INTRODUCTION

Mission Statement To challenge and inspire each boy to become the best version of himself.

Our Values

• We believe that boys come to school to learn and that above all else, we should tend to that with great care.

We believe that school should be challenging and meaningful. We believe that knowledge matters; our collective future relies on us knowing more than we do today and acting purposefully on what we learn. • We believe that each boy should be known and loved, and that learning takes place within relationships. Our boys bring all of themselves to school. Their unique character should be seen and honoured. We believe joy and laughter belong here. • We believe that boys can be good and ambitious at the same time. They should be held to a high standard.

Sometimes, pushing our boys to be more, to do more, or to act more thoughtfully and courageously, is the most loving thing we can do as adults. Here, boys are held accountable for their choices. • We believe in character and in doing the right thing. We believe in caring for one another, in integrity and putting others before ourselves. We continue to be inspired by our founders who insisted that “Manners

Maketh Men.”

• We believe that boys should ask spiritual questions. These questions are central to a full and purposeful life. All are welcome here: we celebrate our diverse and multi-faith community and honour our Anglican traditions.

• We believe that scholarship and service are twin aims. Whenever we can, we make connections with the city and world beyond our gate, to learn from others and to share what we have learned, and to serve wherever we can help. We believe in being a positive force in the world, and that knowledge and duty grow together.

This is our Code. We are Georgians.

About Us RSGC is an independent boys’ day school located in a residential area in the heart of Toronto. The majority of our students live in the Greater Toronto Area and most Senior School students travel to and from school by public transit. The school was founded in 1964 as an Anglican boys’ choir school. There are approximately 280 students enrolled in the Senior School (Grades 9–12) and 160 in the Junior School (Grades 3-8). The school year runs from Labour Day to mid-June and is divided into two terms, with formal reports in early February and mid-June.

Our Community RSGC is distinguished by its people and by a reputation built on commitment and integrity. RSGC students are talented, spirited and focused; they seek and value the learning experiences that will support others and better themselves. Our teachers are skilled in their practice, dedicated and nurturing; they are passionate about their roles in education and in guiding young men. Parents and Old Boys actively maintain their connection to the chool; they are committed to its mission and its time-honoured traditions.

The Secondary School Program

Diploma and Certificate Requirements

Three types of recognition are granted to students, depending upon the number of credits and other requirements which they complete while in secondary school: the Ontario Secondary School Diploma (OSSD); Ontario Secondary School Certificate (OSSC); and the Certificate of Accomplishment (COA).

Ontario Scholar

Upon graduation from high school, a student may be designated an Ontario Scholar if he satisfies both of the following requirements: he obtains an aggregate of at least 480 marks in any combination of ministry-approved, Grade 12 level courses that provide a total of six credits; and, he has been recommended by the school principal for the Ontario Secondary School Diploma (OSSD) in either the current school year or the previous school year. For more information on the Ontario Scholar designation, go to www.edu.gov.on.ca/extra/eng/ppm/53. html

Learning to 18 As per the current Ministry policies, it is their requirement that students in the province of Ontario remain in school until he has reached the age of 18 or obtained an Ontario Secondary School Diploma. RSGC strives to reach every student and help him achieve a successful outcome from the secondary school experience. Our commitment is to every student. This means both “raising the bar,” to encourage the absolute highest achievement from our students, and “closing the gap,” to ensure that we develop strategies to help every student learn, no matter their personal circumstances.

Timetable RSGC’s timetable consists of four 75-minute periods on an eight-day schedule (8 rotational blocks). For reporting purposes, the academic year is divided into two terms; however, most courses are taught from September through June. The exceptions are half-credit courses and semestered mathematics courses: MHF4U and MCV4U.

Homeroom (until November)

Period 1

Period 2

Assembly/Chapel Advisors/Community Time

Period 3 7:50 – 8:10 am

8:15 - 9:30 am

9:35 - 10:50 am

10:50 - 11:30 am

11:30 am - 12:45 pm

Lunch 12:45- 1:30 pm

Period 4 1:30 - 2:45 pm

Thursday Evensong 2:45 -3:15 pm

Standards of Conduct Royal St. George’s College is a community of students, faculty, staff and parents dedicated to excellence in education; fostering personal and social growth in an environment of individual responsibility; the development of independence and self-discipline in each student; and the expansion of students’ interests and skills in many activities outside the classroom. In this community, students must feel safe, nurtured, welcomed, respected and free of intimidation, bullying and discrimination. The Code of Conduct is for parents and faculty as well as students.

The following qualities are expected of each member of the Georgian Community and have guided the development of our Code of Conduct:

• Honesty, integrity and truthfulness • Respect for the rights, dignity and property of others regardless of their race, ancestry, colour, religion, age, sexual orientation or socioeconomic status • Courtesy and consideration for others • Good sportsmanship • Responsibility for one’s actions • Conflict resolution and assistance for those in need • Commitment to the ideals of the school and adherence to its rules

Student Responsibilities: • Demonstrate a commitment and readiness to learn • Be punctual and maintain regular attendance • Maintain regular communication with teachers • Take responsibility for his actions • Adhere to the RSGC Academic Honesty Policy, Acceptable Use of Technology Policy and all school rules

Parent and Guardian Responsibilities: • Take an active role in supporting their son’s education by ensuring that he is prepared for learning • Ensure punctual and regular attendance • Report authorized absences and late arrivals promptly • Maintain ongoing communication with the school • Review the school Code of Conduct with their son and help him to follow school expectations

Faculty and Staff Responsibilities: • Help students achieve, to the best of their ability, the development of self-worth, academic success and responsible citizenship • Maintain order and safety in the school and hold everyone to the highest standard of respectful and responsible behaviour • Communicate regularly and meaningfully with parents/guardians • Establish clear, fair, developmentally appropriate supports and interventions for appropriate student behaviour.

