Terms and Conditions

The magnifier is highlighting the word contract so that the students studying at Toronto High School private secondary School read the terms before signing the registration form for in class or virtual schooling This is a copy of Toronto High School High School Terms and Conditions. By signing Toronto High School’ Registration Form (filling out the paper form, or by submitting the school’s online form), I enter into a binding contract with Toronto High School High School for my entire course of studies at this school, including any extra courses I may add at a later date. . I fully understand that it is my responsibility, to provide Toronto High School with a copy of my updated school transcript, showing that I possess the required prerequisites for all my registered subjects. Failure to provide an updated transcript means my registered course(s) will not be recognized by Toronto High School as a credit granting course but rather a learning course. Toronto High School may change, cancel or alter my registered courses, in case I did not have the correct prerequisites. I agree that all information provided is correct and true to the best of my knowledge. In addition, I acknowledge that I have fully read and understood the terms and conditions outlined on the back of the Registration Form and on this website. I agree to abide by Toronto High School’ Code of Conduct and any other regulations that are explained in the Toronto High School’ Course Calendar. The contents of the Course Calendar are reviewed by the Ministry of Education. A copy is available on our website.

Dropping a Course

Students, who wish to drop a course, must submit a cancellation request to the office, in writing, within one week from the registration date. In case the student is under the18 years of age, a letter from student’s parent/ guardian is required. Upon receiving the cancellation request, we will update the student’s file and issue an updated receipt. This receipt must be presented for any applicable refunds in the future. Not attending a course is not equivalent to dropping a course. Students will be charged for all registered courses regardless of their attendance.

Refund Policy for Home Students

Refunds for registered courses will be granted up to and including the first session of classes. There will be no further refunds issued following this period. The student, parent or guardian is responsible for any outstanding payments regardless of the student’s attendance or participation.

The original signed receipt(s) must be presented in order to receive a refund. The school may cancel, replace or alter the schedule of a course without prior notice. If such events occur during the term, the school will issue refunds based on the remaining hours of the affected course.

In all circumstances:

  • The school will retain a non-refundable administration fee of $100.00 per course.
  • Refund will be issued by cheque, payable to the student.
  • If the original payment was made by credit card, debit card or PayPal, the refund will be reversed to the respective financial institution.

Occasionally, we allow our students to transfer one or more courses to another term or retake them, subject to course availability, for the following reasons:

  • Student is not satisfied with his/ her performance and needs better marks
  • Student has missed several classes due to illness, personal issues, work, etc.
  • Student realizes that the course load is too heavy
  • Change in his/ her normal routine or schedule such as: work, social life, sports, after school activities, medical, family issues, etc.

In such cases, we may wave the (retake or transfer) course fees partially or in full, at our discretion, subject to the following conditions:

  • Student has cleared his/ her balance in full including any retakes or transfer courses and returned all rented textbooks
  • The administration fee of $100 per subject for home students, and $500 for international students are neither refundable nor negotiable. These fees will be charged again, when students start their course(s).
  • We allow retake or transfer courses only once.
  • There will be no cash refund under any circumstances for any retake or transferred courses.
  • Students may not change their permitted courses to different subjects.
  • Courses cannot be transferred to another student

Refund Policy for International Students

International students who are planning to obtain their student visa through Toronto High School will be granted a refund only in the case of rejection by the relevant embassy occurs.  In such cases, the office will retain a non-refundable administrative fee of $500.00.
Please note that the following items are not refundable:

  • Guardian fees
  • Immigration lawyer’s fees
  • Visa application fees
  • Assessment test fee
  • Fees for online courses that have already started
  • Homestay charges

In order for a refund to be issued, students must provide the original document from the embassy confirming rejection of student visa. In addition, if the student has received the rejection letter by email, the same original email with its attachments must be forwarded to the school.
Students who obtain their visas/ study permit, must complete their courses at Toronto High School.  The student, parent or guardian is responsible for any outstanding payments regardless of the student’s attendance or participation.  If the student decides to move to another school for any reason, Toronto High School is entitled to the full fees for one school year as described in ”In-Class Course, International Students: Day or Night.”

Refund Policy for Online Courses

Refunds for registered online courses can only occur before the student has received the welcome package or any course material or has joined the online platform.

The student, parent or guardian is responsible for any outstanding payments regardless of the student’s participation.

The original signed receipt(s) must be presented in order to receive a refund. The school may cancel, replace or alter the schedule of an online course without prior notice. If such events occur during the term, the school will issue refunds based on the remaining hours of the affected course.

In all circumstances:

The school will retain a non-refundable administration fee of $100.00 per course.

