1. education
2. school

2013 – 2014
BDEC
CURRICULUM MANUAL
TEACHER HANDBOOK
SCHOOL YEAR » AUGUST 2013 – JUNE 2014
SCHOOL YEAR 2013 – 2014
Table of Contents
1.
Introduction .................................................................................................................................................................. 4
2.
Beaufort Delta Education Council Office Staff ................................................................................................ 5
3.
Strategic Plan 2008-2014........................................................................................................................................ 6
4.
School Year Calendar 2013-2014 ........................................................................................................................ 7
5.
Fall Inservice & Orientation Schedule 2013-2014........................................................................................ 8
6.
District Literacy Plan ................................................................................................................................................ 9
7.
Education, Culture and Employment Initiatives
7.1
Student Assessment, Evaluation & Reporting (SAER).................................................................. 11
7.2
New Kindergarten Curriculum .............................................................................................................. 16
7.3
Division of Educational Renewal and Innovation .......................................................................... 17
7.4
Residential School Module in Northern Studies ............................................................................ 18
7.5
Literacy with Information Communication Technology ............................................................ 19
Major BDEC Initiatives .......................................................................................................................................... 20
7.6
Common Math Assessments.................................................................................................................... 20
7.7
Four Blocks Literacy ................................................................................................................................... 20
7.8
eLearning........................................................................................................................................................ 29
7.9 Professional Learning Communities (PLCs) ...................................................................................... 29
7.10 Assessment and Data ................................................................................................................................. 31
7.11 Literacy and Numeracy Strategy …………………………………………………………………………….. 31
7. 12 The Crystal Initiative.................................................................................................................................. 33
8.
Inclusive Schooling & Student Support .......................................................................................................... 34
8.1 Programming for Student Success......................................................................................................... 35
8.1.1 Regular, Modified, Individual Educational Programs; SSP and IEP Development . 35
8.1.2 Access to High School Education (Home Boarding) ........................................................... 36
8.2 Dealing with Child Abuse .......................................................................................................................... 36
8.3
Harassment .................................................................................................................................................... 38
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 2
9.
PowerSchool and PowerTeacher ...................................................................................................................... 41
10.
Curriculum Approved in NWT ........................................................................................................................... 45
11.
The Common Curriculum Framework for Aboriginal Language and Culture Programs ........... 51
11.1 Aboriginal Languages................................................................................................................................. 51
11.2 Strategy for Culture-Based Education................................................................................................. 57
11.3 Inuuqatigiit & Dene Kede ......................................................................................................................... 57
12.
English Language Arts K-12 ................................................................................................................................ 60
13.
Mathematics K-12.................................................................................................................................................... 65
14.
Science K-12............................................................................................................................................................... 72
15.
Social Studies K-12 and Heritage Fair .......................................................................................................... 100
16.
Northern Studies and Taimani ........................................................................................................................ 117
17.
Health & Career Development......................................................................................................................... 126
17.1 Grades K to 9 ................................................................................................................................................ 126
17.2 Grades 10 to 12............................................................................................................................................ 127
18.
Arts Education K-12 ............................................................................................................................................ 133
19.
French........................................................................................................................................................................ 134
20.
Career & Technology Studies (CTS) 7-12 ................................................................................................... 135
20.1 Youth Entry Level Skills (YELS)......................................................................................................... 136
20.2 Skills Canada Regional/Territorial/National competitions................................................... 136
21.
Work Experience 15, 25, 35 ............................................................................................................................. 137
22.
Physical Education Curriculum K-12............................................................................................................ 138
23.
Instructional Planning, Assessment Record and Homework Policy ............................................... 139
24.
Web and Computer-Based Learning Options 2012-2013 ................................................................... 143
25.
General Resources in BDEC Schools 2013-2014 ..................................................................................... 146
26.
Regional Awards and Bursaries for students............................................................................................ 148
APPENDICES

SAER Document..................................................................................................................................................... 150
 Year-end Checklist ......................................................................................................................................
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 3
SECTION 1
INTRODUCTION
Welcome to the Beaufort Delta and to the 2013 – 2014 academic year.
We hope everyone has an exciting and productive school year!
Drin Gwiinzii, Aatituu,
This curriculum manual has been developed as a resource for new and existing school staff. It contains
information about curriculum and programs, resources and support. The Beaufort Delta Divisional
Education Council (BDEC) is responsible for approximately 1400 Kindergarten to Grade 12 students in
the Beaufort Delta region of the Northwest Territories. BDEC utilizes a full complement of staff, based in
Inuvik, to provide support for school personnel in each of our schools. Services can be accessed by a
phone or email request. The support staff travel regularly to the surrounding communities within the
region and are most willing to assist school staff in supporting student success.
BDEC, indeed the entire Northwest Territories Education Department, is undergoing a time of
transformation and change that will significantly influence education in the north. New Strategic
Planning for BDEC is currently underway; up to eight distance education (eLearning) courses could be
offered this year; everyone still very excited about the opening of the East Three School in Inuvik; new
residential school course and Kindergarten curriculum have been implemented. The Department of
Education, Culture and Employment (ECE) is responding to the 2010 Auditor General’s report which
recommended the development of a comprehensive territory-wide action plan and targets for improved
student performance. The Educational Renewal and Innovation initiative will focus on how to enhance
and strengthen student success, small community schools, assessment practices, early childhood
development, professional capacity, culture, health and well-being and system accountability.
Student success is the fundamental priority at BDEC. Student achievement, literacy, e-learning, student
attendance, quality instruction and assessment are integral to success. Also essential to success is the
development of each child’s self confidence in her/himself as a learner. Pride, strength and a strong
sense of identity can be generated by the use of culture-based education that reflects the Gwich’in and
Inuvialuit heritage of the local people. The success that is generated in our schools is largely a product of
collaboration of the entire school staff; principals, teachers, support staff with inclusion of community
partners. BDEC is proud to be involved and to provide support to you, our dedicated professional staff.
We look forward to meeting new school staff, and to reconnecting with returning staff.
We look forward to a dynamic year of learning in K-12 education.
Mahsi, Quyanainni
Denise Kurszewski, Superintendent
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 4
SECTION 2
OFFICE STAFF
Beaufort Delta Education Council
151 Mackenzie Road, 2nd Floor
Postal Bag Service #12
Inuvik, NT X0E 0T0
Phone: 867.777.7136
Fax: 867.777.2469
Website: www.bdec.nt.ca
NAME
POSITION
Denise Kurszewski
Superintendent of Schools
David Reid
Supervisor of Schools
Greta Sittichinli
Associate Assistant Superintendent
TELEPHONE
867.777.7176
867.777.7131
867.777.7199
Aboriginal languages, Culture Based Education, Heritage Fair
Crystal Lennie
TBD
Darlene Allen
Ken Crocker
Public Affairs Coordinator
Comptroller
Administrative Assistant
Finance Officer
867.777.7322
867.777.7128
867.777.7136
867.777.7134
Oversees District Education Authority & school accounts
Kurt Scheiwiller
Finance and Administration Officer
867.777.7189
Accounts payable & receivables
Michael Reardon
Paul Arthorne
LAN Administrator
Manager IT systems, user accounts (email, network access)
Computer Technician
Technical support and new software installation
Austin Abbott
Debra Bridgeman
Consultant - Skilled Trades
7 to 12 curriculum, Fine Arts, Work experience
Consultant – Grades K -6 English/Social Studies
867.777.7153
867.777.3443
East 3 School
867.777.7367
867.777.7332
K to 6 curriculum, French, Phys Ed
Chris Gilmour
Consultant - Information Technology
867.777.7382
eLearning, classroom technology integration
Tara Gilmour
Consultant – Math/Science, Data
867.777.7167
K to 12 curriculum, analytics & data management
Theresa Hartley
Consultant – Inclusive Schooling/Student Support
867.777.7421
Student support, home boarding, career development (Health, CPP, CALM)
Lorna Jones-Martin
Consultant – Student Information Systems
PowerSchool administrator, report cards
Angela Young
Consultant- Grades 7 – 12 English/Social Studies
867.777.3030,
ext 3148
867.777.7371
7 to 12 curriculum, Northern Studies & Taimani
BDEC Curriculum Manual and Teacher Handbook 2013-2014
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SECTION 3
STRATEGIC PLAN 2008-2013
The Strategic Plan expresses the goals and priorities of the District Education Council. It guides the
decisions and actions of all staff. BDEC School Action Plans focus on priorities established within
the Strategic Plan. School Action Plans are reviewed annually.
Vision
Through quality education, BDEC assists students in achieving their maximum academic, personal, social
and cultural development.
Mission Statement
BDEC’s mission is to form a partnership with parents, students and educational staff in order to provide
quality education for our children and to promote the general educational development of our
communities.
BDEC’s 5 Strategic Goals are:
•
Instill greater pride in heritage
•
Increase student attendance, participation, achievement and program completion
•
Provide effective support to schools, staff, DEAs and BDEC members
•
Develop BDEC’s and DEA’s leadership, innovation, accountability and capacity for success
•
Utilize strong and effective partnerships to advocate for quality education across the BDEC region
Further information about the BDEC Strategic and Operational Plans can be found on the
BDEC website http://www.bdec.nt.ca or Denise Kurszewski by phone at (867) 777-7176
or on First Class email.
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 6
SECTION 4
SCHOOL YEAR CALENDAR 2013-2014
Moose
Kerr
Chief
Julius
East
Three
Elementary
East
Three
Secondary
Angik
Inualthuyak
Chief Paul
Niditchie
Sachs
Harbour
Tsiigehtchic
Tuktoyaktuk
Mangilaluk
Helen
Kalvak
Aklavik
Fort
McPherInuvik
son
First Day
for
Teachers
Aug 26
Aug 26
Aug 26
Aug 26
Aug 26
Aug 26
Aug 26
Aug 26
July 31
First Day
for
Students
Sept 04
Sept 05
Sept 05
Sept 05
Sept 05
Sept 05
Sept 05
Sept 05
Aug 01
First Day
for
Christmas
Holidays
Dec 20
Dec 20
Dec 20
Dec 20
Dec 19
Dec 20
Dec 20
Dec 20
Dec 17
Last Day
for
Christmas
Holidays
Jan 03
Jan 03
Jan 03
Jan 03
Jan 03
Jan 06
Jan 03
Jan 03
Jan 03
First Day of
Spring
Break
April 14
April 14
April 14
April 14
April
14
April 14
April 14
May 12
April 17
Last Day of
Spring
Break
April 22
April 22
April 22
April 22
April
22
April 22
April 22
May 16
April 17
Last Day of
School for
Students
June 26
June 26
June 26
June 26
June 26
June 25
June 26
June 26
May 28
Last Day of
School for
Teachers
June 27
June 27
June 27
June 27
June 26
June 26
(am)
June 27
June 27
May 29
(am)
Number of
Sessional
Days
178
178
178
178
178
177
178
180
182
Paulatuk
Inuvik
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Ulukhaktok
Page 7
SECTION 5
FALL IN-SERVICE/ORIENTATION SCHEDULE 2013
TEACHER CONFERENCE AUGUST 26-30, 2013, INUVIK
STUDENT ACHIEVEMENT THRU RELATIONSHIPS
8:30am
Mon Aug 26
Administrative
day for schools
-travel for
community
teachers
-Inuvik schools as
directed by their
principals
10:15am
12-1 pm
1:00-pm
2:10
2:20-pm
4: 30pm
Evening
Nutrition Break
Administrative
day for schools
Lunch
New Teacher
Orientation
(HR, finance)
Returning staffs
meet in East Three
school for
individual staff
mtgs
Break
New Teacher
Orientation
Returning staffs
meet in E 3 school
for individual staff
mtgs
eLearning
orientation
Closing remarks
Long Term Service
BBQ at E3 school
Tues Aug 27
Cultural Day
Wed Aug 28
Inservice Day 1
Thur Aug 29
NWTTA
Professional
Development
Day
Fri Aug 30
Inservice Day 2
BDEC Intro
IRC, GTC Welcome
Opening Address
Alberta
Assessment
Consortium
Keynote:
“Planning with
the End in
Mind”
-Residential School
Assessment
Module
AAC
-History of Colonization
-Reconciliation
PD
1) ECE
2)AAC leadership
with BDEC staff
3) Read & Write
Gold for PSTs and
EAs
Mary Simon: Inuit
Education Strategy
PD
1)PowerTeacher
for all new
classroom
teachers
2)Grade level
conversations
3)EA/PST session
-Read/Write/Gold
PD
1)First Class for
All
NWTTA
event
Travel home
Assessment:
AAC Breakout:
K-6
7-12
GTC presentation
IRC presentation
Partnerships
Relationships/
Wellness
Cultural games at E3
School (traditional
games, talent show)
Assessment:
AAC Breakout:
K-6
7-12
Free evening
BDEC Curriculum Manual and Teacher Handbook 2013-2014
1)ECE Curriculum
coordinators
2)AAC leadership
with consultants
and principals
3) Read & Write
Gold for PSTs and
EAs
Page 8
SECTION 6
DISTRICT LITERACY PLAN
Increasing student achievement has been a continuing focus for BDEC schools.
The BDEC District Literacy Plan, now in the final draft stage, is a response to this ongoing initiative.
Inherent to the plan is the belief that all students can achieve high standards. We believe that the
systemic implementation of the District Literacy Plan will ultimately result in increases in student
achievement throughout the district.
The development of the plan has involved reviewing a myriad of current research on increasing student
achievement. In addition, through consultation and collaboration, input for the plan was obtained from
many people, a process that will continue to take place over next year. To date input has been from the
BDEC district leadership team, BDEC school district administrators, the BDEC council, and BDEC
community partners. In addition, the District Literacy Plan has been developed in keeping with the
following documents: NWT Education, Culture and Employment (ECE): Aboriginal Student Achievement
Education Plan (August 2011); Towards Literacy: A Strategy Framework – 2008-20018; Putting Plans Into
Action, Beaufort-Delta Education Council: Operational Plan 2008-2013; Literacy/Numeracy Strategy
(2011).
The District Literacy Plan is to be considered a living document, a work in progress. As technology
continues to advance at a rapid pace our access to information is continually improving. If we are to
continue to champion for advances in student achievement for BDEC children and youth it is imperative
the district remain current of any new developments in education and that any literacy plan continues to
reflect such new understandings.
The district literacy plan is a working document for the Literacy and Numeracy Committees.
For further information about the BDEC District Literacy Plan contact Angela Young,
Program Consultant at (867) 777-7371 or on First Class email.
BDEC Curriculum Manual and Teacher Handbook 2013-2014
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SECTION 7
ECE INITIATIVES
WE WOULD LIKE TO ACKNOWLEDGE EDUCATION, CULTURE, AND EMPLOYMENT’S INITIATIVES:
7.1 » STUDENT ASSESSMENT, EVALUATION & REPORTING (SAER) INITIATIVE
7.2 » NEW KINDERGARTEN CURRICULUM
7.3 » DIVISION OF EDUCATIONAL RENEWAL AND INNOVATION
7.4 » RESIDENTIAL SCHOOL MODULE IN NORTHERN STUDIES
7.5 » LITERACY WITH INFORMATION COMMUNICATION TECHNOLOGY
BDEC INITIATIVES
7.6 » COMMON MATH ASSESSMENTS
7.7 » FOUR BLOCKS LITERACY
7.8 » ELEARNING
7.9 » PROFESSIONAL LEARNING COMMUNITIES (PLCS)
7.10 » ASSESSMENT AND DATA
7.11 » LITERACY AND NUMERACY STRATEGY
7.12»
THE CRYSTAL INITIATIVE
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 10
7.1 Student Assessment, Evaluation & Reporting (SAER)
Educating All Our Children: Departmental Directive on Student Assessment, Evaluation and Reporting
2010 provides Ministerial direction as to what is to be done and serves as the basis for all systemic and
classroom assessment practices. The document is found at http://www.ece.gov.nt.ca under Assessment
and Evaluation. The following supporting document, Educating All Our Children: Procedures, Roles and
Responsibilities for Student Assessment, Evaluation and Reporting 2011-2012 provides the
methodology and processes to be used to fulfill the Directive.
The BDEC Student Assessment, Evaluation & Reporting Procedures document which follows has been
developed in response to the directive (2001).
Beaufort Delta Education Council » Student Assessment, Evaluation & Reporting
Procedures
Principles
Student assessment practices shall be based upon and be consistent with the following principles
(adapted from the ECE Student Assessment, Evaluation & Reporting Directive 2001):
ASSESSMENT SHOULD BE:
•
based on the goals and objectives of instruction as identified in approved territorial curricula at the
student’s working level
•
an integral part of planning for instruction
•
linked to programming
•
sensitive to the context of the culture, heritage and language of the community
•
diverse in range of sources and methods encompassing the physical, emotional, social, intellectual
and spiritual domains
•
suitable to the backgrounds and prior experiences of the students
•
used to obtain comprehensive information about student growth
•
a positive component of the learning experience, enhancing each student’s self-esteem and allowing
the student to demonstrate, in a variety of ways, what he or she knows and can do
•
fair, appropriate and ongoing
SCORING SHOULD:
•
be done in a valid and consistent manner and shared with students prior to instruction
•
be based on criteria identified in a content standard, be interpreted in relation to that standard and
yield accurate representation of the student’s performance relative to that
REPORTS SHOULD:
•
be clear, accurate and of practical value to the intended audience
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 11
•
specify the skills and knowledge the student is expected to acquire
•
describe satisfactory and excellent levels of performance
•
indicate clearly what the student is able to do, what the student is working towards and how further
achievement can be attained.
Guidelines:
The following common guidelines pertain to all grades in all schools in the Beaufort-Delta Region.
PLANNING
•
Prior to instruction, teachers shall develop and maintain a record of year/semester, unit and daily
lesson plans that identify specific learning goals and objectives
•
Teachers are required to use information gained through assessment activities to target instruction
to areas of need
CLASSROOM ASSESSMENT
•
Teachers shall use a variety of classroom-based assessment methods to assess individual student
achievement and growth. These methods are to be aligned to the curriculum and may include, but
are not limited to, teacher observation, oral and written tests, performance assessments, teacher
developed tests, externally developed standardized tests and self assessments, checklists, rating
scales, exemplars, rubrics…
•
Teachers in Grades 6 and 9 are required to participate in local marking of Alberta Achievement Tests
in English Language Arts, French Language Arts and Mathematics in English and French
•
The assessment process will be fair, appropriate and ongoing
•
Students will have opportunities to develop skills in assessing and evaluating their own achievement
towards an established standard
•
Teachers will keep detailed records of individual student performance in a range of assessments
over time
SYSTEM-WIDE ASSESSMENT
•
System-wide standardized testing shall occur in Language Arts (LA) and Mathematics at grades 3, 6
and 9 using the Alberta Achievement Test (AAT), with exclusions determined by the territorial
standard, and again at grade 12 using Diploma Exams
•
Teachers in grades 6 and 9 are required to participate in the local marking of AATs in ELA, FLA and
Math
•
Each school staff is required to analyze the system-wide AAT and Diploma Exams results for their
school. The analysis will determine strengths and challenges to be addressed within the School’s
Action Plan. This school action plan is to be submitted to the superintendent by October 30 of the
current school year
EVALUATION
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 12
•
Evaluation of student academic performance is the responsibility of the subject/classroom teacher
under the direction of the principal
•
The final mark awarded for a course/subject shall be based on curriculum standards: performance
demonstrated by the student in relation to the range of curriculum outcomes for that course/subject
•
Attendance, behavior and homework shall not be factored into evaluation marks in the
course/subject unless specifically included in curricular learning outcomes and clearly identified to
students at the beginning of the term
•
Evaluation of a student with special needs shall be consistent with the goals and objectives outlined
in that student’s Student Support Plan (SSP) or Individual Education Plan (IEP)
•
Students in Grades 7 – 9 who follow regular or modified program plans may be required to write
exams in core subjects. Exams, if written, must not exceed a cumulative value of more than 25% of
the final mark
•
Students in Grades 10 – 12 who follow the regular program will be required to write exams in core
subjects (Language Arts, Mathematics, Science and Social Studies). The cumulative value of all exams
will be not less than 25% and not more than 35% of the final mark (diploma courses excepted)
PLACEMENT
•
For students in Kindergarten to Grade 9, placement decisions will be in accordance with the
Ministerial Directive on Inclusive Schooling (2006). For students in Grades 10, 11 and 12,
programming decisions will be in accordance with grade designations/placement contained in the
NWT School Handbook (2012-2013). For students on Student Support Plans or Individual Education
Plans, decisions will be made collaboratively by the Program Support Team, of which the parent is
assumed to be a part
REPORTING
•
Teachers shall provide to students and parents, at the beginning of the school year, a written
description of the school/course procedures to assess, evaluate and report student achievement and
performance
•
Each school will establish at least three regular reporting periods per school year. These reporting
opportunities shall be a Parent-Teacher-Student (3-way) Conferences. A written progress report
shall be provided to the parent at each reporting period using the BDEC standard report card
•
Report cards will describe criteria for assigned levels, letter grades or percentages
•
Report cards will describe the student’s progress in a course/subject towards mastery of curriculum
standards – performance demonstrated by the student in relation to the range of curriculum
outcomes for that course/subject. Attendance, behavior and attitude information will be reported
separately
•
Teachers will maintain, and make available to parents at the Parent-Teacher-Student Conference, a
portfolio of each student’s work showing evidence of individual student growth, strengths and
challenges
•
All report cards will be viewed and signed by the principal/assistant principal prior to distribution
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 13
•
Each student’s Working Grade Level (WGL) for Grades One to Nine, in LA and Mathematics, will be
reported to parents at each reporting period. Each student’s Functioning Grade Level (FGL) will be
reported to the Department of Education, Culture and Employment (ECE) in May of the current
school year, and recorded in each Student Record (CUM file)
•
A copy of each report card for the current school year and the current AAT results will be placed in
each CUM file
•
Parents will be invited, in a timely manner, by the principal, the classroom teacher or the program
support teacher, to view their child’s AAT results
•
Principals are responsible to present AAT results to teachers, parents and the local DEA in a timely
manner and in accordance with The Directive on the Release of Alberta Achievement Test Results
(2005) and The Addendum to The Directive on the Release of Alberta Achievement Test Results
APPEALS
•
Late assignments with penalty/deduction will be accepted up to the end of the term when report
cards are completed
•
At the teacher’s discretion, students will be provided the opportunity to rewrite a test
References:
•
BDEC Policy – Student Assessment, Evaluation and Reporting
•
ECE Student Assessment, Evaluation and Reporting Directive
•
ECE Ministerial Directive on Inclusive Schooling (2006)
•
ECE Senior Secondary Administrators Handbook
Systemic Assessment
Students in grades three, six and nine will write Alberta Achievement Tests (AATs) as per the Alberta
administration schedule in May and June of each school year. The administration schedule will be
determined in consultation with each school and pursuant to the shipping schedules of Alberta
Education. For further information on AAT administration, contact Theresa Hartley 777-7167.
Report Cards
BDEC schools use a common report card when reporting student progress to parents. Report card
templates for K, 1-3, 4-6, 7-9 and 10-12 are embedded within PowerTeacher. For further information
please contact your school principal or Lorna Jones-Martin 777-3030.
Honesty in Reporting
BDEC policy requires that Working Grade Level information in Mathematics and Language Arts be
reported to parents of students in grades 1 – 9. For more information on the Honesty in Reporting Policy
please refer to the BDEC Policy Manual and the BDEC SAER Procedures on page 6.
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 14
SAER Procedures Manual: see Appendix A
Educating Our Children: Procedures, Roles and Responsibilities for Student Assessment,
Evaluation and Reporting
Ask your principal about the SAER Implementation Plan for your school for
this year. For additional information contact David Reid, BDEC Supervisor of
Schools at 867-777-7131
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 15
7.2 New Kindergarten curriculum
Curriculum manual here
A growing body of research from the fields of early childhood development, neuroscience,
economic development and population health has educational authorities across Canada and
internationally re-thinking what children need in Kindergarten. During the 2012-2013 school
year, the territorial wide pilot of the integrated Kindergarten curriculum led to the finalization
of the document in September 2013.
Research is driving significant changes to educational programming for the early years around
the globe; but this curriculum is also uniquely Northern. The evidence supporting integrated
approaches to children’s learning aligns with our Northern beliefs in curriculum that is
experiential, relevant to children’s lives, grounded in the culture and community, and centering
around healthy relationships with self, others, and the natural world.
The Curriculum is organized around 12 Kindergarten Key Competency areas:
1. Sense of identity
2. Relationships with the land
3. Relationships with others
4. Conversations
5. Play and inquiry
6. Self-regulation
7. Creativity
8. Citizenship
9. Diversity
10. Healthy Lifestyle
11. Emergent Literacy
12. Thinking Mathematically
Additional information about the Kindergarten Curriculum is available at:
http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/earlylearning-kindergarten
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 16
7.3 Division of Educational Renewal and Innovation
Dynamic educational change is happening in Canada, and the NWT is focusing on renewal and
innovation.
http://nwtedrenewal.wikispaces.com
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 17
7.4 Residential School module in Northern Studies
“The Canadian Residential Schools unit was developed for use in Nunavut, the NWT, and
beyond. It is our hope that the information and activities in this unit will give teachers and
students the resources they need to examine the histories, memories, and impacts of the
Canadian residential school system. Generations of Aboriginal peoples have been impacted by
this system, and all Canadians have a part to play in learning about the past and in continuing to
build more respectful relationships in the present and future.”
The Residential School System in Canada:
Understanding the Past-Seeking Reconciliation-Building
Hope for Tomorrow, Teacher’s Guide p.2
(photo: Tessa MacIntosh, with permission Government of the Northwest Territories and
Government of Nunavut.): Commissioner Marie Wilson, Truth and Reconciliation
Commission, Minister of Education, Culture and Employment, Jackson Lafferty, Government
of the Northwest Territories; Minister of Education and Premier of Nunavut, Eva Aariak,
Government of Nunavut. Following the Gesture of Reconciliation, the gifting of the first
copies of the NWT and Nunavut curriculums to Commissioner Wilson
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 18
7.5 Literacy with Information Communication Technology
Literacy with Information Communication Technology
Today, technology is a part of almost every aspect of life and learning.~ Technology enables
work and communication for business and pleasure often with a strong emphasis on hardware,
software, portable devices, and "apps." ~However, it is not enough for students to be merely
"ICT literate".~ 21st Century citizens need a broader literacy that guides the use of these tools
and applications. This "literacy with ICT" includes "learning about and choosing ICT to critically,
creatively, and ethically use, produce, and communicate meaning."
ICT is best infused into inquiry processes across the K to 12 curriculum such as:
 planning and questioning;
 gathering and making sense;
 producing to show understanding; and
 communicating and reflecting.
These critical and creative acts will be strongly influenced by affective considerations of ethical
and responsible use, implications for society, collaboration, and personal metacognition,
motivation, and confidence.
While this K-12 perspective of ICT-supported inquiry deemphasizes the teaching of ICT merely
as a set of skills, it does not in any way minimize the need for more technically oriented CTS
courses at the high school level.~ Neither does this perspective minimize the need for "good
technique" and facility that yields greater clarity and artistry.
Through education and practice, students will learn:
 how to critically, creatively, and ethically use a variety of information and
communication technologies to problem solve, make decisions, inquire, collaborate,
demonstrate, and communicate;
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 how technology applications and systems often have similar designs and functions that
can be learned and the knowledge transferred to new devices and contexts;
 how ICT can positively impact relationships; and
 how to determine which processes, tools and techniques are appropriate for various
contexts.
Literacy with Information and Communication Technology link
BDEC INITIATIVES
7.6 Common Math Assessments
All students in Grades 2 to 9 must write a Common Mathematics Assessment (CMA) at their
working grade level. Because the CMAs are “assessment for learning”, teachers, along with
school programming teams, will determine the test level appropriate for a particular student.
Generally, the CMAs are written twice a year: November and April.
Each CMA will be viewed as “assessment for learning” and will measure the knowledge and
skills of students at their individual working grade levels. The CMAs will inform parents about
how their children are doing at key stages throughout the year and provide teachers with
information to guide teaching, intervention and enrichment. Consequently, the results of the
CMAs will not be factored into the term mark for a student and, therefore, not included on
report cards.
The CMAs will be marked by teachers who will report the results to BDEC for data collection
purposes. Teachers will also complete a Class Analysis Chart, supplied by BDEC, to determine
the strengths and challenges of their students so appropriate intervention or enrichment can be
provided. No textbook/workbook system can work effectively without this analysis of letting
learners know what they have done well and what should be the next steps for their learning.
Contact Tara Gilmour, Math and Science Consultant 777-7421
7.7 Four Blocks Literacy
For support please contact Debra Bridgeman, Language Arts Consultant at 777-3040 or
by First Class email. http://www.wfu.edu/education/fourblocks
Building Blocks™ is a developmentally appropriate, multilevel framework for Kindergarten Language
Arts instruction. Four Blocks® is a multimethod and multilevel framework for Grades 1 – 3 Language
Arts instruction. Big Blocks™ is a multilevel and multimethod framework that integrates Language Arts
with content learning in Grades 4 and up. These frameworks are mandated by BDEC for the delivery of
Language Arts curricula in Grades K-9. All facilitate student achievement in diverse classroom
environments and all incorporate the Inclusive Schooling philosophy.
Building Blocks™, Four Blocks® and Big Blocks™ standardize the basic approach to Language Arts
instruction in all BDEC schools, resulting in:
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•
•
•
A common language used by students and teachers
A common teaching approach
Common classroom resources and materials
•
•
•
•
•
Ease of student movement among schools in the region
Full day programming
Language rich environment
Focus on literacy and numeracy
Developmentally appropriate activities
AN OVERVIEW OF BUILDING BLOCKS™
Building Blocks is a framework that combines what children need to learn with what is known about
how children learn. All teachers can begin or continue their students’ literacy journeys by providing
detailed instructions for developmentally appropriate
activities, such as predictable charts, teacher read-alouds,
reading to and with children, and writing to, for, and by
children. With Building Blocks, students experience a variety
of reading and writing activities which instill the desire to
learn to read and write, develop phonemic awareness, foster
important language concepts, encourage letter and sound
recognition, teach essential print ideas, and extend
vocabulary. These six critical understandings are stressed in
the Building Blocks balanced literacy program.
Desire To Learn To Read & Write
Create an environment where all students see themselves
becoming independent readers and writers through a variety
of developmentally appropriate activities.
Language Concepts
Foster the ability to read and write words through the use of
morning messages, journal entries, sentence building
activities, and environmental print.
Print Concepts
Teach print concepts by modeling how to write and participating in shared reading and shared writing
experiences.
Develop phonemic awareness, including the concept of rhyme, through activities with poetry, rhyming
books, tongue twisters, and playing with language.
Interesting Words
Extend the list of real-life words that students find personally relevant, such as favorite restaurant
names, favorite cartoon characters, and family members.
Letters & Sounds
Encourage letter and sound recognition through activities with alphabet books, beginning and ending
sounds, and shared writing of predictable charts.
Building Blocks™ resources include:
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1. The Teacher’s Guide to Building Blocks™: Dorothy Hall and Elaine Williams
2. The Administrator’s Guide to Building Blocks™: Dorothy Hall, Amanda Arens and Karen Loman
3. Month-by-Month Reading, Writing, and Phonics for Kindergarten: Patricia Cunningham and Dorothy
Hall
4. Predictable Charts: Shared Writing for Kindergarten and First Grade: Dorothy Hall and Elaine
Williams
5. Interactive Chart: Shared Reading for Kindergarten and First Grade: Dorothy Hall and Karen Loman
6. Making Alphabet Books to Teach Letters and Sounds: Dorothy Hall
7. Shared Reading with Big Books: Using Building-Blocks™ and Four-Blocks™ Strategies: Dorothy Hall
and Joseph Fuhrmann
8. Learning Centers: Karen Loman and Dorothy Hall
*Additional resources are available through Scholar`s Choice
AN OVERVIEW OF THE FOUR BLOCKS®
Numerous additional resources are in all BDEC schools.
Guided Reading
In Guided Reading, teachers choose material for
children to read and a purpose for reading, and then
guide them to use reading strategies needed for that
material and that purpose. Teachers provide guidance
in a variety of whole class, small group, and partner
formats.
Guided Reading is always focused on comprehension.
Children learn to predict what might happen or what
they might learn. They learn about the story elements
of characters, setting, and plot, and they learn how to
organize and compare information learned from
informational text.
Guided Reading is done with all types of reading
materials—big books, little versions of big books,
basal readers, anthologies, magazines, multiple copies
of trade books, and sections from science and social studies texts.
The goals for this block are:
•
Teach comprehension skills and strategies
•
Teach children how to read all types of literature
•
Develop background knowledge, meaning vocabulary, and oral language
•
Provide as much instructional-level reading as possible
•
Maintain the motivation and self-confidence of struggling readers
(The Teacher’s Guide to the Four Blocks®, p. 43)
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Self-Selected Reading
Children who have been read to regularly and who have time each day to read books will become
readers. Readers are not just people who CAN read—readers are people who DO read! In years gone by,
the Self-Selected Reading Block was usually done at home! For most children, this is no longer true. Our
Self-Selected Reading Block ensures that all children experience daily read-alouds and time for reading
books of their choice and on their own level.
Historically called individualized reading or personalized reading (Veatch, 1959), Self-Selected Reading
time is now often labeled Reader’s Workshop (Routman, 1995). Regardless of what it is called, SelfSelected Reading is that part of a balanced literacy program during which children get to choose what
they want to read and to what parts of their reading they want to respond. Opportunities are provided
for children to share and respond to what is read. Teachers hold individual conferences with children
about their books.
The Self-Selected Reading Block always includes the teacher reading aloud to the children from a wide
range of literature and the children reading “on their own level” from self - selected books. The teacher
holds conferences with children about their books, and opportunities are provided for children to share
and respond to what is read.
The goals of this block are:
• Share different kinds of literature through teacher read-aloud
• Encourage children’s reading interests
• Provide instructional-level materials
• Build intrinsic motivation
(The Teacher’s Guide to the Four Blocks®, p. 21)
Writing
The Writing Block includes a mini-lesson that provides children with a model of what writers do. During
the block, children engage in various writing activities from starting a new piece, finishing a piece,
revising, editing, or illustrating. Another component includes conferences that lead to a final published
piece. In the Author’s chair, children share their writing and respond to each other’s writing at various
stages in its development. (The Teacher’s Guide to the Four Blocks®, pp.87-122)
The goals of this block are:
• See writing as a way to tell about things
• Write fluently
• Learn to read through writing
• Apply grammar and mechanics in their own writing
• Learn particular forms of writing
• Maintain the self-confidence and motivation of struggling writers
(The Teacher’s Guide to the Four Blocks®, pp.86-87)
Working with Words
Through the activities in the Working with Words Block, teachers can assess, monitor, and plan for the
needs of the entire group, as well as the individual students. This ensures students learn the highBDEC Curriculum Manual and Teacher Handbook 2013-2014
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frequency words and engage in activities to learn how words work through strategies such as Making
Words, Guess the Covered Word, Word Wall, and more.
During this block, children learn to read and spell high-frequency words and the patterns that allow
them to decode and spell lots of other words. This block, while focusing upon words and the units that
make up words, forms the platform for many activities that help students become better readers and
writers. (The Teacher’s Guide to the Four Blocks®, pp.123-168 )
The goals for this block are:
• Learn to read and spell high-frequency words
• Learn patterns used to decode and spell lots of other words
• Transfer word knowledge to their own reading and writing
How Does a Four Blocks® Classroom Look?
As you look into the classroom you are likely to see…
Desks or tables arranged in groups of four, in U shapes, etc., so that students can work in cooperative
groups.
• A Word Wall with letters of the alphabet stretching across a wall and words written on colored paper
and organized under the appropriate letter of the alphabet
• A pocket chart readily available for a number of activities, such as Making Words and Rounding Up
the Rhymes
• Student work displayed in the room: compositions on bulletin boards, student and class-made books
on shelves and tables, artwork decorating the walls, etc.
• Charts with vocabulary words clustered by theme or topic. These are words that are valuable for
students to learn, but which may not be appropriate for the Word Wall
• An Editor’s Checklist written on large chart paper or poster board to be used as a reference for
writers as they complete their quick editing on rough drafts.
• Books, books and more books placed in baskets for Self-Selected Reading, displayed attractively on
shelves and window sills, in a class library area and in other places around the room
• Other reading materials such as magazines, newspapers, and resource materials placed where
students can easily access them
• Samples of environmental print, such as news clippings, signs, cereal boxes, and other packaging, that
show evidence that reading has real-world applications
• Writing materials in a center or area of the room for students’ use. The center will include writing
paper in various colors and shapes, stationery and postcards, a stapler, construction paper, glue,
crayons, pens, pencils, and perhaps one or two computers for composing
• A carpeted area or rug where students gather close to the teacher for mini-lessons and read-aloud
• An inexpensive kitchen timer used by the teacher to assure brisk pacing of each of the Four Blocks®
• Teachers and students engaged in teaching and learning
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(Information appears in Implementing the Four Blocks® Model)
Four Blocks® Resources:
Grade 1
• The Teacher’s Guide To the Four Blocks®
• Month by Month Phonics for First Grade
• Guided Reading the Four Blocks® Way
• Self-Selected Reading the Four Blocks® Way
• Word Wall Plus
• Tongue Twisters
• Guess the Covered Word
• Four Blocks® Plan Book Plus
*Additional resources are available through Scholar’s Choice
Grade 2
• The Teacher’s Guide to the Four Blocks®
• Month by Month Phonics for Second Grade
• Guided Reading the Four Blocks® Way
• Self-Selected Reading the Four Blocks® Way
• Word Wall Plus
• Tongue Twisters
• Guess the Covered Word
• Writing Mini-Lessons for Second Grade
• Four Blocks® Plan Book Plus
*Additional resources are available through Scholar’s Choice
Grade 3
• The Teacher’s Guide to the Four Blocks®
• Month by Month Phonics for Third Grade
• Making Words Lessons for Home and School
• Writing Mini-Lessons for Third Grade
•
Four Blocks® Plan Book Plus
*Additional resources are available through Scholar’s Choice
An Overview of Big Blocks®
Big Blocks is a multilevel, multimethod language arts framework.
Multilevel instruction focuses on the multiple learning levels and
needs of all students in the class in a single lesson. A multilevel
activity is an activity that is so rich, students at different levels have
something to learn through the same activity. Unlike single-level
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activities, multilevel activities are not frustrating for the struggling reader and writer or boring for those
who are more advanced. When teachers provide daily, multilevel learning opportunities, more students
achieve the “mastery” desired over time.
Big Blocks is multilevel because instruction in each block is differentiated to meet the needs of all
learners. The Guided Reading Block differentiates instruction through the use of various grouping
formats, instructional materials that are at or below the average reading level of the students, short texts
and picture books, and small group instruction when possible and/or necessary. The Writing Block and
Self-Selected Reading Block differentiate instruction through the use of mini-lessons at various levels,
teacher modeling, and individual conferences that focus on the needs of each student. The Working with
Words Block differentiates instruction through the use of easy and complex words, a focus on patterns
and morphemes, and a focus on transferring the words and patterns to reading and writing. Big Blocks is
multimethod because it provides instruction in all four approaches to reading through each of the
Blocks.
Big Blocks is not a program that dictates what is to be taught in a specified sequence or manner. Rather,
it is a model that provides a framework for quality instruction that should be tailored to meet the needs
of the students in your class. If your students need more time and focus on a comprehension strategy,
then you should provide it. If your students are proficient writers and would enjoy learning more
advanced writing strategies, then you should provide these strategies through mini-lessons and
conferences. The Big-Blocks™ model honors your students as learners—with varying needs and learning
styles—and it honors you as the teacher—a professional who knows students well and plans instruction
for them accordingly.
The Big-Blocks™ framework differs from Four Blocks in its implementation based on the time devoted to
each block and the frequency of each block.
Self-Selected Reading
The goals for this block are:
• To build fluency with children who have not achieved this
• To motivate students to read a wide variety of materials
• To allow students to read materials at their own reading levels
• To allow students to discuss and make connections with books
• To build confidence with students as readers
• To help students develop a habit of reading
Teacher Read Aloud:
5 – 10 minutes
or
Book Club Reading and Literature Circles:
20 – 25 minutes
Sharing:
5 – 10 minutes
*Based on the needs of the students, this block may or may not occur daily. When the block occurs, times shown are
approximate.
Guided Reading Block
The goals for this block are:
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• To teach students to apply comprehension skills and strategies to a wide range of texts
• To help students transfer what is learned to other texts beyond those in Guided Reading
Pre-Reading Elements:
10 – 15 minutes
During Reading:
15 – 25 minutes or Student Workshop Format: 30 – 45 minutes
After Reading:
5 – 10 minutes
*Based on the needs of students, this block may or may not occur daily. When the block occurs, times shown are
approximate.
Writing Block
The goals for this block are:
• To aid students in becoming effective communicators of written language for varied purposes and
audiences
• To allow students the opportunity to apply their knowledge of phonics, spelling, and decoding in an
authentic context
• To help students to see reading from a writer’s point of view
Modeling and Mini:
Lesson: 10 – 15 minutes
Student Writing and Teacher Conferencing:
20 – 30 minutes
Sharing:
5 – 15 minutes
*Based on the needs of students, this block may or may not occur daily. When the block occurs, times shown are
approximate.
Working With Words Block
The goals for this block are:
• To ensure that students will read, spell, and use high-frequency and commonly misspelled words
correctly
• To ensure that students will learn the patterns of words that will enable them to become better
spellers and readers
• To have the students apply the strategies they learn about words in the context of real reading and
writing
• To help students communicate clearly, precisely, and effectively in written and spoken language
through their knowledge of words
Determined by teacher:
15 – 30 minutes
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*Based on the needs of students, this block may or may nor occur daily. When the block occurs, times shown are
approximate.
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7.8 eLearning
BDEC Centre for Distance Education and Excellence
The 2012-2013 academic school year marked the opening of the Centre for Distance Education
and Excellence at East Three Secondary School. This innovative Centre provides online high
school courses to students throughout the Beaufort Delta. With enhanced Internet services
available throughout our District in early 2013, the Centre for Distance Education and
Excellence began using videoconferencing technology to deliver its programming. This,
combined with on-line courses hosted on our MOODLE site, defines the eLearning program. In
September 2013, BDEC will expand the programming offered to reach most Beaufort Delta
communities. The Centre facilitates equity in high school programming throughout the district.
Starting September 2013, the following courses are scheduled:
Semester 1
Social Studies 20-1
Math 10C
Science 10
Semester 2
Math 20-1
Social Studies 10-1
Biology 20
Students in these courses are provided quality instruction through videoconferencing. Lesson
resources including video, assignments, quizzes, exams, etc., are provided using the online
learning management system called MOODLE (Modular Object-Oriented Dynamic Learning
Environment). Students in the community schools will travel to Inuvik each semester to
complete complex lab assignments that require special equipment or to complete group work.
7.9 Professional Learning Communities (PLCs)
Professional Learning Community (PLC)
What is a PLC?
“A Professional Learning Community (PLC) is educators committed to working collaboratively
in ongoing processes of collective inquiry and action research to achieve better results for the
students they serve. PLCs operate under the assumption that the key to improved learning for
students is continuous, job-embedded learning for educators.”
—from Dufour, Richard, et al. (2010) Learning by Doing. Britain: Solution Tree
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3 Big Ideas of a PLC
Focus on Learning
The fundamental purpose of the school is to ensure high levels of learning for all students.
This focus on learning translates into four critical questions that drive the daily work of the
school. In PLCs, educators demonstrate their commitment to helping all students learn by
working collaboratively to address the following critical questions:
1) What do we want students to learn? What should each student know and be able to do as
a result of each unit, grade level, and/or course?
2) How will we know if they have learned? Are we monitoring each student’s learning on a
timely basis?
3) What will we do if they don’t learn? What systematic process is in place to provide
additional time and support for students who are experiencing difficulty?
4) What will we do if they already know it?
Build a COLLABORATIVE CULTURE
• No school can help all students achieve at high levels if teachers work in isolation.
• Schools improve when teachers are given the time and support to work together to clarify
essential student learning, develop common assessments for learning, analyze evidence of
student learning, and use that evidence to learn from one another.
Focus on Results
• PLCs measure their effectiveness on the basis of results rather than intentions.
• All programs, policies, and practices are continually assessed on the basis of their impact
on student learning.
• All staff members receive relevant and timely information on their effectiveness in
achieving intended results
A Collaborative Culture With a Focus on Learning for All
A PLC is composed of collaborative teams whose members work interdependently to achieve
common goals linked to the purpose of learning for all. The team is the engine that drives the PLC
effort and the fundamental building block of the organization. It is difficult to overstate the
importance of collaborative teams in the improvement process. It is equally important, however, to
emphasize that collaboration does not lead to improved results unless people are focused on the
right issues. Collaboration is a means to an end, not the end itself. In many schools, staff members
are willing to collaborate on a variety of topics as long as the focus of the conversation stops at their
classroom door. In a PLC, collaboration represents a systematic process in which teachers work
together interdependently in order to impact their classroom practice in ways that will lead to
better results for their students, for their team, and for their school.
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From http://allthingsplc.info/
BDEC school-based PLCs will meet regularly, at the direction of the principal. Regional PLCs will be
established to foster collaboration and communication among all schools. Meetings for PLCs can
include staff from any school within the region with the use of BDEC’s videoconferencing
equipment.
7.10 Assessment and Data
Student assessment data has become a central focus for meaningful instruction. BDEC will require
the following data during the year:

