Parent Involvement Committee

Ontario Ministry of Education

New Health and Physical Education Curriculum - September 2015

For information related to the release of the new Health and Physical Education Curriculum please follow the link below to the Ministry of Education's website detailing changes and ammendments to the new curriculum. This website hosts a wealth of detailed information for parents and guides to what is new in the curriculum which will be implemented for the 2015-2016 school year.

[Visit the ONtario Curriculum: Elementary for more information]

Revised 2013 Social Studies Curriculum

In September 2013 the Ontario Ministry of Education launched revised Social Studies Curriculum Documents. The revised guidelines encompass new documents for:

  • Grades 1 – 6 Social Studies
  • Grades 7 - 8 History and Geography
  • Grades 9 - 10 Canadian and World Studies

Starting in September of 2014 these documents will provide the basis for expectations to be covered in the above grades. Staff across our system are currently reviewing the revised documents in preparation for implementation in 2014.

The documents may be accessed at the link below:

New Financial Literacy in the Ontario Curriculum

On November 9, 2010, Education Minister Leona Dombrowsky announced that the government is moving forward to better integrate financial literacy into the Ontario curriculum starting in fall 2011.

The minister received the advice from the Curriculum Council and is reviewing the recommendations from the Working Group on Financial Literacy in A Sound Investment: Financial Literacy Education in Ontario Schools (PDF, 752 KB).

Beginning next school year, elementary and secondary students will learn more about how to make informed financial decisions. In the classroom, students will learn about saving, spending and investing money, and they will develop the critical skills needed in today's complex financial world.

Frequently Asked Questions

Who were members of the Financial Literacy Working Group?

The Working Group on Financial Literacy, was co-chaired by Leeanna Pendergast, Parliamentary Assistant to the Minister of Finance and Former Parliamentary Assistant to the Minister of Education and MPP for Kitchener-Conestoga, and Tom Hamza, President of the Investor Education Fund.

They were convened by the Curriculum Council to gather information and conduct consultations about ways to embed financial literacy in the curriculum.

What was the consultation process?

The Working Group consulted with stakeholders including parents, students, teachers, and school board teams. The process used to engage these stakeholders included:

  • an online survey from students, parents, school boards, educators other stakeholder groups and interested members of the public,
  • presentations and discussions with researchers and representatives with expertise in financial literacy from different sectors including educational organizations, student groups and financial sector groups,
  • a review of initiatives from other jurisdictions.

Isn't financial literacy already taught in Ontario schools?

Yes. In the current elementary and secondary curriculum, topics related to financial literacy are addressed in various subjects and disciplines, such as social studies, language, mathematics, business studies, guidance and career education, and Canadian and world studies. However, the ministry is aiming to enhance students' financial literacy education by integrating more relevant content throughout the existing curriculum. (There is no plan for new courses or new curriculum expectations.)

When will students start learning about financial literacy?

Knowledge and skills associated with financial literacy have always been important and are included in several subject disciplines in the current elementary and secondary curriculum. Beginning in fall 2011, there will be more supports for teachers to connect financial literacy education topics across the curriculum which will deepen and enrich student learning.


New Guideline Released for School Fees

The Guideline for Fees for Learning Materials and Activities helps parents and school boards know when school fees are appropriate and when they are not.


Objectives and Definitions1 

Every student has the right to attend a school, where they are a qualified resident pupil, without payment of a fee.2 In general, there should be no fees charged for day school programs. The costs of materials and activities for elementary and secondary education are provided to schools by the Ministry of Education and should be reflected in school board operating budgets.

When schools or school boards choose with the support of the school community to offer enhanced or optional programming, parents may be asked to contribute resources in the way of time, money or materials to support these programs or activities. While no student should be excluded from participating in any school activity or event based on the ability to pay, some activities or events may require some recovery of the cost for participation.

