will also examine environmental and economic issues, and their impact related to topics such as natural resources and industries, careers, land use and responsible development, and sustainability. In addition, students

will understand the connections that diverse communities and individuals have with the physical environment and each other throughout Canada, including First Nations, Métis, and Inuit perspectives. Students will apply geographic thinking, use the geographic inquiry process, and use geospatial technologies throughout their investigations. COURSE NOTE: This course is also available online during summer for an additional fee.

» ECONOMICS The Individual and the Economy Grade 11 | U/C Preparation | CIE3M

Prerequisite: Canadian History since WWI, Grade 10, Academic or Applied

This course explores issues and challenges facing the Canadian economy as well as the implications of various responses to them. Students will explore the economic role of firms, workers and government as well as their own role as individual consumers and contributors, and how all of these roles contribute to stability and change in the Canadian economy. Students will apply concepts of economic thinking and the economic inquiry process, including economic models, to investigate the impact of economic issues and decisions at the individual, regional and national level. Analyzing Current Economic Issues Grade 12 | University Preparation | CIA4U

Prerequisite: Any university or university/ college preparation course in Canadian and world studies, English, or social sciences and humanities. At HSC, it is strongly recommended that CIE3M is completed prior to taking this course.

This course examines current Canadian and international economic issues, developments, policies and practices from diverse perspectives. Students will explore the decisions that individuals and institutions, including governments, make in response to economic issues such as globalization, trade agreements, economic inequalities, regulation and public spending. Students will apply the concepts of economic thinking and the economic inquiry process, as well as economic models and theories, to investigate and develop informed opinions about economic trade-offs, growth, sustainability and related economic issues.

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» LAW Understanding Canadian Law Grade 11 | U/C Preparation | CLU3M

Prerequisite: Canadian History since World War I, Grade 10, Academic or Applied

This course explores Canadian law, with a focus on legal issues that are relevant to the lives of people in Canada. Students will gain an understanding of laws relating to rights and freedoms in Canada, our legal system, family, contract, employment, tort and criminal law. Students will develop legal reasoning skills, apply the concepts of legal thinking and the legal studies inquiry process when investigating a range of legal issues to formulate and communicate informed opinions about them. Canadian and International Law Grade 12 | University Preparation | CLN4U

Prerequisite: Any university or university/ college preparation course in Canadian and world studies, English or social sciences and humanities

This course explores a range of contemporary legal issues and how they are addressed in both Canadian and international law. Students will develop an understanding of the principles of Canadian and international law including issues related to human rights and freedoms, conflict resolution, criminal, environmental and workplace law both in Canada and internationally. Students will apply the concepts of legal thinking and the legal studies inquiry process to develop legal reasoning skills when investigating these and other issues in both Canadian and international contexts.

» POLITICS Canadian and International Politics Grade 12 | University Preparation | CPW4U

Prerequisite: Any university or university/ college preparation course in Canadian and world studies, English, or social sciences and humanities

This course explores various perspectives on issues in Canadian and world politics. Students will explore political decisionmaking and ways in which individuals, stakeholder groups and institutions, including governments, multinational corporations and non-governmental

organizations, respond to and work to address domestic and international issues. Students will apply the concepts of political thinking and the political inquiry process to investigate issues, events and developments of national and international political importance, and to develop informed opinions.

CLASSICAL STUDIES » CLASSICAL CIVILIZATION Classical Civilization Grade 12 | University Preparation | LVV4U Prerequisite: English, Grade 10, Academic or Applied

This course introduces students to the rich cultural legacy of the Classical world and encourages them to make connections between antiquity and other societies and to their own personal experiences. Students investigate such aspects of Classical culture as its mythology and literature, art, architecture, philosophy, science and technology, as well as elements of the ancient Greek and Latin languages. By reading Classical authors in English translation and examining material culture brought to light through archaeology, students enhance both their communication skills and their ability to think critically and creatively. In addition, they are encouraged to be culturally sensitive, independent learners who appreciate the interconnectedness of ancient and modern societies and who are able to apply this understanding to their future endeavours. COURSE NOTE: This course is offered in alternate years from Philosophy: Questions and Theories, Grade 12, University Preparation, HZT4U.

