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Welcome to St. John Bosco School 75 Linegar Ave. St. John’s, NF A0A 1J0

Ph. (709) 753-8850 Fax (709) 753-7870

http://www.sjb.k12.nf.ca

Curriculum Night 2015 – 2016

Principal: Tom Hounsell

[email protected]

Assistant Principal: Daisy Hardy

[email protected]

Guidance Councilor: Deana Ward

[email protected]

Office Administrator: Sharon Newman

[email protected]

Table of Contents

General Information ....................................................................................... 1

Home/School Communication .................................................................... 1

School Provided Materials ........................................................................... 1

FaceBook/Twitter ........................................................................................ 1

Homeroom Teachers and Resource Teachers: ............................................. 2

English Department ....................................................................................... 3

Assessment/Evaluation .................................................................................. 4

Mathematics Department ............................................................................ 5-6

Assessment/Evaluation ............................................................................... 7

Science Department ....................................................................................... 8

Assessment/Evaluation .......................................................................... 9-10

Social Studies Department ........................................................................... 11

Assessment/Evaluation: ............................................................................ 12

French Department ...................................................................................... 13

Assessment/Evaluation ............................................................................. 14

Service Delivery Team ................................................................................. 15

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St. John Bosco School

General Information

Home/School Communication:

At St. John Bosco, we believe that good communication with parents/guardians is crucial for success. Please contact your child’s teacher(s) at any time throughout the year if you have questions or concerns. The most efficient means of contacting staff is by email. However, you may also contact by your child's teacher(s) by phone at 753-8850. Please Note:

• Evaluation performance of Junior High Students will be communicated to parents/guardians via Power School Report Cards. Later this month, User names and passwords will be distributed to gr 7-9 parents for online access

School Provided Materials:

All students are provided with a copy of the required textbook(s) for each subject. Students are expected to maintain these textbooks and return them at the end of the school year. If the textbooks are not returned (or returned in poor condition) students will be responsible for the replacement cost.

Facebook/Twitter

Important information, dates, reminders are regularly posted to our school twitter account and facebook page.

School Newsletter: St. John Bosco has a monthly newsletter with important dates, school activities, and other information about our school. An online copy is available on our school website. If you require a paper copy please contact the school by phone.

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St. John Bosco 2014-2015 Homeroom Teachers

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Teacher E-mail Address

kdg - Jacqueline Poole [email protected]

1 - Isabel Oser [email protected]

2 - Janitia Westcott [email protected]

3 - Crystal Chislett [email protected]

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4 - Diane Chafe [email protected]

5 - Sara Forward [email protected]

5 - Keith Perchard [email protected]

6 -Kristin Murphy [email protected]

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7 - Adonna Hickey [email protected]

8 - Sherry Walsh [email protected]

9 - Jesenta Lilly [email protected]

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Music- Kristin Murphy [email protected]

Physical Education- Mike Pittman [email protected]

Teacher-Librarian- Diane Chafe [email protected]

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English Department

Curriculum Overview The English Language Arts curriculum encompasses the experience, study, and appreciation of language, literature, media and communication. All language processes (speaking and listening, reading and viewing, writing and representing) are interrelated and interdependent in that facility in one strengthens and supports the others. Students become confident and competent users through many opportunities to become engaged in language arts in a variety of contexts. The curriculum guide specifies that English Language Arts be taught in an integrated manner so that the interrelationship between and among the language processes will be understood and applied by the students. This integrated approach should be based on students' prior experiences with language and on meaningful activities involving all strands of language arts. The integration of technology is vital in today’s classrooms. Copies of the curriculum are available on the Department of Education website: http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/english/index.html

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Assessment/Evaluation:

All English courses at St. John Bosco School follow a common evaluation scheme.

• It is expected that all students are familiar with the expectations as outlined for each category of the evaluation scheme.

