Academic Achievement and Demonstration of Knowledge and Skills

Applicants will be selected for September 2027 admission in TDSB Specialized Programs based on their academic achievement in the 2025-26 school year and based on their level of skill and knowledge.

An applicant's overall score will be based on specific marks (see chart below) from the 2025-26 school year (weighted for 30% of their applicant score) and their demonstration of knowledge and skills (weighted for 70% of their applicant score).

Elementary applicants will be scored based only on their demonstration of knowledge and skills (audition or portfolio).

Report 2 (June 2026) marks will be used. When a Report 2 mark is not available, the Report 1 (February 2026) mark will then be used.

Marks and Demonstrations of Knowledge and Skills for Arts Programs

School/Program	Marks Included in Applicant Score	Demonstration of Knowledge and Skills
Claude Watson School for the Arts Karen Kain School for the Arts	None Elementary Arts: Demonstration = 100% of applicant score	Visual Arts Portfolio OR Performing Arts Audition
Charles H. Best Middle School - CyberARTS Don Mills Middle School - DMAC	None Elementary Arts: Demonstration = 100% of applicant score	Visual Arts Portfolio

School/Program

Marks Included in Applicant Score

Demonstration of Knowledge and Skills

Claude Watson School for the Arts

Karen Kain School for the Arts

None
Elementary Arts: Demonstration = 100% of applicant score

Visual Arts Portfolio OR Performing Arts Audition

Charles H. Best Middle School - CyberARTS

Don Mills Middle School - DMAC

None
Elementary Arts: Demonstration = 100% of applicant score

Visual Arts Portfolio

School/Program	Marks Included in Applicant Score	Demonstration of Knowledge and Skills
Rosedale Heights School of the Arts Woburn CI Westview Centennial SS	Average of Language, Drama, Dance, Music and Visual Art	Audition of any type OR Visual Arts Portfolio Performing Arts audition choices: Musical Theatre, Instrumental Music, Vocal Music, Dance or Dramatic Arts.

School/Program

Marks Included in Applicant Score

Demonstration of Knowledge and Skills

Rosedale Heights School of the Arts

Woburn CI

Westview Centennial SS

Average of Language, Drama, Dance, Music and Visual Art

Audition of any type OR Visual Arts Portfolio
Performing Arts audition choices: Musical Theatre, Instrumental Music, Vocal Music, Dance or Dramatic Arts.

School/Program	Marks Included in Applicant Score	Demonstration of Knowledge and Skills
Earl Haig SS - Visual Studies Etobicoke School of the Arts - Visual Arts Wexford CSFA - Visual Studies Central Technical School Western Tech CS Don Mills CI Northview Heights SS	Average of Language and Visual Art	Visual Arts Portfolio

School/Program

Marks Included in Applicant Score

Demonstration of Knowledge and Skills

Earl Haig SS - Visual Studies

Etobicoke School of the Arts - Visual Arts

Wexford CSFA - Visual Studies

Central Technical School

Western Tech CS

Don Mills CI

Northview Heights SS

Average of Language and Visual Art

Visual Arts Portfolio

School/Program	Marks Included in Applicant Score	Demonstration of Knowledge and Skills
Wexford CSFA - Performing Arts	Average of Drama, Music, Dance and Language	Performing Arts Audition - choose any audition type Musical Theatre, Instrumental Music, Vocal Music, Dance or Dramatic Arts.

School/Program	Marks Included in Applicant Score	Demonstration of Knowledge and Skills
Earl Haig SS - Music	Average of Language and Music	Music Audition - Instrumental Music or Vocal Music
Earl Haig SS - Dance	Average of Language and Dance	Dance Audition
Earl Haig SS - Drama	Average of Language and Drama	Dramatic Arts Audition
Etobicoke School of the Arts - Music & Musical Theatre	Average of Language and Music	Instrumental Music or Musical Theatre Audition
Etobicoke School of the Arts - Dance & Drama	Average of Language, Dance and Drama	Dance or Dramatic Arts Audition
Etobicoke School of the Arts - Film	Average of Language and Visual Art	Visual Arts Portfolio - required film/video component applies

Arts Application Tasks and Success Criteria

Elementary

Specialized Programs Arts - ELEMENTARY VISUAL ARTS

APPLICATION REQUIREMENTS AND SUCCESS CRITERIA

Elementary Visual Arts Application Tasks

Visual Arts includes a broad range of forms and styles such as drawing, painting, sculpting, printmaking, architecture, photography, crafts, and media arts or a combination of various forms of your choice (source: Ontario Arts Curriculum, Overview of Grades 4-6, Curriculum and Resources).