COOPERATIVE EDUCATION » COOPERATIVE EDUCATION Navigating the Workplace Grade 12 | Open | GLN4O Prerequisite: None

This course provides students with

opportunities to develop the workplace essential skills and work habits required for success in all types of workplaces. Students will explore occupations and careers of interest through participation in real workplace experiences.They will make plans for continued learning and work, collaborate with others to design learning experiences, and investigate the resources and support required to make a smooth transition to their postsecondary destination. COURSE NOTE: This course is also available during summer for an additional fee.

COMPUTER STUDIES Digital Technology and Innovations in the Changing World Grade 10 | Open | ICD2O Prerequisite: None

science and global career trends in computer related fields. Computer Science Grade 12 | University Preparation | ICS4U Prerequisite: ICS3U

This course enables students to further develop knowledge and skills in computer science. Students use modular design principles to create complex and fully documented programs according to industry standards. Student teams manage a large software development project, from planning through to project review. Students also analyze algorithms for effectiveness. They investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science and careers in the field.

ENGLISH

This course helps students develop cuttingedge digital technology and computer programming skills that will support them in contributing to and leading the global economic, scientific and societal innovations of tomorrow. Students will learn and apply coding concepts and skills to build hands-on projects and investigate artificial intelligence, cybersecurity, and other emerging digital technologies that connect to a wide range of fields and careers. Using critical thinking skills with a focus on digital citizenship, students will investigate the appropriate use and development of the digital technologies that they encounter every day, as well as the benefits and limitations of these technologies. Introduction to Computer Science Grade 11 | University Preparation | ICS3U Recommended Preparation: ICS2O

This course introduces students to computer science. Students will design software independently and as part of a team using industry-standard programming tools and applying the software development life-cycle model. They will also write and use sub programs within computer programs. Students develop creative solutions for various types of problems as their understanding of the computing environment grows. They also explore environmental and ergonomic issues, emerging research in computer

English Grade 9 | ENL1W Prerequisite: None

This course enables students to continue to develop and consolidate the foundational knowledge and skills that they need for reading, writing, and oral and visual communication. Throughout the course, students will continue to enhance their media literacy and critical literacy skills, and to develop and apply transferable skills, including digital literacy. Students will also make connections to their lived experiences and to society and increase their understanding of the importance of language and literacy across the curriculum. English Grade 10 | Academic | ENG2D Prerequisite: ENG1D

This course is designed to extend the range of oral communications, reading, writing and media literacy skills that students need for success in their secondary school academic programs and their daily lives. Students analyze literary text from contemporary and historical periods, interpret and evaluate informational and graphic texts, to create oral, written and media texts in a variety of forms. An important focus is the use of strategies that contribute to effective communication.

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This course is intended to prepare students for the compulsory Grade 11 university or college preparation course.

creative or analytical independent study project, and investigate opportunities for publication and for writing careers.

English Grade 11 | University Preparation | ENG3U

FRENCH AS A SECOND LANGUAGE

Prerequisite: ENG2D

This course emphasizes the development of literacy, communication, critical and creative thinking skills necessary for success in academic and daily life. Students analyze challenging literary texts from various periods, countries and cultures, as well as a range of informational and graphic texts, to create oral, written and media texts in a variety of forms. An important focus is on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course. English Grade 12 | University Preparation | ENG4U Prerequisite: ENG3U

This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students analyze a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written and media texts in a variety of forms. An important focus is on using academic language coherently and confidently selecting the reading strategies best suited to particular texts and developing greater control in writing. The course is intended to prepare students for university, college or the workplace. COURSE NOTE: This course is also available online during summer for an additional fee. The Writer’s Craft Grade 12 | University Preparation | EWC4U

Core French Grade 9 | Academic | FSF1D

Prerequisite: Minimum of 600 hours of French instruction, or equivalent

This course provides opportunities for students to communicate and interact in French with increasing independence with a focus on familiar topics related to their daily lives. Students develop their skills in listening, speaking, reading and writing by using language learning strategies introduced in the elementary Core French program, and applying creative and critical thinking skills in various ways. They also enhance their understanding of and appreciation for diverse French-speaking communities and develop skills necessary for lifelong language learning. Core French Grade 10 | Academic | FSF2D Prerequisite: Core French, Grade 9

This course provides opportunities for students to communicate in French about personally relevant, familiar and academic topics in real-life situations with increasing independence. Students exchange information, ideas and opinions with others in guided and increasingly spontaneous spoken interactions. Students develop their skills in listening, speaking, reading and writing through the selective use of strategies that contribute to effective communication. They also increase their understanding of and appreciation for diverse French-speaking communities and develop skills necessary for lifelong language learning.