Student Behaviour In accordance with the Georgian Code, all members of the Georgian Community are expected to behave respectfully toward others both in and out of the classroom. This includes fellow students, faculty, staff members, parents, neighbours, visitors to the College and members of the outside community.

The following constitute unacceptable conduct: 1. Lying and cheating 2. Plagiarism—the use of another’s material without proper acknowledgement 3. The use, possession or distribution of alcoholic beverages, or being under the influence of alcohol on school grounds or at any outside activities recognized as school functions (eg. sporting events, dances, excursions) 4. The possession or distribution of illegal drugs or being under the influence of illegal drugs 5. The possession or use of vape pens and paraphernalia. See Family Handbook for more information on vaping/smoking and alcohol/drugs 6. Vandalism, theft or disrespect for the property of others 7. Bullying, cyberbullying, discrimination and intimidation

Disruptive behaviour will result in the following:

Minor - Moderate Incidents:

Will be dealt with directly by the teacher, coach or staff advisor Example: disruptive behaviour in class

Major Incidents:

Will be referred to Senior Administration.

Disciplinary System

As a general rule, the severity of consequences will be consistent with the nature and degree of the offence, although each case will be treated individually. No two actions or misdemeanors are exactly alike, nor are the needs of the people involved.

Disciplinary Committee

Any student who is guilty of repeated violations of school rules or who is involved in a major incident that may result in expulsion will appear before a discipline committee. The committee will be comprised of two faculty members and a member of the Parents’ Guild. The student and his parent(s) are invited to be present at the hearing. They may also elect to have the student’s advisor present for counsel and a senior student as a student voice. Senior Administration will determine whether or not a referral will be made to a discipline committee. This disciplinary hearing will commence with the student being given the opportunity to explain his actions or involvement and answer questions from the committee members. At the end of the hearing, the committee will provide recommendations to the Headmaster. These recommendations may be accepted, rejected or modified by the Headmaster, who will make the final decision regarding disciplinary action.

Consequences

Loss of Privileges: A student may have normal privileges withdrawn for a specified time period (eg. leaving school property, library use, leadership positions, participation in sports or other co-curriculars and attendance at social events).

In-School Detention: A student is required to be at school; however, he may not attend classes. Assignments/ tests due during this period are expected to be written/submitted on time according to the original due dates.

Out-of-School Suspension: A student will be required to remain at home under the supervision of the parents/ guardians for a specified period of time. Assignments due during this period, at the discretion of the teacher, may be handed in remotely or as coordinated with the teacher.

Expulsion: A student will be withdrawn from the College.

Bullying Prevention and Intervention

Bullying happens when one person (or a group of people) deliberately tries to upset another person by repeatedly saying or doing hurtful things. Bullying can happen on a physical (pushing, shoving, punching, kicking, tripping, etc.) or emotional level (isolating, ridiculing, teasing, name calling, making fun because some one is short, thin, small, fat, wears glasses, etc).

The person who is being bullied believes he is powerless to stop this from happening regardless of what he does and usually feels humiliated by the behaviour. Bullying behaviour makes students feel scared, sad, angry and “small”. “I was just joking” will not be accepted as an excuse for bullying behaviour.

Whether the bullying is direct or indirect, the key component of bullying occurs when the physical or psychological intimidation occurs repeatedly over time by the same or different individuals.

If you are a target of bullying, the single biggest favour you can do for yourself is to come forward to a teacher, your advisor or Senior Administration. You have every right to stand up for yourself by informing an adult. Those who think you are “telling” are wrong and want you to be afraid. When you are afraid, you do not tell, when you do not tell, they have the power. Stand up for yourself and take the power back by speaking to a teacher or another adult you trust.

Bullying will not be tolerated at RSGC. Disciplinary action will be taken against those found to be acting in a bullying or discriminatory manner and may include suspension or expulsion.

Student Academic Conduct

Academic Integrity

RSGC makes every effort to ensure that students understand its academic integrity policy. It is the student’s individual responsibility to ensure an adherence to the letter and spirit of the school’s academic integrity policy. Students failing to adhere to these standards on examinations may be expelled; those guilty of academic dishonesty on term work or tests are subject to disciplinary action, up to and including expulsion.

Incidents of academic dishonesty include cheating or a demonstrable intent to cheat on exams, tests or assignments. Cheating can constitute copying or paraphrasing the work of others without citation (plagiarism), viewing or using tests or exams without permission of the teacher, bringing information in any orm to the location of the exam or test without the permission of the instructor, sharing information in any form, including but not limited to, orally, by physical signs, by auditory signals, by electronic signals or by copying (or allowing to be copied) answers; or theft of the test or exam.

