Additional locally developed areas of learning (subjects) that are part of the instructional program and reported out on: Yes No Describe how First Peoples Principles of Learning are being incorporated/embedded into the Primary Program’s teaching strategies. Yes No Describe how Core Competencies are intentionally being incorporated into activities and teaching strategies throughout the Primary Program. Yes No Communicating Student Learning: Describe the method and frequency of student reporting to parents/guardians: Yes No The School's student progress reporting framework incorporates student self-assessment in core competencies. Yes No Yes No Describe the School's Student Progress reporting framework. Does it incorporate a form of proficiency levels (such as "not yet meeting, meeting, exceeding," etc.) to provide information on the child’s achievement and performance in relation to age/grade expectations? Yes No For Ministry Use Only Section 7.10: The School’s Primary Program (K-3) overall planning and classroom practice provides evidence that the Ministry’s K-3 curriculum is being delivered according to the and Ministerial requirements. Comments: Yes No 7.11 Intermediate Program (Grades 4-9) Does the School offer an Intermediate Program? Yes No For Ministry Use Only Yes No PROGRAM DETAILS: For discussion purposes, please fill out appropriate section of Appendix 1 (K-9 Curriculum Compliance Please provide further explanatory notes in the questions below. Describe how each of the following areas of learning is delivered (as a subject or through an integrated/interdisciplinary manner) in the DL environment:
Career Education: For Grades 4-9: Describe how Personal Development and Connections to Community is addressed: For Grades 6-9: Describe how Life and Career Plan is addressed: Yes No Yes No Applied Design, Skills, and Technologies: Grades 4-5: Describe how the School’s program ensures that the Applied Design, Skills, and Technologies 4-5 curriculum is delivered (in combination with grade-level content): Yes No Grades 6-9: Describe how the School's 6-9 Applied Design, Skills, and Technologies program meets the curricular requirements at each grade level; describe any locally developed modules that are part of the program; and describe if it is offered as a course or delivered in an Interdisciplinary or integrated manner. Yes No Additional language offering in Grades 4-9: (Note: If the School’s overall educational program is offered in English, then this may be French or another language. If the School’s educational program is French Immersion, then the School is required to offer English as a Second Language.) Describe: Yes No Additional locally developed areas of learning (subjects) that are part of the instructional program and reported out on. List and Describe: Yes No Describe how First Peoples Principles of Learning are being incorporated/embedded into teaching strategies in each Intermediate grade. Yes No Describe how Core Competencies are an intentional and ongoing part of activities and teaching strategies throughout the Intermediate Program. Yes No Foundation Skills Assessment (FSA): At least 70% of learners participate in FSA. Percentage participation in FSA for most recent school year is: Yes No Yes No The School is planning for and working towards 100% of learners participating in provincial learning assessments (FSA). Yes No Yes No
For discussion purposes: Complete Appendix 2 to describe the Grade 10 Program and curriculum implementation, and Complete Appendix 3 to describe the Grade 11-12 Program (indicate where existing 2004 curriculum remains in effect and where new curriculum is being explored/implemented.) Required Courses Does the English Language Arts program meet the requirements of a minimum of two 2-credit courses in 10, and a minimum of one course (4 credits) in Grades 11 and 12 (with English Studies 12 mandatory)? Yes No Yes No Elective Courses Does the School provide all students a sufficient selection of courses to enable each student to meet the 28 elective credit requirements for graduation set out in Ministerial 302/04, the ? Yes No Yes No Board/Authority Authorized (BAA) Courses If the School offers BAA courses, complete Appendix 4 for review with the inspector. Please note that a BAA course used under license from or developed by another school must meet all requirements of locally developed BAA courses, including the new BAA template (in Grade 10) and include sign off by the local Authority, local principal and sign off by Ministry inspector or designate. Describe (if applicable) any additional programs offered to students (i.e., AP, IB, or other such as Apprenticeship, Career Preparation, etc.): Yes No 7.12b Graduation Credits Does the school have policy in place to allow credit earning through equivalency, challenge, Independent Directed Studies (IDS,) external credentials and dual credit? Yes No Yes No 7.12c Student Progress Reporting for Grades 10-12 Describe the method and frequency of student reporting to parents/guardians: Yes No
First Peoples Principles Of Learning – Evidence that First Peoples Principles of Learning are incorporated in teaching strategies. Yes No Yes No Core Competencies – Evidence that Core Competencies are an intentional and ongoing part of classroom activities and teaching strategies. Yes No Yes No Applied, Design, Skills and Technologies – Intentional delivery Yes No Yes No Career Education – Personal Development (goal-setting strategies, risk taking, and its role in self-exploration); Connections to Community (cultural and social awareness). Yes No Yes No ASSESSMENT Formative-Summative Assessment – There is evidence that teachers are using both formative and summative assessment strategies on ongoing basis Core Competency Student Self-Assessment – There is evidence that students are provided opportunities for reflection and self-assessment in the area of Core Competencies. COMMUNICATING STUDENT LEARNING Formal reports include letter grades, percentages and written reporting comments, where deemed to be appropriate, to indicate students' level of performance in relation to the learning standards for each course or subject and grade. Students are provided with information that is meaningful to them and helps them improve their learning. Appendix 2: Grade 10 Curriculum (FIRST YEAR OF IMPLEMENTATION) LEARNING AREAS / SUBJECT CURRICULA – 10 For School Use BIG IDEAS – Planning Documents are in place or under development in the following subject areas – or integrated in an interdisciplinary manner. Indicate Y, N, or leave blank if course not offered. Y/N, INT if integrated or blank if not offered Mathematics Foundations & Pre-Calculus 10 Workplace 10 Social Studies 10 Science 10 English Language Arts – composite of two courses Composition 10 Creative Writing 10 Focused Literary Studies 10
B. CURRICULAR COMPLIANCE GRID – GRADE 11 New Curriculum EXPLORATION in 2018-19 LEARNING AREAS / SUBJECT CURRICULA – 11 Indicate which courses are being explored (if any) and whether curricular compliance documentation is under development (Y/N or leave blank if course not being explored). Y, N or blank (if not offered) For School Use Mathematics 11 Foundations of Math 11 Pre-Calculus 11 Workplace 11 History of Math 11 Social Studies 11 Explorations in SS11 Francophone History 11 Science 11 Chemistry 11 Earth Science 11 Environmental Science 11 Life Science 11 Physics 11 English Language Arts Composition 11 Creative Writing 11 Focused Literary Studies 11 New 11 Spoken Language 11 EFP – Lit. Studies & Writing 11 EFP – Lit. Studies & New Media 11 EFP – Lit. Studies & Spoken Language 11 Core French or Second Language Arts Education Dance 11 Drama 11 Music 11 Visual Arts 11