They will also broaden their understanding of and appreciation for diverse Frenchspeaking communities and will develop skills necessary for lifelong language learning. Core French Grade 12 | University Preparation | FSF4U Prerequisite: FSF3U

This course provides extensive opportunities for students to speak and interact in French independently. Students will develop their listening, speaking, reading and writing skills, apply language learning strategies in a wide variety of real-life situations, and develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts. They will also enrich their understanding of and appreciation for diverse French-speaking communities and will develop skills necessary for lifelong language learning.

GUIDANCE AND CAREER EDUCATION Learning Strategies 1: Skills for Success in Secondary School Grades 9 & 10 | Open | GLE1O & GLE2O

Prerequisite: None. * Closed enrolment. Permission must be granted by the Learning Services Specialist and/or the Senior School Principal

This course focuses on learning strategies to help students become better, more independent learners. Students learn how to develop and apply literacy and numeracy skills, personal management skills and interpersonal and teamwork skills to improve learning and achievement in school, the workplace and the community. The course helps students build confidence and motivation to pursue opportunities for success in secondary school and beyond.

Prerequisite: ENG3U

Core French Grade 11 | University Preparation | FSF3U

This course emphasizes knowledge and skills related to the craft of writing. Students analyze models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They also complete a major paper as part of a

Prerequisite: FSF2D

Learning Strategies 1: Skills for Success in Secondary School Grade 9 | Open | GLS1O

This course offers students extended opportunities to speak and interact in real-life situations in French with greater independence. Students will develop their listening, speaking, reading and writing skills, as well as their creative and critical thinking skills, through responding to and exploring a variety of oral and written texts.

This course focuses on learning strategies to help students become better, more independent learners. Students will learn how to develop and apply literacy and numeracy skills, personal management skills, and interpersonal and teamwork skills to improve their learning and achievement in school, the workplace, and

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the community. The course helps students build confidence and motivation to pursue opportunities for success in secondary school and beyond.

COURSE NOTE: This ½ credit course is taken online at HSC during the Grade 10 year. Alternatively, it is also offered online during summer for an additional fee.

COURSE NOTE: at HSC, this course is delivered through the lens of mathematics.

Junior Teaching Assistant (JTA) Grade 11 | Open | GPP3O

Advanced Learning Strategies: Skills for Success after Secondary School Grades 11 & 12 | Open | GLE3O & GLE4O Prerequisite: None. * Closed enrolment. Permission must be granted by the Learning Services Specialist and/or the Senior School Principal

This course improves students’ learning and personal management skills, preparing them to make successful transitions to work, training and/or post secondary education destinations. Students assess their learning abilities and use literacy, numeracy and research skills as well as personal management techniques to maximize their learning. Students investigate trends and resources to support their post-secondary employment, training and/or education choices and develop a plan to help them meet their learning and career goals. Career Studies Grade 10 | Open (1/2 credit) | GLC2O Prerequisite: None

This course gives students the opportunity to develop the skills, knowledge, and habits that will support them in their education and career/life planning. Students will learn about global work trends and seek opportunities within the school and community to expand and strengthen their transferable skills and their ability to adapt to the changing world of work. On the basis of exploration, reflective practice and decision-making processes, students will make connections between their skills, interests and values and their post-secondary options– whether in apprenticeship training, college, community living, university or the workplace. They will set goals and create a plan for their first post-secondary year. As part of their preparation for the future, they will learn about personal financial management – including the variety of saving and borrowing tools available to them and how to use them to their advantage. Students will also develop a budget for their first year after secondary school.

Prerequisite: None

This course prepares students to act in leadership and peer support roles within academic courses of their choosing. They will design and implement a plan for contributing to their school and/or community; further develop their subject expertise, their capacity as leaders; enhance their communication skills, interpersonal relations, teamwork and conflict management; and apply those skills in leadership and/or peer support roles (i.e., as a student council member or peer tutor). Students will examine group dynamics and learn the value of diversity within groups and communities. Students must complete the application process which includes an application and interview to be considered for the course. Junior Teaching Assistant (Special Projects) Grade 12 | University Preparation | IDC4U

Prerequisite: Any university or university/college preparation course

This course will help students develop and consolidate the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning and present findings beyond the scope of a single subject or discipline. Students will apply the principles and processes of inquiry and research to effectively use a range of print, electronic and mass media resources; to analyze historical innovations and exemplary research; and to investigate real-life situations and career opportunities in interdisciplinary endeavours. They will also assess their own cognitive and affective strategies, apply general skills in both familiar and new contexts, create innovative products and communicate new knowledge.