Fees may be appropriate in cases where school boards or schools choose to offer enhancements or supplementary learning materials beyond the core curriculum. Where fees are appropriate, they should be minimized as much as possible, with the goal of supporting student participation in programs and activities regardless of individual economic circumstances.


The objectives of this guideline are to:

  • Identify guiding principles and best practices;
  • Provide a foundation for school boards to develop or review existing guidelines, policies and procedures with respect to any fees charged to students in the regular day school program; and
  • Provide examples of appropriate and inappropriate practices.

The best practices and examples provided in this guideline are not intended to be a comprehensive list.

The fees discussed in this guideline are fees other than tuition fees for visa students, international students, First Nations students attending pursuant to a tuition agreement, adult or continuing education students. Nor do they include fees for early learning programs offered outside the regular school day or other before or after school programs.

When schools and boards choose to charge any fee, it is important to:

  • Have policies to help ensure that fee charges are consistent with the purposes and principles of public education;
  • Seek advice from school staff, parent involvement committees, Special Education Advisory Committees (SEACs), other advisory committees; school councils, parents, students and the school community;
  • Include a goal of full student participation in school programs and activities regardless of individual economic circumstances; and
  • Support and protect staff and volunteers through practices that promote accountability for the handling and management of the proceeds raised from fees.

1 On all legal questions relating to the subjects covered in this guideline, boards should rely on the advice of their own legal counsel. This guideline should not be interpreted as expressing any opinion that a board may charge a fee.
2 In addition, students enrolled by a board who are otherwise qualified to attend except as to residence are entitled to attend a regular day school program without payment of fee.




Student Activity Fees

Student activity fees are voluntary amounts that are used to supplement a student’s school experience through materials and activities such as student agendas, student recognition programs, yearbooks, extracurricular activities, school dances, or theme days.

Enhanced Programming and Materials

Enhanced Programming and materials are voluntary enrichments or upgrades to the curriculum or co-curricular3 activities beyond what is necessary to meet the learning expectations for a particular grade or course. For example, in some performance and production courses (for example, music, woodworking), students may wish to use a superior product or consumable than that provided by the school, in which case they may be asked to pay the additional cost of the upgrade.

Where students choose not to access these enhanced programs or materials, alternatives must be available as essential course materials required to meet the learning expectations of the course or grade are to be provided at no cost.

Optional Programming

Optional Programming refers to voluntary courses or activities that students normally choose to attend through an application process, with the knowledge that these programs are beyond the core curriculum. Examples may include Advanced Placement® and Hockey Canada Skills Academy programs.


This guideline addresses the following four topics:

I. Guiding Principles – identifies some key principles to guide school board fees policies
II. Fee Charges – outlines criteria and examples of eligible and ineligible activities to inform a board’s fee policy
III. Best Practices – provides best practices for school boards to consider when developing or updating fee policies for learning materials and activities
IV. Accountability to the School Community – outlines best practices for a board’s policy to meet the public’s expectations and uphold the public’s trust
I. Guiding Principles
With the support of the school community, schools and school boards may wish to offer programming and materials beyond what is necessary to meet the learning expectations of a particular grade or course. In these situations, it may be appropriate to collect a fee to offset the additional costs. The development of a board-wide student fee policy will ensure consistency and transparency in the application of fees and should reflect the following principles: Complementary to Public Education

• The purposes for which funds are collected are consistent with the school board’s mission and values.

3 For the purposes of this guideline, co-curricular activities or materials are defined as related to the regular day school program. Extra-curricular activities are defined as outside the regular day school program.


  • Fees raised for school purposes are to complement, and not replace, public funding for Education.
Inclusive Education
  • Each student should have an equal opportunity to benefit from the education system without being required to pay a fee. Students must be able to participate in school activities and access resources regardless of personal financial barriers.
  • School board fees policies should address financial hardship and support student participation in activities regardless of economic circumstances.
  • The dignity of every student and parent should be honoured in the school fee collection process, collection methods afford reasonable expectations of privacy for students and parents; and a respectful practice for discreet identification of students/parents who may be experiencing financial hardship is clearly communicated.
Accountability & Transparency
  • Board policies should address all student fees for learning materials and activities.
  • The policy should be publicly available on the school board’s website.
  • Financial reporting practices to the school community are in place.