Roles and Responsibilities

Teacher – If an incident of academic dishonesty is suspected, the teacher will assemble relevant evidence and interview the student. If the student has a satisfactory explanation, the process stops. If the student has no explanation and/or denies dishonesty, then the teacher will present the evidence to the Director of Teaching & Learning.

Director of Teaching & Learning – The Director of Teaching & Learning will examine the evidence, interview the student(s) and inform parent(s). Parent(s) will be given notice of the particulars of the case at this point: what is alleged, what the policy is and what the potential outcomes are. The Director of Teaching & Learning will determine whether the student is or is not guilty of academic dishonesty. The Director of Teaching & Learning will meet with the student and inform him of the decision and sanctions, and contact parents to inform them. If, based on balance of probabilities, the student is not guilty of academic dishonesty, the process ends and the student and his parent(s) are informed.

Consequences of Academic Dishonesty

The consequences of academic dishonesty on any work, assignment or test, other than an examination, will be dependent upon the severity of the case of academic dishonesty, the student’s grade level and the student’s history of academic integrity policy infractions. The student may receive sanction(s) including, but not limited to:

• A letter to the teacher demonstrating an understanding of the seriousness of cheating and of what to do the next time the student needs to make a decision about academic integrity • Alternative assessments or assignments graded or not to be graded • 50% of the graded evaluation • A zero grade • Suspension of one or more days • Expulsion

Repeated Offences

Such conduct will result in further sanctions up to and including expulsion. The frequency of infractions of the school’s academic integrity policy is tracked for the duration of the student’s attendance at RSGC.

Student Attendance Expectations RSGC has a set of standards by which all members of the school are expected to abide. These expectations are intended to guide students and faculty alike in their activities within the school community. For our community to function successfully, we must all work together to support the aims of the school. None of these standards, however, is absolute. In all cases, common sense will prevail. This handbook provides students with an overview of our guidelines.

Attendance Policy

Academic success is directly correlated with attendance and participation in class. Students are expected to attend all classes and school activities such as Chapel services, advisor meetings, assemblies and house spirit days. Punctuality shows respect for peers, faculty and school. Students should strive to be on time for classes, Chapel, assemblies, special meetings and practices.

Unexplained Absences

All students are expected to arrive on time and attend all scheduled classes. Any student who misses more than half of a class without a valid reason provided by a parent or legal guardian will be called to a conference with Senior Administration. Any subsequent unexplained absences will lead to an in-school suspension. Third infractions will result in an out-of school suspension and a conference with the Head of School.

Late Arrival and Early Departures

A student who is late for Period 1 (8:15 am) or who leaves before the school day ends must register with the office. Failure to have a parent/guardian email or phone the office will result in consequences. We cannot dismiss a student without prior consent via phone call or email.

Unexcused Lates Per Attendance Record 3rd late Student counseled by Adminstrator 4th late Mandatory study hall, escalation to tiered reponse, parent notification

Should a student accrue five unexcused lates in a term, he will be put into a tiered response system. Any subsequent unexcused lates that term will escalate to the next tier.

Tier 1: Study Hall (5 lates) Tier 2: In-school Detention (6 lates) Tier 3: Out of School Suspension (7 lates) Tier 4: Meeting with Headmaster

The regular school day runs from 8:00 am to 2:45 pm and to 3:15 pm on Thursdays. If a student is absent from school, his parent/guardian must call the school at 416.533.6724, ext. 225. Please call in each day that the student is absent. Alternatively, you can email seniorattendance@rsgc.on.ca to notify us of your son’s absence.

All students must attend the morning Chapel/Assembly/Advisor session each day. Attendance at Evensong and Eucharist services is compulsory for students of all denominations. Every effort is made to include all members of the Georgian community during these services.

A student entering Grade 9 must complete the diploma requirements outlined by the Ontario Schools, Kindergarten to Grade 12, Policy and Program Requirements 2016 (OS) document.

To Earn the Diploma, an OSS Student Must: • Earn 18 compulsory credits • Earn 12 optional credits • Complete 40 hours of community involvement activities • Successfully complete the Ontario Secondary School Literacy Component

Compulsory Courses (Total of 18) • 4 credits in English (1 credit per grade) • 1 credit in French as a second language • 3 credits in mathematics (at least 1 credit in Grade 11 or 12) • 2 credits in science • 1 credit in Canadian history • 1 credit in Canadian geography • 1 credit in the arts • 1 credit in health and physical education • 0.5 credit in civics • 0.5 credit in career studies

PLUS one credit from each of the following groups:

GROUP 1: 1 additional credit in English, French as a second language,** a Native language, a classical or an international language, social sciences and the humanities, Canadian and world studies; Native studies, guidance and career education or cooperative education.*

GROUP 2: 1 additional credit in health and physical education, the arts, business studies, French as a second language** or cooperative education.*

GROUP 3: 1 additional credit in science (Grade 11 or 12), technological education, French as a second language**, computer studies or cooperative education.

* A maximum of 2 credits in cooperative education can count as compulsory credits. ** In groups 1, 2 and 3, a maximum of 2 credits in French as a second language can be counted as compulsory credits, one from group one and one from either group 2 or group 3.