Refund will be issued by cheque, payable to the student.

If the original payment was made by credit card, debit card or PayPal, the refund will be reversed to the respective financial institution.

General Policy Regarding Tutoring Sessions

For all tutoring sessions, the student is required to pay the fee at least 24 hours prior to the appointment. The minimum time for each session is two hours unless the instructor agrees to a shorter period. Tutoring sessions must take place on the Toronto High School premises. In case a student wishes to get a refund, the administration fee, equivalent of one hourly rate, will be retained and all remaining payments for the unused hours will be refunded.

Textbook Purchases

Students requiring textbooks for their courses are encouraged to purchase their own from textbook stores (locations are posted on the Toronto High School website).

Students may also choose to purchase textbooks from the school at the cost of $130 per book. Books that are returned in a timely manner, and acceptable condition, will be bought back by the school for $100. In order for this transaction to occur, the student must return all textbooks on the day of the final exam, at the end of the academic semester otherwise, extra $30 per book late fee will apply ($70 buyback price).

Return conditions for damaged textbooks are as follows :

  • Severely damaged textbooks (e.g., Missing and/or torn pages, damaged book spine, water damage) will not be bought back by the school
  • Textbooks with minor damages will be bought back at half the original price ($65)

Tutoring Policy:

Tutoring are available for all subjects 6 day a week; Monday to Friday between 10:00 am to 9:00 pm and Saturday between 9:00 am to 5:00 pm. All sessions must be at least 2 hours long and are arranged at Toronto High School High School. Tutoring fees must be paid in advance. Students who wish to change their schedule must notify the school at least 24 hours prior to their scheduled session. Students who miss their appointment or arrive late are charged for that session in full. Refund for unused hours is subject to $50 administration fee.




Toronto High School High School has established objectives to ensure that each student has the maximum opportunity to learn. The achievement of these objectives depends upon the shared responsibilities of students, teachers, and parents.

  • To provide the tradition of excellence in academics, personal growth
  • To develop a feeling of self-worth through accomplishments, discipline and respect for oneself and others.
  • To encourage self-motivation so that students take a responsible role in their own education.
  • To create a positive learning environment through shared responsibility of teachers, students and parents.
  • To prepare students for the world of work by developing productivity, punctuality, and pride in work.

Our students are expected to develop their potential as individuals and to become contributing, responsible members of society, who will think clearly, feel deeply, and act wisely.

Late Assignment Policy

It is the expectation, of all students enrolled in Toronto High School, that all assignments shall be submitted by the designated due date, at the start of class. Assignments are designed to reflect the curriculum expectations and, as such, are crucial to the assessment of the students’ achievement. Teachers will strictly enforce this policy and their establishment of a due date is final.

Should students not submit an assignment by the due date, the following will apply:

The assignment may be submitted, but must be accompanied by a clearly written reason for the assignment being late.

The assignment must be submitted before any of the assignments have been returned to the class by the teacher.

If these two conditions are met, the assignment will be accepted at face value. Should students not fulfill the conditions; a mark of zero will be given since there is no evidence of achievement with respect to the curriculum expectations evaluated on that assignment. Note that the assignment may be returned at any time, since some assignments must be returned next day as apart of the lesson/learning activity. If a student is working with a partner(s) and the assignment is turned in late, all members of the group will bear the consequences set by the teacher.

Instructor Granted Extensions

It is up to the discretion of the teacher to grant extensions on deadlines. Special arrangements may be made for extenuating circumstances such as legitimate absences, personal emergencies and mitigating circumstances. Students should not assume that special arrangements will automatically be made; therefore, they must discuss their unique situations with the teacher. The teacher, acting as a representative for the Principal under the provisions of the Education Act, will determine if the situation warrants a further extension. If in doubt, the teacher will consult the Principal. The decision rendered is final.

Missed Assignments, Tests, Presentations Policy

  • Students are expected to assume full responsibility for class attendance and are accountable for all work missed because of absences. Assignments are due as soon as the student returns to school with a legitimate reason. For prolonged absences, new due dates will be set.
  • If students miss a test with legitimate reasons, they are responsible to write that evaluation on the day on which they return at a time set by the teacher. For prolonged absences, the teacher will use his\her professional judgment to set new test dates for that particular student. For students without legitimate absences, a zero will result even if the test is eventually required to be completed for learning purposes.
  • Presentations are critical learning experiences and often involve more than one student; therefore, students without authenticated reasons for absences will be given zero if they are not present for a scheduled presentation. If applicable, the teacher will determine how or if that member’s absence affects the group’s total evaluation.