Part 1: Visual Arts Portfolio

Submit up to 4* original artworks; one of which is a Transformation Artwork.

Transformation Artwork Task:

Create an artwork that transforms an everyday object into something surprising or unexpected. You can use any art materials or media you like.
Choose an ordinary object from your home, school, or nature-something you see or use every day. Then use your imagination to turn it into something completely different through your artwork. Be creative and show us your unique ideas!

Part 2: Visual Arts Reflection

Create a video or audio reflection about your Transformation Artwork.
*applicants will not be disadvantaged if they submit fewer than four artworks.

Part 1: Visual Arts Portfolio Requirements

Artwork Requirements:

All artwork was created within the last 12 months.
Include up to 4 pieces of artwork:
One of the 4 artworks is my Transformation Artwork.
Each artwork is uploaded as its own file (one artwork per file).

Artwork Information:

For each artwork, include:

Title
Medium: materials and method used to create the art
A short description (one sentence)
Source(s): If your artwork was inspired by or based on an existing work, identify the source. Include the artist/creator (if known), title of the work, and where you found it (for example, website, book, or individual).

Part 2: Visual Arts Reflection Requirements

Recording Requirements:

The recording (video or audio) is 90 seconds or less.
The video is filmed in landscape mode (sideways).
The recording is not professionally edited.

Start by Introducing Yourself:

Say:

“Hi, my name is __________ and I am in grade ____.”

Answer These Questions:

Answer in complete sentences.

How did you choose the object for your Transformation Artwork?
Why did you transform it the way you did?
What were you thinking or imagining while you created it?
What does this artwork tell us about you?
- “This artwork shows that I..."
- "I chose this because it reminds me of…”
Is there anything else you would like us to know about your other artworks?

Video or Audio Reflection File Name:

Name your reflection file exactly like this:

LastName_FirstName_REFLECTION

Elementary Visual Arts Success Criteria

Learning goal: To submit a complete arts specialized school application.

Part 1: Visual Arts Portfolio Success Criteria

My artwork:

Is my own original work (I did not use generative artificial intelligence or AI to create it).
Is creative and imaginative.
Expresses personal meaning.
Communicates a mood, feeling, story, or message.
Uses a variety of tools, materials, or techniques.
Shows experimentation, exploration, or creative risk-taking.
Includes my original Transformation Artwork based on the instructions

Part 2: Visual Arts Reflection Success Criteria

My reflection:

Explains how I made my artwork.
Explains why my artwork is meaningful to me.
Connects my ideas, feelings, and creative choices to who I am as a person and as an artist.
I have named my reflection file: LastName_FirstName_REFLECTION

Authenticity

Applicants are expected to submit original work created independently. Generative AI must not be used to create artwork or prepare reflection.

Specialized Programs Arts - ELEMENTARY PERFORMING ARTS

APPLICATION REQUIREMENTS AND SUCCESS CRITERIA

Arts Application Requirements

Part 1: Performance

Applicants will submit one (1) video file that shows two (2) separate performances in:

Dance OR Drama

and

Instrumental Music OR Vocal Music

Applicants will choose a single source of inspiration* for both performances (i.e., a story, a poem, a film, a painting, song lyrics, nature, an emotion, or their own personal inspiration).

*Inspiration: something that gives you a great idea and makes you want to create something.

Start your video with the following sentence:
“My name is _________ and I have chosen to use _________ as the inspiration for my performance video.”
One video file containing both performances; up to 2 minutes total in length filmed in landscape perspective.
Must be a solo performance of your choice that best represents your ability. No other people can be present in your video.
Videos are not to be professionally edited.
The face and full body of the applicant must be visible. For dance, feet should be visible.

Part 2: Performance Reflection

Using a 90 seconds or less video/audio recording, describe your performances by answering the following questions:

Introduce yourself, but do not indicate the school(s) or program(s) you are applying to.
Tell us how your performance connects to the source of your inspiration.
What are you proud of in your performance?
What is something you would do differently if you had the chance?
What did you like about creating this performance submission and what did you find challenging?