II. Fee Charges School boards should develop strategies to recognize and reduce barriers to participation and work to effectively include all students in programs and activities. Successful completion of a required grade or course leading to graduation cannot be dependent on the payment of any course fee.

When determining whether fee charges may be appropriate, the following criteria may be considered.

A fee charge shall be permissible for an activity, material, course or program if it is:

  • Not required as part of the regular day school program;
  • Voluntary, and alternatives are offered;
  • Non-essential or extracurricular in nature and is not required for graduation by an individual student; or
  • A voluntary upgrade or substitute of a more costly material to the material provided for course purposes. Examples of Activities, Programs or Materials Ineligible for Fee Charges
  • A registration or administration fee for students enrolled in any regular day school program;
  • A textbook fee or deposit;4
  • Learning materials that are required for completion of the curriculum such as workbooks, cahiers, musical instruments, science supplies, lab material kits and safety goggles;
  • Fees charged for the creation of discretionary accounts by teachers or departments;
  • Mandatory flat fees for any course leading to graduation other than optional programming;
  • A fee for a guest speaker, visiting teacher, or in-class field trip or presentation where the material being presented is a mandatory element of the subject or course;

4 Schools may recover the costs for the replacement or repair of lost, damaged or broken materials such as textbooks, library books, music or science supplies or any loaned materials. These charges should not exceed the replacement or repair cost.



  • Items that are funded through the allocated budget of a school board including, but not limited to learning materials necessary to meet learning expectations such as computers, workbooks, textbooks, staff development and training costs; or
  • Learning materials that are required to meet the learning expectations of the course, but are consumed by the pupil and cannot be used again by another student in the next semester, e.g. a chemical used in a chemistry experiment. Examples of Activities, Programs or Materials Potentially Eligible for Fee Charges
  • Optional programming such as, Advanced Placement courses or Hockey Canada Skills Academy program;
  • Extracurricular trips, events or activities that are extensions to the curriculum and not required for graduation (e.g. dances, school clubs, theme days, athletics, drama, student council activities);
  • Extended student trips or excursions that are not necessary to meet the learning expectations of a particular grade or course (e.g. trips abroad);
  • Optional art or music supplies or higher quality woodworking, design or technology materials that students choose to use for course completion, as long as the required materials are available at no cost;
  • Student activity fees
  • Co-curricular activities, special events, program enhancements or field trips (e.g. for costs of participation, rental of equipment or travel), if alternative programming and assignments are offered to students who choose not to participate; or
  • Student agendas, yearbooks.

III. Best Practices

School boards may consider the following best practices when developing board-wide policies for fees for learning materials and activities:

  • Establishing a limit on student activity fees;
  • Setting limits for families with more than two children attending schools in the board;
  • Creating a central fund or subsidy program to support the full participation of students in activities regardless of economic circumstances;
  • Implementing a confidential process to support full participation of students regardless of economic circumstances; and
  • Fee amounts should reflect the actual cost of the service or materials being provided to the student.
    School fee policies must be compliant with the school board fee policy and school board guidelines. In addition, school principals may consider the following best practices when implementing board fee policies in their schools:
  • Minimizing, where possible, costs related to enhanced programming and materials (for example, speakers, dance instructors, in-class field trips) that are optional to a course;
  • Making every effort to ensure all students can participate in student activities regardless of ability to pay;
  • Where a student chooses not to participate, alternative assignments should be provided for students to meet the expectations of the course; and
  • Modest student activity fees for student agendas, student recognition, yearbooks, school dances, student council activities and clubs, photographs, extra-curricular activities and athletics.

Ontario Ministry of Education