As in the late assignment policy, the teacher will have the authority to grant extensions or exemptions for extenuating circumstances.

Full Disclosure Policy

All Grades 11 and 12 courses are subjected to the Ministry of Education’s Full Disclosure Policy. All courses in which a student is registered three days after the issue of each semester’s midterm report will be recorded on the Ontario Student Transcript (OST) whether the course has been successfully completed or not. A withdrawal is recorded on the OST by entering a “W” in the “Credit “ column. The Student’s percentage Grade at the time of the withdrawal is recorded in the “Percentage Grade” column. Students, who repeat a Grade 11 or 12 courses that they have previously completed, only earn one credit for the course. However, each attempt as well as the percentage grade obtained is recorded on the OST, and an R is entered in the “Credit” column for the course(s) with the lower percentage grade.

School Services

Students have access to minimum of 15 computers. All computers have access to fast Internet service (up to 3 MB/second at server location). The use of computers is limited to research and educational matters only.

Student Responsibilities

Regular, punctual attendance is essential for every student to achieve academic success. Parents can help by ensuring that any absences are necessary and valid. If the process of learning is disrupted by irregular attendance, learning experiences are lost and cannot be made up completely. Students who habitually miss class will be disadvantaged in the evaluation processes because their participation and daily work cannot be adequately assessed.

It is the student's responsibility to be honest in all aspects of academic work.

The following behaviors are unacceptable: physical, verbal, sexual or psychological abuse; bullying; or discrimination on the basis of race, culture, religion, gender, language, disability, sexual orientation, or any other attribute.

Attendance Policy

Attendance is a student’s main priority.  Inappropriate and undocumented absences are truancies.  Students who are truant at the time of evaluations such as tests, quizzes, presentations, homework grading or skill assessments, may not have a makeup opportunity and may be graded “0” on the evaluation.  The consequences of truancy may be detentions, counseling with parents, referral to attendance counselor, suspension, or withdrawal from school.

Full attendance at school is vital for maximum success. Important dates are identified in the monthly calendar to assist families when planning special events.

Absence from a final examination because of illness must be explained by a doctor’s note.

Code of Conduct


  • A school is a place that promotes responsibility, respect, civility and academic excellence in a safe learning and teaching
  • environment
  • All students, parents, teachers and staff have the right to be safe, and feel safe, in the school community. With this right comes the responsibility to be law-abiding citizens and to be accountable for actions, which put the safety of others or oneself at risk.
  • The Code of Conduct specifies the mandatory consequences for student actions that do not comply with the provincially defined standards of behaviour. The standards of behaviour apply not only to students, but also to all school members, i.e. individuals involved in the school system- parents or guardians, volunteers, teachers and other staff members – whether they are on school property, on school buses or at school-authorized events or activities.

Guiding Principles

  • All participants involved in the school - students parents or guardians, volunteers, teachers and other staff members- are included in this Code of Conduct whether they are on school property, on school buses or at school-authorized events or activities.
  • All members of the school community are to be treated with respect and dignity, especially persons in positions of authority.
  • Responsible citizenship involves appropriate participation in the civic life of the school community. Active and engaged citizens are aware of their rights, but more importantly, they accept responsibility for protecting their rights and the rights of others.
  • Members of the school community are expected to use non-violent means to resolve conflict. Physically aggressive behaviour is not a responsible way to interact with others.
  • The possession, use or threatened use of any object to injure another person endangers the safety of oneself and others.
  • Alcohol and illegal drugs are addictive and present a health hazard. Schools will work cooperatively with police, drug and alcohol agencies to promote prevention strategies and, where necessary, respond to school members who are in possession of, or under the influence of, alcohol or illegal drugs.
  • Insults, disrespect, and other hurtful acts disrupt learning and teaching in a school community. Members of the school community have a responsibility to maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility.

Roles and Responsibilities

Principals provide a leadership role in the daily operation of a school by:

  • demonstrating care and commitment to academic excellence and a safe teaching and learning environment;
  • holding everyone, under their authority, accountable for their behaviour and actions;
  • communicating regularly and meaningfully with all members of their school community.

Teachers and School Staff, under the leadership of the principal, maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, staffs uphold these high standards when they:

  • help students work to their full potential and develop their self-worth;
  • communicate regularly and meaningfully with parents;
  • maintain consistent standards of behaviour for all students;
  • demonstrate respect for all students, staff and parents;
  • prepare students for the full responsibilities of citizenship.

Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student:

  • attends all classes;
  • comes to school prepared, on time and ready to learn;
  • shows respect for themselves. For others and for those in authority;
  • refrains from bringing anything to school that may compromise the safety of others;
  • cooperates with the established rules and takes responsibility for his or her action.