HEALTH AND PHYSICAL EDUCATION All Health and Physical Education courses at HSC are offered in a co-educational environment. Some courses also have an option to learn in an environment dedicated to female-identifying and non-binary students; these courses have a note below the course description. Healthy Active Living Education Grade 9 | Open | PPL1O Prerequisite: None

This course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own wellbeing is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. COURSE NOTE: Students choosing a coeducational environment should select PPL1OO, while students choosing a femaleidentifying/non-binary environment should select PPL1OX. Healthy Active Living Education Grade 10 | Open | PPL2O Prerequisite: None

This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own wellbeing is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively. COURSE NOTE: Students choosing a co-

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educational environment should select PPL2OO, while students choosing a femaleidentifying/non-binary environment should select PPL2OX. Healthy Active Living Education Grade 11 | Open | PPL3O

Prerequisite: None (PPL1O or PPL2O strongly recommended)

This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities and exposure to a broader range of activity settings, students enhance their movement competence, personal fitness and confidence. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own wellbeing is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others and develop their ability to think critically and creatively. REcreation and Healthy Active Living Leadership Grade 12 | U/C Preparation | PLF4M

Prerequisite: Any health and physical education course

This course enables students to explore the benefits of lifelong participation in active recreation and healthy leisure and to develop the leadership and coordinating skills needed to plan, organize and safely implement recreational events and other activities related to healthy, active living. Students will also learn how to promote the benefits of healthy, active living to others through mentoring and assisting them in making informed decisions that enhance their wellbeing. The course will prepare students for university programs in physical education and health and kinesiology and for college and university programs in recreation and leisure management, fitness and health promotion and fitness leadership. Introduction to Kinesiology Grade 12 | University Preparation | PSK4U Prerequisite: Any Grade 11 university or university/college preparation course in Science, or any Grade 11 or 12 open course in health and physical education

This course focuses on the study of human movement and of systems, factors and principles involved in human development.

Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sport, and the physiological, psychological, and social factors that influence an individual’s participation in physical activity and sport. The course prepares students for university programs in physical education and health, kinesiology, health sciences, health studies, recreation and sports administration.

INTERNATIONAL LANGUAGES » ITALIAN Italian (International Languages) Level 1 | Academic | LWIBD Prerequisite: None

This course provides opportunities for students to begin to develop and apply skills in listening, speaking, reading, and writing in Italian. Students will communicate and interact in structured activities, with a focus on matters of personal interest and familiar topics, and will read and write simple texts in Italian. Throughout the course, students will acquire an understanding and appreciation of diverse communities in regions of the world where Italian is spoken. They will also develop skills necessary for lifelong language learning. Italian (International Languages) Level 2 | Academic | LWICU

Prerequisite: Italian (International Languages), Level 1, Academic

This course provides opportunities for students to increase their competence and confidence in listening, speaking, reading, and writing in Italian. Students will communicate about academic and personally relevant topics in increasingly spontaneous spoken interactions, and will develop their creative and critical thinking skills through exploring and responding to a variety of oral and written texts. Students will continue to enrich their understanding and appreciation of diverse communities in regions of the world where Italian is spoken. They will also investigate personal and professional contexts in which knowledge of Italian is required, and develop skills necessary for lifelong language learning.

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Italian (International Languages) Level 3 | University Preparation | LWIDU Prerequisite: Italian (International Languages), Level 2, University Preparation

This course provides extended opportunities for students to communicate and interact in Italian in a variety of social and academic contexts. Students will refine and enhance their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where Italian is spoken, and develop skills necessary for lifelong language learning.