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Reading and Viewing Writing and Representing Speaking and Listening Final Exam

30% 35% 15% 20%

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• Foundation for Atlantic Canada English Language Arts

Curriculum: K-12 (1999)

Grade 7 English Language Arts Curriculum Guide (Interim Edition,

2010)

Literacy 7 (Nelson, 2010)

Write Traits Kit: Grade 7


2011)


Write Traits Kit: Grade 8


2012)


Write Traits Kit: Advanced Level 1

Romeo and Juliet (Global Shakespeare Series)

Intermediate ELA Annotated Bibliography 2012

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Mathematics Department

Curriculum Overview

The Grade7 & 8 Mathematics Program builds upon skills developed in previous grades. Topics in the program (Grades K-9) are organized into four strands: Number, Patterns & Relations, Shape & Space, and Statistics & Probability. Activities that take place in the mathematics classroom should stem from a problem-solving approach and lead to an understanding of the nature of mathematics through specific knowledge, skills and attitudes among and between stands. The Grade 9 Mathematics curriculum promotes active exploration of a variety of mathematical ideas in the context of meaningful learning experiences. Students will extend work on square roots and be introduced to powers and exponent laws, as well as to rational numbers. Students will work with linear relations. Units on polynomials and linear equations and inequalities provide opportunities to work with variables and equations, with a focus on representing algebraic expressions in multiple ways. Surface area, similarity and transformations, and circle geometry all provide opportunities to further develop students’ sense of shape and space. Students will design and implement a project plan for the collection, display and analysis of data.

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Grade 7 Grade 8 Grade 9

Patterns & Relations Weeks: 4 Completion: Early October

Square Roots... Weeks: 4 Completion: Early October

Square Roots... Weeks: 3 Completion: Early October

Integers Weeks: 3 Completion: Late October

Integers Weeks: 3 Completion: Late October

Powers/ Exponents Weeks: 3 Completion: Late October

Fractions, Decimals… Weeks: 5 Completion: Mid December

Operations/Fractions Weeks: 4 Completion: Early December

Rational Numbers Weeks: 4 Completion: Late November

Circles & Area Weeks: 4 Completion: Late January

Prisms/Cylinders Weeks: 4 Completion: Late January

Linear Relations Weeks: 4 Completion: Mid January

Operations/Fractions Weeks: 4 Completion: Late February

Percent, Ratio, Rate Weeks: 4 Completion: Early March

Polynomials Weeks: Completion: Early February

Equations Weeks: 3 Completion: Late March

Linear Equations Weeks: 4 Completion: Mid April

Linear Equations Weeks: 4 Completion: Early March

Data Analysis Weeks: 3 Completion: Late April

Data Analysis/Probability Weeks: 3 Completion: Early May

Similarity/ Transform Weeks: 4 Completion: Early April

Geometry Weeks: 4 Completion: Early June

Geometry Weeks: 3 Completion: Early June

Circle Geometry Weeks: 3 Completion: Early May

Probability/ Stats. Weeks: 4 Completion: Early June

Copies of the curriculum are available on the Department of Education website:

http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/mathematics/index.html

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All mathematics courses at St. John Bosco School follow a common evaluation scheme.

• It is expected that all students are familiar with the expectations as outlined for each category of the evaluation scheme.

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Performance Assessments Tests and Quizzes Common Final Assessment (June)

40% 40% 20%

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Math Makes Sense7 (Pearson Education Canada, 2009)

Math Makes Sense 8 (Pearson Education Canada, 2009)

Math Makes Sense 9 (Pearson Education Canada, 2009

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Science Department

Curriculum Overview

Grade 7, 8, and 9 Science is a Pan-Canadian science course that aims to develop scientific literacy. Scientific literacy is an evolving combination of the science related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities; to become lifelong learners; and to maintain a sense of wonder about the world around them.