Success Criteria

Learning Goal: To submit a complete arts specialized school application.

I start my performance video with the following sentence:
“My name is _________ and I have chosen to use _________ as the inspiration for my performance video.”
My performance video includes two (2) performing art forms. I connected these recordings into a single video.
My performance video is up to 2 minutes in length.
I display creativity related to my inspiration in my performances.
My video shows originality of thoughts - I have added my own unique ideas into my performance.
I demonstrate a high level of confidence in my performances.
I showcase 2 solo performances of my choice that best represent my ability.
I demonstrate clear evidence of skills in my performance video.
I have named my performance file: LastName_FirstName_AUDITION
I have named my reflection file: LastName_FirstName_REFLECTION
My reflection is up to 90 seconds in length.
I respond to ALL of the reflection questions with complete and full answers.
I give a clear explanation of how my inspiration connects with my performance in my reflection.
I demonstrate a clear interest and passion in the Arts in both my reflection and performance video.
Source(s): I identified the source of inspiration used for my performances. If I used existing music, text, choreography, lyrics, a story, artwork, or another created work, I included the creator (if known), title of the work, and where I found it.

Secondary

Specialized Programs Arts - SECONDARY VISUAL ARTS

APPLICATION REQUIREMENTS, ASSIGNED TASKS, AND SUCCESS CRITERIA

Learning goal: To submit a complete arts specialized school application.

Visual Arts Portfolio

Up to six (6) artworks, including the “Identity Composition” assigned task.
The six (6) artworks can include finished or in-process works (storyboards, sketchbook pages, planning notes, concept development evidence, etc.).
Open choice of materials (e.g., drawing, painting, photography, sculpture) and/or digital (computer-based) media.
Of the six (6) artworks, only one (1) film/animation may be included (15-120 seconds).
Present physical originals where reasonably portable.
- Appropriate alternatives may include reproductions, digital display, or other suitable representations of work that cannot reasonably be transported.
For digital work, film, or animation, be prepared to provide a playable local file for on-site playback.

Identity Composition

Choose 1-3 objects that reflect(s) something about you, or that are important to you.
Create a composition that represents your object(s) using any style and any traditional or digital material(s).

Identity - Who a person is, or the qualities of a person or group that make them different from others. (source: www.cambridge.dictionary.org)

Composition - The organization of the elements of design in an artwork, following certain principles of design. Elements: line, shape and form and space, colour, texture and value. Principles: contrast, repetition and rhythm, variety, emphasis, proportion, balance, unity and harmony, and movement. (source: The Ontario Curriculum, Grades 1-8, The Arts)

Portfolio Success Criteria

Is original and can only be recognized as my own creative product OR is referenced from a source that I have identified.
Shows expressive use of the elements and principles of design.
Showcases my personal ideas and has an imaginative approach.
Successfully demonstrates the application of skills and techniques.
Film/Animation (if applicable): Demonstrates narrative. This can include, storyboard, script, character design, photo essay, film screenshots.
Film and/or animation can demonstrate successful editing and sound.

Sources

If any artwork was inspired by, adapted from, or based on an existing artwork, image, photograph, design, or other source, identify it. Include the artist/creator (if known), title of the work, and where you found it (for example, website, book, or individual).

You may provide a one-page source/reference sheet at the live event OR identify the required source information verbally during the live session.

Live Reflection

As part of your live demonstration, you will participate in a reflection discussion lasting 2 to no more than 3 minutes. Please be prepared to discuss the areas of reflection listed below without the aid of supporting notes. Specific questions will be provided during the live reflection.

Creative process
Artistic identity

Choose ONE portfolio artwork as the focus of your reflection discussion.

Live Reflection Success Criteria

I explain how I created my chosen artwork by describing my ideas, choices, and process.
I use specific details when reflecting on my creative interests and identity.

Authenticity

Present artwork you created independently, without the use of generative AI. Your live reflection must represent your own thinking.

Specialized Programs Arts - SECONDARY DANCE

APPLICATION REQUIREMENTS AND SUCCESS CRITERIA

Learning goal: To submit a complete arts specialized school application.