Working Grade Levels (WGLs) for all students (1-9) in English and Mathematics on each
term’s report card to parents, and the Functioning Grade Level (FGLs) reported to the
Department of Education, Culture and Employment (ECE) in June.

Reading levels for all students (K-9) as measured by the PM Benchmark Kit and/or Jerry
Johns

Kindergarten Math Exit Screening

Grade 1 Math Exit Screening

Grades 2-9 Common Math Assessments (CMAs)

Marie Clay Observation Survey (K)

Canadian Achievement Tests-version 4 (CAT 4) testing data, K to 12 (Fall & Spring)

Alberta Achievement Tests are written in May and June in grades 3, 6, 9 in English Language
Arts, French Language Arts and Mathematics
For more information please contact Tara Gilmour, Data Management Consultant, 777-7421
7.11 Literacy and Numeracy Strategy
BDEC LITERACY/NUMERACY STRATEGY
To address concerns about Language Arts and Mathematics achievement levels in the BeaufortDelta region, the BDEC Operational Plan identified the development of a Literacy/Numeracy Plan as
a priority in 2003. BDEC recognized the need for common approaches to Language Arts and
Mathematics instruction to increase local capacity to train and in-service new teachers. It also
recognized the need for common basic resources to be readily available in every classroom at the
beginning of each school year.
The work of the BDEC Literacy and Numeracy Strategy Committees began in September 2005 with
the completion of a document outlining a detailed plan for achievement of its goal: “By June 2010,
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every grade three student will be able to read and write and do mathematics for success”.
Completed in June 2006, the document provided recommendations relevant to staffing,
school/classroom organization, resources, early intervention, assessment, instruction and
professional development, all aimed at enabling students to reach their personal best.
Major initiatives of the BDEC Literacy/Numeracy Strategy Committee to date:

Building Blocks, Four Blocks and Big Blocks Teaching Resources for K-9

In-service sessions for Building Blocks/Four Blocks/Big Blocks

Teacher resource materials for Language Arts and Mathematics

Bookroom collections of leveled children’s literature

Bookroom collections of children’s literature for teacher read-aloud

Bookroom collections of Northern-written and Northern-themed children’s literature

Bookroom collections of children’s literature recommended by Four Blocks presenters

School collections of literature for Professional Development

A BDEC Literacy/Numeracy logo to support Language Arts and Mathematics

DRA K-3, 4-8

Trait Crates

6+1 Writing Traits

Bold Print

LeapFrog® Learning DVDs for Kindergarten

Kindersteps in all BDEC schools (introduced in 2010)

Handwriting Without Tears® in all BDEC Kindergarten classes (introduced in 2010)

Jolly Phonics in all BDEC kindergarten classrooms (introduced in 2010)
While the original timeline for the Literacy/Numeracy Strategy has been reached, the
Literacy/Numeracy Committee and all BDEC schools will continue to operate under the guidelines of
this strategy until such time as a replacement document is completed.
At this time, BDEC is developing a strategy for 2013-2014 for the work of the Literacy Committee
and Numeracy Committee.
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7.12 The Crystal Initiative
CRYSTAL is an acronym for Centre for Research for Youth, Science Teaching and Learning. The
CRYSTAL Initiative has involved several schools in the Beaufort Delta region. The project is
under the auspices of Dr. Brian Lewthwaite of the University of Manitoba.
To date, Dr. Lewthwaite has developed many teaching units in conjunction with teachers and
Elders in several of the communities in the Beaufort-Delta as well as in Nunavut. Teachers can
find
ready-made
lesson
plans
by
going
to
the
website,
http://www.umanitoba.ca/outreach/crystal/resources.html. The following are the resources
available for teachers: Chemistry Teaching Resources, Units of Historical Presentation, Physics,
Nunavut Resources, Beaufort Delta, Sustainability Resources, Teacher Support Files and science
for grades 5 to 10. A variety of modules and lesson plans are available for teachers by clicking
on the appropriate link. These culture-based science modules/units recognize, reflect and
honor the traditional knowledge of Elders.
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SECTION 8
Inclusive Schooling/ Student Support
For support please contact Theresa Hartley, Inclusive Schooling Consultant at 867.777.7136
Full Inclusive Schooling documents can be found on the ECE web page.
http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/inclusiveschooling-and-student-support
The 1991 ECE document Our Students, Our Future states:
“Responding to students as individuals requires student-centered learning, that is, learning
which is shaped by the needs of the learner. Schooling should respond to all the needs of
learners – physical, emotional, social, intellectual and spiritual – in order to facilitate their
holistic growth and development. It is important to provide students with a balance of learning
experiences which addresses all human needs, not only through the instructional program, but
also through support services provided by or in the school and through the school
environment.” p. 16
The 1996 Education Act states:
Inclusive Schooling
7. (1) “Every student is entitled to have access to the education program in a regular
instructional setting in a public school or public denominational school in the community in
which the student resides.”
School Program Modification
8. “Education staff shall make modifications to the school program for a student where the
education staff considers the modifications necessary to accommodate the needs or abilities of
the student.”
Duties of Teachers
45. (1) (d) “As part of a school team, develop, implement and evaluate individual education
plans.”
The Ministerial Directive on Inclusive Schooling 2006 states:
Inclusive Schooling shall be based upon and be consistent with the following principles:
a. Inclusive schooling shall be characterized by equal access to education opportunities.
b. Inclusive schooling shall be characterized by an approach to schooling which builds on
student strengths and responds to student needs.
c. Inclusive schooling shall be community-based.
d. Inclusive schooling shall promote the involvement of parents/guardians in their children’s
education.
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e. Inclusive schooling shall be characterized by collaboration.
The BDEC 2001 addendum to Policy D.6 Inclusive Schooling states:
“Documentation will be made for all adaptation, modification and transition plans for each
student identified as requiring specialized programming services in support of the Principles of
Section III of this policy. Teachers will use the BDEC Student Support Plan format for all
students who need such program support(s). These forms will be stored in the Program
Support Record with copies placed in the Student Record.”
8.1 PROGRAMMING FOR STUDENT SUCCESS
Vision:
In a school which is truly inclusive every child feels accepted, valued and safe, and student strengths and
challenges are central to all decisions. Core values and beliefs include:
•
All students can learn
•
Students learn in different ways, at different rates and in different places
•
Students come from diverse backgrounds and want their differences to be respected
•
Students have the right to an appropriate education program and required supports
•
Parental involvement is essential
BDEC STUDENT SUPPORT STRATEGY
Strategic Plan 2008-2014 – Goal 2: Increase student attendance, participation, achievement and
program completion
Operational Plan 2008-2014 – Goal 2 Action: Develop and implement a BDEC Student Support Strategy
Section 45 of the Education Act assigns classroom and subject area teachers the responsibility for
delivering an education program to all students in their class(es). Given the diversity of students –
their readiness, strengths, interests and learning styles – teachers know that a one-size-fits-all
education program is not appropriate. In order to ensure that the education program as experienced by
each student matches his or her learning profile, teachers make changes to the environment, their
teaching methodologies, classroom materials, timing, expected learning outcomes, assessment
methodologies, and so on.
A Program Support Guide (2008) was supplied to the PST and Principal in each BDEC school. This
document is a valuable guide to understanding the roles and responsibilities of every member of the
education team involved in developing education programs for our students. Teachers will find this
guide indispensable whether developing regular, modified or individual programs.
8.1.1 EDUCATION PROGRAMS
1) Regular Education Program
A Regular Education Program is determined by the learning outcomes articulated in NWT curricula
for a specific grade level.
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2) Modified Education Program
A Modified Education Program retains the learning outcomes articulated in NWT curricula but at a
grade level other than the assigned grade level. Based on student strengths, needs and interests, a
collaborative process is used to determine and document/record necessary program changes in a
Student Support Plan.
3) Individual Education Program
An Individual Education Program is a student-specific program and is outlined in an Individual
Education Plan (IEP). This plan is a comprehensive education plan with annual student outcomes
determined through a collaborative process, and driven by the strengths and challenges of the
student. It may or may not include learning outcomes articulated in NWT curricula.
The Program Support Guide binder outlines in great detail the process to be followed by BDEC teachers
in preparing Student Support Plans and Individual Education Plans for BDEC. Program Support Teachers
(PSTs), Education Assistants (EAs) and School Community Counselors (SCCs) are encouraged to contact
the Inclusive Schooling Consultant for BDEC schools at (867) 777-7421 or through First Class email for
assistance in any of the following areas:
•
Program planning for students with modified or individual education programs
•
Writing Student Support Plans (SSPs)
Writing Individual Education Plans (IEPs)

•
Locating resources and equipment for those requiring student support
•
Collaborating with other agencies
8.1.2 ACCESS TO HIGH SCHOOL EDUCATION (PREVIOUSLY HOME BOARDING)
Access to High School Education (previously Home Boarding) is provided for students who
leave their communities in order to complete their high school years (grades 10, 11 and 12) in
Inuvik. There are two communities in the Beaufort-Delta region who access this service
(Sachs Harbour and Tsiigehtchic). Students are placed in homes that have been approved
through the application process overseen by the Inclusive Schooling Consultant. Application
forms are available from the Inclusive Schooling Consultant.
In order to provide contact and support, the Inclusive Schooling Consultant will meet
regularly with home boarding parent(s). Also, regular group meetings with students and home
boarding parent(s) will be organized by the Inclusive Schooling Consultant to allow an
opportunity for all parties concerned to discuss common issues and concerns.
The Inclusive Schooling Consultant visits parents and students in Tsiigehtchic and Sachs
Harbour in June of each year to assist with the application process.
8.2
Dealing with Child Abuse
You must report known or suspected abuse to a social worker/child
welfare worker (Department of Health and Social Services) as soon as
you become aware of it. Except for the sharing of information with
the Department of Health and Social Services or the RCMP, you must
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 36
keep the matter confidential. When you make a report in good faith and without malice, you are
protected from any possible legal action against you. Dealing with Child Abuse: A Handbook for School
Personnel. Department of Education, Culture and Employment, 2012
For further information contact the BDEC Inclusive Schooling Consultant 777-7421.
TYPES OF CHILD ABUSE
Physical Abuse
Physical abuse is any physical injury of a child which is not accidental.
Neglect
Physical neglect means that basic needs such as clothing, food, shelter, health care and protection from
harm are not being provided.
Emotional neglect means that the child’s deeper needs for love and affection, a sense of belonging,
guidance and stability are not being met.
Emotional Abuse
Emotional abuse is anything that seriously hurts a child mentally or emotionally. This could include
being exposed to constant ‘put-downs’ and verbal attacks, repeated rejection, or violence in the home.
Sexual Abuse
Sexual abuse means involving a child in sexual touching or any form of sexual activity. It may also
include forcing or allowing a child to watch or look at sexual activity, pornographic materials, or books,
magazines or videos containing sexual material that is inappropriate or unsuitable for a child.
RELATED DOCUMENTS
Three documents inform education personnel on the expected course of action when dealing with
known or suspected child abuse. These documents are: Dealing with Child Abuse: A Handbook for School
Personnel (2005). Dealing with Child Abuse: Frequently Asked Questions (2012), the Education Act (1996),
and the Departmental Directive on the Management of Information in the Student Record (1998).
These documents were developed to assist in guiding personnel through the process of responding to
child abuse. They are intended to help identify signs of possible abuse, understand how to listen and
respond to a child speaking about possible abuse, know how to make a complete and accurate report of
known or suspected abuse to the Department of Health and Social Services, and support an abused child
in your school or classroom.The Four Main Steps in Reporting Abuse
1. Make a verbal report to Social Services.
2. Do a written report (page 24 ) of the Dealing With Child Abuse FAQ document.
3. Mail a copy of the report to the Director of Child and Family Services.
4. Tell the principal you have made a report of suspected abuse.
REPORT FORM
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 37
Immediately following is a copy of the form, Written Report of Suspected Child Abuse, which may be
photocopied for use.
Procedure:
1) Mail or hand-deliver the original report to the local social worker/child welfare worker. Include all
original supporting notes and documents. Do not fax.
2) Keep a copy of the report for yourself (including supporting notes and documents) in a private and
secure place.
3) Mail a copy of the report including supporting notes and documents to:
Director of Child and Family Services
Department of Health and Social Services
Government of the Northwest Territories
Box 1320
Yellowknife, NT X1A 2L9
Education Act (1996) found here and Departmental Directive on the Management of Information
in the Student Record and Other Records Pertaining to Students (1998) found here
These documents inform personnel about the confidentiality of information contained in the student
records and the protocols for sharing that information.
8.3 Harassment
…Every teacher has a right to freedom from harassment in the workplace because of
race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual
orientation, age, marital status, family status or disability.
Memorandum of Settlement, ((November 5, 1999)
The GNWT is committed to providing a work environment where there is respect amongst co-workers
and to the provision of a flexible conflict resolution system that offer effective solutions to workplace
conflicts. Policy on Workplace Conflict Resolution.
(July 1998)
Policy on Workplace Conflict Resolution
November 2000
This policy can be found as a link on the BDEC Intranet
Overview
1. The policy prohibits and affords protection against inappropriate behaviors towards other workers.
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 38
2. The policy provides mechanisms to resolve conflicts which may result from inappropriate behaviors
in a fair, quick and effective manner.
3. The policy educates employees, managers and supervisors so that they are aware of their individual
rights and responsibilities.
The following grounds are protected against discrimination and harassment by the Charter of Rights and
Freedoms and the GNWT Policy:
Age
Sex
Race
Colour
Religion
Ancestry
Family status
Marital status
Place of origin
Political belief
Sexual orientation
Physical or mental disability
And the
Abuse of authority
A complaint can be made:
INFORMALLY
-
by speaking directly to the respondent or
-
indirectly by reporting the incident to the Director, Designated Conflict Officer or another senior
staff person with whom you feel comfortable confiding.
FORMALLY
-
Internal formal investigation
-
External Grievance (UNW/NWTTA)
-
Human Rights Commission
Both the informal and formal processes to make a complaint are outlined in the policy.
Documenting Your Complaint
No matter what route you choose, you will need to document your complaint. Recording the details will
help give your complaint credibility. Most of this information will be required if you go beyond the
informal process.
BDEC Curriculum Manual and Teacher Handbook 2013-2014
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Your own records should include:
•
The name, title and ministry of the person(s) about whose behavior you are complaining
•
The dates of the incident(s)
•
A description of the action(s), conduct, event(s) or circumstances involved (what happened, where,
what else was going on)
•
The names of witness or witnesses. If they are willing, ask witnesses to keep written records as well
•
Write the impact on you (how you responded; how you felt; the resulting health or emotional
problems; medical, counseling or other costs)
•
Any prior attempts to resolve the conflict
•
The specific remedy you are looking for to satisfy the complaint
Before you decide what option to take, consider the following questions:
•
What do I want to happen as a result of my complaint? If all you want is for the behavior to stop,
and maybe an apology, then the informal process will likely be enough. If it isn’t, you can go to the
next step.
•
Am I comfortable in approaching the individual directly? If you are, then you would probably
start with the informal process, which is directly approaching the person whom you believe is
harassing you.
•
Do I want assistance or support in speaking with the individual? At every stage of the process
you are entitled to support from a friend, co-worker, union representative, lawyer…
•
Do I want a formal record to be made? If you do, report the complaint, and possibly progress to
the formal process.
•
Do I want formal remedies to be imposed? If you do, report the complaint, and possibly progress
to the formal process.
•
Do I want to be compensated? If you want money for lost wages and benefits, medical or
counseling costs, and/or “injury to dignity, feelings and self-respect,” go to the formal process
through the Human Rights Commission. If you want the person you believe is harassing you
disciplined, take the internal route. You cannot pursue two formal routes at the same time.
•
How quickly do I want to have this complaint resolved? Depending on the circumstances, the
informal process can take minutes. The formal processes have clear timelines. The Human Rights
Commission process could take years.
Other relevant information is available in the Collective Agreement between the Union of Northern
Workers and the Minister Responsible for the Public Service Act (expires March 31, 2016) found here
and Northwest Territories Teachers’ Association and the Minister of Human Resources (expires July 31,
2016) found here, and the NWTTA Beaufort-Delta Region Local Receiving Officer Manual (located in
each school).
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 40
SECTION 9
PowerSchool and PowerTeacher
Beaufort Delta Education Council: PowerSchool Administrators
Lead: Lorna Jones-Martin, 867-777-3030, ext 3148, email [email protected]
Second: Anna-Lee McLeod, 867-978-2829, ext 227, email [email protected]
PowerSchool and PowerTeacher
PowerSchool is a web-based student information system that allows all stakeholders; administrators,
teachers, school staff, students, parents, and other service providers in a school community to access
real-time information in order to make more informed decisions and save time operationally.
PowerTeacher Gradebook is the teacher access portion of PowerSchool. It contains the PowerTeacher
Gradebook, a full-featured grade-keeping application used to record, report, and monitor student
performance. With these powerful communication tools, everyone stays connected: teachers can use
their Gradebook to make decisions on what information they want to share with parents, students stay
on top of assignments, and parents are able to participate more fully in their student’s progress.
All school level inquires in regards to PowerSchool should be directed to your School District,
PowerSchool Contact. Education, Culture and Employment should only be contacted by School
District staff.
Online Resources to Support Schools:
All teachers will receive initial PowerTeacher training in the basic steps of taking attendance and setting
up a PowerTeacher Gradebook (approximately 2 hours). This can be provided in person, or via the
internet.
All school staff will be provided with a user account for PowerSource, a web-based repository for online
manuals, user guides, video tutorials and short courses (called Distance Education).
PowerSource weblink: https://powersource.pearsonschoolsystems.com
In seeking support for any PowerTeacher of PowerSchool issues, teachers are strongly encouraged to
search for a solution via the PowerSource website before contact district level PowerSchool
administrators.
Roles and Responsibilities
Teachers