Optional Credits (Total of 12) In addition to the 18 compulsory credits, students must earn 12 optional credits. Selection of optional courses will be determined by students’ planned career destination. Consultation with parents, classroom teachers, the Director of University Counselling and the Head of Senior School will help students determine the best optional courses for their educational program. To ensure thorough academic preparation, students are encouraged to explore a wide variety of optional courses and may choose to stay in secondary school beyond four years.

Ontario Secondary School Certificate Requirements The Ontario Secondary School Certificate will be granted on request to students who leave school before earning the Ontario Secondary School Diploma provided they have earned a minimum of 14 credits, distributed as follows:

Compulsory credits (total of 7) • 2 credits in English • 1 credit in Canadian geography or Canadian history • 1 credit in mathematics • 1 credit in science • 1 credit in health and physical education • 1 credit in the arts or technological education

Optional credits (total of 7) • 7 credits selected by the student from available courses (Canada. Ministry of Education, Ontario. Policy and

Program. Ontario Schools Kindergarten to Grade 12 : Policy and Program Requirements. Toronto: Ministry of

Education, 2016. Print. Section 6.3 p 68).

Certificate Of Accomplishment Requirements Students who leave school before fulfilling the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. This certificate may be a useful means of recognizing achievement for students who plan to take certain vocational programs or other kinds of further training. Students who return to school to complete additional credit and non-credit courses will have their transcript updated but will not be issued a new Certificate of Accomplishment. The Ontario Secondary School Diploma or Ontario Secondary School Certificate will be granted when a student has fulfilled the appropriate requirements (Ontario Schools Kindergarten to Grade 12 : Policy and Program Requirements. Toronto: Ministry of Education, 2016. Print. Section 6.4 p 68).

Definitions Credit: A credit is awarded by the Ministry of Education for successful completion of 110 hours of study in an approved course (a half credit is 55 hours).

Prerequisite Course: This is a course that is absolutely essential for the successful understanding of the subsequent course. If there is no prerequisite listed, none is required for that course.

Suggested Prerequisite: This is a course recommended by a department as background preparation.

Ontario Student Transcript (OST): The Ontario Student Transcript is the official record of a student’s scholastic achievement. Each course is listed along with the date of completion, the credit value and the mark achieved. Compulsory subjects are identified and the date that the diploma is earned is ultimately recorded. A permanent copy of the transcript remains with a student’s last high school.

Ontario Student Record (OSR): The Ontario Student Record is the official record for a student. The OSR is maintained in the Guidance Office and contains achievement results, credits earned, diploma requirements completed and other information important to the education of the student. Students and their parents may examine the contents of the OSR. These records are protected by the Education Act and Freedom of Information legislation.

Types of Courses Offered

Grade 9 and 10 Courses

The following two types of courses are offered in Grades 9 and 10: • Academic courses develop students’ knowledge and skills through the study of theory and abstract problems.

These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate. • Open courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college or the workplace in mind.

In Grades 9 and 10, students will select an appropriate combination of academic and open courses in order to add to their knowledge and skills, explore their interests and determine the type of educational program they are best suited to undertake in Grades 11 and 12. When selecting their courses in Grades 9 and 10, students are not expected to make binding decisions about a particular education or career pathway; however, they should try to ensure that they have the prerequisites required for future courses they plan to take (Ontario Schools Kindergarten to Grade 12 : Policy and Program Requirements. Toronto: Ministry of Education, 2016. Print. Section 7.2.1 p 71).

Grade 11 and 12 Courses

The following types of courses are offered in Grades 11 and 12: • University preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs. • University/college preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programs offered at universities and colleges. • Open courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college or the workplace in mind.

In Grades 11 and 12, students will focus increasingly on their individual interests, and will identify and prepare for their post-secondary pathways (Ontario Schools Kindergarten to Grade 12 : Policy and Program Requirements. Toronto: Ministry of Education, 2016. Print. Section 7.2.2 p 72).

Course Codes 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 languages courses: A, B, C, D • The fifth character describes the academic level D - Academic (Other options: see below) • The sixth character, when used, indicates a half- R - Half-credit course credit course • At RSGC, Advanced Placement courses are AP - Advanced Placement identified by adding the letters “AP”

• University Preparation Courses - U

To equip students with knowledge and skills for university entrance

• University/College Preparation Courses - M

To equip students with knowledge and skills for university or college entrance

• College Preparation Courses - C

To equip students with knowledge and skills for college entrance or for an apprenticeship program.

• Workplace Preparation Courses - E

To equip students with knowledge and skills for entry into the workforce directly after achieving the OSSD or for entrance into an apprenticeship program

• Open Courses - O

To broaden a student’s understanding of a given area of study. These courses are designed to complement the education of university-, college-, or workplace-bound students.

ENG1D

The Course

English

The Year of Study

Grade 9

The Course Type/ Destination

Academic

Ontario Student Record (OSR) An information file containing report cards, an up-to-date transcript and other material pertinent to the student’s academic achievements, called the Ontario Student Record (OSR), is maintained by RSGC for each student enrolled and is retained for 55 years after graduation. A full policy document describing the Ontario Student Record can be found at http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.html.