Part 1 - Creative Task: Solo Performance

Create and perform a minimum of 1 minute (up to a maximum of 2 minutes), original, or existing, movement sequence that includes the following:

At least 3 distinct, contrasting body shapes (e.g., angular, curved, asymmetrical). You want to be sure to use a variety of body parts and your full accessible range. Explore isolation and coordination while you dance.
Clear use of at least 2 different levels (e.g., high, medium, and low).
Include a section of travelling movement in your dance. Think of interesting ways of travelling to different spots in your space (e.g., moving in a zigzag or a curved line).
Explore moving with a variety of contrasting dynamics and energy levels to highlight your full movement potential (e.g., sharp, smooth, heavy, light).
Use at least 2 different speeds or rhythms in your movement. Be sure to relate and connect to the selected music (if music is used).
Demonstrate a strong commitment to your movement and have a sense of confidence in your performance(s).
Must be a solo performance. Any style of dance is welcome.
Previous training in dance is not a requirement. We are looking for potential and your enthusiasm for dance.
Applicants are encouraged to use the elements of dance in their performance (e.g., body, space, time, energy and relationship).

Task 2 (Optional): Solo Performance of Choice

Add an additional solo performance of any style of dance. This does not have to be an original composition.
This can be up to 30-60 seconds in length.
Declare at the beginning of your live demonstration if you intend to perform Task 2.

Performance Time

Total artistic performance time is a maximum of 2 minutes. The required task and optional Task 2 must fit within the same allowance. Task 2 may not proceed if the available performance time has already been used.

Performance Success Criteria

I carefully read all the audition rules and requirements.
I make creative and unique choices in my routine.
I use many different parts of my body and include at least 3 different shapes.
I use a variety of levels, pathways, and movement sizes (at least 2).
I make sure at least one part of my dance travels across the space.
I use the entire performance area.
I use a variety of dynamic movement and energy levels (e.g., sharp, light).
I perform with confidence and energy.
I make sure my movements connect well to the music, if music is used.
I use a variety of speeds and rhythms (at least 2).

Accompaniment

Music is optional.
Prerecorded accompaniment is permitted; live accompaniment is not part of the live demonstration.
If you use prerecorded accompaniment, be prepared to provide a playable local file for on-site playback.

Sources

Identify any existing music, cultural tradition, choreography, movement material, or other work used or adapted in your performance(s). Include the title and creator/choreographer/artist, if known, and where you found it. If the choreography is entirely your own, identify the source of any music used.

You may provide a one-page source/reference sheet at the live event OR identify the required source information verbally during the live session.

Live Reflection

As part of your live demonstration, you will participate in a reflection discussion lasting 2 to no more than 3 minutes. Please be prepared to discuss the areas of reflection listed below without the aid of supporting notes. Specific questions will be provided during the live reflection.

Creative process
Reflection on your performance
Your connection to Dance

Live Reflection Success Criteria

I give detailed, thoughtful responses.
I reflect on my creative process, my performance, and my connection to Dance.

Authenticity

Your artistic choices and live reflection must represent your own thinking. Do not use generative AI to create original application material or prepare your live reflection.

Specialized Programs Arts - SECONDARY DRAMATIC ARTS

APPLICATION REQUIREMENTS AND SUCCESS CRITERIA

Learning goal: To submit a complete arts specialized school application.

Part 1 - Solo Performance

Perform a text that incorporates the use of a prop to help tell the story of the scene. The text must be school- and age-appropriate, as per the TDSB Code of Conduct, and from one of the following:

A published monologue (one person speaking).
A published dialogue adapted/presented as a solo performance.
Film/movie dialogue adapted/presented as a solo performance.
An excerpt from a story/novel that is written in first person.
Published Spoken Word.
An original script written by the applicant.
Must be a solo performance of your choice. A dialogue must be adapted/presented as a solo performance; no live reader or second performer is part of the live demonstration.
Do your best to memorize the text to ensure that you are able to stay in character and be fully embodied.
Bring one or more props of your choice to help tell the story. Props are subject to the TDSB Code of Conduct.
At the beginning of the performance introduce yourself and identify the source of the text.

Previous training/coaching is not required or expected.

Performance Time

Maximum 2 minutes of artistic performance time.

Setup/administrative activity is outside artistic performance time.

Performance Success Criteria

I have prepared by rehearsing, making character choices and did my best to memorize the script/text.
I move and speak purposefully to express my character’s emotions and inner thoughts as they change throughout the text.
I make my own decisions on how to perform the script/text.
I made effective use of a prop(s) to help my character tell the story.

