BDEC CURRICULUM MANUAL TEACHER HANDBOOK 2013 – 2014
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 Page 5 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 Page 9 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; BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 19 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: BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 20 • • • 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: BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 21 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) BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 22 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 Page 23 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 24 (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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 25 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: BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 26 • 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 27 *Based on the needs of students, this block may or may nor occur daily. When the block occurs, times shown are approximate. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 28 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 29 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 30 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, BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 31 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 32 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 33 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 34 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 35 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 Page 39 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 52 • 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: BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 53 Resources available with Associate Assistant Superintendent: BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 54 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 55 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 56 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 57 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 58 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 59 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 60 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) BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 61 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 62 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 63 Alberta source links here BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 64 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) BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 65 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 66 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 67 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) BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 68 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 69 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 70 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 71 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 72 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 73 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: BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 74 • 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) BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 75 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 Page 76 • 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 Page 77 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 78 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 Page 79 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 80 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 81 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 82 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 84 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 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] BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 92 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 94 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 95 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] BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 97 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, BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 98 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 99 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 100 Kindergarten: Being Together Additional information for kindergarten is available here BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 101 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 102 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 103 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 104 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 105 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 106 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 107 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, BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 108 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 109 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) BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 110 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 111 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 112 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 113 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 114 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 116 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 117 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 118 students choose to pursue in depth. These questions are meant to be engaging, open-ended, and require critical thinking and research skills to answer. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 119 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 120 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 121 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 122 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 123 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 124 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) BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 125 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 126 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 127 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 128 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 129 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 130 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 131 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 132 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 133 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 134 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 135 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 136 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 137 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 138 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 139 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) BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 140 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 141 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 142 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 143 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 144 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 145 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 146 Manitoba Education Saskatchewan Education Western Canadian Protocol (WCP) www.edu.gov.mb.ca www.sasked.gov.sk.ca www.wcp.ca BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 147 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 148 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 149 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 .................................................................................................... BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 150 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 151 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 152 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 153 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 154 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 155 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 156 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 157 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 158 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 159 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 160 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 161 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 162 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 163 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 164 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 165 • 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 166 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 167 - 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. BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 168 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 169 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; BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 170 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; BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 171 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 BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 172 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; BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 173 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; BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 174 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 _______________________________________________________________________________ BDEC Curriculum Manual and Teacher Handbook 2013-2014 Page 175
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