Ontario Student Transcript (OST) 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. A parental request to review the OSR (with or without the student in attendance) may be made to the Head of Senior School. As of September 1999, all withdrawals after the course drop date from any Grade 11 or 12 course must be recorded on the OST. As well, any repeat of a course must also be recorded on the OST and the credit is 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 or attempted by the student, 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 service • Confirmation that the student has successfully completed the Ontario Secondary School Literacy Test (OSSLT)

A full policy document describing the Ontario Student Transcript can be found at http://www.edu.gov.on.ca/eng/general/elemsec/ost/ost.html

Full Disclosure All courses coded with a 3 or 4 and a U, M, C or O designation are subject to the Full Disclosure Ministry Policy. All courses in which a student is registered five days after the issue of the January report will be recorded on a student’s transcript whether the course has been successfully completed or not. In addition, any repeated courses will be recorded on a student’s transcript. This information is to be made available to community colleges and universities for them to consider when making admission or scholarship decisions.

Prior Learning Assessment and Recognition (PLAR) Prior learning includes the knowledge and skills that a student has acquired, in both formal and informal ways, outside of the secondary school setting. Where such learning has occurred, students may have their skills and knowledge evaluated against the expectations outlined in the provincial curriculum policy documents in order to earn credits towards the secondary school diploma. This formal evaluation and accreditation process is known as Prior Learning Assessment and Recognition (PLAR) and is only available in certain subject areas and to a maximum of four non-Grade 12 credits. RSGC does not offer PLAR credits at this time.

Policy for Granting Equivalency Credits It is the responsibility of the Head of Senior School to implement the policies and procedures related to the equivalency process. These must be consistent with the Ontario Ministry of Education’s policy (Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, section 7.2.5).

For regular day school students who are transferring from home schooling, a non-inspected private school or a school outside Ontario, principals will grant equivalency credits for placement purposes through the PLAR process, based on their evaluation of the student’s previous learning. The Principal of the receiving school will, in the process of deciding where the student should be placed, 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.

To ensure provincial consistency in establishing equivalency for students for placement purposes, the Principal will use as a guide, the table entitled Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, Appendix 2 to determine the number of credits, including compulsory credits, that the student must earn, as well as other diploma requirements that the student must satisfy, in order to qualify for the Ontario Secondary School Diploma. In cases where an adult student or the parent of a student who is not an adult disagrees with the Principal’s placement decision for students transferring to an Ontario secondary school from a noninspected private school or a school outside Ontario, the adult student or the parent may ask the appropriate Supervisory Officer to review the matter.

The Principal will also ensure that all documentation relating to the granting of equivalency credits be kept in the student’s OSR and recorded in accordance with the Ontario Student Transcript (OST): Manual, 2013.

Prerequisite and Recommended Preparation Certain courses have prerequisites that must be completed before the course can be taken as mandated by the Ontario Ministry of Education. Where applicable, we have listed in the course descriptions additional recommended preparation that, in our experience, better indicates the desired level of academic background needed to succeed in the given course. Students wishing to take courses at the next grade level may need to obtain departmental permission and check course-specific prerequisites. For further information, they should consult the appropriate departmental description in this calendar.

Note: In exceptional circumstances, the Head of Senior School may waive a prerequisite. 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 department head. Appropriate documentation will be placed in the OSR when prerequisites are waived.

Substitution for Compulsory Credits To ensure that all students can qualify for the OSSD, substitutions may be made for a limited number of compulsory credits. With permission, students may replace up to three credits (or the equivalent in halfcredits) with courses selected from the remaining courses offered by the College that met the requirements for compulsory credits. In all cases, the number of compulsory and optional credits will not be less than 30 to earn the OSSD. Substitutions will only be made to meet the special needs of students. Substitutions will be made after consultation between the student, his parents and the Head of Senior School. Each substitution will be noted in the Ontario Student Record.

Access to Outlines of Courses of Study The Director of Teaching and Learning retains on file, up-to-date copies of the outlines of courses of study for all courses offered at the school. These outlines of the courses of study must be available at the school for parents and students to examine. Information regarding access to these outlines may be obtained by contacting the school. Curriculum policy documents may be accessed through the Ministry of Education website at http://www.edu.gov. on.ca.

The Provincial Secondary School Literacy Requirement All students must successfully complete the Provincial Secondary School Literacy Requirement in order to ear an Ontario Secondary School Diploma. This requirement may be completed by:

• Passing the Ontario Secondary School Liteacy Test or • Successfuly completing the Ontario Secondary School Literacy Course (OLC4O)

Grade 10 Literacy Test

During the Grade 10 year, students will be given the opportunity to write the Ontario Secondary School Literacy Test (OSSLT). The successful completion of the OSSLT is a graduation requirement for all students. The literacy test evaluates students’ reading and writing skills based on curriculum expectations in language and communications developed to the end of Grade 9. Successful completion of the OSSLT is recorded on the Ontario Student Transcript.

Ontario Secondary School Literacy Course

Students must pass the OSSLT or the Ontario School Secondary School Literacy Course (OSSLC) in order to graduate. In June 2004, policy was changed to grant principals the discretion to allow a student to enroll in the OSSLC before he has had a second opportunity to take the OSSLT, if the principal determines that it is in the best educational interests of the student.