» MANDARIN International Languages, Mandarin Level 1 | Academic | LKBBD Prerequisite: None

This course provides opportunities for students to begin to develop and apply skills in listening, speaking, reading and writing in Mandarin. Students will communicate and interact in structured activities with a focus on matters of personal interest and familiar topics. Students will read and write simple texts in the language. Throughout the course, students will acquire an understanding and appreciation of diverse communities in regions of the world where the language is spoken. They will also develop skills necessary for lifelong language learning. International Languages, Mandarin Level 2 | University Preparation | LKBCU

Prerequisite: International Languages Level (Mandarin) 1

This course provides opportunities for students to increase their competence and confidence in listening, speaking, reading and writing in Mandarin. Students will communicate about academic and personally relevant topics in increasingly spontaneous spoken interactions, and will develop their creative and critical thinking skills through exploring and responding to a variety of oral and written texts. Students will continue to enrich their understanding and appreciation of diverse communities in regions of the world where the language

is spoken. They will also investigate personal and professional contexts in which knowledge of the language is required and develop skills necessary for lifelong language learning. Mandarin (International Languages) Level 3 | University Preparation | LKBDU Prerequisite: International Languages (Mandarin) Level 2

This course provides extended opportunities for students to communicate and interact in Mandarin in a variety of social and academic contexts. Students will refine and enhance their listening, speaking, reading and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where the language is spoken and develop skills necessary for lifelong language learning.

» SPANISH Spanish (International Languages) Level 1 | Academic | LWSBD Prerequisite: None

This course provides opportunities for students to begin to develop and apply skills in listening, speaking, reading, and writing in Spanish. Students will communicate and interact in structured activities, with a focus on matters of personal interest and familiar topics, and will read and write simple texts in Spanish. Throughout the course, students will acquire an understanding and appreciation of diverse communities in regions of the world where Spanish is spoken. They will also develop skills necessary for lifelong language learning. Spanish (International Languages) Level 2 | University Preparation | LWSCU

Prerequisite: Spanish (International) Languages, Level 1, Academic

This course provides opportunities for students to increase their competence and confidence in listening, speaking, reading, and writing in Spanish. Students will communicate about academic and personally relevant topics in increasingly spontaneous spoken interactions, and will develop their creative and critical thinking

skills through exploring and responding to a variety of oral and written texts. Students will continue to enrich their understanding and appreciation of diverse communities in regions of the world where Spanish is spoken. They will also investigate personal and professional contexts in which knowledge of Spanish is required, and develop skills necessary for lifelong language learning. Spanish (International Languages) Level 3 | University Preparation | LWSDU

Prerequisite: Spanish (International Languages), Level 2, University Preparation

This course provides extended opportunities for students to communicate and interact in Spanish in a variety of social and academic contexts. Students will refine and enhance their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where Spanish is spoken, and develop skills necessary for lifelong language learning.

MATHEMATICS Mathematics Grade 9 | MTH1W Prerequisite: none

This course enables students to consolidate, and continue to develop, an understanding of mathematical concepts related to number sense and operations, algebra, measurement, geometry, data, probability, and financial literacy. Students will use mathematical processes, mathematical modelling, and coding to make sense of the mathematics they are learning and to apply their understanding to culturally responsive and relevant realworld situations. Students will continue to enhance their mathematical reasoning skills, including proportional reasoning, spatial reasoning, and algebraic reasoning, as they solve problems and communicate their thinking.

Principles of Mathematics Grade 10 | Academic | MPM2D Prerequisite: MTH1W

This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, effective use of technology and abstract reasoning. Students will explore quadratic relations and their applications, solve and apply linear systems, verify properties of geometric figures using analytic geometry and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Foundations of Mathematics Grade 10 | Applied | MFM2P Prerequisite: MTH1W

This course enables students to consolidate their understanding of linear relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology and hands-on activities. Students develop and graph equations in analytic geometry; solve and apply linear systems using real-life examples; and explore and interpret graphs of quadratic relations. Students investigate similar triangles, the trigonometry of right triangles and the measurement of threedimensional figures. Students consolidate their mathematical skills as they solve problems and communicate their thinking. Functions and Applications Grade 11 | U/C Preparation | MCF3M Prerequisite: MPM2D or MFM2P

This course introduces features of the function by extending students’ experiences with quadratic relations. It focuses on quadratic, trigonometric, exponential functions and their use in modeling real-world situations. Students represent functions numerically, graphically and algebraically, simplify expressions, solve equations, and solve problems relating to financial and trigonometric applications. Students reason mathematically and communicate their thinking as they solve multi-step problems. Functions Grade 11 | University Preparation | MCR3U Prerequisite: MPM2D

This course introduces the mathematical Senior School Academic Calendar 2026–2027 55

concept of the function by extending students’ experiences with linear and quadratic relations. Students investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically, solve problems involving applications of functions, investigate inverse functions, and develop facility in determining equivalent algebraic expressions. Students reason mathematically and communicate their thinking as they solve multi-step problems. COURSE NOTE: This course is also available online during summer for an additional fee. Data Management Grade 12 | University Preparation | MDM4U Prerequisite: MCR3U or MCF3M