Parents play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents fulfill this responsibility when they:

  • show an active interest in their child’s school work and progress;
  • communicate regularly with the school;
  • help their child be neat, appropriately dressed and prepared for school;
  • ensure that their child attends school regularly and on time;
  • promptly report to the school their child’s absence or late arrival;
  • become familiar with the Code of Conduct and school rules;
  • encourage and assist their child in following the rules of behaviour;
  • assist school staff in dealing with disciplinary issues.

Standards of Behaviour

  • Respect, civility and responsible citizenship are the key factors in meeting the standards of behaviour of the school. All school members must:
  • respect and comply with all applicable federal, provincial and municipal laws;
  • demonstrate honesty and integrity;
  • respect differences in people, their ideas and opinions;
  • treat one another with dignity and respect at all times, and especially when there is disagreement;
  • respect and treat others fairly, regardless of their race, ancestry, place of origin, color, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability;
  • respect the rights of others;
  • show proper care and regard for school property and the property of others; take appropriate measures to help those in need;
  • respect persons who are in a position of authority;
  • respect the need of others to work in an environment of learning and teaching;
  • refrain from the use of electronic devices such as pagers, cell phones or laser pointers;
  • respect the needs of others to work in an environment that is conducive to learning and teaching.

Physical Safety

  • All school members must:
  • not be in possession of any weapon, including but not limited to firearms;
  • not use any object to threaten or intimidate another person;
  • not cause injury to any person with an object;
  • not be in possession of , or under the influence of , or provide other with, alcohol or illegal drugs;
  • not inflict or encourage others to inflict bodily harm on another person;
  • seek staff assistance, if necessary, to resolve conflict peacefully.


Definition: A vexatious comment or conduct, verbal or written, (remarks, slurs, references, jokes or displays of offensive or derogatory material), that is known or ought reasonably to be known to be unwelcome in that it may cause insecurity, discomfort, offence or humiliation to another.

Examples of harassment include but are not limited to:

  • Sexual Harassment
  • Racial Harassment
  • Should any person in Toronto High School be a victim of harassment the following should occur:
  • tell the harasser that the behaviour is not welcome and must stop
  • keep detailed records of the incidents
  • Should the harassment not end, immediately contact a person in a position of supervision and trust.
  • Students are encouraged to contact and inform any of the following, a parent/guardian, a classroom teacher or the principal.
  • Teachers are encouraged to contact and inform a supervisor or the principal.
  • Both parties have a right to a fair and impartial investigation. The primary intention of the procedure is to stop harassment as soon as possible after an incident occurs.


Toronto High School requires academic honest from all students. This requires students to always submit original work and to give credit to all research sources correctly and consistently. Detailed information on plagiarism and how to avoid it may be obtained from your teacher.

Definition of Plagiarism

Plagiarism is an act of theft known by many names: cheating, borrowing, stealing or copying. Plagiarism is intentionally or unintentionally using another person’s words or ideas and presenting these as one’s own. It includes submitting an essay written by another student, allowing a student to submit your work, obtaining one from the many services provided on the Internet or copying sections from various documents and not acknowledging the original source. It is a serious offence that may result in significant academic consequences.


  • The teacher and student will meet to discuss the teacher’s concerns. The principal may be involved.
  • If the plagiarism is found to be intentional, the academic penalty will be a mark of zero and a record of this will be kept in the principal’s office.
  • If the plagiarism is found to be unintentional, the student will be given the opportunity to rewrite the paper by an agreed upon date.

Appeal Process

A student may appeal a decision made by the teacher within five school days of the student/teacher meeting. The appeal must be made in writing to a member of the school administration and must outline the reasons supporting the appeal. Three staff members appointed by the principal will hear the appeal. The decision of the committee will be final.

Test-Taking Skills

Studying for a Test

  • Ask your teacher what type of test it will be (essay, multiple choice)
  • Set up a study schedule (use your agenda!) and review everything well before the test
  • Write out likely questions and answer them
  • Get enough rest the night before the test
  • Come prepared. Remember to bring pens, pencils, highlighter, calculator, etc.

Taking an Essay-type Test

  • Read through all the questions and mark the ones that are easier
  • Estimate how much time you have to answer each question
  • Answer easier questions first to build your confidence
  • Read questions several times to ensure you understand what’s being asked
  • Answer essay questions this way:
  • 1. make a rough outline
    2. begin with a topic sentence that includes the keywords of the question
    3.support your answer with specific examples and detailed information
    4. conclude by summing up your answer

  • Never rush. If you run out of time on a certain question, leave some room and return to it later.