The credit earned for successfully completing the OSSLC may be used to meet the Grade 11 or the Grade 12 compulsory credit requirement in English. If used to meet the Grade 11 requirement, the course is coded OLC3O. If used to meet the Grade 12 requirement, the course is coded OLC4O. The credit may also be used to meet the group 1 compulsory credit requirement for the OSSD. Students should check admission requirements for postsecondary institutions since the OSSLC may not be accepted as the Grade 12 English entrance requirement for college or university programs. The OSSLC may be used as a substitution to meet the requirements for compulsory credits.

An adjudication process exists at the end of the school year to provide certain students with an additional opportunity to meet the literacy graduation requirement. These students include those who would otherwise be eligible to graduate in June but, through no fault of their own, have not been able to take advantage of the normal opportunities to write the OSSLT and/or have not been able to enroll in or complete the OSSLC, owing to unforeseen circumstances.

Accommodations, Deferrals and Exemptions for the Provincial Literacy Test

Accommodations: The necessary accommodations must be made to ensure that students who are receiving special education programs and services and who have an Individual Education Plan (IEP) have a fair and equal opportunity to successfully complete the Ontario Secondary School Literacy Test. The accommodations made will be the same as those that are set out in the student’s IEP and/or that are available to the student in the course of his regular school work, including examinations and other forms of evaluation. While accommodations such as alternative forms of print and extra time are acceptable, the actual content of the OSSLT must not be altered.

Deferrals: Students who might benefit from a deferral of the test may include students who have been identified as exceptional and students registered in English as a second language/ English literacy development (ESL/ELD) courses who have not yet acquired the level of proficiency in English required for successfully completing the test.

If a parent or adult student requests a deferral, the Head of Senior School will determine whether or not a deferral should be granted and, if so, for what period of time. The Head of Senior School may also initiate consideration of a deferral. The Head of Senior School will make his decision in consultation with the parent or adult student and appropriate school staff.

Exemptions: A student whose IEP indicates that he is not working towards the attainment of a secondary school diploma may, with parental consent and the approval of the Head of Senior School, be exempted from participating in the Ontario Secondary School Literacy Requirement (Literacy Test or Literacy Course).

Students who do not successfully complete the Literacy requirement will not be able to receive a secondary school diploma. Should the learning expectations contained in the student’s IEP be revised at some point so as to allow the student to work towards the attainment of the secondary school diploma, the student would be expected to successfully complete the OSSLT or the Ontario Literacy Course.

Music Certificates Accepted for Credit 1. A maximum of one Grade 11 university/college preparation music credit may be awarded toward the OSSD for the successful completion of one of the follows:

• Grade VII Practical and Intermediate Rudiments (formerly Grade I Rudiments) of the Royal

Conservatory of Music, Toronto, Ontario • Grade VII Practical and Grade III Theory of Conservatory Canada, London, Ontario • Collegial I Practical and Collegial I Theory of any conservatory of music in the province of Quebec • Grade V Practical and Grade III Theory of Trinity College London, England • Grade VII Practical and Grade VI Theory of the Royal Schools of Music, England

2. A maximum of one Grade 12 university/college preparation music credit may be awarded toward the OSSD for the successful completion of one of the follows:

• Grade VIII Practical and Advanced Rudiments (formerly Grade II Rudiments) of the Royal Conservatory of Music, Toronto, Ontario • Grade VIII Practical and Grade IV Theory of Conservatory Canada, London, Ontario • Collegial II Practical and Collegial II Theory of any conservatory of music in the province of Quebec • Grade VI Practical and Grade IV Theory of Trinity College London, England • Grade VIII Practical and Grade VII Theory of the Royal Schools of Music, England

Please submit this document to the Head of Senior School so that the appropriate notation can be made on the Ontario Student Transcript (OST).

The Course Selection Process

The course selection process is explained to students in grade meetings at the beginning of February. We also host an information meeting for parents toward the end of that month. Students are encouraged to consult with their parents, advisors, teachers, department heads and administrators as necessary to ensure that appropriate choices are made. Prior to the March break, students submit their course selections online via myRSGC. The online system remains open for approximately 10 days, during which the students have the opportunity to reflect on these choices and further discuss them with their family members. Parents and advisors are asked to sign off on final course selections. Following this, teachers and department heads will review prospective course lists. Students are then approved for entry into the courses or are referred to the Head of Senior School for further counselling.

Availability of Courses RSGC has every intention of delivering the courses listed and described in this calendar. Our small school size and the number of unique, single-section courses offered place constraints on our timetable, this includes availability of teachers and classrooms. We, therefore, reserve the right to determine whether or not a course will actually run. To best 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 enrollment per course as our guide.

Course Add/Drop Procedure All course changes, additions and deletions must be made in consultation with the Head of Senior School. A timetable change is not official unless approved through this process. The last day on which a student may add a course is the first day of class following the Thanksgiving break. The last day on which a student may delete a course is the fifth day of class following the first report card.

Note: If a student in Grade 11 or 12 receives permission 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.

Assessment and Evaluation of Student Performance RSGC’s Assessment and Evaluation practices are aligned to the guidelines outlined in Growing Success Assessment, Evaluation and Reporting in Ontario Schools, 2010. The page numbers in this document refer specifically to the Growing Success document.