This course broadens students’ understanding of mathematics as it relates to managing information. Students apply methods for organizing large amounts of information; apply accounting techniques, probability, and statistics in modeling and solving problems; and carry out a culminating project that integrates the expectations of the course and encourages perseverance and independence. Students planning to pursue university programs in business, social sciences or humanities will find this course of particular interest. Advanced Functions Grade 12 | University Preparation | MHF4U Prerequisite: MCR3U

This course extends students’ experience with functions. Students investigate the properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining functions; broaden their understanding of rates of change; and develop facility in applying these concepts and skills. Students also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs. COURSE NOTE: This course is also available online during summer for an additional fee.

Calculus and Vectors Grade 12 | University Preparation | MCV4U

Prerequisite: MHF4U (or, in rare circumstances at HSC, concurrently with MHF4U)

This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three-dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational and radical functions; and apply these concepts and skills to the modeling of real-world relationships. Students also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics and some areas of business, including those students who will be required to take a university level calculus, linear algebra or physics course.

SCIENCES Science Grade 9 | SNC1W Prerequisite: None

This course enables students to develop their understanding of concepts related to biology, chemistry, physics, and Earth and space science, and to relate science to technology, society, and the environment. Throughout the course, students will develop and refine their STEM skills as they use scientific research, scientific experimentation, and engineering design processes to investigate concepts and apply their knowledge in situations that are relevant to their lives and communities. Students will continue to develop transferable skills as they become scientifically literate global citizens. Science Grade 10 | Academic | SNC2D Prerequisite: SNC1W

This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science and physics, and of the interrelationships between science, technology, society and the environment. Students are also given

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opportunities to further develop their scientific investigation skills. Students plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid-base reactions; forces that affect climate and climate change; and the interaction of light and matter.

» BIOLOGY Biology Grade 11 | University Preparation | SBI3U Prerequisite: SNC2D

This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth and function of plants. The course focuses on the theoretical aspects of the topics under study and helps students refine skills related to scientific investigation. Biology Grade 12 | University Preparation | SBI4U Prerequisite: SBI3U Recommended Preparation: SCH3U

This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of life sciences and related fields.

» CHEMISTRY Chemistry Grade 11 | University Preparation | SCH3U Prerequisite: SNC2D

This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions

and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment. Chemistry Grade 12 | University Preparation | SCH4U Prerequisite: SCH3U

This course enables students to deepen their understanding of chemistry through the study of organic chemistry, energy changes and rates of reaction, chemical systems and equilibrium, electro-chemistry and atomic and molecular structure. Students further develop problem-solving and laboratory skills as they investigate chemical processes, at the same time refining their ability to communicate scientific information. Emphasis is placed on the importance of chemistry in daily life and on evaluating the impact of chemical technology on the environment.

» PHYSICS Physics Grade 11 | University Preparation | SPH3U Prerequisite: SNC2D

This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment. Physics Grade 12 | University Preparation | SPH4U Prerequisite: SPH3U

This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate electrical, gravitational

and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics and special relativity. They will further develop their scientific investigation skills by learning, for example, how to qualitatively and quantitatively analyze data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.

SOCIAL SCIENCE AND HUMANITIES Introduction to Anthropology, Psychology & Sociology Grade 11 | University Preparation | HSP3U Prerequisite: The Grade 10 academic course in English or the Grade 10 academic history course (Canadian and World Studies)

This course provides students with opportunities to think critically about theories, questions and issues related to anthropology, psychology and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will explore theories from a variety of perspectives, to conduct social science, and to become familiar with current thinking on a range of issues within the three disciplines. Challenge and Change in Society Grade 12 | University Preparation | HSB4U Prerequisite: Any university or university/ college preparation course in social sciences and humanities, English, or Canadian and world studies

This course focuses on the use of social science theories, perspectives and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs and behaviour and their impact on society. Students will critically analyze how and why cultural, social and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyze causes of and responses to challenges such as technological change, deviance and global inequalities. Students will explore ways in which social science research methods can be used to study social change.