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Grade 7 Grade 8 Grade 9

Unit 1: Interactions within Ecosystems Core Lab 1: Field Trip to the Schoolyard Core Lab 2: Salty Seeds Core STSE 1: 2 cm Forest

Unit 1: Water Systems on Earth's Surface Core Lab 1: Salinity’s Effect on Water Density Core Lab 2: Water Health Test, LAB A – Freshwater Environment Core STSE 1

Unit 1: Space Core Lab 1: Strolling through the Solar System Core Lab 2: Designing a Space Station Core STSE 1: Celestial Navigation

Unit 2: Heat Core Lab 3: The Plateau Problem Core Lab 4: Absorb that Energy Core STSE 2: Heat Pumps

Unit 2: Fluids Core Lab 3: The Flow Rate of Liquids Core Lab 4: Determining Densitiy Core STSE 2

Unit 2: Atoms, Elements and Compounds Core Lab 3: Physical and Chemical Properties Core Lab 4: Observing Changes in Matter Core STSE 2: Plastics and Modern Life

Unit 3: Mixtures and Solutions Core Lab 5: How Does Temperature Affect Solubility? Core Lab 6: Separating Homogeneous Mixtures Core STSE 3: Would you like Salt on that? Improving Winter Driving Conditions

Unit 3: Optics Core Lab 5: Demonstrating and Applying the Law of Reflection Core Lab 6: Follow That Refracted Ray Core STSE 3

Unit 3: Electricity Core Lab 5: Resistors and Ohm’s Law Core Lab 6: Resistors in Series and Parallel Core STSE 3: Electricity Conservation: The New Trend

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with Road Salt. Unit 4: Earth’s Crust Core Lab 7: A Mineralogist’s Mystery Core Lab 8: Be a Soil Sleuth Core STSE 4: Seeing the Big Picture.

Unit 4: Cells, Tissues, Organs, and Systems Core Lab 7: Setting up and Using a Microscope Core Lab 8: The Effect of Activity on Heart Rate and Breathing Rate Core STSE 4

Unit 4: Reproduction Core Lab 7: Determining the Best Conditions for Yeast Reproduction Core Lab 8: Comparing Mitosis and Meiosis Core STSE 4: Genetic Engineering


All Science courses at St. John Bosco School follow a common evaluation scheme.

• It is expected that all students are familiar with the expectations as outlined for each category.

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Unit Tests (4) Quizzes Performance Assessment Project Scientific Literacy Assessment

30% 10% 40% 10% 10%

Please Note: • The Scientific Literacy Test is given with the Unit 4 Test

during the June exam period. • All evidence of learning shall be considered when

determining a student’s final grade. Averaging shall not be used as a sole indicator of a student’s level of attainment of the course outcomes.

Copies of the curriculum are available on the Department of Education website:

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http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/science/index.html#intermediate

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• Discovering Science 7 (McGraw-Hill Ryerson, 2009)

Discovering Science 8 (McGraw-Hill Ryerson, 2009)

Discovering Science 9 (McGraw-Hill Ryerson, 2009)

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Social Studies Department

Curriculum Overview At the Intermediate Level, the Social Studies Program uses an interdisciplinary approach and specific topics are organized thematically and chronologically when appropriate. Specific topics deal with real-life issues and respond to the students’ need for relevance. It requires young adolescents to examine their value systems in light of the expectations of their society, and deals specifically with rights and responsibilities with respect to the individual, community and the natural environment. It includes the use of case studies, role models, current events, technology and hands on activities designed to meet diverse students’ needs, interests and abilities.

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Themes

Grade 7

Unit 1: Introduction Unit 2: Economic Empowerment Unit 3: Political Empowerment Unit 4: Cultural Empowerment Unit 5: Societal Empowerment Unit 6: National Empowerment Unit 7: Summative

Grade 8

Unit 1: Introduction: History as a Lens to the Past Unit 2: Newfoundland and Labrador from the Turn of the 19th Century through the Early 20th Century: History as a Story of People Unit 3: Newfoundland and Labrador from 1914 through 1949: History as a Story of Significant Events

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Unit 4: Newfoundland and Labrador through the 2nd Half of the 20th Century: History as a Story of Change Unit 5: History as a Story of the Past in the Present

Grade 9

Unit 1: Exploring Canadian Identity Unit 2: Geographic Influences on Identity Unit 3: Historical Influences on Identity I Unit 4: Historical Influences on Identity II Unit 5: Citizenship and Identity Unit 6: Canada’s Changing Identity Unit 7: Reflections on Canadian Identity