Sources

For existing text, identify the title; the author/playwright/creator, if known; and where the text was found. If you perform an original script you wrote, identify it as your own original script.

You may provide a one-page source/reference sheet at the live event OR identify the required source information verbally during the live session.

Live Reflection

As part of your live demonstration, you will participate in a reflection discussion lasting 2 to no more than 3 minutes. Please be prepared to discuss the areas of reflection listed below without the aid of supporting notes. Specific questions will be provided during the live reflection.

Character and storytelling choices
Creative process
Reflection on your performance

Live Reflection Success Criteria

I describe the steps and stages I took to prepare the performance, including planning, trying out different ideas, and revising.
I explain my creative choices.

Authenticity

Your artistic choices and live reflection must represent your own thinking. Do not use generative AI to create original application material or prepare your live reflection.

Specialized Programs Arts - SECONDARY INSTRUMENTAL MUSIC

APPLICATION REQUIREMENTS AND SUCCESS CRITERIA

Learning goal: To submit a complete arts specialized school application.

This application is for students performing on a musical instrument:

Pitched instruments: e.g., brass/woodwind/strings/piano/guitar/mallet percussion/steel pan. Non-pitched percussion: e.g., conga/clave/drum kit.

Part 1 - Performance Task

Perform a solo of your choice

Perform your solo for at least one minute.
Any style is welcome.

AND select ONE additional component

Perform any scale of your choice.
Drum set: Perform 8 bars in a feel/style of your choice.
Perform a second solo, or an improvised solo of the first piece, that is different in style to the piece you played. This can also be done on a secondary instrument.
Declare your additional-component choice at the live session.

Performance Time

Maximum 2 minutes of artistic performance time. Setup and minimal transition time are outside artistic performance time.

All performance components must fit within this allowance. A remaining component may not proceed if the available performance time has already been used.

Instruments and Materials

Each site will provide a piano and a drum kit.
Applicants must bring any other instrument they require.
Sheet music is permitted.
Prerecorded accompaniment is permitted; live accompaniment is not part of the live demonstration.
If you use prerecorded accompaniment, be prepared to provide a playable local file for on-site playback.

Performance Success Criteria

I perform my solo and my additional choice.
I make sure that my intonation and pitch is clear and consistent.
I use a steady rhythm and pulse.
I use a proper playing position.
I perform with a clear sound and expression.

Sources

Identify the music used to prepare or perform your audition. Include the title and composer/creator, if known. If you use sheet music, a recording, backing track, or another musical source, include where you found it.

You may provide a one-page source/reference sheet at the live event OR identify the required source information verbally during the live session.

Live Reflection

As part of your live demonstration, you will participate in a reflection discussion lasting 2 to no more than 3 minutes. Please be prepared to discuss the areas of reflection listed below without the aid of supporting notes. Specific questions will be provided during the live reflection.

Musical choices
Reflection on yourself as a musician

Live Reflection Success Criteria

I include detail and/or examples in my responses.
I share insight into myself as a musician.
I reflect on my musical and performance choices and interests.
I speak clearly during the live reflection.

Authenticity

Your artistic choices and live reflection must represent your own thinking. Do not use generative AI to create original application material or prepare your live reflection.

Specialized Programs Arts - SECONDARY MUSICAL THEATRE

APPLICATION REQUIREMENTS AND SUCCESS CRITERIA

Learning goal: To submit a complete arts specialized school application.

Musical Theatre is a multi-disciplinary art form which combines music, drama, and dance to tell a story. While there is no specific dance task as a part of the application process, please note that dance is included in the curriculum in all of the Musical Theatre programs.

Part 1 - Performance Task

Perform an excerpt from any musical theatre song that shows your ability in both singing and storytelling OR perform two (2) shorter contrasting musical theatre excerpts/pieces that show your ability in both singing and storytelling.
Movement is suitable if it supports your artistic expression.
Prerecorded accompaniment is permitted; live accompaniment is not part of the live demonstration. If you use prerecorded accompaniment, be prepared to provide a playable local file for on-site playback.

Performance Time

Maximum 2 minutes of artistic performance time. Setup and minimal transition time are outside artistic performance time.

All performance components must fit within this allowance. A remaining component may not proceed if the available performance time has already been used.