Nutrition and Health Grade 12 | University Preparation | HFA4U

Prerequisite: Any University or U/C or College Preparation course in Social Sciences and Humanities, English or Canadian and World Studies

This course examines the relationships between food, energy balance, and nutritional status; the nutritional needs of individuals at different stages of life; and the role of nutrition in health and disease. Students will evaluate nutritionrelated trends and will determine how food choices can promote food security and environmental responsibility. Students will learn about healthy eating, expand their repertoire of food-preparation techniques, and develop their social science research skills by investigating issues related to nutrition and health.

» PHILOSOPHY Philosophy: Questions and Theories Grade 12 | University Preparation | HZT4U

Prerequisite: Any university or U/C preparation course in social sciences and humanities, English, or Canadian and world studies

This course enables students to acquire an understanding of the nature of philosophy and philosophical reasoning skills and to develop and apply their knowledge and skills while exploring specialized branches of philosophy. The course will cover at least three of the following branches: metaphysics, ethics, epistemology, philosophy of science, social and political philosophy, aesthetics. Students develop critical thinking and philosophical reasoning skills as they formulate and evaluate arguments related to a variety of philosophical questions and theories. They also develop research and inquiry skills related to the study and practice of philosophy. COURSE NOTE: This course is offered in alternate years from Classical Civilization, Grade 12, University Preparation, LVV4U.

COURSE NOTE: HSC also offers this course virtually through its affiliation with the eLearning Consortium of Canada. Senior School Academic Calendar 2026–2027 57

TECHNOLOGICAL EDUCATION » EXPLORING TECHNOLOGIES Technology and the Skilled Trades Grade 9 | Open | TAS1O Prerequisite: None

This hands-on course enables students to apply the engineering design process and other technological knowledge and skills introduced in earlier grades. Students will design and safely create prototypes, products, and/or services, working with tools and resources from various industries. As students develop their projects to address real-life problems, they will apply technological concepts such as quality control, and health and safety standards. Students explore opportunities for job skills programs and education and training pathways, including skilled trades, that can lead to a variety of careers.

» COMMUNICATIONS TECHNOLOGY Communications Technology Grade 10 | Open | TGJ2O Prerequisite: None Recommended Preparation: TIJ1O

This course introduces students to communications technology from a media perspective. Students will work in the areas of TV/video and movie production, radio and audio production, print and graphic communications, photography and animation. Student projects may include computer-based activities such as creating videos, editing photos, working with audio, cartooning, developing animations and designing web pages. Students will also develop an awareness of environmental and societal issues related to communications technology and explore secondary and post-secondary education and training pathways and career opportunities in the various communications technology fields. Communications Technology Grade 11 | U/C Preparation | TGJ3M Prerequisite: None

This course examines communications technology from a media perspective. Students develop knowledge and skills as they design and produce media projects

in the areas of live, recorded and graphic communications. These areas may include TV, video and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students also develop an awareness of related environmental and societal issues and explore college and university programs and career opportunities in the various communications technology fields. Communications Technology Grade 12 | U/C Preparation | TGJ4M Prerequisite: TGJ3M

This course enables students to further develop media knowledge and skills while designing and producing projects in the areas of live, recorded and graphic communications. Students may work in the areas of TV, video and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students also expand their awareness of environmental and societal issues related to communications technology, and will investigate career opportunities and challenges in a rapidly changing technological environment. Communications Technology Grade 11 | U/C Preparation | TGG3M Prerequisite: None

This course examines communications technology from a media perspective. Students develop knowledge and skills as they design and produce media projects in the areas of live, recorded and graphic communications. These areas may include TV, video and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students also develop an awareness of related environmental and societal issues and explore college and university programs and career opportunities in the various communications technology fields. COURSE NOTE: Students will focus on digital photography, graphic illustration and journalism techniques as they develop the theme, organize, and manage the production of the school yearbook.

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Communications Technology: Print and Graphic Communications Grade 12 | U/C Preparation | TGG4M Prerequisite: TGJ3M

This course enables students to further develop media knowledge and skills while designing and producing projects in the areas of print and graphic communications. Students may work in the areas of video; print and graphic communications; photography; digital imaging; and interactive new media. Students also expand their awareness of environmental and societal issues related to communications technology and will investigate career opportunities and challenges in a rapidly changing technological environment. COURSE NOTE: Students will focus on digital photography, graphic illustration and journalism techniques as they develop the theme, organize, and manage the production of the school yearbook.