Program of Studies (Course Descriptions)

http://www.ed.gov.nl.ca/edu/k12/curriculum/descriptions.html


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Grade 7 & 8 Performance Assessments 60% Tests and Quizzes 40% Grade 9 Performance Assessments 50% Tests and Quizzes 40% Common Assessment 10%

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Changing Your World: Investigating Empowerment - (Oxford University

Press 2005)

Voyage of Discovery - (Breakwater Books-2005)

Canadian Identity - (Nelson- 2011)

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French Department

Curriculum Overview

The primary focus of the Core French program is

communication. The three strands of curriculum outcomes are:

1) Communication 2) Culture 3) General Language Education

The program provides the setting for authentic communication

tasks, which centre on day-to-day experience in French class. The

program also incorporates events affecting school life. The onus

is on the teacher to utilize the French language in all aspects of

organizing and teaching, thereby conveying a strong message to

students about the real reasons for learning the language.

At the intermediate level, the Core French program builds on the

sequential development of the French language, which was begun

in the elementary grades. The themes are broad in nature,

however, and reflect interests and experiences common among

adolescents.

Program of studies and course descriptors can be found on the

Department of Education's website:

http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/corefrench

/index.html#intermediate

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All French courses at St. John Bosco School follow the evaluation schemes listed below.

Core French

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Oral Comprehension

Oral Production

Written Comprehension

Writing Production

30%

30%

20%

20%

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Physical Education Department

The Government of Newfoundland and Labrador supports a "Comprehensive School Health" approach through its Healthy Students Healthy Schools initiative. Comprehensive School Health is an internationally recognized framework for supporting improvements in students’ educational outcomes while addressing school health in a planned, integrated and holistic way. It is not just about what happens in the classroom. Rather, it encompasses the whole school environment with actions addressing four distinct but inter-related pillars that provide a strong foundation for comprehensive school health:

• Social and Physical Environment • Teaching and Learning • Healthy School Policy • Partnerships and Services

When actions in all four pillars are harmonized, students are supported to realize their full potential as learners and as healthy, productive members of society. Program of studies and course descriptors can be found

on the Department of Education's website:

http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/ph

ysed/index.html

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The Intermediate Physical Education curriculum is organized into the following six Movement Categories:

• Alternative Activities • Court and Field Activities • Fitness Activities • Leadership Activities • Outdoor Activities • Rhythmic Activities

Activity choices from each of the movement categories are mandatory. Additional activities can be chosen from the list only after the minimum requirements are met. This provides an opportunity for teachers and students to develop a program unique to their class. It is through guided participation in the activities that students will meet the curricular outcomes.

Activities Minimum Maximum Alternative ½ unit = 4 classes 2 units = 16

classes Court and Field ½ unit = 4 classes 2.5 units = 20

classes Fitness ½ unit = 4 classes 2 units = 16

classes Leadership ½ unit = 4 classes 2 units = 16

classes Outdoor ½ unit = 4 classes 2 units = 16

classes Rhythmic ½ unit = 4 classes 2 units = 16

classes

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A complete list of possible activities offered in the Grade 7-9 courses is available on pages 53,67and 81 of the curriculum guide http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/physed/intermediate/section2-curriculumoutcomes.pdf


Students in this course will be assessed and evaluated using the former Eastern School District Physical Education Assessment Tool and the Grade 7 - Level III Guiding Principles. Assessment and Evaluation in this course is governed by the Assessment and Evaluation Policy of the former Eastern School District. This policy is located at http://www.esdnl.ca/about/policies/esd/I_IL.pdf. The regulations are located at http://www.esdnl.ca/aboutesd/policies/regulations.jsp?cat=I&code=IL Teachers are directed to incorporate Hellison’s Levels of Responsibility into their practice while teaching physical education. Students and schools where students are encouraged and taught to assume greater amounts of responsibility for their actions, behaviour and learning, demonstrate much success in their learning.