Classroom Teachers use PowerTeacher for attendance taking and maintaining a gradebook
Teachers access PowerTeacher though the following link: http://beaudel.ece.gov.nt.ca/teachers
All teachers will be provided with a unique username and password.
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 41
All Schools must take attendance in PowerSchool. It is mandatory that Elementary teachers take a
minimum of AM and PM attendance while junior and senior high school teachers take period
attendance. AM/PM attendance is commonly referred to as daily attendance.
Every district has their own lead person at the district level that will provide support for school staff to
take and modify attendance. Teachers use PowerTeacher Gradebook to enter attendance codes against
students enrolled in their classes. This is the same area of the tool where teachers enter assignments
and grades. When the Internet is not available, teachers are expected to follow a paper based business
process so that operations continue and attendance record keeping is not interrupted.
•
Enter and modify assignments and student grades
All teachers will use PowerTeacher Gradebook to record course marks for each student. It is essential
this is done properly as this is the way ECE will access and store students’ course marks. Marks can only
be entered against assignments. As a result, there are two core elements of this process. The first is
entering assignments that capture each evaluation itself and the second is the entering of the mark that
captures the assessment of the student’s completion of the assignment.
A. Report Cards
All Schools must use the mark system that exists or can be accommodated within PowerSchool. While
PowerSchool will be the system of record, teacher can set up and use their Gradebook in a variety of
ways, as already explained in this document. Teachers are expected to create and publish student marks
within the system. Schools will print a minimum of one report card for the courses that students
complete (end of year or semester). Schools are required to save a hard copy of final report cards to
each student’s cumulative file.
ECE is providing the format (reports) for the progress and report card for schools to use.
Principals (Or a school level staff member assigned these duties by Principal)
Principals and administrative staff can access PowerSchool via the following web link:
http://beaudel.ece.gov.nt.ca/admin
Each principal / admin support person will be assigned a unique username and password.
All students must be entered into PowerSchool if they are attending an NWT School. The process for
registering new students is:





1. Copy student birth certificate
2. Obtain and copy a document that shows the students current mailing address.
3. Obtain and copy (unless kindergarten registration) students past school history (a record of
completed courses and marks.
4. Obtain parent/guardian name(s), and phone numbers.
5. Obtain emergency contact name(s) and phone numbers.
Note: All data elements associated with a student demographic profile should be authenticated against
provided legal documents to ensure data integrity. Further, students are not registered when these
required documents are not provided for review and verification. It is the responsibility of parents
/guardians to secure, complete, and return registration forms and required documents. Only names that
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 42
appear on legal documents should be entered. Nicknames or “also known as” names are not valid.
Remember that a government information system becomes a formal record and that careful data entry
is mandatory.
PowerSchool requires First name, Last name, DOB, Student number, Full time vs. Part time, Gender,
Grade Level (student record minimum data elements) and will not let users move forward unless these
data elements have been entered.
Students that already exist in the database must be transferred so that duplicate records are not
generated in the system.
When students transfer, other steps must be followed. The same is true of students that withdraw from
school when they leave the Northwest Territories or “drop” out.
•

1.
1.
1.
1.
1.
Will forward all new registration information to the ECE Office of Student Records at
[email protected].
 Will ensure all courses being delivered in the school are included in the NWT ECE Master
Course List that will be housed in PowerSchool for the purpose of attendance and
entering marks.
 Will ensure all teachers take attendance in PowerSchool. Principals are expected to
monitor this process in their schools. PowerSchool allows administrators a quick view of
classes where attendance has not been taken. Various canned reports are also available
to audit attendance taking.
Will ensure all teachers keep up to-date marks in PowerSchool for all of the courses being
taught.
Will ensure that the school timetables in PowerSchool and all courses being delivered in the
school are entered into PowerSchool.
Will ensure that all locally developed course proposals are directed to school district staff. And
the course will not be taught without the course being approved and the number being available
in PowerSchool.
Modify school-level settings
1. Manage school processes in PowerSchool
Trouble-shoot and support School Office
Create school-specific reports & lists
School Board/District Staff





Will ensure all staff have daily access to PowerSource and PowerTeacher.
Will ensure all schools have daily access to PowerSchool. Please note that PowerSchool is a web
enabled technology tool. When the Internet is not available, PowerSchool is not available. During
those times, users should follow paper based business processes to continue their operations.
Trouble-shoot and support. Work with Principals to ensure schools have necessary technical
support for teachers to use PowerSchool.
Will ensure staff are provided opportunities and support for learning how to use PowerSchool.
Will work with Principals to ensure all attendance entries are accurate for the purposes of
funding from ECE. Please contact your Board PowerSchool representative with any questions or
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 43
requests for clarification. Attendance taking is closely related to funding allotments and directly
impacts budgeting. Please be as diligent, thorough, accurate, and timely as possible when taking
attendance and report attendance data to your respective Board or ECE. Please note that on the
first day of October of each school year, ECE pulls attendance in aggregate format for auditing
purposes.
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 44
SECTION 10
CURRICULUM APPROVED IN NWT
Kindergarten to Grade 9 (Gr 10-12 next page)
SUBJECT
GRADE
ORIGIN
LINK
BDEC CONTACT
INUUQATIGIIT &
DENE KEDE
K-9
NWT
Here
DENISE
KURSZWESKI
ABORIGINAL
LANGUAGES
K-9
NWT
Here
DENISE
KURSZWESKI
FRENCH
K-9
ALBERTA
Here
DEBRA
BRIDGEMAN
LANGUAGE ARTS
K-6
NWT
Here
DEBRA
BRIDGEMAN
LANGUAGE ARTS
7, 8, 9
NWT
Here
ANGELA YOUNG
MATH
K-9
ALBERTA
Here
TARA GILMOUR
SOCIAL STUDIES
K-9
NWT
Here
DEBRA
BRIDGEMAN
SOCIAL STUDIES
10-12
ALBERTA
Here
ANGELA YOUNG
NORTHERN
STUDIES
10
NWT
Here
ANGELA YOUNG
SCIENCE
K-6
ALBERTA
Here
TARA GILMOUR
SCIENCE
7, 8, 9
PAN CANADIAN
Here
TARA GILMOUR
PHYS. ED
K-9
ALBERTA
Here
DEBRA
BRIDGEMAN
FINE ARTS
K-9
SASKATCHEWAN
HERE
AUSTIN ABBOTT
FINE ARTS
10-12
ALBERTA
HERE
AUSTIN ABBOTT
HEALTH
K-9
NWT
HERE
THERESA
HARTLEY
CAREER
DEVELOPMENT
K-12
NWT
HERE
THERESA
HARTLEY
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 45
CAREER AND
PROGRAM
PLANNING 9
9
NWT
HERE
THERESA
HARTLEY
CAREER AND
TECHNOLOGY
STUDIES
7-12
ALBERTA
HERE
AUSTIN ABBOTT
777.7367
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 46
Grades 10 – 12
See Section 5.2.1 of the NWT School Handbook for an expanded list.

Academic courses ("-1/dash one") are university prep courses.

General courses (-2/dash two) are high school completion and college prep courses.