1. Purpose of Assessment and Evaluation

The primary purpose of student assessment and evaluation is to improve student learning (p 6). The assessment and evaluation process involves the continual gathering and interpreting evidence of student learning in a way that promotes a positive learning experience and improves student learning. Teachers’ professional judgments are at the heart of effective assessment, evaluation and reporting of student achievement (p 8). • Students understand what the course expectations are, how they are to demonstrate achievement of the expectations and how the expectations are to be assessed and evaluated • Where possible, students are provided exemplars to demonstrate standards for their work • Achievement charts will be used as a reference point for what sets the standard of the achievement of the course expectations • Students will be provided with regular and continuous feedback to help identify the necessary steps to improve their work

2. Fundamental Principles of Assessment and Evaluation

The assessment and evaluation policy is based on fundamental principles that guide the collection of meaningful information that will help inform instructional decisions, promote student engagement and improve student learning (p 6). To ensure that assessment, evaluation and reporting are fair, valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that: • Are fair, transparent and equitable for all students (p 6) • Support all students to show what they have learned (p 6) • Are carefully planned to relate to the curriculum expectations and learning goals, and as much as possible, to the interest, learning styles and preferences, needs and experiences of all students (p 6) • Are clearly communicated to students and parents at the beginning of the school year or course and at other appropriate times (p 6) • Are ongoing, varied in nature and administered over a period of time to provide multiple opportunities and a variety of ways for students to demonstrate the full range of their learning (p 6) • Provide ongoing descriptive feedback that is clear, specific, meaningful and timely to support improved learning and achievement; feedback tells students what they are doing well, where improvements are needed and how to improve (p 6) • Develop students’ self-assessment skills to enable them to assess their own learning, set specific goals and plan next steps for their learning (p 6) • Include evaluations based on evidence of student learning that are consistently graded with reference to established criteria for four levels of achievement (pp 2, 19)

3. Learning Skills And Work Habits

The development of learning skills and work habits are an integral part of a student’s learning and are critical to student success (pp 10, 12). Teachers work with students to help them understand and develop learning skills and work habits (p 13). Teachers assess, evaluate and report on learning skills and work habits separately from their

4. Performance Standards—The Achievement Chart

Assessment and evaluation will be based on both the content standards (overall and specific curricular expectations) and performance standards (achievement chart). Teachers ensure that student learning is assessed and evaluated in a balanced manner with respect to the four categories of knowledge and skills (knowledge and understanding, thinking, communication and application) (p 17).

5. Assessment for Learning and as Learning

Assessment is the process of gathering information that accurately reflects the extent to which a student is able to understand the curriculum expectations. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning.”

In Assessment for Learning, assessment evidence is used by the teacher to decide how to adjust teaching and learning activities. The teacher uses the evidence to determine where students are in their learning, where they need to go and how best to help the student get there by providing descriptive feedback and coaching for improvement.

In Assessment as Learning, assessment evidence is used by students to improve their own learning through reflection and specific goal setting. Students use the evidence to adjust their own learning and set their own goals.

Teachers obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, selfreflections, essays and tests (p 29).

As essential steps in assessment for learning and as learning, teachers will: • Plan assessment concurrently and integrate it seamlessly with instruction to inform instruction, guide next steps, and help teachers and students monitor students’ progress towards achieving learning goals (pp 29, 30, 33). • Identify and share specific learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses (pp 28, 32, 33). • Gather information about student learning before, during and at or near the end of a period of instruction, using a variety of assessment strategies and tools (pp 28, 34). • Give and receive specific and timely descriptive feedback that informs students about what they are doing well, what needs improvement and what specific steps they can take to improve (pp 29, 32, 34). • Help students to develop skills of peer and self-assessment including setting individual goals (pp 29, 35).

6. Assessment of Learning (Evaluation)

Assessment of Learning (Evaluation) is the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality (p 38). Evaluation summarizes and communicates what students know and can do with respect to the overall curriculum expectations at a particular point in time (p 39).

Assessment of Learning (Evaluation): Evidence is used to make judgements about how well students are learning according to a standard. Reporting on that information takes place at the end of a unit of study or at the end of a reporting period.

i. Course Work

The course work grade consists of evaluations conducted throughout the year. The evaluation of student learning is the responsibility of the teacher and must not include the judgment of the student or of the student’s peers (p 39).

The course work grade will: • Address the achievement chart categories in a balanced manner with respect to the four categories (knowledge and understanding, thinking, communication and application) (p 17) • Represent evidence gathered from a variety of completed assessments throughout the course (p 17, 39) • Reflect the individual student’s achievement of the overall expectations (p 38) • Include evidence that is collected over time from three different sources: observations, conversations and student products (p 39) • Include assignments and tests that have been completed, whenever possible, under the supervision of a teacher and not include ongoing homework that students do to consolidate their knowledge and skills or to prepare for the next class (p 39) • Reflect individual achievement; 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 (p 39) • Emphasize students’ most consistent level of achievement within a unit and throughout the year, although special considerations should be given to more recent evidence of achievement (p 41) • Include evaluations that were preceded by opportunities for students to practice skills, demonstrate knowledge and receive feedback • Be derived from evaluations that are consistent in nature and complexity across sections of a course

ii. Final Evaluation

Thirty per cent of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: • An examination • A performance • An essay • Another method of evaluation suitable to the course content

The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations of the course. Final evaluations happen in June.

