The TMS MYP certificate is awarded at the end of year 5 to students who demonstrate an overall standard of achievement in all aspects of TMS. The certificate represents global achievement within an MYP framework and encompasses the TMS ideals. Students graduating with the MYP certificate are well prepared for the Diploma Programme at university and in life.

An MYP certificate will be awarded to each student who satisfies the following conditions:

• successfully completed all eight MYP subject groups;*

• earned at least 2 points (of 7 possible) in each subject group;

• gained at least a grade 3 for the personal project;

• gained at least a grade 3 for the interdisciplinary project;

• met the expectations of community and service to the satisfaction of the school; and

• gained a grade total of at least 39 from the eight subject groups, interdisciplinary project and the personal project combined, out of a possible maximum of 70.

*Applicable also to students who may not be doing all eight subject groups, due to special circumstances, with approval from the Head of Upper School.

Page 108 Student and Familly Handbook

"In most cases both SL and HL courses consist of the same educational aims, core syllabus and curriculum and assessment models. HL courses typically also include a range of additional elements designed to allow students to explore areas of interest within the subject in more depth. In this sense, SL courses are not watered down versions of their HL counterparts. The assessment criteria are equally demanding for both levels, and SL exams are marked and standardized with the same rigour as all IB coursework." (IBO, 2015)

Three subjects are studied in depth at the Higher Level (HL). HL subjects provide students with 240 hours of instruction over two years. Many universities recognize the depth of the Higher Level courses by granting first year credits to those students who achieve high grades in the final Diploma exams. Three subjects are taken at the Standard Level (SL). SL courses provide students with 220 hours of instruction over two years. This exceeds the minimum IB standard of 150 hours and ensures students earn their OSSD credits.

Page 163 Student and Family Handbook

Head’s List recognizes students who earn an average of 93% (based on the lowest mark possible for an IB 6) or more on their final report card, with the following conditions:

• All grades for MYP/DP courses must be 5 IB points or higher;

• The grade for the MYP Interdisciplinary Project must be 5 IB points or higher;

• The grade for the MYP Personal Project (Grade 10 only) must be 5 IB points or higher;

• Grades for non-IB courses (Civics, TOK etc.) must be 80% or higher; and

• Pillar requirements have been met according to grade-level expectations and the completed Pillar requirements are documented in ManageBac and approved by the advisor.

Honour Roll recognizes students who earn an average of 80% or more (based on Ontario Ministry requirements) in their final report card, with the following conditions

• All grades must be 3 IB points or higher;

• The grade for the MYP Interdisciplinary Project must be 3 IB points or higher;

• The grade for the MYP Personal Project (Grade 10 only) must be 3 IB points or higher;

• Grades for non-IB courses (Civics, TOK etc) must be 75% or higher; and

• Pillar requirements have been met according to grade-level expectations and the completed Pillar requirements are documented in ManageBac and approved by the advisor.

Page 79 Student and Familly Handbook

For domestic programmes, Term 2 of Grade 12 is the most important report for admissions decisions as grades from this report are sent to universities.

For international applications, IB predicted scores and transcripts are sent earlier, in October of Grade 12.

Pages 110-115, Student and Familly Handbook

The DP report card reflects how teachers and students are progressing from partial DP assessments to full DP assessments. On the respective course outlines for the students’ DP courses, teachers clearly indicate how their grading of student performance develops through each term until the end of the two-year journey. The TMS School term reports function as scaffolding for students as they progress through their course content towards their final IB assessments. At the same time, TMS term reports reflect the achievement levels of students as they progress through their respective Ministry credits. While some students in a given subject can be HL or SL students, they are all working towards the same Ministry credit. Thus, the term reports reflect student achievement levels on both the Ministry skills and content as well as the IB skill and content. Page 174, Student and Family Handbook

At TMS School, students’ grades reflect the most recently and most consistently achieved scores. As their familiarity with the Ministry and DP assessment tasks and instruments increases, students are able to master the criteria for their various tasks.

Teachers will indicate the most recent and consistent DP grade and will then translate it into a provincial percentage grade. A low 5 will be closer to 84% while a high 5 will escalate closer to 92%. Many teachers have created a subject-specific range within each level for the respective percentage equivalent. . Thus, each TMS Term Report aims to provide you with as much information as possible about your child’s progress through the DP.

On occasion, a subject might have “N/A” for a DP assessment indicating that this aspect of the course has not yet been introduced or evaluated, but as the Term Reports edge closer to the final report for Grade 12, DP teachers are able to provide feedback on students’ success levels with IB assessments as part of a Ministry credit. The TMS Term Reports also provide percentages that indicate how students are succeeding on Ministry assessments.

Each Term Report, then, establishes an ongoing DP grade as well as an achieved provincial grade. By the final Term Report for Grade 12 in April, teachers issue DP grades that function as Predicted Scores as well as Ministry percentages that indicate the achievement grade for 70% of the class.

IBSO Table of Equivalent Grades

IB Grade OSSD % Range

IB7 97-100

IB6 93-96

IB5 84-92

IB4 72-83

IB3 61-71

IB2 50-60

IB1 Below 50

Page 183, Student and Family Handbook

We recognize that the academic success of students is directly related to good work habits and learning skills. To allow for a greater focus on the explicit teaching of learning skills early in the school year, the November report focuses on the work habits and some criteria. It does not provide an overall MYP grade or Ministry percentage in the course.

In February and June, the reporting of grades will be both in IB grades (from 1 to 7) and a percentage grade. Grades for the formal reporting purposes will:

• reflect student performance on assessment tasks throughout each term; and

• reflect the most consistent level of achievement with special consideration to the student’s most recent levels of achievement at the time of reporting.

Page 281 Student and Familly Handbook

DP students are well prepared for the rigours of university. The study habits, work ethic, and learning skills students develop throughout the programme ease the transition for DP graduates from high school to post-secondary education. Time management, critical thinking skills, and the research methods students develop from the core and their internal assessments are all drivers of success at the university level.

More concretely, students can use the completion of HL courses with a score of 5 or higher as university credits. If they do not use these courses for credits, the advanced level of study will provide them with an advantage in accessing content of the university classes.

Universities respect the Diploma Programme as a whole, understanding that the standardization process contributes to integrity in grades from schools around the world.