Bridging courses (Literacy) are skills-building courses to bridge into general courses and do not
lead to high school completion.
ABORIGINAL LANGUAGES [ BDEC Contact: Greta Sittichinli - 777-7199 ]
See link here for list of locally developed language courses
Subject
Grade
Origin
Curric
Credits
Gwichin 15
10
BDEC
Gwich’in 25
11
BDEC
check
resources in
your school
Gwich’in 35
12
BDEC
3, 5
Inuvialuktun
15
10
BDEC
5
Inuvialuktun
25
11
BDEC
5
Inuvialuktun
35
12
BDEC
5
Taimani 25
11
BDEC
5
Locally Developed Courses under
revision (new application format
September 2013) but courses
applicable to June 2014.
3, 5
here
Comments
3
CAREER DEVELOPMENT [ BDEC Contact: Theresa Hartley 777-7136]
Subject
Grade
Origin
Curric
Credits
Comments
CPP 9
9
NWT
here and here
1
Required for high school graduation
CALM 20
10
Alberta
here
3
3 credits required for high school
graduation
CAREER & TECHNOLOGY STUDIES/WORK EXPERIENCE [ BDEC Contact: Austin Abbott - 777-7367 ]
Subject
Grade
Origin
curric
Credits
Comments
CTS
10,11,1
2
Alberta
here
1/module
The CTS program, centres around five
clusters and more than 1000 1-credit
courses in 28 occupational areas. 5 CTS
credits are required for high school
graduation.
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 47
Work
10,11,1
Experience 2
NWT
ENGLISH LANGUAGE ARTS
here
1/25 hrs
Work Experience is not a graduation
requirement.
BDEC Contact: Angela Young - 777-7371
WCP and Alberta curriculum are available from (LRC) Learning Resources Centre (780) 427-2767
15 ELA credits at 10, 11, and 12 are required for high school graduation
Subject
Grade
Origin
curric
Credits
ELA 10.1
10
Alberta
here
5
ELA 20.1
11
Alberta
5
ELA 30.1
12
Alberta
5
ELA 10.2
10
Alberta
5
ELA 20.2
11
Alberta
5
ELA 30.2
12
Alberta
5
Literacy 10
10
NWT
Literacy 20
11
Literacy 30
12
here
Comments
5
NWT Course:
Elective credits
NWT
5
NWT Course:
Elective credits
NWT
5
NWT Course:
Elective credits
FINE ARTS [ BDEC Contact: Austin Abbott 777-7367]
Subject
Grade
Origin
Curric
Art 10/11
10
Alberta
here
3,4,5
Art 20/21
11
Alberta
here
3,4,5
Art 30/31
12
Alberta
here
5
Drama 10
10
Alberta
here
3,4,5
Drama 20
11
Alberta
here
3,5
Drama 30
12
Alberta
here
5
10-20-30
Alberta
here
3, 5
Choral Music 1020-30
Credits
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Comments
3 credits in Fine Arts are
required for high school
graduation.
Page 48
General Music
10-20-30
10-20-30
Alberta
here
3, 5
Instrumental
Music 10-20-30
10-20-30
Alberta
here
5
PHYS. ED. [ BDEC Contact: Debra Bridgeman 777-7136]
Subject
Grade
Origin
Curric
Credits
Phys Ed 10
10
Alberta
here
3,4,5
Phys Ed 20
11
Alberta
here
3,4, 5
Phys Ed 30
12
Alberta
here
3, 4 5
Comments
3 credits in Phys Ed are required
for high school graduation.
MATHEMATICS [ BDEC Contact: Tara Gilmour 777-7136]
Subject
Grade
Origin
Math 10-3 Workplace &
Apprenticeship Mathematics
10
Alberta
Math 20-3 Workplace &
Apprenticeship Mathematics
11
Alberta
Math 30-3 Workplace &
Apprenticeship Mathematics
12
Alberta
Mathematics 10C
Foundations of Mathematics
and Pre-calculus
10
Alberta
Mathematics 20-2
Foundations of Mathematics
11
Alberta
Mathematics 30-2
12
Alberta
Mathematics 20-1 Precalculus
11
Alberta
Mathematics 30-1 Precalculus
12
Alberta
curric Credits Comments
here
5
5
5
5
10 Math credits at Grades
10-12 are required for high
school graduation.
Foundations of Mathematics
BDEC Curriculum Manual and Teacher Handbook 2013-2014
5
Page 49
Science [ BDEC Contact: Tara Gilmour 777-7136]
Subject
Grade
Origin
Curric
Credits Comments
Experiential Sci.10
10
NWT
here
5
Implemented 2007
Experiential Sci.20
11
NWT
5
Experiential Sci.30
12
NWT
5
Implemented 2009
Science 10
10
Alberta
here
5
Biology 20
11
Alberta
here
5
10 Science credits at Grades 10,
11, 12 are required for high school
graduation.
Chemistry 20
11
Alberta
here
5
Physics 20
11
Alberta
here
5
Biology 30
12
Alberta
here
5
Diploma Exam
Chemistry 30
12
Alberta
here
5
Diploma exam
Physics 30
12
Alberta
here
5
Diploma Exam
SOCIAL STUDIES [ BDEC Contact: Angela Young 777-7371]
Subject
Grade
Origin
Curric
Credits
Social St 10-2
10
Alberta
here
5
Social St 20-2
11
Alberta
here
5
10 credits at Grades 10-12 are
required for high school
graduation.
Social St 30-2
12
Alberta
here
5
Diploma Exam
Social St 10-1
10
Alberta
here
5
Social St 20-1
11
Alberta
here
5
Social St 30-1
12
Alberta
here
5
Northern
Studies
10
NWT
here
5
Comments
Diploma Exam
Graduation requirement
LEGEND
WNCP Western & Northern Canadian Protocol for Collaboration in Basic Education • BDEC Beaufort Delta
Education Council
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 50
SECTION 11
The Common Curriculum Framework for Aboriginal Language and Culture Programs
Kindergarten to Grade 12 (see link here)
“The common curriculum Framework for Aboriginal
Language and Culture Programs, Kindergarten to Grade
12: Western Canadian Protocol for Collaboration in
Basic Education (hereafter called the Framework) is
intended to be a support document for schools or
regions within the Western provinces and the territories
wishing to develop curricula, learning resources or
strategies dealing with Aboriginal Languages. It is a
framework that reflects the universal values and beliefs
inherent in Aboriginal cultures. The outcomes provided
are to be interpreted and specified by local developers
based on the strength of their language, the availability
of cultural resources and the expressed language goals
of the community.”
The Framework was developed by elders and Educators
who formed a Working Group and submitted a proposal
to address the need for an Aboriginal Language
Education. The group realizing that the students were
not learning their language, to be able to carry it on to the next generation, decided to develop a
framework that would be used across the western provinces, Northwest Territories and the Yukon. The
framework was developed with the intention of encouraging a regional curriculum to be developed and
used in the language classes. The Elders are the ‘keepers of the knowledge’ and they will be the main
source of guidance in passing the language to the next generation. The Elders will be the main resource
when teaching the language to the students.
11.1 ABORIGINAL LANGUAGE
In 2003 a joint partnership was formed by the Inuvialuit Cultural Resource Centre and Gwich’in Social
and Cultural Centre to develop the Inuvialuit/Gwich’in 2nd Language Curriculum with the support of
Education, Culture and Employment. In 2006, the Kindergarten to Grade 9 programs was complete and
translated into three Inuvialuktun dialects and one Gwich’in dialect. Piloting and implementation of the
Kindergarten Inuvialuktun/Gwich’in 2nd Language curriculum is ongoing in all schools. The intent of
the pilot is to discern its validity, to evaluate success and to identify areas of concern.
The teaching and learning centres compile resources to support the in-school program and make the
recommended changes to the Inuvialuktun/Gwich’in 2nd Language Curriculum.
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 51
Inuvialuktun / Gwich’in 2nd Language Curriculum
Intent
The Inuvialuktun / Gwich’in 2nd Language Curriculum (IGCL) is a
framework for sequenced language learning. It is combined with a
teacher resource package that provides concrete classroom
activities to achieve the identified language learning outcomes. The
aim is to improve traditional language learning in the classroom
and to support the efforts of language teachers.
Philosophy
“Aboriginal languages are the means of communication for all the
range of human experiences, and they are critical to the survival of the culture and integrity of any people.
These languages are a direct and powerful means of understanding the legacy of tribal knowledge. They
provide the deep and lasting cognitive bonds that affect all aspects of Aboriginal life. Through sharing a
language, Aboriginal people create a shared belief in how the world works and what constitutes proper
action. The sharing of these common ideals creates a common cognitive experience for tribal societies that
is understood as tribal epistemology (philosophy).”
(Marie Batiste quoted in “Preparing Indigenous Language Advocates, Teachers, Researchers” by Heather
Blair)
We believe that the intergenerational transmission of language is the best way to revitalize our
languages. In an ideal world this would be the case. However, language learning is currently the
responsibility of the schools in our territory and we must make a concerted effort to strengthen our
programs with curricula, programs, and teacher training while working on community revitalization
efforts.
General Principles
The Inuvialuit and Gwich’in 2nd Language Program is based upon a set of principles governing language
education. These principles are based on both language education research and supported by
experience. They are as follows:
• all students can learn and experience success in a second language
• students learn in different ways
• language acquisition is a lifelong process and students should have the opportunity to engage in a
long sequence of study
• students acquire proficiency at different rate
• learning a second language will benefit students in other academic areas
• families and communities are essential partners in language revitalization efforts
• language and concepts are developed together
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• language is learned through social interaction
Aside from the basic principles governing language education we also embrace principles related to
language and culture. They are as follows:
• children learn by watching, listening and “doing”
• language is taught within the culture
• learning takes place orally and it is through language and stories that children learn respect, values,
tolerance, humour, and knowledge
• seasonal activities are important for the development of language themes
TELL ME AND I WILL FORGET
SHOW ME AND I WILL REMEMBER
INVOLVE ME AND I WILL UNDERSTAND
Gwich'in bibliography from ECE
Some resources available from Inuvialuit Cultural Resource Centre:
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Resources available with Associate Assistant Superintendent:
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11.2 STRATEGY FOR CULTURE BASED EDUCATION
Vision
We envision communities whose members experience pride in, and have competent knowledge of their
culture, language and traditions. These communities recognize that education is a lifelong process that
grows from the foundation of an individual’s culture, heritage and language. An education system is
established that reflects and is cultivated by the cultures, languages and shared visions of communities,
working with all partners in education.
Mission
Our mission is to work with communities and partners in supporting education that strengthens
students’ cultures, languages and identities, thereby enhancing their opportunities for a meaningful and
productive life.
What is Culture-Based Education? See Ministerial directive here
Culture-based education is rooted in the language, culture and heritage of the family and reflects the
community’s vision of education. It is education which is shaped by the values, beliefs, perspectives,
knowledge and way of life of the community. The cultural identity and constructive personal
experiences that each individual brings to learning is valued and reinforced.
Culture-based education enhances a sense of belonging and pride in culture by providing meaningful
learning experiences that connect the learners to the community, the past, and the present. It
strengthens self-esteem, enhances learning, and provides for greater success in life.
Culture-based education returns control of education to the parents, and support them in their task as
first educators of the children. It is education that teaches the knowledge, skills and attitudes that
children need to survive and live in harmony with their families, their communities, and the land.
Culture-based education goes beyond fitting aboriginal languages, traditional knowledge and skills into
school programs. It means creating a way of education that recognizes and reflects the perspectives and
values held by the community, and the approaches to teaching and learning naturally suited to the
culture(s) of the community.
11.3 INUUQATIGIIT & DENE KEDE
Inuuqatigiit
Contact with other cultures has brought dramatic changes for the Inuit. These
changes have raised many questions about what is best, how to live, and what it
means to be Inuit today. Traditional beliefs and values are still felt to be important to
the communities and the elders would like them revived through the schools. Many
dedicated educators have tried to incorporate these concepts into the schooling of
Inuit children, but without the support of an Inuit curriculum and Inuit input, however, this presented a
real challenge.
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When the schooling history in the north first started, many Inuit took it for granted that they would
continue to maintain their Inuit language. As time went on, this was no longer the case in some places.
Surveys indicated that Inuit educators needed materials in Inuktitut, Inuinnaqtun and Inuvialuktun, that
elders felt the younger people needed to learn more about their culture and parents stated it was
important for their children to be strong in both their language and English. There became a need to find
creative ways to preserve the language, knowledge and skills of Inuit. Inuuqatigiit is one of the successes
that shares what Inuit think is important for the students to learn. By using Inuugatigiit and by having
the students experience cultural activities, it will enrich the student’s exposure to many different types
of skills which will involve meaningful language for them.
Inuit know their children need to take the best of the past and the best of the present to create a future
for themselves based on a solid sense of who they are. How can this be done? The answers have to come
from people working together. It will mean that the school and the community make Inuugatigiit the
foundation in the educational system and that Inuit language play a stronger role in the school and the
community.
Inuugatigiit has not documented all of Inuit knowledge, but through it and from it will come a direction
for continued research on Inuit culture, program and unit development for themes or topics from the
Inuit perspective, as well as other forms of publications.
Inuuqatigiit is mandated for use by all teachers in the schools in the region. A copy of the curriculum was
distributed to all the schools for all staff members. Inuuqatigiit is the umbrella under which the core
subjects are integrated. You may access the Inuuqatigiit curriculum from: www.newteachersnwt.com
Dene Education
Dene education means the teaching of the language of the Dene based upon the foundation of Dene
perspectives or world view. This is what the elders speak when they refer to traditional education.
In the Dene curriculum which follows, an attempt is made to bring this perspective back into the
education of young Dene children. Dene language and culture taught without this perspective lacks
purpose. The purpose of this curriculum is not simply the survival of Dene culture or language, but the
survival of its people into the future – survival based upon integrity borne of respectful relationships
with self, others, the spirit world and the land.
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The Contents of Dene Kede
In times past, culture was understood to be simply the traditional knowledge and skills of the Dene
people. It encompassed such skills as hunting caribou, tanning hide and sewing slippers. In the
curriculum such land skills are considered important to learn because they enable the student to
become capable on the land while learning to enjoy, understand, respect and appreciate the land. Having
such a relationship with the land ensures that the student will understand that it is life-giving and must
therefore be protected and preserved. This is why we teach land skills, and this is the place of “culture”
in the Dene Kede Curriculum.
As we review all that the elders were saying, it became clear that culture is larger than this. Culture is
more than land skills. Culture is the Dene community. Culture is the spiritual world of the Dene and
culture is the way of perceiving oneself.
The elders presented us with the knowledge, skills and attitudes that Dene should strive toward in order
to become “capable”. The kind of Dene that we were being asked to help create with this curriculum
were capable people, ones who had integrity in their relationships with the spiritual world, the land,
other people, and themselves.
The Purpose of Dene Kede
In the final analysis, our elders were telling us that as individuals, as a people, and as a species, we must
become “capable” in order to survive. This can be narrowly understood to mean survival of a person on
the land, but it also means survival of all humankind on this planet.
The Dene Kede Curriculum works for survival through our children. The children are viewed as our
pathway into the future. It is hoped that if our children are given Dene perspectives to guide them in
establishing good relationships with the land, the spiritual world, other people, and themselves, not only
will our identity be maintained, but we will all be closer to survival.
Integrity in Implementation
The Dene Kede Curriculum in this, its first form, has been a major accomplishment. It is recognized
however that the curriculum must be implemented in a fashion which is consistent with the desire of the
Dene elders and educators for a comprehensive approach to Dene education. To ensure this, as much
effort and resources are being put into the orientation of the communities, teachers and administrators
as went into the development of the curriculum. It is not in the interests of the Dene or of people in
general to allow inaccurate interpretation of the curriculum, be it through lack of training, resources or
good will. It is owed to the elders who trusted the developers to ensure that the curriculum is
implemented with integrity.
Dene Kede is mandated for use by teachers in all our schools. It is the umbrella under which all core
subjects are integrated. Every school should have copies of the curriculum for each staff member. The
curriculum is on the ECE website at www.newteachersnwt.com
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SECTION 12
ENGLISH LANGUAGE ARTS
Kindergarten to Grade 12
For ELA support call Debra Bridgeman (K-6) at 777-7136 and Angela Young (7-12) at 777-7371
In grades K – 11, the Common Curriculum Framework for English Language Arts is the prescribed
curriculum. For grade 12, the Senior High School ELA Guide to Implementation from Alberta Learning is
in use. The grade 12 students must complete a Diploma Exam that counts for 50% of their final mark in
their grade 12 English course.
This curriculum framework was developed cooperatively among the western provinces and territories.
Extensive resource selection to meet the needs of the curriculum framework also took place. In this
curriculum framework, there is recognition of the six language arts (reading, writing, listening, speaking,
viewing, and representing). The importance of the processes involved in language development is also
recognized. These basic understandings are complemented by an increased expectation of media
literacy and of technology use within the Language Arts classroom. Other new features of the curriculum
framework include an emphasis on metacognition (and its development), the need to develop and
celebrate community, the inclusion of group collaboration as specific learning outcomes, and the unique
nature of outcomes at each successive grade level.
For Kindergarten to grade 6 inclusive, the Collections series (Prentice Hall Ginn of Pearson Education)
has been chosen as the basic classroom resource. The Collections resources have been purchased by
each school in the region and are currently in use. Many teachers in Grades 4-6 use Moving Up
(Scholastic).
Current ELA Curriculum documents are available in schools and also at
http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k12/english-language-arts
K-9 ELA Curriculum Support Documents, binders and CDs (including an ELA K-9 Filemaker Pro
Curriculum Database searchable CD) are available in schools.
For grades 7 – 10 inclusive, the Crossroads series published by Gage Canada is in use. The following
images show the variety of resources.
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ELA Grades 10-12:
Grade 10 offers two Alberta programs: ELA 10-1 and ELA 10-2. These programs represent the
advanced academic and general academic programs respectively. The Grade 10 core resource
is used for each of the programs. Similarly, in Grade 11 and Grade 12, the Alberta courses ELA
20-1 and ELA 20-2as well as 30-1 and 30-2 are offered, each with its own grade-level core
resource. (chart source here)
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In addition to the Alberta programs in Grades 10-12, Literacy 10, Literacy 20 and Literacy 30
(formerly ELA 10-3, 20-3 and 30-3) are also offered. These courses were developed in the NWT
and are available to all BDEC schools.
Important note for administrators and teachers re Literacy 10, 20 and 30: All students and
their parents must be made aware and must agree in writing, that Literacy 10, 20 and 30 are
not currently approved for the ELA credits required for graduation from high school. Credits
from these courses can be used as Unspecified Credits but they do not satisfy the specific ELA
credits required for graduation.
From NWT School handbook:
Grade 10-12 ELA Guide to Implementation
Each school has a copy of Guide to Implementation for High School English
Language Arts. This resource is published by Alberta Education to guide teachers as
they provide instruction in grades 10-12.
The Senior High School English Language Arts Guide to Implementation is intended to
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help interpret the learning outcomes contained in the Program of Studies for Senior High School
English Language Arts, 2003, and it provides information about how to help students achieve
and demonstrate these outcomes.
The Guide is in portable document format (PDF) and has been subdivided by section for
downloading and printing, or the Guide can be downloaded in its entirety. (4.8 mb)
Programs of Study
Find out what students are expected to know and be able to do in English Language Arts at each
grade level:
Grades 10–12
English Language Arts (2003) [ELA 10-1, 10-2, 20-1, 20-2, 30-1, 30-2] (368 kb)
Literacy 10-30 [Previously English 1-3, 20-3, 30-3]
Authorized Resource List
http://education.alberta.ca/teachers/program/english/resources/ela-list.aspx
English Language Arts Authorized Novels and Nonfiction Annotated List — Grades 4 to 12
(2005)
This annotated list provides short quotation summaries, suggested themes and literary
features. It also identifies potentially sensitive issues. This list also includes video titles
that have been authorized to support some elementary and junior high school titles.
This annotated list is in portable document formation (.pdf) and is divided into sections. Click
here for the complete list. (3 mb)
A print version of this list is available from the Learning Resources Centre.
Links to Alberta resources
 Authorized Resources Database – A searchable database of all authorized resources.
 Authorized Resource List - Novels and Nonfiction Annotated List, Grades 4 to 12 (2005)
 Authorized Alberta Resources List, Kindergarten to Grade 9 (January 2002) (254 kb)
 Authorized Alberta Teacher Professional Resources, Kindergarten to Grade 9 (8 kb)
Alberta's "Best of the Best" List, April 1998
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Alberta source links here
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SECTION 13
MATHEMATICS
Kindergarten to Grade 12
INTRODUCTION
Students in Kindergarten to Grade 9 must follow the Alberta K – 9 MATHEMATICS Program of Studies
with Achievement Indicators 2007 in their studies of mathematics. Students in Grades 10 – 12 follow
the Alberta 10 – 12 MATHEMATICS Program of Studies with Achievement Indicators 2008.
The Program of Studies for K – 9 can be obtained at:
http://education.alberta.ca/media/645598/kto9math_ind.pdf
The Program of Studies for 10 – 12 can be obtained at:
http://education.alberta.ca/media/823110/math10to12_ind.pdf
If you have difficulty in obtaining these programs of studies, please contact Tara Carpenter.
The approved resource for the teaching of the mathematics from Kindergarten to Grade 9 in the
Beaufort-Delta Education Council is Math Makes Sense. In all classrooms from Kindergarten to Grade 9
there should be a large binder of materials to assist teachers in planning and teaching lessons. From
Kindergarten to Grade 2, the binder is referred to as a Teacher Guide, while from Grade 3 to Grade 9, the
binder is referred to as a ProGuide. The Teacher Guide and the ProGuide for each specific grade contains
a Program Overview, Planning and Program Masters, and modules called Planning for Instruction for
each unit, and a CD-ROM and DVD. The Teacher Guides in K – 2 do not contain a DVD. For completing
Long Range Plans, teachers may want to look at in the binder, the booklet, Planning and Program
Masters. A suggested timing chart shows the sequence of topics to be covered and the time frame in
which to cover these topics.
There are other resources available in the Math Makes Sense series that teachers may choose to order
through their own classroom/school budgets. If anyone has difficulty in finding these resources or is
interested in finding more information about them, please contact Tara Gilmour.
SOME IMPORTANT WEBSITES FOR TEACHERS OF MATHEMATICS: (FOR AN EVEN
GREATER LIST OF INTERACTIVE WEBSITES, CONTACT TARA GILMOUR ON FIRSTCLASS
OR AT 777.7136
http://web.sd71.bc.ca/math/index.php?page=on-line-math-games
http://www.teachnet.com/brainbinders/(one page easily printed activities)
http://www.funbrain.com/(Internet games)
http://www.aplusmath.com/ (Internet games)
http://www.kyrene.org/mathtools/index.html (good for SmartBoard)
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http://standards.nctm.org/document/eexamples/chap6/6.3/index.htm
http://www.middleschool.net/curlink/math/mthmain.htm
http://www.coolmath.com/
http://nlvm.usu.edu/
http://illuminations.nctm.org/
http://www.tools4teachers.ca
http://skoool.co.uk
10 – 12 MATHEMATICS PROGRAM
Students studying mathematics in grade 10 have 2 options:
1. Foundations of Mathematics and Pre-calculus (Mathematics 10C), and
2. Workplace & Apprenticeship Mathematics (Mathematics 10-3).
Students studying mathematics in Grade 11 have 3 options:
1. Pre-calculus (Mathematics 20-1) Students must have completed Mathematics 10C in Grade
10
2. Foundations of Mathematics (Mathematics 20-2) Students must have completed
Mathematics 10C in Grade 10
3. Workplace & Apprenticeship Mathematics (Mathematics 20-3) Students must have
completed Mathematics 10-3 in Grade 10
Students studying mathematics in Grade 12 have 3 options:
1. Pre-calculus (Mathematics 30-1) Students must have completed Mathematics 20-1 in Grade
11
2. Foundations of Mathematics (Mathematics 30-2) Students must have completed
Mathematics 20-2 in Grade 11
3. Workplace & Apprenticeship Mathematics (Mathematics 30-3) Students must have
completed Mathematics 20-3 in Grade 11
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COURSE SEQUENCES
Mathematics - 1 Course Sequence (10C, 20-1, 30-1)
For entry into:
post-secondary programs1 at universities, colleges and technical institutes that may
require further study of mathematics; e.g.:
• Engineering
• Mathematics
• Sciences
• Business
Designed for:
students interested in careers emphasizing mathematics or sciences
Additional information:
This sequence:
• is a co-requisite for Mathematics 31
• may be required for post-secondary study of calculus
Topics in this sequence include permutations and combinations, relations and
functions, sequences and series, and trigonometry.
Mathematics - 2 Course Sequence (10C, 20-2, 30-2)
For entry into:
many programs2 at universities, colleges and technical institutes, including some
apprenticeship programs; e.g.:
• Arts programs
• Civil engineering technology
• Medical technologies
Designed for:
students interested in careers in a wide variety of areas
(This sequence is designed to fill the needs of most students.)
Additional information:
This sequence provides a student with a high degree of flexibility in terms of
changing course sequences—at both the Grade 11 and Grade 12 levels—if the
student’s interests change.
Topics in this sequence include relations and functions, equations, probability,
statistics and trigonometry.
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Mathematics - 3 Course Sequence (10-3, 20-3, 30-3)
For entry into:
many apprenticeship programs and the workforce
Designed for:
students interested in trades or direct entry into the workforce
Additional information:
This sequence aligns with entrance requirements for many trades programs,
specifically levels one to three.
Topics in this sequence include finance, geometry, measurement and trigonometry.
1&2 Prerequisites
for programs offered at post-secondary institutions should always be confirmed with the institutions as they
can change on a yearly basis.
The chart below shows the course sequences and transfer points in the revised high school mathematics
program
PROGRESSION THROUGH COURSE SEQUENCES (SOURCE FOR CHART FOUND HERE)
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A senior high school mathematics information package has been developed to assist teachers,
administrators, counsellors, parents and students in understanding the changes to the revised
Mathematics Grades 10–12 Program of Studies. The package is posted on the Alberta Education Web site
here
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Authorized student and teaching resources for high school mathematics and the publishers are as
follows:
GRADE 10
Mathematics
10C:
Mathematics
10-3:
Mathematics 10
• McGraw-Hill
Ryerson
MathWorks 10
• Pacific
Educational
Press U.B.C
GRADE 11
Mathematics
20-1:
Mathematics
20-2:
Mathematics
20-3:
Pre-Calculus 11
• McGraw-Hill
Ryerson
Principle of
Mathematics 11
• Nelson Education
Ltd.
MathWorks 11
• Pacific Educational
Press U.B.C
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GRADE 12
Mathematics 30-1:
Pre-Calculus 12
• McGraw-Hill Ryerson
Mathematics 30-2:
Principle of Mathematics 12
• Nelson Education Ltd.
Mathematics 30-3:
MathWorks 12
• Pacific Educational Press U.B.C
For additional information on the new High School mathematics programs or for assistance in ordering
student and teacher resources, please contact Tara Gilmour
For a list of authorized resources authorized resources go to:
http://education.alberta.ca/teachers/program/math/educator/resources.aspx
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SECTION 14
SCIENCE
ELEMENTARY LEVEL SCIENCE COURSES (K – GRADE 6)
The curriculum to be used for the study of science in Kindergarten to Grade six is the K-6
Science and Technology Curriculum (2004). This curriculum is available here
The science and technology expectations are organized into five strands, which are the major
areas of knowledge, skills and attitudes in the science and technology curriculum. Table one
shows the topics treated in each strand in each grade for grades K-6.
TABLE 1: STRANDS AND TOPICS: SCIENCE AND TECHNOLOGY, GRADES K-6
Energy and
Control
Structures and
Mechanisms
Earth and Space
Systems
Creating Colour
Keeping
Warm
Machines
Around Us
Dinosaurs
Characteristics
and Needs of
Living Things
Characteristics of
Objects and
Properties of
Materials
Energy in our
Lives
Everyday
Structures
Daily and
Seasonal Cycles
2
Growth and
changes in
Animals
Properties of
Liquids and Solids
Energy from
Wind and
Water
Movement
Air and Water in
the Environment
3
Growth and
changes in
Planets
Magnetic and
Charged Materials
Forces and
Movement
Stability
Soils in the
Environment
4
Habitat and
Community
Materials that
Transmit, Reflect or
Absorb Light or
Sound
Light and
Sound
Energy
Pulleys and
Gears
Rocks, Minerals
and Erosion
5
Human Organ
System
Properties of
Change in Matter
Conservation
of Energy
Forces Acting
on Structures
and
Mechanisms
Weather
6
Diversity of
Living Things
Properties of Air
and Characteristics
of Flight
Electricity
Motion
Space
Grade
Life Systems
Kindergarten
Senses and the
Body
1
Matter and
Materials
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The expected instructional time allocations by grade per year are:
Grade
Instructional Hours Per Year
Kindergarten
45
Grade 1
90
Grade 2
90
Grade 3
90
Grade 4
90
Grade 5
90
Grade 6
90
The approved resources are from the Addison Wesley Science and Technology program. Copies may be
ordered directly from Pearson Education
Each unit in the teacher guide begins with a unit planner that lists all lessons and activities in the unit. It
is extremely useful for year planning, and it is the place to begin! The unit planner also lists all materials
required to complete each activity. It is imperative that teachers complete as many hands-on activities
as possible with your students. The Addison Wesley program is built around such applied lessons so that
teachers will always have many to choose from. However, plan ahead to have the required materials on
hand, and also to deliver the module at the appropriate time of year (ex: try to do Life Systems modules
in the early fall or late spring so that teachers may bring their students outside to observe/collect
specimens).
HELPFUL WEBSITES
The internet is possibly the most valuable resource available to facilitate the enhancement of science
curriculum with current and locally relevant information.
The following websites are very pertinent to science education in the Beaufort-Delta:
http://www.taiga.net
Taiga Net is owned and operated by the Arctic Borderlands Ecological Knowledge Society, a non-profit
organization registered in the Yukon Territory. The web sites on Taiga Net are developed co-operatively by
Canadian, U.S., and territorial government agencies, First Nations government organizations, universities, comanagement bodies, and non-profit societies.
The site contains current information on the Porcupine Caribou Herd, including information on herd
movement obtained from a radio collaring program. In addition, there is information about waterfowl,
wetlands and climate change in the arctic. The site also contains numerous helpful links.
PROJECT GLOBE
Project Globe can be used in conjunction with approved science, math and social studies curriculum at
the elementary, junior high and senior high levels. Teachers throughout the region have access to
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Project GLOBE through the website www.globe.gov.
The website offers all teachers access to lesson plans, activities and software programs developed by
project GLOBE. The project is led in the United States by a federal interagency program sponsored by
NOAA, NASA, NSF, and EPA, in partnership with over 140 colleges and universities and non-government
organizations. Internationally, GLOBE boasts the participation of over 95 countries, including Canada.
The extent to which a teacher chooses to use GLOBE resources is their decision. No training is required
to use most of the resources on the website, and it’s free of charge.
Full participation in the project involves students performing environmental monitoring protocols,
including such activities as maintaining a simple weather station, soil classification, and hydrology. The
students then input their data on the GLOBE website, and other students and scientists all over the
world have access to the information. Any teacher interested in incorporating these activities into their
program must be trained by a certified GLOBE trainer in the protocols.
A small amount of equipment is required, some of which has already been provided to each school in the
Beaufort-Delta.
Please take the time to review the information available on the GLOBE website. This is a very valuable
resource, and a great opportunity for teachers to bring practical, hands on activities into their
classrooms, while introducing students to possibilities that exist for careers in research and
environmental science. The following articles summarize the purpose of project GLOBE and the steps
being taken in Canada to implement it.
Other important websites are as follows:
http://www.nwtwildlife.com
This site, maintained by Resources, Wildlife and Economic Development, contains information on a
comprehensive list of wildlife found in the NWT. For each species of mammal, bird or fish included there
is a description of food, behavior, reproduction and economic status. Endangered species are identified,
and conservation efforts described.
http://iisd1.iisd.ca/casl/projects/inuitobs.htm
Inuit Observations on Climate change is a project undertaken in collaboration with the elders in Sachs
Harbour. This site describes the project, and gives information for obtaining the 45 min. video that was
produced by the International Institute for Sustainable Development as part of the project.
http://www.aea.nt.ca/
The Arctic Energy Alliance is an NWT not-for-profit society that works to reduce the costs and
environmental impacts of energy and utility services in the Northwest Territories. The website has
information on energy conservation, climate change and renewable resources.
http://www.windowsaroundtheworld.org
“Windows Around the World” is a web-based exchange program that links elementary schools around
the world.
The objectives of the program are to:
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• promote learning about environmental science and cultural geography,
• make vastly separated areas accessible to students in other regions,
• foster international collaboration and a sense of global unity,
• obtain climate data in regions where global climate change will first have impacts,
• make students active participants in the study.
Students and teachers can:
• look out the windows of the participating schools and see what the weather is like on a daily basis
• see what the students are recording
• explore data collected during the year 2008-2009 academic year.
One feature of this website, the Teacher’s Corner, contains a weather archive, on-line resources, links,
and activity sheets.
For a list of interesting websites, contact Tara Gilmour on FirstClass or at 777-7421.
JUNIOR HIGH SCIENCE COURSES: GRADES 7, 8 AND 9
The full curriculum documents can be downloaded from the Alberta Education website at the address:
http://education.alberta.ca/media/654829/sci7to9.pdf
There are also online resources which tie in with activities in the textbook. Contact the science/math
curriculum consultant at the BDEC office.
Science 7 Units
Unit A:
Interactions and Ecosystems (Social and Environmental Emphasis)
Unit B:
Plants for Food and Fibre (Science and Technology Emphasis)
Unit C:
Heat and Temperature (Science and Environment Emphasis)
Unit D:
Structures and Forces (Science and Technology Emphasis)
Unit E:
Planet Earth (Nature of Science Emphasis)
Science 8 Units
Unit A:
Mix and Flow of Matter (Science and Technology Emphasis)
Unit B:
Cells and Systems (Nature of Science Emphasis)
Unit C:
Light and Optical Systems (Nature of Science Emphasis)
Unit D:
Mechanical Systems (Science and Technology Emphasis)
Unit E:
Freshwater and Saltwater Systems (Science and Environment Emphasis)
Science 9 Units
Unit A:
Biological Diversity (Social and Environmental Emphasis)
Unit B:
Matter and Chemical Change (Nature of Science Emphasis)
Unit C:
Environmental Chemistry (Social and Environmental Emphasis)
Unit D:
Electrical Principles and Technologies (Science and Technology)
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Unit E:
Earth and Space Systems (Nature of Science Emphasis)
Approved Resources: Science 7 , 8 and 9
The curriculum offers a choice of two textbook series, each with 100% curriculum fit. All resources can
be ordered from the LRC catalogue. A print version of the catalogue should be available in your school.
Their customer service number is (780) 427-5775. The website address is www.lrc.education.gov.ab.ca
Science in Action Series
Publisher: Addison-Wesley Longman
Science Focus
Publisher: McGraw-Hill Ryerson
Available supplemental resources for both series include:
Websites: www.pearsoned.ca/scienceinaction
http://www.mcgrawhill.ca/school/learningcentres
Test Banks (CD-ROM)
Blackline masters and Transparencies (CD)
Video Packages
Teacher Resource Package:
• Annotated student note book pages
• Teaching suggestions
• Lab activities
• Black line masters
BDEC Curriculum Manual and Teacher Handbook 2013-2014
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• Colour transparencies
• Video package
• Assessment
EXPERIENTIAL SCIENCE 10, 20, 30
Introduction
The Experiential Science curriculum was developed in partnership with the Department of Fisheries and
Ocean Canada, Parks Canada, Environment & Natural Resources, NWT, Northern Geoscience Office, and
the Department of Education, Culture and Employment of the Northwest Territories.
The Experiential Science curriculum sets out a vision and foundation statements for the applications of
scientific literacy in Northern Canada. Through a series of General and Specific Learning Outcomes
students will apply conventions of field and laboratory studies to investigate terrestrial, marine and
freshwater systems. Students will also apply traditional Aboriginal knowledge to better understand
their local surroundings.
The Experiential Science curriculum provides common educational opportunities and consistency of
expectations across jurisdictions. Other potential benefits include a greater harmonization of the science
curriculum for increased student mobility, the development of common learning resources,
collaboration in professional development and direct links to other government, industry and nongovernment organizations.
EXPERIENTIAL SCIENCE 10 – Terrestrial Systems
Course Overview
Experiential Science 10 is comprised of four major units that focus on the Terrestrial system from a
geological and ecological perspective.
Unit 1 Geology and Geomorphology, investigates the features and processes that shape the surface and
subsurface features of the earth. The geology component builds on the basic understandings of
geological time, mineral and rock formation and identification, landforms and glaciology. The unit
emphasis is on the Nature of Science with many exploratory hands-on field and laboratory activities.
Unit 2 Climatology and Meteorology, investigates the long and short-term effects of weather to interpret
past, present and future climatic events. This unit incorporates Aboriginal and Western knowledge and
skills to investigate, collect, analyse and interpret meteorological trends and addresses the many issues
of climate change. The unit emphasis is on Science and Technology that require field and laboratory
activities.
Unit 3 Ecology of the Land, investigates the basic principles of ecology and community dynamics
through a series of field and laboratory exercises. This unit incorporates Aboriginal and Western
knowledge and skills to investigate the abiotic and biotic factors which control the terrestrial system.
The unit emphasis is on Science, Technology, Society and the Environment (STSE) that allows students
BDEC Curriculum Manual and Teacher Handbook 2013-2014
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to make connections locally and globally.
Unit 4 Resource Management and Populations Dynamics, investigates and monitors local populations of
plants and animals that enables students to assess resource management practices and governance to
ensure a sustainable future. This unit incorporates Aboriginal and Western knowledge and skills
required to assess and manage natural resources. The unit emphasis is on STSE that requires students to
conduct a variety of field and laboratory studies.
Unit Emphasis and Suggested Time Allocations:
The unit emphasis for each course indicates the primary focus of the unit and directs the process for
learning. The times suggested for each unit are a general guideline. Regional differences and local
conditions may provide teachers with unique opportunities for more in-depth study of a particular
section. Field and laboratory investigations should be seen as an investment, for gaining a better
understanding of the learning outcomes. Opportunities for extended periods of field study would allow
students to interact with Elders and other subject matter experts in a more natural setting that foster
greater insight into the connectedness of the system under study – terrestrial, marine or freshwater. The
Units can be done in any sequence so as to avail of the warm weather for outdoors activities.
Grade 10 Terrestrial Systems
Unit
Title
Emphasis
Suggested Time
Allocation
1
Geology &
Geomorphology
Nature of Science
40 hrs
2
Climate and
Climatology
Science & Technology
30 hrs
3
Terrestrial Ecology Science Technology,
Society &
the Environment
30 hrs
4
Populations and
Resource
Management
25 hrs
Science Technology,
Society & the
Environment
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EXPERIENTIAL SCIENCE 20 - Marine Systems
Course Overview
Experiential Science 20 is comprised of four major units that focus on the Marine system.
Unit 1 Introduction to Oceanography, investigates the basic properties of salt water, ocean dynamics and
seafloor geomorphology. The unit emphasis is on the Nature of Science, which provides the introductory
knowledge and skills for understanding basic ocean dynamics.
Unit 2 Ocean Ecology, investigates basic marine ecology, energy flow, species diversity and human
interactions with this environment. The ecology section builds on the concept of ecology, nutrients, role
of organism, food webs, bioaccumulation and human interaction with the environment.
Unit 3 Habitats, Population Dynamics and Management, investigates the various marine habitats, species
interaction, population dynamics and community interaction through field and laboratory
investigations. The habitat, population dynamics and management sections build on the concept of how
particular habitats function within the great framework of the oceans and the impact of human
interactions.
Unit 4 Petrology and the Ocean Environment, investigates the origin, occurrence and structure of rocks.
Grade 11 Marine Systems
Unit
Title
Emphasis
Suggested Time
Allocation
1
Introduction to
Oceanography
Nature of Science
30 hrs
2
Ocean Ecology
Science Technology,
Society &
35 hrs
the Environment
3
4
Habitats,
Population
Dynamics and
Management
Science Technology,
Society &
Petrology and the
Ocean
Environment
Science Technology
40 hrs
the Environment
BDEC Curriculum Manual and Teacher Handbook 2013-2014
20 hrs
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EXPERIENTIAL SCIENCE 30 - Freshwaters Systems
Course Overview
Experiential Science 30 is comprised of four major units that focus on Freshwater Systems.
Unit 1 Structural Geology, investigates the forces acting within the earth which shape and reshape the
earth’s crust. Through a series of field and laboratory investigations student will experience fieldmapping techniques to document, analyse, and present their findings.
Unit 2 Introduction to Limnology, studies water chemistry, physiology, flora and fauna in a freshwater
system. Through a series of field, laboratory and case studies students will investigate and monitor local
lakes and rivers.
Unit 3 Freshwater Ecology, studies the relationship between an aquatic environment and the organisms
that inhabit the environment. Through a series of field, laboratory and case studies students will
investigate distribution, abundance and general productivity of representative flora and fauna in an
established study site.
Unit 4 Resource Management, incorporates the understanding of ecology and ecological processes to
ensure a healthy and sustainable habitat or population. Field study plots will enable students to monitor
local populations, practice conservation strategies and evaluate the human impact.
Grade 12 Freshwater Systems
Title
1
Structural Geology
Science & Technology
30 hrs
2
Introduction to
Limnology
Nature of Science
35 hrs
3
Freshwater
Ecology and
Population
Dynamics
Science Technology,
Society &
40 hrs
Freshwater
Resource
Management,
Governance and
Ethics
Science Technology,
Society &
4
Emphasis
Suggested Time
Allocation
Unit
the Environment
20 hrs
the Environment
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SENIOR HIGH ACADEMIC LEVEL SCIENCE COURSES
Overview
The senior high academic level science courses are 5 credit courses and a minimum of 125 hours is
required to be scheduled for their delivery. These courses are intended for students who plan to pursue
post secondary education in the fields of science, science-related occupations, math or engineering.
The senior high academic science program begins with Science 10, which is a broad-scope science
course composed of biology, chemistry and physics modules. After Science 10, the program becomes
more specialized, allowing the students the choice of taking biology, chemistry or physics courses in
Grade 11 and 12.
All students completing 30-level (Grade 12) academic science courses must write the Alberta Learning
diploma exams. The exam is worth 50% of the final mark, and must be written and supervised in the
school on the specified exam dates that are scheduled by Alberta Learning. The exam dates are
circulated to schools in the Beaufort-Delta region early in the year so that students may register to write
them, and the exams are sent from Alberta at the appropriate time. Exam dates may also be accessed
from the Alberta Learning website at : http://education.alberta.ca/admin/testing/diplomaexams.aspx
Previous diploma examinations are archived on the Alberta Learning website, along with answer keys.
They can be downloaded here.
Major Themes
All of the senior high academic level courses utilize common major themes to emphasize the
interconnections among the three major areas of science (biology, chemistry and physics), and to
illustrate the connections between abstract theories and the real world.
These themes include:
Change: how all natural entities are modified over time, how the direction of change might be predicted
and how some changes can be controlled
Diversity: the array of living and non-living forms of matter and the procedures used to understand,
classify and distinguish those forms on the basis of recurring patterns
Energy: the capacity for doing work that drives much of what takes place in the universe through its
variety of interconvertible forms
Equilibrium: the state in which opposing forces or processes balance in a static or dynamic way
Matter: the constituent parts, and the variety of states of the material in the physical world
Systems: the interrelated groups of things or events that can be defined by their boundaries and in some
cases by their inputs and outputs Excellent lesson plans for Experiential Science, Science 10, Chemistry
and Physics: http://www.umanitoba.ca/outreach/crystal/resources.html
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SENIOR HIGH ACADEMIC LEVEL SCIENCE COURSES
SCIENCE 10
Program Overview
The curriculum document for this course can be downloaded from the Alberta Education website here.
Science 10 Units of Study:
Unit
Title
Emphasis
A
Energy and Matter in
Chemical Change
Nature of Science
B
Energy Flow in
Technological Systems
Science & Technology
C
Cycling of Matter in
Living Systems
Nature of Science
D
Energy Flow in global
Systems
Social and Environmental
Contexts
Approved Resources:
All approved resources can be ordered from the LRC catalogue. The catalogue is on the web at
www.lrc.education.gov.ab.ca. A print version of the catalogue should be available in your school. Their
customer service number is (780) 427-5775.
Text: Addison Wesley Science 10
Supplemental resources for text:
• Test bank (LXR), Teacher’s resource guide, Videos, Blackline masters, Science 10 Homework and
Assignment Manual
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BIOLOGY 20
Program Overview
The curriculum document for this new course can be downloaded from the Alberta Education website at
here
Biology 20 consists of four units of study:
A. Energy and Matter Exchange in the Biosphere
B. Ecosystems and Population Change
C. Photosynthesis and Cellular Respiration
D. Human Systems
Unit A: Energy and Matter Exchange in the Biosphere
Themes: Energy, Equilibrium, Matter and Systems
Overview: The constant flow of energy and cycling of matter in the biosphere leads to a balanced or
steady state. This balance is achieved through various biogeochemical cycles and the processes of
photosynthesis and cellular respiration.
In this unit, students become familiar with the maintenance of this balance and explore how various
human activities have affected the balance.
This unit builds on:
•
Grade 7 Science, Unit A: Interactions and Ecosystems
•
Grade 9 Science, Unit A: Biological Diversity
•
Science 10, Unit D: Energy Flow in Global Systems
Unit A will require approximately 20% of the time allotted for Biology 20.
Supplemental resources for text:
• Test bank (LXR), Teacher’s resource guide, Videos, Blackline masters
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 83
Unit B: Ecosystems and Population Change
Themes: Energy, Matter and Systems
Overview: In this unit, students become familiar with a range of ecosystems by studying their
distinctive biotic and abiotic characteristics. Students are introduced to the concept of populations as a
basic component of ecosystem structure and complete the unit by examining population change through
the process of natural selection.
The content in Unit B prepares students for the study of populations and community dynamics in
Biology 30.
This unit builds on:
•
Grade 7 Science, Unit A: Interactions and Ecosystems
•
Grade 8 Science, Unit E: Freshwater and Saltwater Systems
•
Grade 9 Science, Unit A: Biological Diversity
Unit B will require approximately 25% of the time allotted for Biology 20.
Unit C: Photosynthesis and Cellular Respiration
Themes: Energy, Matter and Systems
Overview: The life processes of photosynthesis and cellular respiration allow for the transfer of energy
and matter. Students learn, in general terms, how energy from sunlight is transferred into adenosine
triphosphate (ATP) and reduced nicotinamide adenine dinucleotide phosphate (NADPH) and eventually
into glucose, and how carbohydrates are oxidized to produce reduced nicotinamide adenine
dinucleotide (NADH), reduced flavin adenine dinucleotide (FADH) and eventually ATP. A detailed
knowledge of metabolic intermediates is not required. Students extend their understanding by
examining how these cellular processes impact and are impacted by global systems.
This unit builds on:
•
Grade 7 Science, Unit B: Plants for Food and Fibre
•
Science 10, Unit C: Cycling of Matter in Living Systems