Taking a Multiple Choice Test

  • Read each question carefully
  • Read all the answers. Watch for words such as always, never, only, or except
  • Before looking at the possible answer, try to form the answer in your mind
  • Try to leave some time before the test is over to review your answers and correct errors
  • Don’t change the answer that comes to mind first, unless you’re absolutely certain it’s wrong.



PPM 132 states that it is the responsibility of the principal “to evaluate each application in consultation with the student and appropriate school staff (i.e., subject teachers) to determine whether reasonable evidence for success exists and whether the challenge should occur“.

Types of Evidence

The Sample “Application to Challenge for Credit for a Course”, which can be found in Appendix 2: PLAR FORMS FOR MATURE STUDENTS of PPM 132, lists the following types of evidence:

  • letter(s) of recommendation from teacher(s) familiar with the course expectations
  • letter(s) of recommendation from member(s) of the community
  • a portfolio of relevant work
  • proof of successful relevant experience, e.g., work experience
  • proof of independent learning in a relevant area
  • a videotape, audiotape, or CD-ROM with samples of relevant work
  • proof of relevant prior learning from another educational jurisdiction
  • proof of successful completion of courses identified as prerequisites for this course

In the case of students who have applied for equivalency in a specific course and been denied that equivalency, it is possible that some of the evidence submitted as part of the equivalency process may be relevant to the challenge process.  The credentials and documentation suggested for the equivalency process are included in the Sample “Application for Assessment for Grade 11 and 12 Credits Through the Equivalency Process” which is one of the Sample Forms in Appendix 2 of PPM 132.  See also “Suggestions for Teachers/Counsellors and Principals on the Determination of Grade 11 and 12 Equivalent Credits”. (Appendix D.6)

Several Boards developed templates and protocols for the gathering of evidence for the challenge process for adolescents that could be adapted for mature students.  These include a “Knowledge and Skills Profile” comprised of comments from two references (with forms provided), student descriptions of evidence of relevant learning, samples of original work to support the application, etc.  It is suggested that you consult with those in your Board who have been charged with the implementation of the PLAR for Adolescents.  Their experiences with the challenge process for adolescents will no doubt be useful to you in preparing to implement the process in your programs for mature students.  It is important to recognize, however, that there are some significant differences between the adolescent and mature student policies and processes.

Process for Evaluating Evidence

As part of the application process, information should be provided to students by teachers and counsellors to help them gather and organize the evidence to support their application.

PPM1 32 indicates that the student and subject teachers will be involved in the process of evaluating the evidence submitted by the student. This consultation process would likely take the form of an interview during which the student would explain the evidence submitted, respond to questions related to that evidence and demonstrate to the teacher(s) that he or she is likely to challenge successfully for credit in the course. This interview would provide an opportunity for the teacher(s) to ascertain whether the evidence is sufficient to indicate that the student has the skills and knowledge necessary to earn the credit through the challenge process.

A rubric might be a useful tool for evaluating the evidence submitted. The next page contains a sample rubric developed by theOntario School Counsellors’s Association for use in training for the implementation of PPM 129 “PLAR for Adolescent Students”. You may wish to further adapt this slightly changed version of the rubric for use in reviewing the evidence and assessing the student’s demonstration of skills and knowledge in the interview.

Sample for Use in Evaluating Evidence for Grade 11 and 12 Challenge Process:

Good Excellent

Highly likely to be successful in the challenge for credit for the course
  • all supporting documents are current
  • all supporting documents clearly demonstrate the student’s prior learning of the course expectations
  • the student demonstrates a thorough understanding of the facts and concepts presented in the expectations
  • the student provides strong evidence of how to apply ideas and skills in a variety of contexts
  • the student clearly demonstrates all of the categories of achievement in the evidence submitted and the interview

Likely to be successful in the challenge for credit for the course
  • most supporting documents are current
  • all supporting documents demonstrate some aspect of the student’s prior learning of the course expectations
  • the student demonstrates satisfactory understanding of the facts and concepts presented in the expectations
  • the student provides satisfactory evidence of how to apply ideas and skills in different contexts
  • the student gives some indication of satisfactory skill in all of the categories of achievement for the course

Not likely to be successful in the challenge for credit in the course
  • most supporting documents are out of date
  • some supporting documents are vaguely linked to the student’s prior learning of the course expectations
  • the student demonstrates shallow understanding of the facts and concepts presented in the expectations
  • the student describes ideas and skills within a narrow and limited focus
  • the student gives little indication of skill in the categories of achievement for the course