Performance Success Criteria

I chose a song from the musical theatre genre.
I rehearse my piece and do my best to memorize my song.
I explore dynamics, phrasing, physicality, and facial expressions to create my performance.
I perform with careful attention to vocal tone, pitch, rhythm, and diction.
I maintain focus, energy, and character throughout the performance.
I introduce myself and my song: “Hi, my name is ______ and I will be performing SONG TITLE from MUSICAL NAME.”

Sources

Identify the musical theatre selection(s) performed. Include the song title, musical/show title, and songwriter/composer or other creator(s), if known. If you use a backing track or other recorded accompaniment, identify that source as well.

You may provide a one-page source/reference sheet at the live event OR identify the required source information verbally during the live session.

Live Reflection

As part of your live demonstration, you will participate in a reflection discussion lasting 2 to no more than 3 minutes. Please be prepared to discuss the areas of reflection listed below without the aid of supporting notes. Specific questions will be provided during the live reflection.

Creative process and preparation
Reflection on your performance
Your connection to Musical Theatre

Live Reflection Success Criteria

I give thoughtful responses using specific details.
I reflect on my creative process, my performance, and my connection to Musical Theatre.

Authenticity

Your artistic choices and live reflection must represent your own thinking. Do not use generative AI to create original application material or prepare your live reflection.

Specialized Programs Arts - SECONDARY VOCAL MUSIC

APPLICATION REQUIREMENTS AND SUCCESS CRITERIA

Learning goal: To submit a complete arts specialized school application.

Part 1 - Performance Task

Perform a solo of your choice

Perform your solo for at least one minute.
Any style is welcome.
You may choose a part of a choir song, presented as a solo piece.

AND select ONE additional component

A scale or vocal warmup exercise of your choice using any syllable (e.g., do, la, ooh).
Perform a second solo, or an improvised solo, that is different in style to the first piece you performed.
Declare your additional-component choice at the live session.

Performance Time

Maximum 2 minutes of artistic performance time. Setup and minimal transition time are outside artistic performance time.

All performance components must fit within this allowance. A remaining component may not proceed if the available performance time has already been used.

Instruments and Materials

Sheet music/lyrics are permitted.
The solo should be memorized to the best of your ability.
Prerecorded accompaniment is permitted; live accompaniment is not part of the live demonstration.
If you use prerecorded accompaniment, be prepared to provide a playable local file for on-site playback.

Performance Success Criteria

I perform my solo and my additional choice.
I make sure my intonation or pitch are clear and consistent.
My rhythm and pulse are steady.
I sing with proper posture.
My performance is well-rehearsed and memorized to the best of my ability.
I sing with careful attention to vocal tone and phrasing.
I sing with consistent rhythm and a strong sense of pulse.

Sources

Identify the music used to prepare or perform your audition. Include the song title and songwriter/composer or other creator(s), if known. If you use sheet music, a recording, backing track, or another musical source, include where you found it.

You may provide a one-page source/reference sheet at the live event OR identify the required source information verbally during the live session.

Live Reflection

As part of your live demonstration, you will participate in a reflection discussion lasting 2 to no more than 3 minutes. Please be prepared to discuss the areas of reflection listed below without the aid of supporting notes. Specific questions will be provided during the live reflection.

Musical choices
Reflection on yourself as a musician

Live Reflection Success Criteria

I include detail and/or examples in my responses.
I share insight into myself as a musician.
I reflect on my musical and performance choices and interests.
I speak clearly during the live reflection.

Authenticity

Your artistic choices and live reflection must represent your own thinking. Do not use generative AI to create original application material or prepare your live reflection.

Applicant Demonstration of Knowledge and Skills must adhere to all TDSB policies and procedures, including P031 - Human Rights. Submissions that contravene TDSB policies and procedures, including the TDSB Code of Conduct will be addressed and the application will be deemed incomplete.