» HOSPITALITY AND TOURISM Hospitality and Tourism Grade 10 | Open | TFJ2O Prerequisite: None

This course provides students with opportunities to explore different areas of hospitality and tourism, as reflected in the various sectors of the tourism industry, with an emphasis on food service. Students will study culinary techniques of food handling and preparation, health and safety standards, the use of tools and equipment, the origins of foods, and event planning, and will learn about tourism attractions across Ontario. Students will develop an awareness of related environmental and societal issues, and will explore secondary and postsecondary pathways leading to careers in the tourism industry Hospitality and Tourism (Culinary Arts) Grade 11 | College Preparation | TFJ3C Prerequisite: None

This course enables students to develop or expand knowledge and skills related to hospitality and tourism as reflected in the various sectors of the industry. Students will learn about preparing and presenting food, evaluating facilities, controlling inventory, marketing and managing events

and activities. Students will investigate customer service principles and the cultural and economic forces that drive tourism trends. Students will develop an awareness of health and safety standards, environmental and societal issues, and career opportunities in the tourism industry. Hospitality and Tourism (Culinary Arts) Grade 12 | College Preparation | TFJ4C Prerequisite: TFJ3C

This course enables students to further develop knowledge and skills related to the various sectors of the tourism industry. Students will demonstrate advanced food preparation and presentation skills; increase health and wellness knowledge; develop tourism administration and management skills; design and implement a variety of events or activities; and investigate principles and procedures that contribute to high-quality customer service. Students will expand their awareness of health and safety issues, environmental and societal issues, and career opportunities in the tourism industry.

» TECHNOLOGICAL DESIGN Technological Design Grade 10 | Open | TDJ2O Prerequisite: None Recommended Preparation: TIJ1O

This course provides students with opportunities to apply a design process to meet a variety of technological challenges. Students research projects, create designs, build models and/or prototypes and assess products and/ or processes using appropriate tools, techniques and strategies. Student projects may include designs for homes, vehicles, bridges, robotic arms, clothing or other products. Students develop an awareness of environmental and societal issues of technological design, and learn about postsecondary education and training leading to careers in the field.

Technological Design Grade 11 | U/C Preparation | TDJ3M Prerequisite: None Recommended Preparation: TDJ2O

This course examines how technological design is influenced by human, environmental, financial and material requirements and resources. Students research, design, build and assess solutions that meet specific human needs using working drawings and other communication methods to present their design ideas. They develop an awareness of environmental, societal and cultural issues related to technological design, and explore career opportunities in the field, as well as the college and/or university program requirements for them. Technological Design Grade 12 | U/C Preparation | TDJ4M Prerequisite: TDJ3M

This course introduces students to the fundamentals of design advocacy and marketing, while building on their design skills and their knowledge of professional design practices. Students apply a systematic design process to research, design, build and assess solutions that meet specific human needs. Students present their designs using illustrations, presentation drawings and other communication methods. Students enhance their problem-solving and communication skills, and explore career opportunities and the post-secondary and training requirements for them.

Senior School Academic Calendar 2026–2027 59

NOTES

60 Senior School Academic Calendar 2026–2027

Hillfield Strathallan College Senior School Academic Calendar 2026–2027 HSC SENIOR SCHOOL The Senior School Faculty and Staff are always happy to assist you. Please do not hesitate to contact us. 905-389-1367 www.hsc.on.ca TAYA CICCHETTI Senior School Principal ext. 229

Respect. Integrity. Community. Individuality. Determination.

MARC EDGAR Senior School Vice Principal ext. 220

Our core mission is to develop joyful and engaged students who live life with purpose.

NINA LEE Senior School Vice Principal ext. 142

The best learning happens when students are happy to come to school, have opportunities to follow their passions, and participate in deep learning experiences that challenge them.

ALLAN GAUMOND Senior School Vice Principal, Student Life ext. 141 JAN MORRISON Vice Principal, Academic Administration (Grades 5-12) ext. 233 YVONNE TESTA Guidance & Post-Secondary Director ext. 266 HEATHER RODRIGUEZ Senior School Administrator ext. 196

Joyful, engaged students develop strong relationships with their peers and with the caring adults who spark and support their learning both inside the classroom and beyond. Their journey at HSC prepares students to live with purpose—to understand their world, inspire, lead, act, and make a difference in their own unique ways.

YOGYATA SURI Student Success Administrator ext. 173 299 Fennell Avenue West

| Hamilton, ON L9C 1G3