7. Responsibilities of Teachers and Students

Teachers and students assume a number of responsibilities as they jointly engage in assessment and evaluation practices that promote and support learning.

Teachers will: • Discuss assessment and evaluation practices, including grading procedures, with students at the beginning of each course based on a course information sheet or a written outline distributed to students and parents (p 6) • Describe specific evaluation criteria to students prior to each assessment and evaluate students based on their achievement of these criteria • Use exemplars and samples of student work where possible to model levels of achievement • Use a variety of assessment and evaluation methods including observation, conversation and student products (p 39) • Ensure that assessment and evaluation tasks are based on both the content standards (curriculum expectations and the performance standards achievement chart categories and standards) (p 16) • Ensure that student learning is assessed and evaluated in a balanced manner with respect to the four achievement chart categories (knowledge and understanding, thinking, communication and application) and that achievement of particular expectations is considered within the appropriate categories (p 17) • Assess and evaluate student work with reference to established criteria for levels of achievement that are standard across the province, rather than by comparison with work done by other students, through the ranking of student performance or with reference to performance standards developed by individual teachers for their own classrooms (p 19)

• Use professional judgment 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 (p 38) • Provide students with opportunities to demonstrate learning over time (p 29) • Provide regular, descriptive feedback to support student self-knowledge and promote student success (pp 29, 32, 34) • Take steps to avoid and address late and missing assignments (see Late and Missed Assignments) • Emphasize the learning skills and work habits including the importance of timeliness as a life skill

Students’ Responsibilities

Students will: • Demonstrate their learning by providing evidence of their understanding, knowledge and skills within established assessment and evaluation timelines (p 42) • Participate in the process of assessment and evaluation to support their development as self-directed learners and informed decision-makers (p 42) • Self-assess and self-evaluate when appropriate to check, track and deepen their understanding • Meet assessment deadlines (p 42) • Take the initiative to seek extra assistance when needed and in a timely manner • Submit their own work • Seek to improve their learning skills and work habits

Late Assignment Policy

Knights’ Support

The Knights’ Support (KS) is unique to RSGC. We require students who have not finished major assignments on schedule to attend the KS after school where they are given the guidance and time to complete their work.

Procedure • Students can be mandated to attend the KS only for a major assignment that has been posted to the grade calendar and on the teacher’s Haiku page. • Failure to submit on the due date results in the subject teacher being able to email student names to the “Knights’

Support” email account. The student and advisor are then informed of the KS referral. • Teachers may utilize their judgment and discretion in granting extensions and working out a plan with an individual student before submitting name to KS. • The assignment must be submitted to the KS by 4:00 pm no later than the fifth day following the referral.

Fifteen per cent is deducted from the assignment and whatever work is completed will be evaluated with the remainder of incomplete work being graded as a zero. • There is a graduated approach to KS. • First referral in a co-curricular term: Student has three days to clear his name before attending the Learning

Centre for support on that day and missing any co-curricular for two more days before the assignment grades 0. • Second referral in a co-curricular term: Student has two days to clear his name before attending the Learning

Centre that day for support and missing any co-curricular for four more days before the assignment grades 0. • Parents are included on the email notification of this occurrence. • Third referral in a co-curricular term: Student must attend the Learning Centre the next day and miss co-curriculars until the assignment is completed to a maximum of seven days before the assignment grades 0. Starting on the day following the referral, the student is withdrawn from his co-curricular commitments and must attend the KS.

Consequences for Not Attending the KS The KS is an extension of the classroom. Students who choose not to attend will be subject to consequences associated with the skipping of any class.

** All time referrals include weekends in the count

Evaluation Days

Attendance at final evaluation sessions is compulsory. Students and parents are requested not to make any other plans during the formal evaluation schedule in June.

Students who miss a final evaluation will receive zero for the evaluation unless the absence is verified and legitimate. In order for the absence to be considered legitimate, the student must have visited his family doctor, a hospital emergency department or a recognized health care practitioner and provide the Head of Senior School with a medical certificate stating the exact date(s) the student was seen for treatment. For any other absence to be considered legitimate, approval of the exceptional circumstance must be given by the Headmaster or the Head of Senior School. Students missing an evaluation because of a verified legitimate absence will not be academically penalized and they will receive agregate standing for the final evaluation.

Reporting Student Achievement to Parents • Report cards are produced and distributed in February and June. These reports are evaluative and contain percentage grades. They also include anecdotal comments from teachers.

• An interim report card is available to families in November.

• Up-to-date cumulative marks are available online, 24 hours a day and seven days a week, to students via a secure password-protected website.

• Percentage grades on report cards are cumulative and represent the student’s overall achievement to date in a given course.

• Copies of student reports are kept on file at the school as part of the student’s Ontario Student Record (OSR).

• Questions regarding evaluations should first be directed to the subject teacher and then, if necessary, to the

Director of Teaching & Learning.

Recognition of Academic Achievement Throughout the academic year, RSGC takes pride in recognizing the accomplishments of its students in a variety of ways. Only students meeting minimum course load expectations are eligible for the following recognition.

Academic Breakfasts

Qualifying students and their parents are invited to attend a special breakfast, hosted by the faculty, to recognize categories of achievement following the first term report.

Proficiency Awards

Students earning the designation of The Headmaster’s Honour Roll will also be recognized at this special ceremony.