Marks and Demonstrations of Knowledge and Skills for Other Programs

Program	Marks Included in Applicant Score	Demonstration of Knowledge and Skills
International Baccalaureate	Average of Language, Math, Science, French (average of 4 strands/marks), Geography and History	All In-Person Assessments will take place on Monday, December 7, 2026 (or Monday, December 14, 2026 if there is inclement weather). The exact time will be set in the Fall. 60-minute in-person evaluation and written response Format will be multiple choice (30 min) and one opinion-based written question (30 min). Multiple Choice will assess skill in mathematical reasoning and problem solving, and French Language proficiency. The demonstration of skills and knowledge assess content learning from the grade 7 curriculum expectations and will focus on problem-solving and thinking skills. Applicants for Grade 10 entry will be assessed on grade 8 curriculum content Written question will be assessed by rubric. The written opinion piece will be reviewed for: Purpose and Audience I can write clear topic statements and concluding paragraphs. I can provide relevant evidence and logical reasons to support my arguments or claims. Organizing Content I can classify and sequence ideas using appropriate strategies and tools, and identify and organize relevant content. I can generate and organize relevant ideas, with the use of transition words, ensuring my narrative flows logically. I can use paragraphing to distinguish between different ideas and content in my response. Point of View and Perspective I can identify the point of view, create an argument and explain different perspectives supported by reason, evidence and examples. Syntax and Sentence Structure I can add varied sentence structures (e.g., simple, compound, complex) for flow and effect. Vocabulary I can use precise and descriptive vocabulary to enhance meaning. I can use transition words to connect my ideas smoothly. Capitalization and Punctuation I can check for correct punctuation, including commas and quotation marks for dialogue. Voice I can establish a personal voice, using language and elements of style to express thoughts, feelings, and opinions about a topic, and use a tone appropriate to the form.

Program

Marks Included in Applicant Score

Demonstration of Knowledge and Skills

International Baccalaureate

Average of Language, Math, Science, French (average of 4 strands/marks), Geography and History

All In-Person Assessments will take place on Monday, December 7, 2026 (or Monday, December 14, 2026 if there is inclement weather).
The exact time will be set in the Fall.

60-minute in-person evaluation and written response

Format will be multiple choice (30 min) and one opinion-based written question (30 min).
Multiple Choice will assess skill in mathematical reasoning and problem solving, and French Language proficiency.
The demonstration of skills and knowledge assess content learning from the grade 7 curriculum expectations and will focus on problem-solving and thinking skills.
Applicants for Grade 10 entry will be assessed on grade 8 curriculum content
Written question will be assessed by rubric.

The written opinion piece will be reviewed for:

Purpose and Audience
- I can write clear topic statements and concluding paragraphs.
- I can provide relevant evidence and logical reasons to support my arguments or claims.
Organizing Content
- I can classify and sequence ideas using appropriate strategies and tools, and identify and organize relevant content.
- I can generate and organize relevant ideas, with the use of transition words, ensuring my narrative flows logically.
- I can use paragraphing to distinguish between different ideas and content in my response.
Point of View and Perspective
- I can identify the point of view, create an argument and explain different perspectives supported by reason, evidence and examples.
Syntax and Sentence Structure
- I can add varied sentence structures (e.g., simple, compound, complex) for flow and effect.
Vocabulary
- I can use precise and descriptive vocabulary to enhance meaning.
- I can use transition words to connect my ideas smoothly.
Capitalization and Punctuation
- I can check for correct punctuation, including commas and quotation marks for dialogue.
Voice
- I can establish a personal voice, using language and elements of style to express thoughts, feelings, and opinions about a topic, and use a tone appropriate to the form.

School/Program	Marks Included in Applicant Score	Demonstration of Knowledge and Skills
Leadership R H King Ursula Franklin Academy (formerly Integrated Technology)	Average of Language, Math, Science, Geography and History	The In-Person Assessment will take place on Wednesday, December 9, 2026 (or Monday, December 14, 2026 if there is inclement weather). The exact time will be set in the Fall. 60-minute assessment. Two questions, both requiring a written response. Questions will be centered around students’ personal experiences and opinions around leadership qualities and civic-mindedness. Both questions will be assessed by rubric. Written responses and outlines will be reviewed for: Content I can effectively connect my relevant personal experiences to the quote provided. I can effectively develop a focused statement(s) and examples that clearly support how my leadership experience contributes to the success of the group. I can provide clear examples of the impact that my leadership has had on others. I can incorporate a clear statement of goals and how these goals were set. I can provide authentic insight into my personal experiences and how they led to my motivation and can detail how my personal motivation has led to positive outcomes for others. I can reflect upon the importance of shared responsibility and the inclusion of the voice of others when leading a group. Organization I can generate and organize relevant ideas, with the use of transition words, ensuring my narrative flows logically. I can use paragraphing to distinguish between different ideas and content in my response. Syntax and Sentence Structure I can use a variety of sentence structures (simple, compound and complex), and precise vocabulary to engage my reader. Vocabulary I can incorporate a wide range of vocabulary that is precise and descriptive, that suits the purpose, and that is academic in nature. Capitalization and Punctuation I can check for correct punctuation, including commas and quotation marks for dialogue and quotations. I can appropriately use capitalization to show the beginning of sentences and proper nouns. Voice I can establish a personal voice, using language and elements of style to express thoughts, feelings, and opinions about a topic, and use a tone appropriate to the form.
Athletic Leadership Birchmount Park CI (formerly Exceptional Athlete)	Average of Language, Physical Education and Health Education