Unit C will require approximately 15% of the time allotted for Biology 20.
Unit D: Human Systems
Themes: Energy, Equilibrium, Matter and Systems
Overview: Maintenance of metabolic equilibrium in organisms involves a number of physical and
biochemical processes. The human organism is used as a model system to examine how energy and
matter are exchanged with the environment through the processes of gas exchange, digestion, excretion,
circulation and the function of the motor system. A defence system contributes to equilibrium by
eliminating pathogenic organisms.
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The content in Unit D prepares students for further studies regarding the functioning of human systems.
This unit builds on:
•
Grade 8 Science, Unit B: Cells and Systems
•
Science 10, Unit C: Cycling of Matter in Living Systems
Unit D will require approximately 40% of the time allotted for Biology 20.
BIOLOGY 30
Biology 30 consists of four units of study:
A. Nervous and Endocrine Systems
B. Reproduction and Development
C. Cell Division, Genetics and Molecular Biology
D. Population and Community Dynamics
Unit A: Nervous and Endocrine Systems
Themes: Equilibrium and Systems
Overview: This unit examines the biological processes that mediate the interactions between humans
and their environment to maintain equilibrium. The nervous system contributes to homeostasis through
its response to internal and external stimuli. Endocrine glands help to maintain homeostasis through the
hormones they release into the blood. A study of the interactions between the nervous and endocrine
systems leads to an examination of the functioning of the central and peripheral nervous systems and
their ability to sense the environment and respond to it.
This unit builds on:
•
Grade 8 Science, Unit B: Cells and Systems
•
Science 10, Unit C: Cycling of Matter in Living Systems
•
Biology 20, Unit D: Human Systems
Unit A will require approximately 25% of the time allotted for Biology 30.
Unit B: Reproduction and Development
Themes: Change and Systems
Overview: This unit investigates the human reproductive system as a representative mammalian
system responsible for propagating the organism and perpetuating the species. The processes
associated with human reproduction and development, as well as the regulation of these processes by
hormones, are reviewed. The influence of environmental factors on embryonic and fetal development is
examined, as are various reproductive technologies.
This unit builds on:
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 85
•
Grade 8 Science, Unit B: Cells and Systems
•
Grade 9 Science, Unit A: Biological Diversity
•
Science 10, Unit C: Cycling of Matter in Living Systems
•
Biology 20, Unit D: Human Systems
Unit B will require approximately 20% of the time allotted for Biology 30.
Unit C: Cell Division, Genetics and Molecular Biology
Themes: Change and Diversity
Overview: This unit examines the two types of cell division, mitosis and meiosis. Students learn about
chromosomal behaviour during cell division and expand their knowledge of chromosomes by studying
classical genetics. Classical genetics is further extended to a molecular level by exploring the basic
structure of deoxyribonucleic acid (DNA), its role in protein synthesis and the impact of mutation.
This unit builds on:
•
Grade 9 Science, Unit A: Biological Diversity
Unit C will require approximately 40% of the time allotted for Biology 30.
Unit D: Population and Community Dynamics
Themes: Systems, Equilibrium and Change
Overview: Population change over time can be examined through a study of population genetics
(Hardy-Weinberg principle) and population growth. Both of these can be expressed quantitatively.
Individual members of populations interact with each other as well as with members of other
populations, which can have an impact on the populations involved. Communities are a sum of all the
different populations living together. Communities may change over time as a result of natural or
artificial events.
This unit builds on:
•
Grade 9 Science, Unit A: Biological Diversity
•
Biology 20, Unit A: Energy and Matter Exchange in the Biosphere and Unit B: Ecosystems and
Population Change
Unit D will require approximately 15% of the time allotted for Biology 30.
Approved Resources:
The two approved resources, Inquiry into Biology and Nelson Biology Alberta 20-30, can be ordered
from the LRC catalogue. Please note that the same resource/textbook is used in both Biology 20 and
Biology 30. The catalogue is now on the web at www.lrc.education.gov.ab.ca. A print version of the
catalogue should be available in your school. Their customer service number is (780) 427-5775.
Text: Inquiry into Biology (contains e-book CD-ROM with entire text on PDF with live links to animations
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 86
and practice quizzes on the website)
McGraw-Hill Ryerson
LRC Product # 674376
[ISBN: 9780070960527]
[ISBN-10: 0070960526]
Supplemental resources: Teacher’s Resource (includes print binder and CD-ROM with Blackline
Masters)(includes detailed unit content lists, curriculum correlation, materials list for labs, detailed
lab/investigation notes & answers with complete solutions to all questions in the student text)
LRC Product # 674384
[ISBN: 9780070965430]
[ISBN-10: 0070965439]
Text: Nelson Biology Alberta 20-30 (Includes CD-ROM)
Thompson Nelson
LRC Product # 674459
[ISBN: 9780176289188]
[ISBN-10: 0176289186]
Supplementary resources: Teacher Material with CD-ROM - 704 Pages - Binder
LRC Product # 674467
[ISBN: 9780176289201]
[ISBN-10: 0176289208]
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 87
Program Overview
The curriculum document for these courses can be downloaded from the Alberta Education website
here
CHEMISTRY 20
Chemistry 20 consists of four units of study:
A. The Diversity of Matter and Chemical Bonding
B. Forms of Matter: Gases
C. Matter as Solutions, Acids and Bases
D. Quantitative Relationships in Chemical Changes
Unit A: The Diversity of Matter and Chemical Bonding
Themes: Diversity and Matter
Overview: Concepts, models and theories are often used in interpreting and explaining observations
and in predicting future observations. The major focus of this unit is to relate theories about bonding to
the properties of matter and to develop explanations and descriptions of structure and bonding through
scientific models. Students learn about the diversity of matter through the investigation of ionic
compounds and molecular substances.
This unit builds on:
• Grade 9 Science, Unit B: Matter and Chemical Change
• Science 10, Unit A: Energy and Matter in Chemical Change
This unit provides a background for:
• Chemistry 30, Unit A: Thermochemical Changes, Unit B: Electrochemical Changes and Unit C: Chemical
Changes of Organic Compounds
Unit A will require approximately 20% of the time allotted for Chemistry 20.
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Page 88
Unit B: Forms of Matter: Gases
Themes: Matter, Change and Energy
Overview: Students expand their knowledge of the nature of matter through the investigation of the
properties and behaviour of gases.
This unit builds on:
• Grade 9 Science, Unit B: Matter and Chemical Change
• Science 10, Unit A: Energy and Matter in Chemical Change
This unit provides a background for:
• Chemistry 30, Unit D: Chemical Equilibrium Focusing on Acid-Base Systems
Unit B will require approximately 16% of the time allotted for Chemistry 20.
Unit C: Matter as Solutions, Acids and Bases
Themes: Matter, Diversity, Systems and Change
Overview: Students gain insight into the nature of matter through an investigation of change in the
context of solutions, acids and bases.
This unit builds on:
• Grade 8 Science, Unit A: Mix and Flow of Matter
• Grade 9 Science, Unit B: Matter and Chemical Change and Unit C: Environmental Chemistry
• Science 10, Unit A: Energy and Matter in Chemical Change
This unit provides a background for:
• Chemistry 20, Unit D: Quantitative Relationships in Chemical Changes
• Chemistry 30, Unit B: Electrochemical Changes and Unit D: Chemical Equilibrium Focusing on AcidBase Systems
Unit C will require approximately 32% of the time allotted for Chemistry 20.
Unit D: Quantitative Relationships in Chemical Changes
Themes: Matter and Change
Overview: Students focus on chemical change and the quantitative relationships contained in balanced
chemical equations. They are required to use stoichiometric principles and mathematical manipulation
to predict quantities of substances consumed or produced in chemical reaction systems.
This unit builds on:
• Science 10, Unit A: Energy and Matter in Chemical Change
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Page 89
This unit provides a background for:
• Chemistry 30, Unit A: Thermochemical Changes, Unit B: Electrochemical Changes and Unit D: Chemical
Equilibrium Focusing on Acid-Base Systems
Unit D will require approximately 32% of the time allotted for Chemistry 20.
CHEMISTRY 30
Chemistry 30 consists of four units of study:
A. Thermochemical Changes
B. Electrochemical Changes
C. Chemical Changes of Organic Compounds
D. Chemical Equilibrium Focusing on Acid-Base Systems
Unit A: Thermochemical Changes
Themes: Energy, Change and Systems
Overview: In this unit, students study energy as it relates to chemical changes and quantify the energy
involved in thermochemical systems, and consider the various aspects of energy use on society.
This unit builds on:
• Grade 7 Science, Unit C: Heat and Temperature
• Science 10, Unit A: Energy and Matter in Chemical Change and Unit D: Energy Flow in Global Systems
Unit A will require approximately 20% of the time allotted for Chemistry 30.
Unit B: Electrochemical Changes
Themes: Change and Energy
Overview: In this unit, students study electrochemical change and analyze the matter and energy
changes within a system.
This unit builds on:
• Science 9, Unit D: Electrical Principles and Technologies
• Science 10, Unit A: Energy and Matter in Chemical Change
• Chemistry 20, Unit A: The Diversity of Matter and Chemical Bonding and Unit D: Quantitative
Relationships in Chemical Changes
Unit B will require approximately 30% of the time allotted for Chemistry 30.
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Page 90
Unit C: Chemical Changes of Organic Compounds
Themes: Change, Diversity and Energy
Overview: In this introduction to organic chemistry, students learn about common organic compounds
and describe their properties and reactions. The significance of organic chemistry, in the context of
technological applications and quality of life, is explored.
This unit builds on:
• Chemistry 20, Unit A: The Diversity of Matter and Chemical Bonding
Unit C will require approximately 20% of the time allotted for Chemistry 30.
Unit D: Chemical Equilibrium Focusing on Acid-Base Systems
Themes: Change, Systems and Equilibrium
Overview: In this unit, the concept that chemical change eventually attains equilibrium is developed,
followed by a focus on the quantitative treatment of reaction systems involving acid-base solutions.
This unit builds on:
• Science 8, Unit A: Mix and Flow of Matter
• Science 9, Unit B: Matter and Chemical Change
• Science 10, Unit A: Energy and Matter in Chemical Change
• Chemistry 20, Unit C: Matter as Solutions, Acids and Bases and Unit D: Quantitative Relationships in
Chemical Changes
Unit D will require approximately 30% of the time allotted for Chemistry 30.
Approved Resources:
The two approved resources, Nelson Chemistry, Alberta, 20/30 Student and Inquiry Into Chemistry,
can be ordered from the LRC catalogue. Please note that the same resources are used in both Chemistry
20 and Chemistry 30. The catalogue is now on the web at www.lrc.education.gov.ab.ca. A print version
of the catalogue should be available in your school. Their customer service number is (780) 427-5775.
Text: Nelson Chemistry, Alberta, 20/30 Student
Nelson Thompson Learning
LRC Product #: 674475
[ISBN: 9780176289300]
[ISBN-10: 0176289305]
Supplemental resources: Teacher Material with CD-ROM - 704 Pages – Binder
LRC Product #: 674491
[ISBN: 9780176289324]
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 91
[ISBN-10: 0176289321]
Text: Inquiry Into Chemistry: Student Text (contains e-book CD-ROM with entire text on PDF with live
links to animations and practice quizzes on the website)
McGraw Hill Ryerson Ltd.
LRC Product #: 674392
[ISBN: 9780070960510]
[ISBN-10: 0070960518]
Inquiry Into Chemistry: Teacher’s Resource (contains print binder and CD-ROM Blackline Masters
and includes detailed unit content lists, curriculum correlation, materials list for labs, detailed
lab/investigation notes & answers with complete solutions to all questions in the student text)
LRC Product #: 674409
[ISBN: 9780070974203]
[ISBN-10: 0070974209]
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SENIOR HIGH ACADEMIC LEVEL SCIENCE COURSES…CONTINUED
PHYSICS 20
Program Overview
The curriculum document for these courses can be downloaded from the Alberta Education Website here
Physics 20 consists of four units of study:
A. Kinematics
B. Dynamics
C. Circular Motion, Work and Energy
D. Oscillatory Motion and Mechanical Waves
Unit A: Kinematics
Themes: Change and Systems
Overview: In this unit, students investigate changes in the position and velocity of objects and systems
in a study of kinematics.
This unit builds on:
• Grade 7 Science, Unit D: Structures and Forces
• Grade 8 Science, Unit D: Mechanical Systems
• Science 10, Unit B: Energy Flow in Technological Systems
This unit prepares students for further study, in subsequent units and physics courses, of dynamics,
Newton’s laws and particles in gravitational, electric and magnetic fields.
Unit A will require approximately 15% of the time allotted for Physics 20.
Unit B: Dynamics
Themes: Change and Systems
Overview: In this unit, students investigate causes of change in the position and velocity of objects and
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Page 93
systems in a study of dynamics and gravitation. The concept of fields is introduced in the explanation of
gravitational effects.
This unit builds on:
• Grade 7 Science, Unit D: Structures and Forces
• Grade 8 Science, Unit D: Mechanical Systems
• Science 10, Unit B: Energy Flow in Technological Systems
• Physics 20, Unit A: Kinematics
This unit prepares students for further study, in subsequent units and physics courses, of Newton’s laws,
periodic motion and particles in electric and magnetic fields.
Unit B will require approximately 25% of the time allotted for Physics 20.
Unit C: Circular Motion, Work and Energy
Themes: Energy and Equilibrium
Overview: In this unit, students extend their study of kinematics and dynamics to uniform circular
motion and to mechanical energy, work and power.
This unit builds on:
• Grade 8 Science, Unit D: Mechanical Systems
• Grade 9 Science, Unit E: Space Exploration
• Science 10, Unit B: Energy Flow in Technological Systems
• Physics 20, Unit A: Kinematics and Unit B: Dynamics
This unit prepares students for further study, in subsequent physics courses, of circular motion,
conservation laws and particles in magnetic fields.
Unit C will require approximately 30% of the time allotted for Physics 20.
Unit D: Oscillatory Motion and Mechanical Waves
Themes: Energy and Matter
Overview: In this unit, students investigate simple harmonic motion and mechanical waves.
This unit builds on:
• Science 10, Unit B: Energy Flow in Technological Systems
• Physics 20, Unit A: Kinematics; Unit B: Dynamics; and Unit C: Circular Motion, Work and Energy
This unit prepares students for further study, in subsequent physics courses, of simple harmonic motion
and wave phenomena.
Unit D will require approximately 30% of the time allotted for Physics 20.
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PHYSICS 30
Physics 30 consists of four units of study:
A. Momentum and Impulse
B. Forces and Fields
C. Electromagnetic Radiation
D. Atomic Physics
Unit A: Momentum and Impulse
Themes: Change and Systems
Overview: In this unit, Newton’s second law of motion is linked to the concepts of momentum and
impulse.
This unit builds on:
• Physics 20, Unit A: Kinematics; Unit B: Dynamics; and Unit C: Circular Motion, Work and Energy
This unit prepares students for further study of mechanics in subsequent units and for post-secondary
studies in physics.
Unit A will require approximately 15% of the time allotted for Physics 30.
Unit B: Forces and Fields
Themes: Energy and Matter
Overview: In this unit, students investigate electric and magnetic forces and fields and their
applications in technological devices.
This unit builds on:
• Science 9, Unit D: Electrical Principles and Technologies
• Physics 20, Unit A: Kinematics; Unit B: Dynamics; Unit C: Circular Motion, Work and Energy; and Unit
D: Oscillatory Motion and Mechanical Waves.
This unit prepares students for further study of electromagnetic phenomena in subsequent units and for
post-secondary studies in physics.
Unit B will require approximately 30% of the time allotted for Physics 30.
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Unit C: Electromagnetic Radiation
Themes: Diversity and Matter
Overview: In this unit, students study the nature and characteristics of electromagnetic radiation
(EMR), using the wave and photon models of light.
This unit builds on:
• Science 8, Unit C: Light and Optical Systems
• Physics 20, Unit C: Circular Motion, Work and Energy
• Physics 30, Unit A: Momentum and Impulse and Unit B: Forces and Fields
This unit prepares students for further study of EMR phenomena and the nature of matter in Unit D and
for post-secondary studies in physics.
Unit C will require approximately 30% of the time allotted for Physics 30.
Unit D: Atomic Physics
Themes: Energy and Matter
Overview: In this unit, students study the development and modification of models of the structure of
matter.
This unit builds on:
• Science 9, Unit E: Space Exploration
• Physics 20, Unit C: Circular Motion, Work and Energy
• Physics 30, Unit A: Momentum and Impulse, Unit B: Forces and Fields and Unit C: Electromagnetic
Radiation
This unit prepares students for further study of the nature of matter in post-secondary studies in
physics.
Unit D will require approximately 25% of the time allotted for Physics 30.
Approved Resources:
All approved resources can be ordered from the LRC catalogue. The same text will be used for both
Physics 20 and Physics 30. The catalogue is now on the web at www.lrc.education.gov.ab.ca. A print
version of the catalogue should be available in your school. Their customer service number is (780) 4275775.
Text: Pearson Physics
From: Pearson Education Canada
LRC Product #: 674425
[ISBN: 9780321308139]
BDEC Curriculum Manual and Teacher Handbook 2013-2014
Page 96
[ISBN-10: 0321308131]
Supplemental resources: Pearson Physics: Teacher’s Resource for Course 20 (includes CD-ROM for
WIN/MAC & contains planning charts, lesson plans, assessment rubrics and other line masters for 20level course only.)
LRC Product #: 674425
[ISBN: 9780321311597]
[ISBN-10: 0321311590]
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SCIENCE FAIR
The science fair has been identified as a priority activity in all schools in the region. This was agreed
upon at the principals’ meeting in April 2003. As a result, it has become compulsory for every student
(grades 1 to 12) to complete a science project this year, and for every school to hold a local science fair.
It is reasonable to assume that students in lower elementary (grades 1-3) are not yet able to complete
individual projects, so it would be more appropriate for them to do class projects. Also, students in
senior high who are not taking science courses will not have to participate. It is extremely important
that students begin their projects early in the year. Holding a science fair in your school is an excellent
opportunity to promote science by making it engaging and rewarding.
The Beaufort-Delta Education Council sponsors a Regional Science Fair (RSF) each year. Students from
grade four and above may compete at the RSF, and students grade seven and above may qualify to
attend the Canada-Wide Science Fair (CWSF). All expenses are paid by the Beaufort-Delta Education
Council for the CWSF trip.
The Regional Science Fair will be held in March or early April in Inuvik. Having the Regional Science Fair
during this period gives students time to refine their projects should they be selected to attend the
Canada-Wide Science Fair at the University of Windsor in Windsor, Ontario during May 10 – 17, 2014. It
is important for a school to have its local science fair a week or two in advance of the Regional Science
Fair in order to choose the projects that will represent the school at the Regional Science Fair.
An information package on science fairs is available from the Beaufort-Delta Education Council office. It
contains advice on organizing a local fair, an explanation of the scientific method and pointers on
teaching it to students of all ages. The addresses of some helpful websites are included to help with
finding interesting topics. The following websites may be useful to both students and teachers:
http://cwsf.youthscience.ca/
http://www.cdli.ca/sciencefairs/
http://www.virtualsciencefair.com/
http://school.discoveryeducation.com/sciencefaircentral/
http://www.physics.ca/
Each school can claim expenses for running a local science fair up to $1000 – for SHSS and SAMS, the
amount is increased to $1600 to reflect their large student enrollments. This money can be used for
materials for experiments, prizes, snacks for judges and for students when they are in the gym with their
projects, and so on. In addition, there is an additional $600 for travel for Chief Julius School, Mangilaluk
School, and Moose Kerr School - for Chief Paul Niditchie School that amount is $300. Schools will receive
funding for their local science fairs only if the local fairs are held prior to the date of the Regional Science
Fair. Schools will be reimbursed according to their receipts showing the expenses incurred as a result of
holding a science fair - up to the amount previously indicated.
Each school is permitted to send 12 students from grades 4 – 12 to the Regional Science Fair. However,
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only students in Grade 7-12 are eligible to attend the CWSF. Video entries from Helen Kalvak School,
Angik School, and Inualthuyak School are most welcome. Schools may want to videotape the winners in
each grade category in case inclement weather prevents them from attending the Regional Science Fair.
Only 3 students from the Beaufort-Delta Education Council are permitted to attend the CWSF.
Contact Tara Gilmour if you require assistance with science fairs.
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SECTION 15
SOCIAL STUDIES
KINDERGARTEN TO GRADE 12
Integration with language arts is recommended.
For curriculum information click here
For K-6 Social Studies curriculum support call Debra Bridgeman at 777-7136
For 7-12 Social Studies curriculum support call Angela Young at 777-7371
Social Studies K-5 Initiative
Vision
Social Studies in the NWT is part of an overall educational program intended to meet the needs and
reflect the nature of 21st century learners and has at its heart the concepts of citizenship and identity in
the Canadian context. It is reflective of the diverse cultural perspectives, including Aboriginal and
Francophone, which contribute to Canada’s evolving realities. Social Studies will ultimately contribute to
a Canadian spirit—a spirit that will be fundamental in creating a sense of belonging for each one of our
students as he or she engages in active and responsible citizenship locally, nationally and globally.
Definition of Social Studies
For the purposes of the K-9 Social Studies curriculum in the NWT, the following definition of Social
Studies has been developed:
Social Studies is the study of people in relation to each other and to their world. It is an interdisciplinary
subject that draws upon history, geography, economics, law, political science, and other disciplines.
Social Studies focuses on the relationships of people with their social, physical, spiritual, cultural,
economic, political, and technological environments. Social Studies helps students become active and
responsible citizens within their communities, locally, nationally, and globally, in a complex and
changing world.
New Social Studies Programs have been fully implemented in Grades K-5.
Kindergarten:
Grade 1:
Grade 2:
Grade 3:
Grade 4:
Grade 5:
Being Together
Connecting and Belonging
Communities in Canada
Communities of the World
The NWT: Our Places, Stories and Traditions
Canada: The People and Stories of this Land
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Kindergarten:
Being Together
Additional information for kindergarten is available here
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Grade 1:
Connecting and Belonging
Additional information for Grade 1 Social Studies is available here
Grade 2:
Communities in Canada
Additional information for Grade 2 Social Studies is available here
Grade 3:
Communities of the World
Additional information for Grade 3 Social Studies is available here
Word template to build your own critical thinking poster is available here
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Grade 4: The NWT: Our Places, Stories and Traditions
This addition to the Social Studies curriculum contains three major teaching units. These are: The Fur
Trade, Stories of Our Origin and A Dene Way of Life. An alternate unit, An Inuvialuit Way of Life, is
available for loan from the BDEC office. Some schools have been supplied with a Gwich’in K-12
Education Kit to support the Social Studies program.
The major resources for the teachers of these classes include a CD ROM containing the Grade 4 Social
Studies Curriculum, a “tub” containing teaching guides, student activity booklets and a number of other
resources to be used and modified in the classroom. Copies of the CD-ROM and the “tubs” are in each
school.
Teachers should be aware that the resources bundle various specific Learner Outcomes and that all
Specific Learner Outcomes should be taught not merely those in the teaching units. The curriculum
guide, teacher guides and other resources can be viewed and printed from the CD-ROM.
Additional Grade 4 information and links are available here
Grade 5:
Canada: The People and Stories of this Land
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The new Grade 5 program, The People and Stories of this Land, is now in full implementation. The
permanent textbook for the course, Canada: A Country of Change 1867 to Present is in all schools
The temporary textbook (People and Stories of Canada to 1867) which was provided to schools in
September 2010 will remain a relevant and useful resource. All other resources were placed in schools
last year.
YAMORIA
An additional resource to support grades 4 & 5 Social Studies and Northern Studies is Yamoria: Dene
stories of one of the greatest medicine men. This kit is available for sign out from the BDEC office.
Additional information including maps and tutorials can be found at here
GRADES 6-9 SOCIAL STUDIES
Grades 6-9 use curriculum documents that provide the student learning outcomes for these grades.
Teachers in the NWT have the option of using Alberta’s Grade 8 & 9 curriculum and resources for these
grades until the revision of these courses is complete.
GRADE 6 SOCIAL STUDIES
Our Place in the Nation
Elementary Social Studies Curriculum Guide
NWT Education 1993 – Grade 6
Civics in the Elementary Social Studies Curriculum
Teachers Resource Book – NWT Education 1992 – Grade 6
Additional information is available here
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GRADE 7-9 SOCIAL STUDIES
Social Studies Curriculum Junior High – draft 1994 NWT Education
Draft for Field Validation – Junior Secondary Social Studies 1993
Civics in the Junior Secondary Social Studies Curriculum and Resource List – NWT Education 1998
– for Grades 7 – 9
Land Claims Preserving Northern Cultures – WACIC – teaching unit
SOCIAL STUDIES CURRICULUM GRADE 7
Grade 7 outcomes listed here
Grade 7 Circumpolar World textbook found here
Grade 7 Circumpolar World Teacher’s Guide found here
The original version of the resource for Grade 7, The Northern Circumpolar World by Bob MacQuarrie
(Reidmore Books 1996) is currently out of print and largely unavailable for purchase. ECE has produced
a revised edition (soft cover) which was provided to all schools in the winter of 2009. The accompanying
revised Teacher Guide is available on the ECE website. This will likely be the only version of the updated
Teacher Guide.
The French Immersion Program follows the NWT approved curriculum in this subject area. At the grade
10 – 12 levels, the NWT/Alberta Program of Studies is followed.
Theme A: Geography of Circumpolar World
Physical Geography
Human Geography
Economic Geography
Theme B: Changes in the Circumpolar World
Technical Changes
Economic Changes
Social Changes
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Political Changes
Theme C:
Connections: Canada and the Circumpolar World
Environmental Linkages
Cultural Linkages
Political Linkages
Trade Linkages
NOTE: Theme C is viewed through a weekly current events focus.
GRADE 7 SOCIAL STUDIES TEACHING RESOURCES
Resource
Civics in the Elementary Social Studies Curriculum 1992
Periodicals
Above and Beyond: (quarterly) www.above-n-beyond.com
Up Here Magazine: (quarterly) www.uphere.ca
NOTE: Many of these resources are out of print and no longer available for purchase. They may or may
not be available in your school. Please discuss the availability of resources with your principal.
Books
The Northern Circumpolar World, Bob MacQuarrie, Reidmore Books Inc., Edmonton
The Arctic World Series: The Arctic Land; Arctic Community; Arctic Animals; Arctic Whales and Whaling;
Crabtree Publishing Company, Toronto, 1988 – especially Theme A – are there further books in the
series?
The Commonwealth of Independent States, Mary Jane Behrends Clark, The Millbrook Press, Brookfield,
Conn., 1992
The Sami People; Davvi Girji, Nordic Sami Institute, N-9520 Kautokeino, Norway
Additional information and links are available at: http://www.ece.gov.nt.ca/early-childhood-andschool-services/school-services/curriculum-k-12/social-studies-and-northern-3
GRADE 6 SOCIAL STUDIES
Our Place in the Nation
Elementary Social Studies Curriculum Guide
NWT Education 1993 – Grade 6
Civics in the Elementary Social Studies Curriculum
Teachers Resource Book – NWT Education 1992 – Grade 6
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Additional information is available at www.gov.nt.ca (follow the links to Social Studies).
GRADE 7-9 SOCIAL STUDIES
Social Studies Curriculum Junior High – draft 1994 NWT Education
Curriculum
Draft for Field Validation – Junior Secondary Social Studies 1993
Civics in the Junior Secondary Social Studies Curriculum and Resource List – NWT Education 1998
– for Grades 7 – 9
Land Claims Preserving Northern Cultures – WACIC – teaching unit
SOCIAL STUDIES CURRICULUM GRADE 7
Additional information and resources available at: www.gov.nt.ca (follow the links to Social Studies).
Theme A: Geography of Circumpolar World
Physical Geography
Human Geography
Economic Geography
Theme B: Changes in the Circumpolar World
Technical Changes
Economic Changes
Social Changes
Political Changes
Theme C:
Connections: Canada and the Circumpolar World
Environmental Linkages
Cultural Linkages
Political Linkages
Trade Linkages
NOTE: Theme C is viewed through a weekly current events focus.
The original version of the resource for Grade 7, The Northern Circumpolar World by Bob MacQuarrie
(Reidmore Books 1996) is currently out of print and largely unavailable for purchase. ECE has produced
a revised edition (soft cover) which was provided to all schools in the winter of 2009. The accompanying
revised Teacher Guide is available on the ECE website. This will likely be the only version of the updated
Teacher Guide.
The French Immersion Program follows the NWT approved curriculum in this subject area. At the grade
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10 – 12 levels, the NWT/Alberta Program of Studies is followed.
GRADE 7 SOCIAL STUDIES TEACHING RESOURCES
Resource
Civics in the Elementary Social Studies Curriculum 1992
Periodicals
Above and Beyond: (quarterly) www.above-n-beyond.com
Up Here Magazine: (quarterly) www.uphere.ca
NOTE: Many of these resources are out of print and no longer available for purchase. They may or may
not be available in your school. Please discuss the availability of resources with your principal.
Books
The Northern Circumpolar World, Bob MacQuarrie, Reidmore Books Inc., Edmonton
The Arctic World Series: The Arctic Land; Arctic Community; Arctic Animals; Arctic Whales and Whaling;
Crabtree Publishing Company, Toronto, 1988 – especially Theme A – are there further books in the
series?
The Commonwealth of Independent States, Mary Jane Behrends Clark, The Millbrook Press, Brookfield,
Conn., 1992
The Sami People; Davvi Girji, Nordic Sami Institute, N-9520 Kautokeino, Norway
Periodicals
Above and Beyond: Inflight Magazine for First Air; Box 2348, Yellowknife, NT X1A 2P7 – 4 issues per
year
Arctic Circle; Nortext, Box 8, Iqaluit, NT X0A 0H0 – six issues per year
Arctic: Journal of the Arctic Institute of North America; University of Calgary, 2500 University Drive NW,
Calgary, AB T2N 1N4
Information North; Arctic Institute of North America; University of Calgary – 4 issues per year
Northern Perspectives; Canadian Arctic Resources Committee, 1 Nicholas Street, Suite 412, Ottawa, ON
K1N 7B7
Film and Videos
Karvonen Films, 373 Wyecliff, 22560 Wye Road, Sherwood park, AB T8A 4T6, Tel: 403-467-7167,
Fax: 403-467-7162
National Film Board of Canada, Canada Place, Room 120, 9700 Jasper Avenue, Edmonton, AB T5J 4C3,
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Tel: 403-495-3010 or NFB Library 1-800-267-7710
Resources Useful for Civics
Tradition and Change: The Jacaranda Press; John Wiley and Sons; ISBN 0-7016-1765-X
Canadians Responding to Change; 1990; Parsons and Jamieson; Reidmore Books (LRDC)
Technology and Change in Canada; 1990; Vans et al; Weigl Educational Publishers Ltd.; (LRDC)
Additional information is available at www.gov.nt.ca (follow the links to Social Studies).
SOCIAL STUDIES CURRICULUM GRADE 8
The Changing World
• Ancient Societies
• Middle Societies
• Modern Societies
Grade 8 learning outcomes found here
GRADE 8 SOCIAL STUDIES TEACHING RESOURCES
NOTE: Many of these resources are out of print and no longer available for purchase. They may or may
not be available in your school. Please discuss the availability of resources with your principal. If your
school has chosen to use the Alberta Social Studies courses in grades 8 or 9, resources to support these
courses are available from the Alberta Resource Centre here
Books
Atlas of the Environment; Nelson Canada; 1991 – excellent resource for dealing with issues that arise
from development – Theme C (possibly good for Theme C, Strand 7 and 9 as well)
Canadian Oxford School Atlas, 6th Ed.; Oxford University Press, Toronto
Canadians Responding to Change; Parsons and Jamieson; Reidmore Books Inc.; Edmonton; 1990 – has
information for Theme C, Which is lacking in others – has Teacher’s Resource as well
People through the Ages; Krahn et al; Peguis Publishers Ltd.; 520 Hargrave Street, Winnipeg
R3A 0X8; 1992
Support Resources for Students
Canadian Citizenship in Action; Weigl Education Publishers Ltd., Edmonton; 1992 – could be used for
focusing on issues in Theme C
China: Our Pacific Neighbour; Evans and Yu; Reidmore Books Inc.; Edmonton 1992 – Theme C
Culture Quest; Burley; Prentice Hall of Canada Inc.; 1993 – Theme A and B
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Folen’s World Atlas; Harrison and Harrison; Folens Publishers Inc., California; 1993 – Theme C
Greece: Discovering the Past; Parsons et al; Reidmore Books, Edmonton; 1992 – excellent as a student
resource for Theme A
Technology and Change in Canada; Evans et al; Weigl Educational Publishers Ltd.; Edmonton; 1990 –
excellent for Theme C, change in the modern world – has Teacher Guide
Support Resources for Teachers
Canadian Arctic Prehistory; McGhee; Canadian Museum of Civilization; 1990 – Theme A
The Gaia Atlas of First People; Burger; Anchor Books Doubleday; 1990 – perhaps useful for teacher in
the last section of Theme C
The Global Challenge: A Study of World Issues; Standford; Oxfor University Press, Toronto; 1990 –
excellent resource for Theme C
The World Now; Reed; Bell and Hyman; Denmark House; 37-39 Queen Elizabeth Street, London SE1 2Qb
– possible student use as well, for Theme C
Additional information is available from ECE here
GRADE 9 SOCIAL STUDIES TEACHING RESOURCES
If your school has chosen to use the Alberta Social Studies courses in grades 8 or 9, resources to support
these courses are available from the Alberta Learning Resources Centre.
There are a lot of similarities between the learning outcomes for the Alberta course and the NWT course, the
difference is that the Alberta course comes with up-to-date resources. Either is acceptable at this time, as long
as teachers are following the learning outcomes in the curricula. One caution is that, with the Alberta course,
there is no guidance as to the required integration of Dene Kede and Inuuqatigiit so the integration would
have to be planned at the school/teacher level.
NOTE: Many of these resources are out of print and no longer available for purchase. They may or may not be
available in your school. Please discuss the availability of resources with your principal.
Books
Canada Revisited: A Social and Political History of Canada to 1911; Clark and McKay; Arnold Publishing
Ltd.; Edm; 1992 – excellent for Theme B – has Teacher’s Manual as well
A Geography of Canada and the United States; Burley and Latimer; Arnold Publishing Ltd.; Edmonton;
1990 – links Canada and the US geographically, common pollution problems, etc – excellent for Theme C
– has Teacher’s Resource Package
Origins: A History of Canada; Boiteau et al, Fitzhenry and Whiteside; 1991 - Theme B – written in
conjunction with TV Ontario video series (also availabl)
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Our Country, Canada; Massey; Ginn Publishing Canada Inc.; 1992 – plus a Teacher’s Resource Book –
combines history and geography – includes aboriginal people as it goes through the regions.
Support Resources for Students
Canada: A History to the Twentieth Century; Bryan; Reidmore Books, Edmonton; 1993 – text and
Teacher’s Resource manual – Theme B – could be considered as a primary text
Canada: Immigrants and Settlers; Huntley; Gae Educ. Publish Company, Toronto; 1993
Canada: Symbols of Nationhood; Department of the Secretary of State of Canada – contains flags, name
explanations
Canada’s Links; Omotani; Plains Publishing Inc., Edmonton; 1991 – useful for Theme C
Canada’s Visual History – slides from the NFB and McIntyre Media Ltd., Rexdale, ON
Canadian Citizenship in Action; Weigl Education Publishers Ltd., Edmonton; 1992 – good for civics
support
Canadian Oxford School Atlas, 6th Ed.; Oxford University Press, Toronto – some value for Canada’s links
Early Peoples: Origins: A History of Canada; - seems to be a separate part of the earlier ‘Origin’ series
GeoCanada; Cerry and Nash; McGraw-Hill Ryerson Ltd.; 19?? – Theme A
Jackdaw Folios (various, on Canadian history); Clarke, Irwin and Company Ltd
Legacy: Indian Treaty Relationships; Price; Plains Publishing Inc., Edmonton; 1991 – excellent resource
for both students and teachers – excellent for civics component – Theme B
Ordinary People in Alberta’s Past; Marcotte; Arnold Publishing Ltd., Edmonton; 1993 – Theme B
Ordinary People in Canada’s Past; Marcotte; Arnold Publishing Ltd., Edmonton; 1990 – Theme B
Trials and Triumphs: The Story of African Canadians; Hill; Umbrellas Press, Toronto; 1993 – perhaps for
human geography, Theme A, or settlement, Theme B
We Are Canadians; Canadian Heritage Learning Resources; Queen’s University Kingston – this is a multimedia approach, and ongoing
Support Resources for Teachers
Bushland People; Garvin; Arctic Institute of North America; U of C; 1992 – perhaps for Theme A, human
geography
Canadian Arctic Prehistory; McGhee; Canadian Museum of Civilization; 1990 – Theme B
Community Canada; Cruxton and Walker; Oxford University Press, Toronto; 1990 Contact Canada;
Cartwright and Pierce; Oxford University Press, Toronto; 1987 – an excellent teacher resource – Themes
A and C
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Indian Oratory: Famous Speeches by Noted Indian Chieftains; compiled by W.C. Vanderwerth; University
of Oklahoma Press, Norman Oklahoma; 1971 Nelson World Atlas; Matthew; Nelson Canada; 1991
Symbols of Nationhood; The Secretary of State, Ministry of Supply and Services, Canada, 1991 – all
themes
Periodicals
The Beaver: Exploring Canada’s History; 45 Portage Avenue, Winnipeg, MB R3C 0E7 – 6 issues per year,
www.highbeam.com
Canadian Geographic; The Royal Canadian Geographic Society, 488 Wilbrod Street, Ottawa, ON K1N
6M8, www.canadiangeographic.ca
Horizon Canada: A New Way to Discover the History of Canada; 531 Deslauriers Street, Office 444 SaintLauren, Quebec H4N 1W2, www.laurentian.concat.ca
GRADE 10, 11, 12 SOCIAL STUDIES
At the senior high level, BDEC schools follow the NWT/Alberta program of studies.
Social Studies 10-1 (Perspectives on Globalization)
Social Studies 10-2 (Living in a Globalizing World)
10-1 Title: Perspectives on Globalization (Student Text)
Author(s): Perry-Globa, P. et al.
Copyright Year: 2007
ISBN: 9780195424652
0195424654
Publisher: Oxford University Press
Distributor: Oxford University Press
Resource Description: 442 pages, hardcover
Curriculum Area: Social Studies 10-1
Authorization Status: Basic
Available From: LRC Order No.: 678782 Price: $ 93.05
10-1 Title: Perspectives on Globalization: Teacher's Resource
Author(s): Bradley, K.; et al.
Copyright Year: 2007
ISBN: 9780195424669
Publisher: Oxford University Press
Distributor: Oxford University Press
Resource Description: 360 pages + Reproducible Masters + Assessment Masters, 3-ring binder
Curriculum Area: Social Studies 10-1
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Authorization Status: Teaching
Available From: LRC Order No.: 678790
Price: $ 258.00
10-2 Title: Living in a Globalizing World: Teacher's Resource
Author(s): Harding, C.; et al. Copyright Year: 2007
ISBN: 9780195424683
0195424689
Publisher: Oxford University Press Distributor: Oxford University Press
Resource Description: Approximately 400 pages, binder
Curriculum Area: Social Studies 10-2
Authorization Status: Teaching
Available From: LRC Order No.: 680191 Price: $ 268.45
Social Studies 20-1 (Perspectives on Nationalism)
Social Studies 20-2 (Understandings of Nationalism)
20-1 Title: Perspectives on Nationalism (Student Resource)
Author(s): Harding, C. et al. Copyright Year: 2009
ISBN: 9780195427721
0195427726
Publisher: Oxford University Press Distributor: Oxford University Press
Resource Description: 442 pages, hardcover
Curriculum Area: Social Studies 20-1
Authorization Status: Basic
Available From: LRC Order No.: 737736 Price: $ 94.05
20-1 Title: Perspectives on Nationalism: Teacher's Resource
Author(s): Perry-Globa, P.
Copyright Year: 2009
ISBN: 9780195429015
019542901X
Publisher: Oxford University Press
Distributor: Oxford University Press
Resource Description: approximately 420 pages
Curriculum Area: Social Studies 20-1
Authorization Status: Teaching
Available From: LRC Order No.: 737744 Price: $ 234.50
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20-2 Title: Understanding Nationalism (Student Text)
Author(s): Hoogeveen, M.
Copyright Year: 2008
ISBN: 9780070740273
0070740275
Publisher: McGraw-Hill Ryerson Ltd.
Distributor: McGraw-Hill Ryerson Ltd.
Resource Description: 418 pages, hardcover
Curriculum Area: Social Studies 20-2
Authorization Status: Basic
Available From: LRC Order No.: 737702 Price: $ 116.85
20-2 Title: Understanding Nationalism: Teacher's Resource
Author(s): Colyer, J. et al.
Copyright Year: 2008
ISBN: 9780070740389
0070740380
Publisher: McGraw-Hill Ryerson Ltd.
Distributor: McGraw-Hill Ryerson Ltd.
Resource Description: 550 pages, 3-ring binder
Curriculum Area: Social Studies 20-2
Authorization Status: Teaching
Available From: LRC Order No.: 737728 Price: $ 217.50
Social Studies 30-1 (Perspectives on Ideology)
Social Studies 30-2 (Understandings of Ideologies)
30-1 Title: Perspectives on Ideology (Student Text)
Author(s): Fielding, J. et al.
Copyright Year: 2009
ISBN: 9780195427769
Publisher: Oxford University Press
Distributor: Oxford University Press
Resource Description: 538 pages, hardcover
Curriculum Area: Social Studies 30-1
Authorization Status: Basic
Available From: LRC Order No.: 753077 Price: $ 92.05
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30-1 Title: Perspectives on Ideology: Teacher's Resource
Author(s): Perry-Globa, P.
Copyright Year: 2010
ISBN: 9780195429183
Publisher: Oxford University Press
Distributor: Oxford University Press
Resource Description: 381 pages + approx. 50 pages Reproducible Masters
Curriculum Area: Social Studies 30-1
Authorization Status: Teaching
Available From: LRC Order No.: 753078 Price: $ 254.25
30-2 Title: Understandings of Ideologies (Student Book)
Author(s): Noesgaard, D. et al.
Copyright Year: 2010
ISBN: 9780195427776
Publisher: Oxford University Press
Distributor: Oxford University Press
Resource Description: 470 pages, hardcover
Curriculum Area: Social Studies 30-2
Authorization Status: Basic
Available From: LRC Order No.: 753079 Price: $ 92.05
30-2 Title: Understandings of Ideologies: Teacher's Resource
Author(s): Noesgaard, D. et al.
Copyright Year: 2010
ISBN: 9780195429190
Publisher: Oxford University Press
Distributor: Oxford University Press
Resource Description: 256 pages +142 Reproducible and Assessment Masters, enclosed in binder
Curriculum Area: Social Studies 30-2
Authorization Status: Teaching
Available From: LRC Order No.: 753080 Price: $ 254.25
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Page 115
Heritage Fair
For more information, contact the Associate Assistant Superintendent
http://www.pwnhc.ca/teach/teachers/heritagefairs.asp
In the age of Google and easy access to facts, we as educators want to encourage our students to develop
good research skills and pursue topics that have a meaningful connection to their lives. We want our
schools to continue being the heart of the community, reflecting the traditions and history of our region.
Heritage fairs can be an opportunity
to connect students to their families
and communities.
The first mandate of BDEC is to instill
greater pride in heritage. The
Heritage Fairs encourage young
people in the NWT to explore and
share the histories of their families or
community, as well as the heritage of
the people and places of the NWT.
Our aboriginal and non-aboriginal
students can build their identities as
northerners through the Heritage
Fair. Students select their topics, and
extend their research into the
community through interviews,
collecting artifacts, photography and
more.
Students in Kindergarten to Grade 9 can participate in three different levels: class/school/ local;
regional; and territorial. Some past territorial projects have included “How did I get here?”, Mad
Trapper, History of Street Names, Girls’ Early Education, and Caribou. Although there is not a Heritage
Fair component in high school, students in Northern Studies will continue to develop student-led inquiry
skills through the new curriculum and practicum module.
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SECTION 16
NORTHERN STUDIES AND TAIMANI
For Northern Studies curriculum support contact Angela Young at 777-7371 or by
First Class email
ADDITIONAL INFORMATION IS AVAILABLE AT NORTHERN STUDIES 10
Northern Studies 10 is designed to give Secondary School students in the Northwest Territories
knowledge, understanding and appreciation of the historical, cultural and social foundation of
their Northern society, to help them appreciate the importance and uniqueness of the
Northwest Territories as a distinct Northern region in Canada and in the world and to promote
informed, respectful and engaged citizenship in a rapidly-changing society. This course is
compulsory for graduation from the Northwest Territories Secondary School program.
There have been significant changes in conjunction with Northern Studies. The content, themes
and pedagogical approach of the course better reflect current educational research as well as
traditional learning that has been present in our communities for generations. One of the
significant developments in Northern Studies is the expansion of the Grade 10 level course to 5
credits from 3 credits. The 2012-13 school year was a territorial pilot/optional implementation
year, which would allow boards or schools to choose either to implement the new 5 credit
course or stay with the 3 credit course for one more year before implementing the new course
in the fall of 2013. The new curriculum document describes the goals and learning outcomes for
the 5 modules of this course. If you are teaching Northern Studies and need a copy of the
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curriculum document, contact the Northern Studies Coordinator at 873-7674
Students will use inquiry-based investigation into historic and current northern issues in order
to develop skills for engagement in their Northern world. Students are expected to take their
learning back to their community, their ‘authentic audience.’ In the practicum module in
particular,
students will
be encouraged
to actively
engage in
learning
traditional
Northern skills
which help
them to gain
more respect
for the past,
engage in
conversations
with skilled
experts in their
community and
thought these conversations help them prepare for active participation in the North today. An
emphasis on accessing community knowledge holders is central to the course and to helping
students becomes capable northern people.
Course Structure
Northern Studies 10 is a 125-hour semester course divided into 5 modules. Each module is
designed to take approximately 25 hours. Within this time, learning activities are divided
between ‘Guided Inquiry’ and ‘Student-led Inquiry.’
Guided Inquiry
Guided inquiry is intended to introduce students to an issue of fundamental importance to the
North in a collective way with their peers, with significant guidance from the teacher. These
inquiries should draw on experts from the community. Students will develop grounding in the
issue, and in some of the tools of inquiry and research.
Student-Led Inquiry
Student-led inquiries explore major questions related to the theme of each module which
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students choose to pursue in depth. These questions are meant to be engaging, open-ended,
and require critical thinking and research skills to answer.
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Module 1: Northern Identity
25 hours
Guided Inquiry: What Shapes Our Northern identity
Student-Led Inquiries:
 Which Northern story should all people who live in
the North be familiar with and why?
 What is the best name for your school? Why would
you name your school after that person, event or place?
 What current story do you predict will shape the
North’s collective identity in the future?
Module 2: Residential School
25 hours
Guided Inquiry: To what extent should contemporary
society respond to the legacies of Residential Schools?
Student-Led Inquiries:
1. What would make the biggest positive impact to
address the legacies of residential schools (consider the
personal, local, regional, territorial and federal responses)?
2. Which legacy of historical colonization had the
biggest impact on Northern peoples’ way of life?
3. What is a current example of colonization or decolonization that impacts your life in an important way?
Module 3: Northern Economy
25 hours
Guided Inquiry: To what extent did the Berger inquiry change
the north?
Student-Led Inquiries:
1. Which historical or contemporary example best
represent how resource development should be done in the
NWT?
2. What are the issues/relationships that we need to
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consider when deciding who is allowed to harvest caribou?
3. What is the best way to make a living in the North today?
Module 4: Living Together
25 hours
Guided Inquiry: What historical relationship between Aboriginal and
non-Aboriginal people or organizations best illustrates how Northern
peoples should live together?
Student-Led Inquiries:
1. To what extent has Canada maintained ‘the honour of the
Crown’ in their relationship with northern peoples?
2. What contemporary relationship between Aboriginal and nonAboriginal people or organizations best illustrates how Northern
people should live together?
3. What should the new logo and name for the NWT be?
Module 5: Becoming a Capable Person Practicum
25 hours
Guided Inquiry: Discovering your own talents. What does it mean to
be a capable person?
Student-Led Inquiries: under development 2012-2013;
implementation Fall 2013
Resources
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New course overview resource Sept 2013
New module #1,3,4,5 binders September 2013: (Module 2 Residential School blue
bins went to schools in 2012)
RESIDENTIAL SCHOOL MODULE cd resource
TAIMANI 25
“Taimani in English means ‘at that time,’ and is usually the first word said when an Inuvialuit elder tells
a story about the past. Elders are the living books of Inuvialuit traditions, legends and history. Their
stories have been passed down over countless generations by word of mouth, and for that reason are
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called oral histories. Information about Inuvialuit history and traditions is also preserved in
photographs and other documents in archives, and in books, some of which were written by Inuvialuit
after writing was introduced in the early 1900s.” (Taimani, p. 11)
Taimani 25 is a 3 credit high school course developed by Alappaa Consulting for the purpose of helping
present and future generations of Inuvialuit understand who they are and where they came from and to
help build pride and self-confidence. It is the first step to implement a course within the Inuvialuit
Settlement Region that focuses on Inuvialuit culture, history, and events that Inuvialuit experienced to
get where they are today. It provides insight into Inuvialuit culture for both members and non-members
of the Inuvialuit Final Agreement.
It was offered as a pilot course for the first time during the final term of the 2011-12 school year.
Resources include a Teacher Resource Guide as well as a Visual Guide. The course consists of
approximately 30 lessons that are relevant and current to the changes and activities that have taken
place and are taking place in the Inuvialuit Settlement Region. It touches on a variety of topics,
providing teachers and students with an understanding of the Inuvialuit of the Western Canadian Arctic
and the events that have led to the current culture and lifestyles.
Course Modules:


Inuvialuit History and Culture
o
S urvival, traditions, and customs (1300s-1800s)
o
Tan’ngit Arrive (1800s-1900s)
o
Disease Takes the People (1860s-1920s)
o
The Fur Trade Boom (1920s-1950s)
o
Church and State (1900s-1960s)
Inuvialuit Regional Corporation
o

Implementation of the Inuvialuit Final Agreement (1970s-now)
COPE and the Inuvialuit Today
o
The 70s Oil Boom (1960s-1970s)
o
Settling the Land Claim (1970s-1980s)
o
Qangma-Today
Additional Resources:
Books:
1. “Inuvialuit Nautchiangit” by Inuvialuit elders and R. Bandringa
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2.
Inuvialuktun Siglitun Dictionary (ICRC)
3. “Celebrating 25 Years: Inuvialuit Final Agreement” (IRC)
4. “Fatty Legs” by Margaret Pokiak-Fenton
5. “Reindeer Days Remember” by Elisa J. Hart (ICRC)
DVDs:
1. “Inuvialuit Final Agreement Background” DVD 1
2. “Better Ask Nellie” DVD
3. “Drum Dancing, Our Games and Stories, Hunting Out at Sea, Drum Dancing Instruction, Beluga
Whaling” DVD by the Inuvialuit Cultural Resource Centre (ICRC)
CDs:
1. Drum Dancing Music (available through ICRC)
Websites:
1. Inuvialuit Regional Corporation: http:www.irc.inuvialuit.com
2. Prince of Wales Northern Heritage Centre: http://www.pwnhc.ca/
3. North Star Schooner: http://www.northstarofherschelisland.com/history
4. Inuvialuit Pitqusiit Website (ICRC): http://www.inuvialuitlivinghistory.ca/
5. Inuvialuit Sod House: http:inuvialuitsodhouse.ca/
6. Inuvuialuit Settlement Region Database: http://www.aina.ucalgary.ca/isr/
7. Inuvialiut Land Administration: http://www.inuvialuitland.com
8. Inuvialuit Communications Society: http://tusaayaksat.wordpress.com/
Community Resources:
1. Inuvialuit Community Corporation Office (in each community)
2. Inuvialuit Community Self Government Officers (in each community)
3. Inuvialuit Cultural Resource Centre (Inuvik)
4. Inuvialuit Communications Society (Inuvik)
Community Resources:
1. Tusayaaksat Magazines by Inuvialuit Communications Society
2. “Summary of an Inuvialuit Self-Government Agreement in Principal” IRC (May 2009)
3. Inuvialuit Final Agreement (Western Arctic Claims Agreement)
4. “Trapper Education Manual” (Environment and Natural Resources GNWT)
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SECTION 17
HEALTH & CAREER DEVELOPMENT
KINDERGARTEN TO GRADE 9
For curriculum support in K-9 Career Development call Theresa Hartley at 777-7136
K-9 HEALTH
K-9 students receive instruction in Health through the NWT Health Curriculum. Although somewhat
dated, the Health Program package in BDEC schools includes Lesson Plans and resources for each grade
level. It is currently under revision by ECE. The curriculum is available here
K-9 CAREER DEVELOPMENT
The Blueprint of Life/Work Designs has been adopted as the NWT’s expression of Career Development
outcomes for our schooling system. It has three general learning outcomes:
• Personal Management
• Learning and Work Exploration
• Life/Work Building
The career development program for K-9 is available in the form of a new Teacher Resource Manual
called “The NWT Blueprint for Life/Work Designs”, Copies of these manuals were distributed to schools in
the fall of 2003. It is also available here
This resource contains lesson plans that are aimed at infusing career development into other subjects.
There is no time block allocated to career development. The lessons provided in the NWT Blueprint for
Life/Work Designs are meant to be delivered at the appropriate times in other courses throughout the
year (there are between six and eight lessons per grade). Please consider this as you begin your year
planning. For more information, or to obtain an electronic version of the NWT Blueprint for Life/Work
Designs, please contact Theresa Hartley at the BDEC office (First Class or at 777-7199)
17.1 NWT Grade 4 to 6 Career Awareness Resource:
This “Northern” career development resource also covers the learning outcomes from the Blueprint of
Life/Work Designs. The NWT Grade 4 to 6 Career Awareness Resource contains a series of nine (9)
activity learning centers – three at each of grades 4, 5, and 6. Each activity is correlated to the Western
English Language Arts curriculum, the Pan Canada Science curriculum, the Western Canada Math
Protocol or other NWT school curriculum (including the French Language Arts curriculum for the
French translated version of these resources). Each activity comes complete with teacher notes, student
progress sheets for tracking, student activity sheets and extension ideas. Photos of northerners in
various occupations are included in each center. A full colour CD accompanies the text resource and can
be used to run off copies of student activities.
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The NWT Grade 4 to 6 Career Awareness Resource is available here or through the BDEC office by
contacting Theresa Hartley.
Career Gear
There’s a lot of great information out there to help students plan their career, choose a school or find a
job. But how do they keep it all organized? Career Gear is created for just that purpose. This vinyl pouch
holds dividers for career, learning and employment information plus an extra tab that students can
customize. As they gather information from multiple sources, they can organize it all in their personal
folders.
“Career Gear Portfolios” are available at the BDEC Office. They are for teachers at any grade level, who
wish to begin portfolios with their class. These portfolios are very attractive, colorful and highlight what
sort of items can be included in each tabbed section. These portfolios have already been sent to some
schools.
If you need additional info about careers or about Career Gear itself, contact http://www.alis.gov.ab.ca
or call toll-free 1-800-661-3753.
Making Connections: Linking Science and Math with Trades and Occupations
Linking Professions, Trades and Occupations to NWT School Curriculum
These two resources (available in French and English) provide junior (Grades 7 to 9) and senior high
(Grades 10 to 12) students with hands-on reproducible activities, each linked to a different trade,
occupation or northern profession. Each activity is correlated to the Western English Language Arts
curriculum, the Pan Canada Science curriculum, the Western Canada Math Protocol or other NWT school
curriculum (including the French Language Arts curriculum for the French translated version of these
resources).
Each activity comes complete with teacher notes, a student activity sheet, extension ideas, an
information bite (outlines what you would study if you trained in the related career) and a photo and
biography of a northern tradesperson or professional working in the related career.
This resource has been distributed to schools. It is available as text and on a CD - please contact Theresa
Hartley.
17.2 9-12 CAREER AND PROGRAM PLAN (CPP)
All students must complete a CPP before entering grade 10 and revise it each year thereafter (Section
5.2.5 NWT School Handbook).
Grade 9 students receive a high school credit for completing their CPP.
A new and more streamlined version of the career and program plan template is found at here
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Schools that have teachers trained to deliver the Smart Focusing TM may use the grade 8/9 programs to
achieve a completed CPP.
The CPP can be completed electronically, saved and printed. Each student receives a CPP folder,
available from the BDEC office, for the storage of CPP materials. At the end of the year a copy of the CPP
is stored within the folder in the Student Record. Directions for coding and crediting CPP modules can be
found here in the NWT School Handbook.
The delivery of learning outcomes from The NWT Blueprint for Life/Work Designs Teacher Resource
Manual covers the basics via sample lessons. It does not sufficiently prepare students to complete their
Career and Program Plan (CPP). A CD, containing career development resources, has been distributed to
schools courtesy of the South Slave Divisional Education Council. This CD also contains information on
Career and Program Plan, Career Skills Portfolio, Schools CD Activities, Promising Practices and
Alternate K-9 Exemplars.
CPP 9 Resources:
The following resources are highly recommended because they are more current, have proven
successful, and are linked to the learning outcomes from the “The NWT Blueprint for Life/Work Designs”.
1-Career Cruising:
Career Cruising has been designed with one goal in mind: to help students plan their future. With
exceptional assessment tools, detailed occupation profiles, and comprehensive post-secondary
education information, students move seamlessly through the career exploration and planning process.
At the same time, teachers have access to the real-time information and statistics they need to track
their students’ progress and achievement.
The main highlights:
• Students can find suitable careers in various ways.
• Students can research any career.
• Students can find a post-secondary institution where their program of interest is located.
• First-class career assessment tools
• An apprenticeship training section
• A career portfolio tool
• A questionnaire linking student skills to their suitable careers list. This can help students complete
their Career and Program Plan in grade 9.
• Helpful administrative features
Career Cruising contains four main sections: Career Matchmaker, Explore Careers, Explore Education
and Training, and the Portfolio Tool.
It is recommended for grades 6 -12. This resource is also available in a CD-ROM Version.
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The Career Cruising User’s Guide contains easy to follow student activities using photos of the actual
screens the students will be using. These activities teach students how to use the software and are also
available for download on the homepage of Career Cruising.
To access Career Cruising type the following URL: www.careercruising.com
Each year BDEC has to pay to renew the license for each school. If your school is using this resource and
your school license is not renewed, please contact Theresa Hartley.
The software is very user-friendly and has a proven track record with students. Technical support is
available directly from Career Cruising.
Teachers interested in the administration side of this software need only to contact Career Cruising for
in-service.
2-The City
The City is a learning program developed by the Financial Consumer Agency of Canada (FCAC) and the
British Columbia Securities Commission (BCSC). It teaches young people financial skills that they can
carry with them throughout their lives.
See Chris Gilmour, Information Technology Consultant at 777-7382
3- Decision Deck:
It is a card game to help determine student skills and values in a fun manner. This resource costs are as
follows:
$15.00 for 1-4 decks
$12.50 for 5-9 decks
$10.00 for 10 or more decks
Contact information:
Ph: (204) 338-3899
Fax: (204)338-4299
E-mail: [email protected]
4-Making Connections: Linking Science and Math with Trades and Occupations
To obtain copies, please contact Tara Gilmour, Math-Science consultant at 777-7421
5-Linking Professions, Trades and Occupations to NWT School Curriculum
These two resources (available in French and English) offer junior (Grades 7 to 9) and senior high
(Grades 10 to 12) students with hands-on reproducible activities, each linked to a different trade,
occupation or northern profession. Each activity is correlated to the Western English Language Arts
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curriculum, the Pan Canada Science curriculum, the Western Canada Math Protocol or other NWT school
curriculum (including the French Language Arts curriculum for the French translated version of these
resources).
Each activity comes complete with teacher notes, a student activity sheet, extension ideas, an
information bite (outlines what you would study if you trained in the related career) and a photo and
biography of a northern tradesperson or professional working in the related career.
This resource has been distributed to schools. It is available as text and on a CD.
6-Destination 2020
This series of five 45-minute sessions was created to bolster the self esteem of youth, ages 11 – 14, with
the recognition of the many skills they are acquiring now and how these skills will be useful in their
future careers. Optional activities and/or less homework, can lengthen the sessions to 90 or 120
minutes.
Through a variety of quizzes, activities, articles and over 200 Occupation Profiles, Destinations 2020
provides students with the opportunity to identify their skills, interests and personality and to discover
how some of the choices they make now can have an impact on their future.
For an interactive look at Destination 2020, go to http://www.destination2020.com. This can be used by
students online from home or used as a computer activity in school.
A PDF Version of Destination 2020 is also available at http://www.destination2020.com. The contents
included quizzes and their results, articles, occupation profiles, and websites. It enables students to
build their work skills.
A copy of Destination 2020: Build Your Work Skills, including the Teacher’s Guide and a set of
Occupation Profiles is available at the office for teachers to borrow. The Teacher’s Guide is an outline of
the Destination 2020: Build Your Work Skills program and a guide to the five sections, keyed to in-class
overheads, student handouts and at-home handouts. The handouts are included in the back of the Guide
and can be photocopied. An At-Home Guide consists of an introduction as well as handouts to photocopy
and send home to parents/guardians in Destination 2020.
The Occupation Profiles contains over 200 occupation profiles which can be either removed from the
books to be distributed to individuals or groups of students, or kept together as a reference source. The
profiles are grouped into three categories of interest: People, Information, or Things. Each category of
interest is subdivided into favourite subject areas: Math/Science, Arts/Languages, Social Studies,
Technical/Vocational and Physical Education.
The resource is available from:
National Life/Work Centre
Memramcook Institute
488 Centrale Street
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Memramcook, NB
Canada E4K 3S6
Telephone: 1- 888-533-5683 (toll-free)
Fax: 1 – 877-929-3343
E-Mail: [email protected]
Web Site: http://www.lifework.ca
If you have you difficulty in obtaining any of these resources, call Theresa Hartley at 777-7136.
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CAREER AND LIFE MANAGEMENT (CALM)/CPP10, 20 AND 30
Students are also required to complete 3 credits in Career and Life Management successfully in order to
graduate with a High School Diploma. The curriculum and implementation guides are here
Schools with teachers trained to deliver Career Focusing TM may use this program to address the
Career and Life Choices module of CALM.
To further augment students' opportunities to explore career related awareness and to support career
decision making, schools may offer work experience credits through the use of Work Experience 15, 25,
35 (Alberta).
CALM Resources:
All resources are available from the LRC The following resources are essential to running the course.
They are listed with their LRC order numbers:
STUDENT RESOURCES
“Venturing Out” Text
# 467531 $20.95
“Careers” Text
# 467474 $20.95
“Relationships” Text
# 467515 $20.95
“Healthy and Well” Text
# 467490 $20.95
TEACHER RESOURCES (1 per school)
“Venturing out” Teacher Manual
#467549
$64.90
“Careers” Teacher Manual
#467482
$64.90
“Relationships” Teacher Manual
#467523
$64.90
“Healthy and Well” Teacher Manual
#467507
$64.90
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SECTION 18
ARTS EDUCATION
KINDERGARTEN TO GRADE 12
For Curriculum support call Austin Abbott at 777-7367 or by First Class email
K-9 - SASKATCHEWAN ARTS EDUCATION GRADE 1 TO 9 CURRICULUM
All NWT Grade 1-9 teachers are requested to follow the Saskatchewan Arts Education Program (2011)
which the NWT has adopted as its own. Where ‘Saskatchewan’ is used in the original document,
substitute ‘North’ or ‘Northern’.
The curriculum can be found here
GRADES 10-12 ALBERTA CURRICULUM
(Note: three credits in Fine Arts are required to meet graduation requirements)
The curriculum can be found here
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SECTION 19
FRENCH
For Curriculum support call Debra Bridgeman at 777-7136 or by First Class email
Curriculum documents are available here
http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k-12/french
French Immersion, French Language Arts
These curricula are designed for students enrolled in a French Immersion program.
French (Core French)
These curricula are designed for students taking French courses for at least 30 minutes a day. From
Grade 1 to 9, the NWT curriculum is based on 3 levels of competencies.
From Grade 10 to 12, there are two different course pathways for students in Core French:


The -9y sequence is for students who have been studying French since the primary years.
The -3y sequence is for students who are starting to study French as they enter the Senior
Secondary years.
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SECTION 20
CAREER AND TECHNOLOGY STUDIES (CTS)
GRADE 7 TO GRADE 12
For further information about CTS please contact Austin Abbott at 777-7367
Career and Technology Studies (CTS) is a complementary program designed for secondary school
students. As a program of choice, CTS offers all students important learning opportunities to:
1.
2.
3.
4.
5.
6.
develop skills that can be applied in their daily lives, now and in the future
refine career-planning skills
develop technology-related skills
enhance employability skills
apply and reinforce skills developed in other subject areas
prepare for transition into adult roles in the family, community, workplace and/or further
education.
The course structure of CTS enables schools to design unique programs that meet the needs of
students and take advantage of community resources. Developed across levels rather than grades,
CTS has multiple entry points and provides secondary students with access to a common curriculum.
As a competency-based curriculum, CTS recognizes prior learning from formal schooling and
personal initiatives.
CTS is a grade 7-12 skills program developed in Alberta and approved for delivery in NWT schools. The
Curriculum and Assessment standards can be accessed on the Alberta Learning website at
www.edu.gov.ab.ca . The CTS program centers around five clusters and more than 1000, 1-credit
courses in 28 occupational areas:
Business, Administration, Finance & Information Technology (BIT)
Health, Recreation & Human Services (HRH)
Media, Design & Communication Arts (MDC)
Natural Resources (NAT)
Trades, Manufacturing & Transportation (TMT)
Career Transitions (CTR )
Students in grade 7 –12 can receive credit on successful completion of modules. ECE banks credits for
grade 7-9 students until the first year they are registered in grade 10.
Note: For a detailed description of the revised CTS program, please visit:
http://www.education.alberta.ca/media/1102807/ctsbooklet.pdf
The selection of modules to be offered in the school level CTS program is based on students’ career
interests with a focus on awareness and exploration at the junior high level and more emphasis on
specialization at grades 10-12 level. Section 6.3 of the NWT School Handbook offers more information
about the CTS program. Course Codes are listed in Section 5.
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Note: 3000 level modules are eligible towards the “10 extra grade 12 credits” students require to
graduate.
20.1 BDEC YOUTH ENTRY LEVEL SKILLS (YELS) PROGRAMMING
The YELS program was developed in 2001 to offer Beaufort and Delta community youth opportunities to
learn career-oriented skills and gain experience in authentic workplaces.
The YELS program consists of the following components:
• Mobile Introduction to Trades Training (MITT)
• Tools for Schools
• Oil and Gas Awareness Program & Mentoring Program
• Introduction to Mining Program
The MITT program is available to Beaufort-Delta Schools from September to May, and includes a variety
of Career and Technology Studies (CTS) modules. For a list of modules offered through the MITT
program, please contact Austin Abbott.
MITT school visits will be arranged according to requests based on school & student needs.
The Tools for Schools program which began in 2003-2004 will continue to assist schools in equipping
their CTS shops.
An Oil and Gas Awareness Program is typically offered between mid – February and mid – March, with
students from the communities attending the program in Inuvik. For an overview of the program, and
registration criteria, please contact the YELS program coordinator.
An Introduction to Mining program is typically offered in November, whereby students from
communities travel to Inuvik to participate. Information concerning the program will be emailed to
schools early in the school year.
The Coordinator will also advise and support BDEC schools with organizing and setting up of CTS
facilities and liaise with the schools and Skills Canada.
20.2 Skills Canada NWT North Regional Skilled Trades Competition
Each February (usually the third Friday), a regional skilled trades event and career fair is held
in Inuvik. Competitors in grades 9 through 12 from all BDEC communities are eligible to submit
applications to attend the event. A variety of skilled trades competitions are available each year.
Students who show a keen interest and ability in one or more of the skilled trades are strongly
encouraged to apply. Travel and accommodation for the students and chaperones are provided
by the Yellowknife branch of Skills Canada. For more information, please call 867-873-8743 or
email [email protected] or [email protected]
More information can be found at www.skillscanadanwt.org
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SECTION 21
WORK EXPERIENCE 15, 25, 35
For further information concerning work experience, please contact Austin Abbott at 777-7367
Work Experience gives students an opportunity to “test-drive” a career before making choices and
commitments. Most BDEC communities support an active student Work Experience Program.
Students in grades 10-12 can earn 10 Work Experience credits per year. 15 of those credits can be
included to contribute to the total of 100 credits required to graduate and Work Experience 35 credits
contribute to the “5 extra grade 12 credits” grad requirement.
Work Experience procedures are included in Section 6. of the NWT School Handbook and Section 38,
Schools North Apprenticeship Program (SNAP). For copies of the BDEC Work Experience Handbook
email: [email protected]
The Work Experience program information and required documents have been updated and can be
seen in sections 6.12. and 6.13 of the NWT Handbook.
The updated 2012 work experience program has new Risk Management requirements and school
administrators are strongly encouraged to read through the relevant sections carefully in
preparation for placing a student in a work experience placement.
“Educational Work Experience Agreement” form and information in NWT School Handbook here
Note: Educational Work Experience Agreement Forms must be completed, and approved by Labour
Services, (Dept. of Justice) before a student can commence a worksite placement.
This lists the pre-requisite safety courses to be done, before participating in a work experience
program.
http://education.alberta.ca/teachers/program/off-campus.aspx
http://education.alberta.ca/media/768730/workexp.pdf
http://education.alberta.ca/media/616821/offcampus.pdf
http://www.education.gov.ab.ca/k_12/curriculum/offcampus.pdf
http://www.curriculum.epsb.ca/datafiles/website_documents/workexperienceguide.pdf
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SECTION 22
PHYSICAL EDUCATION CURRICULUM
KINDERGARTEN TO GRADE 12
For curriculum support in Physical Education call Debra Bridgeman at 777-7136
The Alberta curriculum has been approved by ECE and is to be used in the NWT Schools and can
be found here
The Aim of the Kindergarten to Grade 12 Physical Education Program is to enable individuals to develop
the knowledge, skills and attitudes necessary to lead an active, healthy lifestyle. The program is based on
four general outcomes—the ABCDs of physical education: A—Activity, B—Benefits to Health, C—
Cooperation, and D—Do it Daily…for Life. Each general outcome has grade specific outcomes that ensure
continuity in student learning across grades.
The Physical Education Guide to Implementation (available from BDEC office and also found at the above
web address) offers a full guide to implementation by section including Grades K-9 as well as Physical
Education 10, 20 and 30. The appendices offer information on:
1. Program Planning Templates and Examples
2. Sample Assessment, Evaluation and Communication Strategies
3. Resources to Support Implementation
4. Equipment Lists
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SECTION 23
INSTRUCTIONAL PLANNING, ASSESSMENT RECORD AND HOMEWORK
POLICY
Please see the attached revised BDEC policies:
H.02 - Homework
C.12 - Duties and Responsibilities of a Teacher
H.07 - Instructional and Assessment Record
Direction provided to schools from BDEC office regarding the development of Year Plans must include
the following components:
• Curriculum (title), content/topics, learning outcomes and timelines
• Core and supplementary resources to be used
• An assessment and evaluation plan based on the BDEC Student Assessment, Evaluation & Reporting
Procedures
• Integration of Inuuqatigiit (K-12) and Dene Kede (K-9) into curriculum planning.
When developing Year Plans, staff is advised to consider the following:
• Meeting the individual needs of students (Differentiating Instruction, collaborative planning, Student
Support Plans, IEPs etc)
• Planning based on the Four Blocks® Literacy Model (K-6 mandatory), thus allocating 120 minutes per
day to language development/literacy focused activities
• Using the Four Blocks® Literacy Model to plan integrated programs when outcomes are similar
among approved curricula. (ELA/Science/Career Development)
• Making links between learning outcomes, instruction and assessment evident in the Year Plan
• Implementing K-6 ELA curriculum standards and exemplars
• Completing instruction in core subject curricula prior to the administration of systemic testing i.e.
Alberta Achievement Testing for grades 3, 6, 9. (May – Beaufort schools, June - Delta schools)
• Calculating the total instructional days available when events such as Career Days, On the Land
programs, weather days etc are deducted.
BDEC POLICY
H.02 HOMEWORK
The Beaufort-Delta Education Council believes that the development of independent work habits and
the reinforcement of the learning that occurs in school make some homework at all levels desirable.
Therefore the Beaufort-Delta Education Council approves of reasonable homework assignments. Each
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school staff shall establish a homework policy for their school considering the unique nature of their
students, and the programs using the following guidelines:
1. The completion and extension of class assignments should guide the assignment of homework.
2. The assignment should take into account the age of the student, and the other demands placed on
the students.
3. At the secondary level, cooperation among teachers involved, by way of homework schedule, should
avoid uneven assigning of homework.
4. The principal or designate in cooperation with the staff shall develop appropriate procedures and
time guidelines for homework.
Legal references: Education Act 22(1)
Related policies:
Adopted: Motion #2006-10-09-3rd and Final Reading
Date: 10-24-2006
DUTIES AND RESPONSIBILITIES OF A TEACHER
Teachers shall perform their duties in accordance with the Education Act and the NWTTA Collective
Agreement, Article 11, and shall perform other duties as herein assigned and as assigned by the
principal.
1 – Program and Curriculum
The teacher shall be responsible for:
1.1 developing, as part of a school team, and implementing education plans (IEPs) for specified students.
1.2 the delivery and outcome of all programs in their working grade level(s)
1.3 teaching the prescribed curricula
1.4 the preparation of long term plans for all areas
1.5 the assessment of and reporting on student progress and development
1.6 assisting the development of an acceptable attitude on the part of students towards self, others,
school and education.
1.7 the promotion of good public relations between the parents and the school.
1.8 providing adequate supervision at all times that students are engaged in authorized activities in
accordance with schedules prepared by the principal
1.9 the teacher is also responsible to ensure that the classroom is neat, clean, safe and secure
2 – Hours of Duty (as per Ministerial Directive)
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Teachers are expected to be on duty a minimum of fifteen (15) minutes prior to the beginning of the
instructional day and a minimum of fifteen (15) minutes at the end of the instructional day. In schools
that operate on an extended day, the principal, subject to the approval of the Superintendent, shall
formulate regulations, which are contained in the Policy Handbook, regarding times a teacher shall be at
school.
3 – Illness of a Teacher
In the case of illness, it is the duty of the teacher to contact the principal as soon as the pending absence
is known. The classroom teacher shall have prepared and available at the school, detailed lesson plans
which can be followed and delivered by a substitute teacher.
4 – Daily Planning and Assessment
Teachers shall keep a daily record of lessons taught and completed. The daily instructional and
assessment record shall be open to inspection by the Principal and Superintendent. Lesson planning is
to be completed in advance of lessons taught.
5 – Behavior towards Students
Teachers shall treat students entrusted to their care with the greatest respect. At no time shall a student
be subject to derision or ridiculing comments by a teacher.
6 - Role Model
Teachers are expected to be positive role models for students.
Legal references:
Education Act 45 (1)(2)(3)(4)
Related Policies:
Adopted:
Beaufort Delta Education Council Regular Meeting
Motions 99-0030 & 99-0031, Third and Final Readings
Date:
9 October 1999
H.07 TEACHER’S INSTRUCTIONAL/ASSESSMENT RECORD
The Instructional/Assessment Record, along with the teacher’s long range plans and attendance record, are
recognized by the Beaufort-Delta Education Council as official school records.
The teacher is expected to keep a record of the daily instructional activities in the classroom, individual
student progress, and anecdotal notes on student behavior, current information on the classroom schedules
and teacher schedules for school supervision and other duties. For the teacher, the Instructional/Assessment
Record is his/her working plan, an important source of information for any substitute teacher and for the
supervisor.
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Therefore:
1. Principals, in consultation with teachers, are responsible for setting minimum daily planning standards
for the school, balancing between the requirement for useful plans and the other demands on a teacher’s
time.
2. Teachers are responsible for planning in advance of the school day and preferably in advance of the
school week.
3. Teachers are responsible to ensure that daily plans indicate what is going on in the classroom at any
given time and to what end.
4. Teachers are responsible to ensure that the record is complete, current, organized and accessible.
Legal references:
Education Act 45(1)
Related Policies:
Adopted:
Beaufort-Delta Education Council Regular Meeting
Motions 00-0017 & 00-0018, Third and Final Readings
Date:
4 June 2000
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SECTION 24
WEB & COMPUTER-BASED LEARNING OPTIONS
For further information contact Chris Gilmour, Program Consultant – Information Systems and Technology
777-7382
Schools are encouraged to use Web & Computer-Based learning options to augment their high school
program.
ECE provides NWT high school students with an Online Learning option. The Approved List of Online
Learning Courses can be accessed in the Senior Secondary School Handbook issued in hard copy to NWT
schools in May of each year. It can also be viewed or downloaded at www.ece.gov.nt.ca.
ALBERTA DISTANCE LEARNING CENTRE
ECE has formalized a partnership with Alberta Distance Learning Centre (ADLC) for the provision of
courses, instructors and student support for online learning. We are hoping that the move to ADLC will
provide a more student-centered model of online learning and enhanced interaction between course
instructors, school facilitators and online students. ADLC has a long history with traditional
correspondence course delivery and have had experienced a great deal of success with their online
learning course delivery. We hope that their success with online learning will extend to students in the
NWT as well.
The NWT Senior Secondary Handbook is being published and will be distributed to all NWT schools.
There are several sections that pertain to online learning (Section 17). In summary, the GNWT will
continue to support online learning through funding for grade nine students to earn one credit through
online learning and for grade 10-12 students to earn five credits online.
A complete listing of online courses available through ADLC can be viewed on their website:
http://www.adlc.ca/home
Another important change to note is the ADLC model of allowing students 12 calendar months from the
date of registration for the online course to be completed. Students who are working within a
semesterized schedule can work with their online instructor to pace their online course to last five
months if they prefer.
eLearning program
BDEC has started to develop and adapt core high school curriculum for use in an online environment.
The chart below indicates which courses are complete and those that will be completed in the near
future. BDEC teachers and students are given full access to these courses to use in the online education
program and for use as a classroom supplement. Each course contains lessons, hand-outs, PowerPoint
shows, videos, chats, blogs, wikis and other helpful tools for mastering course content.
Teacher accounts and copies of these courses are available by contacting Chris Gilmour at 867-7777382. The courses are available at http://moodle.bdec.nt.ca
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BDEC CENTRE FOR DISTANCE EDUCATION AND EXCELLENCE
September of 2012 will see the opening of the BDEC Centre for Distance Education and Excellence in the
new Inuvik school. This leading edge centre will provide online, academic courses to Chief Julius School
(Fort McPherson), Moose Kerr School (Aklavik), and Mangilaluk School in Tuktoyaktuk. Enhanced
Internet services, video-conferencing equipment, and a suite of online software programs will be used to
teach face to face (Inuvik) and online students.
Starting September 2012, the following core academic courses are scheduled:
Semester 1
• English Language Arts 10-1
• Math 10C - Foundations of Mathematics
and Pre-Calculus
• Science 10
Semester 2
• Social Studies 10-1
• Math 20-1 (Pre-Calculus)
• English Language Arts 20-1
• Biology 20
Students in these courses are provided quality instruction through a live, two-way video and sound link.
Lesson resources including video, assignments, quizzes, exams, etc., are provided using the online
learning management system called MOODLE (Modular Object-Oriented Dynamic Learning
Environment). Students in the community schools will travel to Inuvik at least three times each
semester to complete complex lab assignments that require special equipment or to complete group
work.
STUDENTLINK CANADA
StudentLink Canada: Alberta Edition is a simple browser - based menu system that gets elementary
students to thousands of appropriate, curriculum - based web sites as quickly as possible.
• It resides on the BDEC network server.
• It contains over ten thousand links to educational web sites
• It is organized by grade, subject and curriculum strand for navigation by elementary students.
• It is updated monthly. Dead links are replaced with teachers’ suggestions.
The Menu System
Only three clicks away...
The StudentLink program is available on every BDEC school workstation and teacher computer.
Students can immediately click on the appropriate grade, subject, and strand; pinpointing relevant
Internet web sites.
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Follow the curriculum....
StudentLink has been released to compliment the strands and topics contained in the NWT Ministry of
Education and the The Alberta Ministry of Education Training Curriculum Documents.
And still more...
Each grade contains sub-topics beyond the regular curriculum to help with general research such as
Search Tools, Reference Tools, Canadiana, Themes and Features, and Current Events.
TeacherLink...
StudentLink contains a subset of over 1,000 links to resource web sites specifically for teachers. There’s
unit plans, lesson plans, hand-outs, quizzes, rubrics, and more.
StudentLink Monthly Maintenance
As the Internet is constantly in a state of flux, it’s important to keep the StudentLink menu system up to
date. To that end, BDEC IT staff automatically update the StudentLink links. This way the product is
always “fresh out of the box”.
The Start - Up Handout Package and the On-line Lesson Library
Each school and board license comes with a package of ready - to - photocopy hand-outs for each grade.
The hand-outs are in the form of a step by step “walk-through” to get the student and teacher started
using StudentLink. Further lesson activities are available on line. Click on “The Lesson Library.
Compatibility
Because StudentLink is Hypertext Markup Language (HTML) based, it will function perfectly on any
operating system (Apple, Macintosh, Unix, Windows) workstation capable of browsing the World Wide
Web. StudentLink contains no operating system files (dll’s, vxd’s etc.) and resides only in its own
directory.
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SECTION 25
GENERAL RESOURCES IN BDEC SCHOOLS
2013-2014
Resource
Origin
Website
Disk/CD
Education Act
GNWT
 
X
ECE Directives
ECE
 
X
ECE
 
X
X
ECE
 
BDEC Strategic Plan
BDEC
 
 
X
BDEC
 
BDEC Policy Manual
BDEC
 
X
X
 
 
BDEC Admin Manual
(First Class Admin. Portal)  
BDEC
 
X
X
 
Student Assessment Evaluation &
ECE
X
X
X
BDEC
Reporting (SAER) Directive
Program Admin Print
 
BDEC SAER Implementation Plan
BDEC
X
X
X
BDEC/Intranet
 
BDEC SAER Procedures
BDEC
X
X
X
BDEC/Intranet
 
Senior Secondary School
ECE
 
X
X
ECE
Elementary and Junior Secondary
ECE
 
X
X
ECE
PST Manual (Program Support)
BDEC
X
X
X
BDEC/Intranet
NWT CPP Teacher Resource Manual
ECE
X
 
 
ECE
CD   
CPP Template
BDEC
X
 
 
School LAN
CD
Report Card Templates
BDEC
 
X
 
School LAN
Senior High School Program
BDEC
 
X
 
Intranet
Planning Templates
 
Year End Checklists
BDEC
 
X
X
Intranet/Appendix following 
BDEC School Year Calendar
BDEC
 
 
X
Intranet
 
Beaufort & Delta Admin Calendars
BDEC
 
X
X
Intranet
 
First Class Email
 
 
 
 
 
 
 
Education Assistant Handbook
BDEC
 
 
X
 
 
 
Workplace Conflict Resolution Policy
GNWT
 
 
X
Intranet
Kindergarten Curriculum
GNWT
X
X
ECE
Literacy with ICT Across the
Curriculum
GNWT
 X
ECE
 