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Health

Curriculum Overview

At the Intermediate Level, a comprehensive school health and personal development program is recognized as an effective way to improve students’ health and involves a wide range of school and community personnel working collectively to enhance the well- being of young people and to promote positive health practices. Such a program is comprised of a broad spectrum of activities and services delivered in a setting that fosters and supports health and wellness. The program for schools in this province should take into consideration:

• The developmental stages of the learner, recognizing that all are different.

• The needs and interests of young people. • Positive and negative media influences. • Current research findings. • Environment and culture of the province.

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The philosophy and goals of the program are organized around a thirteen unit health and personal development program in grades 7 and 8, as well as a comprehensive sexuality education program in grade 9.

• Content, Processes and Skills (Grades 7 & 8) • Emotional and Social Well-Being (Grades 7 & 8) • Human Sexuality (Grades 7 & 8) • Relationships (Grades 7 & 8) • Drugs: Smoking and Alcohol (Grade 7) • Drugs: Alcohol and Other Drugs (Grade 8) • Active Living (Grade 7) • Nutrition (Grade 8) • Safety and Environmental Health (Grade 7)


All Health courses at St. John Bosco School follow the evaluation schemes listed below.

Health Gr 7&8

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Oral (interaction with the group, demonstration of listening

skills and verbalization skills, show of commitment to a task)

Projects and Activities

Tests and Quizzes

Writing Production

30%

40%

30%

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Grade 9 Health is designed for 45 instructional hours. The percentage and hourly breakdown is: Unit 1: Climate Building and Communication (22%) 10 hours Unit 2: Self Concept (22%) 10 hours Unit 3: Human Sexuality (33%) 15 hours Unit 4: Interpersonal Relationships (22%) 10 hours Unit one, Climate Building and Communication, and unit four, Interpersonal relationships, promote knowledge and skills of effective communication. Unit three examines reproductive and sexual health matters while unit two assesses the role of self-concept in decisions related to physical, mental, reproductive and sexual health. The long term goal of this curriculum is to empower students to make sound healthy decisions throughout their lives - based on reliable, factual information. Through a variety of teaching and learning strategies students will explore and challenge their own beliefs, values systems and those of others in a comfortable, safe environment conducive to open discussion. As we are sexual beings, youth will need to understand and come to terms with their own sexuality and matters of sexual health while being aware of the continuum of sexual orientation and what that means for the role we play in our relations with others at home, in school and in the community. Adolescence may be characterized for some as a time when they may have more questions than answers. It is the goal of this curriculum guide to provide students with the knowledge and skills to make decisions that promote optimum health.

Health Gr 9

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Unit 1: 20% Unit 2: 20% Unit 3: 40% Unit 4: 20%

30%

40%

30%

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Service Delivery Team

The Service Delivery Team at St. John Bosco School collaborates with school staff to deploy supports and services to students with diverse needs. This team is dedicated to the implementation of the Service Delivery Model for Students with Exceptionalities.

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Team Member E-mail Address

Deana Ward Guidance [email protected]

Kathleen Lohner I.R.T.

[email protected]

Andrew Riggs I.R.T.

[email protected]

Joanne Taylor I.R.T.

[email protected]

Tina Thompson I.R.T.

[email protected]

Student Assistants: Charmaine Dillon Cindy Woods Janet Chafe Agnes Moores Karen Tulk Paula Sheldon

[email protected] [email protected] [email protected] [email protected] [email protected]

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The Service Delivery Model for Students with Exceptionalities supports a philosophy of inclusive education. The Department of Education of Newfoundland and Labrador defines inclusive education as a philosophy that promotes:

• the right of all students to attend school with their peers, and to receive appropriate and quality programming;

• a continuum of supports and services in the most appropriate setting (large group, small group, individualized) respecting the dignity of the child;

• a welcoming school culture where all members of the school community feel they belong, realize their potential, and contribute to the life of the school;

• an atmosphere which respects and values the participation of all members of the school community;

• a school community which celebrates diversity; and

• a safe and caring school environment. Please Note

• Detailed information can be found online at: https://www.cdli.ca/sdm/

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Here's to another great year at St. John Bosco School

~ where our students soar!

welcome to st. john bosco school - wordpress.com€¦ · welcome to st. john bosco school 75...

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