School/Program

Marks Included in Applicant Score

Demonstration of Knowledge and Skills

Leadership

R H King

Ursula Franklin Academy (formerly Integrated Technology)

Average of Language, Math, Science, Geography and History

The In-Person Assessment will take place on Wednesday, December 9, 2026 (or Monday, December 14, 2026 if there is inclement weather).
The exact time will be set in the Fall.

60-minute assessment.

Two questions, both requiring a written response.
Questions will be centered around students’ personal experiences and opinions around leadership qualities and civic-mindedness.
Both questions will be assessed by rubric.

Written responses and outlines will be reviewed for:

Content
- I can effectively connect my relevant personal experiences to the quote provided.
- I can effectively develop a focused statement(s) and examples that clearly support how my leadership experience contributes to the success of the group.
- I can provide clear examples of the impact that my leadership has had on others.
- I can incorporate a clear statement of goals and how these goals were set.
- I can provide authentic insight into my personal experiences and how they led to my motivation and can detail how my personal motivation has led to positive outcomes for others.
- I can reflect upon the importance of shared responsibility and the inclusion of the voice of others when leading a group.
Organization
- I can generate and organize relevant ideas, with the use of transition words, ensuring my narrative flows logically.
- I can use paragraphing to distinguish between different ideas and content in my response.
Syntax and Sentence Structure
- I can use a variety of sentence structures (simple, compound and complex), and precise vocabulary to engage my reader.
Vocabulary
- I can incorporate a wide range of vocabulary that is precise and descriptive, that suits the purpose, and that is academic in nature.
Capitalization and Punctuation
- I can check for correct punctuation, including commas and quotation marks for dialogue and quotations.
- I can appropriately use capitalization to show the beginning of sentences and proper nouns.
Voice
- I can establish a personal voice, using language and elements of style to express thoughts, feelings, and opinions about a topic, and use a tone appropriate to the form.

Athletic Leadership

Birchmount Park CI (formerly Exceptional Athlete)

Average of Language, Physical Education and Health Education

School/Program	Marks Included in Applicant Score	Demonstration of Knowledge and Skills
Math, Science and Technology	Average of Language, Mathematics and Science & Technology	The In-Person Assessment will take place on Monday, December 7, 2026 (or Monday, December 14, 2026 if there is inclement weather). The exact time will be set in the Fall. 60-minute in-person Multiple Choice Assessment Entire assessment will be multiple choice. Multiple Choice questions will assess skill in mathematical reasoning, scientific problem solving and innovation, and coding. The demonstration of skills and knowledge assess content learning from the grade 7 curriculum expectations and will focus on problem-solving and thinking skills. Applicants for Grade 10 entry will be assessed on grade 8 curriculum content

School/Program

Marks Included in Applicant Score

Demonstration of Knowledge and Skills

Math, Science and Technology

Average of Language, Mathematics and Science & Technology

The In-Person Assessment will take place on Monday, December 7, 2026 (or Monday, December 14, 2026 if there is inclement weather). The exact time will be set in the Fall.

60-minute in-person Multiple Choice Assessment

Entire assessment will be multiple choice.

Multiple Choice questions will assess skill in mathematical reasoning, scientific problem solving and innovation, and coding.

The demonstration of skills and knowledge assess content learning from the grade 7 curriculum expectations and will focus on problem-solving and thinking skills.
Applicants for Grade 10 entry will be assessed on grade 8 curriculum content

Doors at each site will open at 3:30 p.m.

Applicants arriving late will not be given additional time.