Useful Websites
Alberta Learning
Beaufort Delta Education Council
BDEC MOODLE
Education, Culture and Employment
Government of NWT
Learning Resources Centre (LRC)
www.edc.gov.ab.ca
www.bdec.nt.ca
http://moodle.bdec.nt.ca
www.ece.learnnet.nt.ca
www.gov.nt.ca
www.lrc.ca
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Manitoba Education
Saskatchewan Education
Western Canadian Protocol (WCP)
www.edu.gov.mb.ca
www.sasked.gov.sk.ca
www.wcp.ca
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SECTION 26
Regional Awards and Bursaries for Students
Mary Bryant Memorial Award
The award ($100 + personal certificate + commemoration plaque at board office) is intended
for a BDEC high school student who has shown the most improvement in written English skills
during the school year.
Biographical information:
From 1942 to 1944, Mary taught at the Indian Residential School at
Lac La Ronge, Saskatchewan, and from 1944 to 1948 at the Anglican
Mission School at Aklavik, N.W.T.
At Aklavik the Dick and Jane primer was the only one available so
Mary wrote her own, called simply Our Book featuring people, places
and events that were meaningful to arctic students. It was an
immediate success. While living in the territories, she developed a
lifelong commitment to Canada's north. Her first book, entitled Our
Book, was written while she was teaching in the NWT and to help
children learn to read and learn English. Her final book, Four Years
and Then Some, looked over the six and-a-half years she
spent in Aklavik, part of it with Joe.
School-based award rotation basis:
2012: Moose Kerr, Aklavik
2013: Helen Kalvak, Ulukhaktok
2014: Chief Julius, Fort McPherson
2015: Mangilaluk, Tuktoyaktuk
2016: Angik, Paulatuk
2017: East Three Secondary, Inuvik
Selection process:
Based on the rotation basis noted above, the committee (ELA consultant, principal, high school
English teacher) will decide which student at the chosen school will be recognized as the BDEC
high school student who has shown the most improvement in written English during the school
year. Deadline for notifying board office: May 1 each year. The ELA consultant will arrange the
cheque ($100), plaque engraving, and personal certificate. Presentation should be at either
graduation ceremonies or the year-end awards.
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Stallworthy-Carpenter Fund
The intent of the Stallworthy-Carpenter fund is to assist with orientation visits for students to
travel nationally that supports or promotes post-secondary education and/or success in school.
Travel for sports activities is not eligible.
Biographical information:
Sarah Hilda Stallworthy was the widow of an RCMP officer who served in the NWT during the
1940s. Mrs. Stallworthy had never been to the NWT but maintained an interest in its
development, and in 1990 made BDEC the beneficiary of her estate. The fund has been
designated by the Board as the Harry Stallworthy/Noah Carpenter fund. Mr. Stallworthy
developed his wife’s enduring interest in the north; Mr. Carpenter is from Sachs and a
practicing surgeon in southern Canada and thus provides a positive role model for students of
the board.
Application process:
Contact the board office for the 2-page application form.
Note that in 2004/05, the BDEC Executive decided to allocate a maximum of $2000 per eligible
school. East Three Elementary being a K-6 school is not considered eligible. Proposals are to be
presented to the Executive each spring for the ensuing school year.
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SECTION 27 Appendix
Appendix A
STUDENT ASSESSMENT, EVALUATION, AND REPORTING (SAER)
TABLE OF CONTENTS
1.
Purpose .......................................................................................................................................................
2.
Glossary of Terms .................................................................................................................................
3.
Classroom based Assessments ......................................................................................................
A. NWT approved curricula are to be used as the standard against
which students are assessed and evaluated .........................................................................
K-9 Curricula ......................................................................................................................................
Senior Secondary Curricula .........................................................................................................
B. Purposes of Classroom based assessments ..........................................................................
1. Formative Assessments/Assessments For Learning .........................................................
2. Summative Assessments/Assessments of Learning ...........................................................
3. Diagnostic Assessments ............................................................................................................
C. Evaluation of teachers on their classroom assessment practices................................
D. Planning and Developing Classroom-based Assessments ..............................................
E. Criteria for Report Cards ..............................................................................................................
F. Criteria for Reporting Student Progress.................................................................................
G. Reporting of Placement or Promotion at the end of the School Year .........................
G. Reporting of Working Level and Functional Grade Level to Parents .........................
4.
Systemic Assessments ........................................................................................................................
A. Functional Grade Levels - Submissions ..................................................................................
B. Functional Grade Level - Determination ................................................................................
5.
Reporting of Student Programs with FGLs..............................................................................
A. Teachers are required to report the Program for each student ...................................
6.
Alberta Provincial Achievement Tests .............................................................................
A. Registration of Students for AATs.............................................................................................
B. Excusing Students from AATs .....................................................................................................
C. Administration of the AATs .........................................................................................................
D. Accessing AAT Results ...................................................................................................................
E. Individual Student Profiles of Students Participating in AATs .....................................
F. Release of AAT Results ..................................................................................................................
7.
Diploma Exams..........................................................................................................................
8.
Parent and Student Appeals .................................................................................................
9.
Roles and Responsibilities ....................................................................................................
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1. Purpose
This procedures manual is a companion document to Department of Education, Culture & Employment’s
Departmental Directive on Student Assessment, Evaluation and Reporting, 2010. The Directive provides
Ministerial direction as to what is to be done and the Procedures Manual provides the methodology and
processes to be used to fulfill the Directive. The Directive requires Ministerial approval for changes
while the Procedures Manual can be updated easily and does not require Ministerial approval for
changes.
2. Glossary of Terms
accommodations
Changes made to the teaching process, learning environment, materials, time demands, assistance,
evaluation or student roducts, to help students achieve the expected learning outcomes. Expected
learning outcomes as stated in curricular documents are not changed. Accommodations are considered
supports.
achievement
The level of a student’s performance in relation to specific learning outcomes and standards.
Achievement is the basis for determining if a student has successfully completed one level in a subject
and is ready for the next.
Alberta Achievement Test (AAT)
Assessments for students in grades three, six and nine in the subject areas of Language arts and
Mathematics. These assessments are developed by the province of Alberta where the assessments are
called Provincial Achievement Tests (PATs). The purposes of the testing program are to:
anecdotal record
A brief narrative description of the observations teachers make on student learning and development.
anecdotal report
A written description of a student’s learning and development that indicates student performance,
outlines concerns, and often provides recommendations for further student progress and achievement.
assessment
The process of collecting information on student achievement and performance that includes a variety
of assessment tasks designed to monitor and improve student learning. Assessments may include
classroom observations, performance testing, informal reading inventories, writing folders/samples,
portfolios, teacher-developed tests, standardized tests, checklists/rating scales, oral/written
examinations and assignments.
assessment for learning
An assessment process designed to give teachers information to modify and differentiate teaching and
learning activities to meet the needs of individual students and groups of students. Teachers can use
this information to streamline and target instruction and provide feedback. Also known as formative
assessments.
assessment as learning
An assessment process that focuses on the role of the student in the learning process. It occurs when
students monitor their own learning and use feedback from this monitoring to make changes in what
they understand.
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assessment of learning
An assessment process that is summative in nature and is used to confirm what students know and can
do to demonstrate whether they have the achieved the curriculum outcomes. These are assessment
experiences designed to collect information about learning to make judgments about student
performance and achievement at the end of a period of instruction to be shared with those outside
classrooms. (Also called summative assessment; refers to performance data compiled as a grade).
attendance
The presence of a student in school programming provided by a school with which a student is
registered. Attendance may be counted by the number of periods or the number of days.
authentic assessment
Provides students with descriptions of expected performance levels and the criteria by which they will
be evaluated. Students are then represent their learning.
content standards
Sometimes referred to as curriculum standards, represent intended earning outcomes in content areas.
Within particular content areas, satisfactory competencies are identified by subject and grade level.
checklist
A two-point evaluation tool that indicates if a student has achieved a learner outcome (i.e. yes or not
yet).
collaborative learning
An approach to learning that stresses, in general, the importance of such factors as teamwork,
interdependence, and interaction among students. Examples of collaborative learning include
small-group learning projects and peer tutoring.
criteria
What students need to do to show they have achieved the learner utcomes (e.g. compare and contrast,
explain, analyze).
descriptive feedback
Part of an ongoing, specific and constructive conversation about learning that relates directly to the
learner outcomes.
education program
Regular Education Program, Modified Education Program (MEP) or Individual Education Program (IEP)
- all students in the NWT in kindergarten through grade 12 are to be participating in one of these
education programs.
excused absence
A documented absence, reported to the principal of the school, where a student is exempted from
schooling due to illness, unavoidable cause, participation in on the land activities, participation in
learning activities outside of school programming, participation in spiritual or religious activities of the
denomination to which the student belongs, suspension, expulsion or participation in a home school
program.
exemplars
Samples of actual student work that illustrate criteria. Exemplars can be collected to set the standard for
scoring in an individual classroom, a school, or an education jurisdiction. Exemplars may also be used to
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support consistent marking and reporting to students and their parents/guardians. When selecting and
using exemplars, Access to Information and Protection of Privacy legislation should be referenced.
evaluation
The process of making judgments and decisions, based on interpretation of the evidence gathered
through assessment, as to what extent students have attained the prescribed outcomes and standards in
the course curriculum and identifying what knowledge and skills still need to be learned. Evaluation also
involves the making of decisions about the quality, value or worth of a response for the purpose of
providing descriptive feedback (formative) and marks (summative).
formative assessment
An assessment procedure that a teacher uses before and during instruction to find out what students
know prior to beginning instruction and/or during instruction how well they are learning concepts and
then making necessary adjustments to instruction.
Functional Grade Level
Is the grade level of curriculum that the student worked on for the majority of the school year. FGL is
evaluated in relation to the learning outcomes articulated in the NWT Language Arts Curricula and the
WNCP Mathematics Curriculum.
grade (mark)
A letter, number or comment reported at the end of a period of time as a summary statement of student
performance based on a variety of summative assessments.
grading
A process to determine a student’s performance level.
Inclusive Schooling
A philosophical and practical educational approach, which strives to respond to individual student
needs, and is intended to ensure equal access for all students to educational programs offered in regular
classroom settings. Inclusive schooling is mandatory within the Northwest Territories school system.
Individual Education Plan
Where existing NWT curricula, even with modification, are not suitable for a student, an Individual
Education Plan (IEP) may be necessary to effectively meet the needs of the student. The student may
require an IEP because his/her physical, intellectual or social/emotional needs are significantly different
from those of his/her age peers. The IEP is written for a particular student, not for a program, particular
course, or group of students, and it requires parental involvement. Parental/guardian consent is always
required before an IEP is implemented or altered.
lates
Term used in reporting the number of instances the student was late for class.
mastery
Is attained when a student performs at a level that meets or exceeds predetermined outcomes. A student
who demonstrates mastery at the completion of a course or grade in a particular subject has
accomplished the curricular outcomes to a level where s/he has a foundation to be successful in
subsequent grade levels.
Modified Education Program
An education program that retains the learning outcomes articulated in NWT curricula, but at a grade
level other than the assigned grade level. Based on student strengths, challenges and interests, a
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collaborative process is used to determine and document/record necessary program changes, in a
Student Support Plan.
outcomes
What students are expected to know and be able to do; the territorially mandated knowledge, skills and
attitudes students are expected to demonstrate at the completion of a course or grade in a subject area.
peer-coaching
One student considering the quality of another’s work and providing feedback by applying criteria to
help improve performance; requires a non-threatening and supportive relationship between the peers
(also referred to in the literature as peer-assessment, peer-evaluation, peer-tutoring, or peer-editing).
performance level
How well a student demonstrates grade level learner outcomes represented by a grade (mark).
performance assessment
A meaningful, real-life task that enables students to demonstrate what they know and can do in
situations like those they will encounter outside the classroom as well as in situations that simulate how
people do their work.
performance standards
Measure demonstration of student learning based on the outcomes identified under content standards.
Content standards and performance standards are directly related. Content standards identify criteria
and performance standards measure them through student performance.
portfolio
A purposeful collection of student work over time that serves as the basis for evaluating student
progress and achievement in a subject area. It is a tool for accumulating and organizing evidence of the
literacy, numeracy, problem-solving, and communication skill development of a student. A wide range of
student work should be contained in a portfolio.
rating scale
An evaluation tool of three or more points that illustrates how frequently, consistently or independently
a student demonstrates a learner outcome.
Regular Education Program
The education program determined by the learning outcomes articulated in NWT curricula for a specific
grade level, from kindergarten through grade12.
reporting
Is the process of summarizing and clearly communicating student progress on curricular outcomes to
various client groups, including students, parents, administrators and the Department. Reporting also
includes the recording of student data into the student record for each student and submitting data
requested by the Department.
rubric
A fixed measurement scale and list of criteria that describe the quality of products or performances used
to evaluate a student’s performance.
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self-reflection
Considering the quality of one’s own work by applying criteria; requires that a student feels safe enough
to be honest in making objective observations about the work (also referred to in the literature as selfassessment or self-evaluation).
standardised tests
Standardized tests are achievement assessment instruments given to a large number of students under
similar circumstances. Standardised tests may be administered at a national, territorial and board level.
student portfolios
A student portfolio is a means to organize a collection of evidence.
Student Support Plan
A written plan that documents either:
• Accommodations for difficulty, or enrichment strategies required for success in the Regular
Education Program for a student whose performance levels are near or at grade level; or
• Targeted curricular outcomes for subjects in which the student is on a Modified Education Program
because they are working on curricular outcomes either below or above grade level; and necessary
accommodations/enrichment strategies, if any.
summative
An assessment/evaluation that is designed to provide information to be used in making judgments
about a student’s progress toward the attainment of prescribed learning outcomes at the end of
instruction.
three-way conferencing
Conferencing involving the student, parents/guardians and the teacher.
unexcused absence
Absences from school programs that are undocumented, not reported to the school by the
parent/guardian or do not fulfill the requirements of an excused absence.
working level
The level of curricular outcome/s the student worked on most recently. The working level assumes that
the student has mastered or achieved the curricular outcomes for the preceding grade level.
3. Classroom based Assessments
A. NWT approved curricula are to be used as the standard against which students are
assessed and evaluated.
Teachers must use NWT approved curricula.
K-9 CURRICULA
The Elementary and Junior Secondary Handbook is available on the Department’s website
(http://www.ece.gov.nt.ca/) and provides a listing of NWT approved curricula.
Should you require further information, contact your board office or the Director of Early Childhood and
School Services at the Department at (867) 920-3491.
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SENIOR SECONDARY CURRICULA
The list of courses for NWT Senior Secondary Schools has been approved by the Minister. Credit will
only be given for courses that appear on the approved list or have been approved by the Minister. The
listing enables students to obtain a diploma with the greatest possible opportunity for career choices,
training, further education and lifelong learning. Schools must ensure that each student’s needs,
interests, abilities and career paths receive every consideration when planning his/her Student Career
Program Plan.
Information on senior secondary courses is provided in the Senior Secondary Handbook which is
available on the Department’s website. The handbook also provides direction on the process for gaining
approval of locally developed courses.
Should you require further information, contact your board office or the Director of Early Childhood and
School Services at the Department at (867) 920-3491.
B. Purposes of Classroom based assessments
Teachers are expected to use a variety of formative and summative classroom based assessments over
the course of a unit.
1. Formative Assessments/Assessments For Learning
Prior to beginning instruction, teachers should assess where his/her students are in relation to
grade level and the learning outcomes in the curriculum. Some information may be available in
student records and report cards from previous years. However, it likely will be necessary to
implement assessments to gain more information.
An assessment implemented at the beginning of a unit or specific learning outcome to determine
what the students already know and can demonstrate is a formative assessment or an assessment
for learning. An assessment for learning is designed to provide teachers with information that
can be used to modify and differentiate teaching and learning activities to meet the needs of
individual students and groups of students. Once the teacher has determined where his/her
students are at in relation to specific curriculum outcomes, planning for instruction can begin.
Teachers can use information collected from formative assessments to streamline and target
instruction and provide feedback.
2. Formative Assessments/Assessments For Learning
An assessment designed to collect information about learning and to make judgments about
student performance and achievement at the end of a period of instruction is a summative
assessment or an assessment of learning. These assessments are summative in nature and are
used to confirm what students know and can do to demonstrate whether they have the achieved
the curriculum outcomes.
Students must be given a variety of opportunities to demonstrate what they know and can do in
relation to a curriculum outcome.
3. Diagnostic Assessments
Diagnostic assessments are used to diagnose individual student strengths and needs; to
collaborate with others to improve the student’s learning; and, if necessary, to develop and
implement a plan of intervention for the student. Diagnostic assessments may involve parents
and professionals from outside of the school.
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The Inclusive Schooling Directive and Programming for Student Success manual should be
consulted for more information.
The Western and Northern Canadian Protocol (WNCP) produced the document
Rethinking Classroom Assessment with Purpose in Mind
assessment for learning, assessment as learning, assessment of learning
This document is a valuable in providing assistance to teachers in planning and preparing assessments
in the classroom. It is available on the WNCP website or at
http://www.wncp.ca/media/40539/rethink.pdf
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C. Evaluation of teachers on their classroom assessment practices
1. It is a duty of a school principal to evaluate teachers.
Classroom assessment practices are one of the criteria considered when a teacher undergoes
evaluation. The directive on teacher evaluation requires beginning teachers and teachers new to
the NWT to undergo a formal evaluation during each of their first two years of teaching in the
NWT. Experienced teachers, with two or more years of teaching in NWT schools are required to
be evaluated on a five year cycle or more frequently should the principal determine it to be
necessary.
The document Teacher Growth and Evaluation in the Northwest Territories1 identifies the criteria
to be used in the evaluation of a teacher on his/her classroom assessment practices.
2. It is a responsibility of a superintendent to see that staff evaluations are done and all
teachers’ certifications are current.
D. Planning and Developing Classroom-based Assessments
Planning for instruction, assessment, evaluation, and reporting is critical to effective student learning.
Each curriculum has general learning outcomes that are further detailed in measurable specific learning
outcomes. The NWT English Language Arts curriculum has the learning outcomes for each grade further
organized along a Continuum. A Continuum of learning shows a sophistication of knowledge, skills and
strategies acquired over time. Individual learners have different beginning and end points: for instance,
a student placed in a grade three classroom may be working on a combination of Learning Outcomes
(LO) from grades two, three and four.
1. Decide the best and most relevant method(s) for assessment.
The assessment can be formative or summative in nature. Curricular outcomes use key words as
to what the student is expected to demonstrate. These key words provide direction as to what
assessment method/s will be most appropriate.
discuss
revise
formulates
adjusts
integrate
records
explain
infer
evaluates
seek
talks about
organizes
applies
creates
uses library to access information
respond
categorizes
uses computer to access information
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1Department
of Education, Culture and Employment, Teacher Growth and Evaluation in the Northwest Territories. 2004
2. Select or develop the assessment instrument(s).
Classroom teachers develop the majority of assessments conducted in schools. An array of
commercially designed instruments is also available. Whether developing or selecting an
instrument, teachers need to ensure that the assessment:
a) reflects territorial curriculum;
b) measures the learning goals and objectives identified for the unit of study;
c) is designed to serve instructional purposes;
d) actively involves the student, whenever possible, as the student’s age and needs permit; and
e) provides all students the opportunity to demonstrate what they know and can do.
3. Describe the scoring criteria and determine standards or expectations. The criteria, standards
or expectations for satisfactory and exemplary achievement should be constructed at the same
time as the assessment tool. Some NWT curricula provide exemplars of student work expected for
each grade level and specific outcome.
4. Communicate the criteria and standards. Acceptable standards or expectations for an
assessment should be communicated to the student/s and, for some assessments, the parents in
advance. When students and their parents/guardians are aware of the expected outcomes and
scoring criteria, they will be more focused on learning.
5. Collect information about student learning over time, in a variety of situations, and using a
range of formal and informal assessment methods and instruments. Both the product and the
process of learning experience should be assessed. These include, but are not limited to:
a) observations;
b) demonstrations;
c) interviews;
d) questioning;
e) assignments;
f) projects;
g) presentations;
h) portfolios;
i) self assessment and reflections;
j) written tests;
k) formal examinations;
l) miscue analyses;
m) peer assessments;
n) parent assessments;
o) learning and response logs.
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Students must be given a variety of opportunities and methods to demonstrate what they know and
can do in relation to curricular outcomes.
6. Evaluate student performance. Teachers will analyze and interpret student performance in
context and according to:
a) learning outcomes identified for that unit of study in the curriculum;
b) prior learning experiences of the student(s).
In order to judge how good a student’s achievement is, teachers must integrate information
contained in the on-going student progress records. Teachers evaluate student achievement
throughout the year, and for a variety of reasons. As a result of evaluation, teachers will:
a) adjust programs and instruction to improve learning;
b) report the student’s attainment and readiness for further study or work;
c) plan and implement intervention strategies for individual students, as necessary.
7. Recording Progress. Teachers must keep detailed records of individual student performance in a
range of assessments over time and in context, in order to demonstrate growth in knowledge and
skills. Student performance records include, but are not limited to:
a) anecdotal notes;
b) checklists;
c) rating scales;
d) rubrics;
e) portfolios;
f) student record.
E. Criteria for Report Cards
1. Each school shall provide to students and parents, at the beginning of the school year, a written
description of the school/course procedures that will be used to assess, evaluate and report
student achievement and performance.
2. Each Board shall establish the number of regular reporting periods per year and the number of
Parent-Teacher-Student Conferences and provide this information to parents.
3. Written progress reports shall be provided to parents/guardians at each reporting period.
Progress reports should identify students’ skills and progress in relation to curricular outcomes.
4. All progress reports are to be reviewed and approved by the principal or assistant principal prior
to distribution.
5. Written progress reports (report cards) must include:
a) Name, address and contact information for the Board and school.
b) Interpretation section that includes the purpose of progress reports and defines any symbols,
terminology or descriptors used in the report.
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c) Name and signature block for the principal/assistant principal indicating that s/he has
reviewed the report. Review should be done with a mind to ensuring that progress is
documented in relation to curricular outcomes.
d) Indication of the plan or program the student is on: Regular Program, Regular Education Plan
with accommodations for difficulty, Regular Education Plan with adaptations for enrichment,
Modified Education Plan below grade level, Modified Education Plan above grade level or
Individual Education Plan. Descriptions of progress and the curricular outcomes the student is
working on, and name of subject teacher(s).
e) Date of progress report.
f) A letter grade, percentage or descriptor to report the quality of performance compared to
curriculum standards. g) Attendance information. Attendance information should include the
number of classes/days the student attended, the possible number of classes/days, the
percentage attendance, the number of times the student was late, and the percentage of times
the student was late.
F. Criteria for Reporting Student Progress
Teachers are required to regularly report on student progress to parents, students, administrators and
other professionals. This process includes both formal (e.g. written report cards and parent/teacher
interviews) and informal reporting (e.g. telephone calls or conferences). It is important to be honest,
fair and sensitive when reporting on a student’s progress.
1. Formal student progress reports must communicate to the parent or guardian the following
information in relation to the curriculum outcomes or Individual Education Plan
a) the outcome/s the student is working on or worked upon
b) what the student is able to do in relation to specific outcome/s
c) the grade level the student was/is working on for curricular outcome/s
d) the level of mastery the student demonstrated for that specific outcome
e) areas of learning that require further attention or development
G. Reporting of Placement or Promotion at the end of the School Year
In keeping with the Departmental Directive on Inclusive Schooling, all students have the right to
participate in educational programs offered in regular classroom settings with their age peers.
1. Placement. Parents must be informed if a student in grades one through eight will be working on
curricular outcomes below what is expected of them and their age peers at the beginning of the
next school year. Parents are to be advised that the student will be placed in a classroom of
his/her age peers and provided appropriate educational programming. Not only is the parent to be
informed that their child in the next school year will be working on curriculum below grade level it
also must be clear to the parent the number of grade levels below. In the case of secondary school,
the student will not be allowed to move on to the next level of study.
2. Promotion. Students who achieve at or exceed satisfactory standards on the curricular outcomes
identified for their grade of enrolment and subject area are promoted to the next grade, or in the
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case of secondary school, to the next level of study. As is the case with students that are placed, it
should be clear to the parents the grade level of curriculum the student has achieved and whether
the student will be provided educational programming in the following year.
G. Reporting of Working Level and Functional Grade Level to Parents
Some school jurisdictions use the term “working level” when reporting to parents. Working level is the
grade level of the curricular outcome/s the student worked on most recently. The working level
assumes that the student has mastered or achieved the curricular outcomes for the preceding grade
level. Working level is different from Functional Grade Level (FGL) as the FGL is a “roll up” or summary
of the levels of curriculum the student worked upon for the full year. To arrive at a functional grade
level, all the processes and the products of a student’s profile must be considered.
Although FGLs are collected for each individual student,
the FGL is considered to be a systemic assessment.
The FGL is NOT required to be reported to the parents. Caution should be used if the FGL of the
student is reported to the parent. For example, a student may have worked on grade three curricular
outcomes for the majority of the year and mastered them by the end of the year. This student’s FGL
would be grade three. Parents of that particular student should be informed their child had achieved the
grade three curricular outcomes; not that their child worked on grade three curricular outcomes for the
majority of the year.
4. Systemic Assessments
For the most part, systemic assessments are standardised assessments developed external to the
classroom. Systemic assessments serve different purposes from those of classroom assessments. They
supply information about the effectiveness of education systems at the level of the school, district,
division, territory and nation. The NWT in involved in three systemic assessments on an annual basis:
Functional Grade Levels, Alberta Provincial Achievement Tests (AATs) and Alberta Diploma
Examinations.
A. Functional Grade Levels - Submissions
Teachers are required to report Functional Grade Levels, for each student in grades one through nine,
annually.
1. The electronic Student Information System (eSIS) computer program will be used in all schools
in the NWT for the 2011/12 school year. It is important to ensure that the class lists are kept
accurate and current in eSIS. This will prevent problems when it comes time to register
students for Alberta Achievement Tests and enter FGLs. Changes to student enrolment must be
reported to the Records and System Support Officer, Bonnie Koslowski.
In early April class lists will be downloaded from eSIS and sent to schools for confirmation. It is
important for schools to verify the accuracy of the lists as it will make FGL collection easier for
all. At the end of April the revised class lists will be loaded into a FGL collection website. Each
school will be assigned a password to access the list of students in the school. School Boards will
also be supplied a password that will allow them to access information for all schools within
their jurisdiction.
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2. Once class lists are loaded into the website, changes cannot be made to the lists until the FGL
collection deadline has passed. If there are students missing or that have transferred out of the
school after the class lists were loaded onto the website, contact the Records and System Support
Officer, Bonnie Koslowski at the Department.
3. Using the FGL collection website, teachers are required to submit a Functional Grade Level (FGL)
and program type for each student in grades one through nine. The deadline for submission of
FGLs, unless otherwise communicated by the Department, is May 15.
4. A FGL is required for all students except those following an Individual Education Program when
that program contains no expected learning outcomes. These students are identified under the
FGL drop down menu as IEP-n/a.
5. FGLs are collected for the subject areas of:
English Language Arts for all students in grades one through nine, including Immersion and
French Firs Language students. The Department is to be advised if students in French
Immersion and French First Language are not receiving instruction in English Language Arts.
French Language Arts for students in the French Immersion Program.
Français for French First Language students.
Mathematics for students receiving
Mathematics instruction in the English language.
Mathématiques for students in French Immersion and French First Language programs.
Aboriginal Language for students in an Aboriginal Language Immersion Program.
6. In accordance with the Student Assessment, Evaluation and Reporting (SAER) Directive, FGLs
are also to be entered on to the student’s cumulative record.
B. Functional Grade Level - Determination
The NWT curricular outcomes for each subject are used to determine FGLs. A FGL is a summation of the
grade level of curriculum outcomes the student worked on for most of the yea. The FGLs of students, as
a group, give the Department and education authority information on student progress at a class, school,
education council/authority, cohort and territory-wide level.
• The FGL is the grade level of curricular outcomes a student worked on for the majority of the
school year. It is an indication, not an absolute.
• A student’s FGL indicates that the student has mastered or achieved the curricular outcomes for
the preceding grade level.
• Mastery means that the student has accomplished the curricular outcomes to a level where the
student has a strong enough foundation to be successful in subsequent grade levels.
1. COLLECT EVIDENCE. Over the course of the school year, teachers conduct assessments to collect
evidence of student performance. Evidence must come from a variety of sources and be done using
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a variety of methods that are intended to gauge student progress in relation to the NWT curricular
outcomes.
• Assessments implemented at the end of a period of instruction and designed to collect
information and make judgment about student performance and achievements are assessments
of learning. This is a process that is summative in nature and is used to confirm what students
know and can do to demonstrate whether they have the achieved the curriculum outcomes.
These are also known as summative assessments.
2. COMPARE THE EVIDENCE TO CURRICULAR OUTCOMES. Teachers compare the evidence
collected through assessment of each student against curricular outcomes and expectations to
determine the grade level of curriculum the student is working on. This should be done regularly
throughout the school year. Some school jurisdictions refer to this as ‘working level’.
3. DETERMINE THE GRADE LEVEL OF CURRICULUM THE STUDENT WORKED ON FOR THE
MAJORITY OF THE YEAR. Using the regular evaluations of the grade level of curriculum each
student worked on throughout the school year, teachers then determine the grade level of
curriculum the student worked upon for the majority of the school year The functional grade in one
subject area (e.g. Language Arts) is independent from the FGL of another area (e.g. Mathematics).
During the year, a student will work a number of curricular outcomes. A teacher is to use a variety
of assessments to collect evidence of student knowledge and skills as s/he works on curricular
outcomes. Using the evidence collected through the assessments, the teacher uses the curriculum
outcomes to evaluate the grade level of skill and knowledge the student was working on achieving.
It is not necessary for the student to have achieved the grade level of curriculum they were
working on – just curriculum outcomes from the previous grade level.
For example: Student “A” worked on the following grade level of learning outcomes over the year:
Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
Mar.
Apr.
May
June
Gr. 2
Gr. 2
Gr. 3
Gr. 3
Gr. 3
Gr. 2
Gr. 3
Gr. 3
Gr. 4
Gr. 3
Student A worked on grade 2, 3 and 4 level curricular outcomes; however the student worked on
grade 3 curricular outcomes for the majority of the year. Student A’s functional grade level would
be “3”.
4. FGLs ARE TO BE RECORDED IN THE STUDENT RECORD It is a requirement of the Student
Record Regulations for each student’s FGL to be recorded in his/her student record. It is not a
requirement for FGL to be reported in report cards.
5. FGLs ARE NOT REQUIRED TO BE REPORTED IN STUDENT REPORT CARDS The FGL is NOT
required to be reported to the parents. Caution should be used if the FGL of the student is
reported to the parent. For example, a student may have worked on grade three curricular
outcomes for the majority of the year and mastered them by the end of the year. This student’s FGL
would be grade three. Parents of that particular student should be informed whether or not their
child had achieved the grade three curricular outcomes and the grade level of curricular outcomes
the child will be working on next; not that their child worked on grade three curricular outcomes
for the majority of the year.
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5. Reporting of Student Programs with FGLs
A. Teachers are required to report the Program for each student
Section 7(1) of the Education Act (1996) is titled Inclusive Schooling and states “Every student is
entitled to have access to the education program in a regular instructional setting in their home
community.”
Inclusive schooling is based on a philosophy or a belief system which welcomes all learners and values
each as both unique and capable of learning. The philosophy requires a compatible set of practices so
that all students are not only physically included in regular instructional settings, but more importantly
provided with an education program, and required supports, that are responsive to the students’
strengths and challenges.
Every student is entitled to receive an educational program that is challenging and at the same time
provides the student with a realistic opportunity to succeed. Students in schools in the NWT follow one
of three programs depending on their strengths and needs. In short, a student’s program is
characterized by the learning outcomes:
At the same time FGLs are collected, teachers are also required to identify and submit the type of
program each student was on for the subject areas FGLs are collected in.
On the FGL collection website, the list of programs is provided on a drop down menu. For each subject
area, use the drop down menu to select the program the student is following:
• Regular Education Program
• Regular Education Program with accommodations for difficulty
• Regular Education Program with adaptations for enrichment
• Modified Education Program – above grade level
• Modified Education Program – one grade below grade of enrolment
• (51) MEP – two or more grade levels below grade of enrolment
• (52) IEP
The NWT Inclusive Schooling Directive 2006 recognizes that all children are unique and have the right to
participate in education programs in a regular classroom. As such, classrooms in the NWT contain
students of similar age working at different grade levels in the curricula. Educators, in consultation
with parents, and students, when deemed appropriate, need to make decisions regarding student
placement, programming and promotion. This information needs to be clearly communicated to
parents.
A student’s program is characterized by its learning outcomes. The Programming for Student Success
Manual supplies direction as to the types and situations for student programs.
Students in schools in the NWT follow one of three programs depending on their strengths and needs.
These are defined as follows:
1. Regular Education Program
A Regular Education Program (REP) is determined by the learning outcomes articulated in NWT
curricula for a specific grade level. To be on a REP the curricular learning outcomes the student
is working on are to be at the same grade level as the grade of enrolment.
A student on a REP be placed on a Student Support Plan (SSP) in the following situations
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• Regular Education Program with accommodations/adaptations for learning difficulty
A student following the Regular Education Program may be close to achieving the learning
outcomes of the NWT curricula at grade level but, because of certain needs or challenges, is at
risk of not achieving that goal.
• Regular Education Program with accommodations/extensions
A student who exhibits abilities and capabilities beyond their age peers may achieve the
learning outcomes at their grade level with ease. For such a student, the teacher offers more
challenge through enrichment strategies.
Accommodations/adaptations do not alter the learning outcomes of a program, but they help
students achieve those outcomes by taking into account individual strengths and needs.
2. Modified Education Program
A student who is attempting to achieve the learning outcomes of the Regular Education Program
may be unable to do so, even with differentiated instruction and/or accommodations/adaptations.
For such a student the teacher targets the areas of most concern and has the student work on
learning outcomes at a level below grade placement and closer to his/her performance level. A
Modified Education Program, as written in a plan (MEP), retains the learning outcomes of the
curricula but at a level other than that of the grade of enrolment. A MEP is a different type of
Student Support Plan from a REP with accommodations/adaptations. The Department collects
information on MEPs in three different categories:
• Modified Education Plan – one grade below grade of enrolment
This is used to identify students working on curriculum outcomes that is one grade level
below their year in school; for example a student in a grade 6 classroom working on grade 5
curriculum outcomes.
• (51) Modified Education Plan – two or more grade levels below grade of enrolment
It is important to identify students that are working on curricular outcomes two or more
grade levels below grade apart from those students working one grade level below. Students
working on curricular outcomes that are two or more grade levels below the grade of
enrolment are eligible to be excused from participation in Alberta Provincial Achievement
Tests.
• Modified Education Plan – above grade level
A student who demonstrates exceptional abilities in one or more subject areas may achieve
the learning outcomes of the REP more rapidly and be able to handle learning outcomes of a
higher grade level. This is different from a REP with adaptations where the student continues
to work on curriculum at grade level.
In essence, a Student Support Plan documents one of four alternatives:
• Regular Education Program with Accommodations/Adaptations for Learning Difficulty
• Regular Education Program with Accommodations/Extensions for Enrichment; Modified
Education Program – Student working Below Grade Level; and
• Modified Education Program – Student working above grade level
3. Individual Education Program
An Individual Education Program is a student-specific program and is outlined in an Individual
Education Plan (IEP). The plan may or may not include learning outcomes articulated in NWT
curricula.
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Teachers are to refer to the NWT Inclusive Schooling Directive 2006 and the guidelines for
development of Individual Education Plans and Student Support Plans.
6. Alberta Provincial Achievement Tests
Students in grades three, six and nine are required to write Alberta Provincial Achievement Tests
(AATs) in Language Arts and Mathematics. Alberta provides a bulletin for the administration of the tests
at:
http://education.alberta.ca/admin/testing/achievement.aspx
Included in the bulletin are dates for writing the different assessments and how to apply for special
formats. Principals should check the site periodically to see if there are any changes to schedules.
A. Registration of Students for AATs
1. The electronic Student Information System (eSIS) computer program will be used in all schools in
the NWT for the 2011/12 school year. It is important for each school to ensure that the class
lists in PowerSchool/PowerTeacher are kept accurate as it will cut down on the amount of
work required for registering students for AATs and entry of FGLs. Students identified as
being in grades 3, 6 & 9 in eSIS will be registered with Alberta. Registration for AATs occurs at two
times during the year; October for January writings and February for May-June writings. If you are
planning to have students write AATs in January, please inform the Records and System Support
Officer of such in October.
2. In early February the Department will provide staff at the education boards and Yellowknife
authorities instructions on how to access a web student information collection site with the listing
of students in grade 3, 6 and 9 in their schools. Some school jurisdictions will have their schools
complete the information on students while others have staff at the board office do it.
a) The web collection site will have a list of students by school. Each student must be checked to
ensure the information is accurate and if it is not, corrected. Information that needs to be
confirmed includes:
• Legal name
• Mailing address
• Alternate name
• Ethnicity
• Birth date
• Grade of enrolment
• Home address
• Home room assignment
b) Information that needs to be inputted for each student includes:
• Language program – English, Dene Language Immersion, French First Language or
French Immersion.
• Program Type – One of the following must be selected
- Regular Education Program
- Regular Education Program with accommodations for difficulty
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-
Regular Education Program with adaptations for enrichment
Modified Education Program – above grade level
Modified Education Program – one grade below grade of enrolment
(51) MEP – two or more grade levels below grade of enrolment
(52) IEP
B. Excusing Students from AATs
1. A superintendent may, on an individual basis, excuse a student from writing an achievement test
for the following reasons:
a) The student is not capable of responding to the assessment in its original or approved
accommodated form.
b) Participation would be harmful to the student.
2. Students identified as a (51) MEP or (52) IEP on the web collection site and having a documented
student support plan or IEP should be excused from participation in the AATs.
a) (51) MEP identifies a student following a modified education program, as documented in a
Student Support Plan, and two or more years below the assigned grade level in the subject area
being assessed.
b) (52) IEP identifies a student following an individual education program, as written in an
Individual Education Plan (IEP):
(1) with annual student outcomes that are:
(a) not reflected in any approved NWT curricula; and
(b) not assessed by the curriculum-based AATs
(2) with curricular outcomes in some or all regular curricula that are two or more grade
levels below the assigned grade level.
3. When a student with a (51) MEP or (52) IEP is excused from the AATs, this should be indicated on
the AAT website.
Only the superintendent has the authority to excuse a student from writing the AATs. The
superintendent or his/her designate will check the website and decide whether or not the student
will be excused.
4. If a student requires special format materials in order to participate in the AATS, the education
authority is responsible for completing a Request for Special Format Materials form and submitting
the form to Alberta Education. Special format materials include large print versions of the
assessment, CD format and taped responses.
Please refer to the section on “Accommodations” in the Achievement Testing Program General
Information Bulletin. The bulletin is available on the Alberta Learning web site at:
http://education.alberta.ca/admin/testing/achievement.aspx
5. For the purposes of NWT reporting, the results of any student identified as (51) Modified
Education or (52) Individual Education Program who wrote the tests will have their results
removed from the school, jurisdiction and NWT results. These students are treated as if they had
been excused from the assessment. The deadline for submission of NWT AAT student information,
unless otherwise communicated by the Department, is February 1.
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C. Administration of the AATs
1. School administrators are responsible for the administration of the AATs. Instructions and
guidelines are available from the AAT General Information Bulletin, which is available at
http://education.alberta.ca/admin/testing/achievement.aspx. The test administration
instructions are provided under the heading, Administration Directives, Guidelines, & Procedures.
Also provided in the bulletin are the scheduled dates for the assessments.
2. The AATs will be shipped directly to the schools. If there are a large proportion of students
excused from the assessment, a full class set of assessments will not be shipped.
3. Should a student require a scribe or reader, as is documented in their student support plan or IEP
and is a practice in use as a classroom practice, the scribe and reader must follow the instructions
provided in the General Information Bulletin under the heading of “Accommodations”.
4. All assessments must be returned directly to Alberta. No copies of the assessment may be made
and retained.
D. Accessing AAT Results
1. School AAT results are available to authorized individuals from Alberta Learning’s extranet site at:
https://phoenix.edc.gov.ab.ca/login/default.asp Authorized individuals include staff of individual
schools and education board.
2. To acquire authorization to access the results, an application form must be completed and signed.
Application forms are available on the site.
a) Once authorization is received, the AAT results for the school and/or education board may be
downloaded from the site. The results reports are provided by subject area and grade.
Parent Guides are available at:
http://education.alberta.ca/parents/resources/exams.aspx
E. Individual Student Profiles of Students Participating in AATs
1. Individual Student Profiles (ISP) of each student participating in the AATs are also available for
download from Alberta Learning’s site. In the download, there are ISPs for Parents and ISPs for the
school.
a) Teachers should provide the ISP to parents in person and provide an interpretation of how the
student did on the assessments. The ISP presents the results in two formats, graph and table,
so as to accommodate different ways of looking at the information.
Parent Guides are available at:
http://education.alberta.ca/parents/resources/exams.aspx
b) The school’s copy of the ISP must be placed in the student’s record.
F. Release of AAT results
1. In the public reporting of AAT results, it is important to protect the privacy of individual students
and teachers. As there are many small schools in the NWT where a single grade may include only a
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few individuals and to ensure consistency across the education system, results by individual
school are not to be released to the public.
2. Following the Territorial release of AAT results, divisional education councils/Yellowknife district
education authorities are free to release their results at a division/Yellowknife district level only, if
they wish. Superintendents will be advised in advance as to when the NWT results will be released.
3. Individual district education authorities may wish to examine school results for purposes of
planning. In such cases, it is suggested that the public meeting deal with results in general terms
and focus on school planning. An in-camera meeting of DEA members could be held if the school
results need to be discussed in detail.
4. Parents and guardians must be provided with their child’s Individual Student Profile with the AAT
results, either as a matter of course, or upon request.
5. In the case where releasing the results of a education division or Yellowknife education authority
would mean that the results of just one class in a subject area are being released, those results
should not be released. Such a situation might arise in the case where there is only one French
immersion class at a particular grade level in a jurisdiction. However, where results for two or
more classes at a particular grade level in a subject area are available, a jurisdiction may release
the amalgamation of these results at a jurisdictional level.
7. Diploma Exams
Please refer to section 22 of the Senior Secondary Handbook.
8. Parent and Student Appeals
The July 1996 enactment of the Education Act allows for the parent of a student or a student, if the
student is an adult, to appeal a decision that significantly affects the education, health or safety of a
student.
• The role of the Department of Education, Culture and Employment is to set the regulations for the
appeal procedure: not to hear appeals;
• An appeal may only be made to the body that made the decision with which the parents/guardians
take issue; for instance, an appeal of a decision made by the District Education Authority may only
be made to the District Education Authority; an appeal of a decision made by the Divisional
Education Council may only be made to the Divisional Education Council;
• In each instance, there is no higher level of appeal;
• The decision of the committee that hears the appeal is final.
It is assumed that education bodies, parents and students will proceed with an appeal as quickly as
possible and with careful attention to the procedures outlined in the Education Appeals Regulations.
9. Roles and Responsibilities
A. Parents
Parents/guardians are responsible to:
1. Encourage their child to be responsible, and to put forth the consistent effort required to be
successful;
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2. Attend parent-teacher conferences and consult with the teacher(s) about attendance, behaviour,
progress and achievement of their child in school.
3. Provide the classroom teacher(s) with relevant information about their child that will enhance
the teaching and learning processes;
4. Participate with their child in making informed education decisions, including the development of
formal plans such as the Career and Program Plan or an Individual Education Plan;
5. Participate in decision making at the local school level through various means, such as
membership in the District Education Authority or a school Parent Advisory Committee.
B. Roles and Responsibilities of Students
Students are responsible to:
1. Be accountable for their own learning, and put forth the consistent effort required for success;
2. Be open to learning and accept opportunities to experience activities, make sense of new
information, and express new understandings;
3. Provide the classroom teacher(s) with relevant information about their learning, including
individual strengths, needs and interests, and ask for support when needed;
4. Participate in setting goals and determining learning objectives, and in assessing the degree to
which those goals are being met;
5. Communicate with their parents and teacher(s) regularly, through student-led parent/teacher
conferences and other means, about school, and about their hopes and aspirations for the future;
6. Participate with their parents and teacher(s) in directing their learning, including the
development and review of formal plans for achieving their goals, such as the Career and Program
Plan or Individual Education Plan;
7. Participate with their parents and teacher(s) in making informed decisions about their learning,
such as selecting appropriate courses and course sequences;
8. Participate in decision making at the classroom or local school level through various means, such
as membership in the student council, town council or local aboriginal organization(s).
C. Roles and Responsibilities of Teachers
Teachers are responsible to:
1. Develop classroom based assessments in relation to the outcomes stated in the NWT curriculum
for the subject/course;
2. Advise students about subject area expectations and review assessments and scoring criteria
with them;
3. Provide all students with opportunities to demonstrate, in a variety of ways, and reflective of
different learning styles and world-views, what they know or can do;
4. Perform, over the course of the school year, a variety of assessments to obtain a complete profile
of a student’s knowledge, skills, attitudes and abilities;
5. Perform a balance of formative assessment to determine what students need to learn and
summative assessments to establish what students have learned;
6. Apply sound instructional, assessment, evaluation and reporting practices in their classrooms
that promote validity, reliability and fairness to all students;
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7. Ensure that assessment methods are free from bias that may arise from culture, ethnicity, gender,
developmental stage, socio-economic background, and language;
8. Learn about students’ strengths and needs through ongoing observation and listening;
9. Identify students with possible physical, social, emotional or intellectual needs which may impede
learning, and provide support or refer for diagnostic assessment as required;
10. Provide support, in collaboration with education team as required, in order that all students can
experience success;
11. Seek information from parents to gain a better understanding of the most appropriate learning
experiences and assessment methods for their child;
12. Engage students and their parents in identifying learning goals and objectives, and involve them
in the process of measuring the degree to which these have been attained;
13. Provide written and verbal reports on student progress and achievement that are clear, accurate
and meaningful to their intended audiences;
14. Report on student attitudes and behaviours in addition to and separate from achievement;
15. Advise parents on ways to encourage and support student progress and achievement;
16. Participate in school or regional assessments as required by principals or
directors/superintendents;
17. Participate in territorial, national or international assessments as required by the Minister of
Education, Culture and Employment;
18. Improve knowledge and skills in assessment, evaluation, and reporting through participation in
professional development opportunities;
19. Collaborate with colleagues in the development of student assessment and evaluation strategies,
and reporting formats;
20. Evaluate a student to determine the grade level of curriculum outcomes the student has mastered
and the grade level of curriculum outcomes the student is working to master. Mastery infers the
student has the foundation to be successful in subsequent grades;
21. Provide, in a timely manner, reports, records and data required by the Department,
superintendent or principal.
D. Roles and Responsibilities of Administrators
School administrators are responsible to:
1. Implement approved policies related to assessment, evaluation and reporting;
2. Ensure appropriate classroom assessment and evaluation practices are being used by the
teachers in their school. NWT jurisdictions have been directed to use the document Teacher
Growth and Evaluation in the Northwest Territories in evaluation of a teacher on classroom
assessment practices.
a. Beginning teachers and teachers new to the NWT are required to undergo a formal evaluation
during each of their first two years of teaching in the NWT.
b. Experienced teachers, with two or more years of teaching in NWT schools are required to be
evaluated on a five year cycle or more frequently should the Principal determine it to be
necessary.
3. Ensure information requested by the Department is provided on time, accurate, complete and
submitted in the format requested. This information includes but is not limited to
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a. Student records
b. Attendance data
c. Student programs
d. Functional Grade Levels
e. Report cards
f. Data required to register students in systemic assessments
g. High school courses completed and final marks
4. Provide parents current information on their child’s attendance and advised when it is an issue;
5. Protect the privacy of individual students and teachers;
6. Encourage the use of 3-way conferencing and student portfolios as a means to communicate and
enhance understanding of student achievement;
7. Encourage and support on-going discussion, consultation and collaboration among teachers in
matters of assessment, evaluation and reporting of student progress and achievement;
8. Encourage and provide support for professional development opportunities designed to
strengthen assessment, evaluation and reporting competencies of school staff;
9. Provide leadership for effective collaboration between teachers and parents in the development
and implementation of sound assessment, evaluation and reporting policies and practices at the
school level;
10. Ensure the use of appropriate assessment instruments;
11. Ensure that parents are provided with information on their child’s progress and achievement on a
regular basis, keeping in mind language barriers and other potential barriers to understanding;
12. Ensure completion of report cards to standards established by Department and DEC policy;
13. Review all report cards before distributing them to parents or delegate authority for this to a vice
principal;
14. Promote the use of assessment and evaluation information to enhance teaching and learning;
15. Provide appropriate information to parents and other community members/leaders that will
assist them in becoming full and active educational partners. This includes information on
learning outcomes; standards; teaching and learning approaches; and assessment, evaluation and
reporting policies and practices;
16. Participate in school or regional assessments as required;
17. Participate in territorial, national or international assessments as required by the Minister of
Education, Culture and Employment;
18. Review the cases of student recommended to be excused from external assessments and decide
whether excusing the student is warranted.
E. Roles and Responsibilities of Education Bodies
Divisional Education Councils and the two District Education Authorities in Yellowknife are responsible
for the delivery of education programs. As such they are responsible to:
1. Develop and implement a written policy for student assessment, evaluation and reporting for
their jurisdiction, which is consistent with the directive statement and principles of the
Departmental Directive on Student Assessment, Evaluation and Reporting and in keeping with the
Principles for Fair Student Assessment Practices for Education in Canada;
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2. Ensure that schools within their jurisdictions develop written policies for student assessment,
evaluation and reporting, consistent with the departmental directive and regional policy;
3. Make sure appropriate classroom assessment and evaluation practices are being used by the
teachers in their school. NWT jurisdictions have been directed to use the document Teacher
Growth and Evaluation in the Northwest Territories in evaluation of a teacher on classroom
assessment practices;
4. Ensure beginning teachers and teachers new to the NWT are undergo a formal evaluation during
each of their first two years of teaching in the NWT;
5. Make sure experienced teachers, with two or more years of teaching in NWT schools, are
evaluated on a five year cycle or more frequently should the Principal determine it to be
necessary;
6. Ensure information requested by the Department is provided on time, accurate, complete and
submitted in the format requested. This information includes but is not limited to
a. Student records
b. Attendance data
c. Student programs
d. Functional Grade Levels
e. Report cards
f. Data required to register students in systemic assessments
g. High school courses completed and final marks
7. Protect the privacy of individual st;dents and teachers; information from the assessment and
evaluation of students may be provided to the Board of Trustees as a generalized indication of
performance but is NOT to be released or discussed when there is a possibility the information
may lead to the identification of individual students or teachers;
8. Encourage the use of 3-way conferencing and student portfolios as a means to communicate and
enhance understanding of student achievement;
9. Encourage and support on-going discussion, consultation and collaboration among teachers in
matters of assessment, evaluation and reporting of student progress and achievement;
10. Use results from assessments and evaluations to enhance teaching and learning;
11. Participate in territorial, national or international assessments, as required by the Minister of
Education, Culture and Employment;
12. Monitor the implementation of written policies on student assessment, evaluation and reporting
in schools;
13. Review the effectiveness of the implemented policies in schools.
F. Roles and Responsibilities of the Department
The Department of Education, Culture and Employment has the responsibility to establish and maintain
a comprehensive approach to setting high standards, monitoring and measuring actual results, and
planning improvements. The Department also has the responsibility to promote fair and equitable
systemic reviews of student assessment practices.
The Department of Education will:
1. Advise education bodies on the development of student assessment policies;
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2. Monitor the effectiveness of education bodies’ student assessment policies as part of the review
process;
3. Involve students in territorial, national or international assessments as deemed necessary;
4. Provide the public with general information regarding the purpose and procedures for large-scale
assessment programs;
5. Report to education bodies on results of systemic evaluations;
6. Provide the public with specific information on the results of any territorial-wide assessments;
7. Analyze and interpret results appropriately and thoroughly and implement change accordingly;
8. Share data, where appropriate and supply education authorities with summaries of information
that is collected from their students;
9. Conduct regular curriculum, program and policy reviews to determine what adjustments or
improvements may be needed;
10. Review curriculum standards regularly to make sure they are in line with national and
international standards of student achievement;
11. Develop clearly defined learning outcomes as a basis for assessment;
12. Develop performance standards, defining degrees of student mastery or levels of achievement;
13. Recommend appropriate methods for assessing curriculum outcomes and provide illustrations.
Date
Changes
July 2011
6.A.1, 6.A.2.a, 6.B.1 and 2, 6.C
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