Math101 · Independent Ontario learning library
Build the program sample
Choose at least six examples:
- two ambitious options;
- two realistic options;
- two alternatives the student could genuinely accept.
Use exact programs and campuses. “Engineering” or “business” is not specific enough because prerequisites vary by field and institution.
Copy, do not summarize
For each program, record:
| Field | Example of what belongs there |
|---|---|
| Institution and campus | University of Toronto Scarborough, not only “U of T” |
| Exact program | Co-op or regular stream if these are separate |
| Required Grade 12 courses | Copy codes and minimums from the live page |
| Admission calculation | Required courses included? Top six? Supplementary review? |
| Published range | Record the year and whether it is a guarantee—it usually is not |
| Other requirements | Portfolio, interview, form, test, experience, language proof |
| Source and date | Direct URL and date checked |
Trace backward
Suppose a program currently asks for a particular Grade 12 mathematics or science course. Open the school calendar and find that Grade 12 course’s prerequisite. Continue until the student’s current timetable.
Do not guess from course names. A course that sounds related may not be the formal prerequisite.
Find the union of requirements
Combine all required courses across the sample. This union shows which choices preserve the most routes. Then separate:
- requirements shared across nearly every option;
- requirements needed only for one specialized route;
- courses that are helpful but not required;
- courses chosen for graduation, interest, balance, or a backup pathway.
The union can be too large for one timetable. That is where priorities and realistic workload matter.
Add failure and timetable backups
For every crucial course, write:
- what if the school cancels it;
- what if it conflicts with another prerequisite;
- what if the student earns a much lower mark than expected;
- what if the intended program changes;
- what approved alternate delivery exists;
- who must confirm the alternate route.
This is contingency planning, not pessimism.
Review windows
Update the plan:
- before course selection;
- after the timetable is issued;
- after the first meaningful Grade 11 results;
- when the next admission cycle’s information appears;
- before applying;
- before accepting an offer.
Program pages can change between Grade 10 research and Grade 12 application. Save dates, not screenshots without context.
A counsellor-ready question
Instead of “Do I have enough courses for university?” bring the matrix and say:
“These are the current prerequisites for six programs. Can we confirm that my selected Grade 11 and 12 courses form a valid chain, satisfy my OSSD requirements, and have a timetable backup?”
Then send program-specific uncertainty to the admissions office.
Should Grade 10 students use current university requirements even though they may change?
Yes—as a planning signal, not a promise. Current requirements reveal prerequisite patterns. Recheck in every later planning window and use the application-cycle information that applies when the student actually applies.
